Unit 3 Days of the week教案和课堂实录

Unit3 Days of the week(Period2)

Topic: Peter’s life Language aims: Using adverbs to indicate frequency

e.g.always,usually,often,sometimes,never Using modeled sentences to describe the frequency of certain activities about another person.

e.g.He often goes to the school library on Monday afternoon. Using wh-questions to find out specific information:

e.g.What does Peter usually do on Monday?

Key points: Using modeled sentences to describe the frequency of certain activities about another person.

Difficult points:

be able to ask and answer what oneself always/usually often/sometimes/never does at certain time.

Materials: Student’s Book4AP44, power point

Procedures

Contents

Methods

Pre-task

Ss sing the song together 1.Sing a song Preparations: 2.Do a survey Group work ask Ss to do a survey Purpose

用上一课时的句型来完成这个调查，复习旧知。

While-task

Peter’s survey Procedures:

…always/usually/

often/sometimes/never/(does)…

My life

Picture1 1.T shows Peter’s survey to elicit the structure: …always/usually/often/sometimes/never/(does)…

给学生看Peter的调查表，自然的引出三单句型。

把课本文本改成第一人称，有上一课时的基础学生能自己阅读。

图片分步展现，采用不同的方式呈现。

Picture 2

Picture3,4,5

1.If you are Peter,read the passage 2.Compare: in the morning on Monday morning 3.Show the sentences ,ask Ss to read by themselves. 4.T shows two questions to elicit. 5.T shows the pictures and some key words,have Ss to describe the pictures.

What does he always/usually/often/sometimes/never do …? Picture 6

Peter’s life Post-task

activities: 1.Look ，say And write

2.Writing: _____’s life 6.Ask and answer about the passage.

1.T doesn’t show the Picture,Ask Ss to guess 2.Then T shows the picture6 Ask Ss to read after the tape

T shows a table about someone does something Then write down

T shows the structures and some words. Encourage Ss to write a short passage according them.

1.Listen and read the student’s book P43 2.Copy and recite student’s book P43 3.Workbook P63 part H

从文中的答句引出问句的学习

最后一幅图没有先出来而是让学生先想象说话，再出示，给了学生运用语言的机会。

模仿录音，老师指导朗读

出示一个表格提供信息让学生有话可说，并落实到笔头。

有了上节课的基础，这节课的写作相对较简单些。

Assignment: Homework