Unit 3 Days of the week公开课教案（教学设计）

Oxford English 4B Module 3 Things around us

Unit 3 Days of the week

Theme：Days of the week School: Zhenxin Primary School

Teacher: Stephany

Date：2018.5.7

一、教材内容

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二、单元教学目标

主题模块

学习内容

核心词汇Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, always,usually, often, sometimes,never 名词&词组

副词

关于星期的单词，在周几和在工作日和在周末的词组

关于频率的副词

学***

学习与评价要求

背记、理解核心词汇：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, always,usually, often, sometimes,never 评价方式

了解词汇的表达，说出这些词组

听懂、读懂语境语篇中表示星期和频率的单词

描述喜欢的节日

了解星期及其相关词组的表达方式

了解时间和动作的频率

I usually ... on/at... 在语境中尝试表达做某事的时间计划等信息

词汇

C 词法

感知频率不同：

People 在语境中尝试描述人们always/usually (do) ... 在从事不同活动的频率

了解句义和基本结构

M3U3 Days of a week 一般疑问句

句子种类

陈述句

理解并提问：

Do/Does...always/usually/often...?

听懂、读懂语句在语境中的含义

能对时间和动作频率相关的信息进行提问

了解句义和基本结构

句法

...always/usually/often/sometimes... 听懂、读懂语句在语境中的含义

能对时间和动作频率相关的问题进行回答

了解核心语言的意义和基本用法

语篇

陈述文本

Listen and say Look and learn Say and act

Ask and answer Look and read Listen and enjoy C B 记叙文

B 核心语句: ...always/usually/often/sometimes (do)... I’m always/usually/often(adj.)... 文本基本信息的获得和描述

了解文本语境，获得文本基本信息

听懂、读懂文本的意思

在语境中根据信息对星期和动作频率进行描述

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三、单元主题和单课话题

Peter’s daily life

A. 语言知识与技能

1、能正确朗读、拼写星期单词Monday—Sunday，了解并学会运用词组on weekdays, at weekends 2、在Peter讲述他的日常生活的语境下，学习理解并熟练掌握本单元的核心词汇频度副词always, usually, often, sometimes, never，掌握单词的正确发音及之间的差别，

学习理解并运用词组Chinese chess club 3、能根据某人的日常生活，正确描述在某个时间做事的频度，完成_____’s week的写作。

4、能正确朗读“-ay, -ai”在单词中的发音，并能准确地朗读儿歌。

B. 文化与情感

了解不同人的生活，结合自己的生活状态，提倡劳逸结合的生活理念。通过了解自己和他人一周的生活，鼓励学生感受、体验自己的生活乐趣。

4B M3U3 Days of the week Peter’s

week life

Stories Peter like week life

C.

学习策略

1、以语篇语境带动核心词句的学习，以师生交流、生生交流的方式初步运用核心词汇和句型。

2、在课堂交流中，注意倾听，积极思考，参与讨论，通过讨论、交流、合作等形式完成学习任务。

3、通过复述故事、角色扮演等，综合运用核心词汇和句型，提高语用能力。

四、单元语用任务

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在学习、了解、介绍Peter日常生活的语境中，通过阅读、问答、表演等方式获取信息，正确描述关于时间分配和活动的信息，包括星期，在工作日和周末及相应活动的频率等。要求语音语调基本正确，内容达意，表达较为流畅。

五、教材分析与学情分析

本校四年级学生的学习习惯良好，上课能认真倾听，能关注老师的活动并努力参与课堂活动，但部分同学学习缺乏主动性，有的缺乏自信，不愿意表达自己的见解。因此在教学中，需要努力培养和提高学生的口语能力，通过情境的创设，为学生提供开口说的机会，

启发学生的思维，提高学生的学习能力和兴趣。

本课时的教学内容为4B Module3 Unit 3 Days of a week. 主要探讨的话题是小学生一周的活动，通过教学让学生了解在周几做什么，帮助自己做计划，做事更有条理。

教材上介绍了Peter的日常活动，在此基础上，我对教材进行了文本再构，拓展到学生自己的日常活动，真实反映自己的生活常态，观察他人生活，从而更好的规划自己的时间，在此过程中举一反三，丰富并扩充了语言材料。

本课利用对语段的整体理解，通过整体的听、读的练习来理解全文的含义。本课的重、难点是频率副词的学习：always, usually, often, sometimes, never，通过对Peter日常生活活动的学习，最终能运用丰富的语言描述自己的常规日常活动。过程中通过问答、集体朗读、儿歌表演等方法巩固词组，逐渐过渡到句和段的操练，增加学生的体验，活跃课堂气氛。

六、分课时教学目标

教学目标

话

题

第一课时

第二课时

第三课时

Peter’s daily life Peter’s week life Stories Peter likes 1、初步感知星期单词★life的含义。

2、初步感知单元核心词汇，语言单知词

识

usually, ★often, ★含义及区别。

1、能在语境中正确运用单元核心词汇，表1.

复习巩固词汇

often, ★sometimes, ★

never及表示一周★always, ★usually, ★的词汇★Monday—Sunday

often, ★sometimes, ★never 及表示一周的词汇单词weekday, weekend及词组on weekdays, 2、通过朗读含有本单元音素/2、在Peter一周生活的语境中，理解并运用/词组★Chinese chess club;动词词组go to school, go home…

3、能够正确运用时间状语(day)morning/afternoon/evening / 的单词，了解/音素的发音，准确Monday—Sunday,理解daily 示频度的单词★always, ★

usually, ★

表示频度的单词★always, ★2、在Peter的一周chant中初步感知并朗读★Monday—Sunday sometimes, ★

never，理解其★at weekends,了解其含义及区别。

朗读字母组合-ay, -ai在单词中的发音。

3、在故事情境中，感知词组have a party, in the

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middle of及单词

kind, while，朗读并了解其含义。

1、在Daily life的语境中,初步感知句型I’m always/usually/often/sometime1、在Peter’s week的语境中，能够了解句型s+ adj.表述本人的状态，理解What does he/she 句型含义。

always/usually/often/sometimes do…?

句型

2、在Peter介绍自己日常生2、在Peter’s week的语境中，尝试将上课时活过程中，初步感知句型What do you 中第一人称为主语的句型变为第三人称单数为主语的句型：sb

always/usually/often/sometimalways/usually/often/sometimes…(does) + on es do…?理解含义，并尝试运day（morning/afternoon/evening）. 用I always/usually/often/sometim

es…(do)表示自己做某事的频度。

1. Listening: 1). 能听懂单元核心词汇表示频度的单词★always, ★usually, ★

often, ★词组daily life 2). 能在Peter介绍自己日常语

言

技

能

与

运

用

1). 在Peter一周生活的语境中，能够听懂并1. Listening: 理解词组★Chinese chess club;动词词组go ★at weekends,了解其含义及区别。

1. Listening: sometimes, ★

never及拓展to school, go home…听懂词组on weekdays, 1).能听懂并理解故事A party的内容，并能够根据问题抓住关键信息。

能够听懂句型生活过程中，听懂句型What 2). 在Peter’s week的语境中，What does he/she 2. Speaking: do you always/usually/often/sometimalways/usually/often/sometimes do…?

es do…? 3). 能听懂并理解Peter’s daily life的内容，了解Peter的日常生活。

2. Speaking: 1). 能在老师的引导下，根据2. Speaking: 1). 能在老师的引导下，根据图片及表格内容，来尝试着复述Peter’s week Peter的一周。

1).能熟练运用前两课时所学句型及频度单词，用3). 能听懂并理解Peter’s week的内容，了解语段形式描述_____’s week。

2). 能在老师的引导下，根据图片及提示语，富有情感地按角色复述故事，表现出参加聚会的高昂情2).在Peter和Betty对其一周描述的基础上，绪。

Peter和Betty对他们日常生尝试描述自己的一周生活。

3. Reading: 活的描述，来尝试着描述自己

1). 能较熟练的朗读故事的daily life。

3. Reading: A party。

1). 能较熟练的朗读课文Peter’s week。

2)..能有节奏且准确地朗3. Reading: 2). 能读懂教师改编的文本Peter’s week及读含有//音素的儿1). 能较熟练的朗读课文中Betty’s week。

歌。

及教师改编的chant。

2). 能读懂本课时的文本

Peter’s daily life。

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4. 能在日常生活的语境中，4.Writing：

初步感知单元核心词汇频度能在一周生活的语境中，通过小调查，在此副词★always, ★usually, ★基础上做反馈报告，运用单元核心词汇频度often, ★sometimes, ★

课时句型I 副词★always, ★usually, ★often, ★型He/She

never及一周的表达，结合本sometimes, ★

never及一周的表达，结合句always/usually/often/sometimalways/usually/often/sometimes/never…(doees…(do) 用语段来描述自己s) 用语段来描述他人的一周生活，从而体验的日常生活，从而体验自己的自己及他人的生活乐趣，提倡劳逸结合的生生活乐趣。

文化意识

情感态度

活理念。

了解不同人的生活，结合自己的生活状态，提倡劳逸结合的生活理念。

通过了解自己和他人的日常通过了解自己和他人一周的生活，鼓励学生生活，使学生从中体验自己的感受、体验自己的生活乐趣。

生活乐趣。

III、单课教学文本与教学过程

Period 1 Peter’s daily life Teaching materials: Listen and enjoy, Look and learn

再构主体文本

Peter’s daily life Hello, I’m Peter. This is my daily life.

I always get up at seven o’clock. I sometimes have bread and milk for breakfast. I usually go to school at half past seven. I’m never late for school. I always have lunch at school.

I often play basketball with my friends after school. I usually go home at half past four.

辅助文本

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Chant: 1、Saturday, Saturday What do you often do on Saturday? I often paint or watch TV. Saturday is fun for me. Sunday, Sunday What do you usually do on Sunday? I usually read books or play basketball. Sunday is sweet for me. 2、Hello, I’m Betty. I’m Peter’s classmate. I _______ get up at half past six.I _______ go to school at half past seven. I’m _______ late for school. I _______ have lunch at school. I _______ go home at half past four. I __________ go to the supermarket with my mother. I ______ wash dishes for my family. I’m _______ busy but I’m ______ happy.

预设输出文本

My daily life Hello, I’m ______. I always/usually/often/sometimes/never do…

I’m usually busy, but I’m always happy. …

Contents 1、

Quiz Pre-task 2、

Introduce preparations Peter and his Procedures Purposes Do a quiz 能在老师的指导通过1）How many days are there in a week? 下运用旧知，What are they? 本单元主线人物Peter地带领，快7 Methods

classmate Betty 2）What’s the first day of a week?

New words:

★Sunday, ★Monday, ★Tuesday, ★Wednesday, ★Thursday, ★Friday, ★Saturday 3、

Chant Paragraph 1: Peter’s daily life New words:

1、Elicit by Peter’s daily life 2、Sound and spelling 3、Listen, read and answer: 3）What’s the second day of a week?

4）What’s the last day of a week?

Say a chant Betty’s day of the week Peter’s day of the week 速进入英语学习氛围。

通过Peter讲述自己的日常生活，引出新授词汇，学生能初步感知并理解新单词。

能通过老师的引读，正确朗读单词，掌握发音。

★always, Peter’s question: ★usually, ★often, 1)Do I always or usually get up at seven ★sometimes, o’clock?

★never

While-task Sentence:

procedures 通过Peter的提2)Do I usually or sometimes have bread 问，进一步巩固新and milk for breakfast? 授词汇。

3)Do I often or never late for school? 4、Pair work A: What do you always/usually/often/sometimes do…?

在了解了Peter的What do you 日常生活后，询问always/usually/ofte学生们的日常生n/sometimes do…? B: I always/usually/often/sometimes do…

活，通过自然交谈的方式，运用新单I

词和句型，最后学always/usually/ofte生总结自己对日n/sometimes do…

常生活的体验，状态如何。

I’m always/usually/often/sometimes+ adj. Chant 通过chant操练新1、

Peter’s daily life 授句型，体验2、

My daily life Peter的快乐生8

Post-task activities 活，学生结合自己的日常生活改编chant，并体验自己的生活的乐趣。

Paragraph 2

1、Listen and say 通过Betty介绍自己的日常生活，学Betty’s daily life Fill in the adverbs of frequency 生能够进一步熟悉本单元核心词汇频度副词，也为之后学生描述自己的日常生活奠定了基础。

Talk about “My 1、Say something about my daily life 通过Peter和Bettydaily life”

对他们自己日常Hello, I’m ______. 生活的描述，使学生综合一节课所I always/usually/often/sometimes/never 授知识，描述自己do…

的日常生活，表达自己目前生活的I’m usually busy, but I’m always happy. 状态，从中体验自己生活的乐趣。

★1、Read, write and recite the words on the sheet. (always, usually, often, sometimes, never, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday) ★ 2、Listen and read the words and chant on

P42. ★

★ 3、Try to talk about your daily life.

Period 2 Peter’s week life

Assignment Teaching materials: Look and say, Do a survey, Read and say 再构主体文本

Peter’s week life Peter is a pupil of Rainbow Primary School.

He goes to school from Monday to Friday. He always gets up at seven o’clock. He’s never late for school. He likes reading. He often goes to the school library on Monday afternoon. He can play basketball very well. He

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always plays basketball with his classmates on Tuesday afternoon. On Wednesday and Thursday afternoon, he usually goes to the Chinese chess club. It’s fun. He likes playing the Chinese chess best. He goes home at two thirty on Friday afternoon. He often plays with Sally and Paul at home. At weekends, Peter’s family sometimes go to Rainbow Park. They always have a good time there. He’s usually busy, but he’s always happy.

辅助文本

1、I _________ from Monday to Friday. I _______ ___________ at weekends. 2、I can play Chinese chess. I usually play Chinese chess with my friends. 3、Chinese Chess Club Activities Chinese Chess Club Activities When 15:00 Wednesday 15:30 Thursday

Peter is in the ______ ______ club. On _______ afternoon, they __________ in _______. On _______ afternoon, they __________ in _______. 4、I’m Betty. I often go to the school library on Monday afternoon. On Tuesday evening, I usually play badminton in the gym. I always read English books on Wednesday evening. I usually go to the Chinese chess club on Thursday afternoon. On Friday afternoon, I often play with my friends at home. I sometimes go shopping with my mother on Saturday morning. On Sunday afternoon, I often watch TV with my parents. I never go to school at weekends. I enjoy my life.

10 What have Chinese chess classes have chess matches Where Room 302 Room 401

预设输出文本

________’s week life ________ is my classmate/friend. He/She is ________.（job）

He/She ______________(does) from Monday to Friday. On ___________, he/she _________________(does). He/She ____________(does) on __________. At weekends, he/she _____________(does). He/She enjoys his/her life. …

Procedures Pre-task preparations Contents 1、Chant Methods Say a chant Betty’s day of the week New words: weekday/weekend Peter’s day of the week 1、Elicit by the chant Peter’s day of the week Purposes 通过chant快速进入英语学习氛围。

New phrases: on weekdays/ ★at weekends 2、Sound and spelling Learn: from Monday to 3、Learn and read new words and

Friday phrases While-task procedures

On weekdays, I ____ _____. At weekends, I ___ _____. 1、Pair work 通过chant，引出新授单词及词组，

通过老师的引读，正确朗读单词，掌握发音。

通过自然交谈的方式结合旧知运A: What do you do from Monday 用新单词、词组。

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to Friday? B: I _________ from Monday to Friday.

A: What do you

always/usually/often/sometimes/

never do at weekends?

在第一课时第一人称为主语的基B: I _____

_________ at Sentences:

础上变成主语为weekends. 第三人称的句型。He/She…(does) 2、Make a report: He/She…(does) 能在一定的情景中灵活操练，运用新句型。

Paragraph 1

1、Listen and answer 通过介绍Peter的一周，听一听，说Peter’s days of the week 2、Listen and match 一说，培养学生在理解短文的基础New phrase: ★Chinese 3、Try to say 上能够根据问题chess club 抓住关键信息。

I can play ____

_____. I usually play ______

______ with ____

能根据图片初步_____. 感知新单词，结合已有知识，运用新4、Talk about Peter’s activities in 内容进行描述。

the Chinese chess club

能通过图表信息，运用新授知识，描述人物的主要事件巩固新知。

Look and say

Paragraph 2 5、Try to say your activities in the 通过开放性问题，club 激发学生语用情趣。

1、Listen to “Peter’s days of the 能有感情地朗读week”, then read it together. 课文，并在阅读中感受生活的乐趣。

通过图片及表格，2、Retell Peter’s activities 让学生掌握信息，复述Peter一周的活动。

1、According to Betty’s week, say 根据体悟Betty的something about my week 一周，学生掌握描12

Betty’s week life Talk about “My week life”

Show friend’s week 1、Do a survey 2、Make a report ______’s week life ________ is my classmate/friend. He/She is ________.（job）

He/She ______________(does) from Monday to Friday. On ___________, he/she _________________(does). He/She ____________(does) on __________. At weekends, he/she _____________(does). He/She enjoys his/her life.

述自己一周生活的能力，感悟他人的快乐生活，从中培养语用情趣，进而说一说自己的一周，体验劳逸结合的快乐生活。

通过调查了解，描述朋友的生活，综合运用所学知识。

Post-task activities

★1、Read, write and recite the words on the sheet. (from Monday to Friday, Chinese chess club, on weekdays, at weekends) Assignment ★ 2、Listen and read the text on

P43. ★

★ 3、Talk about Peter’s week life according to the chart and picture. ★

★

★4、Write a report “ ______’s week life” according to the survey.

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Period 3

Stories Peter likes

Teaching materials: Read a story, Learn the sound Procedures Contents 1、Chant 2、Retell Peter’s activities Pre-task preparations 3、Make a report ___’s week life Learn the sound:

Methods Purposes 通过chant快速进入英语学习氛围。

Say a chant Peter’s day of the week 通过复述Peter的一周活动，在复习旧知的基础上，引出朋友的一周的调查报告。

1、Read the words with // 初步在单词中感受本课时教授的2、Answer the questions about the 新音素//，根picture and elicit the words of the 据图片问答，结合sounds // and the rhyme with 发音为//的these words. -ay, -ai字母组单词，进行儿歌朗3、Listen and read the rhyme 读。

呈现一周七天的人物图，听一听，猜一猜，激起学生想学、乐学，进一步了解故事的欲望。

Lead in the story by Peter 1、Listen and answer

While-task Learn: have a party procedures in the middle of…

kind, while

2、Play a guessing game According to the description of the days, guess who are they? 3、Listen and answer Read the story 通过介绍一周七天人物的外貌、性Listen to the story, then get the 格等，听一听，说main idea. 一说，培养学生在理解的基础上能够根据问题抓住关键信息，进行梗概回答。

1、Read the story after the video 通过故事的朗读，学生进一步熟悉2、Role-play game 人物。

Role-reading in groups 朗读指导，分角色

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Post-task activities 朗读，理解故事内容，激起学生语用情趣，积极投入课堂学习，体会各人物性格特点。

Retell the story 1、Try to retell the story according 根据图片及提示to the pictures and keywords. 内容，能有感情地复述故事，培养学

生语用情趣。

★ 1、Listen and read the story on

P45. Assignment ★2、Listen and read the sound correctly on P46 ★

★ 3、Do a role play game with your friends, try to retell the story.

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