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学法TPR教学
资源pictures word’s card教学流程设计意图StepⅠ.The introduction of situation
StepⅡ.Learning new knowledge
StepⅢ.Communicative application
Step 4.Homework1. 询问学生周末的日常活动，教学单词weekend。
T: What do you usually do at the weekend?
板书weekend，同时引导学生通过观察日历明白weekend的意思，学生跟读at the weekend并造句。
S1: I read books at the weekend.
S2: I do my homework at the weekend.
...
2. 顺着上面的活动，教师介绍自己和家人在周末常做的事情，引出stay at home, row a boat, see a film这三个词组。
T: I usually go to see a film with my friends at the weekend. My grandparents usually stay at home. My son likes to go to the park. We usually row a boat in the park.
板书词组stay at home, row a boat, see a film,学生跟读。教师可以通过提问与学生交流，给学生搭建运用这些词组的平台。如：Do you usually see a film at the weekend?
1. 教师呈现自己这个周末的计划表，告诉学生自己的计划和打算，同时教学单词plan。
T: Look. This is my plan for this weekend. I’m going to visit my parents. I’m going to buy some books. I’m going to see a film with my family.
教师板书plan，学生跟读单词。
2. 请学生思考周末打算做什么事情，然后和学生问答。
T: Do you have a plan for the weekend?
S1: Yes, I do.
T: What are you going to do this weekend?
S1: I’m going to see a film with my family.
...
3. 播放Listen and say的录音，学生听完后教师提问，集体完成表格，培养学生在听录音时抓住人物、事件等关键信息的能力。
NamePlan for the weekend
Peter
watch TV with his grandparents
Jill
row a boat and fly a kite
再次播放录音，请学生逐句跟读，鼓励学生尽量模仿录音中人物的语音语调。然后学生六人一组，分角色有感情地朗读对话。教师在教室内来回巡视，适时给予必要的帮助。
4. 请学生根据表格的信息和同桌对话。