Unit3myweekendplan第5 課時一、教學目標：能夠通過爭論哪些節日會有家庭聚會來激活相關背景學問和儲藏詞匯；能夠通過閱讀問題訓練在語篇中捕獲不同類型的信息和思考的力量；能夠從閱讀中獵取有用的句型，能夠口頭描述自己家庭成員在中秋節的活動，并能最終寫出一篇日記。二、教學內容：教材：Readandwrite三、教學重點：1、閱讀圖片和文段完成吳一凡和家人的時間安排表；2、補全句子并能口頭描述吳一凡和自己的中秋節安排。四、教學預備：錄音機、教學掛圖或課件五、教學步驟：StepOne:warmingupandrevisionGreetingsFree-talks:Whereareyougoingnextweekend?Whatareyougoingtodo?Whenareyougoing?StepTwo:Pre-readingShowthestudentssomepicturesandask:Whataretheseholidays?DoyouknowtheirEnglishname?NationalHoliday SpringFestival Christmas教師教讀后，組織學生爭論：Whatdoyourfamilydoontheseholidays?溝通在不同的節日不同的打算。Givethemsomehintsandchoose:goshoppinggettogetherbuypresentshaveabigdinner教師引導學生提煉出不同節日的共同點：familyget-together。視學生狀況，還可追問：Whenwillyourfamilygettogether?要求學生簡要答復。StepThree:While-reading1、第一次閱讀波浪線畫出他們進展的活動。2、其次次閱讀板上。教師通過提問，聯系上下文等方式幫助學生推想詞意義。課件呈現以下問題：〔1〕WhatareWuYifan’sfamilygoingtodo?學生閱讀后對句子Hisfamilywillgettogether.講解will=begoingtoWhatisWuYifan’sauntgoingtodo?WhatisWuYifan’sgrandmagoingtodo?WhatareWuYifanandRobingoingtodo?然后指導完成表格，寫下吳一凡一家的活動安排。3、第三次閱讀教師展現Readandwrite仿照正確的停頓、語音和語調。教師提問：WhataboutyourMid-autumnFestival?Whatareyougoingtodo?立完成教材中的共性化書寫活動For Mid-Autumn Festival, I’m going to .My partner is going to .StepFour:postreading1.日有不同的慶祝方式。補充閱讀材料1：DearDiary!Tomorrowisabigday!Iwillbeveryhappy.Inthemorning,I’mgoingtogoshoppingwithmyparents.Wearegoingtobuysomefood,freshorangesandflowers.Intheafternoon,my motherisgoingtocook.Wearegoingtohaveabigdinnertogetherintheevening.Afterdinner,mygrandparentswillgivemearedenvelope.Therewillbesomeluckymoneyinit.WearegoingtowatchTVthisevening,too.TherewillbeawonderfulshowonTV.We’llhavesomuchfun!(SpringFestival)2：DearDiary!Tomorrowisanimportantday!Ican’twait.Inthemorning,I’mgoingtogoshoppingwithmyparents.Wearegoingtobuysomegiftsforeachother.Intheafternoon,mymotherisgoingtocook.Wearegoingtohaveabigdinnertogether.Wearegoingtoeatturkey.Afterdinner,wearegoingtosingsongsandtalktogether.MygrandmawilltellstoriesaboutChristmasforus.WillIgetgiftsfromSantaClaus?(Christmas)2、完成《活動手冊》中對應頁面的活動。3、詩朗讀競賽。教師請學生自愿參與詩朗讀競賽，朗讀吳一凡日記中的藏頭詩。讀完之后請學生評比出最正確朗讀者，并請學生思考，這首詩的特別之處在哪里。4、視學生狀況，教師可簡要介紹藏頭詩這種文體，并供給一兩首藏頭詩讓學生進展朗讀，還可以鼓舞學生自己創作。Stepfive:homework學生仿照教材文段，寫一篇自己的節日打算。板書設計：Unit3 MyweekendplanReadandwriteWho begoingto/willWuYifan’s family get toget