PEP人教版小学英语五年级上册教案全册优质教案

Unit1  Whats he like?教学目标     能听、说、读、写本单元的四会单词 ；会运用本单元主要句；初步认识陈述句和问句；有兴趣听英语，说英语，背歌谣，唱歌曲，讲故事，做游戏等。内容分析     本单元重点学习人物体貌特征和个性语言，重点学习的句型是：Whos your art teacher? Whats he like? Is she ? Yes, she is /No, she isnt.这单元主要描写的人物体貌特征，所以我们可以让孩子对所认识的老师进行描述。学习目标     1.能力目标： （1） 能够简单描述自己教师的体貌特征及性格特点，如：We have a new English teacher. Hes tall and strong. Hes very funny.    （2） 能够询问并介绍学校里教师的情况，如：Whos your English teacher? Mr Ding.Hes from China. Whats he like? Hes tall and strong.    （3） 能够听懂一些描述人物特征的简单对话，完成学生用书中的Lets try 部分。     （4） 能够听懂、会唱歌曲“My New Teacher”.能够灵活替换歌词中的 科目及表示人物特征的形容词。      2. 知识目标 （1） 理解A、B部分Read and write 中的会话，并根据提示填充句子或 回答问题。    （2） 听、说、读、写A、B部分Lets learn 和Read and write 中的四 会单词和句子。    （3） 理解Lets start、Lets find out、Lets sing、Lets chant 和Pair work 等部分的内容。    （4） 了解Pronunciation部分的字母组合在单词中的发音，并能熟练读 出例词。    （5） 了解Task time 、Story time、Good to know等部分的内容。     3. 情感、策略、文化等有关目标：    （1） 情感态度：根据小学高年级阶段学生的特点，引导他们在英语学习 过程中更大限度发挥自主学习能力，积极主动地进行英语学习，更好地激发他们英语学习的兴趣。    （2） 学习策略：学习过程中注意培养学生合作学习的态度和方法，有效 利用学生用书中设计的Pair work 、Group work、Talk and draw 以及Task time部分，培养学生合作学习的意识。 （3） 文化目标：了解中西方国家在称呼人名上的不同习惯。单元教学课时安排 ： 1st Lesson：A Let's learn Ask and answer2nd Lesson：A Let's try Let's talk Main sence3rd Lesson：A Lets spell4th Lesson：B Let's try Let's talk C Task time5th Lesson：B Read and write 6th Lesson：B Let's check Lets wrap it up C Story time. 第一课时一、教学内容Main scene  Part A (lets try  lets talk)二、教学目标1能正确听，说，朗读“Who is ? He/She isWhats he/she like? He/She is Is he/she?Yes,he/she is. No, he/she isnt.”2能正确听，说，认读表示人物外貌与性格特征的形容词old, young, funny,kind,strict,polite,hard-working,clever.3.能听懂，会说，会表演Lets talk 的内容并在真实场景中运用。三、教学重点学生能够表演Main scene 和lets talk的交际内容，能够根据实际情况用英语讨论人物。四、教学难点用英语准确询问并回答人物特征，如：“Who is ? He/She isWhats he/she like? He/She is Is he/she?Yes,he/she is. No, he/she isnt.”五、课前准备1.  教材相配套的教学课件Unit 1 Let's learn/A2 教材相配套的教学录音带    3 教师自制的单词卡   六、教学过程Step1. Warming-up1.Lets look and say the names.(通过多媒体播放一些卡通图片，分别展示年老，年轻，滑稽，有礼貌，工作努力，聪明，严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样。)2.Lets listen and sing”Whos your teacher?”Step2. Presentation1.学习Main scene（1）.出示Main scene中的部分教学挂图，让学生观察Who? What are they talking about?（2）.学生看图片想象并回答老师的问题。Dialogue1: Who:Wu Yifan,Amy,Oliver and a teacher.What are they talking about?The teacher introduces classmates to each other.Dialogue2:Who:a girl,Oliver,Zoom and Zip（3）.教师引导学生蒋讨论的结果展示交流。（4）.听录音，模仿朗读，理解对话内容。（5）.教师领读对话，学生模仿，齐读练习，生生对话，小组表演。2.学习lets try  lets talk（1）listen and tick.听录音，完成探究学习第一题。（2）创设情境：这节课让我们和Oliver，WuYifan一起去了解Mr Young好不好？教师播放课件图片，要求学生边听边模仿。（3）看lets talk部分的课文插图，听录音，模仿朗读，理解意思。（4）根据lets talk内容尝试分角色朗读对话，进行Group work,完成探究学习中第三题。（5）学生表演，以检查学生对本课对话的掌握情况，对做得较好的学生予以表扬。3.Make a survey.S1: Whos your?S2:S1:Whats he/she like?Step3 ConsolidationPlay a game游戏规则：优点大爆炸，发现小组内每个成员三个优点。S1: Whos that?S2:S1:Whats he/she like?S2:He/she isS1:Is he/she?S2:Yes,he/she is. No,he/she isnt. Step4  Homework1.Listen and report the dialogue.2.完成课堂检测中的相关习题。3.Make a new dialogue and act it out。七、板书设计Unit1            Whats  he  like?old     young    strong    funny   thin   tall Whos  your .teacher?Whats   heshe  like ?    Heshe  is .第二课时一教学内容Part A  lets learn ask and answer lets spell   二教学目标1.继续学习，能够正确听，说，朗读“Who is ? He/She isWhats he/she like? He/She is Is he/she?Yes,he/she is. No, he/she isnt.”等询问某人是谁，怎么样的相关交际用语。2.能够正确听，说，认读表示人物外貌和性格特征的形容词old,young,funny,kind,strict等词汇，能够听懂chant并掌握y /i/ 的发音。3.能够听懂，会说，会表演lets learn的内容并在真实场景中运用所学语言进行真实交流和运用。三教学重点学生能够表演lets learn的交际内容，能够根据实际情况用英语讨论人物。四教学难点用英语准确询问并回答人物特征，如“Who is ? He/She isWhats he/she like? He/She is Is he/she?Yes,he/she is. No, he/she isnt.”等。五课前准备多媒体课件，教师画像，录音机，磁带六教学过程Step1. Warming-up1.sing a song”Whos your teacher”2.show pictures and say出示一些学科教师图片，让学生快速说出来，如Chinese teacher/math teacher/English teacher/art teacher/music teacher.T: Whos this man/woman?S: He/she is our两组师生示范后，进行生生问答。Step2. Presentation1.Look and guess.看图片，猜一猜。教师出示刚才展示的教师图片，让学生猜一猜教师是什么性格？T：guess,whats he/she like?S: Is he/she strict/funny?T:Yes,he/she is.No,he/she isnt.两组示范后，教师将卡片交给学生，进行生生对话。2.展示Lets learn 图片，快速让学生说出Mr还是Miss。3.look at the pictures and say.看图说句子。如：Mr Young is our music teacher.He is old.4.播放课本插图，两人一组选择图片讨论。Step3 ConsolidationGroup work:小组讨论任课老师。1.准备好一张你喜欢的老师的画像，并向你的组员介绍。2.让学生表演，以检查学生对本课句型的掌握情况，对做得好的学生予以表扬。Step4  Homework七板书设计第三课时一教学内容Part B lets try  lets talk二教学目标1.继续学习“Whos?He/she isWhats he/she like?” He/She is Is he/she?Yes,he/she is. No, he/she isnt.”等询问某人是谁，怎么样的相关交际用语。2.能够听懂，会说，会表演Lets talk的内容并在真实场景中运用所学语言进行真实交流和运用。3.在对话交流中使学生养成用英语交流的习惯，培养良好的语音语调和语感。三教学重难点重点：学生能够表演Lets talk的交际内容。难点：能用Whos ?He/She is Is he/she?Yes,he/she is. No, he/she isnt.”进行真实交际。四课前准备词卡，课件五教学步骤Step1  Warming-up1.sing a song”whos your teacher?”2.我做你说。请几位同学上台借助肢体和其他道具表演old,funny,polite,hard-working,kind等词，其他同学观看并比赛猜词，同时将手中单词卡片展示出来。3.Lets listen and chant.（同歌词）Step2. Presentation1.学习lets try 和lets talk（1）listen and tickWhat is Ms Wang like?A.quiet   B.friendly   C.funny(2)Listen and answera.who is Ms Wang?b.Is she strict?(3)教师引导学生将讨论的结果展示交流。(4)听录音，模仿朗读，理解对话内容。(5)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。2.Let students talk about their teachers in pairs.Step3 ConsolidationPlay a game:我的偶像游戏规则：介绍你喜欢的明星。S1: Whos that?S2:S1:Whats he/she like?S2:He/she isS1:Is he/she?S2:Yes,he/she is. No,he/she isnt. Step4  Homework1.listen and repeat the dialogue.2.完成课堂检测中的相关习题。3.Make a new dialogue and act it out.六板书设计第四课时一、教学内容: B. Lets learn &Match and say教学目标:1. 能够熟练运用 “ Whats he / she like? He/ She is(old, young, funny, kind, strict) “.2.能正确听说读写helpful , shy等表示性格特征的词汇, 并能运用它们描述人物性格.三、教学重点难点重点: 1.能够掌握并熟练运用表示性格特征的词汇:helpful, shy等.2.能运用句型“ Whats he / she like? He/ She is(old, young, funny, kind, strict) “与人交流.难点:能准确运用句型“ Whats he / she like? He/ She is”询问并回答人物特征.四、教学准备: 课件, 卡片,录音机.五、教学过程Step1  Warming up1.Lets chant:自编歌谣My grandma is old, and my mother is young.My father is tall, and my little brothers short.Zoom is heavy, and Zip is funny.They are all very kind. And Im kind, too.2.头脑风暴:看图片,快速说出单词.Step2 Presentation1. 教授helpful: 课件呈现一男孩乐于助人的图片,先遮盖图片的部分. T: Guess, whats he like? S: Is he strict/ old/ funny? T: No, he isnt. Look, he is helpful.让学生感知,模仿朗读,最后能掌握读音,含义,并能够运用其自然表达.2. 教授shy: 课件呈现一男孩害羞的图片,先遮盖图片的部分. T: Guess, whats he like? S: Is he strict/ old/ funny? T: No, he isnt. Look, he is shy让学生感知,模仿朗读,最后能掌握读音,含义,并能够运用其自然表达.3. 教授hard-working: 课件呈现Wu Yifan的图片T: Whats Wu Yifan like?  Is he helpful?  Is he shy?S: Hes     No, he isnt.    T: Yes, hes hard-working.让学生感知,模仿朗读,最后能掌握读音,含义,并能够运用其自然表达.4. 教授polite和clever: 展示图片,让学生找一找人物都有什么性格特点.T: Whats he like?  S: Hes (polite)T: Whats he like?  S: Hes (clever)5. Play a game:火眼金睛图片快速闪过,回答He is/ She is, 并呈现多人图片用They are观察这三个代词的用法,为Match and say部分做准备.6. 操练: 利用Match and say部分.T: Whats he/she like?  S: Hes/ Shes    T: What are they like?  S: They are教师示范,然后转做生生练习.拓展练习:想一想am, is , are都分别跟什么人称代词(I/ we/ you/ he/ she/ it/ they)搭配?Step3. Consolidation1. 贴标签.学生拿出符合自己性格特征的单词卡片,贴在身上.并作自我描述.I am2. 介绍你的同学.要求:根据同学贴的标签,介绍你身边的同学给其他人.Whats he/ she like?He/ She isStep4  Homework1. 完成课堂作业本相关作业.2. 用上本课所学单词和句型创编一段比较完整的对话.第五课时一、教学内容: B. Read and write二、教学目标:1.能够正确听说朗读Meet Robin!这个小故事,并能根据这篇文章改写一篇类似的描写性故事.能够熟练运用” Whats he/ she like? He/ She is”讨论性格特征.能够掌握人称代词和be动词的搭配. .使学生养成英语交流的习惯,培养良好的语音语调和语感.三、教学重点难点重点:.能够听懂读懂Meet Robin,并能够创编一个新故事.2.人称代词和be动词的搭配.难点:能够根据Robin的文本进行创编讨论.四、教学准备: 课件, 卡片,录音机.五、教学过程Step1   Warming up1.Sing the song:” Whos your teacher?”Guessing game.  T: Guess, whats he/ she like? S: Is he/ she? T: No, he/ she isnt. 或者Yes, he/ she is.Step2 PresentationPresent a robot: T: Look, heres a robot. Listen and answer my questions:Whats his name?(1) Who made him?(2) What can he speak?(3) Whats he like?再放一遍录音,核对答案.Read and tick or cross.学生打开课文分小组朗读课文,并完成表格,小组内讨论答案.Whats Robin like? Hes tallstronghelpfulshortoldstrictthinhard-workingclever订正答案,更进一步理解课文.教师领读,听录音,学生跟读,齐读,分组朗读.通过多种朗读形式,让学生深入掌握课文.课件呈现Robin的四组图片,学生根据图片描述Robin.(1) I have a robot. His name is _. My _ made him.(2) Robin is_ but _. He is really _. He can speak _ and _.(3) He is _. He is very _ at home.(4) He is _, too. He makes me finish my _.Design a robot of your own. Talk about him/ her.(1) Whats his/ her name?(2) Whats he/ she like?(3)  What can he / she do?描述性文本:   I have a robot. His/ Her name is_. I made him/ her._ is _ but_. He/ She is really _ . He/ She can speak _ and _.  He/ She is _ He/ She is very _ at home.He/ She is _, too. He/ She makes me finish my _. Step 3 Consolidation1.Show pictures 展示各学科老师,复习 Chinese/ English/ maths/ art/ music/ PE teacher, 同时拓展science teacher.Whos this man/ woman?    He/ She is our1.Let students draw a picture of their favourite teacher. Talk abot  him / her.Who is he / she?He/ She is our teacher.Whats he/ she like?  He/ She isStep4 Homework写一段文字描述你的机器人.                     第六课时一、教学内容: B. Lets check & Lets wrap it up, C story time二、教学目标:1. 能够听懂,读懂故事内容,并能运用其中的主要语言表达.能够运用” Whats like?”句型进行回答,并帮助学生学会利用英语交流个人情感和感受.三、教学重点难点重点:能听懂,读懂故事内容,并运用主要句型交流.难点:能用” Whats like?”询问某人性格和外形特征,并根据实际情况做出准确的回答. 四、教学准备: 课件, 卡片,录音机,九宫格,老师的画像,胸牌.五、教学过程 Step1  Warming upSing a song:” Whos your teacher?”Bingo game.九宫格.任意写个表示人物性格的单词,老师念这个单词.三个单词能连成一条线,喊” Bingo”. Step2 PresentaitonOral practice:出示图片,介绍你喜欢的老师.Whos he/ she?  He/ She is our teacher.Whats he/ she like?  He/ She is 教师走到每个小组里,说” Can I join you? “并参与讨论.小组互换,练习” Can I join you?”(设计意图:以润物细无声的方式教授” Can I join you?” 让学生在真实场景中更能理解其用法并加以运用.)Present Beckhams photo.He is a good football player. Whats he like?Hes handsome and tall/ strongShow a football match video.理解shoot , missed 以及ten to three的含义.(可以利用年世界杯的片段)播放故事图片,让学生看图,找到故事中的人物,并对他们说了什么进行初步猜想.Let students listen to the story and answer the questions.(1) Whos their new PE teacher?(2) Whats the new PE teacher like?(3) Is he a good football player?Let student listen again and check the answers.听音,领读,跟读,整体齐读,分组朗读,分块朗读.Steps3 Consolidation完成Lets check的练习.Listen and circle./ Listen again and answer.完成Lets wrap it up.Think and match.you we they      I      it  he  she am           is          are Choose and write.从am is are中选出合适的词填入横线上.I_ helpful.    He _funny.  She _ kind.  It _ small.They _old.     We _ strong!T: What can you find?总结: am跟随I, are紧随they, you和we, is连接he, she, itRole-play.角色扮演.四人一组,二人扮演老师,其余扮演学生,创编新的对话.T1: Whos this man/ woman/ boy/ girl?S1: He/ She is ourT2:What he/ she like?S2: He/ She is     Is he/ she?T1: Yes, he / she is. 或No, he/ she isnt.Step4. Homework完成课堂作业本相关作业.听录音,回顾故事.回顾语法知识点.Unit 2 my week单元总目标知识目标1. 能够正确听说朗读What do you have on Thursdays? I have maths, English and music.等句型. 2.能够正确听说读单词:weekend, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday;认读相关学科的单词,如PE, music, art, Chinese, English等,以及动词词组:read books等.3. 能够正确听说朗读What do you have on Mondays? I have Chinese, English, maths and music.4.能够正确听说读写表示星期几的单词以及认读有关学科的单词或者短语,如computer class, science, PE, music, art , Chinese, English等.5. 能够正确听说读写动词词组play ping-pong, play football, listen to music.能力目标1.能够听懂会说会表演对话内容,并在真实情境中运用所学语言进行真实交流.2. 在对话交流中使学生养成用英语交流的习惯,培养良好的语音语调和语感.情感目标1让学生通过学习热爱英语课，喜欢用英语交流2培养学生的正确的作息规律。做事情有计划，有目标。第一课时教学内容:Main scene, A.Lets try & Lets talk教学目标:1. 能够正确听说朗读What do you have on Thursdays? I have maths, English and music.等句型. 2.能够正确听说读单词:weekend, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday;认读相关学科的单词,如PE, music, art, Chinese, English等,以及动词词组:read books等.3.能够听懂会说会表演对话内容,并在真实情境中运用所学语言进行真实交流. 4. 在对话交流中使学生养成用英语交流的习惯,培养良好的语音语调和语感.教学重点难点重点:学生能够表演对话交际内容,能够在情境中询问别人的课程安排以及回答.难点:1.单词Wednesday, Tuesday, Thursday, Saturday的拼写.2.熟练运用句型:What do you have on? I have教学准备: 课件, 卡片,录音机.教学过程Step1 Warming upGreetings: Hello, boys and girls. How are you today? Today we have a guest, can you guess?引出Feynman(吴镇宇儿子, 见<<爸爸去哪儿>>第2季), 告诉学生他来了解我们的学习生活.Lets sing: Days of the week.  Feynman给我们带来一首歌,让我们去听一听.Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Days for school and days for fun. Happy days for everyone!Listen and do. 教师发给学生印有星期几的单词卡片,教师说单词,学生快速反应起立.Step2  Presentation学习Main scene.出示主情景图,观察并思考:Who are they? What are they talking about?学生仔细观察图片,展开合理想像并回答老师的问题.引导学生将讨论的结果展示交流.听录音,模仿朗读,理解对话内容.指名朗读对话,并翻译主要句子的中文意思,掌握单词,和句子的读法.教师领读,学生模仿,齐读,生生对话,小组交流.学习Lets try&Lets talkListen to the tape. 跟着Feynman 听音频. 完成Lets try.创设情境:Feynman采访同学: What do you have on Wednesdays? I have maths, English and music.看对话插图,听录音,模仿朗读,理解意思. 思考英语国家一周的第一天是哪一天呢?根据对话内容,尝试分角色朗读对话.表演对话.Make a survey.Feynman要详细了解同学们一个星期里都上了什么课?他想做一份调查,小组合作完成这个调查吧.MyclassmatesWhat do you have on ?MondayTuesdayWednesdayThursday FridayABCS1: What do you have on Mondays?S2: I have art, English and English.S3: What do you have on Wednesdays?S4: I have maths, English and music.Step3 ConsolidationPlay a game. 星期大转盘. 游戏规则:课件呈现大转盘, 随意转动指针,根据指针停下来的位置,学生要说出是星期几, 并且说出那一天有哪些课.S1: Monday.  On Monday I have art, English and music.S2. Tuesday. On Tuesday I have English, Chinese and PE.Step4 Homework听录音并背诵对话.完成课堂作业本相关作业.结合本课,创编一个新对话并和同桌一起表演.第二课时教学内容: A. Lets learn  Lets play教学目标:1. 能够正确听说朗读What do you have on Mondays? I have Chinese, English, maths and music. 2.能够正确听说读写表示星期几的单词以及认读有关学科的单词或者短语,如computer class, science, PE, music, art , Chinese, English等.3.使学生养成用英语交流的习惯,培养良好的语音语调和语感.教学重点难点1.能够在情境中询问他人的课程安排以及作答.2.掌握表示星期几单词的书写.教学准备: 课件, 卡片,录音机,课程表.教学过程Step1. Warming up唱歌曲 Days of the week.Review the words.呈现单词卡:星期几.教师领读,学生齐读, 开火车读单词.一个学生说英语,一个学生说汉语.Step2 Presentation学习Lets learn拿出课程表, 两人一组描述每天有哪些课程.  I have on .Listen and fill in the blanks. 听录音填空,完成以下题目:I have Chinese, English, _ and music on Mondays.I have maths, science, _ and art on Tuesdays.I have a computer class on _.(3) 周六,周日没有课程引出单词weekend.讲解构词法: week + kendWe have on classes on the weekend.学习Lets play自制一个英语课程表.让同桌猜一猜你每天的课程.Group works: Make a guess.猜一猜.MondayTuesdayWednesdayThursdayFridaySaturdaySundayS1: I have PE, music, science and English.S2: Is it Monday?S1: No.S2: Is it Friday?S1: Yes.Step3 ConsolidationPlay a game: Whats missing?游戏规则:课件里出示新学的单词,然后遮住其中一个,看谁最先说出来.随着游戏的继续,难度可以增加.Step4  Homework完成课堂作业本相关作业.听录音,读单词和句型并背诵.板书设计：第三课时教学内容: B Lets try & Lets talk教学目标:1.能够正确听说朗读:Do you often play ping-pong on the weekend?等询问别人经常做某事的句型.2. 能够正确听说读写动词词组play ping-pong, play football, listen to music.3.能够听懂会说会表演对话的内容, 并在真实场景中运用所学语言进行真实交流和运用.4.在对话交流中使学生养成用英语习惯,培养良好的语音语调和语感.教学重点难点重点: 能够用Do you often?来询问他人经常做的事.难点: 1. 句型: Do you?的肯定,否定回答.2.在真实情境中运用本课重点句型.教学准备: 课件, 卡片,录音机,电话, 小乒乓球, 小足球,盒子.教学过程Step1 Warming upGreetings:教师拿起电话与学生问好.T: Hello, boys and girls. How are you? What day is it today? What do we have today?对话接龙:S1: What do you have on Mondays?S2: I have  What do you have on Tuesdays?S3: I have What do you have on Wednesdays?唱歌:Days of the week.Step2 Presentation学习Lets try.Play the tape and ask the students to grasp the main idea.听音回答问题. What day is it today?What does Zhang Peng do?Does Oliver want to play football?Listen and tick.播放录音,跟读.模仿录音,用电话做道具,创编新的对话.学习Lets talk出示盒子,让学生去猜里面东西.引出新单词ping-pong 和football. 同时教授词组play ping-pong, play football.播放歌曲做听歌的动作.学习短语listen to music.句型操练, 一问一答.-Do you often?_Yes, I do. / No, I don't.用所学动词词组做替换练习.带着问题去听对话,完成选择.A. Whats that?     a. Its a story book.   B. Its a Chinese book.B.Does Sarah often read books in this park? a. Yes, she does.      b.No, she doesnt.C. Does Zhang Peng often play football here?  A. Yes, he does.     b. No, he doesnt.(7)讲解课文中出现的单词,park , often 等,进行造句练习.(8)Make a survey. 做一项调查.MyclassmatesDo you often ?intheparkat homeat schoolontheplaygroundinthe gymABCStep3 ConsolidationPlay a game.拼单词比赛.自编歌谣: Hello, hello, hello!Do you often read books on the weekend? Yes, I do.Do you often play ping-pong on the weekend? No, I dont.Do you often listen to music on the weekend? Y es, I do./ No, I don't.Step4 Homework完成课堂作业本相关作业.听音并背诵课文.板书设计第四课时教学内容：B. Lets learn &Match and say教学目标 1能听懂、会说两首歌谣。能够听、说、读、写do homework, watch TV, read books，wash my clothes,play football五个短语，并能结合所给句型在实际情景中运用。2能谈论周末自己的安排。3合理安排时间，一张一驰地学习和生活。教学重点： 1能听懂、会说两首歌谣。能够听、说、读、写do homework, watch TV, read books，wash my clothes,play football五个短语，并能结合所给句型在实际情景中运用。2能谈论周末自己的安排。教学难点：合理安排时间，一张一驰地学习和生活。教学用具： Recorder教学过程Step1  Warm up Step2  Preview Step3  Presentation Step4  Consolidation 1 Greeting.2 Sing a song.  1.听音跟唱：教师播放本单元Lets sing部分的歌曲，复习关于星期的单词等内容，如：Monday, Tuesday，Wednesday；Thursday，Friday，Saturday；Sunday，Sunday，Sunday；What a fun day！A fun day！让学生熟悉本课时要学歌曲的单词和音乐节奏，轻轻松松进入英语学习课堂。2.日常口语练习：A：What do you have on Mondays？B：I have math on MondaysWhatdoyouhave on Tuesdays？C：I have art on TuesdaysWhat do