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Get ready & Start up
Unit 6 A great week
外研版英语(新教材)三年级下册
Warm up
Learning aims
By the end of the unit, I will be able to...
name days of the week and school subjects;
use “It's...” and “We have / do... on...” to talk about weekly activities;
act out a story about activities in a week;
talk about introduce different afterschool clubs;
Warm up
Do and say!
have dinner
read a book
fly a kite
go swimming
get up
go to bed
I need to do things on time.
Warm up
You need to do a timetable of week.
Look and say!
How many days are there in a week
A. Five days are in a week.
Warm up
B. Seven days are in a week.
I can make a timetable of week.
Listen and answer.
Listen and answer.
Warm up
Monday, Tuesday,Wednesday, Thursday,Friday, Saturday and Sunday.Seven days are in a week.
Every day is so much fun!
So much to do, so much to see.
Every day is so much fun!
How many days are there in a week
A. Five days are in a week.
B. Seven days are in a week.
Mon + day =
mon
key
What day is it today
Warm up
Let’s learn.
Tues + day =
/ /
/ /
tu
cute
no
es
Tues
Warm up
What day is it today
Let’s learn.
en
t
wen
wedn
Tuesday
es
wednes
Wednes + day =
/ /
/ /
Warm up
What day is it today
Let’s learn.
ir
th
ree
Thurs + day =
/ /
/ /
Thurs
bird
ur
th
Warm up
What day is it today
Let’s learn.
F + day =
/ /
/ /
ri
ght
Warm up
What day is it today
Let’s learn.
Satur + day =
Sun + day =
星期六
星期日
weekend
cat
sat
sun
sunny
周末
Warm up
Listen and sing together.
Warm up
Monday, Tuesday,Wednesday, Thursday,Friday, Saturday and Sunday.Seven days are in a week.
Every day is so much fun!
So much to do, so much to see.
Every day is so much fun!
Tuesday
Monday
Wednesday
Thursday
Friday
Saturday
Sunday
M
W
F
S
T
T
day
day
day
day
day
day
S
day
Find the rules
Warm up
1. 首字母：
2. 后三位：
3. 复数形式：
4. 缩写：
大写
day
+s
Tues.
Thur.
Mon.
Wed.
Fri.
Sat.
Sun.
Find the rules
Warm up
What's missing
Monday
Wednesday
Friday
Saturday
Sunday
Thursday
Tuesday
Warm up
M A B C Y D Y F E F T
O M L K J A R I H G H
N N O P D I D Q R S U
D Y X S D W V N U T R
A Z E A A B C Y U D S
Y U Y A D R U T A S D
T W E D N E S D A Y A
A B C Y D Y F E F Z Y
Find the "day"s
Warm up
Monday
Days
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
fly a kite
play weiqi
play football
have a singing lesson
go swimming
go to the park
visit Grandma and Grandpa
make a snowman
Monday
Days
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Days
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Days
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Days
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Warm up
What days can you see on the timetable
Look and say.
Presentation
Look at the timetable.
Tue，Wed，Fri， Sat
Which days are missing
Mon
Thu
Sun
Listen and write.
Presentation
2
Mon
go to the park
Sun
go running
Thu
visit Grandma and Grandpa
Mon
go to the park
Sun
go running
Thu
visit Grandma and Grandpa
Presentation



Listen and write.
2
Mon
go to the park
Sun
go running
Thu
visit Grandma and Grandpa
Read and say.
Presentation
What does Daming do on these days
Daming goes to the park on Monday.
Where are Daming and Lingling
What do they have on Friday
Look and say.
Daming and Lingling.
Presentation
Who are they
In the classroom.
They have art on Friday.
Titles can help us understand the theme of an article.
What subject do they love
Watch and answer.
Presentation
What subject do they love
Art.
English
Why
happy
not happy
Presentation
What happened
Listen and answer.
They have art on Friday.
When do the have art
Listen and answer.
Presentation
Wednesday
Thursday
Friday
Why
happy
not happy
Presentation
What happened
They have art on Friday.
They love art.
Listen and answer.
Read and answer.
Presentation
Do they have art this Friday Why
No, they don’t.
Because Ms Li is not well today.
Why
happy
not happy
Presentation
What happened
They have art on Friday.
They love art.
Ms Li is not well.
Let's cultivate a habit of caring about others.
Read and answer.
Read and answer.
Presentation
What do they do for Ms Li
They draw a card.
Listen and imitate.
Presentation
Lingling: It's Wednesday. Only two days!
Daming: It's Thursday. Only one day!
Sam: you're happy. Why
Listen and imitate.
Presentation
Daming & Lingling: It's Friday. We have art on Friday. We love art.
Teacher: Sorry, everyone. Ms Li is not well today.
Daming: Oh...No ar(t) today.
Daming: Let's do something for Ms Li.
Lingling: Good idea!
Read and think.
We / I have... （科目）on... （星期）
It’s… （星期）
Practice
Read again and write “√ ” or “×”.
Practice
_______1 They have art on Thursday.
_______ 2 They have Chinese on Friday.
_______ 3 Ms Li teaches English.
_______ 4 Daming and Lingling draw a card.
×
Read again and write “√ ” or “×”.
Practice
_______1 They have art on Thursday.
_______ 2 They have Chinese on Friday.
_______ 3 Ms Li teaches English.
_______ 4 Daming and Lingling draw a card.
Friday
×
√
Read again and write “√ ” or “×”.
Practice
_______1 They have art on Thursday.
_______ 2 They have Chinese on Friday.
_______ 3 Ms Li teaches English.
_______ 4 Daming and Lingling draw a card.
Friday
×
√
Read again and write “√ ” or “×”.
Practice
_______1 They have art on Thursday.
_______ 2 They have Chinese on Friday.
_______ 3 Ms Li teaches English.
_______ 4 Daming and Lingling draw a card.
Friday
×
Art
×
√
Read again and write “√ ” or “×”.
Practice
_______1 They have art on Thursday.
_______ 2 They have Chinese on Friday.
_______ 3 Ms Li teaches English.
_______ 4 Daming and Lingling draw a card.
Friday
×
Art
√
Look, listen and write the days.
Practice
Work in pairs. Talk and guess the days.
Production
Summary
Sentences:
We / I have... （科目）on... （星期）
It’s… （星期）
Words:
Homework
基础题
背诵一周七天和常见学科的英文单词，并默写一遍。
提高题
用所学句型写五句话，描述自己一周的课程安排。
拓展题
制作一张英语海报，介绍自己一周的学习和生活，至少包含三个不同的活动和对应的星期。
Thank you!/ 让教学更有效 高效备课 | 英语学科
外研版三年级起点小学英语三年级下册
Unit6A great week
Get ready & Start up教学设计
课题名 Unit6 A great week
教学目标 语言能力 学生能准确认读、拼写一周七天（Monday - Sunday）和常见学科（如 art、Chinese 等）的英文单词，熟练运用 “It's...” 和 “We have /do... on...” 句型描述每周活动，能用英语简单交流课程安排等信息。 思维品质 在学习过程中，培养观察、分析、归纳总结能力，如发现星期单词的构成规律；提高逻辑思维和问题解决能力，根据情境运用所学知识进行交流表达。 学习能力 学会通过联想、对比等方法记忆单词和句型，提升自主学习能力；积极参与课堂活动，与同伴合作交流，增强合作学习意识和能力。 文化意识 了解西方关于星期的文化背景知识，感受中西方文化在时间和学校生活方面的差异，拓宽文化视野。
教学重点 掌握一周七天和常见学科的英文词汇，熟练运用相关句型描述每周活动安排。
教学难点 星期单词中较长单词（如 Wednesday,Thursday）的发音和拼写；在真实情境中灵活运用所学词汇和句型进行流畅交流。
教学方法 情境教学法、游戏教学法、小组合作法、任务驱动法
教学准备 教师准备：课件、单词卡、图卡、音频、视频 学生准备：预习单词、跟读课文、理解大意
教学过程 Step1 :Warming up 1.Do and say! 展示 “have dinner、read a book” 等图片，引导学生说出相应英语短语。 【设计意图】 复习已学日常活动短语，激活学生已有知识，为后续学习做铺垫，同时营造英语学习氛围，吸引学生注意力。 2.Look and say. 展示与一周时间相关的图片，提问 “How many days are there in a week ”，让学生观察并回答。 【设计意图】 引出本节课主题 “一周的学习和生活”，引导学生关注时间概念，激发学生学习兴趣。 3.Listen and answer. 播放关于一周七天的英文音频，让学生听后回答问题，如 “How many days are there in a week ”。 【设计意图】 训练学生听力，强化对一周七天的英语表达的感知，同时检验学生对新知识的初步理解。 4.Let’s learn. 通过单词组合（如 “Mon + day = Monday” ）和联想（如 “monkey - Monday” ）的方式，教学生认读和记忆一周七天的英文单词。 【设计意图】 利用有趣的方法帮助学生记忆单词，降低学习难度，增强记忆效果，提高学生学习单词的积极性。 5.Listen and sing together. 播放歌曲 “Monday, Tuesday...”，让学生跟唱。 【设计意图】 以歌曲形式巩固所学单词，活跃课堂气氛，让学生在轻松愉快的氛围中加深对单词的记忆。 6.Find the rules 引导学生观察一周七天单词的首字母、后三位、复数形式和缩写形式，找出规律。 【设计意图】 培养学生观察和归纳总结的能力，帮助学生更好地记忆单词，提高学习效率。 7.What's missing 展示缺少部分星期单词的序列，让学生说出缺失的单词。 【设计意图】 进一步巩固学生对星期单词的记忆，强化单词的顺序和拼写。 8.Find the "day"s 在字母矩阵中寻找 “day”，并观察包含 “day” 的星期单词。 【设计意图】 以游戏形式巩固单词，增加学习趣味性，同时训练学生的观察力。 Step2:Presentation. 1.Look and say. 展示课程表，让学生观察并说出看到的星期，以及缺少的星期。 【设计意图】 引导学生将星期单词与实际情境（课程表）相结合，加深对单词的理解和运用，为学习谈论每周活动做准备。 2.Listen and write. 播放听力内容，让学生根据听到的信息，在课程表中填写相应的活动。 【设计意图】 训练学生听力和书写能力，培养学生获取关键信息的能力，同时巩固星期单词和活动短语的表达。 3.Read and say. 呈现关于大明在不同日期活动的句子，让学生阅读并说出大明的活动安排。 【设计意图】 培养学生阅读理解能力，引导学生运用所学句型描述他人活动，强化句型的运用。 4.Look and say. 展示大明和玲玲在教室的图片，提问 “Where are Daming and Lingling What do they have on Friday ”，让学生观察图片并回答。 【设计意图】 通过图片和问题引导学生关注情境细节，运用英语进行表达，提高学生语言运用和观察能力。 5.Watch and answer. 播放视频或展示相关图片，让学生观看后回答关于他们喜欢的学科的问题。 【设计意图】 培养学生观察和获取信息的能力，引出学科词汇的学习，同时训练学生口语表达能力。 6.Listen and answer. 播放听力材料，提出关于课程安排和原因的问题，让学生听后回答。 【设计意图】 进一步训练听力，让学生在听力练习中理解和运用所学词汇和句型，培养学生逻辑思维能力。 7.Read and answer. 呈现阅读材料，提出问题，如 “Do they have art this Friday Why ”，让学生阅读后回答。 【设计意图】 提高学生阅读理解能力，引导学生在阅读中运用知识解决问题，培养学生分析问题的能力。 8.Listen and imitate. 播放对话音频，让学生听后模仿对话中的语音语调。 【设计意图】 纠正学生发音，培养学生良好的语音语调习惯，提高学生口语表达的流利度。 9.Read and think. 让学生阅读并思考 “We / I have... （科目）on... （星期）” 和 “It’s… （星期）” 相关内容，尝试运用句型进行表达。 【设计意图】 引导学生自主思考，巩固所学句型，为后续练习和运用做准备，培养学生自主学习能力。 Step3: Practice. 1.Read again and write “√ ” or “×”. 让学生阅读文章，根据内容判断句子对错，如 “They have art on Thursday.”。 【设计意图】 考查学生对文章细节的理解，巩固所学词汇和句型，强化学生对知识的掌握程度。 2.Look, listen and write the days. 展示图片，播放听力，让学生根据听到的内容写出相应的星期。 【设计意图】 综合训练学生的听、看、写能力，进一步巩固星期单词的记忆和书写，提高学生语言综合运用能力。 Step4: Production Work in pairs. Talk and guess the days. 学生两人一组，一人描述某天的活动，另一人猜测是星期几。 【设计意图】 通过合作学习和情境交流，让学生在真实情境中运用所学知识，提高学生语言运用和沟通能力，培养学生合作意识。 Step 5: Summary 教师引导学生回顾本节课所学单词（一周七天和学科词汇）和句子（“We / I have... （科目）on... （星期）” 和 “It’s… （星期）”）。 【设计意图】 帮助学生梳理知识体系，加深对重点知识的记忆，强化学习效果，培养学生总结归纳能力。
板书设计
课后作业 基础题 背诵一周七天和常见学科的英文单词，并默写一遍。 提高题 用所学句型写五句话，描述自己一周的课程安排。 拓展题 制作一张英语海报，介绍自己一周的学习和生活，至少包含三个不同的活动和对应的星期。
教学反思 亮点：教学活动形式多样，如游戏、歌曲、小组合作等，激发了学生学习兴趣，提高了课堂参与度；利用多种方法教授单词和句型，如联想记忆、情境教学，有助于学生理解和掌握知识；注重培养学生的综合语言运用能力，通过听、说、读、写等练习，提升学生语言技能。 不足：部分学生在星期单词较长单词的发音和拼写方面仍有困难，课堂上的个别辅导时间有限；小组活动中，部分学生参与度不够高，合作学习效果有待提升；教学内容较多，在时间把控上不够精准，导致部分练习环节不够深入。 教学建议：针对学生单词发音和拼写困难，课后安排专项辅导和练习；优化小组活动设计，明确分工，鼓励每个学生积极参与；合理调整教学内容和时间安排，突出重点，确保每个教学环节扎实有效。
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