unit 5the day of the week
Unit 2 The days of the week 教学反思
教学反思在本节课的教学设计中,我结合教材和学生的特点,科学安排教学内容,合理设计教学任务,通过形式多样的教学活动,引导学生积极参与,亲身体验,合作交流,从而培养学生的综合语言运用能力,较好的完成了本节课的教学目标。
综观本节课,主要有以下几个亮点:1.多种教学方法有机结合,使学生会说、乐说在本课的教学活动中，融入了TPR教学，情景教学，交际教学等多种教学方法,这些教学活动不是简单的拼凑和堆砌，而是根据小学生的身心特点设计的,他们之间相辅相成,融会贯通,环环相扣,这样不仅能够调动学生的学习积极性，还培养学生语言的实际运用能力。
如：在教授句子I hate…老师通过肢体语言让学生明白句子的意思，并让学生模仿着说和做,许多学生捏着小拳头,大声的说:I hate…这样既加深了学生对所学内容的理解，同时也促使学生有感情的交流,大大激发学生的学习兴趣,使他们会说并乐于开口说,并使学生充分感受到I hate…和…is my favourite …的强烈对比,为顺利过渡到下一个教学环节做好学生情绪上的铺垫和心理上的准备。
2．注重教学资源的生活化,使学生乐说、敢说本课中，我充分利用各种教学资源，如课件，卡片，实物等，从日常生活入手，把学生们熟悉的生活情景拉到课堂上来，让学生自然而然产生亲近感和归属感。
我不拘泥于教材的范围，开发了符合学生实际的教学资源，拓展了学用渠道，让学生在近乎真实的交际活动中学习。
比如：在教授Emma’s new room时，老师通过自己的房子-客厅-厨房-过道-房间使学生感受到生活中真实的房间,并帮助学生理解房间的意思，然后呈现两位小朋友的新房，引导学生正确的表达“谁的房间”, 很自然就过渡到故事中Emma的新房间。
因此只有当学生的注意力被吸引时，学生学习的积极性就会被激发起来，参与语言实践的情绪也随之高涨。
由于教学资源的有效运用，使得整堂课的各个教学环节都充满直观性和趣味性。
3. 运用小组合作的方式,使学生在合作中交流、进步在小组活动中，我鼓励语言能力强的同学帮助语言能力较弱的，性格外向的同学带动性格内向的同学，使不同性格，不同程度的学生在一起相互影响，取长补短。
牛津上海版(深圳)四下Unit 8《Days of the week》练习题2(含答案)
Module 3 Unit 8 Days of the week BⅠ．根据图意及首字母提示补全单词完成句子。
1．--What day is it today?--It’s S ．2．W is in the middle of a week．3．I brush my t at seven o’clock．4．Kitty goes to school at a q to eight．5．Our family have d together every evening．6．Peter often goes to the school l on ThursdayⅡ．读句子，找出错误酌地方并在横线上改正。
1.My father like cooking in the kitchen．2．In the weekend I go to the library．3．Alice rides her bike in Sunday morning．4．My mother looks after her daughter．Ⅲ．读句子并按要求改写。
1．I often watch TV after work．(将I改成Danny)Danny TV after work．2．Bob usually goes to the museum．(改为一般疑问句)Bob usually to the museum?3．What day is it today?(根据实际情况回答)It ．4．It’s five thirty．(换种说法，句意不变)It’s a half．Ⅳ．阅读短文，并判断正误，正确的用“T"表示，错误的用“F"表示.Thanksgiving is always on a Thursday．The day after it has been known as Black Friday．It is the start of the holiday shopping season，and it has been the busiest shopping day of the year in the US since 2005．Most stores offer big sales on BlackFriday．They open their doors quite early in the morning．They try to attract shoppers with big discounts．Some items(商品)like TVs and clothes are much cheaper than usual．Stores may even lose money on these items．They hope that shoppers will buy gifts for other people while they are in the store．Black Friday is a great time to go shopping．However，there are problems．The biggest one is that there are not enough low—priced items．Each store may only have a few．So people stand in long lines to get them．They may wait three to four hours before a store opens．( )1．Thanksgiving is always on a Friday．( )2．Black Friday has been in the UK since 2005( )3．Some things like TVs and clothes are cheaper than usual．( )4．Black Friday is a great time to go shopping( )5．There are enough low—priced things to sell挑战题根据表格提示写一写。
冀教版(三起)英语四年级上册Unit1Lesson5DaysoftheWeek课堂作业(含解析)(2020年最新)
冀教版（三年级起点）小学英语四年级上册Unit 1 Lesson 5 Days of theWeek 同步练习一、读一读，判断下列单词画线部分读音是否相同。
1.判断下列单词画线部分读音是(T)否(F)相同。
⑴________A. cap B. black C. Saturday⑵________A. dress B. red C. bed⑶________A. Friday B. river C. pig⑷________A. socks B. dog C. Monday⑸________A. duck B. blue C. Tuesday二、单词拼写重组字母完成单词。
（1）________（2）________（3） ________（4） ________（5）________三、选出与所给单词同类的单词的序号。
1. Saturday （）A. schoolB. SundayC. shop2 green （）A. FridayB. redC. skirt3 she （）A. heB. MondayC. Thursday4. dress （）A. TuesdayB. fiveC. sweater5. milk （）A. juiceB. onC. shirt四、我会选。
1.It is ________ old dress.A. anB. aC. /2.________ days are there in a week?A. How muchB. How manyC. How3.________ day is today?A. WhenB. WhatC. Which4.There are________ days in a week.A. fiveB. sixC. seven5I am wearing a green sweater________ a Monday morning.A. inB. onC. with五、看图，找出与图意相符的句子。
冀教版(三起)-英语-四年级上册-Unit 1 Lesson5 Days of the Week 优质教案
Unit 1 Lesson 5全课时教案教学内容：冀教版小学英语4A Lesson 5教学目标:1. 知识方面：能够认读、掌握、灵活运用Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday七个单词。
能够理解、应答和运用下列句子：What day is it? It’s Monday/Tuesday.2. 能力方面：能把所学单词灵活应用于日常口语交流中；了解西方关于星期的知识。
3. 过程与方法：能够观察出有关星期单词的特征，在合作学习中掌握有关星期的单词。
4. 情感态度、价值观：了解东西方文化差异，继续产生并保持对英语的兴趣。
教学重点:学生能够正确地说、读、写，用Sunday to Saturday七个单词。
教学准备：录音机、磁带、电脑、单词卡片等。
教学过程：Part 1: Greeting and a free talk1. Greeting and a free talk.2. Stand up and Check up on the homework.T: What is he or she wearing?S: He/she is wearing a green sweater.Part 2: Presentation（新课呈现）1. 带领学生学习Sunday Monday Tuesday Wednesday Thursday Friday Saturday这七个单词，并解释与中国不同在国外Sunday才是一个星期的开始。
2. 通过对话熟悉单词。
What day is today? It’s Monday.How many days are there in the week? Seven.3. Let’s sing!She is wearing green T-shirt, green T-shirt, green T-shirt.She is wearing green T-shirt, on Monday morning.4. Letters and sounds（字母和发音）1)先带读课本所给单词，教学生们五个元音字母“a e i o u”的发音。
人教PEP版-英语-五年级上册-unit 2 My Days of the Week教案B Let’s talk
PEP5 Unit2 My Days of the Week教案教学内容：B Let’s talk教学目标：1．知识目标：（1）能听懂、会说: What do you do on Saturdays/Sundays? I often …. 并能在真实情境中加以运用；（2）能运用所学过动词短语：watch TV, listen to music, draw pictures, play computer games, do sports, play football等，结合所学新知展开综合性的对话交流。
2．能力目标：（1）通过所学句型What do you do on Saturdays/Sundays? I often ….谈论周末的活动安排，提高语言运用能力；（2）能准确朗读该对话；（3）通过所创设的世博情境，发挥学生的想象能力，增强主动思维能力和实践能力，提高口语运用能力。
3．情感目标：（1）学生能根据所学语言解决问题，在创设情境中激发表达的兴趣，积极参与表达交流；（2）培养学生在学习过程中注重合作学习，乐意参与交流的意识；（3）引导学生学会合理安排周末的活动，养成良好的生活习惯，从而使学生明确：现在的习惯决定将来的人生状态。
教学重点：让学生在所创设的世博情境中熟练运用句型What do you do on Saturdays/Sundays? I often ....进行交流。
教学难点：结合旧知，将所学知识进行综合运用，拓展学生思维，激发学生表达的欲望，提高口语表达能力。
教学过程：Step 1: Warm-up/Review1. Chant2. Ask and answer:—What do you have on _______s?—We have _____________.3. What do you have on Saturdays? What do you have on Sundays?To elicit: We have no classes.Step 2: Presentation1. According to the last step, T says: I often read books on Saturdays. And I often listen to music on Sundays.Chant: Saturdays, Saturdays. I often read books on Saturdays.Sundays, Sundays. I often listen to music on Sundays.What do you do on Saturdays?What do you do on Sundays?2. Let’s play: (大转盘)Ask together: What do you do on Saturdays/ Sundays? One, two, stop.Guide Ss to say: I often ….Review the phrases: watch TV, listen to music, draw pictures, play computer games, do sports, play football, play basketball, play ping-pong, do homework, read books, sleep and eat.3. Make a survey:(1)T and Ss practice in pairs.(2)Encourage Ss do and tick the answers.Step 3: Consolidation1. Lead in: Xi Yangyang, Fei Yangyang and Lan Yangyang.(小羊们在世博园)T: Where are they? (In Shanghai.)T: It’s beautifu l here. (Enjoy some pictures.)2. T: They see a robot(Teach it). He has a magic mirror. He can know the future. Look, Fei Yangyang is talking with the robot.Dialogue:Fei: Hello, Robot. I’m Fei Yangyang.Robot: Hi, Fei Yangyang. What do you do on Saturdays?F: I often do sports.R: I know. Let me see.(R: Magic, magic, go.)Mirror: You’re strong.F: Thank you sooooooo much.Read the dialogue.—Read in roles.3. Xi Yangyang and Robot are talking.Dialogue:Xi: Hello, Robot. I’m Xi Yangyang.Robot: Hi, Xi Yangyang. What do you do on Saturdays?X: I often read books.R: How about Sundays?X: I often listen to music.R: I know. Let me see.(R: Magic, magic, go.)Mirror: You’re smart.X: Thank you.4. Lan Yangyang and Robot are talking.Lan: Hello, Robot. I’m L an Yangyang.Robot: Hi, Lan Yangyang. What do you do on Saturdays?L: I often ____________(sleep).R: How about Sundays?L: I often ___________(eat).R: I know. Let me see.(R: Magic, magic, go.)Encourage Ss make a new dialogue.Mirror: You’re sooooooooooo fat.Lan: Oh, no! Who can help me?5. Advice: You can _____./ You can’t __________.6. T: Some weeks later. They are in Shanghai again. Lan Yangyang and Robot are talking again.(Make a new dialogue.)Lan: Hello, Robot.Robot: Hi, Lan Yangyang. __________________________?L: I often ___________.R: How about ____________?L: I often __________.R: I know. Let me see.(R: Magic, magic, go.)Mirror: You’re smart and strong.T: Oh. Lan Yangyang is happy.8. T: These are Xi Yangyang, Fei Yangyang and Lan Yangyang. How about Sarah and Chen Jie? Let’s go and have a look.(1)Tape: Listen and follow.(2)Question: Sarah, what do you do on Saturdays?Chen Jie, what do you do on Sundays?Step4: ActivityT: Oh, you did a good job. Look, Robot(头饰) is in our classroom now. I’m robot now.1. T acts Robot, make a dialogue with students.(发给学生评价的词条，进行运用。
《Days of the week》ppt课件
星期五： Friday，在古英文中Friday意思是Frigg’sday。Frigg是北欧神话中主司婚姻 和生育的女神，也是Woden的妻子。
星期六： Saturday，the day of Saturn，(土星日)，一起土一下吧。同时Saturn也是 罗马神话中的农神撒旦。
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Talk about your happy a1n、d cFoillotuhrefutilme table. school days! 2、 Talk about the time table. 3、Share with your partner.
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PEP五年级上册 Unit1 The days of the week教案
五上星期活动一．说教材1．地位及作用：本单元重点学习有关星期课程安排和周末活动的表达方法，本课时主要掌握个人周末安排的句型运用，是对前两个课时的巩固及进一步运用，这些内容均为五年级下册学习个人日程安排做好了铺垫；另外，Wednesday, Tuesday, Thursday, Saturday等单词拼写难度较大，教师要采取灵活多样的方式巧教、趣教，以减轻学生学习的难度。
2．教学目标：a.知识目标：（1）能听、说、认读单词：love、too，以及词组：play computer games、do housework （2）能熟练运用四会句型: ---What do you do on Saturdays? ---I _____. ---What about you?b.能力目标：（1）能够简单描述一周内的学习和生活情况；（2）能够简单介绍学校的课程以及个人的周末安排。
c.情感、策略、文化等有关目标：（1）情感：通过本单元的学习使学生进一步懂得珍惜时间的重要性，教育他们既要抓紧校内时间学习，又要学会合理利用周末，做到有张有弛、劳逸结合；（2）策略：注重合作学习，注意观察、比较；（3）文化：了解英语国家的一些没有固定日期的节日，如母亲节、父亲节、感恩节。
这些节日日期不固定，常是某个月份的第几天，需要学生有所了解。
3.教学重点和教学难点：通过操练使学生熟练掌握Read and write中四会句子的书写、拼读以及在真实情景中的运用。
4.教具、学具准备：教师准备Zoom和Aunt的头饰、人物图片、挂图；教材相配套的教学录音带；生词卡片；学生准备白纸与画笔。
二．说教法英语教学要遵循“教师为主导，学生为主体”的教学原则。
根据学生的认知特点，本课时我准备采用情景交际教学法以及活动教学法来完成教学内容，辅之以对话法、演练法、游戏法。
1.情景和交际教学法：利用头饰图片、生词卡片创设情境，引导学生通过了解情境中的内容，学习新知识；然后利用这些新知识来进行简短的对话。
2024年外研版五年级上册英语全册教案标准版,可打印
2024年外研版五年级上册英语全册教案标准版，可打印一、教学内容Unit 1: My New TeachersUnit 2: Days of the WeekUnit 3: Months of the YearUnit 4: What's the Weather Like?Unit 5: Our SchoolUnit 6: Sports二、教学目标1. 学生能够熟练掌握各单元的基本词汇和句型，并能运用到实际情景中。
2. 学生能够通过听力、口语、阅读和写作活动，提高英语综合运用能力。
3. 学生能够了解并尊重不同文化，培养跨文化交际意识。
三、教学难点与重点1. 教学难点：时态和语态的正确运用，词汇在不同语境中的运用。
2. 教学重点：基本句型和词汇的掌握，日常交际能力的培养。
四、教具与学具准备1. 教具：多媒体设备、PPT、卡片、挂图等。
2. 学具：课本、练习册、笔记本、文具等。
五、教学过程1. 导入：通过歌曲、游戏、小故事等方式引入新课，激发学生兴趣。
2. 呈现：展示新课内容，讲解重点词汇和句型，引导学生参与互动。
3. 实践：设置实践情景，让学生进行角色扮演，练习所学内容。
4. 例题讲解：针对难点，进行详细讲解和示范。
5. 随堂练习：设计练习题，巩固所学知识，及时反馈。
六、板书设计1. 用大号字体书写，突出主题。
2. 重点词汇和句型：用不同颜色粉笔书写，便于学生识别。
3. 结构图：用图形和箭头表示各部分之间的关系，帮助学生理解。
七、作业设计1. 作业题目：（1）抄写并默写Unit 1Unit 6的重点词汇。
（2）根据所给情景，运用所学句型编写对话。
（3）写一篇关于学校或体育的短文。
答案：（1）见教材附录。
（2）示例：A: What's the weather like today? B: It'ssunny and warm.（3）示例：My school is very beautiful. It has many classrooms, a library, a playground and so on. My favorite sport is basketball. I play it after school every day.八、课后反思及拓展延伸1. 反思：针对本节课的教学效果，思考哪些地方做得好，哪些地方需要改进。
仁爱英语七年级下册第一次月考试卷_Unit_5
2013-2014海子中学七年级第一次月考英语试卷班级座号姓名第Ⅰ卷一、单项选择（15分）( ) 1.—Hi, Jane. What time do you get up _____ weekdays?—I usually get up _____ about six o’clock . A. on ; at C. at ; at D. on ; on( 2. — ______ does your sister go to school? —By bike. A. What B. How C.Which ( ) 3.___ Sally ____ up early ?--- Y es, she does. A Is ;get B Does ;gets C Does ;get( )4. _____ do you often get up? ---At half past six. A What time B. How often C. How ( )5 He can _____ ,but he can’t drive a car.A．ride a bike B. by bike C. drive a car( )5.There is a soccer game _____ Class 1 and Class 2 this afternoon.A.ofB.bothC.between( )6. He often plays____ soccer and play ___guitar A. the; / B. /; / C. /; the ( )7 —______ do you go to the shop? —Three times a week.A. How manyB. How oftenC. What time( )8______ can I keep this book ?—For two days.A. How longB. How oftenC.. What time( )9.She is _____ the blackboard, but she can’t _____ the words (单词)on it.A.looking at, seeB. seeing, look atC. look at, see( )10.Look at the boys. They _____ games on the playground. A. play B. playing C. are playing ( )11.－What ______you doing?－I’m ______ a book.A. do, readingB. are, lookingC. are, reading( )12.My brother usually _____ his room after school. But now he _____ soccer.A. cleans ; playsB.is cleaning ; playsC. cleans ; is playing( 13.-----What day is it today ?-----It’s __________ .A. wednesday B Tuesday C. a quarter to eight ( )14. My sister and I _____.A. is doing my homeworkB. am doing my homeworkC.are doing our homework( )15.— _____ do you like science? —Because it’s interesting. A. What B. How C.. Why 二.情景交际。
四年级上册英语教案-Unit3《Daysoftheweek》∣鲁科版(五四制)(三起)
四年级上册英语教案Unit 3《Days of the week》|鲁科版（五四制）（三起）教学内容本单元主要围绕星期的表达和运用展开。
教学内容包括学习星期的英文表达，如Monday, Tuesday, Wednesday等，以及如何用这些词汇来描述一周中的活动安排。
通过本单元的学习，学生应能熟练掌握星期词汇，并能运用这些词汇进行简单的日常对话。
教学目标1. 知识目标：学生能够正确读写星期词汇，并能用这些词汇描述日常活动。
2. 能力目标：学生能够运用星期词汇进行简单的对话交流，提高英语实际运用能力。
3. 情感目标：培养学生对英语学习的兴趣，增强学生合作交流的意识。
教学难点1. 星期词汇的正确发音和记忆。
2. 如何运用星期词汇进行日常对话。
教具学具准备1. 星期的单词卡片。
2. 星期活动安排的图片或情景图。
3. 录音机及教学录音带。
4. 黑板和粉笔。
教学过程1. 导入：通过播放星期歌，引起学生对星期话题的兴趣。
2. 新授：展示星期词汇卡片，教授星期词汇的发音和书写。
3. 操练：进行星期词汇的朗读和拼写练习，通过游戏等形式加强记忆。
4. 运用：设计角色扮演活动，让学生运用星期词汇进行对话交流。
板书设计板书设计应简洁明了，突出重点。
可以设计成星期的思维导图，中心是“Days of the Week”，周围延伸出各个星期的词汇，并用不同颜色标注，以便于学生记忆和复习。
作业设计1.抄写星期词汇，加强记忆。
2.完成星期词汇的填空练习。
3.用星期词汇编写一个关于自己一周活动的小对话。
课后反思教学难点星期词汇的正确发音和记忆详细补充和说明：1. 发音准确性：英语中的星期词汇有其特定的发音规则，例如"Wednesday" 的发音对学生来说可能比较复杂。
教师需要通过标准的发音示范和反复的听力练习来帮助学生掌握正确的发音。
可以使用录音机播放单词的标准发音，让学生跟读，并纠正发音错误。
2. 记忆策略：记忆星期词汇需要有效的记忆策略。