《What day is today？》
教学目标：
知识与技能
能听说认读单词Monday、Tuesday、Wednesday、Thursday、join、run、jump rope，并能初步运用进行简单交际。
过程与方法
能初步使用What day is today? It’s...问答星期，能用I run on Monday.等来描述每一天的做的事情。初步感知现在进行时的用法及其表示意义。创设情境，让学生通过观察、感知、体验、参与、交流，理解获取知识。
情感态度与价值观
培养学生珍惜时间，有计划做事的良好品质。 教学方法
本课我遵循“以学生为中心，以兴趣为支点，以交际为目的”的原则，采用体验式与生活式相结合的教学方法，把探究体验、交际运用贯穿始终，实现学用结合，学以致用 学法指导：
新课程强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、讨论、合作、交流的学习方式，本课我将小组合作与竞争贯穿课堂教学始终，指导学生在听一听，读一读，说一说，演一演中获取知识。 教学重点：
1.听说认读单词Monday、Tuesday、Wednesday、Thursday、ice、cat、girl、candy等单词,并能初步运用进行简单交际。
2.能初步使用What day is today? It’s...问答星期，能用I (do something)on Monday.等来描述每一天的做的事情，并能在一定的情景中灵活运用。 教学难点：
1.星期单词Tuesday、Wednesday、Thursday的准确认读。 2.能在一定的情景中灵活运用新知识。 一、故事激趣，热身导入 StepⅠ. Warming up:
1. Greeting.
Hello, everyone! Nice to meet you . How are you? 2.Play a game “I do you say .”
2. Sing “I am a boy and you are a girl.”
I like singing. I have a happy song. Let’s sing a song. 3. Meet “Week family”.
T: Today, the happy family is coming. (故作玄虚状)Look! This is week family. It has seven brothers. They are Sunday、Monday、Tuesday、Wednesday、Thursday、Friday and Saturday. It’s a noisy family. Do you want to know them? Let’s meet them. Today we‘ll learn lesson 4: What day is today? (板书课题)
[设计意图：一曲熟悉欢快的《I am a boy and you are a girl.》预示着这是一节轻松快乐的英语课。同时，以拟人化的手法将星期赋予生命，让学生在童话般的故事情景中，整体感知一周七天的英文表达，激发了学生的学习兴趣，有助于学生理解，也让学生感受到英语的带来的乐趣。] 二、创设情景，趣味呈现 StepⅡ. New presentation
1. Learn: Sunday、Monday、Tuesday、Wednesday、Thursday、Friday and Saturday. T: How big the family is! This is Sunday. In English, Sunday is the first day in the week. . Please listen carefully. Sunday、Monday、Tuesday、Wednesday、Thursday、Friday and Saturday. Good listen! What do you hear the same part？
S: “day”
T: Look！Yes! “day”.Who can try to read them?
S: Sunday/Monday/Tuesday/Wednesday/Thursday/Friday /Saturday (渗透音标知识正音。)
[设计意图：巧妙地利用字母、音素、音标三者之间的内在联系，让学生听准、辨清、观察、模仿、练习，自己发现读音规则来认读单词，培养学生自然拼读意识，轻松突破难点。长此训练，使学生逐渐能做到“见其形读其音，听其音知其形”。]
3. Practice
（1）Can you say “hello” to each day? （2）Let’s chant:
[设计意图：游戏是形成儿童认识结构的必要条件，其过程是“兴趣——游戏——引导——激励”。所以说，本课中运用“听音初步了解新朋友，认识新朋友，和新朋友打招呼,儿歌演唱”几个相互联系的活动，为学生创设了单词学习与运用的环境和机会，持续了兴趣并使他们在交往、互动中学到了知识。]
4. Learn: What day is today?
It’s Monday. I run on Monday.(出示图片学习新单词)
(1) T: It’s Sunday. What day is today? It’s Monday. I run on Monday.(板书句型)Can you say? Please practice in pairs.
A: What day is today?
B: It’s Monday. I run on Monday. (2)Teach: ice rice candy
T: In my week, it’s Sunday, I go shopping on Sunday. I run on Monday. I play ping-pong on Tuesday. I watch TV on Wednesday jump rope on Thursday. Do you jump rope on Thursday?
S: Yes. I jump rope on Thursday. / No, I jump rope on Monday/ Wednesday. T: How about you? Please make the dialogues by yourself. A: What day is today?
B: It’s .I on
[设计理念：三年级学生的注意观察思维等能力有了很大的提高，因此，教师采用肢体语言，教授新词ice, candy rice等单词，吸引学生注意力，让学生在表演中理解了新词。同时，学生通过自主探究，理解知识；通过合作学习，构建新一轮对话，层层递进，符合学生认知规律。]
三、巧设悬念，文本引入 StepⅢ.Read the text
1. T: I know you are good children, and Tom is a nice boy. Look, he is playing games with his friends. Guess, what day does he play games?
S: Sunday/Monday/Tuesday/?
T: Now, listen and answer: What day is it today?
2. T: It’s Tuesday. Good job! They play games on Tuesday. Now listen to the tape and answer:, you can read and circle
(1)Where are they? (2)Is it time to go home? (3）Who is jumping rope?
S: Read the text and circle the answer. 3. look at the picture.(What are they doing?) 4. Read and repeat(Open your book and read it.)
[设计意图：本环节为课文学习部分，分四个教学步骤，每个步骤层层递进，符合学生的认知规律。先向学生提出具体要求和问题设置疑难的情境Guess ,what day does he play games?，引导学生整体把握语篇内容确定疑难问题的所在，接着激发学生原有的知识经验，让学生联系所学知识，提出解决问题的各种假设;再细读课文，对自己提出的假设进行推断;最后在教师和同伴的交流合作中运用语言来验证或修改假设。通过层层深入来激发学生的兴趣，逐步构建知识。]
