/Unit2MyWeek(StudyPlan)–EnglishGrade5,UpperPrimary–PEPVersion(20232024AcademicYear)I.TeachingObjectives:1.KnowledgeObjectives:a.Studentswillbeabletolisten,speak,read,andwriteabouttheirweeklyroutines.b.Studentswillbeabletousethesimplepresenttensetodescriberegularactivities.c.Studentswillbeabletorecognizeanduseordinalnumbersfromfirsttoninth.2.AbilityObjectives:b.Studentswillbeabletoindependentlycreateachartordiagramillustratingtheirweeklyroutine.3.EmotionalObjective:Studentswilldevelopanappreciationfortheimportanceofabalancedandhealthylifestyle.II.TeachingContent:1.Topic:Studentswilllearnabouttheirfriends'weeklyroutinesanddescribetheirown.2.TargetLanguage:a.Vocabulary:morning,afternoon,evening,day,week,usually,often,sometimes,rarely,first,second,third,fourth,fifth,sixth,seventh,eighth,ninth.b.SentenceStructures:–Whattimedoyougetup?–Igetupat7:00a.m.–Whattimedoyougotoschool?–Igotoschoolat8:00a.m.–Whatdoyoudointheafternoon?–Iplaysoccerintheafternoon.–Whattimedoyougotobed?–Igotobedat9:00p.m.3.Function:Todescribedailyandweeklyroutinesusingthesimplepresenttense.III.TeachingKeyandDifficultPoints:1.KeyPoint:Studentswillbeabletousethesimplepresenttensetodescribetheirweeklyroutines.2.DifficultPoint:a.Correctusageofordinalnumbersfromfirsttoninth.b.Distinguishingbetween"often,""sometimes,"and"rarely"incontext.IV.TeachingAidsandLearningTools:1.TeachingAids:Flashcards,pictures,realtimeclock,whiteboard,markers.2.LearningTools:Handouts,groupwork,collaborativediscussions,interactivewhiteboardactivities.V.TeachingProcess:1.Leadin(5minutes):a.Greetstudentsandaskthemquestionsabouttheirdailyroutines.b.Displayrealtimeclockandaskstudentsthetimeofdifferentactivitiesthroughouttheday.2.Presentation(10minutes):a.Introducethetargetlanguagevocabularyandsentencestructuresthroughflashcards,pictures,andrealtimeexamples.b.Modeltheuseofordinalnumbersfromfirsttoninthinthecontextofdailyroutines.3.Practice(10minutes):a.Conductroleplayingactivitieswithstudents,demonstratinghowtoaskandanswerquestionsaboutdailyroutinesusingthetargetlanguage.b.Providestudentswithhandoutscontainingpicturesandpromptstopracticeaskingandansweringquestionsinpairsorsmallgroups.4.Consolidation(10minutes):a.Dividestudentsintogroupsandprovideeachgroupwithasetofcardsrepresentingdifferentdailyactivities.b.Instructeachgrouptocreateachartordiagramillustratingacharacter'sdailyroutineusingthetargetlanguage.5.Summary(5minutes):a.Reviewthetargetlanguagevocabularyandsentencestructureswithstudents.b.Encouragestudentstosharetheirgroup'schartordiagramanddiscusstheirfindings.VI.BlackboardDesign:1.Displaythetargetlanguagevocabularyandsentencestructuresontheboardforeasyreference.2.Includeexamplesofordinalnumbersfromfirsttoninthinthecontextofdailyroutines.VII.HomeworkDesign:1.Studentswillcreateaweeklyroutinechartforafamilymemberorfriend,labelingeachactivitywiththeappropriateordinalnumber.2.Studentswillwriteashortparagraphdescribingtheirownweeklyroutine,usingthetargetlanguagevocabularyandsentencestructures.VIII.Reflection:1.Assessstudentunderstandingofthetargetlanguagevocabulary,sentencestructures,andordinalnumbersthroughformativeandsummativeassessments.2.Provideadditionalsupportandpracticeforstudentswhostruggledwithdistinguishingbetween"often,""sometimes,"and"rarely"incontext.3.EncouragestudentstocontinuepracticingtheirdailyroutinesandsharingtheirexperienceswithpeersinbothEnglishandtheirnativelanguage.1.話題（Topic）：本單元的主題是學生和朋友的每周活動。這一主題與學生的日常生活緊密相連，有利于激發(fā)學生的學習興趣和積極性。通過學習本單元，學生能夠描述自己和朋友的每周活動，提高他們的口語表達能力和交際能力。a.詞匯：morning,afternoon,evening,day,week,usually,often,sometimes,rarely,first,second,third,fourth,fifth,sixth,seventh,eighth,ninth。b.句子結構：Whattimedoyougetup?–Igetupat7:00a.m.Whattimedoyougotoschool?–Igotoschoolat8:00a.m.Whatdoyoudointheafternoon?–Iplaysoccerintheafternoon.Whattimedoyougotobed?–Igotobedat9:00p.m.目標語言的學習是學生掌握單元知識的關鍵，通過聽、說、讀、寫等多種方式，讓學生充分理解和運用目標語言，提高他們的語言能力。3.功能（Function）：本單元的主要功能是描述日常和每周的活動，使用一般現(xiàn)在時。通過學習本單元，學生能夠運用一般現(xiàn)在時描述自己的日常和每周活動，提高他們的語言運用能力。1.詞匯的教學：通過實物、圖片、例句等多種方式，幫助學生理解和記憶詞匯。同時，要注意詞匯的擴展和運用，讓學生能夠在實際語境中靈活運用。2.句子結構的教學：通過模仿、替換、創(chuàng)編等多種方式，讓學生熟練掌握目標句子結構。同時，要注意句子結構的變換和運用，提高學生的語言表達能力。3.功能的教學：通過角色扮演、小組討論、真實場景模擬等多種方式，讓學生充分練習描述日常和每周活動的功能。同時，要注意功能的擴展和運用，讓學生能夠在實際語境中靈活運用。教學內容是英語教學中的核心環(huán)節(jié)，我們需要充分關注和重視。通過本單元的學習，學生能夠描述自己和朋友的每周活動，提高他們的口語表達能力和交際能力。同時，我們也需要注意教學過程中的詞匯、句子結構和功能的教授，讓學生能夠全面掌握單元知識。在深入教學內容時，我們需要將教學目標、教學重難點、教具與學具準備、教學過程、板書設計、作業(yè)設計等各個環(huán)節(jié)與教學內容緊密結合，以確保教學活動的連貫性和有效性。I.TeachingObjectives:1.KnowledgeObjectives:a.Studentswillbeabletolisten,speak,read,andwriteabouttheirweeklyroutinesusingthesimplepresenttense.b.Studentswillbeabletorecognizeanduseordinalnumbersfromfirsttoninthinthecontextofdailyroutines.2.AbilityObjectives:a.Studentswillbeabletoaskandanswerquestionsabouttheirdailyroutinesandthoseofothers.b.Studentswillbeabletocreateachartordiagramillustratingtheirweeklyroutineusingthetargetlanguage.3.EmotionalObjective:Studentswilldevelopanappreciationfortheimportanceofabalancedandhealthylifestylethroughdiscussionsonroutineactivities.II.TeachingContent:1.Topic:Studentswilllearnaboutdailyandweeklyroutinesanddescribetheirownusingthesimplepresenttense.2.TargetLanguage:a.Vocabulary:morning,afternoon,evening,day,week,usually,often,sometimes,rarely,first,second,third,fourth,fifth,sixth,seventh,eighth,ninth.b.SentenceStructures:–Whattimedoyougetup?–Igetupat7:00a.m.–Whattimedoyougotoschool?–Igotoschoolat8:00a.m.–Whatdoyoudointheafternoon?–Iplaysoccerintheafternoon.–Whattimedoyougotobed?–Igotobedat9:00p.m.3.Function:Todescribedailyandweeklyroutinesusingthesimplepresenttenseandordinalnumbers.III.TeachingKeyandDifficultPoints:1.KeyPoint:Studentswillbeabletousethesimplepresenttensetodescribetheirweeklyroutines.2.DifficultPoint:a.Correctusageofordinalnumbersfromfirsttoninth.b.Distinguishingbetween"often,""sometimes,"and"rarely"incontext.IV.TeachingAidsandLearningTools:1.TeachingAids:Flashcards,pictures,realtimeclock,whiteboard,markers,interactivewhiteboardactivities.2.LearningTools:Handouts,groupwork,collaborativediscussions,roleplayscenarios.V.TeachingProcess:1.Leadin(5minutes):a.Greetstudentsandaskquestionsabouttheirdailyroutinestoactivatepriorknowledge.b.Usearealtimeclocktodiscussthetimeofdailyactivities.2.Presentation(10minutes):a.Introducethetargetlanguagevocabularyandsentencestructureswithflashcardsandpictures.b.Modeltheuseofordinalnumbersinthecontextofdailyroutines.3.Practice(10minutes):a.Conductroleplayactivitieswithstudents,demonstratinghowtoaskandanswerquestionsaboutdailyroutines.b.Providestudentswithhandoutscontainingpicturesandpromptstopracticeaskingandansweringquestionsinpairsorsmallgroups.4.Consolidation(10minutes):a.Dividestudentsintogroupsandprovideeachgroupwithasetofcardsrepresentingdifferentdailyactivities.b.Instructeachgrouptocreateachartordiagramillustratingacharacter'sdailyroutineusingthetargetlanguage.5.Summary(5minutes):a.Reviewthetargetlanguagevocabularyandsentencestructureswithstudents.b.Encouragestudentstosharetheirgroup'schartordiagramanddiscusstheirfindings.VI.BlackboardDesign:1.Displaythetargetlanguagevocabularyandsentencestructuresontheboardfo