教学目标：
知识目标
1 全体学生能初步运用句子：Does your mum /dad go to work on Saturdays?
2 全体学生能初步运用单词及短语： work ,go to work, 部分学生能初步运用单词及短语：Saturday ,shopping ,go shopping ,dad .
3.学习书写字母：Jj,Kk.
技能目标
掌握一般疑问句的第三人称单数的句型及回答。
情感目标
培养学生学习英语的兴趣。
教学重点：
掌握单词和句子Does she/he.?”及其回答 “Yes, she does/ No, she doesn’t.”
教学难点：
掌握单词和句子Does she/he.?”及其回答 “Yes, she /he does/No, she/he doesn’t.”
教学用具：
CD-ROM, PPT, word cards, headwear, stickers.
教学过程：
Step1: Warm up and lead in
1.Greeting
T：Class begins.Stand up！Good afternoon,boys and girls！
Ss:Good afternoon,Ms.Wu.
T:Nice to meet you！
Ss:Nice to meet you,too！
2.Show pictures of the cat and dog in Unit1
T: Who are they?还记得他们吗？上一单元中，我们看到小猫把小狗惹怒了，今天我们再来看看，小猫和小狗又在干什么。”
3 播放学生课本Unit 2 活动1 的录音，学生看图，理解语境：Daming和Sam在街上看到小猫和小狗在吃东西，不过这一次小猫没有向小狗问问题，而是在吃了一条鱼之后，又去和小狗抢肉吃，这让Daming和Sam感到非常惊讶。
4 T：Now I’ll play the cartoon again,please read after the CD and try to imitate the intonation.（Read together）
5 T:Who wants to do role play on the platform?（请学生两人一组分角色戴上小猫小狗头饰表演对话。）
T：Great！ You did a good job！ Here are your stickers！
Step 2 Presentation
T: Lingling is talking with Amy? What are they talking about? Lingling在和Amy 聊天，她们在聊些什么？Oh, they are talking about Lingling’s parents’ weekend plan.原来Lingling在询问 Amy她的父母在周末的活动安排。Today let’s learn the text and study to introduce and make posters about your family members’ weekend plan, OK? 现在，让我们一起来学习课文，然后制作介绍自己及家人周末活动的海报吧！
Step 3 Learn the text
1. T: （Show a picture of Amy）Who is she?
Ss:She is Amy.
T:Yes.Does Amy go to school on Mondays?
Sa:Yes,she does.
T: Does she go to school on Saturdays?
Ss: Yes,she does./No,she doesn’t.
T: No,she doesn’t. Why?（PPT出示日历，将全部周六圈起，让学生明白Saturday是周六）
Read after me.Sa-tur-day（触摸头，肩膀，腰，帮助学生正确读出单词）
Ss: Sa-tur-day, Sa-tur-day, Sa-tur-day
T:Saturday is coming,I am happy,Saturday！
Ss:Saturday！
T:Bad weather,I can’t go out to play.Saturday...
Ss:Saturday...
T: On Saturday/on Saturdays.
Ss:On Saturday/on Saturdays.（Read together and in groups）
T: Who are they?（展示Amy父母亲照片）They are Amy’s Mum and Dad.（教授Dad）Does Amy’s Mum/Dad go to work on Saturdays?（教授go to work）Let’s listen and find out the answer.
播放动画，请学生观看，并推测go to work 的意思。
T：OK,who can tell me the meaning of “go to work”？
Sb:去工作
T:Yes, you are clever！ Here is your sticker！Everyone,read after me:work,work,work,go to work.
Ss:Work,work,work,go to work.（全班读，开火车读）
T：Good！ Now who can answer my questions?Does Amy’s Mum go to work on Saturdays?
Sc:No,she doesn’t.
T:Does Amy’s Dad go to work on Saturdays?
Sd:No,he doesn’t.
T:那么他们的周末做了什么事情呢？Let’s listen again.（再次播放动画）
Check answers together.引出并教授go shopping.
T: Now we have known the general idea of the text. Let’s read it after the CD and try to imitate the intonation.（全班跟读）
T：Please do read and point.（再次跟读，，小组分开读）
Step 4. Practice
Role play
T: Now I’ll give you 3 minutes to read the text with your partner, then some pairs will be invited to show on the platform.（Choose three groups to present and give them remarkable words and stickers）I think your accent is very good, you were trying to imitate the intonation. You did a good job！
Do Activity book Exercise 1 and check answers together.
Step 5 Summary
Step 6 Homework
1.Read the text 5 times;
2.询问同伴及其家人的周末活动。然后将这些照片或图画粘贴在一张白纸上，制作成海报。（四人一组）
板书设计：
板书设计
Module5 Unit2
Does your mum go to work on Saturdays?
Does she/he go shopping on Saturdays? Yes,she/he does.
play football No,she/he doesn’t.
play basketball