教学内容：read and write ,let’s check
1、chant p19
2、师生问答（第一个对话请若干学生答）
t: what day is it today?
s1: today is saturday
t: yes ,today is saturday ,bur we have classes on saturday, what do you have on saturday?
s1:
t: what day is it tomorrow?
s1
t: what do you have on sundays?
s1:
t: who can tell me, do you like sundays?
s2: yes
t: what do you do in sundays?
s2: i often go shopping.
t:i like go shopping too, i can go shopping with you .
教师引出with这个单词，领读若干遍，同时板书
with
i can ……with you
在板书完i can ……with you 以后教师随口说i can go shopping with you ;i can read books with you ;i can do homework with you ,……学生follow her
3、教师出示卡片，卡片上的内容苇：read books ,watch tv， do homework 等，教师引导全班学生以图片上的内容替换到……中的内容
4、新句型操练
t: what do you do on saturdays?
s1:i often do homework.
教师请s2,引导该生说，i can do homework with you .
该组同学示范过后，教师继续提问
t: what do you do on saturdays?
s3: i often go shopping.
s4: i can go shopping with you.
t: ok? (教师问说s3)
s3: ok!
5、学生同桌操练对话
t: work in pairs,学生同桌之间操练刚才的对话，最后再请几组学生上来表演。
6、趣味操练文中的重点句型
t: on saturdays and sundays, we can do many many things, so do you like saturdays and sundays. (过渡语)
s: yes
t: zoom; also do many things on saturdays and sundays.
教师戴上头饰，t: now ,i’m zoom .please ask me ,引导全体学生以what do you do on saturdays ? 向教师提问。
s: zoom, zoom, what do you do on saturdays?
t: i often watch tv.
s: zoom, zoom, what do you do on saturdays?
教师将头饰带到一个学生头上，该生回答，教师将头饰无序的随即戴在一学生头上，其余学生提问zoom, zoom, what do you do on saturdays?，戴到头饰的学生则需回答该提问,该操练大概能抽取10个学生左右进行回答，最后，老师将头饰戴回自己头上，让全体学生问她zoom, zoom, what do you do on saturdays?，以此结束该操练。
7、t: i often go shopping, today; i’m in aunt cathy’s house. (过渡语)
引入文中的对话，教师先很有感情的带读课文，学生跟读，接着男女生分角色朗读课文。
t: finish the form ,i’d like one student write here.请一个学生上黑板来写。
剩余时间做练习。
体会：之所以会记录这节课，是因为这节课同组的同学上过，老师完全是按照她的教案上下来的，但是效果却是差了很多，因为同学的课可以说是失败的，而老师的课却是相当的成功，同学课的失败原因有很多，很大一部分是因为那个班的学生情绪出现了一定问题，但是撇开这个因素不说，听完老师的课，我们确是可以看到之间的差距。
总体来说，我们失败的原因有以下几个，一：当学生的情绪出现问题，老师的情绪也受到了很大的影响，开始出现口误，开始慌，对学生的回答也没仔细听，二：如何引导学生，当学生说错，尤其是全班大部分的学生的理解都开始出现偏差时，教师如何正确的引导她们回归到“正途”。三：教师语言，我们在上课时，语言总是那么的平淡无奇，没有激情。