《新标准英语》Book6 Module9 Unit1教案.doc

磨课流程第一次上传教案撰写时间：2010年6月24日 1:27共有10次修改,这是第0次修改 修改理由本教案是第一次上传的教案，希望大家参与课例打磨，提出修改建议。谢谢！新标准英语（一年级起始）Book6 Module9 Unit1Tomorrow is Friday一、 教材分析以Tomorrow is Friday为题的对话内容是：Sam和 Amy得知一家人要在周六外出郊游之后，谈论是否打算携带某物。本课的语言功能是谈论将来的行为。语言结构是 Will you take? 和 Will you taketo? 以及回答No, I wont.1教学目标：知识目标：学习功能句 Will you take your kite to the picnic tomorrow ? Will you take your ball tomorrow? No, I wont. 新授单词：take, tomorrow, why(not).技能目标：能够听懂会说本模块句型，能灵活运用功能句谈论将来的行为。情感目标：培养学生学习英语的兴趣，在积极参与教学活动中体会到学习的快乐。2教学重、难点：在实际情景中灵活运用Will you taketo? Yes, I will. No, I wont .是本课的重点句型结构。在扩充练习中，结合具体情境制定个人小计划，对部分学生来说有一定难度。二、 二、学情分析：经过近三年的英语学习，学生们具备了一定的听说读写技能，有较好的模仿能力，在老师的引导下，能运用所学基本句型进行语言操练，在课堂教学中能积极参与，大胆尝试，爱说爱表现。因为在3、4、5模块的学习中学生可以用will来问答将来发生的事情，本课运用will 谈论将来的行为，对于大多数学生来说比较容易掌握。但是，要灵活自如地运用重点句型进行语言交流、制定计划，还需要大量的操练。三、 三、教学策略运用学生已有知识经验，在自由交流中自然导入。创设合理的情境，进行语言操练，在完成任务的同时，提高语用能力。在预设的基础上，把握生成、利用生成，师生在和谐氛围中形成良好的多维互动。四、 四、教学过程Step 1 Warming upT: Whos on duty today?S1: Im on duty today.T: Is everybody here?S1: Yes./ No. _ is not here. Maybe she/he is ill.T: Thank you. Ppt: a start three starsT: In this class, if you get three stars, you will get a sticker. Try hard ! 【设计意图】从日常的duty report导入，提出评价机制，调动学生的学习积极性。Step 2 Presentation：“take”T: What day is today? Ss: Today is _.T: Right!T: Look! Tomorrow is _, Whats the meaning of “tomorrow”? -means “明天”. Read “tomorrow ”. Bb: tomorrowT: Tomorrow, after school. I will visit my friend. She is ill. Will you visit your friend tomorrow? Ss: No, I wont. (Bb)T: What will you do tomorrow? （学生的回答最好加上tomorrow）Ss: I will _ tomorrow.S2: I will go to school tomorrow.T toSs: Will you go to school tomorrow? Ss: Yes, I will. (Bb)T: I will go to school too. I will take my bag, I will take my pen. I will take my books. I will takeWhat will you take?S1: I will takeS2: I will takeS3: I will takeT: Ah, you will take so many things. Whats the meaning of “take”?Ss: 拿着，带着T: Can you spell “take”? (Let Ss try to spell)Ppt (take-cake, lake, make )Read “take” -cake, lake, make【设计意图】师生自然交流，既可以复习前面学过的知识用will进行问答，又为本节课重点句型的学习做好铺垫。另外，“take”是本节课最关键的一个词，因此在学习对话之前让学生先感知、理解它，为接下来的运用有一定的帮助。Step 3 Presentation: Dialogue Ppt-school- apples/peaches/oranges/bananasT: Will you take apples/peaches/oranges/bananas to school?Ss: No, I wont. T: Why not? Ss: _. T: Right. We wont take these fruit to school. But we can take them to the picnic. (Ppt: picnic )T: Do you like picnics?What about Sam and Amy? Ppt: (Amy 和Sam)T: Look! How happy they are! Why are they so happy? What are they going to do? (Watch the video.)Get the answer: They are going to have a picnic on Saturday. T: What will Amy take? Will Amy take the kite to the picnic tomorrow? Will Amy take the ball tomorrow?Lets watch the video and answer the questions.PPT-No, she wont. No, she wont.T: How does Sam ask Amy? T: If you need help. You can look at your book at page34, and find the two sentences.Bb: Will you take tomorrow?Will you taketo?Read the sentences on the blackboard.T: Why not? Because tomorrow is Friday.-Tomorrow is not Saturday. But Sam thinks tomorrow is Saturday. T: Have you got any questions?【设计意图】本环节主要是帮助学生理解对话大意，呈现重点知识。学生带着不同问题，两次观看CD-Rom，问题难度不断递增，使学生对课文的理解逐渐加深。寻找答案的过程就是解决重点的过程。Step 4: Drills 1. Listen and repeat, try to imitate. (Watch the video and repeat)2. Read in roles, Tdad, Boys: Sam, Girls: Amy. 3. Fill in the blanks and complete the dialogue.-ppt T: Look at the dialogue again. There are some missing words. Can you fill in the blanks?Ss write down on the paper first, then check the answer.Dad: On Saturday, were going to have a picnic.Sam and Amy: Yes! Thats a good idea.Sam: Will you take your kite to the picnic tomorrow?Amy: No, I wont. Sam: Will you take your ball tomorrow?Amy: No, I wont.Sam: Why not?Amy: tomorrow is Friday. We are going to go on Saturday! （Tomorrow）【设计意图】充足的机械操练帮助学生熟悉文本，使新授语言材料更容易上口。本节课不侧重书写，也不要求学生当堂拼写重点单词，“填空”环节，主要是为了突出重点单词，而且学生联系上下文，很容易找到答案。Step 5: Practice1. Practise “taketomorrow” T: Do you remember what I will do tomorrow? Yes, I will visit my friend. Whats the matter with her? Shes ill. I will take something to her. Can you guess what I will take to her?Ppt: Show some fruit, flower, food, help the Ss to choose.Ss: Will you take .tomorrow? T: Yes, I will. / No, I wont.（Thats a good idea. Yes, she likes/ Yes, its good for her. No, I wont. Its bad for her. / She doesnt likeShe likes）Ppt:I will take flowers, CDs and strawberries.【设计意图】前后呼应，创设情景，设置信息差，在任务驱动之下，师生之间展开对话。2. Pracitse “taketo” Guessing Game -ppt T：Lets play a game! Look! There are seven balloons. There are seven numbers on the balloons. Lets read the numbers together. (13,14,15,16,17,18,19)Each number has 2 pictures. For example, if you choose 13, you will see a T-shirt and a picture of Hainan.Ss: Will you take the_ to _? Understand?Now its your turn to choose. Which number will you choose? No.13 - T-shirt, Hainan.No.14-dog, classroomNo.15 -fireworks, trainNo.16 - kite, cinemaNo.17- apples, parkNo. 18-water, to EXPONo.19 - biscuit, zoo.【设计意图】此练习虽然是一个游戏，但较上一个练习难度有所增加。教师在此环节可以较好地把握生成，使学生获取更多的语言表达机会，培养学生的语用能力。另外，气球上的数字是学生们刚刚学过的，但是掌握得并不是很好的数字1319，学生在选择数字时，可以不断地对这些单词的读音进行操练。Step 6: Consolidation 1.T: Summer holiday is coming. I have a holiday plan. Look! ppt My holiday planI will go to Shanghai.I will take a camera, a cap, a bag, sunglassesI will visit EXPO.I will buy some presents. I will eat some Shanghai food.I will see many people.I will be very happy.2.Do you have a plan for this holiday? -ppt What will you do? What will you take? What will you see? What will you buy? What will you eat? .Discuss it in your groups, and try to say something about your plan. My holiday planI will go to_.I will take _.I will 【设计意图】这是在老师的示范下一个综合语篇训练环节。除了“will take”之外，鼓励学生调动更多的知识储备，例如，“will go to”、“will see”、“will eat”等等。Step 7: Summary and Homework-ppt1. Look at the Bb and summarize.2. HomeworkListen and read the dialogue. Remember the main sentences.Try to make a plan for the summer holiday.第二次教案撰写时间：2010年8月14日 12:20共有4次修改,这是第0次修改 修改理由本教案第二稿，欢迎大家提出宝贵意见和建议！新标准英语（一年级起始）Book 6Module 9 Unit 1 Tomorrow is Friday.一、教材分析本单元是以Tomorrow is Friday为题的对话，具体内容是：Sam和 Amy得知一家人要在周六外出郊游之后，Sam询问Amy打算携带什么物品去郊游。本单元的语言结构学习内容是复习Will you ? Will you take? 和 Will you taketo? 以及回答Yes, I will. No, I wont. 以巩固其运用能力。Will结构是本册在上半学期重点学习的内容之一，在Module2, 3, 4, 5已经重点和系统学习。按照目标要求，学生理应已经掌握。但随着Module 6，7，8对于一般过去时的学习，学生可能出现了对于will用法的遗忘，所以在本学期临近结束时，对于本学期的重点结构进行一次强化巩固。期望通过本次巩固，实现以下目标：全体学生能准确理解和基本运用will。所以本课时的重点是：在理解对话内容、学习本课重点语句的同时，帮助困难学生全面复习巩固will结构的理解与运用。本单元的词语学习目标是复习Friday, Saturday等星期名词，为Unit 2学习更多星期名词做准备，并学习take、复习物品名词。星期词集中学习显得太多，所以本教材采用了分散与集中结合的办法，Friday, Saturday, Sunday已经在Book 4 and 5学过，本模块学习另外四个，都在第二单元。所以本单元复习这三个已学词汇，也要求全体学生能够理解和口头运用。本单元功能是询问自己对将要发生事情的预测是否准确。本功能的语用目的是询问计划，以便自己制定相应计划（Sam问Amy去picnic要带什么，这样自己可以不带重复的东西）。1教学目标：知识目标：复习强化功能句 Will you take your kite to the picnic tomorrow ? Will you take your ball tomorrow? No, I wont. 的理解与运用，新授单词：take, tomorrow, why(not)., 复习强化Friday, Saturday, Sunday。技能目标：能够听懂会说本模块句型，能灵活运用功能句谈论将来的行为。情感目标：培养学生学习英语的兴趣，在积极参与教学活动中体会到学习的快乐。运用目标：运用所复习工具的Will you.?结构，询问小组同学，去看望即将回国的外教带什么东西。2教学重、难点：灵活运用重点句Will you take? 和 Will you taketo? 以及回答Yes, I will. No, I wont.帮助在Module 2,3,4,5学习中没有完全掌握will结构的学生理解和口头运用这一结构。 二、学情分析经过近三年的英语学习，学生们具备了一定的听说读写技能，有较好的模仿能力，在老师的引导下，能运用所学基本句型进行语言操练，在课堂教学中能积极参与，互动交流。因为在2、3、4、5模块的学习中学生可以用will来问答将来发生的事情，功能包括：对对方要去的地点提问，对对方将来要做的职业提问，对团体要做的事情提问等等。内容包括Will you go to ? What will you be? Will we? 大多数学生能够问答周末要去哪里，将来可能从事何种职业等等。本课运用will 对对方将来要做的事情提问，对于大多数学生来说比较容易掌握。但是，要灵活自如地运用重点句型进行语言交流、制定计划，还需要大量的操练。因为在平日师生交流中经常提到关于“星期”的话题，所以，许多学生已经不知不觉记住了关于星期的七个单词。教师应该在分析教材的基础上，围绕学情设计教学。三、教学策略运用学生已有知识经验，在自由交流中自然导入。创设合理的情境，进行语言操练，在完成任务的同时，提高语用能力。在预设的基础上，把握生成、利用生成，师生在和谐氛围中形成良好的多维互动。四、教具：课件、a CD、卡片、头饰、练习纸、活动用书等五、教学过程Step 1 Warming up1. GreetingsPpt: a start three starsT: In this class, if you get three stars, you will get a happy face. I will draw a happy face on your book. Try hard ! T: What day is today? Ss: Today is Friday.T: What day is tomorrow?S1: Tomorrow is Saturday.【设计意图】师生简短的交流中含有“will”和“星期”的表达，为新授课做好准备。Step 2 Presentation1. What will you do tomorrow?T: What will you do tomorrow? ( Several students say one by one.)T: Tomorrow, I will visit my friend, your foreign teacher Ryan（出示Ryan的照片）. He will go back to America.I will visit him and say good-bye to him. Will yougo with metomorrow? Ss: Yes, I will. No, I wont.(Bb)T: All right, we will visit Ryan on Saturday. I will take a present for him. Will you take a present for him? After a while, we will discuss in groups. Now lets see what Sam and Amy will do on Saturday, and what will they take?2. Show a picture of Sam and Amy.（Sam 和 Amy非常高兴的样子.）T: Look! How happy they are! Why are they so happy? What are they going to do? (Watch the video.)Get the answer: They are going to have a picnic.T: When are they going to have a picnic?Get the answer: On Saturday. 2. Watch the video again and learn the main senteces.Pre-watching questions:(1) Will Amy take the kite to the picnic tomorrow? (2) Will Amy take the ball tomorrow?Get the answer: No, she wont. No, she wont.T: How does Sam ask Amy? Bb: Will you take tomorrow?Will you taketo?T: How do you spell “take”?T: How to remember“take”easily and quickly?take-cake, lake, make T: Amy will not take her kite tomorrow. She will not take her ball tomorrow. Why not? 启发、帮助学生回答：Tomorrow is Friday. Its not Saturday. But Sam thinks tomorrow is Saturday. 【设计意图】本环节主要是帮助学生理解对话大意，呈现重点知识。学生带着不同问题，两次观看CD-ROM，问题难度不断递增，使学生对课文的理解逐渐加深。寻找答案的过程就是理解课文和呈现重点的过程。Step 3: Drills 1. Listen and repeat, try to imitate. (Watch the video and repeat)2. Books open, and read in roles, Tdad, Boys Sam, GirlsAmy. 3. Activity book. Exercise 1, Complete the texts with the missing words.学生完成课堂活动用书，再看屏幕统一检查反馈。【设计意图】充足的机械操练帮助学生熟悉文本，使新授语言材料更容易上口。Activity Book中的练习，可以进一步帮助学生巩固对话，同时在填空时把握重点单词。Step 4: Game (This game is between group A and group B.)Show some pictures of different places (classroom, park, cinema, supermarket, hospital, countryside, zoo)A student in group A: I will take.A student in group B: Will you go to?【设计意图】此游戏的目的是操练重点知识will go/take，同时进行思维训练。学生通过观察、比较、倾听、分析、判断，展开小组竞争。教师在此环节应把握生成，使学生获取更多的语言表达机会。Step 5: Practice1. Discussion: Take something to the foreign teacher.T: Do you like this game? Do you remember what we will do tomorrow? Yes, we will visit Ryan，the foreign teacher. I will take something for him. What will your group take? Now, lets discuss.T:(sets an example for the students) We can do like this:(教师四次分别带不同头饰，演示对话。不要求学生用所有这些语言，这只是一个演示。)S1: I can draw pictures very well. I will take a picture for Ryan. S2, you have lots of stamps, will you take a stamp tomorrow? S2: Yes, I will. I will take a Chinese stamp tomorrow. Will you take some food, S3?S3: No, I wont. I will take some books for him. He likes reading. (To S4) What will you take, S4? Will you take a card?S4: Yes,I will.I will make a new card for him.T： Now, discuss in groups.Several minutes later, let one or two groups say their presents for Ryan: We will takeT: Ryan will be very happy to see us, and he will be very happy to have so many presents.T: Look! I will take a CD for Ryan. He likes Chinese music very much. I think he will like it. And I will also take a card for him. Of course I will write some words on it:Ppt: Dear Ryan,You will go home. We will miss you very much. Will you miss us? Will you come back to Qingdao? Maybe I will go to America in the future. Maybe I will see you there.Yours,Ms LiuT: Will you make a card and write some words on the card? (根据时间，决定在课堂上完成还是作为家庭作业。)【设计意图】前后呼应，创设情境，布置任务，设置信息差，在任务驱动之下，师生之间展开对话。既操练了Will you take?,等重点句型，又提高了语用能力。而且，当学生在猜测、讨论的过程中会用到大量的物品，这也是对所学名词的回顾和运用。Step 6: Summary 1. Look at the Bb and summarize.2. T: How many happy faces will you get?Ss: I will get a happy face./ I will get 2 happy faces.T: Congratulations.HomeworkListen and read the dialogue. Remember the main sentences.Finish the card to Ryan.T:If you wont visit him tomorrow, I will say hello to him instead of you. 第三次教案撰写时间：2010年9月1日 13:11共有0次修改,这是第0次修改 修改理由经过前两轮的课例打磨，大家为我的教案提出了很多宝贵的修改建议，谢谢大家！这是整理后的新教案。在当前的小学英语教学中，比较普遍地存在教师设计的课堂教学目标与教材的要求不一致的问题，这主要是因为教师对教材的分析存在一些偏颇之处。这些现象主要表现为：1教学内容与教学目标不统一。2课堂教学比例失调、头重脚轻3教材运用不充分，拓展内容过多。4过分关注知识目标，忽视语用能力的培养。5课堂练习缺乏针对性和可操作性。为了解决以上问题，本专题专门针对基于教材分析设计课堂教学目标进行研修，本专题的研修目标是：1通过研修，明确教学设计与教材分析的重要性。2合理把握教学目标，以及在教学中体现教学目标。3把握好课堂教学的层次性。 4明确语言操练和语言运用的关系。5明确课堂教学中各环节的任务以及应该注意的问题。以下是本专题的教学案例的教案设计：新标准英语（一年级起始）Book 6Module 9 Unit 1 Tomorrow is Friday.一、教材分析本单元是以Tomorrow is Friday为题的对话，具体内容是：Sam和 Amy得知一家人要在周六外出郊游之后，Sam询问Amy打算携带什么物品去郊游。本单元的语言结构学习内容是复习Will you ? Will you take? 和 Will you taketo? 以及回答Yes, I will. No, I wont. 以巩固其运用能力。Will结构是本册在上半学期重点学习的内容之一，在Module2, 3, 4, 5已经重点和系统学习。按照目标要求，学生理应已经掌握。但随着Module 6，7，8对于一般过去时的学习，学生可能出现了对于will用法的遗忘，所以在本学期临近结束时，对于本学期的重点结构进行一次强化巩固。期望通过本次巩固，实现以下目标：全体学生能准确理解和基本运用will。所以本课时的重点是：在理解对话内容、学习本课重点语句的同时，帮助困难学生全面复习巩固will结构的理解与运用。本单元的词语学习目标是复习Friday, Saturday, Sunday等星期名词，为Unit 2学习更多星期名词做准备，并学习take、复习物品名词。星期词集中学习显得太多，所以本教材采用了分散与集中结合的办法，Friday, Saturday, Sunday已经在Book 4 and 5学过，本模块学习另外四个，都在第二单元。所以本单元复习这三个已学词汇，也要求全体学生能够理解和口头运用。本单元功能是询问自己对将要发生事情的预测是否准确。本功能的语用目的是询问计划，以便自己制定相应计划（Sam问Amy去picnic要带什么，这样自己可以不带重复的东西）。从以上分析可知，本单元的教材设计的教学目标是：1教学目标：知识目标：复习强化功能句 Will you take your kite to the picnic tomorrow ? Will you take your ball tomorrow? No, I wont. 的理解与运用，新授单词：take, tomorrow, why(not), 复习强化Friday, Saturday, Sunday。技能目标：能够听懂会说本模块句型，能灵活运用功能句谈论将来的行为。情感目标：培养学生学习英语的兴趣，在积极参与教学活动中体会到学习的快乐。运用目标：运用所复习工具的Will you.?结构，询问小组同学，去看望即将回国的外教带什么东西。2教学重、难点：灵活运用重点句Will you take? 和 Will you taketo? 以及回答Yes, I will. No, I wont.帮助在Module 2,3,4,5学习中没有完全掌握will结构的学生理解和口头运用这一结构。二、学情分析经过近三年的英语学习，学生们具备了一定的听说读写技能，有较好的模仿能力，在老师的引导下，能运用所学基本句型进行语言操练，在课堂教学中能积极参与，互动交流。因为在2、3、4、5模块的学习中学生可以用will来问答将来发生的事情，功能包括：对对方要去的地点提问，对对方将来要做的职业提问，对团体要做的事情提问等等。内容包括Will you go to ? What will you be? Will we? 大多数学生能够问答周末要去哪里，将来可能从事何种职业等等。本课运用will 对对方将来要做的事情提问，对于大多数学生来说比较容易掌握。但是，要灵活自如地运用重点句型进行语言交流、制定计划，还需要大量的操练。三、教学策略运用学生已有知识经验，在自由交流中自然导入。创设合理的情境，进行语言操练，在完成任务的同时，提高语用能力。在预设的基础上，把握生成、利用生成，师生在和谐氛围中形成良好的多维互动。四、课堂教学目标基于以上分析，我们可以把在青岛四方实验小学进行本课时教学的课堂教学目标设计为：语句学习目标：能通过完成学习活动，使100%的学生运用Will you take your kite to the picnic tomorrow ? Will you take your ball tomorrow? No, I wont. 的能力得到强化，其中80%的学生能自如运用这一结构。语词学习目标：100%的学生能全面参与学习take, tomorrow, why/ why not等本单元新学语词的活动，其中60%的学生能达到自如运用；100%的学生能通过复习强化运用Friday, Saturday, Sunday的能力，其中80%的学生能自如运用这些词。技能学习目标：100%的学生能听懂本模块句型，其中80%的能灵活运用所学结构询问将来的行为可能并进行回答。情感培养目标：100%的学生能在活动中进一步强化相互了解、进行协作的情感。语言运用目标：100%的学生能运用所复习的Will you.?语句结构，询问小组同学，明天去看望即将回国的外教准备带什么恰当的纪念物品。50%的学生能够在老师的示范和帮助下写一封短信送给外教。五、教具：课件、a CD、卡片、头饰、练习纸、活动用书等六、教学过程Step 1 Warming up1.GreetingsT: In this class, if you get three stars, you will get a happy face. I will draw a happy face on your book. Try hard ! 2. Lead-inT: What day is today? Ss: Today is Friday.T: What day is tomorrow? （通过翻日历让学生明白tomorrow 的意思是“明天”）S1: Tomorrow is Saturday.Read the word “tomorrow”.T: Tomorrow, I will visit my friend, your foreign teacher Ryan（出示Ryan的照片）. He will go back to America. I will visit him and say good-bye to him. Will yougo with metomorrow? Ss: Yes, I will./ No, I wont.(Bb)T: Who will visit Ryan with me tomorrow ? (Some students hands up.) T: Who wont visit Ryan tomorrow? (Some students hands up.)What will you do tomorrow? ( Several students say one by one.)T: What will Sam and Amy do?【设计意图】师生自由交谈中，即复习了“will”、“wont”，还学习了新授词“tomorrow”,为新授课做好准备。教师提出的话题也为新授课之后的任务操练做好铺垫。Step 2 Presentation1. Show a picture of Sam and Amy.（Sam 和 Amy非常高兴的样子.）T: Look! How happy they are! Why are they so happy? What are they going to do? (Watch the video.)Get the answer: They are going to have a picnic.T: When are they going to have a picnic?Get the answer: On Saturday. 2. Watch the video again and learn the main sentences.Pre-watching questions:(1) Will Amy take the kite to the picnic tomorrow? (2) Will Amy take the ball tomorrow?Get the answer: No, she wont. No, she wont.T: How does Sam ask Amy? Bb: Will you take tomorrow?Will you taketo?T: How do you spell “take”?T: How to remember “take” easily and quickly?take-cake, lake, make Ask and answer using the main sentences.Will you take your schoolbag /kite/ ball .tomorrow?Yes, I will. / No, I wont.T: Amy wont take her kite tomorrow. She wont take her ball tomorrow. Why not? 启发、帮助学生回答：Tomorrow is Friday. Its not Saturday. But Sam thinks tomorrow is Saturday. 【设计意图】本环节主要是帮助学生理解对话大意，呈现重点知识。学生带着不同问题，两次观看CD-ROM，问题难度不断递增，使学生对课文的理解逐渐加深。寻找答案的过程就是理解课文和呈现重点的过程。Step 3: Drills 1. Listen and repeat, try to imitate. (Watch the video and repeat)2. Books open, and read in roles, Tdad, Boys Sam, GirlsAmy. 3. Complete the texts with the missing words.学生完成课堂活动用书，再看屏幕统一检查反馈。4. Activity book. Exercise 2, Now match the texts to the pictures by writing the correct numbers.学生完成课堂活动用书，再看屏幕统一检查反馈。(根据时间，决定在课堂上完成还是作为家庭作业。)【设计意图】充足的机械操练帮助学生熟悉文本，使新授语言材料更容易上口。Activity Book中的练习，可以进一步帮助学生巩固对话，同时在填空时把握重点单词。Step 4: GameT：Lets play a game! Look! There are three balloons. There are three words on the balloons. Lets read the words together. (Friday, Saturday, Sunday)Each balloon has 2 pictures. For example, if you choose Su