Project

Unit 7 At weekends

Date

Teaching aims

1.能听懂、会读、会说单词、词组at weekends/chat on the Internet/go to the cinema/fly a kite/have   a picnic

2.能听懂并且理解adverbs of frequency（always/usually/often/sometimes）间差异

3. 能听懂、会读、会说句型

What do you do at weekends?

I always/usually/often/sometimes…at  weekends.

4. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。

Teaching importance

1.能理解和正确朗读课文，达到语音语调正确并在教师的引导和帮助下尝试复述课文内容。

2.能听懂并且理解adverbs of   frequency（always/usually/often/sometimes）间差异

3.能听懂、会说、会读、会运用句型What   do you do at  weekends?

 I always/usually/often/sometimes…at  weekends.

Teaching difficulties

1.初步运用本课所学的词汇和句型谈论自己或他人周末的生活

2.能听懂并且理解adverbs of   frequency（always/usually/often/sometimes）间差异

3.能听懂、会说、会读、会运用句型What   do you do at  weekends?

 I always/usually/often/sometimes…at  weekends.

Teaching preparation

多媒体，PPT

Teaching procedure:

Step1：Warm up:

1.Talk about your hobbies

e.g.I like … .

I can/can’t…(very)well.

I am/am not good at…

(swimming/painting/watching TV… )

Step2: Presentation and practice

2.T:What do you do at weekends?--meanwhile teaching（at weekends）

3.Talk about my weekends

Ss think of what they have done at weekends this month

T lead S to make sentences --i always …at weekends

E.g. I always chat on the Internet at weekends.--read and learn the   phrase (chat on the Internet)

4.Use these words to talk about your weekends.

T explain the differences between always，usually， often，sometimes.

Ss make sentences--I always…

I usually…

I often…

I sometimes…

at  weekends.

5.story time

Ss watch the story time and choose the answer for the question

T:what are Mike and Su Hai talking about?

Ss choose c

Then Ss read and circle what they do at weekends.

6.T：what   if you meet new words？

  Ss discuss the question may   give their answers and T help them to complete their answers

e.g.Try to guess from the context/picture

Use the dictionary

Teach each other

Ask the teacher…

7.T lets Ss find the meanings of the activities they   have circled and corrects their translation--(go to the cinema/fly a   kite/have a picnic…)

8.T:How often do they do all these?

 Ss read and complete the form   with stars(Ss practice always/usually/often/sometimes and form a better   understanding of adverbs of frequency )

9.T:What do we know from it?(True or False)

e.g.Su Hai and Su Yang care（关心） about their grandparents. T

Mike doesn’t care   about his grandparents because he doesn’t often visit   his grandparents.F

10.Listen and repeat.

Ss read after the tape without looking at the text book

11.look and write

Ss fill in the blank to complete the story, working as a preparation   for retelling

Step 3 production

12.try to say

Ss imagine they are the main character and try to retell the story

e.g.

Blackboard   design:Hello, I’m Mike. At weekends, I usually chat with my grandparents on the   Internet, because they live in the UK. I also usually play with Liu Tao at   weekends. We are good friends. I sometimes fly a kite and have a picnic in   the park with my family.

T evaluates their   performance and finds out if Ss have understood the story

Setp4 Homework

1.Try to retell the   story as one of the characters in this story without looking at the text book

2.Learn more about   weekends’   activities

Blackboard design:

                        Unit 7 At weekends

What do you do at weekends?  

I always…                         go   to the cinema

I usually…                        fly a kite

I often…                          have a picnic

I sometimes…                        chat on the Internet

at  weekends.(saturday+sunday)

Teaching reflection

这一课的主要内容是学习用句型“What do you/they do at weekends? What does   she do at weekends?”“I/they/she/he often/usually/always/sometimes…”谈论自己或家人、朋友的周末活动，这些知识在我们的日常生活中非常常见。因此在学习时，让学生通过谈论自己身边的人的周末活动来进行学习会让学生更容易地掌握所学知识。在整个教学过程中，练习的内容不要局限性，教师可根据学生已学的知识情况，利用图片，对练习内容进行拓展。但值得注意的是，拓展的内容应与本单元教学重难点相扣，并与生活实际紧密联系。此外，我们还要实现语言从课内到课外的延伸，充分利用学校、家庭和社会等教育资源，开展综合性学习活动，拓宽学生的学习空间，增加学生英语实践的时间与机会。教师在教学中应围绕语言点，尽可能创设真实的交际情景，或者给一些提示语，增强语言实践的真实感，充分体现“以学生为中心”的教学理念。教师应设计有效的课堂教学活动，采用“先听说，后读写；先整体，后局部”的方法，引导学生进行发散思维，最大限度的发挥学生的主体性。教师应在训练学生听说技能的同时，培养学生灵活掌握知识，自然真实地进行交际的能力。