Unit7 At weekends(Story time)

Period1

一、教学目标：

知识目标：

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/visit grandparents

2.听懂理解adverbs of frequency（always/usually/often/sometimes）间差异。

能力目标：

1. 能听懂、会读、会说句型What do you do at weekends?

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

What does he/she do at weekends?

He/She always/usually/often/sometimes…at  weekends.

2.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。

情感目标：让学生认识到周末要过得有意义。

二、教学重点：

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.听懂理解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.

What does he/she do at weekends?

He/She always/usually/often/sometimes…at  weekends.

三、教学难点：

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、会说、会读、会运用句型What do you do at  weekends?

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

What does he/she do at weekends?

He/She always/usually/often/sometimes…at  weekends.

四、课前准备：

图片，PPT等

五、教学过程：

Step1.Pre-reading

1.      Greeting 

Hello,class.I’m Miss Lu. Nice to meet you.(借班上课）

2. 揭题

T:Do you like games?   玩Magic eyes

T:Today, we’re going to learn Unit7 At weekends.(揭题）

3.Let’s talk.

(1)T： I like weekends, because I don’t work at weekends.I can do a lot of things. Can you guess what do I do at weekends. 在此过程中教visit my parents

T: Do you know how often do I do these things?

教：always/usually/often/sometimes

追问：What do you think of my weekends?

可以板书：nice/wonderful/colourful/interesting/happy...

(2)T:So what do you do at weekends? 引出what do you do at weekends?(追问) 

师生问答1~2组，让他们work in pairs, 最后展示1~2组。提前告诉孩子们可以选择一个频率副词来回答。

Step2. While -reading

1.watch and choose

T: We are talking about our weekends, Look,some students are talking about their weekends,too.

Whose weekends are they talking about?

2. 课文细节处理，第一段

(1) Look and say 大概说一说（3幅图）

(2)Read and answer

T：What else do they do at weekends?

出示Learning tip2:

①　Read the passage(读文章）

②　Underline the key phrases.（划出短语）

先示范划一个关键短语，T：You can do like this.   板书并教授词组visit grandparents,

(3) Listen and answer  解决how often 的问题

T：How often do they do these things?

3.Read and retell

T:If you are Su Hai ,can you introduce your weekends?(第一人称复述)

S:Hello, I'm Su Hai. I…

T:Can you be Mike  and introduce Su Hai’s weekends?(第三人称复述)

S: Hello, I'm Mike.Su Hai always…

在此过程中，提醒孩子们用动词第三人称单数并板书。

追问：What do you think of the twins’ weekends?

4.discuss and draw

What about Mike’s and Helen’s  weekends? Read the passage , discuss with your partners then draw a mind map and retell their weekends.(可以用第一人称或第三人称复述)

5.Listen and repeat  跟读课文  

T：listen and repeat,please pay attention to the pronunciation and intonation.

三种方法：1 read together     2.read in roles     3.choose one child to retell

6.read and act(T: choose one way to read)

Step3. Post-reading

1. Let’ think

T: what do you know from the passage?  看学生不会说，教师可以提示：You can say it in Chinese.

T：What do you think of their weekends?

2.Let’s enjoy

T: yes, different people in different countries have different weekends, look...

3. 情感拓展

T：our weekends are so colourful, and we also need meaningful weekends.

3.     机动环节Writing

My _______  weekends

Step4. Homework

1.Read the story time.

2.Choose your favourite way,retell Story time.  (选择你喜欢的方式，复述课文）

3.Design a colourful and meaningful weekend.(设计一个丰富而又有意义的周末。)

教学反思：

1.   教学的环节有些多，整体比较繁琐并且拖拉。最后学生的展示环节比较匆忙，没有给学生足够的时间去思考和吸收，要学会适当的取舍。

2.   在新知识的学习的过程中，学生的学习过程还不够明显。大多数的学生已经预习过文本，但是还有一部分的学生没有预习。我并没有注意到这部分学生。导致有些活动或者任务学生的参与度不够，有时稍显冷场。所以要整体去考虑学生的实际情况，而不是为了少部分同学而设计的任务。