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 

2. 揭题

3.Let’s guess.

(1)T: I like weekends, because I can do a lot of things at weekends. Can you guess: what do I do at weekends? Here are some pictures. Look at this picture. What do I do at weekends?

S: You play with your dog.

T: Yes, I usually play with my dog at weekends. What about this picture? What do I do at weekends?

S: You visit your grandparents.

同法：I sometimes watch films/often read books at weekends.

T: I do a lot of things at weekends. Do you still remember how often I do these things?

4. Teach always/usually/often/sometimes

5. Let’s talk

T: You know my weekends well. What do you do at weekends, boys and girls?(T-S示范)

   Now ask and answer in pairs. You can use two or three of these words to talk about your weekends.

师生问答1组，让他们work in pairs, 最后展示2~3组。告诉孩子们可以选择两三个频率副词来回答。

S: work in pairs

T: I think you all have nice/wonderful/colourful/interesting/happy...weekends, yes or no?

S: Yes.

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? Let’s watch and choose.

2. Look and say

T: First, let’s look at Su Hai and Su Yang’s weekends. What do they do at weekends?

T：(出示Learning tips）: The pictures can help you.

S: visit their grandparents/play with the cat (贴)

追问：What else do they do at weekends?

出示Learning tip2: The Text can tell you.

3. Read and circle  解决how often 的问题

T：How often do they do these things? Let’s read together.

4. Read and retell

T: Now can you choose one way to introduce the twins’ weekends?

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

5. Discuss and make

T: What about Mike’s and Helen’s weekends? I think you can learn by yourselves. Here’s another learning tip.

S: 小组合作完成思维导图

6. Let’s read

1)T: I think you know their weekends well. Now let’s read after the tape. Please pay attention to the pronunciation and intonation.

2)三种方法：1 read together     2.read in roles     3. retell 一起看板书复述

Step3. Post-reading

1. Let’ think

T: We know S and S’s, M’s and H’s weekends well. Look at their weekend activities. What can you find?

S: 室内/户外活动

2.Let’s enjoy

T: look... 读ppt上的内容

3. 情感拓展

T：How to have meaningful weekends?先让学生说

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：

本课时围绕“周末活动”主题展开，通过对话学习帮助学生掌握核心句型。教学过程中，学生兴趣较高，能积极参与问答互动，对基础词汇掌握良好。

但也发现一些问题：部分学生对频率副词（如often, sometimes）的实际运用还不够熟练，在自主表达时容易混淆；小组活动中，个别学生参与度不足。此外，教学节奏前紧后松，后面的拓展练习时间稍显仓促。

今后需注意：在句型操练环节要增加情景化替换练习，帮助内化语言；设计分层任务，鼓励更多学生参与；合理分配各环节时间，确保学生有充分的输出机会。