Unit 7 At weekends

教学内容：Story time

教学目标：1、知识目标：a.学生能听懂、会说、会读单词weekends, visit, grandparents, often,chat, Internet, always, sometimes, cinema；

                    b.学生能听懂、会说、能理解句型What do you do at weekends? What does he /she do at weekends? I /He /She always/ usually/ often / sometimes...；

                    c.学生能理解文本，正确朗读文本。

         2、能力目标：a.学生能运用所学单词和句型讨论周末的活动；

                      b.在文本情境中，培养学生的阅读技能，如根据上下文理解文本和单词、小组合作学习单词等；

                      c.学生在理解文本的基础上，融合新旧知识，创新运用。

         3、情感目标：周末生活丰富多彩，利用周末做有益的事情。

教学重点：1、单词weekends, visit, grandparents, often,chat, Internet, always, sometimes, cinema的听、说、读；

2、句型What do you do at weekends? What does he /she do at weekends? I /He /She             always/ usually/ often / sometimes...的理解和运用；

3、文本内容的理解和正确朗读。

教学难点：1、句型What do you do at weekends? What does he /she do at weekends? I /He /She     always/ usually/ often / sometimes...的理解和运用；

2、频率副词的区分及正确使用；

3、单词weekends, grandparents, often, Internet, always, cinema的正确读音。

教学准备：PPT、板书。

教学过程：

Step 1 Pre- reading

1. Enjoy a song <Weekends>

  T:What is the song about? A. Weekday  B. Weekends

2. Think and answer

 T:In the song, the children do not go to school on Saturdays and Sundays. What do they usually do? Yes, they usually go swimming at weekends. So we call Saturdays and Sundays?

S:Weekends.

3. （Show the title）T: Today we are talking about the story, together Unit3 Our animal friends.

[设计意图]通过歌曲，活跃课堂气氛。根据歌曲中的活动，唤醒学生旧知，使学生主动参与到讨论中，让学生初步感知文本主题，引起学生的学习兴趣。

Step 2 While reading

A. 整体感知

1. Think and ask(According to the topic)

whose

what

  T: What do you want to know about the story? Can you ask some questions?

 

2.Look and answer (The pictures of storytime)

whose

Su Hai'--Mike’--Helen’

3.Try to ask

 T: I want to know ‘What does Su Hai do at weekends?’. How about you?

 S: What does Mike do at weekends?/What does Helen do at weekends?

[设计意图]据提猜测，锻炼了学生的发散性思维和自主探究的能力，再通过看图回答部分问题，锻炼的学生的读图能力。引导学生用文本重点句型，使学生初步了解文本脉络，了解文本的大致板块，为下面详细解读打下基础。

B. 细节解读

1. Su Hai’ s Weekends

1) Look and guess ( Picture 1)

  T: Look at this picture, can you guess what Su Hai do at weekends?

  Ss:She...

2) Read and find (Part 1)

  T: Are you right? Now, let’s read Part 1 and try to find out the answer. You can underline the key words and sentences.

3)

Teach:   visit grandparents=grandpa+ grandma often: many times (频率副词)

Check and learn

a. visit my grandparents

  T:Do you usually visit your grandparents？

b. the cat Kitty

 T: Kitty is the name of the cat.

4) Think and say

  T:What do you think of Su Hai’s weekends?

  T: Yes. You mean Su Hai’s weekends are warm.

5) Listen and imitate

[设计意图]看图进行猜测Su Hai的活动，锻炼了学生的发散性思维。读文本回答问题锻炼了学生找关键词的能力。在校对中解决部分难的词汇和句型，通过举例等手段让学生了解其用法，为下面的放手作准备。

2. Mike’s and Su Hai’s weekends

1) Read and finish (Part 2 and 3)

Tips:a.Work in groups. b.underline the key words and sentences. c.Learn the new words according to the pictures and context.

  T:This is Su Hai’s weekends. How about Mike’s and Su Hai’s? Read right part and try to make a mind map with your partner.

2) Check and learn

a. chat with...on the Internet

T: why does Mike chat with his grandparents on the Internet?

Ss: Because his grandparents live in the UK.

b. play football with LT

Teach:1. chat-at  2. Internet(注意on the Internet读音) 3. sometimes(利用日历讲解） 4. always：all the time 5. cinema: a place for people to watch films

 T: In the unit 4, Mike isn’t good at football,why does he want play football with LT?

 Ss:Because he...

3) Think and say

  T:What do you think of Mike’s/ Helen’s weekends?

  T: Yes. You mean Mike’s weekends are colourful. Helen’s weekends are relaxing.

4) Listen and imitate

[设计意图]通过前一部分的学习，学生已基本掌握文本脉络，所以此部分由扶到放，让学生自主学习完成思维导图，体现了以学生为主体的理念，锻炼了学生的小组合作精神和自主探究的能力。

3. Reading time

1）Read after the tape;

2）Read together;

3）Read by yourselves.

[设计意图] 要求利用正确的语音语调用不同形式进行朗读，培养学生良好的朗读习惯，也加深学生对文本的理解与巩固。

Step 3 Post reading

   1. Try to retell.(According to the mind map on the blackboard)

   2. Try to summary

     T: In the story, we know how to introduce our weekends’ activities.How?

Always Usually Often Sometimes

     Ss:....

     T:We can use adverbs of frequency.

3.Try to introduce

     T: It’s your turn. Let’s introduce your weekends. Here I will show you

       some useful words and sentences. You can practice it with your partner.

4. Try to think

What do you think of their weekend?

What can we do to make our weekend meaningful?

 [设计意图] 复述文本再一次加深了学生对文本的理解和掌握，在熟练掌握书本知识的基础上引导学生在生活情境中谈论自己的周末活动，使得教学从书本走向生活，也使得学生的能力从理解转向运用迁移，并在谈论中获得正确价值观的引领，从而促成素养的课堂落地。Step 4 Homework

Easy:Read and try to retell the story.

Difficult: Write down your weekends and share it with us next class.

[设计意图]不同程度的作业满足不同学生的需要，使课堂向课外延伸的体现，拓展了学生的语用空间。