5A Unit 7 At weekends(Story time)一、教学目标：1、能听懂、会读、会说单词、词组at weekends/chat on the Internet/goto the cinema/fly a kite/have a picnic2、能听懂并且理解频率词（always，usually，often，sometimes）的差异3、能听懂、会读、会说句型What do you do at weekends? Ialways/usually/often… 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。二、教学重点：1、能理解和正确朗读课文，尝试复述课文内容。2、能听懂并且理解频率词（always，usually，often，sometimes）的差异3、能听懂、会读、会说句型What do you do at weekends? Ialways/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、能听懂并且理解频率词（always，usually，often，sometimes）的差异3、能听懂、会读、会说句型What do you do at weekends? Ialways/usually/often sometimes… at weekends.四、教学准备：多媒体PPT五、教学过程:Step 1.Lead inT:Today ,there are many new teachers in our class. Let’s welcome第 1 页


them!1.揭题Unit 7 At Weekends.Learn: weekend=Saturday +Sunday the other five days :weekdaysHow many weekends are there in a month?How many weekends are there in a year?Step 2. Learn to sayT: There are so many weekends in a year, do you like weekends? Ilike weekends, Iusually feel relaxed at weekends. I have somepictures of my students’ weekends.1.Show the pictures of my students’ weekends, speak out what theydo then ask and answer:What do they do at weekends?They usually…2.T: Do you know my weekends? Can you guess? Look at thepictures. a. Show them one by one, present “play with my dog” “visit myparents” “go to the cinema” “chat on the Internet”chat on the WeChat /QQb. T: What do I do at weekends?S: You… c..师小结, But how often? Listen! I always… I usually … I often… Isometimes…(师随即板书频率副词) d. Present the learning tips of the adverbs of frequency.3. Let’s talk : What do you do at weekends? I… (要求学生至少使用两个频率副词)Step 3. Learn Story time T: Let’s see our old friends Su Hai ,Mike and Helen, what do they doat weekends?a. Listen and circle what Su Hai does at weekends ?”第 2 页


b. Listen and tick “ what do Mike and Helen do at weekends?”Way: 学生回答的同时教师随机在黑板上贴上活动图片。c. Read and check, then find out the adverbs of frequency , writethem on your book.d. Check the answers, and try to describe what they do .Step 4. Reading time1.Read after the tape.2.Read in roles.Step 5. Show time1.Tassks: a. Read story time by yourself or in pairs. b. Choose one to describe .c. Retell Story time.Step 6. Homework1. Read story time and try to retell by your own words.2. Finsh the exercises on P78.教学反思：本单元谈论的话题是周末活动。我在教学时通过让学生了解同龄人的周末活动练说句型：What do they do atweekends? They usually… 再通过让学生结合图猜我的周末活动, 在此基础上加入频率副词的学习。最后过渡到了解学生的周末活动：What do you do at weekends? I…接下来是文本的学习。我在教学前仅仅对本课的重难点进行了梳理，然后把心思花在如何设计我的教学过程，将这些知识点整合串联、润物无声地教给他们。虽第 3 页


；先整体，后局部”的方法，引导学生进行发散思维，把时间分充地交给学生，最大
限度的发挥学生的主体性在教师应。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。第 4 页
然也考虑到孩子的现状是认知水平完全大于自身的知识水平，帮助他们归纳了学过的词组动词，但并没有真正激发他们说的欲望。孩子们对老师教给他们课本上所没有的实际活动的表达：如睡懒觉、吃大餐、帮助父母做家务······更感兴趣，所以结合实句型的运用时我觉得教师应该基于这点考虑，了解对于孩子来说什么是真正的难点，什么是孩子的最最需求：从而设计学生感兴趣的、有效的教学活动。此外，在课堂上教师也要注重学生如何展开话轮的示范，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