5A Unit7 At weekends

Teaching Contents:

Words: chat, cinema, Internet, go to the cinema, at weekends,

Teaching aims and demands:

Knowledge goals：

By the end of the lesson, the students should be able to

? talk about adverbs of frequency: always, usually, often and sometimes.

? master the new words and phrases.

? know the story and read the story.

? Enable students to know how to ask the questions: who, where, what…

Ability goals

By the end of this lesson, the students should be able to

? talk about their weekends with the target language.

? improve their listening and speaking skills.

Moral goals

By the end of this lesson, the weekends of the students should be colorful .

Teaching focus:

1. To get the main idea of the whole passage with different tasks.

2. To retell the whole passage.

Predicted area of teaching difficulty

1. Use always, usually, often and sometimes to talk about frequency.

2. Get the students to try to use some reading strategies to retell the text.

Teaching aids: CAI, tape, cards

Teaching Steps

Step1 Warming-up

1. Game: Ss say the activities.

T: Do you usually/ often/ sometimes…

2. Enjoy the song “Days in the week”.

3. T: How many days are there in a week?

Ss: Seven.

T: What are they?

Ss: They are … .

PPT: 出示日历

T: Look, we call these days “weekdays”, and these days, they are the end of the week, so, we call them …?

PPT: Sundays+Saturdays=weekends.

Ss: Weekends.

T: Great! Now, read after me, weekends .

Teach the new word “weekend”.

PPT: Show the title.

Ss read the title together.

Step2 Pre-reading

1. T: So, what do you do at weekends?

PPT: 句型At weekends, I… .以及一些帮助学生回答问题的图片。

T: Do you usually …?

Ss talk about their weekend activities with T.

2. T: Do you want to know something about my weekends?

Ss: Yes!

T: So, who can ask the question to me?

Ss: What do you do at weekends?

T: I read books.

PPT: 出现一半书籍。

T: And I always read books.

PPT: 句型中增加always，并出现另一半书。

T: Now, read after me “always”.

Teach “always”. Let Ss spell the word.

T: And I usually .… Who can say this word?

T: Right! I usually chat on the Internet. Please read after me, chat.

Teach “chat”.

T: All right. And I often go to the cinema.

3. T: Do you know my weekends?

Ss: Yes!

T: And who can say something about my weekend? You can say like “ You always/usually/often …

PPT: 出示句型“ You always/usually/often …”让学生复数老师的周末活动。在学生复数的过程中，呈现频度副词的星级。

Ss say T’s weekend activities.

T: Yes. I … read books.

Ss: Always.

T: Look, how many stars?

S: Five.

PPT: 出示星级后，指着月历中的图书，引导学生说出五星。

用同样的方式让学生说出usually和often的内容，并把频度副词和星级配对。

4. T: And I sometimes have dancing lessons.

Ss may laugh.

T: You don’t believe that? Let’s have a look.

PPT: 出示跳舞视频。

T: I do sometimes have dancing lessons. Now, read after me, sometimes.

PPT: 在两星旁出示sometimes.

Teach “sometimes”.

5. T: My weekend is colorful. What about your weekend? Please work in pairs and talk about your weekend.

PPT: 出示学生对话的内容及图片。

Check.

Step3 While-reading:

1. T: All right. We just talked about our weekends. Do you want to know other’s weekends?

Ss: Yes!

T: Please listen carefully and tell me the name.

PPT: 出示听力练习，让学生根据听力回答名字。

T: Right. They are Mike and his sister, Helen, and the twins Su Hai and Su Yang.

PPT: 出示四个人物。

板书：思维导图第一步，出现人物。

2. T: So, what do they do at weekends? Let’s get to know Su Hai and Su Yang’s weekends first.

PPT: 出示Su Hai 和 Su Yang的内容，Step1 快速浏览对话。

Ss read the part of Su Hai and Su Yang’s weekend activities.

教师做出示范，先在文中圈和画，然后板书上完成Su Hai 和 Su Yang的思维导图，并在PPT上呈现出来。

PPT: 出示完成步骤。

T: All right. Do you know how to find the answer?

S: Yes!

3. T: Please find out what do Mike and Helen do at weekends.

Ss read the text and find out the answer, then complete the chart.

PPT: 呈现出剩余语段，让学生自行阅读，并圈划关键词，完成思维导图。

T: Have you finished?

Ss: Yes!

T: All right, the first part, Helen. Who would like to share?

T: So, what did you circle and underline?

学生交流圈划的关键词，以及完成的思维导图, 在学生回答的过程中，教师也把板书一并完成。

Step4 Post-reading:

1. T: Now, let’s read the text after the record.

Ss read the text together.

T: And this time, please choose a way to read.

2. T: Good job! Now, let’s finish this part.

学生口头完成 “Look and write”.

3. Riddle: Let the students guess the character by using the keywords.

T: He usually play football and chat on the Internet at weekends, who is he?

S: He’s Mike.

T: Right. This time, who can give us the riddle.

Let Ss make riddles.

3. T: Who can retell the story?

Ss retell the story.

4. T: This, please write about your weekends.

Step5 Homework:

1.Retell story time, record it and upload it to .

复述课文，录下来后上传至“一起作业”网。

2. Continue the story.

续编故事，把表格填满（想想主人公还会做什么）。

3. Say something about your weekends.

说说你的周末活动。

Bb:

5A Unit7 At weekends

Teaching Contents:

Words: chat, cinema, Internet, go to the cinema, at weekends,

Teaching aims and demands:

Knowledge goals：

By the end of the lesson, the students should be able to

? talk about adverbs of frequency: always, usually, often and sometimes.

? master the new words and phrases.

? know the story and read the story.

? Enable students to know how to ask the questions: who, where, what…

Ability goals

By the end of this lesson, the students should be able to

? talk about their weekends with the target language.

? improve their listening and speaking skills.

Moral goals

By the end of this lesson, the weekends of the students should be colorful .

Teaching focus:

1. To get the main idea of the whole passage with different tasks.

2. To retell the whole passage.

Predicted area of teaching difficulty

1. Use always, usually, often and sometimes to talk about frequency.

2. Get the students to try to use some reading strategies to retell the text.

Teaching aids: CAI, tape, cards

Teaching Steps

Step1 Warming-up

1. Game: Ss say the activities.

T: Do you usually/ often/ sometimes…

2. Enjoy the song “Days in the week”.

3. T: How many days are there in a week?

Ss: Seven.

T: What are they?

Ss: They are … .

PPT: 出示日历

T: Look, we call these days “weekdays”, and these days, they are the end of the week, so, we call them …?

PPT: Sundays+Saturdays=weekends.

Ss: Weekends.

T: Great! Now, read after me, weekends .

Teach the new word “weekend”.

PPT: Show the title.

Ss read the title together.

Step2 Pre-reading

1. T: So, what do you do at weekends?

PPT: 句型At weekends, I… .以及一些帮助学生回答问题的图片。

T: Do you usually …?

Ss talk about their weekend activities with T.

2. T: Do you want to know something about my weekends?

Ss: Yes!

T: So, who can ask the question to me?

Ss: What do you do at weekends?

T: I read books.

PPT: 出现一半书籍。

T: And I always read books.

PPT: 句型中增加always，并出现另一半书。

T: Now, read after me “always”.

Teach “always”. Let Ss spell the word.

T: And I usually .… Who can say this word?

T: Right! I usually chat on the Internet. Please read after me, chat.

Teach “chat”.

T: All right. And I often go to the cinema.

3. T: Do you know my weekends?

Ss: Yes!

T: And who can say something about my weekend? You can say like “ You always/usually/often …

PPT: 出示句型“ You always/usually/often …”让学生复数老师的周末活动。在学生复数的过程中，呈现频度副词的星级。

Ss say T’s weekend activities.

T: Yes. I … read books.

Ss: Always.

T: Look, how many stars?

S: Five.

PPT: 出示星级后，指着月历中的图书，引导学生说出五星。

用同样的方式让学生说出usually和often的内容，并把频度副词和星级配对。

4. T: And I sometimes have dancing lessons.

Ss may laugh.

T: You don’t believe that? Let’s have a look.

PPT: 出示跳舞视频。

T: I do sometimes have dancing lessons. Now, read after me, sometimes.

PPT: 在两星旁出示sometimes.

Teach “sometimes”.

5. T: My weekend is colorful. What about your weekend? Please work in pairs and talk about your weekend.

PPT: 出示学生对话的内容及图片。

Check.

Step3 While-reading:

1. T: All right. We just talked about our weekends. Do you want to know other’s weekends?

Ss: Yes!

T: Please listen carefully and tell me the name.

PPT: 出示听力练习，让学生根据听力回答名字。

T: Right. They are Mike and his sister, Helen, and the twins Su Hai and Su Yang.

PPT: 出示四个人物。

板书：思维导图第一步，出现人物。

2. T: So, what do they do at weekends? Let’s get to know Su Hai and Su Yang’s weekends first.

PPT: 出示Su Hai 和 Su Yang的内容，Step1 快速浏览对话。

Ss read the part of Su Hai and Su Yang’s weekend activities.

教师做出示范，先在文中圈和画，然后板书上完成Su Hai 和 Su Yang的思维导图，并在PPT上呈现出来。

PPT: 出示完成步骤。

T: All right. Do you know how to find the answer?

S: Yes!

3. T: Please find out what do Mike and Helen do at weekends.

Ss read the text and find out the answer, then complete the chart.

PPT: 呈现出剩余语段，让学生自行阅读，并圈划关键词，完成思维导图。

T: Have you finished?

Ss: Yes!

T: All right, the first part, Helen. Who would like to share?

T: So, what did you circle and underline?

学生交流圈划的关键词，以及完成的思维导图, 在学生回答的过程中，教师也把板书一并完成。

Step4 Post-reading:

1. T: Now, let’s read the text after the record.

Ss read the text together.

T: And this time, please choose a way to read.

2. T: Good job! Now, let’s finish this part.

学生口头完成 “Look and write”.

3. Riddle: Let the students guess the character by using the keywords.

T: He usually play football and chat on the Internet at weekends, who is he?

S: He’s Mike.

T: Right. This time, who can give us the riddle.

Let Ss make riddles.

3. T: Who can retell the story?

Ss retell the story.

4. T: This, please write about your weekends.

Step5 Homework:

1.Retell story time, record it and upload it to .

复述课文，录下来后上传至“一起作业”网。

2. Continue the story.

续编故事，把表格填满（想想主人公还会做什么）。

3. Say something about your weekends.

说说你的周末活动。

Bb: