Unit 1 Family Lesson 3 Happy Weekend教学设计 -2025-2026学年北师大版英语七年级上册

Unit 1 Family-Lesson 3 Happy Weekend This lesson, "Happy Weekend" from Unit 1 "Family" in the 2024 version of the Beijing Normal University Edition English textbook for Grade 7, focuses on the theme of weekend activities within the family context. It aims to enrich students' vocabulary related to weekend pastimes, such as "go to the movies", "go shopping", "play sports", and "read books". Through various teaching materials like dialogues, texts, and pictures, students will learn how to use relevant sentence patterns to ask about and describe weekend activities. For example, they will master "What do you usually do on weekends?", "I often...", "How was your weekend?", and "It was...". This lesson not only expands students' language skills but also deepens their understanding of family life during weekends, promoting cross - cultural awareness as they explore different ways families spend their weekends in various cultures. 教学目标 A. Language Competence Students will be able to master the vocabulary related to weekend activities, including both regular and irregular verb phrases, and pronounce them correctly. They can use the sentence patterns accurately to inquire about others' weekend activities and vividly describe their own weekend experiences in both oral and written forms. Students will be capable of correctly using the simple present tense and simple past tense when talking about weekend routines and past weekend events. B. Cultural Awareness Students will understand the similarities and differences in weekend activities among different cultures, respecting and appreciating cultural diversity. They can recognize the cultural connotations behind some common weekend activities in English - speaking countries, such as the significance of family gatherings on weekends in Western cultures. C. Thinking Quality Through analyzing and comparing different weekend activities, students can develop logical thinking ability, for example, evaluating the advantages and disadvantages of various activities. Encourage students to think creatively by designing their own ideal weekends, expressing unique ideas and plans. D. Learning Ability Guide students to learn new words and sentence patterns through multiple methods, such as context - based learning, word - association, and group cooperation. Cultivate students' autonomous learning ability, enabling them to independently search for and organize information related to weekend activities in English outside of class. 教学重难点 A. Teaching Key Points Mastery of vocabulary: Words and phrases related to weekend activities like "weekend", "activity", "go to the movies", "go shopping", "play football", "watch TV", "read a book", etc. Sentence patterns: "What do you usually do on weekends?", "I usually...", "What did you do last weekend?", "I went...", "How was your weekend?", "It was + adj." Grammar: The correct use of the simple present tense to talk about weekend habits and the simple past tense to describe past weekend events, including the formation of regular and irregular verb past forms. B. Teaching Difficult Points Differentiating between the simple present tense and the simple past tense when discussing weekend activities. Students often make mistakes in choosing the correct tense, especially with irregular verbs. For example, confusing "go - went", "do - did", "have - had". Applying the learned vocabulary and sentence patterns flexibly in real - life communication. Some students may be able to recite the words and sentences, but find it difficult to use them spontaneously in conversations. Understanding the cultural differences in weekend activities deeply and expressing them accurately in English. This requires students to have a certain understanding of different cultural backgrounds. A. Vocabulary Weekend - related nouns: weekend, activity, movie, park, zoo, shopping, sports (football, basketball, etc.), book Verbs and verb phrases: go (went), do (did), have (had), play, watch, read, go to the movies, go shopping, go to the park, go to the zoo, play sports, play football, play basketball, watch TV, read a book B. Sentence Patterns Simple present tense for weekend routines: What do you usually do on weekends? I usually + verb phrase. He/She usually + verb phrase (with - s/-es added to the verb). Simple past tense for past weekend events: What did you do last weekend? I + verb past form. How was your weekend? It was + adj. (e.g., great, fun, boring, tiring) C. Grammar Simple present tense: Structure: Subject + verb (base form or with - s/-es for the third - person singular) + object. Usage: To describe habitual or regular actions, such as weekend routines. Simple past tense: Structure: Subject + verb past form + object. Regular verb past form: Add - ed to the base form (e.g., play - played, watch - watched). Irregular verb past forms: (e.g., go - went, do - did, have - had, see - saw) Usage: To describe actions that happened in the past, like past weekend activities. 教学过程 A. Warming - up (5 minutes) Greet the students and start a free talk. Ask them, "Do you like weekends? Why?" Encourage several students to share their ideas briefly. Show some pictures of common weekend activities on the PPT, such as a family having a picnic in the park, kids playing football on the playground, and people watching a movie in the cinema. While showing the pictures, ask students to name the activities they see in Chinese first, and then introduce the English expressions. This can arouse students' interest and activate their prior knowledge related to the topic. B. Presentation (12 minutes) Vocabulary teaching Present the new words and phrases one by one on the PPT. For each word or phrase, show a vivid picture related to it. For example, when teaching "go to the movies", show a picture of a cinema with people going in. Read the word/phrase aloud clearly, and ask students to repeat after you several times, paying attention to the pronunciation. Divide the students into pairs. Give each pair a set of flashcards with the new words and phrases on one side and the corresponding pictures on the other. Students take turns to show a card to their partner, and the partner has to say the English word/phrase. This activity helps students practice and reinforce the new vocabulary. Sentence pattern teaching Write the sentence pattern "What do you usually do on weekends? I usually..." on the blackboard. Explain the meaning and usage of this sentence pattern. Then, start a model dialogue with a student. For example: T: What do you usually do on weekends? S: I usually play basketball. After the model, ask students to work in pairs to make similar dialogues, using the new vocabulary they just learned. Walk around the classroom to monitor and offer help if necessary. Next, introduce the simple past tense sentence pattern "What did you do last weekend? I + verb past form". Use an example to illustrate the change from the present tense to the past tense. For instance, "I usually play football on weekends. But last weekend, I played basketball." Write the regular and irregular verb past forms on the blackboard for students to copy and remember. Have students practice the past - tense sentence pattern in pairs. They can share their real - life weekend experiences of last week. C. Practice (15 minutes) Listening practice Play a short dialogue recording related to weekend activities on the PPT. The dialogue could be like this: A: Hi, B. How was your weekend? B: It was great. A: What did you do? B: I went to the movies with my parents. What about you? A: I played sports in the park. Before playing the recording, ask students to read the questions on the PPT first: "1. How was B's weekend? 2. What did B do last weekend? 3. What did A do last weekend?" Then play the recording twice. The first time, students just listen. The second time, they listen and answer the questions. Check the answers together. Role - play activity Divide the students into groups of four. Each group gets a scenario card. The scenarios could be: Scenario 1: A group of friends meet at school on Monday and talk about their weekends. Scenario 2: A family is having dinner on Sunday evening, sharing their weekend activities. Each group needs to create a dialogue based on the scenario, using the vocabulary and sentence patterns they learned. They have 5 minutes to prepare. Then, invite several groups to come to the front of the classroom and perform their dialogues. The rest of the students watch and listen, and can ask questions or give comments after the performance. D. Production (8 minutes) Writing task Ask students to write a short passage about their last weekend. They should include information such as what they did, who they were with, and how they felt. Remind them to use the correct tense and the words and phrases they learned in this class. Give them 5 minutes to write. After they finish writing, ask them to exchange their passages with their deskmates. They read each other's passages and correct any grammar or spelling mistakes. Then, ask several students to read their passages aloud to the class. Group discussion and sharing Pose a question: "If you could plan an ideal weekend, what would you do? And why?" Divide the students into small groups to discuss. Each group chooses a representative to summarize the group's ideas. After the discussion, invite the representatives to share their group's ideal weekend plans with the whole class. Encourage other students to ask questions and make suggestions. E. Summary and Homework (5 minutes) Summary Review the key vocabulary, sentence patterns, and grammar points of this lesson with the students. Write the important words and sentences on the blackboard again. Ask students to recall and repeat them. Summarize the main points of weekend activities in English, emphasizing the correct use of tenses. Homework Ask students to make a poster about their favorite weekend activities. They should draw pictures and write English descriptions beside the pictures. They can use the words and sentences learned in class. Tell students to share their posters with their families at home, introducing their weekend activities in English. 教学反思 After teaching this lesson, I noticed several aspects that need attention. In terms of vocabulary teaching, most students could master the new words and phrases through picture - based learning and pair - work practice. However, some students still had difficulty pronouncing long verb phrases like "go to the movies" correctly. In future classes, more pronunciation drills should be carried out. Regarding the grammar part, differentiating between the simple present tense and the simple past tense was a big challenge for many students. Although various examples and exercises were provided, some students still made mistakes when applying the tenses in real - life - like situations. More context - based practice and individual guidance are needed. During the practice and production stages, students actively participated in role - plays and group discussions. However, some students were a bit shy and did not fully express their ideas. In the future, more encouragement and confidence - building activities should be designed to help these students. Overall, this lesson achieved most of the teaching objectives, but continuous improvement and adjustment of teaching methods are essential to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $