〈设计意图：通过让学生来猜测照片中人物的周末活动，进一步强化第三人称单数的形式用法，同时满足了学生的好奇心，提高了学生学习的积极性。〉
3、Practice :
T ask S1: How do you spend your weekends ?
S1: I often … Sometimes …
T: Boys and girls, how does he /she spend his /her weekends ?
S3: He/She often … Sometimes …
(先指名再集体问答)
T: Good job ! Now listen carefully ，I want to know something about your
classmate, Can you help me ?
Can you ? Let’s Do a survey
First you must ask your classmate ,then tell me:
My classmate is _____ He/She often _______ at the weekends .
Sometimes he/she ____
( S work in pairs and say )
T: Very good Let’s play a game ( 教师随机点名并询问：How does …spend his /her weekends ?该同学的同桌站起来回答)
操练 “He/She often … Sometimes…”
〈设计意图：学习的最终目的是为了运用，而不是储存。在介绍同桌时，不仅锻炼了他们的胆量，更有利于突破本课重难点的教学，提高学生的英语技能、活跃思维，给每个人的空间更广，展现的机会更多。〉
Step4 Listen and say
T: Well done ! let’s have a text ! Listen and choose .
How does GaoShan spend his weekends ?
How about his father and mother ?
( Listen and choose ,check the answer )
T： How about your mother and father ?
(快速操练)（ask and answer）
My father often ______ .Sometimes ___________.
My mother often ______ .Sometimes ___________.
〈设计意图：通过一个听力练习，自然过渡到交流父母的周末活动上，既强化了英语听的能力的训练，同时又为学生谈论父母的周末活动进行了有效的示范。〉
Step5.Write a letter
T: Well done, boys and girls. I’m very happy to see you .I want to make friends with all of you . So I want to know more about you But now I must say goodbye .Can you write a letter for me ?
(write the letter)
A letter
Dear Miss Xu:
My name is .I am a student. I hope we can be good friends. I’ll tell you something about me .
I have a happy family. At the weekends, I often . Sometimes I .
And my father often .Sometimes he .But my mother doesn’t. She often
. Sometimes she .
In my school, I have many friends. I have a good friend. His/Her name is . He/She often .Sometimes he/she .
Have a nice weekend！(过一个愉快的周末)
Yours
〈设计意图：本节课的学习难点在于学生能熟练地掌握第三人称单数形式，而英语课的有效性则表现在学生是否能顺利突破这一难点，所以在经历了听、说的训练后，我又将所有内容综合在这一封信中，这样一封信既可以有效的巩固学生对于第三人称单数的理解，又能够进一步提高学生写的能力，有效地创设了英语教学中的“信息沟”。〉
板书设计：
Unit 8 At the weekends
How do you spend your weekends? How does he /she spend his /her weekends ?
I often watch TV … He/She often watches TV …
Sometimes I surf the Internet Sometimes he/she surfs the Internet
… …
〈板书设计说明：通过人称之间的有效对比，帮助学生理解第三人称单数的形式用法，同时通过板书各种周末活动的短语，丰富学生的词汇量，给学生搭建说的平台，从而让每一个学生都敢说、能说，让更多的学生参与到英语交际中，提高英语课堂教学的有效性。〉
教学反思：
一、教学活动要以目标为导向
教学目标是教学活动的出发点和归宿。教学设计和安排的各项活动都必须有明确的目的，每个活动都应以达成教学目标为导向。教师要思考和明确教学设计活动的目标和意图是什么，通过活动是否能达成教学目标，活动与教学主题和教学目标是否相关，活动是否必要，活动是否体现了教育价值等。在活动实施过程中生成的新目标也应以预设的教学目标为基础。因此，活动从设计到实施都应该在教学目标的调控下进行。如本课教学中，对于句型“How do you spend your weekends?”学生很容易理解，但有部分学生对于周末活动的短语掌握印象不够深刻，同时又受到农村生活的限制，容易出现单调的固定短语运用，因此在导入新课时，我先进行有关单词短语的复习，帮助学生丰富词汇，这样一来，学生就有话可说，在后来的教学中就很乐意参与英语交际活动，因此在教学中教师要正确估计每一步目标的达成度，思考让学生进行每一个活动的目的是什么，而不是简单的形式。