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2. Brain storm
3. To know the teacher’s weekends
T: What do I do at weekends?
Sum up: My weekends are busy and colorful. What about your weekends?
4. Talk about the students’ weekends
T: You can say by yourselves or talk with your partners.
S: About weekends.
Say words &phrases.
3.Ss raise questions by using
“I think, you.../ Do you ...?/ You..., I think.”
4.
(1)Pair work or self-introduction
(2)Feedback
Q: What does he/she do at weekends?
...always/usually/often/sometimes …头脑风暴发散学生思维，积累语言。同时，通过让学生主动质疑、自我表达、同桌问答等多种方式，为学生接下来的语段和语篇输出做铺垫。Step2. RevisionReview the cartoon time of Unit4
T: Does Billy sports? What does he like doing ?
But after an accident, he doesn’t like sports...
S: Yes, he likes skating.
回顾第四单元，体现单元教学的整体性和故事发展的延续性。Step3. Presentation
& Practice
1. Talk about Pic5
T: How is Billy now?
What’s the matter with him?
[教学：get out, come out]
2. T: Do you have any questions about Billy?
[师即时板书]
3. To know Billy from the pictures. (choose one to talk)
T: What does Billy do at weekends in different seasons?
[链接拓展教学: junk food , foodie]
4. To know Billy and his friends talking.