中小学教育资源及组卷应用平台
Unit2 My week B let’s learn同步练习
一、将下列短语和图片匹配起来。
A. wash my clothes B. draw pictures C. clean my room
D. play the pipa E. play the violin F. play chess
1. 2. 3. 4. 5. 6.
（ ） （ ） （ ） （ ） （ ） （ ）
二、根据图片提示, 补全句子或对话
1 2 3 4 5
I'm Tom. I like doing sports. I often ____________ ____________ after school.
Jack often __________ ____________ on Saturdays.
I'm Amy. I often ____________ _________ ____________ on the weekend.
I often ________ ________at home.
5. Chen Jie is a hard-working girl. She ____________ ____________ every day.
三、看图，仿照例子完成对话。
例：—What do you often do on the weekend
—I often draw pictures.
1. —What do you often do on the weekend
—___________________________________
2. —___________________________________
—__________________________________
例：—Do you often draw pictures on the weekend
—Yes, I do.
3. —_________________________________________
—Yes, I do.
4. —_________________________________________
—_________________________________________
参考答案
一、
1.F 2.B 3.A 4.E 5.C 6.D
二、
1. play football 2. do homework 3. wash my clothes
4. watch TV 5. read books
三、
I often clean my room.
What do you often do on the weekend I often play the pipa
Do you often clean your room on the weekend
Do you often play the pipa on the weekend Yes, I do.
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（PEP版）五年级上学期
Unit2 My friends单元整体分析
课时 Unit2 My friends B let’s learn
语篇内容 Talk about activities 类型 词汇课
语篇分析 What: 本课时是本单元的第二课时，是一节词汇课。教材通过Amy与陈洁讨论周末活动展开，学习有关周末活动的动词词组，以及询问他人经常从事的周末活动并作答，引导学生学会合理安排周末活动。Why: 教材中的语言属于日常学习生活对话，学生运用所学句型询问身边人的周末活动，有利于增进伙伴之间的情感，在与他人交流了解的过程中学会合理安排周末活动，注意劳逸结合。How: 本节课将词汇教学和句型教学融合成为一体，通过Amy与陈洁之间的对话，展开核心词汇的学习，如wash my clothes, watch TV, do homework, read books, play football,在词汇教学中融合句型Do you often... Yes, I do./No, I don’t.
教学目标教学重点、难点 1.通过复述、问答活动，结合课程表和教师的问题，回顾总结工作日中的课程及活动安排，然后读图、听音、感知、理解、认读周末活动相关的核心短语和询型，发展听、读、看理解性技能。(学习理解)2.在老师的指导下，听 Zhang Peng 和同学们的周末活动录音，熟练听辨，仿读核心短语，并结合表格梳理、复述周末的活动安排，发展学生听、说和写的表达性技能。帮助学生梳理和内化描述周末活动的结构化知识，使学生的思维品质得到循序渐进的发展。(应用实践)3.小组合作，能用本单元的核心词汇与句型，围绕本单元主题，有逻辑、有条理地表达并写一写自己实际生活中的周末计划，发展真实语用能力。不同人计划安排也不同，深度思考如何养成健康文明的习惯。(迁移创新)
资源选取及运用 教材、PPT及图片
教学过程：
教学目标 学习活动 效果评价
1.学习理解通过读图、听音、复述、问答活动，结合课程表、词卡和教师的问题，回顾总结工作日中的课程及活动安排，再理解、认读周末活动相关的核心短语和句型，发展听、读、看理解性技能。 1.Let’s chant2.Let’s review3.Presentation4.Let’s watch 教师观察学生能否参与互动交流，根据需要调整领读与鼓励。教师根据学生发音情况，并且利用图片让学生理解短语的意思，给与指导与反馈教师根据学生不同的水平，结合教学中出现的问题给与指导与鼓励
设计意图：本阶段学习活动旨在帮学生在语境中理解学习内容，学习核心词汇和核心语言。学生在教师的指导下看图预测对话内容，在跟读模仿中模仿正确的语音语调，内化语言，为语言输出奠定基础。
教学目标 学习活动 效果评价
2.应用实践：通过帮助Zip做一名小记者活动，巩固运用本课词汇。 1.闯关2.Do and chant3.Ask and answer4.Group work 教师观察学生运用核心语言进行交流的情况，根据学生表现给与指导与反馈。教师观察学生能否能够顺利完成连线题目，根据学生表现给与提示和指导。
设计意图：本阶段学习活动引导学生在游戏中巩固知识。特别是重点语句，在游戏中不知不觉完成知识的学习。
教学目标 学习活动 效果评价
3.迁移创新：利用采访同学活动，完成对内容的输出。 1.Group work2.Extension3.Emotional education 教师观察学生在小组内运用所学语言交流，教师根据学生对问题的回应与反馈，引导讨论和正确的评价。及时给与帮助和鼓励
设计意图：本阶段的教学活动旨在帮助学生内化语言知识，将所学知识运用到实际中，从学习理解过渡到运用实践，为后面的迁移创新有了真实的感受和体验。
板书设计
阶梯式作业设计：
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PartB Let's learn & Group work
(talk about activities)
Warm up
Let’s review
Wed.
Tue.
Friday
Sunday
Let’s review
Sat.
weekend
Thur.
Monday
Lead in:Be a school reporter (做一名校园记者)
Let’s be a school reporter to know about their weekends.
Presentation: Let’s learn
Hi, Chen Jie.What do you often do on the weekend
I often wash my clothes.
通常
Presentation
Do you often wash your clothes on the weekend
Yes, I do.
wash my bag
wash my shoes
Presentation: Let’s learn
Hi, students!
Do you often wash your clothes on the weekend
Yes, I do.
No, I don’t.
Presentation: Let’s learn
Hi, Mike.What do you often do on the weekend
I often _________.
watch TV
Presentation: Let’s learn
Watch TV, watch TV.
I often watch TV on the weekend.
Presentation
Do you often wash your clothes on the weekend
No, I don’t. I often ______.
watch中t不发音。
watch TV
Presentation: Let’s learn
Hi, Oliver!
____________________________
I often ___________.
do homework
What do you often do on the weekend
Presentation: Let’s learn
Do homework, do homework.
I often do homework on the weekend.
Presentation: Let’s learn
Hi, Amy!
____________________________
I often ___________.
read books
What do you often do on the weekend
Presentation: Let’s learn
Read books, read books.
I often read books on the weekend.
= read a book
Presentation
Do you often __________on the weekend
__________.
Yes,I do
read books
read storybooks
read a book
Presentation: Let’s learn
Hi, Zhang Peng!
____________________________
I often ___________.
play football
What do you often do on the weekend
Presentation: Let’s learn
Play football, play football.
I often play football on the weekend.
Presentation
Do you often __________on the weekend
__________.
Yes,I do
foot + ball
play football
Presentation: Read after the record
闯关，帮助Zip成为一名记者
I want to be a reporter.
Can you help me
Task1 Fast reaction
Practice: Fast reaction(快速说出你所看到的短语）
闯关，帮助Zip成为一名记者
Task2 Let’s do and chant
Practice：Let’s do and chant (一边做动作，一边说短语）
wash, wash, wash my clothes
do, do, do homework
read, read, read books
play, play, play football
watch, watch, watch TV
Practice：You do I say (一个学生做动作，其他同学说句子）
Play basketball, play basketball. I often play basketball on the weekend.
_______,________.
______________________.
闯关，帮助Zip成为一名记者
Task3 Ask and fill in the table
Pair work: Ask and answer
(两人一组，利用相互问答的方式完成表格的填写）
do
homework
wash your clothes
play football
read books
watch TV
A: Do you often _____ on the weekend
B: Yes, I do./No, I don’t.
闯关，帮助Zip成为一名记者
Task4 Group work
Consolidation：Group work(四人一组，一名同学是记者，采访其他三名同学，询问周末通常做什么）
What do you often do on the weekend
I often...
I often...
I often...
draw pictures
play basketball
sing and dance
clean my room
play baseball
play the pipa
Word Bank
闯关，帮助Zip成为一名记者
Thank you, kids. You’re so great! I’m a reporter now.
I often do my homework, watch TV and draw pictures on the weekend.
I often read books on the weekend.
I often wash my clothes, clean my room and play the pipa on the weekend.
What about you
I often …
What do you often do on the weekend
Group work
Extension
What about your weekend activities Make an interview with your partners.
Emotional education
I often play computer games all the weekend.
I often sleep all the weekend.
I often read books,draw pictures and play baseball on the weekend.
Summary
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