(共32张PPT)
Part B Let’s talk&Do a survey
人教版 五年级
上
Unit 3
Work and play
Learning Objectives
在本课时主题图的帮助下，学生能够听、说、读词汇和句型；能在真实的语境中运用情感的核心词汇和句型表达和描述自己周末的活动。
学习理解
在看、听、读、说活动中学习、理解对话内容，培养学生用英语思维的能力和初步运用英语交际的能力，使学生能够在生活情景中运用所学句型，达到描述自己周末的活动的目的。
应用实践
通过多种活动提升学生听说技能。通过描述自己周末的活动话题牵引下的情景设置和角色表演和小组练习，巩固本节课核心语言，学生能进一步去判断并思考表达观点，发展了口语技能。
迁移创新
【核心词汇】
usually, often, sometimes
【核心句型】
1.What do you usually do at the weekend
2.I often play football.
3.I often cook lunch for my family.
4.I usually have pipa lessons on Sundays.
核心知识点
Contents
目录
Lead in
01
Presentation
02
Practice
03
Summary
04
Homework
05
Sing a song
Lead in
Ask and answer
What can you do
I can _________.
jump rope
Lead in
Ask and answer
What can you do
I can _________.
dance
Lead in
Ask and answer
What can you do
I can _________.
make robots
Lead in
Ask and answer
What can you do
I can _________.
play the piano
Lead in
Ask and answer
What can you do
I can _________.
play Chinese chess
Lead in
Watch and answer
What does Sam do at the weekend
Play football
Presentation
Listen and fill in the blanks
Miss White and Mr Li are talking.
1. They are talking about ____________ activities.
2._________ often cooks. __________ usually goes to the park with his dog.
weekend
Miss White
Mr Li
Presentation
Look and say
Who are they
Miss White
Zhang Peng
Sarah
Chen Jie
Presentation
Listen and answer
1.What does Zhang Peng do at the weekend
He often ____________.
Sometimes he ___________________ with his father.
plays football
plays Chinese chess
What do you usually do on the weekend, children
I often play football. Sometimes I play Chinese chess with my father.
That’s nice.
Presentation
Listen and answer
2.What does Sarah do at the weekend
She often __________for her family.
cooks lunch
Good girl!
My mother works at the weekend, so I often cook lunch for my family .
Presentation
Listen and answer
3.When does Sarah’s mother work
She works on ______________________.
Saturdays and Sundays
Does your mother work on Saturdays and Sundays
Yes, she does.
Presentation
Listen and answer
4.What does Chen Jie do at the weekend
She ____________________ on Saturdays.
She usually ___________________ on Sundays.
does homework
Great!
I do my homework on Saturdays. And I usually have pipa lessons on Sundays.
has pipa lessons
Presentation
Listen and repeat
Miss White:
Zhang Peng:
Miss White:
Sarah:
Miss White:
Sarah:
Chen Jie:
Miss White:
What do you usually do at the weekend, children
I often play football. Sometimes I play Chinese chess with my father.
That’s nice.
My mother works at the weekend, so I often cook lunch for my family.
Good girl! Does your mother work on Saturdays and Sundays
Yes, she does.
I do my homework on Saturdays. And I usually have pipa lessons on Sundays.
Great! Have a nice weekend, everyone!
Presentation
Miss White:
Zhang Peng:
Miss White:
Sarah:
Miss White:
Sarah:
Chen Jie:
Miss White:
What do you usually do at the weekend, children
I often play football. Sometimes I play Chinese chess with my father.
That’s nice.
My mother works at the weekend, so I often cook lunch for my family.
Good girl! Does your mother work on Saturdays and Sundays
Yes, she does.
I do my homework on Saturdays. And I usually have pipa lessons on Sundays.
Great! Have a nice weekend, everyone!
Role-play
Read in roles.
分角色朗读
Act in roles.
分角色表演
比一比哪一组的演绎最生动!
Presentation
Miss White:
Zhang Peng:
Miss White:
Sarah:
Miss White:
Sarah:
Chen Jie:
Miss White:
What do you usually do at the weekend, children
I _________________________. Sometimes I ___________________________ my father.
That’s nice.
My mother works at the weekend, so I ________ __________ my family.
Good girl! Does your mother work _____________ and __________
Yes, she does.
I _______________ on Saturdays. And I ______ have ___________ on Sundays.
Great! _______________________, everyone!
Fill in the blanks
often play football
play Chinese chess with
often cook
lunch for
on Saturdays
Sundays
do my homework
usually
pipa lessons
Have a nice weekend
Presentation
Let’s retell
Miss White and the children are talking about weekend activities. Zhang Peng often ____________. He __________ plays Chinese
chess with __________. Sarah’s mother works on Saturdays and Sundays, so she often _________ for her family. Chen Jie does her homework on _________. And on Sundays she _______ has _____________.
sometimes
his father
cooks lunch
Saturdays
pipa lessons
often
plays football
Presentation
Language point
Presentation
—What do you do at the weekend 周末你做些什么？
—I often play football. 我经常踢足球。
询问对方周末活动安排的句型：
—What do you do at the weekend 周末你做些什么？
答句：
—I usually/often/sometimes+活动。 我通常/经常/有时......。
Language point
—Sometimes I play Chinese chess with my father.
有时我和爸爸下象棋。
频度副词：表示事情或动作发生的频率
always 总是；一直(100%)
usually 通常(80%)
often 经常(60%)
sometimes 有时；偶尔(20%)
Presentation
Do a survey
Name Usually Often Sometimes
Zhang Peng
Sarah
Chen Jie
...
...
play football
play Chinese chess
cook lunch
have pipa lessons
What do you do at the weekend
I usually.../I often.../I sometimes...
Practice
Make a report
Name Usually Often Sometimes
Zhang Peng
Sarah
Chen Jie
...
...
play football
play Chinese chess
cook lunch
have pipa lessons
At the weekend, Zhang Peng often plays football. Sometimes he plays Chinese chess with his father. Sarah often ...
Practice
情景应答
1.周末你经常做饭，你会说：______________
A. I often do my homework. B. I often cook.
2.老师对你说Have a nice weekend， 你会回答：_________
A.That’s nice. B.Thank you, Miss Han.
3.你想知道好朋友周末做些什么，你会问：_________
A.What do you usually do at the weekend
B.What can you do at the weekend
Practice
连词成句
What
do
you
do
weekend
at
the
What
do
you
do
weekend
at
the
Practice
连词成句
I
play
Chinese
chess
father
with
my
I
play
Chinese
chess
father
with
my
Practice
连词成句
I
usually
have
pipa
Sundays
lessons
on
I
usually
have
pipa
Sundays
lessons
on
Practice
Summary
Unit 3 Work and play
Part B Let’s talk&Do a survey
Name Usually Often Sometimes
Zhang Peng
Sarah
Chen Jie
...
...
play football
play Chinese chess
cook lunch
have pipa lessons
What do you do at the weekend
I usually.../I often.../I sometimes...
Homework
基础：模仿课文录音，跟读课文Let’s talk部分。
提高：询问语文老师和英语老师，了解他（她）们周末的活动安排并记录下来。
拓展：根据对语文老师和英语老师周末活动安排的调查，写一段短文介绍他（她）们的活动安排。
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Unit 3 Work and play
Part B Let’s talk&Do a survey教学设计
单元 Unit 3 课时 第4课时
语篇研读 ●Lead-in Lead in环节以Sing a song+Ask and answer，结合多张不同的情境图片展开问答，目的是激活学生已有的“能力类”英语词汇储备，营造轻松的课堂氛围，通过“能力”话题自然过渡到“周末活动”主题，为后续语篇学习搭建认知桥梁。 ●Presentation 【What】本语篇是看图对话，围绕“周末活动”展开，Miss White 与 Zhang Peng、Sarah、Chen Jie 通过对话了解彼此周末活动的安排。Zhang Peng 常踢足球，有时和爸爸下象棋；Sarah 因妈妈周末工作，常为家人做午饭，其妈妈周六日上班；Chen Jie 周六做作业，周日通常上琵琶课。对话中包含询问与描述周末活动的核心句型及频度副词的运用。 【Why】本语篇以学生熟悉的“周末活动”为话题，贴近生活实际，激发表达兴趣；通过不同学生的活动分享，渗透“关爱家人”（如Sarah 帮家人做饭）、“合理安排时间”（如Chen Jie平衡学习与兴趣）的情感态度；同时让学生在真实对话语境中感知核心语言，培养用英语交流的能力，落实“语言能力”、“思维品质”、“学习能力”与“文化意识”核心素养目标。 【How】语篇以对话形式呈现，语言简洁易懂，通过情境图片辅助理解对话内容，通过重复和问答强化的方式呈现本节课核心词汇，如：usually, often, sometimes;核心句型有:What do you usually do at the weekend ;I often play football.;I often cook lunch for my family.;I usually have pipa lessons on Sundays.，通过层层递进方式，借助多媒体辅助，引导学生逐步理解、掌握语篇内容与核心语言，符合五年级学生的认知特点。
教学目标 通过本课时的学习，学生能够： 1.在本课时主题图的帮助下，学生能够听、说、读词汇和句型；能在真实的语境中运用情感的核心词汇和句型表达和描述自己周末的活动。（学习理解） 2.在看、听、读、说活动中学习、理解对话内容，培养学生用英语思维的能力和初步运用英语交际的能力，使学生能够在生活情景中运用所学句型，达到描述自己周末的活动的目的。（应用实践） 3.通过多种活动提升学生听说技能。通过描述自己周末的活动话题牵引下的情景设置和角色表演和小组练习，巩固本节课核心语言，学生能进一步去判断并思考表达观点，发展了口语技能。（迁移创新） 完成课时目标所需的核心语言如下： 【核心词汇】 usually, often, sometimes 【核心句型】 1.What do you usually do at the weekend 2.I often play football. 3.I often cook lunch for my family. 4.I usually have pipa lessons on Sundays.
教学重难点 【重点】 1.学生能够掌握核心词汇usually, often, sometimes的发音与含义，能正确认读与运用。 2.学生能够理解并掌握核心句型What do you usually do at the weekend I usually/often/sometimes + 活动.，能够用于询问与描述周末活动。 3.学生能够认识并正确运用频度副词usually, often, sometimes描述活动发生的频率。 【难点】 1.学生能够区分并准确运用频度副词usually、often、sometimes的频率差异，避免混淆使用。 2.学生能够真实语境中灵活运用核心句型进行自然交流，克服口语表达的紧张感与语法错误。 3.学生能够结合调查结果撰写短文时，做到语句通顺、信息完整，符合英语表达习惯。
学情分析 五年级学生已具备 1-2 年英语学习基础，掌握了play football/do homework等简单活动词汇，对“周末活动”话题有生活体验，易产生共鸣；具备基本的英语听说能力，能参与简单对话，但口语表达流畅度不足，易出现语法小错误（如漏加“s”）。学生对唱歌、角色扮演、小组活动等互动形式兴趣浓厚，但对频度副词的含义与用法较陌生，易混淆usually、often等词的频率；自主调查与写作能力较弱，需教师分层引导与示范。
教学工具 多媒体课件、音频录音、单词卡片、情境图片、情绪表情卡片
教学方法 情境教学法、任务型教学法、TPR 教学法、小组合作学习法
教学过程
教学目标 学习活动 效果评价
1.在本课时主题图的帮助下，学生能够听、说、读词汇和句型；能在真实的语境中运用情感的核心词汇和句型表达和描述自己周末的活动。（学习理解） 1.学生跟唱关于周末安排的英文歌曲，复习巩固部分活动类短语。 2.学生根据不同情境图片进行两人小组问答训练，复习巩固动作类短语和词汇。 3.学生观看视频小故事，回答问题，引出play football一词。 4.学生听录音，根据所听内容填空。Miss White and Mr Li are talking. They are talking about ____________ activities. _________ often cooks. _________ usually goes to the park with his dog. 5.学生观察图片识别人物，然后根据所呈现的情境图和所给问题，听录音，回答问题，同时通过图片提示理解文中的重难点词汇和短语： ①What does Zhang Peng do at the weekend He often ____________. Sometimes he ________________ with his father. ②What does Sarah do at the weekend She often ________for her family. ③When does Sarah’s mother work She works on _______________. ④What does Chen Jie do at the weekend She ____________ on Saturdays. She usually _______________ on Sundays. 教师通过学生跟唱和问答练习，观察学生的学习兴趣和对话练习的效果。 教师观察学生是否能够通过录音获取关键信息回答问题。 教师观察学生通过音视频和图片资源学习、理解对话，获取关键信息的能力。
【设计意图】本阶段学习活动旨在通过多感官输入（听歌曲、看图片、听对话），帮助学生激活旧知、理解新语篇，初步掌握核心词汇与句型，为后续应用奠定基础，符合“从输入到输出”的语言学习规律。
2. 在看、听、读、说活动中学习、理解对话内容，培养学生用英语思维的能力和初步运用英语交际的能力，使学生能够在生活情景中运用所学句型，达到描述自己周末的活动的目的。（应用实践） 6.学生听录音，跟读对话。 7.学生两人小组朗读对话并分角色表演对话内容。 8.学生根据课文对话内容填空。 9.学生根据课文对话内容进行复述练习。 10.学生在老师带领下归纳总结本节课语言点，学会整理笔记。 教师观察学生是否能用正确的语音语调跟读对话，表演对话并正确填空。 教师观察学生的归纳总结能力。
【设计意图】通过角色扮演、填空、复述对话主要内容等活动，为学生提供语言输出机会，让学生在实践中巩固核心句型与频度副词的运用，培养口语表达能力与小组合作能力，落实应用实践的目标。
3.通过多种活动提升学生听说技能。通过描述自己周末的活动话题牵引下的情景设置和角色表演和小组练习，巩固本节课核心语言，学生能进一步去判断并思考表达观点，发展了口语技能。（迁移创新） 11.学生小组活动，根据调查表内容对班里的同学进行随机调查并记录调查结果。 12.学生根据自己的调查表进行回报。 13.学生独立完成课堂作业。 教师观察学生小组合作情况和汇报情况，以此判断学生合作效果和习作能力是否需要加强或调整。
【设计意图】通过 “调查老师”“撰写短文”“情感讨论” 等活动，将课堂语言知识延伸到真实生活场景，培养学生的自主学习能力、写作能力与情感素养，实现 “从课堂到生活” 的迁移，落实新课标 “迁移创新” 的核心素养目标。
课堂练习 情景应答 1.周末你经常做饭，你会说：______________ A. I often do my homework. B. I often cook. 2.老师对你说Have a nice weekend， 你会回答：_________ A.That’s nice. B.Thank you, Miss Han. 3.你想知道好朋友周末做些什么，你会问：_________ A.What do you usually do at the weekend B.What can you do at the weekend 连词成句
课后作业 基础：模仿课文录音，跟读课文Let’s talk部分。 提高：询问语文老师和英语老师，了解他（她）们周末的活动安排并记录下来。 拓展：根据对语文老师和英语老师周末活动安排的调查，写一段短文介绍他（她）们的活动安排。
板书设计
教学反思 导入环节通过唱歌与图片问答，有效激活学生旧知，营造了活跃的课堂氛围，学生参与积极性高；小组合作学习为学生提供了充足的语言实践机会，多数学生能运用核心句型进行简单交流。部分学生在角色表演时语气生硬，缺乏情感，后续可增加“语气模仿”练习（如播放对话音频片段，让学生模仿语音语调）；写作环节时间较紧张，部分学生未能完全掌握写作结构，后续可将写作指导拆分为“课上示范+课后初稿+课上修改”三步骤，给予学生更多练习时间。
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