2026秋新教材人教PEP版五年级上册英语Unit 3 Work and play单元整体教学设计

第第页2026秋新教材人教PEP版五年级上册英语Unit3Workandplay单元整体教学设计单元信息学科英语年级五年级课时6教学内容Unit3Workandplay单元分析课标要求依据《义务教育英语课程标准（2022年版）》二级目标，围绕“人与自我”中的学习与生活平衡主题，引导学生运用“Whatdoyouhaveon...?”“Whatdoyouusuallydoattheweekend?”等句型交流课程安排和周末活动。学生能认读星期、科目及活动类词汇，读懂简单的日程描述；能通过调查和汇报整合信息，完成口头和书面的活动计划；理解学习与娱乐同样重要，学会合理安排时间，培养自律意识和健康的生活态度。单元教材分析本单元以“Workandplay”为主线，聚焦学校课程与课余活动的平衡。A板块学习星期和科目名称，通过对话讨论favouriteday及课程安排，渗透ie/igh字母组合发音；B板块拓展周末活动短语（playfootball、cookdinner、visitgrandparents等），通过阅读文本呈现不同学生的作息对比，引导学生思考“work-playbalance”；C板块设置“制作合理时间表”的项目活动。单元内容贴近学生真实生活，融合调查、讨论、写作等活动，既巩固语言知识，又渗透时间管理教育。单元教学目标语言能力目标：掌握星期、科目及常见活动短语，能运用核心句型询问和介绍课程表及周末安排。学习能力目标：能通过听录音、调查访谈获取信息，运用表格整理数据并进行简单汇报，提高信息整合能力。思维品质目标：能对比分析不同学生的作息安排，判断其合理性，并为自己设计合理的“工作与玩”计划。文化意识目标：了解中外小学生课程设置与课余生活的异同，认识到劳逸结合的重要性，形成健康的生活观念。学情分析五年级学生对星期和科目已有一定基础，但对频率副词（usually,often,sometimes）的准确使用仍有困难，尤其在描述周末活动时容易混淆。学生在做调查和汇报时，对第三人称单数的动词变化不够熟练。学生对同伴的课余生活充满好奇，调查活动能激发参与热情。教学中应提供句型支架和示范对话，逐步引导学生从模仿到自主表达，同时关注个体差异，允许学生选择不同难度完成汇报任务。单元作业设计思路采用分层作业促进语言实践。基础层：听录音跟读对话，抄写星期和科目单词，完成课本上的填空练习；拓展层：采访一位家人的周末活动，用英语记录并口头汇报；提高层：为自己设计一张“一周日程表”，要求体现学习和娱乐的平衡，并用5~6句话进行书面描述。配套自评互评表，评价内容包括听力理解、口语表达、书写规范和计划合理性，促进学生在完成作业过程中反思自己的时间管理习惯。人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）1Topic（课题）Unit3WorkandplayPartALet’stalkType（课型）NewLessonTextanalysis（语篇研读）What:Teachschoolsubjects(Chinese,maths,music,PE)and"Whatdoyouhaveon...?"totalkaboutweeklytimetables.How:Uselistening,dialoguereading,timetablemakingandpairworktopresentandpracticeschoolsubjectvocabulary.Why:Real-lifeschoolcontexthelpsstudentstalkabouttheirfavouritesubjectsandunderstandthebalanceofworkandplay.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillaskandansweraboutschoolsubjectsandweeklyschedulesusing"Whatdoyouhaveon...?"and"Wehave..."2.LearningAbilityGoalStudentswilllistenforkeyinformation,makeatimetable,andtalkabouttheirfavouritesubjectsfluently.3.ThinkingQualityGoalStudentswillcomparedifferentsubjectsandexpresspersonalpreferenceswithreasonsandjustification.4.CulturalAwarenessGoalStudentswillappreciatebothwork(learning)andplay(hobbies)asimportantpartsofschoollife.Keyanddifficultpoints（教学重难点）Keypoint：Mastersubjectvocabulary(Chinese,maths,music,PE,English,art,science)andaskaboutweeklyclassschedules.Difficultpoint：Use"Whatdoyouhaveon...?"accuratelywithdifferentdaysanddescribepreferencesusing"Ilike...because..."Teachingaids（教学准备）PPT,audioplayer,subjectflashcards,timetableworksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsaschooltimetableandasks:"Whatsubjectsdoyouknow?What'syourfavouritesubject?"Studentsshare:"IlikeEnglish!Ilikemusic!"Teacherasks:"WhatdoyouhaveonMondays?"Studentsguess.Teachersays:"Todaywetalkaboutsubjectsandschooldays.Let'slistentoJohnandhisgrandpa!"Theclassiscuriousandready.Presentation（呈现）1ListenandTick–SubjectDetectiveTeacherplaysthedialogue.Studentslistenandtickthesubjectstheyhear.Teacherasks:"WhatsubjectsdoesJohnhaveonWednesdays?"Studentsshout:"Chinese,maths,musicandPE!"Thisbuildslisteningcomprehension.2WatchandAnswer–John'sFavouriteTeachershowsthedialogueandasks:"WhatdaydoesJohnlike?(Wednesday)Why?(musicandPE)WhatdoesJohnthinkaboutmaths?(noteasy,buthelikeshisteacher)What'sGrandpa'sfavourite?(TuesdaysandFridays,taijiquanclass)"Thispresentstargetlanguagenaturally.3ListenandRepeat–SubjectTalkTeacherplaysdialoguesentencebysentence.Studentsrepeatwithnaturalintonation.Teacheremphasizesrisingtoneinquestions:"What'syourfavouritesubject?"Thisensuresaccuratepronunciation.4RolePlay–ActItOutStudentsworkinpairs.OneplaysJohn,theotherGrandpa.Twopairsperforminfrontwithexpressions.Thisbuildsconfidencethroughperformance.5AskandAnswer–MakeaTimetableTeachershowsablanktimetable.Studentsmaketheirowntimetablewithfoursubjectsperday.Teachermodels:"WhatdowehaveonMonday?WehaveEnglish,maths,musicandart.What'syourfavouritesubject?It'smusic."Studentspracticeinpairs.Thisapplieslanguagetorealschedules.Practice（操练）1PairWork–AskandTellStudentA:"WhatdoyouhaveonFriday?"StudentB:"IhaveChinese,maths,PEandmusic."StudentA:"What'syourfavouritesubject?"StudentB:"It'sPEbecauseIlikesports."Theyswitchroles.2GroupWork–OurFavouriteDayEachgroupasksmembers:"What'syourfavouriteday?Why?"Groupsshareresults:"ThreeofuslikeFridaybecausewehavePE."Classvotesforthemostpopularday.Consolidation（巩固）Todaywelearnedtotalkaboutschoolsubjectsandweeklyschedules.JohnlovesWednesdayformusicandPE–that's"play".Healsoworkshardatmathswithagreatteacher–that's"work".GrandpaenjoyshistaijiquanclassonTuesdaysandFridays.Atschool,weallworkandplay.Bothareimportant!Enjoyyourfavouritesubjects,workhardandhavefun.Everyschooldayisachancetolearnsomethingnew!Homework（作业）Level1(Basic)Readthedialoguethreetimesandpracticesubjects.Level2(Intermediate)WritefoursentencesaboutyourfavouriteschooldayLevel3(Advanced)Interviewafamilymemberabouttheirfavouriteactivities.Blackboarddesign（板书设计）Reflection（教后反思）Thelessonengagedstudentswellwithrealtimetabletalk.Mostcouldask"Whatdoyouhaveon...?"correctly.Theroleplaywaspopularandstudentsaddedtheirownsubjects.However,somestudentsconfused"on"with"in"fordays–morepracticeneeded.Theworkandplaybalancemessageresonatedwellandstudentssharedhappily.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）2Topic（课题）Unit3WorkandplayPartALet’slearnType（课型）NewLessonTextanalysis（语篇研读）What:TeachdaysoftheweekandschoolsubjectsthroughBinbin'sweeklytimetableandafter-schoolactivities.How:Usetimetablereading,subjectpractice,clubdiscussionandclasssurveytopresentandconsolidatevocabulary.Why:Timetable-basedlearningconnectsschoolsubjectstoreallifeandhelpsstudentstalkabouttheirweeklyroutines.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillread,sayandwritedaysoftheweekandsubjectnames,andaskaboutfavouritedaysusingtargetsentences.2.LearningAbilityGoalStudentswillreadatimetable,extractinformation,andconductasurveyaboutfavouriteschooldays.3.ThinkingQualityGoalStudentswillcomparedifferentdays,analyzepreferences,andcategorizeinformationinatimetableformat.4.CulturalAwarenessGoalStudentswillunderstandthatschoollifeincludesbothstudyandfunactivitieslikeclubsandcleaningtogether.Keyanddifficultpoints（教学重难点）Keypoint：Masterdaysoftheweek(MondaytoFriday)andsubjects(Chinese,maths,English,PE,art,music,science,IT).Difficultpoint：Use"What'syourfavouriteday?"and"Whatdoyouhaveon...?"fluentlyinsurveyconversations.Teachingaids（教学准备）PPT,timetableposter,subjectflashcards,surveyworksheets,stickers,whiteboard,markersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsthetimetableandasks:"WhatdoyouhaveonMonday?OnTuesday?"Studentsanswer.Teacherasks:"Whichdaydoyoulikebest?"Studentsshareideas.Teachersays:"TodaywemeetBinbin.Hehasanewweekofschool.Let'slearnabouthisfavouritedayandsubjects!"Theclassisready.Presentation（呈现）1LookandSay–TimetableReadingTeachershowsthefulltimetableonthescreen.Studentsreadrowbyrow.Teacherpointstosubjectsandasks:"Whatisthis?(Chinese,maths,PE,science...)"Studentsshoutthenames.Teacherfocusesonnewwords:IT,science,art.Studentsrepeat.Thisbuildssubjectvocabulary.2ReadandFind–Binbin'sWeekTeachershowssentencesaboutBinbin.Studentsread:"BinbinstartsanewweekonMondays.Tuesdayishisfavouriteday.BinbingoestotheRobotClubonWednesdays.HehasmusiconWednesdayandThursdaymornings.HecleanswithfriendsonFridayafternoons."Teacheraskscomprehensionquestions.Thisdevelopsreadingskills.3ListenandRepeat–DialoguePracticeTeachershowsRobinandBinbin'sdialogue.Studentslistenandrepeat:"What'syourfavouritedayatschool?It'sTuesday.WhatdoyouhaveonTuesdays?Ihavemaths,Chinese,artandEnglish."Studentspracticeinpairs.Thisensurescorrectpronunciation.4RolePlay–ActItOutStudentstaketurnsplayingRobinandBinbin.Twopairsperforminfront.Theclassgivesthumbs-upforgoodspeaking.Thisbuildsoralconfidence.5DoaSurvey–AskandRecordTeachermodelsthesurvey.StudentAasks:"What'syourfavouriteday?"StudentBanswers.Teacherwritesnamesandresults.Studentsreceiveworksheetsandpreparetosurveyclassmates.Thispreparesforthepracticestage.Practice（操练）1SurveyTime–AskClassmatesStudentswalkaroundandaskthreeclassmates:"What'syourfavouriteday?Whatdoyouhaveonthatday?"Theyfillinthesurveytablewithnames,daysandsubjects.Teachergivesstickersforgoodquestions.2GroupReport–ShareResultsEachgroupreports:"Therearefourpeopleinmygroup.TwopeoplelikeFriday.TheyhavePEandmusiconFriday."Groupssharewiththeclass.Consolidation（巩固）TodaywelearneddaysoftheweekandsubjectsthroughBinbin'stimetable.BinbinlikesTuesday,andhealsoenjoysRobotClubonWednesdaysandcleaningwithfriendsonFridays.Schoolisnotjustaboutwork–it'salsoaboutfunactivitiesandhelpingeachother.Everydayhasspecialsubjectsandactivities.Findyourfavouritedayandenjoyallthethingsyoulearnanddowithyourfriends.Makeeveryschooldaycount!Homework（作业）Level1(Basic)Readthetimetablealoudthreetimesandcopyallsubjects.Level2(Intermediate)WritefoursentencesaboutBinbin'sweeklyactivities.Level3(Advanced)Makeyourownweeklytimetableandwritethreesentencesaboutit.Blackboarddesign（板书设计）Reflection（教后反思）Thetimetableactivityeffectivelyintroducedsubjectsanddays.Studentsenjoyedthesurveyandwalkedaroundconfidently.Thedialoguerepetitionbuiltfluency.However,somestudentsstruggledwith"on"+day–moreoraldrillingisneeded.Theafter-schoolactivitieslikeRobotClubandcleaningaddedreal-lifeinterest.Studentswereengagedthroughout.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）3Topic（课题）Unit3WorkandplayPartALet’sspellType（课型）NewLessonTextanalysis（语篇研读）What:Teachthepronunciationruleof"ie"and"igh"lettercombinationswiththe/aɪ/soundthroughachant.How:Usechantreading,wordsorting,listeningdiscriminationandcreativesentencewritingtopracticephonicsnaturally.Why:Phonicsinstructionthroughrhythmandcontexthelpsstudentsdecodewordsandbuildreadingfluencyeffectively.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillidentify,readandspellwordswith"ie"and"igh"combinationsandpronouncethe/aɪ/soundcorrectly.2.LearningAbilityGoalStudentswilllistenforphoneticpatterns,categorizewordsbyspellingrules,andapplyphonicsknowledgetonewwords.3.ThinkingQualityGoalStudentswillcompareandanalyze"ie"and"igh"wordpatterns,discoveringthespellingrulesthroughinductivereasoning.4.CulturalAwarenessGoalStudentswillenjoyEnglishrhythmandrhymes,developingpositiveattitudestowardEnglishpronunciationlearning.Keyanddifficultpoints（教学重难点）Keypoint：Masterthe/aɪ/soundin"ie"and"igh"wordsandaccuratelyreadandspellwordslikepie,tie,night,light,tight,right,lie.Difficultpoint：Distinguish"ie"and"igh"spellingpatternsandapplytheruletounfamiliarwordsinreadingandwriting.Teachingaids（教学准备）PPT,audioplayer,wordcards,chantvideo,worksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherdrawsapieontheboardandasks:"Whatisthis?Whatsounddoyouhearinpie?"Studentssay:/aɪ/!Teacherwrites"ie"andshows"night".Teacherasks:"Whatsounddoyouhearinnight?/aɪ/too!"Teachersays:"Todaywelearnthemagicsound/aɪ/withafunnystoryaboutabaker!"Theclassiscurious.Presentation（呈现）1ListenandChant–RhythmTimeTeacherplaysthechantaudio.Studentslistenandpatthebeat.Teacherasks:"Whatsounddoyouhearagainandagain?"Studentsshout:"/aɪ/!"Teachershows"ie"and"igh"ontheboard.Studentschanttogetherwithactions:night(sleephands),pies(eat),light(shine),tight(tightenbelt),right(thumbsup).Thisbuildsphoneticawarenessthroughrhythm.2FindandCircle–WordDetectiveTeachershowsthechanttextonthescreen.Studentscomeupandcirclewordswith"ie"(pie,lie)inblueand"igh"(night,light,tight,right)inred.Teacherasks:"Wheredowesee'ie'?Wheredowesee'igh'?"Studentsnoticethepatterns.Thisdevelopsinductivethinking.3ReadandSay–BlendingPracticeTeachershowsnewwords:high,might,bright,die,lie,tie,flight.Studentssoundoutusingthe/aɪ/rule.Teacherflashescardsfasterandfaster.Thisbuildsdecodingfluency.4ListenandTick–SoundDiscriminationTeacherplaystheaudiofor"Readandsay.Thenlistenandtick."Studentslistenandtickthecorrectwordineachpair.Theycheckanswersinpairs.Thisdevelopslisteningdiscrimination.5Listen,WriteandSay–DictationChallengeTeachersaysthreesentenceswithmissingwords:"Ilikeeating______.(pie)""Ieatthemevery______.(night)""It'snot______toeattoomanypies.(right)"Studentswritethemissingwords.Thisappliesphonicsincontext.Practice（操练）1PairWork–WordSortRaceEachpairgetsasetofwordcards(pie,tie,night,light,tight,right,lie,high,bright).Studentssortinto"ie"and"igh"groups.Firstpairtofinishcorrectlywinsstickers.2GroupWork–CreateaSentenceEachgroupchoosesthree"ie"or"igh"wordsandwritesonesentencetogether.Groupssharetheirsentences.Teacherwritesthebestonesontheboard.Consolidation（巩固）Todaywelearnedthe/aɪ/soundwith"ie"and"igh"wordslikepie,tie,night,light,tightandright.Yousangthechant,foundthewordsandwrotesentencessowell!Thebakerworkedallnightandatetoomanypies–hisbeltwastootight!Thatwasnotright!Remember:phonicsisthekeytoreading.Whenyousee"ie"or"igh",trythe/aɪ/sound.Keeppracticingandyouwillbeexcellentreaders!Homework（作业）Level1(Basic)Readthechantthreetimesandcircleall"ie"and"igh"words.Level2(Intermediate)Writefivesentencesusing"ie"and"igh"wordsfromthislesson.Level3(Advanced)Findfivenew"ie"/"igh"wordsfromyourstorybooksandwritethemdown.Blackboarddesign（板书设计）Reflection（教后反思）Thechantwasengagingandstudentslovedthebaker'sstory.The/aɪ/soundwasalreadyfamiliartomanyfromAI/EElessons.Wordsortingshowedthatmoststudentsunderstoodthespellingrules.However,somestillmixedup"ie"with"ei"–moreminimalpairpracticeisneeded.Thecreativesentencewritingproducedsomefunandinterestingsentences.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）4Topic（课题）Unit3WorkandplayPartBLet’stalk&Let’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teachweekendactivitiesusingfrequencywords:usually,often,sometimes,and"Whatdoyoudoattheweekend?"How:Uselistening,dialoguereading,surveyandschedule-makingtopresentandpracticeweekendactivityexpressions.Why:Real-lifeweekendcontexthelpsstudentstalkaboutroutinesandunderstandthefrequencyofdifferentactivities.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillaskandansweraboutweekendactivitiesusing"usually","often"and"sometimes"withactionphrases.2.LearningAbilityGoalStudentswilllistenfordetails,conductsurveys,andmakeschedulestotalkaboutweekendroutines.3.ThinkingQualityGoalStudentswillcomparefrequencyofactivitiesandorganizeanewscheduleusinglogicalreasoning.4.CulturalAwarenessGoalStudentswillappreciatethatweekendsareforbothstudy,helpingfamilyandhavingfun.Keyanddifficultpoints（教学重难点）Keypoint：Masterfrequencywords(usually,often,sometimes)andphrases(dohomework,cooklunch,playfootball,washclothes,tidyroom).Difficultpoint：Usefrequencywordsaccuratelytodescriberoutinesandformquestionswith"Does..."correctly.Teachingaids（教学准备）PPT,audioplayer,frequencywordcards,surveyworksheets,scheduletemplates,stickers,whiteboardTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Whatdoyoudoattheweekend?"Studentsshare:"Iplayfootball!IwatchTV!"Teachersays:"Todaywelearnhowtotalkaboutweekendactivities.ZhangPeng,SarahandChenJiewilltelluswhattheydo.Let'slisten!"Theclassisreadytolearn.Presentation（呈现）1ListenandFill–WeekendTalkTeacherplaysthedialogue.Studentslistenandfillintheblanks:"Theyaretalkingabout______activities.(weekend)______oftencooks.(Sarah)______usuallygoestotheparkwithhisdog.(ZhangPeng)"Teacherchecksanswers.Thisbuildslisteningcomprehension.2WatchandAnswer–WhatDoTheyDo?Teachershowsthedialogue.Studentsanswer:"WhatdoesZhangPengdo?(playfootball,playChinesechess)WhatdoesSarahdo?(cooklunch)Why?(hermotherworks)WhatdoesChenJiedo?(homework,pipalessons)"Thispresentstargetlanguagenaturally.3ListenandRepeat–DialoguePracticeTeacherplaysthedialoguesentencebysentence.Studentsrepeatwithnaturalintonation.Teacheremphasizes"Ioften...Iusually...SometimesI..."Thisensuresaccuratepronunciationandrhythm.4RolePlay–ActItOutStudentsworkingroupsoffive(MissWhite,ZhangPeng,Sarah,ChenJie).Groupsperforminfrontwithexpressions.Thisbuildsconfidencethroughperformance.5Let'sLearn–ChenJie'sWeekendTeachershowsChenJie'sweekendschedule.Studentsread:"ChenJiedoesherhomeworkonSaturdaymornings.ShetidiesherroomonSaturdayafternoons.ShehaspipalessonsonSundaymornings.SheoftenwashesherclothesonSundayafternoons."Teacherasks:"DoesshedohomeworkonSaturdayevenings?(No,shedoesn't.)"Thispresentsvocabularyincontext.Practice（操练）1SurveyTime–AskClassmatesStudentswalkaroundandask:"Whatdoyoudoattheweekend?"Theyfillinthesurveytablewithnamesandactivities(usually,often,sometimes).Teachergivesstickersforgoodquestions.2GroupReport–ShareResultsEachgroupreports:"Attheweekend,Mikeusuallyplaysfootball.Heoftendoeshomework.SometimeshewatchesTV."Groupssharewiththeclass.Thisbuildsoralreportingskills.Consolidation（巩固）Todaywelearnedtotalkaboutweekendactivitieswithusually,oftenandsometimes.ZhangPengplaysfootball,Sarahcooksforherfamily,andChenJiehaspipalessons.Weekendsarespecial–wecanstudy,helpfamilyandhavefun.Remember:balanceisimportant.Workhard,helpathome,andenjoyyourhobbies.Everyonehastheirownweekendrhythm.Whatmakesyourweekendspecial?Homework（作业）Level1(Basic)Readthedialoguethreetimesandpractice"Iusually/often/sometimes..."Level2(Intermediate)Writefoursentencesaboutwhatyoudoattheweekend.Level3(Advanced)Interviewafamilymemberandwriteareportabouttheirweekend.Blackboarddesign（板书设计）Reflection（教后反思）Thelessoneffectivelyintroducedfrequencywords.Studentsenjoyedthesurveyandmovedaroundactively.Theroleplaywassuccessfulandmoststudentsusedthethreefrequencywordscorrectly.However,somestudentsconfused"usually"and"often"–morecontrastivepracticeisneeded.Theschedulereadingactivityhelpedreinforcethevocabulary.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）5Topic（课题）Unit3WorkandplayPartBReadandwriteType（课型）NewLessonTextanalysis（语篇研读）What:TeachreadingcomprehensionaboutLiXiaandEric'safter-schoolactivitiesandwritingaboutwork-playbalance.How:Usereading,tablecompletion,commentmatchingandpersonalwritingtounderstandanddiscussactivitybalance.Why:Reading-to-writingapproachdevelopscomprehensionandencouragesreflectiononbalancingworkandplay.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillreadaboutafter-schoolactivities,extractkeyinformationandwriteabouttheirownroutines.2.LearningAbilityGoalStudentswillusetablecompletion,commentmatchingandpersonalwritingtoorganizeandapplyinformation.3.ThinkingQualityGoalStudentswillcomparetwochildren'sschedules,evaluatebalanceandreflectontheirownactivitybalance.4.CulturalAwarenessGoalStudentswillunderstandtheimportanceofbalancingstudy,hobbiesandrestindailylife.Keyanddifficultpoints（教学重难点）Keypoint：Readthetwoemails,completethetablewithafter-schoolactivitiesandmatchcommentstoeachstudent.Difficultpoint：Understandtheconceptof"work-playbalance"andwriteapersonalansweraboutafter-schoolactivities.Teachingaids（教学准备）PPT,worksheets,activitycards,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Whatdoyoudoafterschool?"Studentsshare:"Iplayfootball!Idohomework!Ireadbooks!"Teachersays:"TodaywemeetLiXiaandEric.Theyarebusyafterschool.Let'sreadtheiremailsandseewhobalancesworkandplaywell!"Theclassiscurious.Presentation（呈现）1ReadandMeet–TwoStudentsTeachershowsthetwoemails.Studentsreadquicklyandfind:"Whowrotethefirstemail?(LiXia)Whowrotethesecond?(Eric)"Teacherasks:"Whatdoyouknowaboutthem?"Thisbuildsskimmingskills.2ReadandComplete–ActivityTableStudentsreadagainandfillinthetable:"LiXia-Weekday:playsping-pongonMondaysandThursdays,cooksdinneronTuesdays,readsbooksonWednesdaysandFridays.Weekend:playswithfriends,visitsgrandparents.Eric-Weekday:playsfootballonMonday/Tuesday/Fridayevenings,watchesTVonWednesday/Thursday.Weekend:playsbasketballandgoesrunning."Teacherchecksanswers.Thisorganizesinformationclearly.3ReadandMatch–MissWhite'sCommentsStudentsreadMissWhite'stwocomments:"Pleasetrytofindgoodwork-playbalance.""Youbalanceyourworkandplayverywell."Teacherasks:"WhichcommentisforLiXia?WhichisforEric?Why?"Studentsdiscuss:LiXiabalanceswell(workandplay).Erichastoomuchplay,littlestudy.Thisdevelopscriticalthinking.4DiscussandThink–WhoBalancesBetter?Teacherasks:"Whohasbetterbalance?Why?"Studentsshareopinions.Teacherguides:LiXiadoeshomeworkontime,helpsfamily,readsbooks,playswithfriends.Ericplaysalotbuthaslittlestudytime.Thisbuildsevaluationskills.5WriteandShare–YourAnswerTeacherasks:"Whatdoyoudoafterschool?"Studentswritetheirownanswers.Teacherprovidesstarters:"Afterschool,I...Ialways...Ioften...Isometimes..."Volunteerssharetheirwriting.Thisapplieslanguagepersonally.Practice（操练）1PairWork–CompareSchedulesStudentAsharestheirafter-schoolactivities.StudentBlistensandsays:"Youbalancewell!"or"Maybeyouneedmorestudytime!"Theyswitch.Teacherwalksaroundandhelps.2ClassSharing–BestRoutineTeacherselectsthreestudentstosharetheirafter-schoolroutines.Classvotesforthebestwork-playbalance.Thisbuildsoralconfidence.Consolidation（巩固）TodaywereadaboutLiXiaandEric.LiXiabalancesworkandplayverywell–shestudies,helpsfamily,readsbooksandplays.Ericplaysalotbutdoesn'thavemuchstudytime.MissWhitewantshimtofindbalance.Remember:afterschool,weallneedworkandplay.Doyourhomework,helpathome,enjoysportsandhobbies–allareimportant.Agoodbalancemakesushappyandhealthy.Findyourbalance!Homework（作业）Level1(Basic)Readbothemailsaloudthreetimes.Level2(Intermediate)WritefivesentencescomparingLiXiaandEric'sactivities.Level3(Advanced)WriteanemailtoMissWhiteaboutyourafter-schoolroutine.Blackboarddesign（板书设计）Reflection（教后反思）Studentsconnectedwellwiththework-playbalancetopic.Thetablecompletionhelpedorganizeinformation.Mostcouldidentifywhobalancedbetter.However,somestruggledwithwritingtheirownanswers–moresentenceframesareneeded.Thediscussionaboutbalancewasmeaningfulandstudentsreflectedontheirownroutines.Theemailformatwasaccessibleandclear.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）6Topic（课题）Unit3WorkandplayPartCProject&ReadingtimeType（课型）NewLessonTextanalysis（语篇研读）What:Teachproject-basedchartmakingaboutwork-playbalanceandreadingschooltipsforhealthyroutines.How:Uselistening,chartmaking,discussion,readingandclasssharingtoconsolidatethewholeunit.Why:Project-basedandreading-basedlearningconsolidatesunitknowledgemeaningfullythroughcreation,evaluationandapplication.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswilltalkaboutweeklyschedules,weekendactivitiesandevaluatework-playbalanceusingtargetlanguage.2.LearningAbilityGoalStudentswilllistenfordetails,completeachart,readtipsandpresenttheirworktotheclassconfidently.3.ThinkingQualityGoalStudentswillanalyzeRon'sbalance,evaluategoodandbadhabits,anddesigntheirownbalancedchart.4.CulturalAwarenessGoalStudentswillunderstandtheimportanceofbalancingstudy,rest,exerciseandfamilytimeindailylife.Keyanddifficultpoints（教学重难点）Keypoint：Consolidateweeklyscheduleandweekendactivitylanguagethroughthechartprojectandreading.Difficultpoint：Evaluatework-playbalanceandgiveadviceusing"needsto"and"should"indiscussions.Teachingaids（教学准备）PPT,audioplayer,charttemplates,worksheets,readingtext,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Whatdoyoudoonweekdays?Whatdoyoudoattheweekend?"Studentsshare.Teachersays:"TodaywemeetRon.Let'slearnabouthisweek.Thenwewillmakeourownwork-playbalancechartsandreadsomehelpfultips!"Theclassisready.Presentation（呈现）1ListenandWrite–Ron'sWeekTeacherplaystheaudioaboutRon.Studentslistenandwriteanswers:"______isRon'sfavo