【第5课时】B Let’s learn(Sarah’s weekend)
一、教学内容分析
课时文本分析 [What] 主题意义和主要内容

本课时继续讲述Sarah的周末活动，通过学习四个关于日常活动的词组描述周末活动，并将学生已学过的文娱活动融合在一起，如：play football, play the piano等，滚动复现，引导学生用更丰富的语言就周末活动进行交流，再通过与Amy的周末对比，形成反差，学会合理安排自己的周末活动，注重劳逸结合。

[Why] 文本意图

通过创编语篇教学，融合Let’s talk与Let’s learn的内容，以旧引新，进行词组教学，学生通过老师给出的提示，以及已学的单词，进行自主探究或小组合作学习，在学习中掌握词组的发音、运用，再进行周末活动交流，写一写自己的周末活动，学会科学安排周末。

[How] 文体结构和语言修辞

1. 能够理解创编语篇，并能听、说、读、写四个关于日常周末活动的词组：clean my room, go for a walk, go shopping, take a dancing class，结合已学的文娱活动: play football, play the piano，谈谈自己的周末。

2. 能够根据实际情况，写一写自己的周末活动，再与同伴交流，复习本部分的核心句型与词汇。
二、发展目标与课时任务分析
学生发展目标 在本课学习结束时，学生能够：

1. 理解创编中的语篇内容，能听、说、读、写四个关于日常周末活动的词组：clean my room, go for a walk, go shopping, take a dancing class。

2. 能理解科学、合理的周末活动，学会劳逸结合，合理安排自己的周末活动，树立正确的价值观。

3. 能根据实际情况，完成Do a survey中的活动，先根据自己的实际情况打勾，再写一些自己的周末活动，并对自己的周末活动评价。
课时

任务

 1. 任务情境：继续了解Sarah的周末活动，再与Amy周末活动进行对比，学会合理安排自己的周末活动。

2. 任务行为：学生能听、说、读、写四个关于日常活动的词组，并结合已学关于日常活动的词组，写一些自己的周末活动。

3. s任务成果：能够从语篇理s解新词组，结合已学的单词，自学新词组，学会运用到实际中，谈谈自己的周末活动
三、教学重难点
教学重点 能听、说、读、写四个关于日常周末活动的词组：clean my room, go for a walk, go shopping, take a dancing class，并结合已学关于日常活动的词组，写一写自己的周末活动。
教学难点 结合已学关于日常活动的词组，写一写自己的周末活动。
四、教具准备
PPT、板书
五、教学过程设计

教学环节

 教师行动 学生行动 设计意图

授课时间
Pre-task 1. Review

T: What do you think of Sarah’s weekend?

 S1: It has a lot of fun.

S2: It is busy.

…

 带领学生回顾Sarah的周末活动，为本课时继续探讨Sarah 的周末活动做准备。 2mins
2. Sing a song(Sarah’s weekend)

T: Do you like this song?

Q: What’s the song about?

A. Sarah’s day

B. Sarah’s weekend

 Sing with the song

Choose B

 

 通过歌曲热身，歌曲里面出现的词组正好是本课时的重点词组，为导入新课预热。 1min
While-task 1. Ask and answer

教师板书上节课所学Sarah的周末活动

T: In this song Sarah also clean her room, go shopping, have a music class, do morning exercise, play football and play basketball.

教师继续完成板书

 Follow the teacher to say out Sarah’s weekend activities.

Read the phrases: clean my room, go shopping, have a music class, do exercises, play football, play basketball.

 通过直观的思维导入，复现Sarah的周末，让学生形成一个思维网，帮助学生分析、归纳、总结。 3mins
2. Let’s learn

出示Let’s learn的主情景图

T: Sarah’s weekend is colorful, look at these pictures, What else does Sarah do Son the weekend?

教师根据学生的回答补全Sarah’s weekend’s mind map.

  

 

 

 

S1: go for a walk and take a dancing class.

 培养学生的自主学习能力，本课时关于日常活动的词组中的单词都是已学的，对学生的难度不大，学生通过小组合作学习，更能激发学习英语的积极性。 4mins
3. Read in group Read the phrases in groups 6mins
4. Know more about Sarah’s weekend

(1)

出示短文挖空，让学生进行看图填空。如：

I usually ______ and______.

I often_________.

Sometimes I_____________.

T: What do you think of Sarah?

Sarah loves sports.

(2)

出示短文挖空，让学生进行看图填空。如：

I usually ________.

I often __________.

Sometimes I ______.

T: What do you think of Sarah?

Sarah is helpful

(3)

出示短文挖空，让学生进行看图填空。如：

I always _________ on Sundays.

I often __________ on Saturdays.

T: What do you think of Sarah?

Sarah is hard-working.

(4)

出示短文挖空，让学生进行看图填空。如：

I often ________ on the weekend.

Sometimes I __________ with my mum on the weekend.

Sometimes I ________ with Zhang Peng.

T: This is Sarah’s happy time.

（教师讲授本课时Sarah的周末活动，并对其进行归纳总结，渗透情感教育，在安排周末活动的时候注意劳逸结合。）

 S1: I usually play basketball and do exercise.

I often play ping-pong.

Sometimes I play football.

S2: She loves sports.

S3: I usually wash my clothes.

I often clean my room.

Sometimes I cook dinner.

S4: Sarah is helpful.

S5: I always take a dancing class on Sundays.

I often have a music class on Saturdays.

S6: Sarah is hard-working.

S7: I often watch TV on the weekend.

Sometimes I go shopping with my mum on the weekend.

Sometimes I go for a walk with Zhang Peng.

  

 

 

再学习自主学习和小组合作学习后，教师进行讲解、归纳、分析、总结，帮学生梳理Sarah的周末活动主要分成休闲、家务、运动、兴趣课，通过学习Sarah的周末活动，知道合理的、科学的安排自己的周末活动，注意劳逸结合，树立正确的价值观，也为后面Amy完全不同的周末进行对比。

 3mins
5. Match and say Match the correct picture to the phrases. 图文配对，加深学生对关于日常活动词组的记忆。 3mins
6. Think and say

Q: Do you like Sarah’s weekend? Why or why not?

I like Sarah’s weekend, because it’s ________.

I don’t like Sarah’s weekend, because it’s ________.

 S1: I like Sarah’s weekend, because it’s colorful.

S2: I don’t like Sarah’s weekend, because it’s too busy.

 锻炼学生批判性思维能力，各抒己见，培养学生英语口语表达能力。 3mins
Post-task 1. Let’s check(Mike’s weekend)

T: Listen and tick, what does Mike do on the weekend?

T: Do you like Mike’s weekend? Why?

教师出示Mike’s weekend: All work no play.

 Listen and tick picture3 and picture4.

 

 

No, there is no happy time.

  

 

 

 

通过两个完全比较极端的周末跟Sarah的周末进行对比，突出Sarah周末的科学性、合理性，以此契机进行情感教育：We should balance our play time and work time, make our weekend colorful. 学生更加容易接受，为下一步Make a good weekend 做准备。

 8mins
1. Watch a video(Amy’s weekend)

Q: Do you like Amy’s weekend? Why?

视频原文：Hi, I am Amy. My weekend is fun. I get up at 11 o’clock in the morning. Then I have lunch at home. After lunch, I often watch TV and play computer games on Saturday. I always go shopping with my friends on Sunday. I can buy many things I like. Sometimes I go for a walk with my father and mother. I like my weekend. Do you like my weekend?

教师出示Amy’s weekend: All play no work,引出情感教育： We should balance our play time and work time, make our weekend colorful.

  

 

S1: Yes, I like, It’s fun.

S2: No, I don’t like. She should do some sports and do some housework.

Students know that we should balance our play time and work time, make our weekend colorful.

 2
2 Do a survey

插入PPT

Step 1: Look, tick and say: What do you do on the weekend?

Step 2: Let’s write: Make a good weekend.

I have a _____ weekend. On Saturday, I usually _________. I often __________. Sometimes I _____________. Saturday is a _____ day for me! On Sunday, I _______________________________.

Sunday is a ______ day for me.

I ______ my weekend. I need ________.

教师给出word banks。

 Students look, tick and say their weekend with their partners.

 

Students can write about their weekend.

 本部分分层两步，先进行语言输出，在进行文字书写，循序渐进，符合学生的认知规律，Let’s write环节，不仅让学生写自己真实的周末活动，还让学生反思自己的周末活动是否合理，并写出改进计划。真正的把所学知识运用到实际中去。
Summary Based on the mind map 归纳总结、提升。
Homework 1. Finish Let’s wrap it up(Page 10)

2. Read a picture book.

 巩固本课时所学的词组用法
六、板书设计
图，略