ThefifthperiodPartBLet’slearn&Doasurvey內(nèi)容分析本課時為PEP五年級下冊Unit1的第五課時。Let’slearn是呈現(xiàn)Sarah周末活動的四幅圖片與相應的四個動詞短語，還有一個陳述句，使學生進一步了解Sarah具體的周末活動情況。Doasurvey呈現(xiàn)的是有關伙伴的周末活動安排表格，鼓勵學生運用Whatdoyoudoontheweekend？的句型，采用問答方式，獲得伙伴的完整信息，了解伙伴的有關周末的生活規(guī)律。課時目標知識與能力能夠聽?說?讀?寫以下短語:cleanmyroom,goforawalk,goshopping,takeadancingclass能夠運用句型“—Whatdoyoudoontheweekend?—Iusually/often/sometimes”詢問和回答周末活動安排。能夠以調(diào)查訪談的形式了解同伴的周末活動,達到鞏固與運用核心句型與詞匯的目的。過程與方法通過“頭腦風暴”激活學生思維，讓學生迅速進入學習狀態(tài)，同時復習學過的短語與句型，為授新做好鋪墊。通過韻律，讓學生在輕松愉悅的氛圍中操練?記憶新短語。適當拓展，將主動權交給學生。啟發(fā)思維，使新舊知識融會貫通。設計有梯度的游戲活動，由易到難，激發(fā)學生的興趣。由機械操練過渡到半機械操練，最后在句子中進行語言的輸出，實現(xiàn)學以致用。通過對話練習，培養(yǎng)學生的小組合作意識。以問卷調(diào)查形式復習核心句型與詞匯，培養(yǎng)學生的語言交際能力。情感態(tài)度價值觀能夠認識到應合理安排周末的時間,勞逸結(jié)合,養(yǎng)成良好的生活習慣。教學重難點教學重點能夠聽?說?讀?寫本課時的四個動詞短語?教學難點能夠?qū)⒍陶Z用在實際情境中?教學準備教學課件、課文視頻、任務單等。教學媒體選擇多媒體，錄音。教學活動角色扮演；游戲；觀看動畫。教學過程Step1:Warm-up&Lead-in1.Greetings.2.Lead-in.(1)Singasong—MyWeekend.(出示課件)(2)Brainstorm.Talkaboutweekendactivities.T:Whatdoyoudoontheweekend?Ss:Iusuallyplaybasketball/playthepiano/watertheflowers/watchTV/playping-pong/washtheclothes/cookdinner/…(Writedowntheactivitiesstudentssaidontheblackboard.)Step2:Presentation1.Learnthenewphrases.(1)Learn“cleanmyroom”.T:Sarahisverybusyontheweekend.WhatdoesSarahdoonSaturdays?Watchandlisten.Thensayoutthesentence.(課件出示:Let’slearn視頻。)Ss:Sarahsaid,“IoftencleanmyroomonSaturdays.T:Yes.Sarahsaid,“IoftencleanmyroomonSaturdays.”(課件出示:Let’slearn打掃房間的圖。)(Writedown“cleanmyroom”ontheblackboard.)T:Whocleansyourroomontheweekend,S1?S1:Icleanmyroomontheweekend.T:Good.Butonlyyou?S1:Withmymother.T:So,youcansay,“Icleanmyroomwithmymother.”(Writedown“withmymother”after“cleanmyroom”ontheblackboard.)Theteacherdoestheactionandsays“cleanmyroom”.Studentsfollowtheteacher.(2)Learn“goforawalk”.T:Look!Theweatherisfinetoday.WhatdoesSarahandZhangPengdo?(課件出示:Let’slearnSarah和張鵬散步圖。)Ss:Theygoforawalk.T:Youareright.(Writedown“goforawalk”ontheblackboard.)Theteacherdoestheactionandsays“goforawalk”.Studentsfollowtheteacher.(3)Learn“goshopping”.T:Sarahisverybusyontheweekend.Look!Whatdoesshedoontheweekend?(課件出示:Let’slearn購物圖。)Ss:Goshopping.T:Good.(Writedown“goshopping”ontheblackboard.)Theteacherdoestheactionandsays“goshopping”.Studentsfollowtheteacher.(4)Learn“takeadancingclass”.T:Sarahtakesadancingclassontheweekend,too.(課件出示:Let’slearn上舞蹈課的圖。)(Writedown“takeadancingclass”ontheblackboard.)Theteacherdoestheactionandsays“takeadancingclass”.Studentsfollowtheteacher.T:Whotakesadancingclassinourclass?S1:ItakeadancingclassonSaturdays/Sundays.S2:ItakeadancingclassonSaturdays/Sundays.T:Good.Whatelseclassdoyoutakeontheweekend?S3:ItakeaLegoclassonSaturdays.S4:ItakeanartclassonSundays.S5:Itakea/anontheweekend.2.Readandsay.(1)Studentsreadaftertherecording.（課件出示：Let’slearn音頻。）(2)S1isalittleteacherandreadthesephrases.Otherstudentsfollowthelittleteacher.(3)Playagame:Isay,youdo.Makeamodel:T:“cleantheroom”.Ss:(Dotheaction.T:“goforawalk”.Ss:(Dotheaction)Thenstudentssaythephrasesandtheteacherdoestheactions.Studentspracticeinpairsandtheningroups.Step3:Practice1.What’smissing?ShowthefourpicturesandphrasesonthePPT.（課件出示：Let’slearn四幅圖。）Askstudentstowatchcarefullyandreadforseveraltimes.Thenletoneofthemdisappearatatime.Studentssayitoutandtrytodotheaction.2.Whoisthefastest?ShowthefourphraseslearnedtodayandsomeactivityphrasesstudentslearnedbeforeonthePPT.（出示課件）Askstudentstosayoutasquicklyastheycan.GroupPKGroup.3.Pairwork(1)Pairwork.S1:Whendoyou…?S2:I…at…(Exchangetherole)S2:Whatdoyoudoontheweekend?S1:Iusually/often/sometimes…(Exchangetherole)(2)Showtotheclass.Step4:Consolidation&Extension1.Doasurvey.(1)Read,sayandtick.（課件出示：Doasurvey內(nèi)容。）Studentsreadthetablecarefullyandtickoutwhattheydoontheweekend.Thenmakedialoguesingroups.Makeamodel:S1:Whatdoyoudoontheweekend?S2:Iusually/oftencleanmyroomontheweekend.S3:Iusually/oftentakeanartclassontheweekend.S4:Iusually/oftengoforawalkontheweekend.(2)Letswrite.Studentswritedownthecompletesentencesontheline.板書設計Unit1MydayPartBLet’slearn＆Doasurvey—Whatdoyoudoontheweekend？—IalwayscleanSaturdays.usuallygoforawalkonSundays.oftengoshoppingtheweekend.sometimestake