Unit 3 Work and play Part A Let's talk 第一课(教学设计）-2026-2027学年人教PEP版英语五年级上册

Unit 3 Work and play Part A Let’s talk 第一课(教学设计） I. Teaching Objectives 1. By the end of the lesson, students can listen to, understand and read aloud the dialogue between John and his grandpa about their favourite school days, with the help of the pictures and the class timetable. 2. Students can use the key structures — What do you have on Wednesdays? — I have Chinese, maths, music and PE. / What's your favourite day at school? / What's your favourite subject? — It's music. — to ask and answer about real lessons in their own timetable. 3. Students can notice that people of different ages enjoy different subjects and activities (John likes music and PE; Grandpa likes his taijiquan class), and start to think about how we balance study and play. 4. Students develop the listening skill of catching key information (tick the classes they hear) and learn to ask a classmate about his or her favourite day. II. Key Points and Difficult Points Key points 1. Key words and phrases: Monday, Tuesday, Wednesday, Friday; Chinese, maths, music, PE; favourite, subject, taijiquan. 2. Core sentence patterns: What do you have on Wednesdays? — I have Chinese, maths, music and PE. / What's your favourite day at school? — Wednesday. / What's your favourite subject? — It's music. Because I really like singing. Difficult points 1. The pronunciation of Wednesday (the first d is almost silent) and the plural days "on Mondays / on Wednesdays". 2. Using "because" to give a short reason: "Because I have my taijiquan class!" 3. Telling "have + a subject" and "like + an activity (singing / PE)" apart without mixing them up. III. Teaching Tools Multimedia slides (the Unit 3 big-question page and a colourful class timetable), the Let's talk audio, printed subject cards (Chinese, maths, music, PE, art, English), small day-cards (Monday to Friday), and the "Make up a timetable" task sheet. IV. Teaching Procedures Step 1: Warm-up and lead-in (5 mins) 1. Show the Unit 3 cover with the big question "How do we balance work and play?" and ask: What do we do at school — is it all work? 2. Chant the school days (Monday to Friday) with clapping, then flash the subject cards for a fast recall. 3. Ask one or two students "What's your favourite day?" Take a handful of quick answers and give no correction at this stage. [Purpose] Activate the days and subject vocabulary and the topic schema, and let children predict what the lesson is about from the cover picture. Step 2: Presentation — first listening (6 mins) 1. Set the scene on the slide: It is Monday night, John is talking with his grandpa. Ask: Who can you see in the picture? 2. Play the audio once; students tick the classes they hear on the P.26 row (maths, music, Chinese, PE). Check the ticks together. 3. Ask the global question: What is John's favourite day? (Wednesday.) [Purpose] Give a clear listening purpose and train students to catch key information instead of every single word. Step 3: Presentation — second listening and reading (8 mins) 1. Play the audio again; students follow the text with a finger and underline Grandpa's two questions. 2. Hum the silent letter to fix the hard word — Wed…-nesday — and drill the plural "on Wednesdays". 3. Work on the meaning contrast: Maths is not easy, but John really likes his maths teacher. Music is his favourite subject because he likes singing. 4. Read the dialogue in three voices — a normal voice, a slow Grandpa voice and a bright John voice. [Purpose] Move from gist to detail, deal with the pronunciation and meaning problems right where they show up, and build reading fluency. Step 4: Practice — Ask and answer (7 mins) 1. Model with a confident student using the real class timetable: What do you have on Tuesdays? — I have ... 2. In pairs, students make up a small timetable and then ask and answer about their own favourite day and subject. 3. Run a chain drill around the room: What's your favourite subject? — It's ... S/he likes ... 4. Help slower pairs find the sentence frames rather than handing them the answers, and praise one good "because" reason instead of a vague "Good job". [Purpose] Turn the textbook dialogue into real personal talking so the structure becomes usable language. Step 5: Extension — work and play (6 mins) 1. Compare: John likes music and PE, Grandpa likes his taijiquan class. Ask: Are favourite subjects the same for young people and old people? 2. Small-group talk: What helps you relax after study? Push students to use "I like ... because ...". 3. Return to the big question: study is our work, music, PE and taijiquan are our play — a good day needs both. [Purpose] Connect the dialogue to the unit big question and give every child a chance to speak about their own life. Step 6: Summary and homework (3 mins) 1. Ask a few pairs to show their dialogue; fix only the mistakes that change the meaning and let fluency come first. 2. Homework, Level A: read the dialogue aloud and tick your real timetable; Level B: write 2-3 sentences about your favourite school day and say why. [Purpose] Look back on the lesson in one view and set layered homework so students of different levels can all finish it. V. Board Design Centre: Unit 3 Work and play — How do we balance work and play? Left (Days): Monday - Friday cards. Middle (Wednesday): Chinese - maths - music - PE. Right (Language): What do you have on ...? / I have ... / What's your favourite subject? / It's ... Because ... Bottom word bank: favourite - subject - taijiquan - sing - work = play. 六、教学反思 本课以"最喜欢上学的哪一天"为主线，John 和爷爷的对话生活味足，孩子容易代入。导入用拍手说星期、抢答科目卡片把后排也带进了节奏，周一夜晚的场景图降低了听力门槛，两遍听力"先勾科目、再划爷爷的问句"的分层任务，比要求一遍全听懂更贴合实际。 不足有三点：Wednesday 的哑音 d 只带读了一遍，仍有孩子读成"Wed-d-nesday"，下次应单独板书慢拼；"have + 科目"和"like + 活动"两组结构在结对操练里混用得偏多，本该先给一句对照示范再放手；拓展环节"年轻人和老人爱好不同"讨论偏快，爷爷太极课的趣味没铺开，下节课可把 taijiquan 短视频当彩蛋放给全班，并把"我家里人的最爱科目"作为口头作业补回来。整体目标达成，语言从"听懂"走到了"开口谈自己的课程表"。 学科网（北京）股份有限公司 $