Unit 3 Work and play Part B Read and write 第六课 (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 B Read and write 第六课 (教学设计） I. Teaching Objectives 1. By reading two letters, students can get the main idea about Li Xia’s and Eric’s after-school activities and match the right comments to each of them. 2. Students can pick out the words about time and frequency (on Mondays, on Tuesdays, usually, often) and use them to talk about the students’ activities. 3. Based on the two letters, students can write about what they do after school and learn to keep a good balance between work and play. II. Key Points and Difficult Points Key points: read for specific information — find out what Li Xia and Eric do on weekdays and at the weekend, and decide which of Miss White’s two comments fits which letter. Difficult points: the third-person “-s” in plays / watches / cooks; telling the two letters apart, because both are “busy”, but only one balances work and play well. III. Teaching Tools Textbook P.33, word cards for the activities (ping-pong, cook dinner, read books, play with friends, visit grandparents, play football, watch TV, play basketball, go running), a printed table (Name / Weekday / Weekend), a ping-pong bat and a football as real props, and a writing worksheet. IV. Teaching Procedures Step 1 Lead-in (5 mins) I put a ping-pong bat and a football on the desk and ask: “After school, do you play or do you study?” I take a handful of quick answers and give no correction at this stage. Then I write the unit question on the board — How do we balance work and play? — and tell the class we will read two letters that answer exactly this. [Purpose] The real props pull even the back row into the topic, and the board question gives today’s reading a clear job to do. Step 2 First reading — who is busy? (7 mins) Students read both letters silently and answer one question: “Are Li Xia and Eric busy? Do they do their homework?” I ask for hands up, no pressure to be right. I check with a show-of-hands vote and keep the board question in sight so they know this is only the first pass. [Purpose] The first read is for gist only. One yes/no question keeps slow readers from getting lost in the long sentences. Step 3 Second reading — match the comments (8 mins) On the second read, students underline when each person does each activity. I circulate and help slower pairs find the time words first. Then they match the two comments: “You balance your work and play very well.” and “Please try to find good work-play balance.” We talk about why the first is for Li Xia and the second for Eric — Eric is so busy that he has no time to study. [Purpose] The matching makes them compare, not just copy. The “why” behind the answer is the real thinking here. Step 4 Language focus (7 mins) I pick three verbs from the letters — plays, cooks, watches — and clap once on each to make the -s audible. Students repeat. We notice Li Xia does her homework on time, then read her sentence again, so the word balance finally has a face. [Purpose] The third-person -s is the mistake that changes meaning, so it gets fixed here; fluency in the letters comes first. Step 5 Fill the table and talk (6 mins) In pairs students finish the Name / Weekday / Weekend table for Li Xia and Eric, then turn to a partner and say one line, e.g. “Li Xia plays ping-pong on Mondays and Thursdays.” I praise one correct -s each round rather than a vague “good job”. [Purpose] The table moves the answers out of the text and onto paper, so students talk from it instead of re-reading. Step 6 Write and homework (7 mins) Students answer the last question for themselves — “What do you do after school? Write your answer.” — using the letters as a model, not copying them. Fast finishers think: am I balancing work and play well? Homework: check your own writing tonight; tomorrow we vote on whose plan balances best. [Purpose] Writing a real answer about themselves is where the reading pays off, and the balance check points forward to the next class. V. Board Design Centre: How do we balance work and play? Left box — Li Xia: ping-pong (Mon, Thu) / cook dinner (Tue) / read books (Wed, Fri) / park or grandparents (weekend) → homework on time → “You balance your work and play very well.” Right box — Eric: football (Mon, Tue, Fri) / TV (Wed, Thu) / basketball + running (weekend) / no time to study → “Please try to find good work-play balance.” Bottom: on Mondays… usually often work · play 六、教学反思 乒乓球拍和足球两个实物一上桌，连平时最闷的后排都举手了，两封信的对比也比预想的清楚。但讲 plays、watches 的第三人称 -s 时我读得太快，仍有几个孩子写作时把 -s 吞掉，下次该把这三个动词单独板书、配拍手多操练一轮。 填表与自写环节收得偏急，只来得及三个组口头分享，写得好的信没能全班展示。后来我把自写答案贴上“Energy Wall”，下节课投票“谁最会劳逸结合”，反而把课堂没说完的话续上了。 学科网（北京）股份有限公司 $