五年级下 Unit 5 Helping our parents教案

五年级下 Unit 5 Helping our parents教案

五下Unit 5 Helping our parents ‎(Grammar time & Fun time)‎ 一、教学目标：‎ ‎1．能熟练运用句型what are you doing? I’m… what is he/she doing? He/She is…进行对话。‎ ‎2．能理解并掌握现在进行时态句型的用法及规则。‎ ‎3．能完成Fun time 中的任务。‎ 二、教学重点：‎ 能初步理解现在进行时态的结构及变化形式。‎ 三、教学难点：‎ 能熟练运用句型what are you doing? I’m… what is he/she doing? He/She is…进行对话。‎ 四、教学辅助：PPT 五、教学过程：‎ Step1 Warming up 1. Greetings Good morning! /day/date/weather 2. Free talk ‎(1)点题: Helping our parents T: Today we’ll learn “Unit 5 Helping our parents”. Do you often help your parents? ‎ ‎(2)Review the phrases T: When do you help your parents? ‎ S: In the morning/afternoon/evening. At weekends/On Saturday…‎ T: What can you do to help your parents?‎ S: I can wash the dishes/clean the car…‎ 补充词组：mop the floor/dump the rubbish/water the flowers…‎ Step2 Review story time 1. Ask some questions ‎(1) In the morning T: Who is helping parents in story time?‎ S:…‎ T: Look, it is Saturday morning now. What is Mike/Helen/Mike’s father/… doing?(板书)‎ ‎(2)In the afternoon T: What are they doing in the afternoon?‎ ‎(3)In the evening T: It is in the evening now. What are they doing now? Please guess. Use these sentences to ask and answer in pairs.‎ A: Where is…?‎ B: He/She is in the…‎ A: What is he/she doing?‎ B: He/She is…‎ ‎(4)Retell story time ‎(5)Have a show T: Please hoose one picture and act it out.‎ a. Gives a model: (In the afternoon)‎ Father: I’m home. Come and help me , Mike.‎ Mike: Sorry, dad. I’m busy now.‎ Father: What are you doing?‎ Mike: Mum is cooking dinner. I’m helping her. I’m cleaning the table.‎ Father: What is Helen doing?‎ Mike: She is helping mum too. She is washing the dishes. You can ask Tim for help.‎ Father: Tim, what are you doing now?‎ Tim: Jim and I are eating fruit and watching TV.‎ Father: Can you come and help me?‎ Tim: Sure.‎ b. Practise in groups c. Check two groups Step3 Fun time T: Can you use these sentences now? Let’s play a game with them.‎ (1) T gives a model.‎ (2) Play the game in fours Step4 Grammar time 1. 呈现 T: 你刚才使用了哪些句子进行提问的呢？又使用了哪些句子来回答呢？‎ 2. Group work Discuss： （1）这些句子表达什么意思？‎ ‎ （2）这些句子是怎么组成的？‎ ‎ （3）这些句子中的动词发生了什么变化？‎ ‎3. 归纳：（1）一般情况下，直接在动词后+ing work, sleep, study ‎ （2）以不发音的e结尾时，去e+ing take, make, dance ‎ （3）以重读闭音节结尾时，末尾只有一个辅音字母时，双写末尾的辅音字母，再 +ing swim, chat, run Step5 Reading time 1. Read the story silently 2. Finish the passage It is Saturday moring. Miss Rabbit _______________________in the forest. Mr Tortoise ______________slowly(慢慢地). They__________ (have) a race. 他们正在举行比赛。The other animals________________ the race. Look,where's the rabbit?She's under the tree? What ___________ doing?She_____________.Mr Tortoise is still(一直) running . At last, Mr Tortoise wins the race.‎ 3. Talk about the pictures Step6 Homework 1. 预习cartoon time。‎ 2. 阅读听读空间69页的故事。‎ 反思：‎ 今天上午我上了5B Unit5 Helping our parents的第二课时Grammar time & Fun time，上完之后感受颇深，我对这一课的教学进行了深刻反思。下面就我自己感觉最多的地方简单的说一说：‎ 课的一开始我采用直接点题导入的方法，引导学生自由对话，When do you help your parents? What can you do for your parents? 学生在自由交流中复习本单元的重点词组。同时还扩展了一些比较常用的家务活词组，如：倒垃圾，拖地等。‎ 接下来我分别出示story time上午和下午的两幅图片，引导学生用本单元的重点句型进行提问和回答，完成活动表格。学生可以根据表格进行复述。然后我还利用 checkout time的图片让学生猜一猜Mike一家晚上的活动，又一次使用重点句型。以此为基础让学生进行Fun time的游戏，学生再一次巩固句型的使用。游戏结束后问问学生使用了哪些句子进行提问和回答，很自然的就过渡到了Grammar time的学生。我将三个问题抛给学生去思考：（1）这些句子表达什么意思？（2）这些句子是怎么组成的？（3）这些句子中的动词发生了什么变化？让学生在小组讨论中发现问题和规律。‎ 最后用绘本Mr Rabbit and Mr Tortoise让学生通过默读来完成空格，将现在进行时落实到笔头训练。学生学的比较扎实、到位。‎ 总之，这一课上下来收获很多，还有很多不足之处需要自己今后不断努力去解决。‎ Unit 5 helping our parents 单元教学建议：‎ 本单元围绕孩子帮助父母做家务的话题，呈现了现在进行时态特殊疑问句和肯定句的用法。教学重点是关于家务劳动的动词短语和现在进行时态的肯定句型。教师可要求学生自带全家福和呈现家居生活的照片，或者让学生画一幅体现家居生活的画，并想一想家务活有哪些，自己做过哪些，为课堂教学做好准备。‎ 在语法教学方面，教师可从一般现在时引入现在进行时态，用对比的形式呈现。教师也可将五上第四单元like doing作为现在分词的引入点。本单元的教学词汇是关于家务劳动的动词短语，且都是动宾结构，师生可先复习学过的相关动词，再进行拓展。‎ 教学目标：‎ 1. 能听懂、会说、会读单词parent, sweep the floor, wash the dishes grow, pest, ladybird, go away.‎ 2. 能听懂、会说、会读、会写短语：clean, cook, busy, garden, sweet.‎ 3. 能听懂、会说、会读、会写句型及回答：what are you doing? I’m… what is he/she doing? He/she is…‎ 4. 能知道字母组合ing在单词中的读音。‎ ‎5. 能唱歌曲《Polly, put the kettle on》‎ 教学重点：‎ 1. 句型: what are you/they doing? what is he/she doing? 及其回答I’’m/they/we are…he/she is…‎ 2. 词汇：clean, cook, busy, garden, sweet.‎ 3. 语音：字母组合ing在单词中的读音。‎ 教学难点：‎ ‎1.句型: what are you/they doing? what is he/she doing? 及其回答I’’m/they/we are…he/she is…‎ ‎2.词汇：parent, sweep the floor, wash the dishes等；clean, cook, eat, help, wash, watch 等现在分词的读音及用法。‎ ‎3. 语音：字母组合ing在单词中的读音。‎ 课时安排：6课时 第1课时：Story time ‎ 第2课时：Fun time &, Grammar time 第3课时：Cartoon time 第4课时：Sound time and Checkout time 第5课时：Ticking time(review)‎ 第6课时：Ticking time( exercise)‎ 第1课时Story time ‎ 教学目标：‎ ‎1. 能听懂、会读、会说单词：parent, clean, cook, sweep, busy, wash .‎ ‎2. 能听懂、会读、会说日常用语：what are you doing? What is he/she doing? 及回答 ‎3. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。‎ ‎4. 能初步运用本课所学的词汇和句型询问别人正在做什么。‎ 教学重点和难点：‎ 教学重点：能正确理解并朗读课文，在教师的帮助下尝试复述课文。‎ 教学难点：能初步运用本课所学的词汇和句型询问别人正在做什么。‎ Teaching procedures 教学过程 教学设计（主备）‎ 复备 Step 1 Greeting Step 2 Pre-reading ‎1.Let’s watch 看一则公益视频关于孩子为父母做家务的 After reading , please answer what’ he /she doing?出示中文 生试答Ss: He /She is ….‎ T(将以上提及的短语综合在一起) Yes, they are helping their parents .‎ Step 3 While-reading ‎1.Do you help your parents at weekends?‎ Ss: Yes, I often/sometimes/usually/always…..‎ Teach : clean the car, sweep the floor, wash clothes, wash the dishes.‎ T: Great! We can do a lot of things. What about them?出示课文人物。‎ Can you try to guess what are they doing?‎ ‎2.Watch the cartoon ‎3.Are mike and Helen helping their parents? Read the story and underline some difficult words and sentences.‎ ‎4.Let’s fill Name Doing things Mike Helen Tim Jim ‎(1)Listen and repeat ‎(2)Do a judge.‎ My father is cooking in the kitchen.‎ Helen is sweeping the floor.‎ Tim and dog are in the living room.‎ Jim is in cleaning the table in the afternoon.‎ Tim and Jim are watching TV in the living room.‎ Step 4 Post-reading 1. Have a talk What do you think of them?‎ Ss have a talk in class.‎ 2. Retell the story.‎ Retell the story and put the pictures on the right place.‎ Step 4 Consolidation T: We know our parents will become older and older, Look!展示另一个关于父母老去的视频或图片。So now please help your parents with housework and love each other! Because many hands make light work.‎ Homework 1. Read the story 3 times 2. Retell the story according to the pictures.‎ 板书设计：‎ 第2课时grammar and fun time 教学目标：‎ ‎1．能熟练运用句型what are you doing? I’m… what is he/she doing? He/She is…进行对话。‎ ‎2．能理解并掌握现在进行时态句型的用法及规则。‎ ‎3．能完成Fun time 中的任务。‎ 教学重难点：‎ 能初步理解现在进行时态的结构及变化形式。‎ Teaching procedures 教学过程 教学设计（主备）‎ 复备 Step 1 Greeting ‎ Step 2 Review T: Watch the story again and review. Now let’s do some exercise.‎ ‎1.Review the new words 出示课文图片，学生回答并拼写。‎ ‎2. Retell the story. ‎ ‎3. 出示课文表示现在进行时态的一个句子，让生将剩余的全部找出来。‎ Step 3 Grammar time 1. 出示grammar 中的句子 T： Who can try to read? (Ss read)‎ 2. T: Just now, you made a lot of sentences with V-ing, try to find the rules.‎ 学生根据例句，寻找规律。‎ 3. 学生试说规律，教师总结。‎ 4. T: Great! Let’s do some practice.‎ 教师出示grammar 中的动词，do, clean, cook, eat, help, wash and watch,学生小组讨论动名词形式。‎ ‎5. Have a check.‎ ‎6. Say a chant Doing, doing, what are you doing?‎ Cleaning, cleaning, I’m cleaning.‎ Doing, doing, what are you doing?‎ Cooking, cooking, I’m cooking.‎ Doing, doing, what are you doing?‎ Eating, eating, I’m eating.‎ Doing, doing, what are you doing?‎ Washing, washing, I’m washing.‎ ‎7 .再次出示课文下方短语 T: It’s so easy for you, do you want a difficult one? This time , you should say a whole sentence.(学生根据所示图片，试着用现在进行时态表述)‎ Step 4 Fun time 1. Sing a song.‎ T: well done! Boys and girls, let’s relax, sing a song< what are you doing?>. You can follow it if you want.(学生跟唱，可自由发挥加上动作等。)‎ 2. 教师出示关于自己的在家做家务的图片 T: What am I doing?‎ S 1: You are…‎ T: What am I doing?‎ S 2: You are…‎ T: What am I doing?‎ S 3: You are…‎ T: Who can ask me ?‎ Ss : What are you doing?‎ T : I’m ….‎ T: 指一生问：What are you doing ?‎ S 1: I’m ….‎ 可多问几人。‎ 3. Work in pairs.‎ 4. 出示fun time 图片。‎ T : What is he/she doing?‎ S4 : He is….‎ 5. Now you can ask and answer in groups. 3 minutes.‎ ‎(学生操练给句型)‎ 6. Let’s share.学生上前表述该句型。‎ Step5 Practice What are you _____(do)?‎ What ____(be) he doing?‎ She is________ (clean) the windows.‎ What are mike’s parents______ (do)?‎ They are _____(wash) clothes.‎ Homework 1. 用现在进行时态造句，（5个）。‎ 2. 课后完成fun time 的练习。‎ 板书设计： ‎ 第3课时 cartoon time 教学目标：‎ ‎1. 能够听懂、会说、会读卡通故事中出现的词汇：grow, garden, sweet, pest, ladybird, go away.‎ ‎2. 能够流利地朗读卡通部分。‎ ‎3. 能够整体理解并简单表演卡通对话 教学重难点： ‎ 学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事 Teaching procedures 教学过程 教学设计（主备）‎ 复备 Step 1 Warm up 1. Greeting 2. Sing a song T: Do you like singing?‎ Ss :Yes, we do.‎ T :Let’ s sing together, I think you can sing well.‎ 师生齐唱学过歌曲Do you like purple grapes?‎ Step 2 Presentation ‎1.T : Do you like purple grapes?‎ S 1 :Yes ‎ T : Why?‎ S 1 : Because......‎ T : Do you like eating grapes?‎ S 2 : ....‎ T : Are they sweet?‎ S 2 :...‎ 可询问3、4名学生 2. T: Bobby likes eating grapes too. What happens? Please read by yourself.‎ 3. 学习课文 出示课文第一幅图 T: What is bobby doing?‎ Ss: He is eating grapes.‎ T: That’s right. How does he feel?‎ Ss : He feels happy.‎ T: If he meets some difficulties, What will be?‎ Ss discuss in groups.‎ 出示第二幅图 T: Look, some pests are coming.‎ 教读pests, 理解词义。‎ T : What are the pests doing?‎ Ss : They are eating the grapes.‎ 出示第三幅图 T: What happens now?‎ Ss : Birds are coming.‎ T: What are the birds doing?‎ Ss :....‎ 出示第四幅图 T :Do the birds go away? What are they doing now?‎ Ss :....‎ 在学习课文的过程中，教师教读生词和短语。‎ 2. 小组分角色朗读课文。‎ 3. 学生模仿表演 Step 3 Consolidation ‎1.T: Bobby is angry, right? But the story is unfinished. Now you can discuss and give an ending you like. 3 minutes 学生讨论 2. 学生展示各组的发展结果。‎ 3. 选出最有趣的最有想象力的一个结局。‎ Homework ‎ 熟读表演课文 板书设计： ‎ 第4课时sound time, song time, checkout time 教学目标:‎ ‎1. 能正确朗读字母组合/ing/在单词中的发音。‎ ‎2. 能流利正确的学唱歌曲。‎ ‎2. 能独立完成checkout time中的练习。‎ 教学重难点： ‎ ‎1. 能正确朗读字母/ing/在单词中的发音。‎ ‎2. 能独立完成checkout time中的练习。‎ Teaching procedure 教学设计（主备）‎ 复备 Step 1 Greeting Step 2 Sound time ‎1.Free talk T: Do you remember the title of this unit?‎ Ss : Helping our parents T: How to pronounce “ ing ”? First, you read the word “helping” again.‎ 教师再示范读。‎ ‎2.给出动词让学生变成动名词后大声朗读。‎ Do, clean, cook, eat, help, wash, watch…..‎ 学生回答。‎ ‎3.出示sound time图片。‎ T: What can you get?‎ Ss talk about the picture.‎ ‎4.教师出示单词 bring, morning, sing, spring.‎ 学生试读并带读。‎ ‎5. Listen to the tape ‎6.Read after it.‎ Step3 Checkout time ‎1.Look and write T: What are the children doing?‎ ‎（1）直接出示图片，同桌一问一答。‎ ‎（2）教师指名回答。‎ ‎（3）男生问女生答。‎ ‎（4）将答案写在书上，同桌互查。‎ ‎2. Listen, number and say.‎ ‎(1)Show the pictures. ss discuss what are they doing.‎ ‎(2)Listen to the tape.‎ ‎(3)Listen again and number.‎ ‎(4)Have a check ‎(5) Read after the tape.‎ ‎(6)Say in group. ‎ Helen is in…., she’s…..‎ ‎(7) 小组展示 Step 4 Song time ‎‎ Homework 板书设计:‎ 第5课时Ticking time 教学目标:‎ ‎1. 通过复习，学生能说出简单的家务活。‎ ‎2. 能正确运用现在进行时态句型与别人交流。‎ ‎3. 能正确掌握字母组合ing在单词中的发音。‎ 教学重难点：‎ 能正确并熟练掌握现在进行时态的结构及变化规则，在一定的情景中正确表达交流。‎ Teaching procedure 教学设计（主备）‎ 复备 Step 1 Sing a song ‎ Let’s sing a song first.‎ Step 2 Presentation ‎1. Show teaching aims In this lesson, we’ll have some learning aims. First, I can name some homework.‎ Then, I can use “are/is/are doing”. Finally, I know the sound of “ing”.‎ PPT出示目标。‎ ‎2. Act the story Now let’s come to the first aim. Can you understand “helping our parents”?‎ 教师出示课文图片，学生根据记忆复述课文。‎ a. Work in groups b. Ask some students to act T: How many stars can you get? ‎ PPT出示ticking time 1. ‎ Step 3 Grammar time T: Let’s come to the second aim.‎ ‎1.出示Fun time游戏，学生用现在进行时态问答。‎ ‎2.总结现在进行时态的语法结构和动名词的变化规则。‎ ‎3.教师给出易考易错的单词，让学生再次练习。‎ T: How many stars can you get? PPT出示目标。‎ Step 4 Sound time T: Let’s come to the third aim.‎ 出示单词 bring, morning, sing, spring.‎ Read and find T: What’s the pronunciation of “ing”?‎ Can you say more words? ‎ T: How many stars can you get? PPT出示目标。‎ Homework 板书设计:‎ ‎ ‎ 第6课时Ticking time( exercise)‎ 教学设计（主备）‎ 复备 一、单项选择 ‎1. What ______ your sister ______ now?‎ ‎ A. are, doing B. is, doing C. is, do ‎2. Miss Li ______ us Chinese at school.‎ A. is teaching B. teaches C. teaching ‎3. We are doing _________ homework.‎ A. our B. us C. we ‎4. My mother usually_______ tv in the evening.‎ A. watches B. watch C. is watching ‎5. They are signing and_________ in the classroom.‎ A. dance B. dances C. dancing ‎6. You can’t ___________ the dog.‎ A. play with B. playing with C. are playing with ‎7. Helen _______ listening to music in the bedroom..‎ A. is . B. does C. has ‎8. Do you ________ to school every day?‎ A. are walking B. is walking C. walk ‎9. What are you doing?‎ I’m _______ books.‎ A. read B. reading C. looking ‎10. Look! The students __________ in the playground.‎ ‎ A. run B. is running C. are running 二、按要求改写句子 ‎1. I’m ridding a bike in the park.(对划线部分提问)‎ ‎_______ are you _________ in the park ?‎ ‎2. They are swimming in the river. (对划线部分提问)‎ ‎_____ are they __________ ?‎ ‎3. I’m brushing my teeth. （改为复数句）‎ ‎_______ brushing _____ teeth.‎ ‎4. Mike is flying a kite. ()改为否定句 Mike ________ __________ a kite.‎ ‎5. Su Hai sometimes watches a film.(用now改写)‎ Su Hai _________ _________ a film now.‎ 三、阅读理解 John is a student. He has a sister, Linda. They are in the same school, and they go to school together. It is three forty now. Classes are over. Linda is in the library. She is reading a storybook. Her classmate Mary is in the library too. She is reading a picture book. John is not in the library with his sister. He is in the classroom. He is playing cards with Tom and Bill. Linda and john go home by bus at four thirty every day. They always go home together.‎ ‎1.______ has a brother.‎ A. Linda B. John C. Mary ‎2. _______ is in the library now.‎ A. Tom B. John C. Mary ‎3. John is __________.‎ A. reading a storybook B. reading a picture book C. playing cards ‎4.________ are in the classroom.‎ A. Tom and Bill B. John and Bill C. Linda and Mary ‎ 四、书面表达 今天是周末，请你以“we are busy”为题，用一般现在进行时态描述一下你们一家做家务的情景。要求语句通顺，不少于6句话。‎ ‎5BUnit 5 Helping our parents Story time Teaching contents analysis 教学内容及分析 ‎ 本课为译林出版社（ 江苏版 ）出版的 《英语》（三年级起点）五年级下册第5单元的第一课时。本单元的话题是孩子帮助父母做家务，这是小学阶段必须掌握的话题之一。主要是关于家务劳动的动词短语和现在进行时的肯定句。‎ Analysis of students学生情况分析 本节课的授课对象为五年级学生，这一年龄阶段的学生在活泼好动的基础上认知水平有了较大的发展，积累了一定的生活经验，本单元的教学内容贴近学生的生活实际，教师在授课时应积极调动学生已有的知识经验，激活学生的语言积累，激发学生的参与意识，让学生在学习中体验到成功的快乐。‎ Teaching aims and learning objectives 教学目标 ‎1. 能听懂、会读、会说和会写词汇clean, cook, busy。‎ ‎2. 能听懂、会读、会说词汇parent, clean the car, clean the table, sweep the floor, wash the dishes。‎ ‎3. 初步感知现在进行时和初步了解动词的现在分词构成。‎ ‎4. 理解故事内容，能流利地朗读并在教师的引导和帮助下复述课文内容。‎ ‎5. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：能初步用句型What are you/they doing?、What is he/she doing?及其回答I am/We/They are/He/She is doing …。‎ 教学难点：初步感知现在进行时和初步了解动词的现在分词构成。‎ Emotional attitude and value 情感态度与价值观 培养学生劳动意识，帮家长做一些力所能及的家务活。‎ Teaching procedures 教学过程 Step 1 Greeting & Warming up ‎ ‎1. Greeting ‎ ‎2. Brainstorming ‎ 出示动词clean和wash，让学生分别用clean和wash进行组词。‎ clean the chair, clean the room, clean the chair, clean the car, …‎ wash the clothes, wash the apple, wash my head, wash my hands, …‎ ‎3. Chant ‎ ‎【设计意图：利用clean和wash两个动词打开学生的思维，通过快速组词的游戏调动学生的学习激情，同时帮助他们复习已有的知识，为接来下的新授做铺垫。】‎ Step 2 Guessing time ‎1. T: What room is it? Please guess.‎ Picture 1 (bedroom); Picture2 (living room); Picture 3 (kitchen) ‎ ‎(出示Picture 4)T: Is it a room? No, it isn’t. It’s a garden. ‎ ‎ (将四幅小图组合成一张图片)T: Who can you see in the picture?‎ ‎【设计意图：通过猜测图上的房间，逐步呈现出本单元Story time的第一幅课文插图，巧妙导入到Story time的学习之中。】‎ Step 3 Story time ‎1. Look and say T: Who are they? (Mike, Mike’s father, Mike’s mother, Helen and Tim) ‎ T: Who else can you see in the bedroom? (A dog.) ‎ T: The dog is also their family member. ‎ T: What are they doing now? ‎ ‎【设计意图：通过观察课文插图，找出主要人物，帮助学生理清故事中的人物关系。同时特别指出小狗也是他们中的家庭成员之一，提升情感。更为教学中的难点Ben, the dog is sleeping.打下埋伏。】‎ ‎2. Watch and say T: Mike and his family are all at home now. So can you tell me when is it? Listen! ‎ ‎(听课文录音第一句)‎ S: It’s Saturday morning.‎ T: Yes. It’s Saturday morning. What are they doing now? Let’s watch the cartoon. ‎ ‎(观看课文动画前半段)‎ ‎(出示表格，完成表格；学生以说为主)‎ T: Mike and his family did these things on Saturday morning. What about afternoon? Let’s go on! (继续观看课文动画)‎ T: Who comes to their home in the afternoon? (Mike’s cousin Jim)‎ ‎【设计意图：通过看动画整体感知语篇，说说周六上午主要人物干的事情，初步感知现在进行时的句子结构。】‎ ‎3. Read and fill ‎ T: What are they doing in the afternoon. Please read and fill in the form.‎ ‎ (学生自读课文第二段，并完成表格；学生以写为主)‎ ‎【设计意图：在学生自己阅读的基础上，完成表格。引导学生关注文本细节，学会把握关键信息。】‎ ‎4. Read and find ‎ (1) Read after the tape. (跟读全文)‎ ‎ (2) 找出文中与“My father is cleaning the car.”结构相同的句子 ‎(3) 教师给出范例，学生齐读 ‎ A. I am helping him.‎ ‎ B. My mother is cooking breakfast in the kitchen.‎ ‎ C. She is sweeping the floor.‎ ‎ D. Helen is washing the dishes.‎ ‎ E. We are watching TV too.‎ ‎ F. What are we doing now?‎ ‎ (4) 教师归纳以上句子结构：be + v.ing，表示现在正在进行的动作 ‎ (5) 教师归纳现在进行时的问句和答句 ‎【设计意图：引导学生模仿录音朗读文本，同时找出与教师所给范例相同结构的句子，让学生自己归纳整理出现在进行时态的句子结构，做到活学活用。】‎ Step 4 Consolidation 1. Read the text ‎ Choose a way to the text ( one by one ,read after one ,read together ,read in roles)‎ 2. Retell the text ‎ ‎ 根据表格，教师示范复述 ‎3. Try to think ‎(1) T: Who is busy? Why?‎ ‎(2) T: Who is helping her? Why?‎ ‎(3) T: Who isn’t helping her? Why?‎ ‎(4) T: Our parents are so busy. They’re busy working and doing housework. So we should help our parents. What can we do?‎ ‎ S: We can sweep the floor/wash clothes/wash the dishes/clean the table/cook breakfast/…for them.‎ ‎【设计意图：通过表格复述课文，复习和巩固课文内容。同时，通过四个问题的设计，挖掘课文中的内在含义，引导学生深度思考，培养学生帮助父母的意识，并能在现实生活中付诸行动。】‎ ‎4.Present “ Love our parents ,help our parents do the housework .”‎ Homework 家庭作业 ‎1. Help your parents do housework, take photos and send them to the class. ‎ ‎2. Finish the exercises on P50.‎ ‎ ‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：图片、词汇卡、多媒体 板书设计： Unit 5 Helping our parents ‎ ‎ 五下Unit5 Helping our parents教案 一、教学内容：‎ 义务教科书 译林小学英语五下Unit5 Helping our parents Story time 二、教学目标：‎ 知识目标：‎ ‎1. 能听懂、会读、会说单词： clean the car/table, cook breakfast/dinner, sweep the floor, busy, wash the dishes.‎ ‎2. 能听懂、会读、会说日常用语：What are you/they doing? What is he/she doing? 及回答。‎ 能力目标：‎ ‎1. 能正确理解并朗读课文。‎ ‎2. 能初步运用本课所学的词汇和句型询问别人正在做什么。‎ ‎3. 培养学生的自学能力，掌握阅读技巧。‎ 情感目标：‎ 教学过程中，引导学生关心帮助自己的父母，多做一些力所能及的家务劳动。鼓励他们在家帮助父母承担家务，做一个乐于助人的人。‎ 三、教学重点：‎ ‎1. 有关家务劳动的词汇。‎ ‎2. 句型What are you/they doing? What is he/she doing? 及回答。‎ ‎3. 正确流利地朗读课文。‎ 四、教学难点：‎ ‎1. sweep the floor, wash the dishes等词汇的读音。‎ ‎2. 利用现在进行时态的句型开展交流活动。‎ 五、预习要求：‎ ‎1. 充分阅读课文，结合插图理解课文内容。‎ ‎2. 听录音跟读课文，模仿录音朗读。‎ ‎3. 根据上文尝试理解生词。‎ 六、教学流程：‎ Step1 Warm up and lead in ‎1. Introduction Hello, boys and girls. I’m your new English teacher. ‎ 出示一张教师的全家照。‎ Look at my family photo. There are three people in my family. We often play together. Do you like playing games? Let’s play a game.‎ ‎2. Play a game.‎ ‎3. Look at the picture. Whose living room is it? My family are in the living room. What are they doing?‎ They are watching TV and reading books.‎ Step2 Presentation/ Pre-reading ‎4. Listen and guess.‎ What am I doing? 学习生词sweep the floor.‎ Step3 While reading A Learn the first paragraph.‎ ‎1. Look and say Who are in Mike’s family? Where are they?‎ They are Mike’s father and Mike, Helen, Mike’s mother, Tim and Ben.‎ They are in the living room, the kitchen and the bedroom.‎ ‎2. Listen and answer When is it? What are they doing?‎ It is Saturday morning.‎ ‎3. Read and underline What are they doing?‎ My father and I are cleaning the car. Helen is sweeping the floor. My mother is cooking breakfast. Tim is sleeping. Ben the dog is sleeping too.‎ ‎4. Read the sentences one by one.‎ ‎5. Read after the tape.‎ B Self-study（自学第二段课文）‎ ‎1. From the first passage, we know when? Who? What? Where? How to know a passage? Let’s discuss in groups.‎ ‎2. Learning the second paragraph by themselves. ‎ Circle and underline the words and sentences.‎ ‎3. Ask and answer in pairs with the sentences.‎ When is it now? What is mother doing? What are Helen and Mike doing?‎ ‎4. Practice.‎ ‎5. Read after the tape.‎ C Read and check ‎1. Watch and complete What are they doing in the morning? What are they doing in the afternoon? Who helps father and mother?‎ ‎2. Watch and tick.‎ Step4 Post-reading ‎1. Watch and say What do you want to say to your parents? What can you do for your parents?‎ ‎2. Think and write Write a passage about your family.‎ Let the students read the passage.‎ Step5 Homework ‎1. Draw and write your family ‎2. Read and act Unit 5 Helping our parents 第1课时Story time ‎ 教学目标：‎ ‎1. 能听懂、会读、会说单词：parent, clean, cook, sweep, busy, wash .‎ ‎2. 能听懂、会读、会说日常用语：what are you doing? What is he/she doing? 及回答 ‎3. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。‎ ‎4. 能初步运用本课所学的词汇和句型询问别人正在做什么。‎ 教学重点和难点：‎ 教学重点：能正确理解并朗读课文，在教师的帮助下尝试复述课文。‎ 教学难点：能初步运用本课所学的词汇和句型询问别人正在做什么。‎ 教学准备：ppt，头饰，板书内容 教学过程 Step 1 warming up ‎ 1、Greetings ‎2、Free talk ‎ What day is it today？What day is it tomorrow? ‎ ‎ What do you usually do at weekends?‎ ‎ What does your fathermother usually do at weekends?‎ ‎ 由图片引出教学 cooking cleaning washing.‎ ‎ Look,what is he doing?引导学生说出He is cleaning the table. Teach:clean What is he doing?He is cleaning the table.齐读，组，排，3.同法教学wash the dishes clean the car T:At weekends,our parents are very busy.so I think we should help our parents at home(揭题）‎ ‎4.First,let’s answer the two questions:(1)What day is it?(2)Who is helping their parents?‎ ‎(1)齐读问题 ‎（2）Let’s look and say ‎(3)Check.‎ ‎5.Mike and Helen are helping their parents.What housework are they doing?‎ ‎(1). Let’s watch the cartoon again and match. 完成书上50页。‎ ‎(2). Check.‎ ‎ What is Mike/ Helen doing in the morning and in the afternoon? ‎ Mike is helping his parents. He is cleaning the car and cleaning the table.‎ ‎ Helen is helping her parents. She is sweeping the floor and washing the dishes.‎ ‎(3). Ask and answer in pairs.‎ ‎ A: What is Mike/Helen doing?‎ ‎ B: He/She is …‎ ‎6、Who isn’t helping parents?(read and say)‎ ‎ 7、Mike and Helen are helping their parents. What are their family doing in the morning and in the afternoon? ‎ ‎ (1). Read the story and complete the form.(学生自读课文填空)‎ In the morning In the afternoon Mike’s father cleaning the car Mike’s mother Tim ‎(2). Ask and answer in pairs. ‎ ‎(3). T: Guess, what is Mike’s father doing in the afternoon?‎ ‎ S1: He is… I think.‎ ‎8.Why are Mike and Helen helping their parents?S:Because their parents are busy.T:Yes, their father is cleaning the car in the morning,their mother is cooking breakfast in the morning and cooking dinner in the afternoon.They’re busy. Teach:busy T: who else is busy? Why do you think so?Who is free?Are you free now?What are you doing now?So we’re busy now.Look,there are many teachers in our class.Are they free now? What are they doing now?So they are 引导学生说出busy too.‎ Step3. Try to read ‎ 1. It’s time for reading now. Let’s read after the tape.‎ ‎ 2.Read together.‎ ‎3.Can you read the story now? Let’s read in fours.Please choose one way you like to read.‎ ‎4. Check------请学生读 Step4. Try to retell the busy Saturday. ‎ 过渡：You can read well, can you retell?‎ ‎1. Look at the blackboard.师边板书边复述 ‎2. Try to retell the text according the blackboard design.‎ ‎3.Let’s read.‎ Step5.Consolidation ‎1.Mike’s family are busy in the day.How are they in the evening?Do you want to know what are they doing in the evening?‎ ‎2.Look at the picture,ask and answer in pairs.‎ ‎3.Check ‎ ‎4.What are Mike’s family doing in the evening?Please fill in the blanks.‎ ‎5.From this story ,what do you think of Mike and Helen? ‎ Homework Read the story 3 times Retell the story according to the pictures.‎ Blackboard design Unit 5 Helping our parents 教学反思 ‎ 本课主要围绕孩子帮助父母做家务的话题，呈现了现在进行时态特殊疑问句和肯定句的用法。教学重点是关于家务劳动的动词短语和现在进行时态的肯定句型。教师可要求学生自带全家福和呈现家居生活的照片，或者让学生画一幅体现家居生活的画，并想一想家务活有哪些，自己做过哪些，为课堂教学做好准备。在课的一开始我直接导入课题，提出问题What do you usually do at weekends?和What does your fathermother usually do at weekends?引导学生回答，同时借助图片学习一些新的词组，如：make the bed, wash the dishes, sweep the floor等等。这一环节在高年级阶段运用可以提高运用单词的能力，复习旧的知识，提前渗透本课时教学内容。‎ ‎ 新课标指出：学生的发展是英语课程的出发点和归宿。我们根据小学生的心理和年龄特征，小学英语教学更应注重激发学生学习英语的强烈愿望，使他们乐学、乐讲、乐用英语。在导入课文的时候我围绕课文的两条线When and What，展开提问。（这一点还需平时多加引导，学生才能自主提问）学生自读课文，快速寻找信息点，孩子们在学习的过程中就可以提前渗透本课的框架，同时在不同程度上引导学生自学，提高他们自学的能力。教师可以充分利用书本50页上的Think and write, 让学生以小组合作的形式完成表格。的句型介绍文中提到的人物。如果学生存在一定的困难，可以让他们参照文本内容，对文本内容的重要信息进行提炼进而学会表达。在教授过程中，还需给学生自主的空间，锻炼自学的能力。‎ Unit 5 Helping our parents Period 3 教案 教学内容 Sound time, Song time & Cartoon time ‎ 课时 第3课时 课时目标 ‎1.熟练掌握由“is，am，are+Ving”构成的现在进行时。‎ ‎2.理解与掌握ing 在单词中的发音。‎ ‎3.能正确理解、朗读和表演Cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。‎ ‎4. 引导学生养成为家人做力所能及的事情的意识和习惯。‎ 教学重点 ‎1.能正确理解，朗读Cartoon time的故事。‎ ‎2.熟练掌握由“is，am，are+Ving”构成的现在进行时。‎ 教学难点 ‎1.能正确理解，朗读cartoon time的故事。‎ ‎2.能正确并熟练询问并回答原因。‎ 教学准备 多媒体课件，板书 教学过程 Step 1. Revision Free talks 1) Enjoy the song: Polly, put the kettle on ‎ --Who are helpful in the song? --Polly, Susie 2) Q: Are you helpful at home?‎ ‎ What do you often do to help your parents? (不要只局限于家务活read books/ stories for grandparents,dance for family, look after little sister, pound one’s back, chat with our grandparents...) --don’t forget to/ Do you often chat with your...? --We’re helpful.‎ Step 2.Cartoon time 1. ‎ Talk about Pic1. L: garden, grow ‎ 1) (接上) T: Bobby is helpful. He is helping in the garden.(PPT呈现Cartoon time第一幅图） --L: garden(car)‎ ‎2) L: grow (know) Bobby grows grapes in his garden.‎ 3) T: Bobby is so happy. Why? Let’s listen.‎ ‎ --What does Bobby say?‎ ‎ --读My grapes are big and sweet. (注意表情，语音语调）‎ ‎ (听，S1读，--L: sweet, Ss读;再请3Ss读，加入yummy, yummy）‎ ‎ ‎ 2. Read the story themselves and find: Is Bobby always so happy?‎ ‎ 1) Ss read and find ‎ 2)T贴Bobby头像于黑板上，根据学生反馈板书 3. Read after the cartoon and check: ‎ ‎ 1) 跟读主要解决生字词，熟悉故事内容。--L: pest, ladybird, go away ‎ 2) 读完T：Is Bobby happy now? Why?‎ ‎ --请生说出理由，T根据学生反馈，调整板书。（检查学生对故事的理解） --Pic2: angry; Pic3:happy; Pic4: puzzled/ angry/ sad (学生可以有自己的理解，不要强求。）‎ ‎4.--Think and say: 区别十星瓢虫和七星瓢虫 ‎5. Read it together in roles.‎ ‎6. Q: What’s the end of the story. (--To be continued待续)‎ ‎ （七星瓢虫来了；Sam来帮忙；打农药......）‎ ‎7. Action Step 3. Sound time 1. T: Bobby grows grapes in the garden. The lovely girl grows beautiful flowers in the garden. (PPT呈现早晨图）What is she doing? --singing ;watching the flowers，growing(接上，Yes, she’s watching the flowers growing.), What time is ‎ it?--morning, What season is it? --spring 1. Find the sound of the letter ‘ing’. (t示范书写，学生书空) --L: blowing，bring 2. Learn the rhyme.‎ 3. Compare: like to do sth. ~like doing sth.‎ 4. Reading ‎1) Together 2)In pairs 5. Work in 2s. 观察图片和小诗，用现在进行时来创编这首诗。（检查2组，展示T作品。）‎ Step 4. Consolidation 1. Conclusion and ticking ‎ ‎ 1) Q: What can you do after this lesson?‎ S: ...（In pairs）‎ 2) Conclusion: ‎ ‎ I can use “am/ is/ are doing” well.‎ ‎ I can understand and act the story in Cartoon time.‎ ‎ I can sing: Polly, put the kettle on ‎ I know the sound of “ing”.‎ ‎ I can help my family and others in need.‎ 2. Let’s share: Doing the things we like. Doing the things good. Doing it now.‎ 3. Homework 1) Read Book P53-55.‎ 2) Read and retell the story in Cartoon time to your family.‎ 板书：‎ ‎ Unit 5 Helping our parents (3)‎ ‎ A: ... What is/ am/ are _____ doing?‎ ‎ B:_____ is/ am/ are Ving ...‎ ‎ ‎ ‎ ‎ ‎ happy angry happy angry/ puzzled/ sad ‎ ing / Iŋ / thing, ring, wing, dining, anything, making ... ‎ 当堂练习 Write a new rhyme.‎ 教后反思 与重建 Unit 5 Helping our parents (Period 2) ‎ 一、教学内容 : Fun time & Cartoon time 二、教学目标:‎ ‎1.掌握单词grow , garden ,sweet ,pest ,ladybird , go away ‎2.理解短文大意，大致了解昆虫的知识。‎ ‎3.能有感情的表演故事，语音语调正确、自然。‎ ‎4.能续编故事。‎ ‎5.能通过情景交流能熟练运用现在进行时来描述正在发生的动作。‎ 三、教学重点：‎ ‎1.掌握单词grow , garden ,sweet ,pest ,ladybird , go away ‎2.理解短文大意，大致了解昆虫的知识。‎ 四、教学难点：‎ ‎1.能通过情景交流能熟练运用现在进行时来描述正在发生的动作。‎ ‎2.能续编故事。‎ ‎3. 能有感情的表演故事，语音语调正确、自然。‎ 五、课前准备 ‎1.教具准备：多媒体课件 ‎2.板书准备：预先写好课题Unit 5 ‎ 六．教学过程 Step 1 Warming up ‎ ‎1. Greeting ‎2.Review Story time ‎ (1) Retell the story ‎ (2) Let’s act Step2: Fun time Task1: Listen and talk T: In Story time, it is Saturday. On Friday evening, there was a call from Tom’s aunt. Let’s see what happened.‎ 1. Listen and match (1) Do the exercise (2) Check the answers 2. Read and talk Tips: 1 选择一幅图片。 2 用屏幕上的句型进行问答。‎ What is he/she doing? He/ She is………..‎ ‎(What is she doing? She is washing clothes.‎ What is he doing? He is making the bed.)‎ What are they doing? They are…………‎ ‎(What are they doing? They are cleaning the kitchen.)‎ Task 2: Do and guess Rules: 抽取老师盒子中的小纸条，并作出相应的动作，让其他同学能快速的猜出。 ‎ 游戏过程中使用:‎ A：What is he/she doing?‎ B：He/ She is ---ing.‎ Task 3: Let’s play 1. T-S T gives an example for how to play the game in Fun time.‎ 2. Have a competition between groups 以小组为单位,3次全对,该小组过关.‎ Step 3 Cartoon time ‎ 1. Watch and answer (1) Who are they in the cartoon? (Bobby, Teach: pest; ladybird)‎ (2) Where are they?‎ 2. Read and find (1) What is Bobby doing?‎ (2) What are the pests doing?‎ (3) What are the ladybirds doing?‎ ‎(They are eating grapes. The grapes are so big and sweet.)‎ 3. Read and think (1) Whose grapes are these?‎ ‎(Picture1:T: Look，What is Bobby doing?‎ S: He is eating grapes.‎ T: Bobby grows grapes in his garden. ‎ 教授grows grapes, garden.用grow组词。‎ ‎ T: How are his grapes?‎ ‎ S:…‎ T: His grapes are big and sweet. So he is happy.‎ what is he saying?‎ S:……‎ ‎ Listen and read)‎ (1) What happened between Bobby and the pests?‎ ‎( Picture2: T: The pests are eating grapes .How about Bobby now?‎ S: He is angry.‎ S: What are you doing here?‎ T: Who wants to be the pests?‎ S: We are eating grapes . They are so sweet .‎ Listen and read )‎ (2) What happened between Bobby and the ladybirds?‎ ‎ (Picture 3: T: The pests are eating the grapes in Bobby’s garden. Who can help him?‎ ‎ S; Ladybirds.‎ ‎ T: The ladybirds says:…‎ ‎ S: We can help you.‎ ‎ T: How is Bobby now?‎ ‎ S: He happy again.‎ ‎ T: He says:..‎ ‎ S: Thank you.‎ Picture 4: T: Look, the pests go away. 教授go away T: the pests go away. But the ladybirds do not. What are they doing in the garden?‎ ‎ T: They are eating grapes, too. How is Bobby now?‎ ‎ S: Angry and confused.‎ ‎ T: Who wants to be Bobby/ ladybirds?‎ ‎ S:…)‎ 1. The change of bobby’s feelings happy→angry→happy→angry ‎ S: Thank you.‎ ‎5.Imitate pay attention the emotion ‎6. Let’s read Choose one way (1) Read in roles (2) Read after one (3) Read together ‎7. Let’s act T: Bobby is angry ,But the story isn’t finished.‎ To be continued Can you imagine what will happened then? ‎ T: It’s your turn to make your ending. discuss in groups. ‎ (1) Act with your books (2) Act without your books Step4 Homework ‎1.Continue writing the story. .‎ ‎2. Helping your parents do some housework ‎ ‎ 课后反思：本节课是五下Unit5 Helping our parents 的第二课时，教学内容为 Fun time &Cartoon time.本节课以“熟练运用现在进行时来描述正在发生的动作”为主线，分为三个板块：Review Story time; Fun time; Cartoon time.‎ ‎ Revision板块，设计了两个任务：retell和act. 把主动权交给学生，体现自主与提升，尤其是对教材陈述文体进行对话创编及表演，有效激发学生的兴趣，让学生在情景表演中有效复习和巩固所学知识，效果较好。‎ Fun time 板块，以任务链的形式增强趣味性，同时进行现在进行时句型的巩固操练。总体来说，学生在此环节的参与积极性较高，课堂气氛比较活跃。但在任务的设计方面，形式不够丰富，不够精简有效，如：Do and guess 环节，有些费时，同时操练的效果也不是十分理想，可以省略写纸条的环节，以学生的及时生成为游戏形式，并且可适当扩充句型：“Are you…..-ing?” 其次，Let’s play环节，对规则的解释不清晰到位，可以先让学生自主理解游戏规则，在此基础上，教师进行提炼归纳，保证游戏顺利有效的进行。‎ Cartoon time板块，在带领学生理解故事的基础上，训练了学生朗读和表演的能力。在此环节，对教学重难点的理解不够透彻，过分重视对故事内容的理解，没有给学生充分的自主理解和感受故事的空间。在以后的Cartoon time教学中，应更开放些，第一遍完全放手让学生去自我体会，在此基础上，引导学生理解，朗读并表演，收获更好的学习效果。‎ 通过本次公开课，收获颇多。在今后的教学过程中，我会及时反思总结，不断学习，努力提升自己。‎