五年级下册英语教案Unit5 Helping our parents 译林版.doc

1、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，在教师的引导和帮助下尝试复述

2、课文内容。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。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，在教师的引导和帮助下尝试复述课文内容。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、教学用具：PPT 六、教学过程：Step1 W

3、arm up and lead in1.Greetings.2. Watch avideoWhat does it tell us about?3.Free talkWhat day is it today/tomorrow?Do you like Saturdays？Why？What do you usually do at weekends?What does your father/mother usually do at weekends?Step2 Pre-reading1.Talk and learnT:Your father and mother do many things a

4、t weekends.So I think your parents are busy.(Teach: parent and busy)2.Show and learn(PPT呈现动图)A:What is he doing? B:He is V-ing(Learn:clean the table/car,sweep the floor,make the bed,wash the dishes)3.揭题：Unit5 Helping our parentsStep3 While-reading1.Look at this title,do you have any questions?2.Watc

5、h and chooseQ:What day is it?(2)Who is helping their parents?3.Whtch and match(书本P50)Watch the cartoon again and match:What are they doing?Check: A:What is Mike doing in the morning? B:He is cleaning the car in the morning. A:What is Mike doing in the afternon? B:He is cleaning the table in the afte

6、rnoon.T:(师引导学生说)So Mike is helping his parents. He is cleaning the car in the morning. He is cleaning the table in the afternoon.T:What about Helen?(生问生答)4.Read and write(书本P50)What are their family doing in the morning and in the afternoon?Read and complete.Ask and answer in pairs.A:What is doing i

7、n the morning/afternoon?B:He/She isV-ing.Check the answers.T:Is his mother busy?By the way,who is not busy in the story?What is he doing in the morning/afternoon?Who is sleeping,too?Who is watching TV and eating fruiting,too?Guess:What is mikes father doing in the afternoon?Step4 Post-reading1.Read

8、after the tape, pay attention to the pronunciation and intonation and the stress.2.Read in groups of four,please choose one way you like to read.3.Try to retell.Can you retell the text according to the blackboard design?4.Learn and say学习谚语：Family is very important for every one . We should help each

9、 other. What do you want to say to your parents? What can you do for your parents?5.Say and writeLets praise yourself.I have a happy family. At the weekend, I am helping my parents do housework. Look, my father is .My mother is .I am .I am a good .We are busy. But we are very happy!Step5 Homework1.

10、Read the story 3 times2. Retell the story according to the pictures.3. Choose a scene and act it with your friends.教学反思:五下Unit5 Helping our parents教学反思死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。其

11、实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。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。在课的一开始我以一则family的公益广

12、告来引导学生，在学生的大脑中渗透“家的含义（help our parents）”。然后用本班学生做家务的动图来学习一些新的词组，如：make the bed, wash te 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。在导入课文的时候我围绕课文的两条线When and What，引导学生提出 “When do they help their parents? Who is helping their parents？What house can they do?”等问题。通过观看课文动画，快速寻找信

13、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Whatch and match,Think and write, 让学生以小组合作的形式完成表格。在展示的过程中，要求学生以“Mike is cleaning the car in the morning.”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。 宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起

14、，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。在教学中，我做到了几个关注：1.关注语段输出，教会学生说完整的话。在Story time中，通过让学生看一看说一说进行语段的表达。在描述自己的图片中，再次让学生看图说话。2.关注话题。本节课就是围绕”help”的主题进行课堂教学。3.学会做人。本课内容看似平淡无奇，但是它传递了一个信息，即在家庭生活中，每个人都有义务承担一些力所能及的家务劳动。上课之前，我让学生欣赏了一段family的视频奠定本课的情感基调。我通过一组帮助的图片启示学生在家要帮助自己的父母，并让学生“夸夸我自己”将自己帮助父母的事情写下来。在此过程当中，学生所获得的不仅仅是语言知识，更能接受情感的洗礼，学会做一个乐于助人、品德高尚的人。但是，学生的语言表达能力还是有待提高，一些学生在提问和回答中还存在一些问题，在单词的发音上我还需要加强训练。在今后的教学过程中，还是要大力提高学生的语言表达能力。