Unit 5 Helping our parents-Checkout time & Ticking time-教案、教学设计-市级公开课-新牛津译林版五年级下册英语(配套课件编号：10110).docx

1、15 5B B UnitUnit5 5 LetLets s bebe helpfulhelpful译林版译林版 5 5B B UnitUnit5 5 HelpingHelping ourour parentsparents 第五课时单元拓展课第五课时单元拓展课教学内容教学内容Unit 5 Lets be helpful教材分析教材分析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

2、堂教学做好准备。教学目标教学目标1. 知识目标（1）能听懂、会说、会读、会写句型 What are you doing? Im what ishe/she doing? He/she is（2）初步感受现在进行时的一般疑问句 Are you +动词 ing?（3）在已有词汇的基础上学习和使用新词汇：collect the homework, hand inthe homework，lead everyone to read, stoptalking, put the brooms in order,mop the floor ,tidy the bookcase2. 能力目标（1）学生能理解现

3、在进行时，并正确使用时态说和写。（2）学会使用现在进行时完整写作和表达。3.情感目标（1）能体会和感受家务劳动的乐趣，并在家帮助父母；在学校能帮助老师；在社会上多帮助他人，参加一些志愿者劳动。（2）能积极与他人合作，运用所学语言进行交流，共同完成学习任务。教学重点教学重点能结合生活实际，在适当地情境中，正确使用现在进行时“are/is/aredoing”.教学难点教学难点能正确使用现在进行时时态，并学会一些劳动技巧，并落实到生活中去。教学准备教学准备课件、预习纸、单词条，板书制作，6 人小组组合，小组合作材料教学过程教学过程B Beforeefore classclass: Sing a so

4、ngWhat are you doing?【设计意图】以歌曲导入本课，营造轻松、愉悦的课堂氛围，拉近师生距离。并让学生快速进入上课状态。Greeting:Greeting:T: Hello，boys and girls. What are you doing?2S: Were standing/.T: Great! Are you ready, boys and girls?S:T: Class begins. Good morning, boys and girls.S: Good morning, Miss Zuo.【设计意图】根据实际提问，加强师生互动。S Steptep 1 1 lea

5、d-inlead-in（7 7 minutesminutes）T: Hello, xxx, what are you doing?S1: Im . What are you doing?S2: Im . What are you doing?S3: Im . What are you doing?S4: 【设计意图】快速问答，有利于打开学生思维，犹如头脑风暴，激活学生已有知识储备。T: What am I doing? Guess!S: YoureT: What is my son doing?S:T: Yes. He is helping me do some cookies. Do you

6、 like cookies?S:T: If you do well in class, you will get my cookies.T: My son likes helping me. Do you often help your parents?S:T: What can you do?板书：T：really？Show us how to“Help your parents”.（根据实际照片展示）Take out your prepared paper“Helping your parents”.(1)It is _. My father_. I am helping him. Loo

7、k, I am_. Look， I am _. Look, I am_. Wow, the_ is _.(2)It is _. My mother_. I am helping her. Look, I am_. Look， I am _. Look, I am_. Wow, the_ is _.【设计意图】通过真实情境我的儿子帮助我做饼干的事例，来引发学生想想自己的亲身体验，说说自己平时是怎样帮助父母的，真实的情感和知识的输出有机融为一体。S Steptep 2 2 HelpHelp teachersteachers（2222 minutesminutes）1.1. FastFast thi

8、nking(thinking( 3 3 minutes)minutes)T：At home, we can help our parents. At school, we can help_.S:T: To help your teachers, what can you do?3S:T: Great!T: Look，whats he doing?S:T: Ask others.Review: What is he/she doing?He/She isWhat are they doing？They are(学习新词汇 tidy the bookcase)【设计意图】 兴趣是最好的老师， 游

9、戏是打开学生思维的最好的方式。 游戏互动，让学生在竞争中学会学习，也帮助学生更有效地复习已知知识，学习新的词汇。2.Guessing2.Guessing gamegame(请生上台做动作，下面同学猜测他正在干什么) ( ( 3 3 minutes)minutes)T: Wow, you can do these things. But can you try?S:T: Do actionsS1（做动作）S2/S3: Are you ?【设计意图】趣味性的猜测，能迅速吸引学生的注意力，激发他们的表现欲，他们在说和动的结合中，有效拓展提升，扩充知识容量，并提前体验了第六单元句型，这种在游戏中学习新

10、词组 put in order, hand in 的形式，更有效有趣。3.3. LetLets s helphelp youryour teachersteachers（4 4 minutesminutes）1. T: Well done. Look at the picture. Whats he doing?S:T: Now here are some phrases and pictures for you. Work in 6, take outthe envelope and take out the pictures and phrases. Match them. Ok? Rea

11、dy,go!S:T: Have you finished? Come here.引全体问：Whats he/ she doing? What are they doing?S 小组: 回答并贴出板书【设计意图】图文匹配是学生自主构建语言体系的第一步。也让学生能够在语境中建立语言和情景之间的联系。能有效培养学生的观察，思维能力。进而为下面的书写做好充足的准备。4.4. LetLets s write.write. （6 6 minutesminutes）T: Now, I think you can help your teachers do more things.Can you choose

12、 something to write? For example，( (自主创设场景，选择内容自主创设场景，选择内容) )H HelpelpteachersteachersA good beginning.(创意的开头，得一星)4Today, Miss Zuo feels tired. Lets help her.S1: Miss Zuo, heres some warm water for you.S2: Look, Im leading everyone to read.S3: Look, shes sweeping the floor.S4: Look, hes mopping the

13、floor.S5: Look, shes stopping talking.S6: Look, theyre collecting the homework.Wow, are we good helpers?T: Who has finished? （请 2-3 组展示,一起修改句型）【设计意图】 众人拾柴火焰高， 通过小组合作， 达到学习的自主， 和效率的优化。在合作中，学生每一人都参与其中，并充分使用了现在进行时态和新学词汇。4.Show4.Show timetime（6 6 minutesminutes）T: Now lets have a show. You have 1 minute

14、 to prepare.T：Make a group in 6, do actions, one star，speak fluency, one star， speakloudly, one star, a good group corporations, 2 stars.【设计意图】英语的最终目的是:学以致用。所以让学生有效输出，使教学更有意义，有趣味性的输出，将提高学生的语用能力。StepStep 3 3 HelpHelp othersothers（1010 minutesminutes）1. T: Wow, I think you are all good helpers. But ca

15、n you help others?S:T: Great! Everyone needs help. Heres a story for you.T: What do you think about the story?S: Helping is _.Now show your stories. Work in 6. First, take out the pictures; then, putthem in orders. At last, show your story.T: So helping others is helping yourself, right? (情感教育)【设计意图

16、】学生在自己创作的绘本故事中，完成了语言再构，他们从生活实际出发，由帮助父母，帮助老师，进而帮助他人。绘本制作的过程中，提高了小组合作的能力，有效节约了时间，建立了语言交流体系，让他们在感知、体验和实践的过程中逐步掌握了现在进行时，也让他们在一个个完整的绘本故事中，情感得到了升华，从而感受到了帮助的意义。相信学生们将从小事出发，去做自己力所能及的事情。T: Helping is love. Lets help our parents, our teachers and others. OK?Wonderful, lets be helpful. Help others start with s

17、mall things.StepStep 5 5 HomeworkHomeworkGroup work(小组合作，每人写出一句！一句得1星 )A good ending.(好的结尾，加1 星)51. 深入到生活中去，学会帮助爸爸妈妈或老师或同学，做一些力所能及的小事。To help your parents, or your teachers, or others, start with smallthings.2. 没有完成绘本的小组课后完成，在下节课展示，并评选最优小组。Continue to finish your story, show the story next lesson.3. 预习下一课Preview Unit6 Story time【设计意图】开放性的阅读将有效打开学生的思维和眼界，有将效培养学生的英语思维。所以，我们班每月进行一次英语朗读大赛，旨在培养学生语言思维的能力。本月，正好结合现在进行时的英语绘本故事朗读，让学生在自我创作中感受阅读的乐趣，提升自己的英语素养。