5A第六单元教学设计.doc

5A Unit6 Doing housework（第一课时）一、设计思路：本单元的主要语言功能项目是“做家务”和“做功课”，重点学习What is/are doing? Hes/Shes/Im/Were这些句型。目的在于通过学习，学生能用这个句型描述当前正在发生的事件或正在进行的动作。在教学过程中，我更多地考虑到学生的年龄特点，充分利用多媒体课件、图片、幻灯、简笔画等手段，积极创设各种真实的情景来呈现、练习和巩固该句型。并采取多种多样的形式（如儿歌、游戏、歌曲等活动）来调动学生、引导学生，让他们真正地做到爱学、乐学、博学。本课对话涉及较多的语言功能项目和词汇句型，所以我根据实际教学情况和学生的接受能力，适当地调整教学板块，机动地处理教材。我先教句型，然后教词汇，最后再进行整个的对话教学。同时从整体上把握设计课堂教学，把对词汇和句型的教学放在真实的语境中，并在适当的情景中学习和运用他们。另外，我积极创设一种自主、合作、探究的学习方式，以教师为主导，以点拨和引导的方式，提高学生的综合语言运用能力和创新思维的能力，通过自主探究与合作交流的方法，构建活跃快乐的新型英语课堂。二、教学目标： 1、知识目标： （1）能正确地听、说、读、写词汇 at home, helpwith, maths；能正确地听、说、读词汇sweep the floor, do housework,do ones homework （2）能听得懂、会说、会读日常交际用语和句型：Are you free now? How about? Can you come and helpwith?2、能力目标：（1）创设情境,让学生在语言氛围中初步感知句型What are you doing? What is he/she doing? What are they doing?以及相应的答语。 （2）能正确理解、掌握对话内容，并能朗读初步表演对话。 3、情感目标：学习并熟悉做家务，激发学生学习英语的兴趣，培养热爱劳动的好习惯。三、教学重点：1、能正确的运用所学句型及日常交际用语进行对话。2、句型Can you come and helpwith?的熟练掌握和灵活运用。3、初步了解动词现在分词-ing的读音及其构成。四、教学难点：1、熟练掌握和运用句型Can you come and helpwith?2、能正确理解和掌握A部分对话内容，并能朗读和初步表演对话。五、课前准备：1、教具准备：录音机 、小黑板、多媒体课件2、板书准备：预先写好标题 Unit6 Doing housework六、教学过程：Step1 Warming-up1.Greetings 2.Free talkT:How are you? How about your father?T:How old are you? How about your mother? T:What do you like? ( 问另一学生)How about your sister? . (设计意图:在对话中渗透 How about ?句型，为下面的教学作好铺垫)3.Sing a song I can sing and dance 将学生分成两大组，一组随着教师唱：sing ,sing, sing, I can sing， I can sing (注意配上动作)另一组随着教师唱：dance, dance, dance, I can dance ,I can dance (注意配上动作)(设计意图:优美的音乐，欢快的节奏，既能愉悦身心又能陶冶情操，还能激发学生的学习兴趣和学习动力。)Step2 Presentation and practice 1. Say a chant. What do you like?Swimming,swimming,I like swimming.What do you like?Dancing,dancing,we like dancing.让学生们自由替换句中的动词进行练习。(设计意图:通过chant，让学生先行感受了动词的ing形式，为学习文中的句型作好铺垫。)2Learn words and phrases.(1)教学 sweep the floorT: (指着地上，拿出扫帚) Oh, the floor is dirty. Let me sweep the floor. 用电脑出示出示并朗读 sweep the floor.（采用多种形式进行操练。如指名读、分组读等等）(2)电脑呈现几个孩子在做家务的图片，教词组do housework , at home. The boys and the girls are doing housework at home. 出示并朗读 do housework , at home(注意操练形式)(3)Lets play a guessing game.T: What is the boy doing? What is the girl doing? .（通过游戏巩固所学词组及句型）(4)教学句型：What are you doing? I am . What is he/she doing? He/She is .T: (拿出一块抹布，边擦边说) I am cleaning the window now.板书并朗读 I am cleaning the window.Who will come and help me？（ S1上来擦窗户）T: What are you doing now?S1: I am cleaning the window.板书并领读 What are you doing?T: (指着S1问全体学生) What is he doing? Ss: (引导学生回答) He is cleaning the window.板书并朗读What is he/she doing? He/She is cleaning the window.3Play a game:Act and guess(S1背对大家做动作,S2猜，如果猜对了，全班同学齐说：Yes,you are right.并由S2做动作，问下一参赛者。如猜错，则说：Sorry,you are wrong) T：What is he/she doing?/What are you doing? (设计意图：充分利用体态语来增强语言的感染力，既复习巩固了学习的句型和词组，同时也让学生养成了用英语进行思维和表达的习惯，活跃了课堂气氛。) 4教学 helpwith，do ones homework, maths及日常交际用语Are you free now ?T: Yuan Yue is not happy. Do you want to know why? Ss: Yes.教师用电脑出示袁月同学做作业的图片（激发学生的学习兴趣）S1: What are you doing, Yuan Yue? （学生与电脑对话）Yuan Yue: I am doing my homework.（电脑演示并朗读 do ones homework）S2: Whats the matter? (继续提问)Yuan Yue: I cant do my Maths.（电脑出示并拼读 Maths）T: Yuan Yue cannot do her homework.Let us help her with her Maths (出示并拼读 helpwith, 并进行造句练习)T: S3, Are you free now ?S3: Yes. T: Can you help Yuan Yue with her Maths?S3: All right. (出示并朗读Are you free now ?)5. Say a chant 师用电脑出示幻灯片，边读边打节奏。Can you come , Can you comeCan you come and help me With with with my Maths.师生齐读，全班齐读，男生齐读，女生齐读。（注意打好节奏）(设计意图：在处理这个长难句时我用了chant这种形式。因为有节奏的朗读既避免了一味地重复，又能在潜移默化中激发学生的学习热情和兴趣，从而使学生更好地突破和掌握重难点。)Step 3 Learn Part A Read and say 1.歌曲欣赏（用课件播放歌曲：What are you doing?）(设计意图:优美的儿歌使学生身心得到了放松和愉悦，歌曲内容与本课对话紧密联系，顺势导入了课文教学)2.Listen and answer.用课件播放A部分录音，让学生仔细听，然后回答问题：(1)Who is calling Su Hai?(2)Is Su Hai free now ? What is she doing?(3)What is Nancy doing? （用小黑板出示）学生回答问题后，并试着重复原文中的句子。全班齐读。3.Listen and do.用课件出示练习题（学生独自完成填空）It is Sunday Su Hai and Su Yang are .They are .The telephone is 学生再听课文，然后回答问题，教师出示答案，全班齐读，再去掉答案，全班再齐读。4Listen and read.(课件出示Unit6 partA 的文字部分)听录音，模仿跟读。生齐读课文。分角色读。5Do some exercise.课件出示练习题（学生拿出练习本，完成填空）It is Sunday ,Su Hai and Su Yang are They are , Su Hai is the floor, Su Yang is the windows The telephone is , Nancy is her homework,she wants Su Hai to and her (设计意图: 在英语教学中，听、说、读、写既是英语教学的目的，也是英语教学的手段。这四种技能在语言学习和交际中相辅相成，相互促进。学生应通过大量的专项和综合语言实践活动，形成综合语言运用能力，为真实语言的交际打好基础。)Step5. Consolidation 1教师和学生示范表演对话。2学生小组表演对话。3学生自编对话Make a telephone call。教师用课件提供情境，让学生用已学的句型进行电话交流，如： A:Hello, Is that B: Yes,this is A:Are you free now ?B:No ,Im A:Im making a kite. Can you come and help me ?B:Ok ，how about this afternoon?A:Sure,see you this afternoon.B:See you （设计意图：新课程中提倡让学生在情境中学会交际，在交际中学会语言这个教学理念。因此我们都应提倡把句型和词汇教学都放在真实的语境中，在实际情景中学习运用并掌握语言知识.）Step6. Summary 所学的单词、词组、句子及日常交际用语Step7. Homework1. Copy the new words and phrases three times.2Read the diaoguage and try to recite it.3. Make a dialogue with your partener and act it out.Blackboard design:Unit 6Doing houseworkAre you free now ? What are you doing? Can you come and help I am/ Were me with my maths? What is he/ she doing? He/ She is八、教学反思 1本单元的核心教学内容是做家务和做功课，重点介绍了现在进行时态和现在分词的读音及其构成。因为语言点很多，学生一时难以接受和掌握.所以我通过结合学生的生活实际，提前渗透语言点，使学生能在轻松的状态下潜移默化地掌握重点和难点。如在warming-up中复习巩固了日常交际用语： How about？在新授过程中将文中散乱的短语clean the windows,sweep the floor,do homework和句子can you come and help me with my Maths及日常交际用语Are you free now?统一起来进行了教学，并用游戏、歌谣、表演等学生们喜爱又感兴趣的形式激发学生的学习兴趣，融洽双边活动，活跃课堂气氛。2在教学中，我们要学会转变自己的角色。不仅要以学生为中心，更要将自己转变为情境的创造者和角色的指导者，让学生在一定的语言环境中听，说，理解，这样来达到让学生掌握和运用英语的目的。在实际的课堂教学中，如果我们能够