译林英语五年级下册Unit5 Helping our parents单元教案

一、单元概述本单元以“Helpingourparents”为核心话题，围绕学生日常生活中帮助父母做家务这一真实情境展开。通过本单元的学习，学生将不仅掌握相关家务劳动的词汇与句型，更能在语言实践中体会劳动的价值，培养关爱家人、分担责任的积极情感。单元内容贴近学生生活，易于引发共鸣，为语言学习提供了丰富的素材和真实的运用场景。二、单元教学目标（一）知识与技能1.词汇：能听懂、会说、会读、会写核心词汇，如cleanthehouse,cookdinner,washthedishes,watertheflowers,sweepthefloor,makethebed,help...with...等，并能在情境中灵活运用。2.句型：能理解并运用“Whatareyoudoing?I'm(verb)-ing...”询问并回答正在进行的动作；能运用“Whatishe/shedoing?He/Sheis(verb)-ing...”描述他人正在进行的动作。初步感知现在进行时的构成和用法。3.语篇：能听懂、读懂关于家庭成员正在做家务的简短对话或小语段，并能根据图片或提示进行简单的口头或书面描述。4.功能：能运用所学语言知识，在模拟情境中交流家务劳动的内容，表达自己帮助父母做家务的意愿和行动。（二）过程与方法1.通过观察图片、观看动画、听录音等多种方式，引导学生感知和理解新语言。2.创设真实或模拟的生活情境，鼓励学生积极参与课堂活动，如角色扮演、小组讨论、信息差活动等，在实践中运用语言。3.引导学生运用思维导图等工具梳理所学词汇和句型，构建知识网络。4.鼓励学生将课堂所学延伸到课外，通过完成实践性作业，如“我是家务小能手”，实现语言的生活化运用。（三）情感态度与价值观1.培养学生热爱劳动、乐于分担家务的良好习惯。2.增强学生关心父母、体谅父母辛劳的意识，培养家庭责任感。3.在小组合作中，培养学生的团队协作精神和互助意识。4.激发学生学习英语的兴趣，体验用英语交流的乐趣和成就感。三、单元教学重难点（一）教学重点1.掌握本单元关于家务劳动的核心词汇。2.理解并运用现在进行时的疑问句和陈述句：“Whatareyoudoing?I'm(verb)-ing...”及“Whatishe/shedoing?He/Sheis(verb)-ing...”。（二）教学难点1.现在进行时中动词-ing形式的正确发音和书写（尤其是不规则变化）。2.在具体情境中准确运用现在进行时描述正在发生的动作，特别是第三人称单数的运用。3.将所学语言知识综合运用于实际交流，描述家庭中不同成员正在进行的家务活动。四、单元教学准备1.教师准备：多媒体课件（PPT）、录音机、磁带/光盘、单词卡片、图片（展示各种家务劳动场景）、人物头饰（如father,mother,child等）、相关实物（如扫帚、抹布等模型或图片）。2.学生准备：课本、活动手册、练习本、文具、预习本单元单词。五、单元课时安排（建议3-4课时）*第一课时：Storytime/Wordsandexpressions(核心词汇与句型新授)*第二课时：Grammartime&Funtime/Cartoontime(句型操练与趣味巩固)*第三课时：Soundtime&Culturetime/Checkouttime&Tickingtime(综合运用与检测)*第四课时（可选）：Revision&Extendedactivities(复习与拓展活动)六、分课时教学设计第一课时：Storytime/Wordsandexpressions教学目标1.能听懂、会说、会读、会写单词：clean,cook,wash,sweep,make,help,dinner,dishes,floor,bed。2.能听懂、会说、会读短语：cleanthehouse,cookdinner,washthedishes,watertheflowers,sweepthefloor,makethebed,help...with...。3.初步理解并运用句型：“Whatareyoudoing?I'm(verb)-ing...”询问并回答正在进行的动作。4.能初步感知Storytime中的对话内容，了解LiuTao一家在周末帮助父母做家务的场景。5.培养学生乐于助人、分担家务的意识。教学过程(一)Warm-up&Lead-in(热身与导入)1.Greetings:*T:Goodmorning,class.Howareyoutoday?*Ss:Goodmorning,Miss/Mr....I'mfine,thankyou.Andyou?*T:I'mgreat,thanks.Look!WhatamIdoing?(教师做擦黑板动作)I'mcleaningtheblackboard.(自然引出clean)2.Freetalk&Revision:*T:WhatdoyouusuallydoonSundays?(引导学生用一般现在时回答)*Ss:IusuallywatchTV/playfootball/readbooks...*T:Today,let'stalkaboutwhatwearedoingnoworwhatpeoplearedoingatthismoment.(板书课题：Unit5Helpingourparents，并带读)(二)Presentation(新知呈现)1.Teachingnewwordsandphrases:*cleanthehouse:T:(展示打扫房间的图片或做动作)Look,whatisshedoing?Sheiscleaningthehouse.(板书短语，教读clean,cleaningthehouse)可分解教学clean(打扫)和house(房子)。*cookdinner:T:(展示做饭图片或玩具厨具)What'sthis?It'sakitchen.Whatisshedoinginthekitchen?Sheiscookingdinner.(板书短语，教读cook,cookingdinner)*washthedishes:T:Afterdinner,weneedto...(做洗碗动作或展示图片)washthedishes.(板书短语，教读wash,washingthedishes)*watertheflowers:T:(展示浇花图片或实物盆栽)Lookattheflowers.Theyarethirsty.Ineedtowatertheflowers.(板书短语，教读water,wateringtheflowers)(提示water在此为动词)*sweepthefloor:T:(展示扫地图片或做动作)Thefloorisdirty.Ineedtosweepthefloor.(板书短语，教读sweep,sweepingthefloor)*makethebed:T:(展示整理床铺图片)Look,thebedismessy.Icanmakethebed.(板书短语，教读make,makingthebed)*Help...with...:T:Mymotheriscookingdinner.Icanhelpherwiththedinner.(结合动作或图片，教读help...with...)**操练方式*：全班读、小组读、开火车读、个别读，注意纠正发音，特别是动词-ing形式的发音。可利用单词卡片进行快速认读。2.Teachingnewsentences:*T:(教师做扫地动作)WhatamIdoing?(引导学生尝试回答)I'msweepingthefloor.(板书句型：Whatareyoudoing?I'm(verb)-ing...)*T:(指向一名学生做看书动作)Whatareyoudoing?S1:I'mreadingabook.(教师引导并纠正)*邀请几名学生上台做不同动作，全班或小组用新句型提问并回答。(三)Practice(操练巩固)1."What'smissing?":展示刚才学过的短语图片，快速闪过，让学生说出缺少的图片对应的短语。2."Quickresponse":教师说动词原形，学生快速说出其-ing形式并做动作；或教师做动作，学生说出短语。*学生两人一组进行练习，教师巡视指导。邀请几组学生上台展示。(四)Production/Storytime(语篇学习与运用)1.Pre-reading:*T:LookatthepictureofStorytime.(展示Storytime主图)Whoishe?(LiuTao)Whattimeisit?(It'sSundaymorning.)WhatareLiuTaoandhisfamilydoing?Let'slisten.2.While-reading:*Listentothetapeforthefirsttime,thenanswer:WhatisLiuTaodoing?(Heishelpinghisparents.)*WhatisLiuTao'smotherdoing?(Sheiscookingbreakfastinthekitchen.)*WhatisLiuTao'sfatherdoing?(Heiscleaningthecar.)*WhatisLiuTaodoing?(Heishelpinghismothercookbreakfast.Thenheiscleaningthetable.)*WhatisLiuTao'sbrotherdoing?(Heismakingthebed.)(根据教材版本调整具体细节)*Readthestoryafterthetape.Payattentiontothepronunciationandintonation.*Readinroles(LiuTao,Mother,Father,Brother,Narrator).3.Post-reading:*Retellthestorywiththehelpofpicturesandkeywordsontheblackboard.*Discuss:Doyouhelpyourparentsathome?Whatdoyouusuallyhelpthemwith?(五)SummaryandHomework(总结与作业)1.Summary:*T:TodaywelearnedUnit5"Helpingourparents".Whatnewwordsandphraseshavewelearned?(引导学生回顾)*T:Whatsentencecanweusetoaskaboutactionshappeningnow?(Whatareyoudoing?)Andhowtoanswer?(I'm...)*T:Weshouldhelpourparentswithhousework.Theyareverybusy.2.Homework:*Copythenewwordsandphrasestwice.*ReadStorytimealoudforthreetimes,trytoimitatethepronunciationandintonation.*Talkwithyourpartnerorfamilymembersaboutwhatyouaredoingnow.*Observe:Whatdoyourparentsusuallydoathome?Whatcanyoudotohelpthem?(Nextclasswe'llshare.)板书设计Unit5HelpingourparentsWhatareyoudoing?I'm...(verb-ing):---------------------------:--------------------------cleanthehousecleaningthehousecookdinnercookingdinnerwashthedisheswashingthedisheswatertheflowerswateringtheflowerssweepthefloorsweepingthefloormakethebedmakingthebedhelp...with...(e.g.,helpmymumcook)*(图片区：粘贴各短语对应的简笔画或图片)*七、单元板书设计建议各课时板书应围绕该课时重点内容进行设计，力求简洁明了、重点突出、图文并茂。可设计成思维导图形式，以"Helpingourparents"为中心，向外辐射出核心词汇、句型、人物活动等。例如，在综合复习课时，板书可包含：*中心主题：Helpingourparents*分支一：Activities(动词-ing):cleaning,cooking,washing,sweeping,making,watering...*分支二：Sentencepatterns:*-Whatareyoudoing?-I'm(verb)-ing.*-Whatishe/shedoing?-He/Sheis(verb)-ing.*分支三：People:I,you,myfather,mymother,mybrother/sister...*分支四：Feelings:happy,helpful,proud...八、单元作业设计建议1.