Unit 5 Helping our parents Period 1教案（含反思）

五下Unit 5 Helping our parents(Period1)教学设计与反思
Teaching Content:Story time
Teaching aims:
能在情景和老师的帮助下，理解语篇。
能用正确的语音语调说词组：clean the car/table, cook breakfast/dinner, sweep the floor, busy, wash the dishes.
3.通过听、说、小组对话练习，熟练运用句型What are you/they doing What is he/she doing 及回答。
4.能正确理解并朗读课文。
5.能初步运用本课所学词汇和句型，谈论别人正在做什么，提升学生语言能力。
6.培养学生的自学能力，掌握阅读技巧。
7.引导学生关心帮助自己的父母，帮助多做一些力所能及的家务劳动，培养学生乐于助人的品质。
Teaching focus:
1.能听懂、会读、会说词组：clean the car/table, cook breakfast/dinner, sweep the floor, busy, wash the dishes.
2.通过听、说、小组对话练习，熟练运用句型What are you/they doing What is he/she doing 及回答。
3.能正确理解并朗读课文。
Teaching difficulties:
1.学生会利用现在进行时态的句型进行对话和表演。
2.能初步运用本课所学词汇和句型，谈论别人正在做什么，提升学生语言能力。
Teaching process：
Step 1 Warming-up and Pre-reading
(1)Sing an English song：What is he/she doing
(2)Ask and answer
T:What is grandma doing now
S:She is sweeping the floor.
T:Yes,can you sweep the floor
S: No.
T:I think you can help your parents sweep the floor.
T:What about sister
S1:She is writing an e-mail.
T:So ,do you help your parents do housework at home
Sometimes you can help your parents at home.
Step 2 While-reading
(1)Watch the cartoon and answer the questions.
T:I know you are helpful children,you can sweep the floor.(指着学生1)you can ...(指着学生2) look our old friends Mike,Helen and Tim,are they helpful children Today we’ll learn Unit5 Helping our parents.
Who are mentioned in this cartoon
A.watch and tick
Father ,mother ,grandfather ,grandmother, Helen, Tim ,Ben and Mike.
T:As you know ,pets are also family members in a family ,do you have a dog or cat in your family
S:Yes,
T:What’s his name
S1:He’s ...
T:Can he help your parents What can he do S:...
(2)Read and write
T:There are 6 people in his family,what are they doing Open your book, read and underline the key sentences,finish the form by yourself.
Who What
Father
Mother
Mike
Helen
Tim
Ben
Check:Make a report:In the morning,Mike’s father is ....
(3)Read the text.
T:When you read the text,what do you think of their Saturday Morning
What a _____Saturday Morning!
S1:Busy/interesting/fun...
T:You have different answers,I think it’s a busy Saturday morning.
(4)Learn Part 2.
①T:Just now ,we can talk about what they are doing in the morning,when we learn the text,what do we focus on
S:When,what how where .
②T:What are they doing in the afternoon Now ,it’s your turn to learn part 2.Read the text with your deskmates .Underline the key points and finish the form.
Check the answers:
Who What
Father
Mother
Mike
Helen
Tim
Ben
Way: Work in a group and finish this form,each one says a sentence.
S1:In the afternoon,Mike’s father is ...S2:Mike’s mother is ...S3:Helen is ...S4:Tim and Ben are...
Way:Check 2-3groups.
③Work in a group ask and answer.
T:So you know about their weekends,what are they doing Ask with your deskmates about the passage.
S1:What is your father/mother... doing S2:He/She is ...
④Read text of part2.
T:You read the text well.What do you think of his Saturday afternoon
S:What a nice/wonderful/fun/...
Check:What a ____Saturday afternoon!
⑤Retell the whole text.
T:You can read it well,can you retell the text Work in twos and talk about it.
In the morning,Mike’s father is ...his mother is ...Mike is ...Helen is ...Where is Tim He is ...with this dog,Ben.
Step 3 Post-reading
(1)Action Time
Make a report:How to interview this dialogue How do we ask
Check the answers:When What Where How
T:Good ,you know about Mike’s family’s life well,now can you make a report with your partners There are some sentences for you.Go and have a try .
(2)Analysis the form.
What do you think of Mike’s father and mother
T:Look at their weekends, what is his father doing in the afternoon Can you guess
S:Maybe his father is working.
T:Why
S:Because his father is a teacher,he is working at weekends.
T:Good guessing.what else
S1:Maybe,his father is playing games.
T:Why do you think so
S2:Because my father always play games.
T:May be his father is playing or working. Look at his mother,when does she cook breakfast At5
S:I guess at 7.
T:Why
S:Because Tim is sleeping.
T:Good guessing!Look, his father is tired, his mother is busy. Do you think these children are helpful
(3)Select helpful children.
T:Parents always need our help,do you think Mike ,Helen and Tim are helpful children Work in fours and discuss about who are helpful children
S:Yes,Mike is helpful.He can ...
S2:I don’t think Tim is helpful,because he is sleeping.
S3:I think Tim is helpful,because he in playing all the time.
Step 4 Talk about your family’s life.
(1)Talk with your deskmates
T:What can you do to help your parents
S:I can sweep the floor/clean the table...
T:You are helpful child. Now, talk with your deskmates and share your ideas with us.
(2)Make a report.
T:Great,you can do a lot of thing,so,what do you think of helping our parents
S:It’s great./wonderful/...
T:Yes,helping our parents is meaningful/easy but great.
Enjoy the touching moments with you family!
Step 5 Assign homework.
1.Read the text after the tape.
2.Help your parents do something.
3.Write the things you do for your family and share it in the next lesson.
教后反思：
译林版《英语》五下Unit5 Helping our parents(Story time)主要以Mike的视角呈现了布朗一家人周六一天的生活场景。课文由上午和下午两个场景组成，主要内容是介绍帮助父母做家务，且在此情景中学习现在进行时的用法。
在我的教学过程中，我关注了主题意义和现在进行时的语法意义的探究。基于主题，设置任务情景，引导学生体验，强化体悟；任务驱动，整体感知语篇文本，提升对主题意义的理解；抓住文本空白，引导学生聚焦主题合理猜测，提升思维能力和语言表达能力；辩论评价文中人物的行为，深化主题，提升学生关心、帮助父母的品质。本节课中，我设计了六类学习活动：熟悉文本、深化理解、尝试运用、观察分析、比较评价和构建创造。读中，我引导学生发现文本空白，合理推测Mike爸爸的活动，尝试初步运用；与学生探讨Mike妈妈烧早饭的实际，感受妈妈的忙碌，分析孩子的行为，确定其是否helpful；针对孩子们的争议点，教师引导学生辩论，最终达成统一认识，即Tim和Ben虽然没有做家务，但是他们没有惹麻烦，也是一种帮助与体贴，升华对主题的认识。
本节课我从主题意义出发，层层推进意义探究，促进学生深度思维的发展，但是在语法这条线中，我有所疏忽，学生掌握不熟。在今后教学中，要特别关注学生由表及里，由现象到情感、态度、价值观等，一步一步升华主题意义的探究，提升语篇理解、思维发展和语言学习的成效。