Unit 5 My mother is busy优质教案设计

-Unit 5

第一课时

1.能听、说、读、写卉运用核心silanes \o work, does cleaning. night, meal. rooks mels. watches T\. washes clothes;能听懂、会说、会写核心语言What does she do after work? She does all the cooking and cleaning并能灵活运用。

2.能听懂、会读、会说Listen and say板块的对话;能与同学讨论并合作完成Tlk and report板块。

3.能理解和初步运用由what引异的第三人称单数的特殊疑问句的问答形式。

4.通过交流了解朋友及家人的生活安排,加深对他人的理解、尊重和关心。

5.在学习中集中注意力,积极思考、主动探究;能在词语和相应事物之间建立联想;乐于抓住英语交际的机会,积极运用所学英语进行表达和交流

故学重点、点分析

重点:掌握核心词江goes to work does cleaning night meal cooks meals watches TV washes clothes及核心语言What does she do after work? She does.并能灵活运用。

难点:1.由what引导的第三人称单数的特殊疑间句的问答形式。

2.动词原形与第三人称单数之间的转换。

est及短语washes clothes, writes articles的读音

故学准各

英语教师资源包(英语教学PT课件、课文图片、单词卡片)、英语MP3光盘(或磁带)、自制卡片、动画片等。

学过程及设计意

热身

教师利用教学PPT课件创设情境,师生共同完成遮挡猜谜游戏。

1.教师利用教学PP课件呈现若干人物脸部被遮挡的图片(图片内容要能体现学生的日常学习生活或参与的文体活动,如弹吉他、读书等,使学生主要复习前两个单元的动词短语)。

2.教师提问学生: Guess, who is she/he? What does she/ he usually do erep

day?(建议教师选择班级里参与活动或承担班务最多的同学作为猜测对象)

5少公3,教师先引导学生用Does she/he,?来提问,再露出人物部,学生看图后

【设计意图】3引导学生复习旧知,使其结合精速的清境学过的词江和语点仔

形式的的述句进行补充回答。

"he,?及含动词第三人称单数的洁迷句进行问器,为本课核心语言的习以好

前布置任务:Gues!Wla' s the busiest person in this family today?

学生经过讨论后し

2.教师再问: Whal does the Big Head Son do?并并板书句子学生再次观看动画片片段寻找到答案后,试着回答: He washes lothes, does eleaning、walers tie nower 3.教师利用教学PPT课件呈现有关上述短语的图片并板书句子: He watches T\ washes claes and does cleaning-教师示范明读,学生跟读,教师适当纠音。

4.教师引导学生结合自己的生活实际,在下列话题中选择一个与小组成员讨论

交流

③ What does you

wur father/mother do after work?

【设计意因】利用动画片创设情境、在情境中对动词短语的第三人称单数形式进行渗透。师再以交流讨论的形式引导学生运用第三人称单数的特殊疑问句进行问答结

习,既突出本课的学重点和难,点,也巧炒地实现心语言在用中学、学中用的目的。

5.学生听Listen and sav板块的录音,再结合课文插图整体感知语言后,回答下列

问题:

Whats shelley's mother's job?

(2 Does shelley's mother go to work very early?

教师利用教学PT课件呈现goes to work, editors的图片并板书。数师示范朗读,学生跟读。

6.教师播放一段editor日常工作的视频或出示一张图片,可由话外音或教师自己

向学生介绍editor的工作性质和内容,如: An editor is very busy every day. Sometimes he she goes to work in the daytime. Sometimes he she goes to work at night. He

She usually writes articles for his/ her work

设计意图】本课的四会短语是已学过的动词短语的第三人称单数形式,所以会

词的形与义难度不大。此环节的目的一是让学生进一步了解editors的工作性质和内容以更深地理解editor的义;二是为后续的学习情生词耳

7.学生读课文,回答问间题: What alots Shelley' s mother o after work?

数师利用教学T课件星现图片does raking. does cleaming. writes artides并板

设计遗图】读是最能关注个体差异的读方式之一,因此将美键的问题数在默

读课文环节。学生在读时能够集中注意力,迅建处理通过眼睛样的文字信息并

感考,读选应学生自主习的要求、又有利于全体学生的共同发表。教师应适当

指导默读的方法,如遇到难点可让学生多读几追,加深里解;什对问题可在读的过程中停下来思考、质;读时可用号进行均画标记,以加深理解和记记。

8学生再听录音,并有感情地跟读课文,注意语音,语调。教师重点示范按意阴

读长句,如:Sometimes I she wtes articles I for her work I at night.学生生读,教师适

当正

【设计意图】把所读句子分成若千意义较完整的到,引导宇生把注意力放在每个

意群的中心词上,且目光尽可能少地停领,以使摄入更多文字信息。学生通过模仿教师的离读,体验语言的节奏美,从而培养良好的英语语感和读习。

9.学生以小组为单位分角色朗读课文并向全班展示。

10.利用Passing the message(传悄悄话游戏)操练核心语言: What does he/she

do after work?He/She+动词短语的第三人称单数。

全班分成若干小组,每组的第一名学生从教师手中抽取一张动词短语图片,然后

放下图片片,回到座位。教师提问: What does your mother do after work?学生跟教师耳does his/ her mother do?教师悄悄说出答语。依此类推,最后一名学生到前面找出对生大声回答: She washes the clothes.回答最快最准的小组获胜

【设计意图】在对棋心语言和词汇进行渗透和操作的基础上,利用Passing the message这个游戏,进一步听、说和习本课的心语言和词江,为下面的环节微准备。

三用与拓

1.教师用教学PT课件呈现语言支架,引导学生复述课文。

Look! Shes Shelleys mother. she's

before 7100. She does

She

before 6:00. She

Sometimes she

for her work at night

all the

【设计意图】学生借助语言支架,运用用心语富和词汇来完威复速课文的任务,达she'a

in her family.

到会运用动词短语的第三人称单教形式书写的目的,培养学生综合运用所学语言的能力。不仅有效突硫教学难点,而且为下面的语用活动做好铺垫。

2.结合Talk and report板块的内容,同桌二人先讨论表格内容并进行填写,再

仿书中范例进行对话练习,最后向全班汇报。(教师可适当拓展报告内容)

设计意田)学生将家成员一天的生活安排写进表格后,再运用所学知识与

来进行对话,进而培养学生的综合语言运用能力

3.学生读短文,在小组内交流并填写表格。(如果课堂时间不充分,教师可将此

部分布置为课后作业)

Look! Lin Tao is very busy every day. He goes to school from Monday to Friday

He goes swimming on Saturday moming. He is good at swimming. He goes to piano classes on Saturday afternoon. On Saturday evening. he does homework at home. Basketball is his favorite sport. He plays basketball with his classmates on Sunday moming. He likes collecting stamps very much. Sometimes he goes to excellent stamp shows and sometimes he does some housework

t home

nday afternoon. On

Sunday evening, he usually goes shopping with his uther. After that, he goes to bed early. he's the busiest person in his family

【设计意图】学生通过间读再构文本,从短文中提取有就信息,再根据对应的时间填写Lin Tao的周末相关活动,为学生再次搭建运用核心语言的平台

四、小结与作业

1.小结

教师带领学生结合板书回顾本节课的重点内容

What does she do after work?

She does all the cooking and cleanin

She He goes to work does cleaning cooks meals waches Ty wash

clothes

2.作业

(1)必做题:听音模仿,跟读并熟读Listen and say板块的对话。

(2)必做题:抄写核心语言和重点短语,并运用核心语言仿写句子

(3)必做题:预习并完成Pay, write and report板板块的填空任务。

(4)选做题:完成《快乐听读》六年级上册Uni5的第3-5题。

(5)选做题:用英语谈论自己的妈妈,同学间交流并完成写作任务。