五年级下册英语教案-Unit,5,Im,cleaning,my,room,Lesson,26,人教精通版.docx

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1、五年级下册英语教案-Unit,5,Im,cleaning,my,room,Lesson,26,人教精通版Teaching Subject Unit5 Im cleaning my room. Lesson25 Type New Integration Teaching Objectives 1. Can listen, speak, read and write the main phrases: make a call,write an email ,wash the clothes,clean the room. 2.Can understand the dialogue and use

2、the target language: “ Im cleaning the room.” 3.To make the students to be interested in English. 4.Learn to work in groups. The Key Points Difficulties Key Points 1.Can listen, speak, read and write the main phrases: make a call,write an email ,wash the clothes,clean the room. Can listen, speak and

3、 read the new words: email,clothes. 2.Can listen, speak, read and write the main sentence: “ Im cleaning the room.” 3.Can understand the dialogue and use the target language: “ Im cleaning the room.” Difficulties Points Can use the main phrases and sentences correctly.Im/Shes/Hes v-ing. Process and

4、methods 1.Make a situation, design reasonable 2.Teaching activities. 3.Cooperative learning. 4.Use the target language. Teaching Aids PPT Picture cards Stickers Teacher Procedure Teaching design Secondary preparation I.Greetings Warm-up: 1.Greetings: T:Good morning/afternoon!Boys and girls! Ss:Good

5、morning/afternoon!Miss. T:How are you today? Ss:Fine,thanks. 设计意图：师生问好，拉近师生关系，并将学生的留意力带入到课堂中。2. Free-talk T:Do you want to be a good boy or girl at home? S:Yes. T:What should/shouldnt you do? S:help to do housework. S:You should keep your room clean. T:clean clean cleaning (Ask Ss to read the topic

6、together.) 设计意图：这一环节旨在渲染轻松的学习氛围，使学生快速进入学习状态，为新课的学习做好铺垫,提前感受本节课的学问点。 II.Presentation Practice 1. Make a call: A: Hello! This is speaking .May I speak to ? B: Yes, this is speaking . A: Whats wrong with you? B: Im / I have . A: You should. . B: Thank you. T:Look at me.What am I doing? S:I am making a

7、call. Chant:make,make,making,I am making a call. 2. Introduce classmates and tell students they are doing sth. Let students look at the pictures and answer what she/he is doing? T studies the new phrases(Ss work in pairs, read one by one/in groups.) 设计意图:老师干脆介绍同班同学正在做什么引入到本课的学习，使生活与课本学问相结合，提升学生实际运用语

8、言的实力。 3. Ask and answer: T:What is she doing? S:She is making a call. Chant；make,make,making,she is making a call. T:What is she doing? S:She is washing the clothes. Chant:wash,wash,washing,she is washing the clothes. T:What is she doing? S:She is cleaning the room. Chant:clean,clean,cleaning,she is

9、 cleaning the room. T:What is he doing? Ss:He is writing an email. Chant:write,write,writing,she is writing an email. (T ask,Ss answer,Ss ask their friend) Ss practice in two minutes,T goes around the class to help student.Ss act them out. T gives the card to the good students. 设计意图：通过练习，使学生能够学以致用，将

10、学过的短语运用到句型当中，提升学生综合运用语言的实力。4.Chant(T makes new chant) Writing,writing,writing an email.He is writing an email. Washing,washing,washing the clothes,she is washing the clothes. Making,making,making a call,she is making a call. Cleaning,cleaning,cleaning the room,she is cleaning the room. Ss follow the

11、 teacher ,Ss practice in four,then group show. T gives the card to the good groups. 5.Pair work: -What is he/she doing? -He/She is . Practice with your partner in two minutes. T goes around the students to help them.Ss act them out. T gives the card to the good students. 设计意图：采纳直观教学法，用图片干脆引出词汇并教授。在教

12、学过程中，通过师生问答的活动逐步引出本课的目标语言，坚持“词不离句”原则，利用chant进行句型的巩固，加强学生对句子的娴熟程度。6.Play a game:woodenchild 设计意图：这一环节设计一个猜的嬉戏，引导学生借助关键词和目标语言复习巩固所学短语，提高学生的语言实际运用实力。7.T:Look,they are our friends.Do you know what is she/he doing? S:Yes.She/He is . T：Now you know what your friends are doing.Do you Know what Lily is doin

13、g? 设计意图：由挚友正在做什么过渡到Lily正在做什么，从而进行课文教学，从易到难，层层教学。8.Just talk(Ss open the books,turn to page 56 ) (1)Watch the video and answer my questions. A.What is Lily doing? B.What is Lilys dad doing? C.What is Lilys mum doing? Let the students read the three questions ,then watch the video (2) Discuss in the g

14、roups,Ss answer and check the answers T: What is Lily doing? S1: She is cleaning the room. T:What is Lilys dad doing? S2:Her dad is writing an email on the computer. T:What is Lilys mum doing? S3:Her mum is washing the clothes. 设计意图：通过谈论图片中的人物和正在做的事这一环节的运用，呈现真实语言交际，使学生自然地运用所学学问，提高语言运用的实力。(3)listen a

15、nd repeat T plays the tape and Ss read the tape. (4)Ss read by yourself in 2 minute. T goes around the students to help them.Ss act them out. Ss show. T gives the card to the good students. (5)Roleplay the conversation in groups. Group show.T gives the card to the good students. 设计意图：在目标语言处，由学生进行角色扮

16、演，巩固重点词句，同时培育学生的语言运用实力。(6）Fill in the blanks. Lily: Hello! This is Lily . Can I speak Grandpa? Aunt: Yes. , please. Grandpa: Hi, Lily. This is Grandpa speaking. Are you here with your this morning? Lily: Sorry, Grandpa. Were all very busy today. Dad is on the computer. Mum is . Grandpa: Oh, dear! An

17、d what are you , Lily? Lily: Im . Grandpa: Youre a good girl! speaking,to,Hold on,parents,writing an email,washing the clothes,doing,cleaning the room. T gives the cards to Ss,then Ss fill in the blanks by yourselves. Ss read out the filled answer.PPT shows the right answer.Let the wrong students fi

18、ll it out correctly.Let the Ss read the dialogue together. 设计意图：通过挖空练习，对学生进行检测，让学生对所学对话加以巩固。(7)Say the chant to practice the main sentence.(PPT shows) Saturday morning Lily and her family Stay at home Mum is washing Dad is writing Lily is cleaning How busy! T:Sometimes your parents are very busy,wha

19、t should you do? Ss:Help to do housework. T:Yes,you should help to do housework.I believe you are all good boys or girls. 将课文重点利用chant进行总结巩固，加强学生对文章的娴熟程度，通过情感教化，让学生们明白如何做一名好孩子。9.Do exercises(T checked that Ss answer freely.) (1)Lily is (call, calling) her grandpa. (2)This is Lily (speak, speaking).

20、(3)(Is , Are) you coming here? (4)Can I speak (to, for) Grandpa? (5)Dad is writing(a, an)email. 1.Can I speak to Kate?_This_is Kate speaking. 2.What are you _doing_? I am watching TV. 3._Who_ is she? She is Amy. 4.I am writing an email _on_the computer. 5.Dad is _writing_ an email. 设计意图：进行练习检测学生对所学对

21、话的驾驭状况,加深学生对学问的印象。III.Consolidation or summary: Say and do the actions I am She/He is 设计意图：这一环节设计一个边说边做的嬉戏，引导学生借助动作复习巩固所学短语，提高学生的语言实际运用实力。IV. Additional Activities: Show the PPT and make a new conversation with your partner. A: Hello! This is speaking . Can I speak to ? B: Yes, this is speaking . A:

22、 What are you doing ? B: Im . A: Oh, . .a good . . If theres no time,T can ask Ss to finish it after class. 设计意图: 这个环节属于拓展提升部分，可针对学生对所学学问进行拔高练习。目的在于有效的培优，扩展学生的语言学问，充分利用所学学问进行句型的练习，同时丰富语言内容。V.Homework: 1.Write the key phrases and sentences.（必做） 2.Do exercise-book.（lesson 25）(必做) 3.Recite the dialogue.(选做) 4.Make a new conversation,using what you have learned.(选做) 设计意图：作业内容涉及到词句、会话。借助练习册进行巩固练习。四会驾驭的词句须要学生背会，为英语学习打下坚实基础。 Blackboard Design Feed Back Advantages： Disadvantages： Corrective actions：（详细落实存在问题的内容、时间、方法）