新改版：牛津译林版五年级英语下册Unit5 第1课时教案
苏教牛津译林版五年级英语下册Unit 5《Helping our parents》word公开课教案
师播放录音
Group tas two（小组任务二）：learn picture2 & 3
1、read and judge(1)Mie's mother is free（空闲的)
(2)Helen is cooing too
Mie
Helen
Tim
课堂检测
升华：
T Wenowour parents will become older and older, Loo!展示另一个关于父母老去的图片以及父母爱孩子的视频。So now please help your parents with housewor and love each other!
3、let’s play a game
4.反馈
T：What is he\she doing?引导学生回答He\she is ...ing.(板书句型)
师讲解：表示现在正在做的动作，我们用现在进行时。现在进行时的句子结构特点就是be动词+动词ing形式。
5.句子接龙，小组内边做动作边接龙，比一比哪个小组说的多
小组活动：
出示第一幅图：Today,let’s tal about Mie’sfamily.播放动画
Group tas one（小组任务一）：scanning & simming
1、泛读：快速浏览课文，并找出图一的大意
2、精读：(1)仔细的读课文，也找出不会读不理解的生词和词组。
(2)每个小组根据课文内容提出5个问题，并找出答案
1.Listen and read the story
2.小组内自读课文，
3.反馈
译林牛津版五年级英语下册教案 Unit5 第1课时
Unit 5 Helping our parents一、教学内容分析本单元围绕孩子帮助父母做家务的话题，呈现了现在进行时态特殊疑问句和肯定句的用法。
教学重点是关于家务劳动的动词短语和现在进行时态的肯定句型。
教师可要求学生自带全家福和呈现家居生活的照片，或者让学生画一幅体现家居生活的画，并想一想家务活有哪些，自己做过哪些，为课堂教学做好准备。
在语法教学方面，教师可从一般现在时引入现在进行时态，用对比的形式呈现。
教师也可将五上第四单元like doing作为现在分词的引入点。
本单元的教学词汇是关于家务劳动的动词短语，且都是动宾结构，师生可先复习学过的相关动词，再进行拓展。
二、教学目标1. 能听懂、会说、会读单词：parent, sweep the floor, wash the dishes grow, pest, ladybird, go away.2. 能听懂、会说、会读、会写短语：clean, cook, busy, garden, sweet.3. 能听懂、会说、会读、会写句型及回答：What are you doing? I’m… What is he/she doing? He/She is…4. 能知道字母组合ing在单词中的读音。
5. 能唱歌曲《Polly, put the kettle on》三、教学重点1. 句型: What are you/they doing? What is he/she doing? 及其回答I’m/They/we are…He/She is…2. 词汇：clean, cook, busy, garden, sweet.3. 语音：字母组合ing在单词中的读音。
4. 语法：动词ing形式的变化规则。
四、教学难点1. 能比较流畅地朗读对话，并能运用所学对话描述。
2. 能听懂、会说、会读、会写句型及回答：What are you doing? I’m… What is he/she doing? He/She is…五、教学准备1. 教具：多媒体，单词卡，图片2. 板书：写好课题Unit 5 Helping our parents六、课时安排共5课时：Period 1: Story timePeriod 2: Grammar timePeriod 3: Fun & Sound & Song timePeriod 4: Cartoon timePeriod 5: Revision & Checkout time& Exercises第1课时(总第课时)上课时间：月日课型：课一、教学内容Unit 5 Helping our parents (Story time)二、教学目标1. 能听懂、会说、会读、会写词汇：help, parents, clean, kitchen, living room, bedroom, busy.2. 能听懂、会说、会读、会写短语：clean the car, sweep the floor, cook breakfast, cook dinner, wash dishes, clean the table, make the bed.3. 理解、会读、会说句型：What is…doing?…is + V-ing.三、教学重点1. 能听懂、会说、会读、会写词汇：help, parents, clean, kitchen, living room, bedroom, busy.2. 能听懂、会说、会读、会写短语：clean the car, sweep the floor, cook breakfast, cook dinner, wash dishes, clean the table, make the bed.四、教学难点1. 能正确理解并朗读课文，在教师的帮助下尝试复述课文。
牛津译林版五年级英语下册Unit 5 Helping our parents 教学设计1
本文由一线教师精心整理/word 可编辑1 / 1Unit 5 Helping our parents 教学设计1一、教学目标：1. Can read the dialogue.2. Can say the conversation.3. Can use the new sentences.4. Can learn the words and phrases.二、教学重点：New wordsExpressions and sentences三、教学用具：Textbook, video, word cards四、教学过程：Step 1 RevisionGreetings between the teacher and the students Step 2 Presentation 1. Watch the video T: Do you like Micky?I don’t like him. Mimi asked Micky do some housework, but Micky is so lazy, he can’t do the housework, right? Are you lazy?Can you do some housework? What can you do? 2. T: What am I doing?(Put the cards on the blackboard.) T: Can you make the bed?Ss: I can make the bed. My mother makes the bed . I help her. 3. T: What does she do? (ppt 展示) 4. Read it by yourself5. T: L et’s play a gameI look at the blackboard and read these phrase, you follow me. You should put your hands on the table, when I turn back, you should put your hands on your behind, if somebody didn’t do it, and I’ll give another group of star. 6. Read it together Step 3 Drills 1. Follow the tape.2. Practice with your partners.3. Who can try. Step 4 Homework.Copy each phrase five times.Tell your parents what we have learned today. After school, do something to help your parents. Write a diary about today ’s work.。
【优质】小学英语译林牛津版五年级下册Unit 5 Helping our parents优质公开课教案3
Unit 5 Helping our parents教学设计1一、教学目标：1. Can read the dialogue.2. Can say the conversation.3. Can use the new sentences.4. Can learn the words and phrases.二、教学重点：New wordsExpressions and sentences三、教学用具：Textbook, video, word cards四、教学过程：Step 1 RevisionGreetings between the teacher and the studentsStep 2 Presentation1. Watch the videoT: Do you like Micky?I don’t like him. Mimi asked Micky do some housework, but Micky is so lazy, he can’t do the housework, right? Are you lazy? Can you do some housework?What can you do?2. T: What am I doing?(Put the cards on the blackboard.)T: Can you make the bed?Ss: I can make the bed. My mother makes the bed . I help her.3. T: What does she do? (ppt展示)4. Read it by yourself5. T: L et’s play a gameI look at the blackboard and read these phrase, you follow me. You should put your hands on the table, when I turn back, you should put your hands on your behind, if somebody didn’t do it, and I’ll give a nother group of star.6. Read it togetherStep 3 Drills1. Follow the tape.2. Practice with your partners.3. Who can try.Step 4 Homework.Copy each phrase five times.Tell your parents what we have learned today.After school, do something to help your parents.Write a diary about today’s work.。
苏教牛津译林版五年级英语下册Unit 5《Helping our parents》word公开课教案
1、自读第一幅图。
2、读第一段划出问题答案与小组内同学合作解决
Tas 2Let’s learn Picture 2-3
要求：
1.跟读录音，回答问题：
2小组合作，自主学习，成员一起读第2-3幅图，并讨论问题。
3遇到困难，小组内互相讨论，互相帮助。
3.Brain storming
SHe is...
小组活动：
出示第一幅图：Today,let’s tal about Mie’sfamily.播放动画
Group tas one（小组任务一）：scanning & simming
1、泛读：快速浏览课文，并找出图一的大意
2、精读：(1)仔细的读课文，也找出不会读不理解的生词和词组。
(2)每个小组根据课文内容提出5个问题，并找出答案
(3)Mie is cleaning the table.
2、将图二图三改编成对话，并且表演出
小组合作，自主学习，成员一起读第2-3幅图，并讨论问题。遇到困难，小组内互相讨论，互相帮助。
3、发挥想象What is Mie’s father doing on Saturday afternoon?
再读课文
(揭示课题Helping our parents)
What can you do to eep the room clean?give you a tip you should have a magic eyes!
2、出示单词，clean the table
maethe bed
sweepthe floor ,wash the clothes wash the dishes
幻灯片出示回飞入的单词：clean the table
牛津译林版五年级英语下册第五单元计划和第一课时Storytime教案
Unit 5 helping our parents单元教学建议：本单元围绕孩子帮助父母做家务的话题，呈现了现在进行时态特殊疑问句和肯定句的用法。
教学重点是关于家务劳动的动词短语和现在进行时态的肯定句型。
教师可要求学生自带全家福和呈现家居生活的照片，或者让学生画一幅体现家居生活的画，并想一想家务活有哪些，自己做过哪些，为课堂教学做好准备。
在语法教学方面，教师可从一般现在时引入现在进行时态，用对比的形式呈现。
教师也可将五上第四单元like doing 作为现在分词的引入点。
本单元的教学词汇是关于家务劳动的动词短语，且都是动宾结构，师生可先复习学过的相关动词，再进行拓展。
教学目标：1. 能听懂、会说、会读单词parent, sweep the floor, wash the dishes grow, pest, ladybird, go away.2. 能听懂、会说、会读、会写短语：clean, cook, busy, garden, sweet.3. 能听懂、会说、会读、会写句型及回答：What are you doing? I ' m∙∙ What is he/she doing?He/she is …4. 能知道字母组合ing 在单词中的读音。
5. 能唱歌曲《Polly, put the kettle on 》教学重点：1. 句型：What are you/they doing? What is he/she doing?及其回答I' m/they/we are∙∙∙he/sheis…2. 词汇：clean, cook, busy, garden, sWeet.3. 语音：字母组合ing 在单词中的读音。
教学难点：1. 句型:What are you/they doing? What is he/she doing? 及其回答I' m/they/we are …he/she is∙∙2. 词汇：parent, sWeep the floor, Wash the dishes 等；clean, cook, eat, help, Wash, Watch 等现在分词的读音及用法。
【最新】牛津小学英语译林版五年级下册全册教案
新牛津小学英语译林版五年级下册全册教案学科：英语年级: 五年级下册授课人：课题Unit 1 CinderellaStory time 课型新授型共 6课时第1 课时总课时1学习目标1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit2. 基于故事听懂、会说、会读、会写句型：Why…? Because …?并理解句型的意思；3. 能够听懂、会说、会读日常用语：Come and help me… Let me help you. I have to …4. 能较流利有感情地朗读故事。
重点难点1在听故事的过程中理解词汇及句型Why…? Because …?能够从整体到局部理解内容；2能以正确的语音语调朗读故事，合作表演故事。
预习提纲学习过程Step1 Free talkT: Do you like reading storybooks?What storybooks?Do you like <Goldilocks and the three bears>? Why?Step2 Presentationa. Present the titleToday we’ll read a story.See, the handsome man is a prince.The pretty girl is Cinderella. (present the title)b. Try to sayT: I think you all know this story. Can you say something about the story.partycan’t go …helpscomes backWhose shoe…c. Try to read二次修订T: There’s a party at the prince’s house, but Cinderella cannot go. Listen, who are shouting?Ss:(picture)two sisters and the stepmotherT: What do they say? Try to read like the bad sistersSs read the sentencesd. Watch and answerT: The two sisters can go to the party happily. But Cinderella cannot go, so she is very …Ss: Sad.T: Why she cannot go to the party and who hel ps her? Let’s watch the cartoon. check the answerTeach: a fair/a witch (tell the differences)e. Act in twoRead after the computerTeacher make an exampleAct in twof. About the party1. Listen and sayT: Cinderella puts on the new clothes and shoes. What does the fairy say?Teach: before/after(作为板书)2. Read and underlineCinderella is at the party. The prince sees her. What would he say?Ss: What a pretty…? Would you …?T: She has a good time at the party. (钟声) Does she want to go home?Ss read and underlineT: Please tell me the sentences you underlineTeach: have to …make some new sentencesT: She left her shoe. So the prince shout:Ss: Hey, your shoe.T: How do you think of Cinderella?Ss: …Teacher show two important sentences1.Read and orderT: Cinderella has to go home.Q: What does the prince do?Does Cinderella try on the shoe at first?Ss read and answerg. Read and matchT: Do you like my story?Do the exercise (Read and match together)Step3 Read and act the story1. Reading timeRead after the computerRead after the teacher2. Ask and answer /Act the story3. retell the story4. Talk about the writer5.完成课课练第一课时Step4 Homework1.听录音熟练朗读story time2.小组内表演故事3.阅读这本故事书板书设计：Unit1 Cinderella Before the partyCome…Where …?Why?Because…After the partyVisit…Try on …课后反思学科：英语年级: 五年级下册授课人：课题Unit 1 CinderellaFun time Grammar time Thinkand write课型新授型共 6课时第2课时总课时2学习目标1.进一步巩固并掌握故事中出现的词汇：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit ,leave…behind2. 进一步巩固并掌握四会句型：Why? Because …3. 学生能够根据Fun time中的图片说和演4. 学生能够根据故事，完成Checkout time中的Think and write,进一步巩固故事，理解故事重点难点1运用Why？Because…交流，掌握句子结构。
最新苏教牛津译林小学英语五年级下册《Unit 5 Helping our parents》公开课教学设计
课题：Unit 5 helping our parents课时：1教学目标：1. 能听懂、会读、会说单词：parent, clean, cook, sweep, busy, wash .2. 能听懂、会读、会说日常用语：what are you doing? What is he/she doing? 及回答3. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。
4. 能初步运用本课所学的词汇和句型询问别人正在做什么。
教学重点：1.能正确理解并朗读课文，在教师的帮助下尝试复述课文。
2.能初步运用本课所学的词汇和句型询问别人正在做什么。
教学准备：课件、磁带、录音机等。
教学过程教师活动学生活动备注Step 1 GreetingStep 2 Pre-reading1.Let’s watch看一则公益视频关于孩子为父母做家务的After reading , please answer what’ he /she doing?出示中文生试答Ss: He /She is ….T(将以上提及的短语综合在一起) Yes, they are helping their parents .Step 3 While-reading1.Do you help your parents at weekends?Ss: Yes, I often/sometimes/usually/always…..Teach : clean the car, sweep the floor, wash clothes, wash the dishes.T: Great! We can do a lot of things. What about them?出示课文人物。
Can you try to guess what are they doing?2.Watch the cartoon3.Are mike and Helen helping their parents? Read the story and underline some difficult words and sentences.4.Let’s fillName Doing thingsMikeHelenTimJim(1)Listen and repeat(2)Do a judge.My father is cooking in the kitchen.Helen is sweeping the floor.Tim and dog are in the living room.Jim is in cleaning the table in the afternoon.Tim and Jim are watching TV in the living room.Step 4 Post-reading1. Have a talkWhat do you think of them?Ss have a talk in class.2. Retell the story.Retell the story and put the pictures on the right place. Step 4 ConsolidationT: We know our parents will become older and older, Look!展示另一个关于父母老去的视频或图片。
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Unit5 第1课时教学设计一、板块介绍本板块以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，主要内容是家务劳动。
课文内容看似平淡无奇，但是它传递了一个信息，即在家庭生活中，每个人都有义务承担一些力所能及的家务劳动。
在教学过程中，教师要引导学生注意到这一点，并鼓励他们在家里帮助父母承担家务，在学校和老师、同学一起保障校园环境的整洁。
二、教学目标1. 能听懂、会说、会读、会写clean the car, clean the table, make the bed, sweep thefloor, wash clothes, wash the dishes等。
2. 能听懂、会说、会读Story time中的故事。
3. 句型：What … doing?及其回答… doing …三、教学重难点1. 句型：—What … doing?—… doing …2. 词汇：clean the car, clean the table, make the bed, sweep the floor, wash clothes, wash the dishes.四、教学过程Step 1: Warm-up/Lead-in1. 介绍家人，引入话题教师呈现自己的家居生活照或视频，和学生一起复习房间类的词汇和家居环境及家居用品类的词汇(living room, bedroom, kitchen, bathroom, dining room, door, window, table, chair, sofa, bed, fridge, clock, TV, computer)。
教师也可以安排学生小组活动，互相展示表现家居生活的照片或画作，介绍自己的家和家人。
活动最后，教师可以邀请若干学生在全班同学前介绍自己的家和家人，描述得越详细越好。
如：S: This is my home. This is my father and mother. They’re in the living room. This is me. I’m in my bedroom. This is my pet Prince. He’s a lovely dog.…2. 接龙造句，复习like doing结构教师安排学生进行小组接龙活动，用doing结构造句，复习动名词doing。
如：SI: I like swimming. What do you like doing?S2: I like drawing. What do you like doing?S3: I like skating.…3. 唱诵歌谣，导入语法教师可以和学生一起再读五年级下册Unit 1 (Cinderella) Sound time的歌谣，并引导他们注意动词的形式，从而引入本单元的现在进行时态。
Step 2: Presentation & PracticeStory time1. 以旧带新，教授单词教师可以用多媒体呈现家居生活用品，和学生先复习目标动词短语中已经学过的名词car，table, bed, clothes，然后介绍新词dish和floor。
教师可根据学生的实际情况，拓展教授词汇bowl, plate, kettle, washing machine，lamp, wardrobe, bookcase, study, rice cooker, oven等。
2. 利用图片，教授动词短语教师可通过问答活动，逐步引出动词短语make the bed。
在教师动词clean，wash, sweep之前，教师可以先呈现形容词dirty，然后介绍动词clean，最后再过渡到动词短语clean the car, clean the table, sweep the floor, wash clothes。
如：T: Look. This is a bed. What do you do if you’re tired and sleepy?Ss: I go to bed.T: Right. What do you usually do before you go to bed or after you get up? I usually make the bed. What about you? Do you make the bed before you sleep?S1: Yes, I do. Do you make the bed after you get up?S2: Sometimes I do.T: I always make the bed in the morning.…T: Does your father have a car?S1: Yes, he does.T: How does your father go to work?S1: He goes to work by car.T: (呈现一辆很脏的车的图片) Look at this car. Does it look nice?Ss: No.T: Why? (板书dirty) Because it’s dirty.Ss: Dirty.T: What can we do to make it look nice? (板书dean和clean the car) We can clean the car.Ss: Clean the car.…3. 说说做做，教授句型教师可以用扫地的动作来介绍现在进行时的肯定句，同时用一般现在时做参照，对比两种时态，并说明前者用来表示“一般”或“通常”情况下做的事情，而后者用来表示“现在”正在做的事情。
如：T: When do you usually sweep the floor of our classroom?S1: I usually sweep the floor after school.T: Good. Look at the floor. Is it dirty?S2: Yes.T: (扫地) Let me sweep the floor now. Look! I’m sweeping the floor.教师板书下列句子并凸显sweep和am sweeping.I usually sweep the floor after school.I am sweeping the floor.教师邀请一名学生和自己一起扫地。
T: Look! We’re sweeping the floor.教师板书We are sweeping the floor. 并凸显are sweeping。
教师继续邀请学生扫地，然后板书下列句子。
He is sweeping the floor.She is sweeping the floor.They are sweeping the floor.You are sweeping the floor.4. 造句游戏，操练现在进行时和目标短语教师呈现目标动词短语，要求学生任意选择主语，用现在进行时造句。
教师可以鼓励学生加上地点状语，以便同时操练房间类的词汇。
教师也可将新课文中的其他动词或动词短语(cook breakfast, sleep, cook dinner, eat fruit, watch TV) 同目标词汇一同操练，以便为课文学习做准备。
如：S1: He’s cleaning the car in front of the house.S2: They’re watching TV in the living room.S3: She’s sleeping on the sofa.S4: My mother is cooking dinner in the kitchen.…教师也可以利用多媒体呈现一张含有人物、动作和地点的表格，要求学生随意组合，用现在进行时造句。
如：5. 看图说话，理解课文大意教师要求学生观察课文的三幅插图，并用现在进行时描述图中人物的活动。
教师可以用问答的形式和学生完成此活动。
如：Picture 1• Where are Mike and Mr Brown? What are they doing?• Where is Tim? What is he doing?• Where is Helen? What is she doing?• Where is Mrs Brown? What is she doing?Picture 2• Where are Mrs Brown, Mike and Helen? What are they doing?Picture 3• Where is Tim? Who is the boy next to him? What are they doing?为了保持神秘感，教师此时可以不必介绍Ben (the dog)和Jim，待学生自己阅读或听课文录音时去发现他们是谁。
6. 观看动画或阅读课文，完成说写活动教师播放课文动画或安排学生自读课文，然后要求他们完成学生用书第50页的Match and say和Think and write。
7. 设计练习，检测理解教师也可以设计判断练习，检测学生对课文细节的理解情况，并要求学生纠正错误的陈述。
如：Read and judge• On Saturday morning, Tim is playing with Ben. (F)• Ben is Tim’s brother. (F)• Mr Brown is cooking dinner. (F)• Tim and Jim are twins. (F)Fun time一、板块介绍本板块以棋盘游戏的形式呈现了一个问答活动，可以在同桌之间或者四人小组内操作完成。
活动时，每组学生按照顺序轮流掷散子，依据骰子显示的数字在棋盘上向前移动相应的格子，然后就骰子所在的图片进行问答活动。
未掷骰子的学生提问，掷骰子的学生回答。
若回答正确，可继续掷骰子；回答错误，则轮换到另一位学生掷。
先到达终点者为获胜者。
二、教学活动1. 看图，复习词汇和句型分组活动前，教师可以先和学生一起看棋盘中的图片，用现在进行时描述图中人物的活动。
2. 示范游戏教师利用多媒体课件展示棋盘，然后邀请一位学生与自己示范游戏，让学生了解游戏步骤和基本操作方法。
3. 分组活动教师安排学生分组活动，进行问答游戏。
教师可以巡视课堂，观察学生游戏的进展和语言运用的情况，随时给予帮助和指导。
Step 3: Consolidation1. 做做说说教师邀请若干学生做动作，其他学生用现在进行时描述。