5A Unit 6 Doing housework（通用3篇）
5A Unit 6 Doing housework 篇1
一、purpose
1.learn the four skill words: stand, sit, sleep, jump, run, walk.
2.revise the words: draw, read, sing, dance, write, drink.
3.command the sentence structure: what are you doing? i’m … what is he/she doing? he’s/she’s…
二、focus:
4.command the four skill words: stand, sit, sleep, jump, run, walk.
5.command the sentence structure: what are you doing? i’m … what is he/she doing? he’s/she’s…
6.v-ing.
三、difficulties:
7.use the verb correctly.
8.command the words and sentence structure.
四、preparation:
9.writing on the blackboard “unit 6 doing housework”
10. the projects.
五、process:
step 1 warm-up and revision
1.sing a song: are you sleeping? （多媒體課件出示）
2.free talk.
t: boys and girls, now we are having an english lesson. how are you?
ss: fine, thank you.
t: is there a tv in our classroom?
s1: yes, there is.
t: are there any desks and chairs in the classroom?
s2: yes, there are.
t: how many boys are there in our class?
s3: there are twenty.
t: what’s on your desk?
s4: there is/are … on my desk.
t: what can you do?
s5: i can …
t: what do you like?
s6: i like …
t: i like singing. do you like singing?
s7: yes, i do.
t: please sing now. … oh, you are singing.
t: i like dancing. do you like dancing?
s8: yes, i do.
t: please dance now. … oh, you are dancing.
t: do you like drawing?
s9: no, i don’t.
t: what do you like?
s9: i like reading a storybook.(reading a storybook.)
t: oh, you are reading now.
step 2 presentation and practice.
a. learn the new words.
1.t: boys and girls, look at me, now i’m standing.
(teach: stand)
t: read after me. “stand, stand, s-t-a-n-d, stand”
ss: stand, stand, s-t-a-n-d, stand.
t: read together.
t: now, group 1, read and spell the word.
t: please stand up. let’s say “standing, standing, i’m standing.”
2.t: i’m standing, but you are sitting.
(teach: sit)
t: read after me. “sit, sit, s-i-t, sit”
ss: sit, sit, s-i-t, sit.
t: read together.
t: now, group 2, read and spell the word.
t: what are you doing?
t & ss: sitting, sitting, i’m sitting.
3.the same method to teach the new words: sleep, jump, run, walk.
4.(1)read the words after the tape.
(2)listen and point the right picture.
(3)listen and act.
5.t: today, we have learned these new words, who can read them? oh, look, the words have changed. can you read them? (多媒體課件出示)
b. learn the sentence structure.
1.t: boys and girls, i can play the guitar. what can you do? please showme what can you do.
s1: i can …
t: let me guess what are you doing? oh, you are jumping. am i right?
s1: yes, you are right.
(teach: what are you doing? i’m …)
t: (explain)be(is, am, are) 加上動詞的ing形式，表示動作正在進行。
t: what are you doing?
s1: i’m standing.
2. t: shall we play a game? let’s listen and ask.(多媒體課件出示)
a)喝水聲：david, david, what are you doing? i’m drinking.
b)打鼾聲：mike, mike, what are you doing? i’m sleeping.
c)走路聲：ben, ben, what are you doing? i’m walking.
d)唱歌聲：nancy, nancy, what are you doing? i’m singing.
e)音樂聲：helen, helen, what are you doing? i’m listening to music.
2.t: helen is listening to music. what is nancy doing? she is singing.
(teach: what is she doing? she is …)
t: (請一位女生做動作)what is she doing?
ss: she is …
3.the same method to teach: what is he doing? he is …
4.(多媒體課件出示)look at the pictures, ask and answer.
a)teacher asks the questions, and the students answer.
b)do it in pairs.
c)check:
(1) a: what are you doing?
b: i’m reading a storybook.
(2) a: what are you doing?
b: we’re drawing some pictures.
(3) a: what is she doing?
b: she is watching tv.
(4) a: what is he doing?
b: he is running.
5.總結be + doing的含義及其用法。
step 3 consolidation
1.say a rhyme:
doing, doing, what are you doing?
running, running, i’m running.
doing, doing, what are you doing?
walking, walking, we’re walking.
doing, doing, what is he doing?
sleeping, sleeping, he is sleeping.
doing, doing, what is she doing?
jumping, jumping, she is jumping.
doing, doing, what are they doing?
writing, writing, they are writing.
2.listen to a song: what are you doing?
3.（1）t: today, i have a funny story. shall we watch it?
ss: ok.
t: now let’s watch the cartoon together. (看一遍動畫之后，出示一些問題 )
questions: a) what is mimi doing?
b) what is mum doing?
c) what is bobby ding?
(再看一遍以后，回答以上問題)
（2）（看第三遍，完成練習）
please complete the dialogue.
mum: mimi,
mimi:
mum: . come and help me, please.
mimi: ok.
mum: tom, what are you doing?
tom:
mum: please help me.
tom: all right.
mum: where is bobby?
mimi:
mimi: the cake looks good.
mum: let’s eat it.
step 4 assign homework
1.copy the new words.
2.make the sentences with: what are you doing? i’m …
what is he/she doing? he/she is …
think about a funny story like the model, check it next time.
5A Unit 6 Doing housework 篇2
說教材：
本課選自《牛津小學英語5a 》中的unit 6. 這套教材從視聽入手,注重聽說訓練,著重培養學生的語感和初步運用英語進行簡單日常交流的能力,通過聽、說、讀、寫、唱、游、演、畫、做等活動激發學生的學習興趣，幫助學生養成良好的學習習慣。形成有效的學習方法，發展自主學習的能力，為進一步學習打下基礎，書中的各單元內容貼近學生的生活和學習實際，unit 6的核心教學內容是“做家務和做功課”,重點介紹了what is/are…doing？he’s/she’s/i’m/we’re…句型。這一句型主要用于描述當前正在發生的事件或正在進行的動作。在教學過程中，教師要創設各種真實的情景來呈現，練習和鞏固該句型。結合這一語言點，本單元繼unit 3之后，再次介紹了一批動詞，從而進一步拓寬了學生的語言交際面，基于此，本課選擇b,c,d部分內容進行學習。
說教法學法：
說教法: 結合本課的句型特點和重點，在本課的教學中，我主要選用“合作學習”和“獨立學習”的教學方式，采用創設情境法、和直觀教學的方法，運用“任務型”教學途徑，引導學生學習,使之成為學習的主人。重在為學生營造一個民主、生動、活潑的學習環境，使學生主動參與到自主學習過程當中，培養學生的創新意識和自學能力。
說學法: 根據教材和學生的認知水平，使學生在不斷的參與競爭、團結合作的互動環節中滲透“學生是學習的主人”的意識，培養學生自主學習的能力和意識，使學生學到的是學習的方法而提高的是學習的能力。
說教學過程
step1:revision
1.free talk.
t：good morning, .glad to see you.
s1: glad to see you, miss zhou.
t: i like singing. what do you like?
s1: i like swimming.
t: what day is today?
s2: today is monday.
t: how are you? s2:i’m fine.
t: how about your father? s2: he’s fine
t: are you free now?
s2: yes, i am. / no, i’m not.
t: where are you now, class?
ss: we’re in the classroom.
2sing a song “ we can sing and dance”
step2. presentation
1.make a call.提示課題。
t: hello, ××what day is today? s1: today is monday.
t: it’s a nice day, isn’t it? s2: yes, it is .
t: hello, ××it’s a nice day. do you like this morning?
s3: yes.
t: are you free now? shall we go to hongmei zoo?
s4: all right / great!
t: this class we’ll learn to make a call.
揭示課題：t: look at this. say after me. “make a call”.
ss: make a call.
t: now here is a telephone. let’s make a call.
2、創設情境，學習打電話方式。
t: hello, this is miss zhou.
s1:hello, this is s1.…
t: hello, this is miss zhou .is that ?
s4: yes, this is s4. t: are you free now?
s4: no, i’m not.
t: are you free this afternoon? s4: yes, i’m free.
t: shall we go to hongmei zoo?
s4: great!
教師作示范model兩次，學生學習打電話，隨后黑板上出示對話句型
ss:（working pairs）s1:hello.
s2:hello, is that ?
s1:yes, this is .
s2: are you free this afternoon?
s1: yes, i am.
s2: shall we go to hongmei z00?
s1: great
3.sing a song “what are you doing？”
t: now, let’s have a rest. do you like singing?
now let’s listen a song
ss:學生聽和跟唱
4、在唱歌情境中，引出現在分詞句型。
t: look! i am drawing. can you draw a bird? s1: yes, i can.
t: excuse me。 what are you doing?
s: i’m…(引出i am drawing.) 板書：what are you doing?
t: look at me, class. i can swim. look! i am swimming.
who can act swim? （教師游泳動作）s1(act).
t: what are you doing?
s1:i am swimming.
t: now,look! i am cleaning the window. what am i doing?
s2:you are cleaning the window.
（板書：clean clean the window）
t: now follow me, clean the window. ss: clean the window.
t: hello, . can you clean the window?
s1: yes, i can. look! t: what are you doing?
s1:i’m cleaning the window.
t: me too. and i can sweep the floor. look! （教師作掃地動作）(引:sweep the floor) ss: sweep the floor.
t: what are you doing? s2:i’m sweeping the floor.
t: me too.（教師也做掃地動作）
5、游戲引stand 和 sit.
t: do you like games, class? ss: yes, i do.
t: stand up boys. sb: all right.
t: what are you doing, boys? sb: we’re standing. (引:stand.)
t: stand, follow me. ss: stand.
t: what are you doing? sb: we’re standing.
t: sit down, please. what are you doing? sb: we’re standing.
t: sit down, please. (教師分批提問站立男孩，而后示意其坐下（待全體男孩坐下，提問集體）
t: what are you dong, ? (引:sit.) i’m sitting. we’re sitting.
step 3.play a game
（老師悄聲命令s1做動作,然后讓學生猜，激發學生學習的興趣。）
t:（悄聲告訴s1）draw a picture.
s1（學生做動作）
t: what is she / he doing guess?
s: guess, she’s /he’s drawing a picture.
t: what are you doing?
s1:i’m drawing a picture.
t: yes, you’re right / no, you’re wrong.
分別讓學生read the book, sweep the floor, watch tv, sleep等
step 4 look and act
1（出示c、d部分的圖片）師找一生做范例：
t：hello! this is miss zhou. is this ?
s: yes, this is .
t: are you free now?
s: sorry, i’m not free.
t: what are you doing?
s: i’m reading a book.
t: are you free this afternoon?
s: yes.
t: shall we go swimming this afternoon?
s: ok.
t: see you this afternoon!
s: see you!
2.學生找自己的朋友模仿對話練說
now ,please find your good friend make a dialogue, and invite him to do something at this afternoon.
3.act the dialogue
please some pairs come here and cat your dialogue to the other students.
4.can you write your dialogue?
step 5 homework
1.抄寫新單詞
把所說的對話寫下來
板書：5a unit 6 doing housework
what is/are…doing？
he’s/she’s/i’m/we’re…
5a unit 6 doing housework 來自第一范文網。
5A Unit 6 Doing housework 篇3
一、教學目標
1、 能聽的懂、會說、會讀和會拼寫單詞及短語morning, ring, sweep, maths, sleep, jump, run, walk, help…with, wash clothes.
2、 能聽的懂、會說、會讀和會寫句型what is/are…doing? he’s/she’s/i’m/we’re/they’re …
3、 能聽的懂、會說和會讀日常交際用語和句型are you free now? how about …? can you come and help… with…? see you this afternoon. please help me. please give me some. yes, you’re right. sorry, you’re wrong.
4、 了解元音字母e在單詞中的發音。
5、 會唱歌曲what are you doing?
二、教學重、難點
1、 能聽的懂、會說、會讀和會拼寫單詞及短語morning, ring, sweep, maths, sleep, jump, run, walk, help…with, wash clothes.
2、 能聽的懂、會說、會讀和會寫句型what is/are…doing? he’s/she’s/i’m/we’re/they’re …
三、課時安排：4教時
第一教時：part b & c
第二教時：part a
第三教時：part d, e, h
第四教時：part f, g, 綜合練習
第一課時
一、教學內容
b look，read and learn & c ask and answer
二、教學目標
1、能聽懂、會說、會讀和會寫單詞sleep, jump, run, walk, 句型what are you doing? i’m……
2、能在一定的情境中靈活運用句型what are you doing? i’m……并了解you所包含的“你”和“你們”兩層含義，會聽說what are you doing?的另一種回答we're......
3、能初步了解現在進行時的一些知識
三、教學重點
1、b部分單詞的讀音和書寫
2、正確地聽、說、讀、寫句子what are you doing? i’m……
四、教學難點
1、理解you所包含的“你”和“你們”兩層含義，會聽說what are you doing的另一種回答we're......
2、動詞ing后的讀音及現在進行時的用法
五、教學準備
1、教具準備
1）單詞、詞組、句型卡片
2）關于本課時的多媒體課件
2、板書準備：寫好課題和日期。
六、教學過程
step 1 free talk
1 、greetings
2、sing a song <we can sing and dance> （電腦播放flash）
3、復習前幾個單元的內容，師生對話。
eg. t: hello, i'm miss zou. what's your name?
s1: i'm ...
t: i can dance. can you dance ?
s1: yes, i can. / no, i can't.
t: show us how to dance.
s1: (act)
t: good. you are dancing.
t: what can you do?
s2: i can...
t: show us how to ….
s2: (act)
t: good. you are -ing.
...
step 2 presentation and pratice
1、free talk忽然被一陣電話鈴聲打斷，teacher與對方交談。
（人機對話）
stranger: hello, is that miss zou?
t: yes, this is miss zou speaking.
stranger: what are you doing?
t: i'm having an english lesson.
stranger: oh, i'm sorry. i'll call you later.
t: ok. bye.
引出what are you doing?及回答，小組讀。
2、word study
1)教授stand, sit; 由師生對話引出, 教師做動作，學生提問
eg. t:（在學完what are you doing?的基礎上）now let's play a game. i do, and you ask "what are you doing?"
ss: ok. what are you doing?
t: i'm standing. stand, stand, standing
跟讀，小組讀
同法教授sit
2)教授jump, run, walk; 由圖片引出
（教師電腦出示一些事先準備好的照片）t: what can he do?
s: he can jump.（教師幫助）
t: can you jump?
s: yes, i can.
（請學生上臺示范）t: what are you doing?
s: i'm jumping. jump, jump, jumping.（教師幫助）
用同樣的方法教授run, walk
t: now let’s sing a song <walking, walking> （電腦播放flash）
3)教授sleep, wash clothes；教師播放事先錄好的各種動作發出的聲音來讓學生猜, 如睡覺時打鼾的聲音，洗衣服時水流的聲音。
t: now let’s play a game ‘listen and guess’.
what is he doing?（電腦播放聲音）
ss: … (中文)
t: now let’s ask him ‘what are you doing?’
ss : what are you doing?
出示圖片和錄音: i’m … （人機對話）
4)教授clean the windows, sweep the floor
t: t: boys and girls. do you go to school on saturdays and sundays?
ss: no, we don’t.
t: me, too. we stay at home. but what can you do at home?
s1,2,3…: i can do my homework/watch tv/read books/play computer game…
t: oh, i see. but what can you do for your mum? can you do housework for your mum?
ss: yes, we can.
t: good children! you are very useful and helpful. i think your mum will be very happy. can you sweep the floor/clean the windows/wash clothes? （輔之與動作）
ss: yes, we can.
教學短語：sweep the floor, clean the windows, wash clothes
s: (act)
t: what are you doing?
s: i'm cleaning the windows.
齊讀，兩人一組讀;在兩人一組站起來讀的時候,t: what are you doing?
s: we're ...
引出what are you doing?的另外一種應答并教授
用同樣的方法教授sweep the floor，并操練已學單詞
step 3 practice
1.t: ok! we’ve learned so many new words. let’s listen and read them.
ss: ok!(學生先聽一遍錄音，接著打開書跟讀錄音，再自由朗讀。)
2.t: boys and girls, let’s say a rhyme.
ss: yeah!
站是stand, 坐是sit,
go to sleep去睡覺。
早上鍛煉身體好，
run, run, run away,
jump, jump, one two jump.
walk, walk, take a walk.
自己事情要自己做，
wash, wash, wash clothes.
clean, clean, clean the windows
sweep, sweep, sweep the floor.
step 4 work in pairs
1、ask and answer
出示c部分圖片,讓學生兩人一組編對話
eg. a: what are you doing ?
b: i'm reading a storybook.
拓展練習，學生自由對話。
2、summary: 現在進行時(定義、結構、現在分詞的幾種加ing方式)
先讓學生做練習，然后進行歸納總結
a.完成表格
直接加ing: standing, jumping, doing,...
雙寫末尾字母加ing: running, swimming, jogging,...
去e加ing: making, skating, having,...
b.看圖片，完成填空。
look, the dog is______________ the mouse is__________. the tiger is_____. the cat is _____. the ___ is ___ the guitar. the elephant is _____.they are so happy.
step 5 consolidation
1、play a game 翻牌游戲
讓學生上臺隨意點擊人物，事件和地點。然后讀出所形成的句子。
2、fill in the blanks
七、作業設計
1、copy the words and phases on page 46 抄寫b部分單詞，四英一中
2、 make up sentences c部分編對話(任選兩幅)
八、板書設計
unit 6 doing housework （b&c）date
a: what are you doing?
b: i’m…… standing
we're ... sitting
jumping
running
sleeping
walking
sweeping the floor
cleaning the windows
washing clothes
18號團隊的教學內容是b look, read and learn和c ask and answer兩大版塊。主要句型是what are you doing? 及其答語i’m/we’re…。以區分理解you有“你”和“你們”兩層意思，會聽說what are you doing？的另一種回答we're...... 和現在進行時的用法及現在分詞的讀音為難點。
一、該團隊設計的優點：
1、采用游戲教學，注重學生特點
《英語課程標準》指出，要注重營造愉快、寬松、平等、和諧的課堂教學氛圍。該團隊設計了各種適合小學生心理特點的游戲活動。如在課前熱身環節播放歌曲 flash“we can sing and dance”，把學生帶進了英語學習的氛圍中；單詞和句型教學時采用了“do and say”游戲, 學生在說說做做中習得了語言。
2、教學早滲透，提前有鋪墊
提前滲透和設鋪墊，有利于讓學生提前感知新知。在free talk中，教師從復習知can的句型出發，并在師生對話中提前滲透現在進行時的句子；另外句型教學有鋪墊，由問到答，有利于學生對新知的掌握。
3、教學思路清晰、環節銜接較自然
先從自由對話到被一陣電話鈴聲打斷，引出句子what are you doing? 然后進行詞不離句、句不離詞的教學，接著是鞏固單詞、句子和語法知識總結，最后是練習。各環節銜接較自然。
4、注重評價和情感教育
《英語課程標準》指出，要把學生情感態度的培養滲透到學科教育和教學之中。同時指出，要注重評價，促進學生發展。在設計clean the windows、wash clothes和sweep the floor等詞組時，對學生的回答進行及時的表揚，有利于培養學生熱愛勞動的好習慣。
二、值得商榷的地方及改進意見：
1、在教學難點中，“動詞ing”這樣的表達少恰當，因為動名詞也可以這樣表達，如果改成“現在分詞”更恰當些。在教學目標中，只有教學目標，可加入情感目標、能力目標等。
2、呈現新知時，被一陣電話鈴打斷，設計較新穎，但老師已明確自己在上英語課，而上課時接電話，應該是不允許的，應注重語言的表述。
3、鞏固單詞和動詞短語時，中英文結合的小韻文在高年級教學少恰當，這樣的形式比較適合中低年級。
4、動詞短語教學缺少知識的拓展性。可舉些clean…../wash….更多的例子，做到知識的靈活性。
5、設計缺少情景創設的完整性。建議創設一個完整的情景進行教學。
6、信息技術的含量在本課中教少，教學亮點不突出，教學拓展少明顯。
三、與信息技術整合方面
《英語課程標準》指出：教師應充分利用現代教育技術，開發英語教學資源，拓寬學生的學習渠道，改進學生的學習方式，提高教學效果。該團隊通過運用ppt課件，將文字、錄音、圖形和動態圖像有機地集成在一起，為學習者提供了更為真實、更為自然、更地道的語言輸入。有效地提高學生學習英語的興趣及熱情。
如在本課的熱身部分，運用了flash動畫《we can sing and dance》，生動有趣的畫面一下吸引了學生的注意力，提高了學生學習英語的積極性。另外，在教授完b部分的詞匯后，將其錄音文件做入課件，讓學生跟讀，讓學生輸入純正的語音、語調。特別值得一提的是，在鞏固環節，運用了“翻牌游戲”，學生可任意點擊“人物”、“事件”及“地點”，隨機形成表示現在進行時態的完整句子，充滿了趣味性，符合學生的年齡及心理特點。
但本課的課件制作水平及運用仍處于初級階段，以“演示”為主，媒體的運用并沒有突顯出它的不可替代性，網絡的交互功能有待改進。
5a unit 6 doing housework 來自第一范文網。