5A Unit 6 Doing housework（通用3篇）
5A Unit 6 Doing housework 第1篇
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? （多媒体课件出示）
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? (多媒体课件出示)
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) 加上动词的ing形式，表示动作正在进行。
t: what are you doing?
s1: i’m standing.
2. t: shall we play a game? let’s listen and ask.(多媒体课件出示)
a)喝水声：david, david, what are you doing? i’m drinking.
b)打鼾声：mike, mike, what are you doing? i’m sleeping.
c)走路声：ben, ben, what are you doing? i’m walking.
d)唱歌声：nancy, nancy, what are you doing? i’m singing.
e)音乐声：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: (请一位女生做动作)what is she doing?
ss: she is …
3.the same method to teach: what is he doing? he is …
4.(多媒体课件出示)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.总结be + doing的含义及其用法。
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. (看一遍动画之后，出示一些问题 )
questions: a) what is mimi doing?
b) what is mum doing?
c) what is bobby ding?
(再看一遍以后，回答以上问题)
（2）（看第三遍，完成练习）
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 第2篇
说教材：
本课选自《牛津小学英语5a 》中的unit 6. 这套教材从视听入手,注重听说训练,着重培养学生的语感和初步运用英语进行简单日常交流的能力,通过听、说、读、写、唱、游、演、画、做等活动激发学生的学习兴趣，帮助学生养成良好的学习习惯。形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础，书中的各单元内容贴近学生的生活和学习实际，unit 6的核心教学内容是“做家务和做功课”,重点介绍了what is/are…doing？he’s/she’s/i’m/we’re…句型。这一句型主要用于描述当前正在发生的事件或正在进行的动作。在教学过程中，教师要创设各种真实的情景来呈现，练习和巩固该句型。结合这一语言点，本单元继unit 3之后，再次介绍了一批动词，从而进一步拓宽了学生的语言交际面，基于此，本课选择b,c,d部分内容进行学习。
说教法学法：
说教法: 结合本课的句型特点和重点，在本课的教学中，我主要选用“合作学习”和“独立学习”的教学方式，采用创设情境法、和直观教学的方法，运用“任务型”教学途径，引导学生学习,使之成为学习的主人。重在为学生营造一个民主、生动、活泼的学习环境，使学生主动参与到自主学习过程当中，培养学生的创新意识和自学能力。
说学法: 根据教材和学生的认知水平，使学生在不断的参与竞争、团结合作的互动环节中渗透“学生是学习的主人”的意识，培养学生自主学习的能力和意识，使学生学到的是学习的方法而提高的是学习的能力。
说教学过程
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.提示课题。
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.
揭示课题：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、创设情境，学习打电话方式。
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!
教师作示范model两次，学生学习打电话，随后黑板上出示对话句型
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:学生听和跟唱
4、在唱歌情境中，引出现在分词句型。
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.) 板书：what are you doing?
t: look at me, class. i can swim. look! i am swimming.
who can act swim? （教师游泳动作）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.
（板书：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! （教师作扫地动作）(引:sweep the floor) ss: sweep the floor.
t: what are you doing? s2:i’m sweeping the floor.
t: me too.（教师也做扫地动作）
5、游戏引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. (教师分批提问站立男孩，而后示意其坐下（待全体男孩坐下，提问集体）
t: what are you dong, ? (引:sit.) i’m sitting. we’re sitting.
step 3.play a game
（老师悄声命令s1做动作,然后让学生猜，激发学生学习的兴趣。）
t:（悄声告诉s1）draw a picture.
s1（学生做动作）
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.
分别让学生read the book, sweep the floor, watch tv, sleep等
step 4 look and act
1（出示c、d部分的图片）师找一生做范例：
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.学生找自己的朋友模仿对话练说
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.抄写新单词
把所说的对话写下来
板书：5a unit 6 doing housework
what is/are…doing？
he’s/she’s/i’m/we’re…
5a unit 6 doing housework 来自网。
5A Unit 6 Doing housework 第3篇
一、教学目标
1、 能听的懂、会说、会读和会拼写单词及短语morning, ring, sweep, maths, sleep, jump, run, walk, help…with, wash clothes.
2、 能听的懂、会说、会读和会写句型what is/are…doing? he’s/she’s/i’m/we’re/they’re …
3、 能听的懂、会说和会读日常交际用语和句型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在单词中的发音。
5、 会唱歌曲what are you doing?
二、教学重、难点
1、 能听的懂、会说、会读和会拼写单词及短语morning, ring, sweep, maths, sleep, jump, run, walk, help…with, wash clothes.
2、 能听的懂、会说、会读和会写句型what is/are…doing? he’s/she’s/i’m/we’re/they’re …
三、课时安排：4教时
第一教时：part b & c
第二教时：part a
第三教时：part d, e, h
第四教时：part f, g, 综合练习
第一课时
一、教学内容
b look，read and learn & c ask and answer
二、教学目标
1、能听懂、会说、会读和会写单词sleep, jump, run, walk, 句型what are you doing? i’m……
2、能在一定的情境中灵活运用句型what are you doing? i’m……并了解you所包含的“你”和“你们”两层含义，会听说what are you doing?的另一种回答we're......
3、能初步了解现在进行时的一些知识
三、教学重点
1、b部分单词的读音和书写
2、正确地听、说、读、写句子what are you doing? i’m……
四、教学难点
1、理解you所包含的“你”和“你们”两层含义，会听说what are you doing的另一种回答we're......
2、动词ing后的读音及现在进行时的用法
五、教学准备
1、教具准备
1）单词、词组、句型卡片
2）关于本课时的多媒体课件
2、板书准备：写好课题和日期。
六、教学过程
step 1 free talk
1 、greetings
2、sing a song
3、复习前几个单元的内容，师生对话。
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忽然被一阵电话铃声打断，teacher与对方交谈。
（人机对话）
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，小组读。
2、word study
1)教授stand, sit; 由师生对话引出, 教师做动作，学生提问
eg. t:（在学完what are you doing?的基础上）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
跟读，小组读
同法教授sit
2)教授jump, run, walk; 由图片引出
（教师电脑出示一些事先准备好的照片）t: what can he do?
s: he can jump.（教师帮助）
t: can you jump?
s: yes, i can.
（请学生上台示范）t: what are you doing?
s: i'm jumping. jump, jump, jumping.（教师帮助）
用同样的方法教授run, walk
t: now let’s sing a song
3)教授sleep, wash clothes；教师播放事先录好的各种动作发出的声音来让学生猜, 如睡觉时打鼾的声音，洗衣服时水流的声音。
t: now let’s play a game ‘listen and guess’.
what is he doing?（电脑播放声音）
ss: … (中文)
t: now let’s ask him ‘what are you doing?’
ss : what are you doing?
出示图片和录音: i’m … （人机对话）
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? （辅之与动作）
ss: yes, we can.
教学短语：sweep the floor, clean the windows, wash clothes
s: (act)
t: what are you doing?
s: i'm cleaning the windows.
齐读，两人一组读;在两人一组站起来读的时候,t: what are you doing?
s: we're ...
引出what are you doing?的另外一种应答并教授
用同样的方法教授sweep the floor，并操练已学单词
step 3 practice
1.t: ok! we’ve learned so many new words. let’s listen and read them.
ss: ok!(学生先听一遍录音，接着打开书跟读录音，再自由朗读。)
2.t: boys and girls, let’s say a rhyme.
ss: yeah!
站是stand, 坐是sit,
go to sleep去睡觉。
早上锻炼身体好，
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部分图片,让学生两人一组编对话
eg. a: what are you doing ?
b: i'm reading a storybook.
拓展练习，学生自由对话。
2、summary: 现在进行时(定义、结构、现在分词的几种加ing方式)
先让学生做练习，然后进行归纳总结
a.完成表格
直接加ing: standing, jumping, doing,...
双写末尾字母加ing: running, swimming, jogging,...
去e加ing: making, skating, having,...
b.看图片，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 翻牌游戏
让学生上台随意点击人物，事件和地点。然后读出所形成的句子。
2、fill in the blanks
七、作业设计
1、copy the words and phases on page 46 抄写b部分单词，四英一中
2、 make up sentences c部分编对话(任选两幅)
八、板书设计
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号团队的教学内容是b look, read and learn和c ask and answer两大版块。主要句型是what are you doing? 及其答语i’m/we’re…。以区分理解you有“你”和“你们”两层意思，会听说what are you doing？的另一种回答we're...... 和现在进行时的用法及现在分词的读音为难点。
一、该团队设计的优点：
1、采用游戏教学，注重学生特点
《英语课程标准》指出，要注重营造愉快、宽松、平等、和谐的课堂教学氛围。该团队设计了各种适合小学生心理特点的游戏活动。如在课前热身环节播放歌曲 flash“we can sing and dance”，把学生带进了英语学习的氛围中；单词和句型教学时采用了“do and say”游戏, 学生在说说做做中习得了语言。
2、教学早渗透，提前有铺垫
提前渗透和设铺垫，有利于让学生提前感知新知。在free talk中，教师从复习知can的句型出发，并在师生对话中提前渗透现在进行时的句子；另外句型教学有铺垫，由问到答，有利于学生对新知的掌握。
3、教学思路清晰、环节衔接较自然
先从自由对话到被一阵电话铃声打断，引出句子what are you doing? 然后进行词不离句、句不离词的教学，接着是巩固单词、句子和语法知识总结，最后是练习。各环节衔接较自然。
4、注重评价和情感教育
《英语课程标准》指出，要把学生情感态度的培养渗透到学科教育和教学之中。同时指出，要注重评价，促进学生发展。在设计clean the windows、wash clothes和sweep the floor等词组时，对学生的回答进行及时的表扬，有利于培养学生热爱劳动的好习惯。
二、值得商榷的地方及改进意见：
1、在教学难点中，“动词ing”这样的表达少恰当，因为动名词也可以这样表达，如果改成“现在分词”更恰当些。在教学目标中，只有教学目标，可加入情感目标、能力目标等。
2、呈现新知时，被一阵电话铃打断，设计较新颖，但老师已明确自己在上英语课，而上课时接电话，应该是不允许的，应注重语言的表述。
3、巩固单词和动词短语时，中英文结合的小韵文在高年级教学少恰当，这样的形式比较适合中低年级。
4、动词短语教学缺少知识的拓展性。可举些clean…../wash….更多的例子，做到知识的灵活性。
5、设计缺少情景创设的完整性。建议创设一个完整的情景进行教学。
6、信息技术的含量在本课中教少，教学亮点不突出，教学拓展少明显。
三、与信息技术整合方面
《英语课程标准》指出：教师应充分利用现代教育技术，开发英语教学资源，拓宽学生的学习渠道，改进学生的学习方式，提高教学效果。该团队通过运用ppt课件，将文字、录音、图形和动态图像有机地集成在一起，为学习者提供了更为真实、更为自然、更地道的语言输入。有效地提高学生学习英语的兴趣及热情。
如在本课的热身部分，运用了flash动画《we can sing and dance》，生动有趣的画面一下吸引了学生的注意力，提高了学生学习英语的积极性。另外，在教授完b部分的词汇后，将其录音文件做入课件，让学生跟读，让学生输入纯正的语音、语调。特别值得一提的是，在巩固环节，运用了“翻牌游戏”，学生可任意点击“人物”、“事件”及“地点”，随机形成表示现在进行时态的完整句子，充满了趣味性，符合学生的年龄及心理特点。
但本课的课件制作水平及运用仍处于初级阶段，以“演示”为主，媒体的运用并没有突显出它的不可替代性，网络的交互功能有待改进。
5a unit 6 doing housework 来自网。
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