1、Unit 6 Work quietly!一、单元整体分析本单元是义务教育灵通版（pep）小学英语教科书五年级下册的第六单元。主要围绕话题 Work quietly!引出 A、B、 C 三个板块的内容。A、B 部分呈现新知识点，C 部分是以讲故事形式巩固或延展知识面。本单元是在前几册以及本册前面单元中呈现过正在进行时态的基础上，进一步学习有关正在进行时态的语句用法，学生们在学习重点内容时不感觉陌生，容易接受。A 部分第一课时呈现的是陈洁和迈克观看动物时的谈话，以正在进行时态的句式描述每个动物正在做的事情。第二课时呈现了五个正在进行时态的动词短语，以及描述陈洁正在做某事的句型 Its 7:30 p
2、.m. Whats Chen Jie doing? Shes listening to music. Its 9 oclock. What are the students doing?，丰富学生的词汇量，提炼正在进行时的句型句法。第三课时呈现了 Tom和 John 在阅览室里的对话，重点了解祈使句的用法。第四课时是前面对话内容的延展，呈现了三个祈使句和对话适用环境，第五课时是对重点内容的经典训练与巩固，我把 A 部分的读音规则、B 部分的归类总结以及 C 部分的趣味故事合并成一个课时，进行巩固练习，并积极表演趣味故事。本单元重点学习内容是正在进行时和祈使句。正在进行时是描述正在发生的动作，祈
3、使句是表示提醒他人应该做某事、或不应该做某事。我准备充分利用多媒体教学，引用网络教育资源，精心备课编创学生们喜欢的 PPT 课件，帮助学生调动多个感官快速理解并接受新知，引导学生积极参与多种游戏活动，寓乐于学，学而不忘，事半功倍，加强学生们学习英语的浓厚兴趣，培养学生的语言交际能力，形成良好的运用英语交流的好习惯。二、 单元教学目标1.知识目标（1）能够掌握本单元四会单词：doing morning exercises，having class，eating lunch，reading a book，listening to music，keep,keep to the right，keep
4、your desk clean，talk quietly， turn， take turns。（2）能够掌握四会句型：Its 7:30 p.m. Whats Chen Jie doing? Shes listening to music. Its 9 oclock. What are the students doing? Keep to the right. Keep your desk clean. Talk quietly. Can we use your crayons? OK. Take turns. Talk quietly, please.（3）能够在图片的帮助下理解对话，能够按
5、照正确的语音、语调、意群朗读对话，能够正确完成填空训练任务。（4）能够正确掌握字母组合 wh 的发音规则，即在单词中发两个音/w/和/h/ 。2.能力目标（1）能够正确运用本单元重点词汇和句型描述正在发生的事情，或正确描述行为规范。（2）能够读出符合 wh 的发音规则的单词，能够根据发音拼写出符合 wh 读音规则的单词。（3）能够表演情景对话和趣味故事。3.情感目标能够注意遵守行为规范和学校校规，例如：保持安静、靠右行、保持环境卫生等。三、教学重难点1.教学重点（1）掌握四会单词和四会句型。（2）能够正确运用本单元重点词汇和句型描述正在发生的事情，或正确描述行为规范。2.教学难点（1）能够表演
6、情景对话和趣味故事。（2）能够读出符合 wh 的发音规则的单词，能够根据发音拼写出符合 wh 读音规则的单词。四、教学方法运用多媒体教学，充分利用网络共享教育资源相关内容，精心制作学生们喜欢的 PPT 课件，创设更多的活动氛围，给学生们更多的表现机会，鼓励学生们积极参与多种游戏活动，例如：我发指令你做动作、看图说话、自编自演等等。借助图卡、词卡进行英语对话交流信息，激发学生的学习兴趣，帮助学生熟练掌握核心内容。五、教学时间本单元共分六个课时。第一课时 A. Lets try Lets talk 第二课时 A Lets learn Look and say第三课时 B. Lets try Let
7、s talk 第四课时 B. Lets learn Look, match and say.第五课时 B. Read and write Lets check第六课时 A. Lets spell B Lets wrap it up C Story time六、知识点拨正在进行时态的用法1. 现在进行时的含义现在进行时主要用于表示目前正在进行的动作，有时也可表示现阶段在进行的动作。如：They are drawing pictures.他们正在画画。Mike is climbing a mountain in Shandong. 迈克正在上东爬山。2. 现在进行时的结构现在进行时由“am / i
8、s / are + 现在分词”构成。如：Im reading a book. 我正在读书。My sister is dancing in her bedroom. 我的妹妹正在她的卧室里跳舞。The boys are playing football on the playground. 这些男孩子们正在操场上踢足球。3. 一般疑问句把 am / is / are 提到句首（即主语的前面） ，可以变成一般疑问句。例如：Am I watching TV? No, you arent. You are cleaning your bedroom.（我正在看电视吗？不，你不是。你正在打扫你的卧室。
9、）Are they doing homework? Yes, they are. （他们正在做家庭作业吗？ 是的，它们是。 ）Is Jim riding a bike? No he isnt. He is driving a car.（吉姆正在骑自行车吗？不，它不是。他正在开小汽车。 ）4.特殊疑问句特殊疑问句的结构：特殊疑问词+一般疑问句？例如：What is Tom doing now? He is talking to his friends. 汤姆现在正在做什么？他正在跟他的朋友们谈话。What are the teachers doing? They are having a mee
10、ting in the meeting room.老师们正在做什么？他们正在会议室里开会。4. 动词现在分词的构成方法：(1) 一般在动词后加-ing 。如： playplaying, drinkdrinking, listenlistening, teach teaching, gogoing, buybuying.(2) 动词若以-e 结尾, 则去 e 再加-ing。如：loveloving, makemaking, havehaving, drivedriving(3) 在以单短元音的重读闭音节结尾，且末尾只有一个辅音字母的动词后，双写最后一个辅音字母，再加-ing。如：beginbeg
11、inning, runrunning, shopshopping, sitsitting.(4) 在以 ie 结尾的动词后，改 ie 为 y，再加-ing。如：lielying, diedying, tietying.第一课时课时内容A Lets try Lets talk课时分析本课时是人教版五年级下册第六单元的第一课时，围绕“Mike 和陈杰观看动物园影片”这个话题展开。主要通过对话的情景学习词汇 bamboo, its 以及询问并回答某人、某动物正在做某事的句型的表达 What are/is. doing? Theyre/Shes/Hes./its.，继续培养学生学习英语的兴趣和树立学好
12、英语的信心。本课时是整个单元的首课时，在本单元中起引领的作用.本课时的重点是核心句型的灵活运用。本课时包括 Lets try 和 Lets talk 两个版块。Lets try 是听力训练，通过陈杰和 Mike在参观动物园时的问答，帮助学生初步理解动词的现在进行时态。Lets talk 通过呈现陈杰和 Mike 等观看动物园影片的情景，引出句型 What are they doing? They are eating lunch. Whats the little monkey doing? Its playing with its mother. 此版块的话题是学生们很感兴趣的，很能激发学生
13、的求知欲。本课时的教学内容是第五单元知识的延续，在课堂教学中，借助简笔画、图片等帮助学生理解词汇，采用引导学习和自主学习相结合的方式，运用情景教学法、愉快教学法等教学方法，充分发挥学生学习的主动性。课时目标1.能够听、说、认读单词：bamboo, its2.能够听、说、认读句型：What are they doing? They are eating lunch. Whats the little monkey doing? Its playing with its mother.3.能够在教师和图片的帮助下理解对话大意。4.能够用正确的语音、语调朗读对话。5.能够在情景中运用询问并回答某人是
14、否正在做某事的句型。6.培养学生学习英语的兴趣和树立学好英语的信心。课时重难点1.重点(1)能够听、说、认读单词：bamboo, its(2)能够听、说、认读句型：What are they doing? They are eating lunch. Whats the little monkey doing? Its playing with its mother.(3)能够在教师和图片的帮助下理解对话大意。(4)能够用正确的语音、语调朗读对话。2.难点能够在情景中正确的运用核心句型。教学准备多媒体课件、录音机、磁带Step 1 Warm up1. GreetingT: Good morni
15、ng, boys and girls.Ss: Good morning, Ms/MissT: How are you today?Ss: Im fine, thank you. And you?T: Im fine, too. 2. Sing a song.Now lets enjoy a song.（教师播放歌曲 Animals, animals are everywhere。 ）Can you sing? Please lets sing together.（师生拍手唱歌。 ）教学资源：课件设计意图：歌曲的运用提高了学生的学习兴趣，活跃了课堂气氛,很自然的引出下一个环节。Step 2 Le
16、ad in 1. Lets try(1)T: There are so many animals in the zoo. Mike and Chen Jie love animals. They come to the zoo. What do they see? Lets listen to the tape.(2)Listen and tick.2. T: Do you want to see more animals in the zoo? Lets learn “Lets talk”.教学资源：录音机、磁带设计意图：由 Lets try 导入 Lets talk 学习，在语境上做到自然
17、衔接。Step 3 Presentation1. 呈现教学插图，理解图意。(1)T: Look at the pictures. Can you see the pandas?Ss: Yes.T: What are they doing?（板书句子，教学句子。 ）S1: They are eating lunch.（板书句子，带读句子，理解句子。 ）S2: They are eating bamboo.( 板书单词 bamboo，呈现简笔画理解单词，领读单词，指名读，齐读。)T: What else do you see? Ss: Two monkeys and an elephant.T:
18、Whats the little monkey doing?（板书句子，理解句子，带读句子。 ）S3: The little monkey is playing with its monkey。 （板书句子，理解 its，教读，齐读。 ）T: Whats the elephant doing?S4: The elephant is drinking water.T: Yes. Its thirsty.(2) 领读板书句子，学生跟读。教学资源：课件设计意图：先观察图片，借助图片学习重点句子，有助于学生对课文的理解。2. Learn the text.(1)播放录音，学生跟读，模仿朗读。(2)分角
19、色朗读。同桌两人分角色朗读。师生分角色朗读。男女生分角色朗读。(3)再次自读课文，完成填空。The pandas are _ _.The little monkey is _ _ _ _._ _ is drinking water.(4)小组讨论。(5)指名描述，一起描述。教学资源：录音机、磁带设计意图：通过跟读、模仿读、分角色读，既培养学生的语感，又正确对对话的理解。Step 4 Practice1.两人一组，创编对话。对话示例：A: Look at the _.B: What are they doing?A: Theyre _. They are so_.B: Oh, yes! What
20、 is the _ doing?A: Its _.B: Do you see any_?A: Yes! Look there! The _ are/is _.设计意图：两人结对编一个即兴对话，锻炼学生语言的应用能力和表达能力。2. Choose and tell出示 word bank，同桌两人就日常生活中常做且正在做的事情展开问答。参考句型：I am reading a book.She /He is cleaning the room.We are watching TV. 设计意图：用现在进行时态说句子，加深学生对现在进行时态的理解。Step 5 SummaryT: What did y
21、ou learn about this lesson? 学生自由说，教师总结。T: 1.学习了词汇 bamboo, its.2.学习了句型：What are/is. doing?Theyre/Shes/ Hes/Its设计意图：帮助学生整理和归纳知识点，便于学生的理解和记忆。课堂作业一、单项选择。( )1.What are the birds doing?_A. They are at school. B. They are monkeys. C. They are flying.( )2.Do you see _ elephants?Yes.A. some B. any C. an( )3.
22、 The cat is playing with _ mother.A. its B. its C. it二、翻译下列句子。1. 我正在吃晚饭。I am _ _.2. 看那！大象在喝水。Look there! The elephant _ _water.三、连词成句。1. is, the what, little, monkey, doing(?)_2. reading, she, books, is(.)_板书设计Unit 6 Work quietly!What are they doing? What is the little monkey doing?They are eating l
23、unch. Its playing with its mother.eating bamboo. 它的） （竹子）第二课时课时内容A Lets learn Look and say课时分析本课时是人教版五年级下册第六单元的第二课时。围绕“陈杰一天的日常生活”这一话题展开，主要通过对话学习五个词组 doing morning exercises, having . class, eating lunch, reading a book, listening to music 及询问并回答某人是否正在做某事的句型 What is . doing? Shes /Hes .的表达。激发学生学习英语的热
24、情，树立学好英语的信心。第一课时核心句型的学习为本课时的教学奠定了基础，本课时的重点是四会词组的掌握以及能够在语境中正确的运用。本课时包括 Lets learn 和 Look and say 两个版块。Lets learn 通过 Amy 和吴一凡讨论陈杰一天的日常生活的场景，呈现了五个词组。此情境是与学生的生活息息相关的，很能激起学生学习的兴趣。Look and say 版块是一个综合性的语用活动，用于操练 A 部分的词组和核心句型。本课时虽然是新授课，但是四会词组的原形 do morning exercises, have.class, eat lunch, read a book, lis
25、ten to music 在第一单元已经学过，所以学生会很容易掌握新知，在设计教学过程中，重在通过任务型教学法、合作探究教学法等教学方法引导学生自主学习，培养学生独立学习的意识。课时目标（1）能够听、说、读、写词组：doing morning exercises, having . class, eating lunch, reading a book, listening to music（2）能够在语境中正确运用上述五个词组。（3）能够听、说、认读、运用句型 What is . doing? Shes /Hes .（4）激发学生学习英语的热情，树立学好英语的信心。课时重难点Answers:
26、一、1.C2.B3.B二、1.eating lunch 2. is drinking三、1. What is the little monkey doing?2. She is reading books.1.重点（1）能够听、说、读、写词组：doing morning exercises, having . class, eating lunch, reading a book, listening to music（2）能够在语境中正确运用上述五个词组。（3）能够听、说、认读、运用句型 What is . doing? Shes /Hes .2.难点四会词组在语境中的正确运用。教学准备多媒
27、体课件、卡片、图片、录音机、磁带教学过程Step 1 Warm upGreetingT: Hi, everyone. How are you today?Ss: Im fine, thanks. And you?T: Very well, thanks. Do you like weekends?Ss: Yes.T: What do you do on the weekend?S1: I often read a book. S2: I often watch TV.设计意图：通过和学生聊天，拉近与学生的距离，引出和本课有关的词组。2. Lead in 1.Play a game.玩“我来比划
28、，你来猜”的游戏。教师依次做出“听音乐、做早操、吃晚饭、看书、上课”的动作，学生猜出短语。2.呈现“听音乐、做早操、吃晚饭、看书、上课”的短语卡片，学生认读并做动作。（学生边认读，教师边张贴 listen to music, do morning exercises, ear dinner, read a book, have.class 卡片。 ）3.呈现陈杰的图片。T: Who is she?Ss: Chen jie.T: Whats Chen Jie doing?（板书句子。 ）Lets have a look.教学资源：卡片设计意图：通过游戏、卡片认读，复习和本课有关的词组，为学习新知
29、做好准备。Step 3 Presentation1. Teaching “doing morning exercises, having . class, eating lunch, reading a book, listening to music”(1)Teaching “doing morning exercises”a. 呈现陈杰做早操的图片。T: Chen Jie does many things every day. Look at picture 1. What time is it?S1: Its six oclock.T: Whats Chen Jie doing?Ss:
30、Shes doing morning exercises.（引导学生说出。在板书上 do morning exercises的 do 的后面+-ing，用红色粉笔标注。带读 do, doing。 ）b. 课件呈现操场、公园等场地，学生用下面的句型练习说话。She is doing morning exercises in the park.(2) Teaching “having . class”a. 呈现陈杰上课的图片。T: Look at picture 2. Its 9:00. Where is Chen Jie? Ss: In the classroom.T: What are the
31、 students doing?Ss: They are having class.（引导学生说出。在板书上 have. class 的 have 的后面去 e+-ing，用红色粉笔标注。然后分因素教学发音， ha-ving，强调 v-ing 的发音。 ）b. 出示各学科上课的图片，学生用下面的句型练习说话。Theyre having _ class.(3)Teaching “eating lunch”a. 呈现陈杰吃午饭的图片。T: What time is it?S1: Its t11:30 a.m.T: Its time for.Ss: Lunch.（引导学生说出。把板书上的 dinne
32、r，换成 lunch，领读短语，齐读短语。 ）T: Whats Chen doing?Ss: Shes eating lunch.（指名说 eat 如何变，教师再用红粉笔在板书上标注。然后领读 eat, eating.）b. T: What is she eating for lunch? Guess.S1: She is eating fish.S2: She is eating.(4) Teaching “reading a book”a. 呈现陈杰读书的图片。T: Its 4:00. Chen Jie is.Ss: Reading a book /Reading books.(指名说 r
33、eading 怎么写，教师再用红粉笔在板书上标注。然后带读 read, reading,齐说句子。)b. 呈现不同的书，引导学生说话。She is reading a Chinese book/ a maths book/ a storybook.(5)Teaching “listening to music”a.呈现陈杰听音乐的图片。T: What time is it now? S1: Its 7: 30. T: What is Chen Jie doing?Ss: She is listening to music.（指名拼写 listening，教师用红色粉笔作标注，然后分音节li-s
34、ten-ing 教读。 ）b. 呈现不用形式的歌曲，引导学生说话。 She is listening to pop music/the ABC song.(5) listen to the tape and follow the tape. (6) 练读单词。do-doing, havehaving, eat-eating, read-reading, listen-listening教学资源：课件设计意图：教学每个词组，引导学生自主学习，然后拓展词组，进一步操练词组的音、形、义。2. Listen to the tape and learn the sentences.(1) Follow
35、the tape.(2)板书朗读。(3) Make a dialogue in pairs.Its . a.m./p.m. Whats Chen Jie doing?Shes 教学资源：录音机、磁带设计意图：模仿跟读后，板书朗读，然后编读对话，做到听、说、读相结合。Step 4 Practice1. Look and say.学生们看书，了解图意，然后同桌互相描述 Mike 正在进行的动作。设计意图：此活动用于操练本节课所学的核心词汇和句型。2. Play a game.三人一组，一人表演动作，另外两人做问答练习。参考动作：doing morning exercises, having . c
36、lass, eating lunch, reading a book, listening to music, playing football, playing ping-pong, dacing参考句型：What is. doing?Shes/Hes.教学资源：课件设计意图：通过趣味性的活动，锻炼学生综合运用语言的能力。Step 5 SummaryT: Which English phrases do you learn?Ss: We learned five phrases: doing morning exercises, having . class, eating lunch, r
37、eading a book, listening to musicT: Which new sentences do you learn?Ss: Whats she/he /.doing?Shes/Hes.设计意图：学生们自己总结本课知识点，有助于加深对知识的记忆。课堂作业一、看图写短语。 （用 v-ing 形式）1. 2. 3. _ _ _ 二、单项选择。( )1. What _ the students doing?A. am B. is C. are( )2._ is listening to music?Chen Jie.A. What B. Who C. Where( )3. Its
38、 9:00. We are _ English class.11:30 a.m.A. haveing B. having C. have三、看图回答问题。 1. What is Lily doing? _2. What is Tom doing?_板书设计Unit 6 Work quietly!What is Chen Jie /.doing? doing morning exercises Shes/ Hes _. haveing. classeating lunchreading a booklistening to music第三课时课时内容B Lets try Lets talk课时分
39、析本课时是人教版五年级下册第六单元的第三课时，与第四课时紧密相连，围绕“Tom和 John 在图书馆”这个话题展开内容。主要是通过谈话的情景学会运用句型 Talk quietly. Keep your desk clean.谈论一些行为规范。引导学生能够遵守行为规范和学习校规，鼓励学生大胆发言，激发学生用英语表达的热情。本课时的重点是能在情景中运用核心句型。本课时包括 Lets try 和 Lets talk 两个版块。Lets try 是听力训练，呈现的是新生Tom 和 John 在图书馆搭讪，教师提醒他们要小声说话的场景，学生们获得了场景信息，为下面进入正确的对话做好准备。Lets tal
40、k 通过呈现新生 Tom 和 John 继续在图书馆小声交谈的情景，引出句型 Talk quietly. Keep your desk clean.本课时在图书馆情景的设置，贴近学生的实际生活，激发了学生求知的欲望，鼓舞了学生想要用英语表达的热情。设计本课教学时，我采用对话导入情境，然后根据教材设置的情境展开对话教学，最后给学生创设情境来拓展对话，帮助学生更好的理解和运用语言。课时目标Answers:一、1. doing morning exercises 2. eating lunch3. having maths class二、1. C 2. B 3. B三、1. She is readi
41、ng a book.2. He is listening to music.1. 能够听、说、读、写、运用句型 Talk quietly. Keep your desk clean.2. 能够独立完成 Lets try。3. 能够用正确的语音、语调朗读对话，并能进行角色表演。4. 能够在图片和教师的帮助下理解对话大意。5. 鼓励学生大胆发言，激发学生用英语表达的热情。课时重难点1.重点（1）能够听、说、读、写、运用句型 Talk quietly. Keep your desk clean.（2）能够用正确的语音、语调朗读对话。（3）能够在图片和教师的帮助下理解对话大意。2.难点句型 Talk
42、quietly. Keep your desk clean.在情景中的正确运用。教学准备多媒体课件、图片、录音机、磁带Step 5 SummaryT: Which new sentences do you learn?Ss: Talk quietly. Keep your desk clean. 设计意图：及时归纳和整理本课所学知识，帮助学生记忆。课堂作业Step 1 Warm upGreetingT: Good morning, boys and girls.Ss: Good morning, Miss/Mr.T: How are you?Ss: Fine, thanks. And you?
43、T: Im fine, too. What do you do on the weekend?S1: I often .T: Look at Chen Jie. Whats she doing?（呈现陈杰在家读书的图片。 ）S2: Shes reading a book. T: Where is she reading a book?S3: At home设计意图：和学生之间的交流，既复习了上节课的知识，同时又很自然的引出了下文。Step 2 Lead in1. T: Yes, shes reading a book at home. Look at the picture. They are
44、 our old friend, John and our new friend, Tom. Where are they?Ss: In the library.T: What happens? Lets listen and circle.（播放 lets try 录音，学生圈出听到的图片，师生核对。 ）2. T: Can we sing in the library?Ss: No, we cant.T: Can we dance in the library?Ss: No, we cant.T: Yes. We should be quiet in the library.教学资源：录音机
45、、磁带设计意图：由 Lets try 导出 Lets talk 的内容，在语境上做到自然衔接，同时又能培养学生在听力活动中提取关键信息的能力。St ep 3 Presentation1. Teaching “Talk quietly”(1) T: Who is talking in the library? （呈现教科书 Lets talk 插图。 ）Ss: Tom and John.T: Tom is a new student. John is helping Tom. What do they say? Lets have a look.(2) Listen to the tape an
46、d follow the tape. （播放从 My name is Tom.Thanks.录音,学生跟读。）(3)呈现“Talk quietly.” （板书 Talk quietly，指名理解，教读，跟读，齐读。 ）T: They should talk quietly in the library.(4)理解 I can show you.。(5)分角色朗读这部分对话。(6)分角色表演这部分对话。教学资源：课件、录音机、磁带设计意图：借助教材，学生与教师交流，引出核心句型，在学生两人朗读、表演进一步理解掌握句型。2. Teaching “Keep your desk clean.(1) L
47、isten to the tape with the question.（播放 Here they are.Ok, I will. Thanks.的录音。 ）What other rules should Tom know in the library?(2)指名回答问题。S1: Keep your desk clean.（板书句型，指名理解，带读，分组读，齐读。 ）(3) Listen to the tape and follow the tape.理解 Anything else？I will.(4) 分角色朗读这部分对话。(5)分角色表演这部分对话。教学资源：课件、录音机、磁带设计意图：通过问题的回答引出核心句型，在与学生交流加深理解。3. Show “Lets talk”(1)播放完整 Lets talk, 学生讨论 What are the rules in the library?(2)指名发言，朗读板书句子，并且教育学生要在公共场合遵守一些行为规范。(3)分角色朗读课文。教学资源：录音机、磁带设计意图：带着问题整体感知，综合理解本课核心句型。Step 4 Pra