1、Unit 5：Being Helpful Teaching content: 1. Phrases: turn on, turn off, put away,take out,hang up,clean up. 2. The grammar: Can you? Sure./ No, sorry. Teaching aims: 1. The students will be able to make and respond to requests. 2. The students will be able to use the phrases freely. 3. Let the student
2、s learn to be grateful and helpful at home. Important points: The vocabulary and the grammar. Difficult points: How to make and respond to requests. Teaching aids: CAI, word cards, 20 sets of picture cards, some paper. Teaching steps: Step 1: Warming up 1. Greetings 2. Spoken English training. Givin
3、g the students three words and having them to make sentences with the words. （设计意图：学生日常几乎没有练习口语的机会，英语课堂上进行一 分钟的英语演讲，有助于提高学生英语上面“说”的能力。 ） Step 2: Revision Talking about emotional stares and giving reasons by using the pictures. 1. T: Last Wednesday, we had a basketball game. I took some photos for yo
4、u. Do you want to have a look? ( Show them the photos and ask some of the players to talk about their feeling and reasons.) （设计意图：以本班学生参加篮球比赛为基点，帮助学生复习巩 固旧识。 ） 2. Talking about other peoples feeling and having them to tell reasons by using other pictures. （设计意图：复习上节课所学习的单词、句型。 ） Step 3: Presentation
5、 1. T: This is my house. Do you want to visit my house? (Show them a photo of the teachers house.) （设计意图：利用动画引出制作，带领学生进入老师“家” ，提高学 生的学习兴趣。 ） 2. T: I want to go into my house. What should I do first? ( Show them a door.) Ss: You should open the door first. T: Right. I should open the door first. ( Wr
6、ite the word “open” on the board and have them read it together.) （设计意图：强调 open 一词，为后面学习 turn on 做好铺垫，让学 生更好地理解二者之间的区别。 ） 3. （Show them a picture of a dark room.）T: Oh, Its dark. We cant see anything in the house. What can we do? （设计意图： 从黑房的传出来的声音引出 scared， 从而引导学生 “开 灯” ，进而学习新词 turn on the light。 ）
7、4. T: We can turn on the light. 5. Teach the phrase “turn on the light” and show them how to turn on the light in the classroom. 6. （设计意图：利用班级的灯讲授 turn on the light，学生更加容易理 解接受。 ） 7. Compare “turn on”with “open”. （设计意图：让学生更好理解新词。 ） 8. Teach “ turn off the light” in the same way. 9. Tell the differen
8、ces between “turn on the light” and “open the light”. 10. (Show them a picture of my messy living room.) T: Oh, my house is messy. What should I do? Ss: I should clean up the room. T: Yes, I should clean up the room. 11. Teach the phrases: clean up the room, turn off the TV, turn on the TV, put away
9、 the clothes, put away the toys, put away the pillow, put away the books, take out the trash and hang up the clothes. 12. Read the phrases together. Step4: Consolidation 1. Read and act The teacher reads the phrases and has the students do the actions. （设计意图：小结新词。 ） 2. A game Showing them the phrase
10、s with the color blue, yellow and red. Showing them the blue words, and having the boys to read, showing them the yellow words, and having the girls to read, showing them the red words, and having everybody to keep silent. （设计意图： 游戏帮助学生巩固新词， 学生的兴致更高， 效果更好。 ） 3. A card game. Divide Ss into groups of
11、two. Give each group a pile of picture cards and a pile of answer cards. S1 picks up a picture card and asks S2 a question. And then, S2 picks up an answer card and answers S1s question. If S2 answers Yes, and S1 can get one star. If S2 answers No, S1 can get nothing. After that, its S2 to pick up o
12、ne picture card to ask a question and S1 to pick up an answer cards to answer. At the end of the game, to see who can gets more stars. Model: S1 gets . S1: Can you put away your books? S2 gets . S2: Sure. S1 gets one （设计意图：让学生在游戏中巩固所学单词和句型。 ） 4. Writing T: Who does the housework at your home everyda
13、y? T: Your mother does the housework at home and she always tired at home. Do you love your mother? What can you do for her? And write down the sentences on the paper. I love my mother. I can do some housework for her. I can _ _ _ _ _ _ _ （设计意图：写作训练和情感教育，让学生体会父母的辛苦，在家帮助 父母做力所能及的事。 ） Step5: Summary R
14、ead the new phrases and sentences on the board. （设计意图：回顾本课所学知识，加深印象。 ） Step 6: Homework: Survey Name Housework for mother/father A: What can you do for your mother? B: I can _. Report: We love our mothers. I can do _for my mother. _ can _for _ mother. _ _ _ （设计意图：给学生提供课后英语口语交流的机会，同时是情感教育的 延伸，最后的报告目的在于提高学生的写作能力。 ）
