喬左蘭

教材分析：本課選自譯林2011課標版三年級起點小學英語五年級下冊“Helping our parents”（story time），是整個單元的第一課時。本課時的主題是幫助父母做家務，幫助學生樹立分擔家務勞動的意識，初步學習現(xiàn)在進行時問答。

教學目標：1.能聽懂、會讀、會說單詞：parent，sweep the floor，wash the dishes，make the bed。

2.通過課文學習能聽懂、會讀、會說日常用語：What are you doing？ What is he/she doing？及其回答。

3.能模仿課文錄音，增強英語語感，正確理解并朗讀課文；能初步運用本課所學的詞匯和句型詢問別人正在做什么。

教學重難點：1.能正確地理解并朗讀課文內(nèi)容，能用現(xiàn)在進行時描述家務活動。

2.能初步運用本課所學的詞匯和句型詢問別人正在做什么。

教學準備：教師準備：課件，做家務的圖畫，教師所用的書。學生準備：家庭成員做家務的圖畫。

教學過程：

Part1 Before–reading

S1.Pre-reading

1.Greeting.

2.Sing a song：Listen and follow.（with simple motions）

[設計意圖：讓學生從下課輕松玩鬧的氣氛中進入上課的氛圍中。學生喜歡唱歌，跟著指令師生邊說邊運動，營造英語課堂氣氛。]

S2.Lead–in

1.Show the topic and let the students read it.

T：parentsmeans your mother and father，so it means“父母”.

Some students read the word.

[設計意圖：開門見山直接呈現(xiàn)主題。對parents進行解釋，引導學生說出意思并能讀單詞。]

2.T：Very good！ Now，look at this picture.Whats this？ （Its a house.）

[設計意圖：對學生的回答進行肯定，進而引出房子。]

T：Yes. Its a house. In the house，there are many...（rooms）Good！ Look，this is a...（bedroom）Look at here.Is it clean？（No）So，we need to...（clean the table）Some students read the phrase.

3.T：Good！ Look，this is a...（bedroom）Look at the floor. Is it clean？（No）So，we need to...（sweep the floor）Some students read the phrase.

[設計意圖：對房子進行提問，引導學生根據(jù)已有知識回答房子里面的房間。]

4.T：Great！ Look，this is a...（bedroom）Look at here.We need to...（make the bed）

Some students read the phrase.

[設計意圖：運用房間的呈現(xiàn)及各個房間內(nèi)的環(huán)境來呈現(xiàn)新知詞組并對詞組進行教讀。]

5.T：Great！ Look，this is a garden.In the garden，there is car，but it is not clean.So，we need to...（clean the car）Some students read the phrase.

6.T：Great！ Look，this is a...（bathroom）What can we do here？Look，we can...（wash clothes）Some students read the phrase.

7.T：Very good！ Look，this is a...（kitchen）What can we do here？ Look，we can...（wash the dishes）Some students read the phrase.

[設計意圖：教師要不停地用鼓勵性的語言對學生進行反饋，以維持學生的信心。]

8.T：Now lets read these phrases together.（twice）Students read together.

9. Lets chant.（the sound time of unit1）

T：What is he doing？（Hes having a drink.）What is she doing？（Shes drawing a dress.）

[設計意圖：Chant學生在之前一個單元已經(jīng)學過，這里有現(xiàn)在進行時的句型，此時說chant既可以放松，又可以為本節(jié)課重點句型一般現(xiàn)在時的學習做鋪墊。]

10.Look at these two pictures.

T：What is he doing？（Hes cleaning the table.）S：What is she doing？（T：Shes sweeping the floor.）Now，please work in pairs with these pictures and patterns.

[設計意圖：通過chant內(nèi)容的問答，呈現(xiàn)一般現(xiàn)在時句型。]

Part 2 While–reading

T：Look at this picture.This is Mikes...（house）.They are Mikes...（family）

T：This is...（Mr./Mrs.Brown，Mike，Helen，Tim，Ben）Mr.Brown is cleaning the car.

S：...（現(xiàn)在進行時句型描述）

[設計意圖：教師呈現(xiàn)文本圖片，學生用現(xiàn)在進行時的肯定句對文本人物所做的家務勞動進行描述，不僅可以進一步鞏固現(xiàn)在進行時句型，還可以對文本內(nèi)容的學習做準備。]

2.T：Lets guess.Whos cleaning the table/ washing the dishes/ cooking？S：...

[設計意圖：將部分文本人物所做家務事覆蓋起來讓學生猜，一來激發(fā)學生的興趣，二來作為動畫呈現(xiàn)的銜接。]

3.T：Lets watch the cartoon.

[設計意圖：觀看動畫的同時，確定所猜答案是否正確，這樣學生觀看動畫更有目的性。]

4.T：Now，lets check your guess.Whos cleaning the table/ washing the dishes/ cooking？S：...

5.S：Skim，match and say.

6.T&S：Check their match together.

[設計意圖：學生自讀文本，然后完成書后練習連線并用句子描述出來，使學生進一步理解文本。]

7.Read and complete the table.

8.S：Listen to the tape and imitate.

9.S：Read in groups wit different forms.

Part3 Post-reading

1.T：Great！We know，Mike and Helen love their parents，so they help their parents at home.Do you love your parents？（Yes，I do.）How can you help your parents？

[設計意圖：從書中人物愛父母幫父母做家務聯(lián)系到學生愛家長幫助家長分擔家務，進而對學生進行情感熏陶。]

T：I love my parents and I help my parents at home.Look，this is my mother，shes cooking.This is my father，hes sweeping the floor.This is me，Im cleaning the table. How yours Now，please take out your drawing and talk with your partners.

S：Some of the students speak in front of the students.

2.T：I love my parents！ I help my parents at home.（ with motions）S：Follow.

3.Homework

（1）Read the passage and retell it.

（2）Tell your friends how can you help your parents.

[設計意圖：在復習課文的基礎上，根據(jù)圖片對文本可以做一個整體的輸出。]

附板書設計：

Unit5 Helping our parents（story time）

What is he/she doing？

He/She is...V-ing...

parent，sweep the floor，wash the dishes，make the bed

[設計意圖：便于學生從整體上把握知識點，以及教學的重點和難點。]