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視頻課題：譯林版5B Unit 5 Helping our parents Story time江蘇省 - 蘇州

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譯林版5B Unit 5 Helping our parents Story time江蘇省 - 蘇州

教學(xué)目標(biāo)
1. 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀:clean, busy, make the bed, sweep the floor, wash the dishes。
2. 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫(xiě)句型:What are you/they doing? What is he/she doing? 及其回答I am…/We/They are…/He/she is …
3. 能用現(xiàn)在進(jìn)行時(shí)描述圖片內(nèi)容,并能適當(dāng)使用長(zhǎng)、短句和疑問(wèn)句豐富文本結(jié)構(gòu)。
4. 能理解課文內(nèi)容,通過(guò)文本和圖片獲取信息,能根據(jù)關(guān)鍵詞和圖片復(fù)述課文。
5. 學(xué)生提高意識(shí):承擔(dān)力所能及的家務(wù)勞動(dòng),做個(gè)有責(zé)任心的人。
2學(xué)情分析
        本課圍繞孩子幫父母做家務(wù)的話題,呈現(xiàn)了現(xiàn)在進(jìn)行時(shí)特殊疑問(wèn)句和肯定句的用法。教學(xué)重點(diǎn)是關(guān)于做家務(wù)勞動(dòng)的動(dòng)詞短語(yǔ)和現(xiàn)在進(jìn)行時(shí)的肯定句型。學(xué)生已學(xué)過(guò)like doing的結(jié)構(gòu),因此現(xiàn)在分詞在朗讀上的問(wèn)題不大,教師可在熱身環(huán)節(jié)先讓學(xué)生運(yùn)用like doing結(jié)構(gòu)進(jìn)行交流,復(fù)習(xí)動(dòng)名詞。此外,本課的目標(biāo)詞匯是有關(guān)家務(wù)勞動(dòng)的動(dòng)詞短語(yǔ),教師可先與學(xué)生討論家務(wù)勞動(dòng),適當(dāng)拓展詞匯,通過(guò)情景創(chuàng)設(shè)從一般現(xiàn)在時(shí)引入現(xiàn)在進(jìn)行時(shí)的教學(xué)。
3重點(diǎn)難點(diǎn)
1. 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫(xiě)句型:What are you/they doing? What is he/she doing? 及其回答I am…/We/They are…/He/she is …
2. 能用現(xiàn)在進(jìn)行時(shí)描述圖片內(nèi)容,并能適當(dāng)使用長(zhǎng)、短句和疑問(wèn)句豐富文本結(jié)構(gòu)。
3. 能理解課文內(nèi)容,通過(guò)文本和圖片獲取信息,能根據(jù)關(guān)鍵詞和圖片復(fù)述課文。
4教學(xué)過(guò)程
4.1第一學(xué)時(shí)
4.1.1教學(xué)活動(dòng)
活動(dòng)1【導(dǎo)入】Step1　Lead　in
1. Know about me
T: Hello, boys and girls. I’m your new English teacher today. Do you want to know something about me?
Name
T: My name is Claudia. What’s your name?
S: I’m …
T: Nice to meet you. / Your name is very nice. /It’s a lovely name. / I think you like … very much, right? Great, a nice name!
Hobby
T: I like reading very much. Because I can learn a lot from the books. What’s your hobby? / What do you like doing?
S: I like …
Weekend activities
T: What about my weekend activities? You see, I like reading. So I usually read books at weekends. What about you?
S: …
T: Wow, I think you all have wonderful weekends. But I’m a mother, I have to do a lot of housework at weekends.
2. Know about my house
T: What housework do I do at weekends? First, let’s know something about my house. Look, this is the plane graph of my house. What are these?/What about this one?
S: They’re two bedrooms. / It’s a kitchen. /It’s a study. /It’s a dining room./ It’s a living room. /they’re two bathrooms.
3. Learn the new phrases
T: Now, you know my house. What housework do I do at weekends? I give you some key words, can you guess?
I _______ in the kitchen.   (key words: cook, wash)
S: You cook/wash … in the kitchen, I think.
T: Actually, I usually cook breakfast in the morning. My husband cooks lunch and dinner, and I usually wash the dishes after lunch and dinner.
Teach: wash the dishes
I _______in the bathroom. (key words: clean, wash)
S: You clean/wash … in the bathroom, I think.
Show the answers: clean the toilet, wash clothes
I _______ in the bedroom. (key word: make)
T: Make, what can I make? Make a cake? Make a toy?
S: You make the bed in the bedroom.
T: Great. I make the bed. It doesn’t mean I can make a real bed. It means I put the quilt, the pillow in order. Then the bed is tidy. So, what does it mean in Chinese? Ss: 整理床鋪。
I ______ in the living room. (key word: floor)
Ss: You … the floor in the living room, I think.
T: I usually sweep the floor and mop the floor in the living room. (teach: sweep the floor, mop the floor)
T: You see, I cook breakfast, wash the dishes, clean the toilet, wash clothes, make the bed, sweep the floor and mop the floor. So, I’m really busy at the weekends.
Teach: busy
活動(dòng)2【講授】Step2　Presentation　and　practice
1. lead to the title
T: Do your parents do housework?
S: Yes, they do.
T: Do you help your parents do housework?
S: …
T:What housework do you do?
S: …
T: Great. You help your parents do housework. You are very helpful. Today, we’ll learn Unit5 Helping our parents.
Let’s read the title together.
2. Know about Amy (Learn the present continuous tense)
T:There’s a girl. Her name is Amy. She is very helpful too. Let’s know something about her. OK?
Ss: OK.
(1) T: It is Saturday morning. Amy gets up early. Now, it’s seven o’clock. What is Amy doing? Let’s ask her together. “Amy, Amy, what are you doing?”
Ss: Amy, Amy, what are you doing?
PPt: I’m making the bed.  
(2) It’s eight o’clock. What is she doing now?
S: She’s cleaning the table.
(3) T: It’s eleven o’clock. What is Dad doing?
S1: He is cleaning the car.
T: What about Mum? Who can ask?
S2: What is mum doing?
S3: She’s cooking lunch.
S4: What is Amy doing?
S5: She is washing the dishes.
T: It’s two in the afternoon. It’s free time. What are they doing?
S: They are playing a game.
3. Conclusion
Ss read the sentences of the story.
T: From the story, we know: The action that is on-going at the time of utterance, we call it present continuous tense.  The structure is:  the subject + “be” verb (is, am, are) + “ing” forms of verbs.
Ss read the “ing” forms of the verbs: make-making; clean-cleaning; cook-cooking; wash-washing; play-playing
4. Practice (pair work)
T: they’re playing a guessing game. Let’s join them.
Give three key words, get Ss to ask and answer in pairs.
Key words: he, wash, kitchen
A: What is he doing?
B: He’s washing the dishes in the kitchen.
Key words: Lily, sweep, living room
Key words: the boy, clean, dining room
Key words: they, help, home
活動(dòng)3【講授】Step3　While　reading
1. Watch and answer
Watch the cartoon and answer the questions: What day is it? Who is helpful?
2. Look, read and fill
T: What are Mike’s family doing in the morning? Please open your books and read the first part of the story, and try to fill in the form.

who	what	where
Dad	cleaning the car	outside

 
T: You can circle the people and underline the things and places. If you can’t find the answer in the passage, you can find the answer in the pictures.
Give a model: Dad is cleaning the car outside.
Ss circle and underline the answers.
Check the answers with complete sentences.
3. Look and say
T: Now, we know what they are doing in the morning. And we also get more information from the pictures. Let’s look at the pictures and try to describe them. Pay attention to the people, the things and the places, and if you can describe the details about the pictures, it will be better.
T: For example, Mum is cooking breakfast in the kitchen. It’s ok. Maybe she is cooking eggs for her children. It’s better. And you can also describe the room: There ‘s a scullery and a gas cooker on the cupboard. There is a table in the kitchen, too.
What about the other pictures? Let’s talk about them.
Get several students to describe the other pictures.
4. Read and imitate
T: Great, you can get the details from the pictures. How does Mike say? Let’s read and imitate.
Ss read after the computer.
5. Analysis the structure
T: “It is Saturday morning.” Mike tells the story with the beginning of “time”.
  “My mother is cooking breakfast in the kitchen.” This is a long sentence. It tells us “who, what, and where”.
“Helen is in the living room. She is sweeping the floor.” This time, Mike uses two short sentences to describe “who, where, and what”.
So, if we use short sentences and long sentences properly, we can make the structure richer and we can express our ideas flexibly.
“Where is Tim? What is Tim doing?” These are questions. Questions can catch our eyes and let us compare the front and the back. They are so busy doing housework, but Tim and Ben are sleeping.
6. Look and say
T: (show picture1) Now, it’s in the afternoon. Where are Mum, Mike and Helen?
S: They are in the kitchen.
T: (show picture2) Who’s the boy?
S: He’s Mike’s cousin Jim.
T: Where are they?
S: They’re in the living room.
T: What are they doing? Let’s describe the pictures. Pay attention to the time, the people, the places and the things. To describe the pictures more vividly, you can use the short sentences, the long sentences and questions, OK? You can prepare first.
Get several students to describe the pictures.
7. Read and imitate
T: How does Mike say? Let’s read and compare.
Ss read sentence by sentence.
T: Mike also tells with the beginning of time. He uses questions, the short sentence and the long sentence. What’s more? Mike also describe Mum’s state.(My mother is busy.) So, how about Tim and Jim? Can you give some words to describe them?
S: …
PPT: They’re free and happy.
8. Reading time
Read the whole story together.
活動(dòng)4【活動(dòng)】Step4　After　reading
1. Retell
Retell the story according to the key words and pictures.
2. Think and say
T: Now, it’s in the evening. What are they doing after dinner? Suppose you’re Mike, please complete the saying with your imagination. Perhaps these words can help you. I give you some time to prepare.
Get two Ss to communicate.
活動(dòng)5【活動(dòng)】Step5　Emotional　Education　
T: I think Mike’s family must be doing some housework together or having some fun together. Because this is a family with love and joy. Everyone will do something capable for the home. And I believe that when Tim grows up, he will do something capable for the home, too.
T: I know some children in our class also do something capable for their family.
P1: Look, the girl is making the bed.
P2: The boy is cleaning the table.
P3: This boy is sweeping the floor.
P4: The boy is washing the dishes.
P5: At school, some students are sweeping the floor.
P6: Some students are cleaning the classroom.
P7: In society, some students are cleaning the public bikes.
P8: Some students are helping old people doing some cleaning.
T: So, boys and girls, at home, we should help our parents do housework and something capable. At school, we should keep our school clean. In society, we should be a responsible man. Can you?
Ss: Yes.
T: Let’s say together: Be a responsible man.
Ss: Be a responsible man.
活動(dòng)6【作業(yè)】Step6　Homework
1. Read and imitate the Story Time, try to retell it with your own words.
2. Help your parents do housework and talk about it with your friends.
 

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