Story time多媒体教案及点评

Unit5 Helping our parents (Period 1 Story time) 一、教学目标

1. 学生能整体感知和理解Story time内容，能够正确、流利地朗读文本, 并能尝试复述课文主要内容。

2. 学生能在情景中听懂、会说、会读词汇“sweep the floor, wash the dishes，clean the car, clean the table , parent, busy”；能在情景中听懂、会说、会读句型“What are you/we/they doing? I am/We are/They’re …(ing).”“

What is he/she doing? He/She is…(ing)”。

3. 通过学习能初步感知“现在进行时”的表达及其结构。

4. 通过本课的学习，能感知书中人物的真实生活，了解做家务的快乐与价值，进一步明确帮助家人的重要性。

二、教学重难点

重点：1. 学生能整体感知和理解Story time内容，能够正确、流利地朗读文本, 并能尝试复述课文主要内容。

2. 学生能在情景中听懂、会说、会读本课词汇和重点句型。

难点：1. 学生能整体感知和理解Story time内容，能够正确、流利地朗读文本, 并能尝试复述课文主要内容。

2. 通过本课的学习，能初步感知“现在进行时”的表达及其结构。

三、教学准备

多媒体课件、板书、词条、人物头饰

四、教学准备

Step1 Warm-up 1. Before class Play a game：同学边传玩具边拍手说“What do you like doing ? What do you like doing?”，停在那里的同学回答“I like…(ing).”。

[设计意图：拍手拍桌打节奏，使句子”What do you like doing?’变得富有节奏感，朗朗上口。通过回答”…(ing), …(ing), I like …(ing)”有效地帮助学生复习旧知，为本课现在进行时的表达做好了铺垫。时快时慢的节奏，传玩具时的兴奋与紧张，激起了学生们的兴趣，热烈了课堂氛围。] 2. Greetings Step2 Pre-reading 1. Chant and learn (1) Enjoy a chant.

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(2) Try to complete: What are they doing? Grandma is cooking noodles. Sister is listening to music. Mom is writing.

Dad is reading.

What are they doing? [设计意图：借由欢快而上口的chant，引入现在进行时的句型，将chant的内容作为学生初步感知本课重点的学习资源。学生都能不由自主地跟着说唱，在不知不觉中渗透了现在进行时的句型，也为后面”What are they doing”的有效教学奠定了基础。] 3. Lead-in T: Look! What are they doing ? S: They are cooking.

T: Yes. They’re helping their parents.

T: Today we will learn Unit5 Helping our parents.(揭题) Step3 While-reading 1. Watch and answer Q: Who are helping their parents? (Mike and Helen.) 2. Look and match(P50连线) T: Helen and Mike are helping their parents. What are they doing ? Tips: 1.仔细观察P48-49图片，并圈出Helen, Mike做的家务活图片。

2.完成书P50练习。

Teach: sweep the floor, wash the dishes, clean the car/table [设计意图：’Who are helping their parents?’问题引出，引发整体感知。”What are Helen and Mike doing?”由整体到分段逐层理解文本，同时引导学生通过读图找出信息。进行阅读技巧的指导，让学生提高有效获取信息的能力。] 3. Look and say

Mike is helping his parents. He’s … He’s…

Helen is …She’s …She’s…

4. Listen, find and complete

图示Mike’s mother and Tim

T: What are they doing in the morning and in the afternoon? (1) Listen and find ( 听录音，划出他们在做的事情)

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(2) Discuss and write（Group work）（完成书P50表格）

(3) Think and say

In the morning, Mike’s father is … Mike’s mother … Tim…

In the afternoon…

[设计意图：语篇推进，加强策略指导。引导学生在阅读的过程中抓住语篇中的关键信息。图表成了学生记忆文本的抓手，清晰地呈现了文中人物所做的事情，寻读过程就是学生熟悉短文的过程。在帮助学生理解语篇的同时，培养了学生概括提炼短文信息的能力。] 5. 主题升华

T: (结合板书)In the morning, Mike’s mother is cooking breakfast. In the afternoon, she’s cooking dinner. She’s very busy. (Teach: busy) Q:What do you want to say to Tim ? Try to say: Help our parents! We are family! [设计意图：尝试让学生自主提问，培养学生观察板书的能力，激发学生的思维。] Step4 Post-reading 1. Let’s read. (1)Listen and repeat. (2)Happy reading(Group work) 2. Let’s talk (Saturday morning/afternoon 两情景任选或者全选相互问答) Step5 Homework 1. Read the text 5 times. 2. Try to help your parents with the housework 3. Try to know more words and phrases about housework Blackboard design: Unit 5 Helping our parents

cleaning the table

Mike头像

cleaning the car

Father头像

Tim头像

Mother头像

cooking breakfast

sleeping

cooking dinner

eating fruit

watching TV

Helen头像

sweeping the floor

washing the dishes

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