Story timePPT及课堂实录内容

单元：Unit 5 课题：

Helping our parents

课时：

1

课型：

新授

【教学目标】

（一）知识目标

1. 通过查阅单词表、查字典、猜测词义等方式听懂、会说、会读单词：parent, clean, cook, sweep, busy, wash，dish。

2. 基于故事听懂、会说、会读、会写句型：what are you doing? What is he/she doing? 及回答。

（二）能力目标

1. 能够语音语调正确地朗读故事，复述故事。

2. 能初步运用本课所学的词汇和句型询问别人正在做什么。

（三）情感目标

通过story time部分的学习，让学生体会父母的辛劳，能懂得应该主动帮助父母做一些力所能及的家务活。

【教学重点】

1. 能听懂、会读、会说单词：parent, clean, cook, sweep, busy, wash。

2. 能初步用He’s/She’s/They’re +动词ing形式描述人物正在做某事。

【教学难点】

能初步用He’s/She’s/They’re +动词ing形式描述人物正在做某事。

【教学准备】

PPT课件、单词卡片等。

【课前先学】

1. Learn the new words by yourselves.

查阅单词表和字典，写出以下单词的中文意思，并跟着磁带读一读：

parent________

clean ________

sweep ________

busy ________

wash ________

dish

2. 仔细阅读课文内容，根据课文内容填写下列表格。

Father Mother Mike Helen Tim

【教学过程】

In the morning cleaning the car

In the afternoon

先

学

预

设

Step 1. Preparation 1. check the preparation of the new words.

后

教

策

略

先让学生其在组内汇报课前对新单词的预习，接着进行小组预习汇报展示，提醒其余学生倾听、评价。

二次调整

2. 出示房间图片,让学生说相应的单词。

Step 2. Presentation & Practice Pre-reading Look, the rooms are dirty,we should do something to keep the rooms clean.We should help our parents with the housework.

T: Do you help your parents at weekends? …

T: Great! We can do a lot of things. What about them? Can you try to guess what are they doing?

While-reading

1.T : Today,let’s talk about Mike’s family.let’s read picture 1, and underline: What are they doing on Saturday morning? What is Mike \ Mr Brown\ Tim\ Helen\Mrs Brown doing? 师板书

Father Mother Mike Helen Tim

In the morning cleaning the car

2. 师播放录音

Q1:Who comes to their home? Q2:Who is busy?

3. Read and answer: 找出What is Mike\Helen\Tim\Jim\Ben doing on Saturday afternoon?

。

师生交流。

出示第一幅图

1.生自读第一幅图。

自读第一段划出问题答案。

2.反馈

learn Picture 2-3: 听录音，回答问题。

小组合作，自主学习，成员一起读第2-3幅图，并讨论问题。遇到困难，小Father

组内互相讨论，互相帮助。

Mother

Mike

Helen

Tim

Step3 Production.

1. Match and say Turn to page50 and match according to the

story. 2. Read the story. 以小组为单位，选择一种喜欢的方式1) Read after the tape. 读一读课文。

2) Read in roles. 可以任选一种方式：

Read in paragraphs.(分段读)

Read together.(齐读)

In the afternoon

My father is cooking in the kitchen.

Helen is sweeping the floor.

Tim and dog are in the living room.

Jim is in cleaning the table in the afternoon.

Tim and Jim are watching TV in the living

room.

4.Try to retell the story 可以根据板书复述，

根据图片及提示复述课文。

T: Now children. There are some pictures. 也可以看图片复述。

Discuss in your group, and try to retell the

story.

Step4 Progress.

After-reading

1.Have a talk

What do you think of them?

Ss have a talk in class.

2.总结

T: We know our parents will become older

and older, Look! So now please help your 展示另一个关于父母老去的视频或图parents with housework and love each 片。

other! Because many hands make light A little labor, much health. 适量的劳动work.. 有益于健康。

3. Do a judge.

作业

设计

1.

Read the story. 2.

Retell the story according to the pictures. Unit 5 Helping our parents

Father Mother In the morning cleaning the car

In the afternoon

板书设计

Mike Helen Tim

教后

反思

单元：Unit 5 课题：

Helping our parents

课时：

2

课型：

新授

【教学目标】

（一）知识目标

1. 能熟练理解并掌握Grammar time中What are you doing? I’m… what is he/she doing? He/She is…进行对话。

2. 能理解并掌握现在进行时态句型的用法及规则。

3. 能完成Fun time中的任务。

（二）能力目标

1. 对词汇和句型的交际运用。

2. 学习Fun time, 引导学生创编，提高创造力和学习英语的兴趣。

（三）情感目标

通过创设情境表演复述故事，进一步提升文本教学，提高学生的综合语言表达能力。

【教学重点】

1. 进一步巩固复习上节课的词汇和句型。

2. 学生能理解并掌握what are you doing? I’m… what is he/she doing? He/She is…进行对话，并进一步学习现在进行时态句型的用法及规则。

【教学难点】

能够掌握What are you doing? I’m… What is he/she doing? He/She is…进行对话。

【教学准备】

PPT课件、先学单等。

【课前先学】

1. 熟读P51，找出句子中的共同点及动词变为动名词的变化规则。

2. 试着说说P52各图，注意用现在进行时。

【教学过程】

先

学

预

设

Step 1. Preparation 1. Revision 1)将下列短语或单词补充完整。

a.

the car

b.

him c.

the floor

d.

in his bedroom e.

breakfast f.

the dishes g.

the table

h.

fruit i.

TV 2) Read and act out Story time. 3) Retell the story.

2. Work in pairs. 四人小组内，互相提问，并回答。

后

教

策

略

例如：What is ... doing? Where is ...? 师趁机板书相应的问答句。为Grammar time 部分做准备。

二次调整

Step 2. Presentation & Practice

Grammar time 1 1. 呈现Grammar time中的句子

T：

Who can try to read? T: Just now, you made a lot of sentences with V-ing, try to find the rules. …

2. Work in pairs:四人小组，一人做动作，一人回答，分别用上what are you\they doing?I’m\they’re... What is he\she doing? He\she is ... Grammar time 2 1.

T: Great! Let’s do some practice.

出示grammar 中的动词，do, clean, cook, eat, help, wash and watch,学生小组讨论动名词形式。

动词的现在分词变化规则：

1).直接加ing 2).以不发音的e结尾的词，它的现在分词形式要去e加ing,如：have\skate\take\make\dance 3).双写词尾加ing如：swim\sit\put\run

2. 写出下列单词的现在分词。

sit ____

stand_____ run____

jump_____ skate____

dance_____ have____

watch____ 3. Do some exercise: What are you _____(do)? What ____(be) he doing? She is________ (clean) the windows. What are mike’s parents______ (do)?

They are _____(wash) clothes. Step 3. Production Fun time

1.

Sing a song. T: well done! Boys and girls, let’s relax, sing a song< what are you doing?>. You can follow it if you want. 2.

教师出示关于自己在家做家务的图片

1.小组内仔细读一读黑板上的句子，找出它们的共同点。

2. 学生试说规律。

在学生反馈时，师趁机板书有关动词的ing形式。为下面的环节做准备。

学生跟唱，可自由发挥加上动作等。

T: What am I doing? S 1: You are…

T: What am I doing? S 2: You are…

T: What am I doing? S 3: You are…

T: Who can ask me ? Ss : What are you doing? T : I’m ….

T: 指一生问：What are you doing ? S 1: I’m ….

可多问几人。

3.

Work in pairs.

4.

出示fun time 图片。

T : What is he/she doing?

S4 : He is….

5.

Now you can ask and answer in groups.

学生操练给句型, 这部分让学生独立3 minutes. 完成，教师进行巡视指导，要特别关

注后进生，并让他们回答。

Step4 Progress

1.Summary

2.小组内调查一下，大家平时在家里都做

过哪些家务活。

参考短语：

cook breakfast/lunch/dinner做早餐/午餐/

晚餐

wash clothes/dishes 洗衣服/餐具

sweep the floor 扫地

mop the floor 拖地

clean the table/windows/door 擦桌子/窗户

/门

make the bed 整理床铺

Who 谁

do these housework 做的家务活

Do a survey.小组内调查：在家中做过How mang stars? 哪些家务活，小组汇报。

能得几星（最多5星）

（小组成员先在小组内用I can…在小组内汇报交流。然后，小组内推荐一人在全班前汇报交流。）

例：In our group,Su Hai can help her parents.She sometime/usually/often…

In our group.

作业

设计

1.

用现在进行时态造句（5个）。

2.

课后完成fun time 的练习。

Unit 5 Helping our parents

What are you\they doing? 板书设计

I’m\they’re... What is he\she doing? He\she is ...

教后

反思

单元：Unit 5 课题：

Helping our parents

课时：

3

课型：

新授

【教学目标】

（一）知识目标

1. 能熟练掌握Why? Because …句型。

2. 在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。

3. 能了解并掌握dr在单词中的发音。

4. 了解中西方传统的故事，并能用英语简单介绍自己喜欢的故事。

（二）能力目标

1. 在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。

2. 在理解cartoon time的基础上，进行创造性地输出。

3. 通过小组合作初步了解dr在单词中的发音。

（三）情感目标

通过学习Cartoon time的故事，教育学生要正确认识食物。

【教学重点】

1. 字母dr在单词中的发音。

2. 能熟练运用本单元所学单词和句型。

【教学难点】

通过开放性设问，让学生推测文本信息，培养学生快速捕捉文章大意的能力。

【教学准备】

PPT课件、图片等。

【课前先学】

1. 准备如下问题，让学生带着问题，有目的地阅读Cartoon time故事. 1)

What’s in the picture?

2)

Who are they? 3)

Where are they? 4)

What’s the matter with Bobby 2. 读一读下列单词，体会字母“dr”发音。

Draw

dress

drink

driver

以上单词中“dr发音是（

）

请任选上面的两个词写一句话。

___________________________________________________________

【教学过程】

先

学

预

设

Step 1. Preparation 1.Free talk 2. Revision T: Last class, we learned a fairy tale, Cinderella. Look, What’s the matter with Cinderella?

S: She is sad. T: Why is she so sad? 后

教

策

略

让学生提前进入学习英语的氛围中。

通过复习激活语言知识，帮助学生归纳，总结。

二次调整

T: Because…

T: I have some pictures here, can you use “Why” to ask questions? Let’s talk in pairs.

Step 2. Presentation and practice (1)师生对话（示范）

(2)生生对话

两两合作交流，操练。

Cartoon time

1.talk about the pictures：

Where are Sam and Bobby?

What does Bobby find?

Teach new word：mushroom

2.So what does Bobby do after finding the

mushroom?

Does Bobby understand at first?

Watch the cartoon

teach : pick

3.Are the mushrooms good for us?

How do you know?

OK, now open your books and underline it.

Because these mushrooms are bad for us.

Teach:be bad for...

4. T: Well, if you were Sam and Bolly, what

would you say?引导学生揣摩不同卡通人物

Discuss in groups, 小组内推举一人的心理和语言。说说故事的幽默之处。

汇报，提升学生的想象能力。

5.Read and act

Read after the tape.

Read after the teacher.

Read in groups.

Show it in class. (小组互评)

Act it out without books.

★★★

Read it fluently and vividly with actions★★

You made some mistakes.

★

6. Can you make an ending for the story?

在学生理解的基础上，鼓励学生创造Sound time 性输出。

Look at this picture.

Who is she? Oh, she is Cinderella.

What does she wear? T: Yes, here is a nice dress.（PPT呈现Sound

time 图片部分）

1. Look and talk

T: This is Andrea, what is Andrea doing?(PPT通过看图来描述Cinderella的穿着，呈现：Andrea is drawing a dress. For her 引出sound time .

friend Sue.)

T: This is her twin brother Andrew, what is he doing?

(PPT呈现：Andrew is having a drink. It’s cold and blue.) 2. Follow the tape 3. Say the chant in pairs 4. Sum up

T: Look at the words, Andrew, drink, Andrea, drawing. What is “dr” pronounce? 5. What other words have this sound? Can you give us some examples? (将学生说出的单词在黑板上板书。) 6. I have some new words, try to read them.(PPT呈现新单词)

通过观察图片和回答问题, 初步感知字dr在词中的发音.

这个环节如果学生能进行有效先学的话，能够很快的回答出老师所提的问题。

跟读时一定要提醒学生仔细听磁带进行模仿跟读。并可以指名学生读，进行一下小比赛。

在总结读音时可以让学生进行小组讨论，并让学生讨论other words have this sound。

组长负责组织讨论，请记录员负责记录，最后请另外7. Here’s a new rhyme, let’s read together.

的组员汇报结果，同时教师把单词写

在黑板上。

Culture time

1. Look and talk

T: I know you like reading stories. Look, what

is this story about? What about this one? What

does Yang Ling like? Let’s read together.

T: What about Mike? Yang Ling likes Chinese

stories, Mike likes fairy tales, what about you.

S: I like…

通过呈现童话故事图片提高课堂积T: Why do you like the story? 极性,同时复习why? Because…句型S: Because …

结构, 活用语言。

2. Enjoy the pictures

T: We have so many wonderful stories, I hope you read and love them. Because reading is like sunshine, it can light your heart, reading is like water, it can clean your mind.

Step3. Production & Progress 1.

Summary 2.

Do some exercise

小组内推举一人汇报，活用语言。

抓住主题内容归纳提炼，进行课堂小结。

作业

设计

1. Read and act cartoon time. 2. Read and say sound time.

教后

反思

单元：Unit 1 课题：

Cinderella

课时：

4课型：

复习

【教学目标】

（一）知识目标

1. 能够正确、流利、生动地讲故事Cinderella。

2. 了解字母dr词中的发音。

3. 熟练掌握本单元单词和句型。

（二）能力目标

1. 通过复习操练，使学生能熟练运用本单元的句型进行对话交际。

2. 学生能熟练掌握字母dr词中的发音。

（三）情感目标

通过本课学习使学生有兴趣说英语、背歌谣，做游戏、敢于开口，乐于模仿，在鼓励性评价中树立信心, 在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。

【教学重点】

能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。

【教学难点】

能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。

【教学准备】

PPT，照片等。

【课前先学】

复习Story time，熟读、会复述，会合作表演。

【教学过程】

先

学

预

设

后

教

策

略

二次调整

Step 1. Preparation

1. Greetings

2. Free talk

通过游戏,歌曲等，复习与本课相关词汇并巩固句型

T：Do you like the story of Cinderella?

3. Show three tasks

First,Ican understand “Cinderella”.

Then,Icanuse“Why”and “Because”

to ask

and answer questions.

Finally, I know the sound of the letter “dr”

能够正确、流利、生动地讲故事4.Act out Story time. Cinderella。通过小组合作，确保每个

层次的学生都有语言能力提升的机

会。

Step 2. Presentation & Practice

Checkout time

Why? What else do you like reading?

1.Look and write

a. Talk about the picture P1:We are having an English lesson now. How about Yang Ling?

Is Yang Ling at school today.Try to use “Why…” to ask a question.

Why is Yang Ling not at school today? Then, answer.

P2: Look at Liu Tao, How is he? Is he sad? Why is Liu Tao so happy?

P3: What does Nancy do? Why does Nancy take off her coat? P4: How about Mike? Why does Mike put on his jacket?

Ticking time 1 1. Act the story in pairs T : If you can tell the story fluently , correctly and vividly you can get three stars. Not very fluently or vividly you can get two stars. Some mistakes you can get one star. 2.

完成think and write 3. Check the answers

2. dr/dr/ ⑴T: Last lesson we have learnt the sound of letter “dr T: Can you read this? Andrew is having a drink.

It’s cold and blue.

Andrea is drawing a dress.

For her friend Sue. ⑵T: Do you remember the sound of letter “dr”?

⑶T: Can you use the words with the letter “dr” to make sentences? eg.

Step3 Production and Progress. 1. Summary 2.Do some exercise

语音部分的检测分为三个部分来给学生打星。

1. 请学生比赛读一读语音部分的绕口令，看看谁读的既准确又流利。读的好的可以获得一颗星。

2．正确读出下列单词，并能说出划线部分发音的得一颗星。

3. 能够用所学的含有字母“C”发音发/k/的单词造句得一颗星。

如果三个任务都很很好地完成就可以得三颗星了。

请几组学生表演，表演完之后请其余学生给他们小组打星，评价。表演的好要请学生进行赞美。表演有欠缺的要请学生提出建议。

小组内推举一人汇报，活用语言。

抓住主题内容归纳提炼，进行课堂小结。

作业

设计

1.

复习本单元的单词和句子，准备单元练习。

2.Finish the exercise in workbook.

教后

反思