Lesson 2教学设计一等奖

广东版英语科第3册第8课

B3《Unit 8 Helping at home》

Learning sheet 导学单

Period 1

Class_________

Name__________ 【Preview 课前预习】：

1.我会读：

1. Repeat the vocabulary P57. 听读P57词汇，微信语音。

2. To talking about the subjects with the sentences

“Is she / he ...ing? Are you ...ing?”运用所学句型谈论在家正在做的家务。

2.我会填：复习Unit 7动词在现在进行时中变现在分词的规律，

学习动词短语在现在进行时中的变化规律。

1）写一出下面动词的分词形式。

play-_______ run-_______ dance-______ 2）读一读顺口溜：现在分词有三变，一变直接ing; 二变双尾ing; 三变去e，ing；意思都是进行中。

3）试一试，写出动词短语的分词形式。

eat-_______

study-______ shop-_______

sleep-_______

write-______

3.我发现：动词短语在现在进行时中的变化规律:（重难点）

___________________________________________________

【Questions 课前质疑】：

我会问：通过预习，如果还有不会读或不会写的单词和句子，或者有什么疑问，请写在下列横线上。

___________________________________________________ 【Practice当堂检测】

1．Book 3 P58- Practice 1. 2. Book 3 P59- Look and write. 3. One group one home.一组一家，一组完成一张表格。

Friends with English

Book 3

Grade 4 《Unit 8 Helping at home》

Teaching Plan教学设计

The first period

【Aims 教学目标】

1.To know the sounds, spellings and meanings of news words. 掌握单词的听说读写。

2.

Asking about and describing what people are doing?The students will be able to know how to describing what doing and ask to others as a polite pupil. To talk about the subjects with the sentence

“Is he …….? Is she ……?”

运用所学句型谈论在某个时间做的事情。

【Importance 教学重点】

1.

The phrases and sentence structures about housework. 掌握与“家务”有关的动词短语和句型。

The sentence patterns:

people are

1）

- Is he/she …ing ?

- Yes, he/she is. No, he/she isn’t. He’s / She’s…ing. 2)

- Are they …ing ?

- Yes, they are. No, they are not. They’re…ing.

2.

To ask and answer about housework by using the target

language. 运用与“家务”有关的动词短语和句型进行简单的口语交际。

【Difficulties 教学难点】

1.

现在进行时中动词短语

在句子中的使用。

2.

To write a passage about housework by using the target language. 通过问答有关在家帮做家务形成语篇。

【数字教学资源】

PPT课件、PPT动画放映设置、, picture cards, word cards，headdresses(头饰)，评价贴，等等

【教学过程】

Step One: Creating Problems. (创设问题) 1. Warming-up 1）

Greeting

2）A song:

In my home. 2. Talk about the song.

Eg. “What is the boy doing? / What’s he/she doing?”

3.

Creating a situation: Show some pictures of a classmate, and ask questions about them. 介绍班上同学做家务的照片。

4.

Talk about the Lesson sheeting. 【设计意图】：设置情境来创设问题，会比单纯的问题来得更自然，同时，情境可以体现语言的实际运用。所创设的问题能激发学生的求知欲望，并引导学生进行思考，从而提出质疑，为本节课学习启航。

Step Two: Self-exploring. (自主探究)

1. Listen to the recording of the new phrases: sweeping the floor, cleaning the windows, doing the dishes, making the bed, folding the clothes, watering the plants, dusting the furniture, washing the clothes.

2. Listen again and repeat quietly. 3. Listen for the third time and repeat loudly. 4. Read freely and underline the words you can’t read. 【设计意图】：尽量给学生提供地道的原声英语，让学生听、学、模仿。引导自主学习，通过听、标记，形成良好的自学习惯。

Step Three: Cooperating. (讨论解疑)

1. Read the new words in groups.

2. Make sentences or dialogues with the new words in oral in groups. 【设计意图】：通过小组练习读，小组成员之间互相帮助、互相学习，共同完成任务。不限定学生朗读的方式，充分给学生施展个性的机会。

Step Four: Presenting . (展示提升)

1、Ask two groups to act out. And Talk about their show.小组展示＋评价。

2、Teach the new verb phrases. 教授新短语。

3、The present participle form of the verb phrases.

难点1突破：动词短语的现在分词形式。

Teach how to use the verb phrases in the sentences in the present time.

难点2突破：如何在现在进行时的句子中使用动词短语。

【设计意图】

此环节是学生“输出”的体现，能检测学生对重点知识的理解、感悟及应用情况。此环节旨在培养学生的总结归纳以及表达能力，教师通过点拨，攻破本节课的难点知识。

Step Five: Practicing. (当堂检测)

1、Practicing 1 - Bombs & words 2、Practicing 2-Passing ball:播音乐传球，音乐停，全班提问：“Are

you...?

Is she / he...?”拿到球的同学根据转盘指示边做动作边回答。

3、Practicing 3- A guessing game. 4、Practicing 4- Take & write. One group one home. 一组一家庭，表演做家务，完成表格，并汇报。

【设计意图】：第一题检测题是比较基础的游戏，是对听和说的练习，能照顾到下层生，让他们也体验成功的喜悦，增加信心。第二题练习题，与第一题练习形成梯度，同时也是对学生“语言实际运用”能力的检测。第三题是对写的练习的渗透。这样三题练习题分别从听、说、读、写方面入手，能多方面检测学生的应用能力。

Step Six: Concluding & Comprehending. (总结感悟)

1、回顾总结：Sum up what have you learnt and read the words together. 2、情感教育：

We should help parents do housework. 我们应该帮助妈妈做家务。

To be a good child.

做个好孩子。

East, west. Home is the best.(金窝银窝，不如自家的小窝。) 3、Are you happy learning in this lesson? Do you enjoy learning in groups?

Which group is the winner today? ( 评出获胜组。) 【设计意图】：用提问的方式，引导学生总结，可以让总结的内容更具体、有效。此环节是情感目标的升华，对学生的情感态度、价值观、小组合作意识、体验学习的快乐等做进一步的小结。