Story time优质课教案推荐

Unit 5 Helping our parents

江阴市城西中心小学

焦洁

一、教学内容

译林版牛津小学英语·五下第五单元Story time 第一课时

二、教学目标

1. 知识目标

(1) 通过阅读，理解文本中的语言：parent, sweep the floor, washing the dishes, clean, cook, busy (2) 了解并能正确朗读文本用来询问他人正在做某事的语言: What is… doing? 及其答语He/She is…;What are…doing? 及其答语They/We are…

(3) 能理解文本，并能准确地朗读和复述文本。

2.能力目标：

(1) 能初步运用句型What is/are… doing?及其答语…is/are…(ing)来询问他人正在做的事情以及表述某人正在做某事。

(2) 能理解文本，并能准确地朗读和复述文本。

3.情感目标：

让孩子们感到应该帮助父母做家务，主动分担，做力所能及的事。

三、教学重难点：

(1)能初步运用句子：What is… doing? 及其答语He/She is…;What are…doing? 及其答语They/We are…

(2)能理解文本，并能准确地朗读和复述文本。

四、教学准备：PPT、板书、课堂练习

五、教学过程

Step 1 Pre- reading 1.Warming up Sing and act the song 《What are you doing》

【设计意图：上课伊始，通过跟本课主题相关的歌曲活跃课堂气氛，并为导入新课做好准备。学生在唱一唱，演一演的过程中感知核心句型What are you doing？

What is

he doing? What is she doing？及其答语】

2.

Sing and answer.

T: Do you like the song? S: Yes, I do. T: I am happy to hear that. In the song, what is she doing? S: She is sleeping. T: How about this girl? S: She is washing/eating/dancing. T: What is he doing? S: He’s running/drawing. T: They are doing different things. 【设计意图：通过运用核心句型检测学生刚才唱歌的效果，在检测的过程中自然而然地呈现了本课的核心句型，学生在歌曲之后对核心句型有了再次的感知和体验。】

Step 2

While-reading 1.Listen and answer（整体感知）

T:Mike’s family are doing different things too. What do you want to know about them? S: What day is it? /What are they doing? Where are they? T: You have so many questions. This time, let’s listen and answer: What day is it? Where are they? S: It’s Saturday. / They are at home. 【设计意图：通过引导学生主动提问，培养学生的问题意识和思考能力，学会从who，

what，

where，

when几个基本关键词去思考问题。借助听录音的方式，让学生整体感知文本信息。】

2.Watch and match (获取细节信息) T: Mike’s family are doing different things at home on Saturday. What are they doing? First, I want to know“What are Helen and Mike doing on Saturday morning？”Let’s watch and match. Teach: sweep the floor

(sweet—sweep) Teach：clean the car (eat—clean) What is Helen/Mike doing？

He/She is…

T：They are doing housework at home. They are helping their parents. They are good children. Teach: parent

(It means father and mother) T: Do you help your parents at home? What can you do for them? S: I can…

T: We should help our parents do housework. Do everything we can do. 揭题: Unit 5 Helping our parents 【设计意图：通过观看周六早上活动的卡通，寻找细节信息，Helen和Mike所做的事情。看一看，连一连的方式有效降低了学生的学习难度，并在校对的过程中教师教授新词。借Helen和Mike做家务的实例来倡导学生应该帮助父母做家务，主动分担，做力所能及的事。借此契机揭题。】

3.Look and say. T: We know Mike is cleaning the car. Helen is sweeping the floor. How about the others? What do you want to know？

I want to know ”What is Mike’s father doing?” How about you? You can look at the pictures in five seconds. Try to remember what they are doing. S：Mike’s father is cleaning the car. Mike’s mother is cooking breakfast. T: Where is she cooing? S: In the kitchen. 其余几个问题用同样的追问方式进行解答。

T; I think you can understand this part well. Let’s read and imitate. T: Retell with me. T: They are busy in the morning. 【设计意图：以引导学生自主发问为主要手段，借助图片信息进行解答，旨在培养学生的读图能力。呈现图片的方式也并非直接出示，而是让图片闪烁数次再消失，给了同学们一点小小的挑战，增加了趣味性，也考察了学生们的关注度，一举多得。梳理完文本信息后，通过跟读，复述的方法帮助学生记忆，并概括总结整家人忙碌的状态。】

4.Read and finish.（由扶到放，自主默读）

T：They are busy in the morning. Are they busy in the afternoon? What are they doing

in the afternoon? Please read paragraph 2 and 3 sliently. Then finish the table. Here are some tips, clear? Go. Check the answers Teach: wash the dishes (watch-wash, fish—dish) T: Who is eating fruit and watching TV too? S: Jim and Ben. T: Who’s Jim? S: Tim’s cousin. Read after the tape. Retell by the students. 【设计意图：阅读的能力分为朗读和默读，在平日的课堂上老师们对朗读的训练都非常到位，但是对学生默读能力的培养却少有体现。默读因为不出声，所以可以提高阅读的速度，借助铅笔帮助自己快速找到所要信息完成表格的填写。在整个过程中要求学生做到不出声

不动唇

不指读

用眼看

用脑看

用手写】

Step 3

Post-reading 1.

Read the story together. 2.

Read the story in pairs and try to retell.

It is Saturday. Helen and Mike are at home. They’re doing housework for their parents. ( They’re helping their parents. )

In the morning, …

In the afternoon, …

What a busy day. 3.Image and say T: How about the evening? What are they doing?

Maybe__________is/are_________________. T: I’ll show you my story. I’m Mike now. It is seven o’clock in the evening. After dinner, we’re in the living room. Helen is listening to music. Tim and Ben are playing games. My father is washing clothes in the bathroom. Where’s Mum? She’s in her bedroom. She’s tired. She wants to sleep. I’m making the bed for her.

T: How about your story? On Saturday evening, maybe Mike’s family are in the living

room, maybe they’re going to the park. Maybe they’re having a party. Please expand your imagination and try to make a story. These phrases may help you. Go~

T: It’s show time. Who’d like to share your story? 根据学生的故事，追加问题，检测倾听效果。

T：Your stories are so colourful. You can write down your stories after class and share it. So today’s homework , the first one, share your story with your friend. Number 2 Read the story fluently and try to retell. 【设计意图：阅读后环节分为两个层次。层次一：基于文本，巩固所学。层次二：高于文本，拓展运用。通过对迈克一家人晚上活动的想象，来呈现一个故事。对文本进行合理想象，续编故事。分为三个步骤，学生想象—教师师范—学生创编，在分享创编故事的时候，教师针对故事内容进行提问，时刻关注学生是否认真倾听，有利于培养孩子听的能力。】

Step 4 Homework 1.

Write down your story and share it. 2.

Read the story fluently and try to retell. 六、板书设计

Unit 5 Helping

our

parents

Dad(

图

)

cleaning the car Mike cleaning the car

Helen Mum Tim

on Sat. morning on Sat. afternoon

cleaning the table washing the dishes cooking dinner eating fruit

watching TV sweeping the floor cooking breakfast sleeping