Unit5Helpingourparents第1课时Storytime教学目标：1.能听懂、会读、会说单词：parent,clean,cook,sweep,busy,wash.2.能听懂、会读、会说日常用语：whatareyoudoing?Whatishe/shedoing?及回答3.能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。4.能初步运用本课所学的词汇和句型询问别人正在做什么。教学重点和难点：教学重点：能正确理解并朗读课文，在教师的帮助下尝试复述课文。教学难点：能初步运用本课所学的词汇和句型询问别人正在做什么。教学准备：ppt，头饰，板书内容教学过程Step1warmingup1、Greetings2、FreetalkWhatdayisittoday？Whatdayisittomorrow?Whatdoyouusuallydoatweekends?Whatdoesyourfather\motherusuallydoatweekends?由图片引出教学cooking\cleaning\washing.Look,whatishedoing?引导学生说出Heiscleaningthetable.Teach:cleanWhatishedoing?Heiscleaningthetable.齐读，组，排，3.同法教学washthedishescleanthecarT:Atweekends,ourparentsareverybusy.soIthinkweshouldhelpourparentsathome(揭题）4.First,let’sanswerthetwoquestions:(1)Whatdayisit?(2)Whoishelpingtheirparents?(1)齐读问题（2）Let’slookandsay(3)Check.5.MikeandHelenarehelpingtheirparents.Whathouseworkaretheydoing?(1).Let’swatchthecartoonagainandmatch.完成书上50页。(2).Check.WhatisMike/Helendoinginthemorningandintheafternoon?Mikeishelpinghisparents.Heiscleaningthecarandcleaningthetable.Helenishelpingherparents.Sheissweepingthefloorandwashingthedishes.(3).Askandanswerinpairs.A:WhatisMike/Helendoing?B:He/Sheis…6、Whoisn’thelpingparents?(readandsay)7、MikeandHelenarehelpingtheirparents.Whataretheirfamilydoinginthemorningandintheafternoon?(1).Readthestoryandcompletetheform.(学生自读课文填空)InthemorningIntheafternoonMike’sfathercleaningthecarMike’smotherTim(2).Askandanswerinpairs.(3).T:Guess,whatisMike’sfatherdoingintheafternoon?S1:Heis…Ithink.8.WhyareMikeandHelenhelpingtheirparents?S:Becausetheirparentsarebusy.T:Yes,theirfatheriscleaningthecarinthemorning,theirmotheriscookingbreakfastinthemorningandcookingdinnerintheafternoon.They’rebusy.Teach:busyT:whoelseisbusy?Whydoyouthinkso?Whoisfree?Areyoufreenow?Whatareyoudoingnow?Sowe’rebusynow.Look,therearemanyteachersinourclass.Aretheyfreenow?Whataretheydoingnow?Sotheyare引导学生说出busytoo.Step3.Trytoread1.It’stimeforreadingnow.Let’sreadafterthetape.2.Readtogether.3.Canyoureadthestorynow?Let’sreadinfours.Pleasechooseonewayyouliketoread.4.Check------请学生读Step4.TrytoretellthebusySaturday.过渡：Youcanreadwell,canyouretell?1.Lookattheblackboard.师边板书边复述2.Trytoretellthetextaccordingtheblackboarddesign.3.Let’sread.Step5.Consolidation1.Mike’sfamilyarebusyintheday.Howaretheyintheevening?Doyouwanttoknowwhataretheydoingintheevening?2.Lookatthepicture,askandanswerinpairs.3.Check4.WhatareMike’sfamilydoingintheevening?Pleasefillintheblanks.5.Fromthisstory,whatdoyouthinkofMikeandHelen?HomeworkReadthestory3timesRetellthestoryaccordingtothepictures.BlackboarddesignUnit5Helpingourparents教学反思本课主要围绕孩子帮助父母做家务的话题，呈现了现在进行时态特殊疑问句和肯定句的用法。教学重点是关于家务劳动的动词短语和现在进行时态的肯定句型。教师可要求学生自带全家福和呈现家居生活的照片，或者让学生画一幅体现家居生活的画，并想一想家务活有哪些，自己做过哪些，为课堂教学做好准备。在课的一开始我直接导入课题，提出问题Whatdoyouusuallydoatweekends?和Whatdoesyourfather\motherusuallydoatweekends?引导学生回答，同时借助图片学习一些新的词组，如：makethebed,washthedishes,sweepthefloor等等。这一环节在高年级阶段运用可以提高运用单词的能力，复习旧的知识，提前渗透本课时教学内容。新课标指出：学生的发展是英语课程的出发点和归宿。我们根据小学生的心理和年龄特征，小学英语教学更应注重激发学生学习英语的强烈愿望，使他们乐学、乐讲、乐用英语在导入课文的时候我围绕课文的两条线WhenandWhat，展开提问。（这一点还需平时多加引导，学生才能自主提问）学生自读课文，快速寻找信息点，孩子们在学习的过程中就可以提前渗透本课的框架，同时在不同程度上引导学生自学，提高他们自学的能力。教师可以充分利用书本50页上的Thinkandwrite,让学生以小组合作的形式完成表格。的句型介绍文中提到的人物。如果学生存在一定的困难，可以让他们参照文本内容，对文本内容的重要信息进行提炼进而学会表达。在教授过程中，还需给学生自主的空间，锻炼自学的能力。
