(共19张PPT)
Unit 5 Helping our parents
(Checkout time&Ticking time)
Do you like to help your parents do housework Why
Why do we need to do housework
暂停
Brainstorm
四人一组，比一比30秒内哪组说的家务名称多吧！
wash
make
clean
What housework
Housework
water
can you name
sweep
Ticking time
I can name some housework.
我能说出一些家务劳动的名称。
自评：能说出5个以上的得☆☆☆
能说出2-3个的得☆☆
仍然需要好好努力的得☆
I can retell
选择一幅图片，复述Mike一家的活动吧！
He's/She's/They're...
morning
I
Ticking time
I can name some housework.
eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee
I can retell“Story time”.
我能复述Story timel的课文内容。
自评：能正确流利地复述课文内容的得☆☆☆
有一些小错或不太流利的得☆☆
仍然需要好好努力的得☆
Look and say
He-w
s.she ___
iWhere is she
Saturddy
evening
Listen and number
打开书至P57页，听录音给人物排序
安
2
3
4
Grouping reading
四人一组，先共读Mike网友发来的邮件，
再画出含有“ing”的句子，重点读一读。
Dear Mike
I have a good time in the park this Saturday.
Look at the picture.My parents and I are having a picnic.
We have some bread,juice,apple pies and fruit.
There are many children playing in the park.A boy and a girl are flying a
kite.Some boys are playing football.There is a beautiful lake in the park.On the
lake,there are some lovely white duck boats.Some people are rowing the duck
boats.Around the lake,two people are riding a bike.The bike is for two riders,
one behind the other.It looks really fun.What about your Saturday
Looking forward your reply.
Best wishes
Gao Shan中小学教育资源及组卷应用平台
课题：Helping our parents 话题：housework/family life
教材单元： 牛津（三起）五年级下Unit 5（Checkout time&Ticking time）&种子阅读
核心词汇：What is he/she doing He’s/She’s...What are they doing They are...
核心句型： clean/sweep the floor/wash the dishes/make the bed/cook...
设计者： 学校：
文本分析
本课时是Checkout time与Ticking time的结合，通过复述Story time、复习巩固家务名称、一般现在时的用法以及对“ing”的发音的运用，培养学生的听、说、读、看、写的综合语言技能.
学情分析
五年级的学生已有一定的知识储备，但是缺乏张口说英语的勇气及动力。本单元的话题是家务和家庭生活，贴近学生的生活实际，所以学生有话可说。教师应创设情境、设计趣味活动鼓励学生多说多表达。
教学目标
1.能够借助图片，复述story time的内容。 2.能够会说一些家务名称。 3.能熟练地在情境中运用日常交际用语What is he/she doing He’s/She’s...What are they doing They are... 4.能够了解“ing”的发音，并迁移运用。 5.能思考出《Time to help,time to play》的主题意义。
教学重难点
1.能够会说一些家务名称。 2.能熟练地在情境中运用日常交际用语What is he/she doing He’s/She’s...What are they doing They are... 3.能够了解“ing”的发音，并迁移运用。
设计理念
以Mike为主线，通过复习Mike一家周六上午、下午的家庭生活、Mike一家晚上的家庭生活以及周日晚Mike和他朋友的活动串联了本节课的教学环节，Ticking time贯穿其中。
教学用具
EN5课件
教学过程
教 教学活动 设计意图
Pre-reading Warm up (1)Free talk Q:Do you like to help your parents do housework Why (2)Enjoy a video Q:Why do we need to do some housework Brainstorm Q:What housework can you name Ss:根据关键词提示，四人一组，比一比30秒内哪组说的家务名称多吧！ T:Now It’s ticking time.How many stars can you get 自评：能说出5个以上的得 ☆ ☆ ☆ 能说出2-3个的得 ☆ ☆ 仍然需要好好努力的得 ☆ 通过free talk环节，了解学生做家务的情况。并通过观看TED的演讲视频明白，做家务不仅是帮父母，也是帮自己的道理。 通过PK的形式，激发学生表达的积极性，并复习家务类名称。 完成ticking time第一项
While-reading I can retell 选择任意一幅图片，运用所学句型，复述Mike及家人的活动。 S1:In the morning,... S2：In the afternoon,... T:Now It’s ticking time.How many stars can you get 自评：能正确流利地复述课文内容的得 ☆ ☆ ☆ 有一些小错或不太流利的得 ☆ ☆ 仍然需要好好努力的得 ☆ Look and say T:Now we know Mike’s family life on Saturday morning and afternoon.What about their family life on Saturday evening Let’s look. T:Look at the girl.Who’s she Ss:She’s Helen. T：Where is Helen S1:Helen is in her bedroom. T:What is she doing in her bedroom S1:She is reading. T：So we can say Helen is in her Bedroom.She is reading. What about others Look and say. S2:Mike is in his bedroom.He is... S3:Tim is in the living room.He is... ... Listen and number T:You can talk about Mike’s family life of evening.Great!Let’s listen to the tape and number the characters in order Ss:听录音，排序。 Grouping reading T:Look at Mike.He is chatting on the Internet.He receives an email from his e-friend,Gao Shan.Do you want to read Ss:Yes. T:Work in groups of four to read the email,then underline the sentences with“ing”，finally read the sentences together. Ss:四人一组，先共读Mike网友发来的邮件，再画出含有“ing”的句子，重点读一读。 T:Look at Gao Shan.What is he doing Ss:He and his parents are having a picnic in the park. T:There are many children playing in the park. Q:What are they playing？ S2:A boy and a girl are flying a kite. S3:Some boys are playing football. S4:Some people are rowing the duck boats. S5:Two people are riding a bike. （此处教师将答案进行蒙层，学生说一个，擦除一个。） T:Great!Most of you can read the words with“ing”well. T:Now It’s ticking time.How many stars can you get 自评：能正确发出“ing”的发音，并会灵活运用得 ☆ ☆ ☆ 能正确发出“ing”的发音，但不能灵活运用得 ☆ ☆ 不能正确发出“ing”的发音，仍需努力的得 ☆ Pair work T:It’s Sunday evening now.What are Mike and his friends doing Work in pairs and guess. A: What is/are ...doing B: Maybe he's/she's/they're... 6.Look and write T:Look at the pictures.Now we know what they are doing.Can you write Ss:学生打开书，对照图片写一写,读一读。 T:Now It’s ticking time.How many stars can you get 自评：能正确使用现在进行时态句型得 ☆ ☆ ☆ 有一些小错或不太流利的得 ☆ ☆ 仍然需要好好努力的得 ☆ 通过复述story time的内容，对句型He's/She's/They're...进行复习巩固，激活知识储备。 完成ticking time第二项 前一个环节复述了Mike一家在周六白天的生活，本环节呈现Mike一家在晚上的活动图片。并由师生问答引出句型...is in... She/He/It is...引导学生在情境中运用句型描述Mike一家晚上的生活。 完成Checkout time第二部分的内容。 通过Mike在上网聊天，引出email。并借email给学生创设了阅读的情境，并以此检测学生对“ing”发音的掌握情况以及迁移运用能力。 完成ticking time第三项 两两合作，运用所学句型一问一答，猜一猜周日晚上同学们的活动，培养学生的口语表达能力。 完成Checkout time第一部分的内容。 完成ticking time第四项。
Post-reading 1.Let’s check. Ss:学生汇报自己的答案。 2.Deep thinking Q1:If you were Chica-Chick,How would you choose Play or buy food T:Friends Rabbit and Chipmunks invite her to play.How does Chica-Chick answer S1:I can't.I'm going to the market. T:If you were Chica-Chick,How would you choose Play or buy food Ss:学生发散思维，说一说自己的想法。 Q2:If you were Chica-Chick,how would you choose Play or help cook T:Chica-Chick paid and then skipped back home.What does Grandma Hen say S2:Do you want to help cook,too T:Chica-Chick thought for a minute.She loved helping her grandma,but she also loved playing with her friends. T:If you were Chica-Chick,how would you choose Play or help cook Ss:学生发散思维，说一说自己的想法。 Q3：What do you think of Chica-Chick Ss:学生发散思维，说一说自己的想法。 T:So we should be like Chica-Chick. 第二课时的家庭作业中布置了完成种子阅读Time to help,time to play阅读手册B题，师生共同检测答案。 针对评价手册中第二、三题，引发学生思考如果自己是小鸡，又会做出怎么样的选择呢，培养学生的批判性思维。 针对评价手册中第六题，再次引发学生思考。 对小鸡进行评价，培养学生思维的概括能力；升华主题意义，进行学科育人。
作业
