教学内容

Fun time, Sound time & Song time

课时

Period3

教学目标

知识目标：

1. 能理解并准确朗读词汇：grow, blow, Polly, Susie, kettle, gone, put … on …, take … off, go away。

2. 能理解like to do, watch … doing, listen … doing的含义。

3. 能发现字母组合ing发音规律，并正确朗读。

4. 有理解歌曲Polly, put the kettle on的歌词含义，并准确朗读歌词。

能力目标：

1. 能熟练运用现在进行时的特殊疑问句及答句进行交流。

2. 能根据字母组合ing的发音规律，正确朗读含有ing字母组合的新词汇。

3. 能说唱并演唱歌曲Polly, put the kettle on。

情感目标：

1. 通过学习Song time，进一步深化培养帮助父母承担家庭成员应尽责任的意识。

2. 通过学习Sound time，学会欣赏诗歌的语言美和韵律美。

3. 通过学习Fun time，深化小组合作意识。

教学重难点

教学重点：

1. 能理解并正确朗读词汇：grow, blow, Polly, Susie, kettle, gone, put … on …, take … off, go away。

2. 能发现字母组合ing发音规律，并正确朗读。

3. 能熟练运用现在进行时的特殊疑问句及答句进行交流。

教学难点：

1. 词汇grow, blow, Polly, Susie, kettle, gone的准确朗读。

2. 能体会并朗读出Sound time的意境。

教学具准备

板书、ppt、词条贴、完成预习导学

教学过程

二度设计

Step 1 Warm-up

1. Greeting

T: Good morning, boys and girls.

S: Good morning, …

2. Learning aims

T: This lesson, we’ll learn Fun time, Sound time and Song time in Unit 2.

Here are the learning aims.

    First, I can use “am/is/are doing” well.  

Second, I can sing Polly, put the kettle on.

Finally, I know the sound of “ing”.

Step 2 Revision time

1. Read the story

T: At first, let’s read “Story time” together.

2. Fill in the forms

T: After reading, let’s try to fill in the forms. What are they doing?

S1: Mike’s father is cleaning the car in the morning.

…

(引导学生口头回答完成表格信息)

T: You are right. And who is helping parents?

S2: Helen and Mike are helping parents.

  T: Yes, they are good children.

[设计意图: 每一节课不是独立了，应该环环相扣，从第二课时开始应该对第一课时进行复习巩固，环环相扣，这样可以加深学生对已学知识的印象。]

Step 3 Song time

1. Watch and translate

T: Who is helping parents, too? Oh, they’re Polly and Susie.

  How do they help parents? Let me tell you.

  Polly is putting the kettle on. And Susie is taking it off.

  But what does “put the kettle on” mean? What does “take it off” mean?

  Now let’s watch the song and try to translate.

  (点击超链接，观看歌曲动画)

S3: “Kettle” means “水壶”. 

…

  *kettle   *put the kettle on   * take it off

2. Think and order

T: Look, here are the words of the song. Can you order them? You can discuss with your partner at first.

S4: 3241.

T: That’s right. First, Polly should put the kettle on. Then, they will have tea.

  Next, Susie should take it off. Finally, they’ve gone away.

  *go away  *have gone away

3. Chant and sing

T: Can you read these words of the song? Show me! (引导学生齐读歌词)

T: Great! And I can chant them, listen! (示范有节奏地说唱歌词)

  Can you? (引导学生说唱)

T: Well done! You can chant this song well. I think you also can sing it well.

  Let’s try! (引导学生跟唱)

T: Good, let’s sing this song in turns. Team A sings the red part. Team B sings the blue part. And the green part? Yes, we sing together! Pay attention, stand up and sing. Ready, go! (教师指挥学生轮唱)

[设计意图: 歌曲一向是用来活跃课堂氛围的常用手段之一，让学生在唱中学，在学中唱，，这样轻松愉悦的上课气氛是孩子最喜欢的，一般这种情况写的学习会让学生记忆深刻。]

Step 4 Fun time

1. Look and find

  T: Look at this picture, are all the children helping parents too?

No? OK, so who is helping parents? Please look and find.

If you can’t see the picture clearly, you can open your English book.

  S5: No.3, No.5 … (引导学生说出做家务图片序号)

2. Remember and say

  T: Good job, now please look at these 6 pictures again, and remember what they are doing. You have one minute.

  S6: (1 minute later) The boy is sweeping the floor …

(引导学生根据回忆说出六个家务类动词短语)

3. Play a game

T: So they are helping parents do housework, what about other children? Let’s play a game about the picture. And here’s the rule. (阅读规则)

T: In order not to make mistakes, you can practice the sentences in groups of four. You have two minutes.

T: Now, let’s play the game. (邀请两组派代表掷骰子，并按规则玩游戏)

[设计意图: 学生在第一课时中已经学过了现在进行时以及它的动词结构为be+doing,学生在观察图片的同时还能结合已学知识进行相应的输出，一方面是对知识的巩固，另一方面也能够提高学生综合语言运用的能力。同时加入了骰子游戏，让学生乐于参与这样的教学活动，可以有效的提高学生的课堂效率。]

Step 5 Sound time

1. Look and describe

T: Look at this girl. Is she helping parents do housework? What is she doing?

S7: I think she is watching flowers.

2. Listen and complete

  T: Are you right? Let’s listen and complete. (引导学生听并填空)

  S8: Sing, watch, sit, listen.

  T: Look, here’s the word “like”. Why don’t we use “singing”, “watching”?

* like to do sth. (特定时间喜欢做某事用like to do sth.)

  T: And here are two new words. What do they mean? *grow  *blow

T: So “watch the flower growing” means “观察花朵生长”.

   Why we add “ing”? (因为“watch”和“grow”同时发生)

(同法学习* listen the wind blowing)

3. Read and find

T: Now, let’s listen and repeat! (引导学生跟读，流利地读，优美地读)

T: Good. And here are some words include “ing”, can you find them?

S9: Moring, sing, growing, evening, blowing.

T: Yes, they all pronounce /Iŋ/. Can you find more words like this? Work in groups of four. (小组讨论，找出含有ing单词)

T: Yes, they are: bring, spring, running.

4. Try to read

T: Now, can you read these new words? Let’s try!

S10: ring, king, swing, dumpling.

T: And can you say a chant with these new words? Let’s try!

(引导学生有节奏地朗读)

T: Good, now you know the sound of “ing”.

[设计意图: 学生在三四年级就已经学过一些含有ing的单词，本环节旨在回顾旧知的同时，又能很好的掌握新知，在不断回忆的同时，在不断朗读的同时来归纳发音规则。]

Step 5 Homework

1. Continue to play the game of “Fun time” with your friends.

2. Try to read the story of “Cartoon time”.

Unit 5 Helping our parents

教学反思：

本课为Unit 5 Helping our parents第三课时，教学内容为Fun time、Sound time 和 Song time板块，分别进行了现在进行时特殊疑问句及答句be + doing的句型巩固学习，字母组合ing发音规则学习和小诗赏析，以及歌曲“Polly, put the kettle on”的学习。

为了紧扣单元话题，本课仍从复习Story time入手，通过Read and fill in the forms的形式回顾课文内容，并以Who is helping parents?的问题自然过渡到Song time的学习，由于歌词中生词比较多，本环节采用了Watch and translate, think and order来逐层解读，并以Chant and sing的方式说说、唱唱趣味学习歌曲。Are they helping parents?问题带入Fun time的学习，为了突出本单元家务类词语的重点，本环节采用了Look and find和Remember and say的方式进行了本单元目标词汇和句型的复习，Play a game部分增加了遇到家务类短语就前进一格的规则，增加了游戏的趣味性。Is she helping parents?问题进入Sound time的学习，本环节采用了Look and describe、Listen and complete、Listen and repeat充分利用插图，音频进行了听说读写的训练，再通过Read and find和Try to read引导学生学会归纳总结，并利用所学尝试朗读新单词，培养学会学习的能力。