2019五年级下册英语教案Unit5 Helping our parents (Period2)译林版(三起)精品教育.doc
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五下Unit5 Helping our parents (Period2)
教学目标：
1、能够听懂、会说、会读卡通故事中出现的词汇：grow, garden, sweet,
pest, ladybird, go away.
2. 能够流利地朗读卡通部分。
3. 能够整体理解并简单表演卡通对话。
4. 能读懂绘本《A ladybird falls into the water》,并能简单的说一说。
教学重难点：
1.学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味
之处，能在教师的指导下表演故事 。
2.学生能理解绘本，进行简单的输出。
教学准备：Blackboard, chalk, PPT, pictures and video
教学过程：
Step1 Review story time
1. Free talk
点题: Helping our parents
T: Today we’ll learn “Unit 5 Helping our parents”. Do you often help
your parents?
T: What do you do to help your parents?
S: I often wash the dishes/clean the car for…
补充词组：mop the floor/dump the rubbish/water the flowers…
2.Ask some questions
(1) In the morning
T: Who is helping parents in story time?
S:…
T: Look, it is Saturday morning now. What is Mike/Helen/Mike’s
father/… doing?
(2)In the afternoon
T: What are they doing in the afternoon?
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(3)Retell story time
Step 2 Cartoon time
1.Talk about P1
1) T :What is Bobby doing now? He’s eating grapes.
2) Where is Bobby? S: He is in the garden.(Read: garden)
3) Is there a garden around your house ?What do you grow in your
garden?I grow ......(Read:grow)
4) T : Look at Bobby’s face,he’s very happy.Why?
Learn the new word”sweet,”
2.Talk about the pictures(P3,P4)
T: How does Bobby feel now?
Happy angry happy ?
T: Is Bobby happy at last?
How does he feel?
3. Learn P2-4
T: What are the pests doing?
Ss: They are eating grapes.
T: What about the ladybirds?
T: What happens now?
Ss : Ladybirds are coming.
T: What are the ladybirds doing?
Ss :....
第 3 页
出示第四幅图
T :Do the ladybirds go away? What are they doing now?
Ss :They are eating grapes too.
(Learn the new words and phrases according to the questions.
T:What will Bobby say?S:Go away/Don’t eat my grapes....
4. Read
1)Read cartoon time after the video.
2)Read in groups.
3)Read in roles.
4)Make a model to read in roles.
5.Act in groups with their happy ending.
6.Show their actions in front of the blackboard.
7.Retell the story.(根据板书Bobby表情的变化)
8.Give a title to the story.
Step3 Learn picture book
1.T:I have anther story about ladybird.The title is “Ladybird falls into the
water”.From the title ,do you have any questions?
S:Why does ladybird falls into the water?Who comes to help? ....
T:Read the story by yourselves.Try to find the answer.
2.教学动物类词：cricket,mantis,frog,spider
3.Listen and order.
4.Try to say something about the story.
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Homework
1. 熟读并背诵Cartoon time。
2. 把绘本讲给朋友或家人听。
教学反思
本课时是以cartoon time为媒介，结合绘本故事《Ladybird falls into the
water》展开的教学。学生对cartoon time的内容最是感兴趣，因为这一部分的
文本很有趣，特别是Bobby这个人物，从三年级陪伴到现在，已经是非常熟悉的
了。在本课时的教学中，我围绕本单元的中心话题Helping our parents对story
time进行简单的复述,然后自然引出Bobby也是个很hard working的角色，
Bobby也经常在garden里帮助他的父母，这样既丰满了故事又教授了新单词
garden。切入故事文本的学习时，呈现第一幅图，让学生品一品这幅图，体会一
下Bobby种植出如此多sweet grapes的开心，让孩子们仔细观察Bobby的表情
变化。再通过观看cartoon time，以Bobby的表情为主支架，引出思维导图Why
is Bobby angry/happy/surprised and angry?孩子们在这一系列的”观察--看
--想——思考”的过程中，对故事文本有了“内化”的效果。此时，再逐一对其
它几幅图进行教授。因为这一部分的文本不是完整的，是和第六单元连续的。所
以在完成教学后，我又让学生猜测接下来会发生什么，让学生根据他们的逻辑去
思考，同时也是考验学生的语言表达能力。接下来的表演环节是对cartoon的最
好输出，但每组学生表演完后我没有及时有效的进行评价，这点在以后课堂上改
进。
绘本故事《Ladybird falls into the water》的教学，我是通过读题目让孩
子们自主提问Why?Where?What?Who?给学生更多的思考空间。在学生能够基本理
解的基础上，设计Listen and order的相关习题帮助孩子们再次理解故事。呈
现问题“Who helps the ladybird?”教授里面的四个人物，再结合孩子们所学
的first,next,then等词再次理解这个绘本故事，让孩子们去体会绘本故事背后
的道理，最后呈现谚语，升华故事主题。但由于我选择的绘本的难度大大高于学
生已有认知水平，并且设计不太合理，所以学生不会表达，没有语言的输出。在
今后的教学中，我将会多多学习关于绘本教学的相关课例，以充实自己的课堂。
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五年级下册英语教学设计-Unit 5 Helping our parents 第3课时-译林版三起
五年级下册英语教学设计-Unit 5 Helping our parents 第3课时-译林版三起课前准备教师准备•确认教师对本单元知识点的掌握程度，做好备课。
•准备相关教学素材，如故事视频、图片等。
•检查教室设备是否正常使用。
学生准备•提前预习相关单词、短语等知识点。
•准备好课堂笔记和学习用具。
课堂教学导入环节教师可以播放一个与主题有关的故事视频，引入课堂话题。
例如，可以播放“小猪佩奇帮助爸爸修建房子”的视频，让学生了解到孩子们也可以帮助父母完成一些力所能及的事情。
新知讲解本课时的新知内容为表示能力的形容词和动词，如strong、helpful、carry、clean等。
教师可以通过图片或视频等多种形式，结合生动的比喻、实物展示等方式，进行新知讲解和理解。
例如，通过图片或视频展示力气很大的大象，告诉学生elephants are strong，强化他们对这个单词的理解和记忆。
再例如，通过讲解carry这个词语的含义，并且结合实物或图片进行示范，教会孩子们如何正确地carry物品。
练习环节语言输入练习教师可以为学生编写一些相关词汇的填空题、听音选词、看图说话等练习题，让孩子们可以更深刻地理解和掌握这些语言新知识。
例如：•Look at the pictures and complete the sentences with the correct words: _________ animals can lift heavy things, like elephants.•Listen and choose the correct word: We can (help/happy) ourparents by doing some chores at home.•Look at the pictures and make sentences: My sister can _________ clean the table.语言输出练习教师可以根据实际情况，设计一系列语言输出练习。
Unit5 Helping our parents 第2课时 【教学设计】 Grammar time
Unit5 Helping our parents 第2课时 (教学设计) Grammar time&Fun time-五年级英语下册同步（译林版三起）课程目标本课程旨在使学生：•确认情态动词“should” 的用法•熟练地使用情态动词“should” 表达建议•通过听、说、读、写综合运用，帮助学生提升英语综合语言运用能力教学准备•教师准备幻灯片或黑板•学生准备课本、笔、纸教学流程1. 引言（5分钟）教师简单地介绍本课程的学习目标，引导学生关注本次课程的内容。
2. 语法时间（20分钟）带领学生了解并使用情态动词“should” 的用法。
步骤1：介绍情态动词 should1.解释情态动词“should”的定义。
2.通过实例扩大学生对情态动词“should” 的理解。
Example: There is a lot of rubbish on the playground. We should pick it up and throw it away.3.学生讲解情态动词“should” 的用法。
步骤2：掌握应用情态动词 should 的几种情景1.解释should用于“建议” 的情景。
Example: We should clean our room every day.2.解释should用于“表扬” 的情景。
Example: You did a great job on your project. You should be proud of yourself.3.解释鼓励使用“should” 的例句。
Example: You should take a break and go for a walk.步骤3：练习教师给学生出示一些情况，要求学生用“should” 表达出自己的建议。
教师可以从听、说、读、写几个方面来练习。
例如：Example: You want to buy a new phone. What should you do?Students’ answer: You should save money for it.Example: You have a computer problem. What should you do?Students’ answer: You should ask your teacher for help.3. 互动时间（25分钟）活动1：小组讨论学生分组进行讨论，表达出建议，并与组内其他成员分享观点。
译林版英语五年级下册Unit 5 Helping our parents 教案
Unit 5 Helping our parents教案1一、教学目标1. 能听懂，会读，会说，会写单词：parent, clean, sweep, wash , make, cook, busy.2. 能听懂，会读，会说，会写词组：clean the table, sweep the floor, wash the dishes, wash clothes,wash car, make the bed.3. 能正确掌握clean, cook, eat, wash, help, watch的现代分词的读音及用法。
4. 能听懂，会读，会说，会写句型：What are you doing? I’m …5. 能正确的理解并朗读课文，在教师的引导下尝试复述课文内容。
6. 能初步运用本文所学的词组和句型询问别人正在干什么。
二、教学重难点1. 能正确掌握clean, cook, eat, wash, help, watch的现代分词的读音及用法。
2. 能听懂，会读，会说，会写句型：What are you doing? I’m …3. 能初步运用本文所学的词组和句型询问别人正在干什么。
三、课前准备1. 呈现家居生活的照片，单词卡片。
2. 公益视频。
3. 课文录音。
四、教学过程Step 1 warming upGreeting: T: Good morning, boys and girls, nice to see you.S: Good morning, teacher, nice to see you, too.T: What are you doing?S: We are reading books.Step 2 presentationWatch a video.1.看一部关于孩子帮助父母的公益短片，引出话题：She/he is helping parents.2.教师提问：T: Do you help your parents at weekends?S: Yes, I usually/often/ sometimes…T: clean the table, sweep the floor, wash the dishes, wash clothes, wash car, make the bed.T: Great, we can do a lot of things.Step 3 learn new words1. 教师让同学罗列出有哪些家务。
五年级下册英语教案Unit5 Helping our parents 译林版
五下Unit5 Helping our parents教案一、教学内容：义务教科书译林小学英语五下Unit5 Helping our parents (Story time) 二、教学目标：知识目标：1. 能听懂、会读、会说单词：clean the car/table, cook breakfast/dinner, sweep the floor, busy, wash the dishes.2. 能听懂、会读、会说日常用语：What are you/they doing? What is he/she doing? 及回答。
能力目标：1. 能正确理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。
2. 能初步运用本课所学的词汇和句型询问别人正在做什么。
情感目标：教学过程中，引导学生关心帮助自己的父母，多做一些力所能及的家务劳动。
鼓励他们在家帮助父母承担家务，做一个乐于助人的人。
三、教学重点：1. 有关家务劳动的词汇。
2. 句型What are you/they doing? What is he/she doing? 及回答。
3. 正确流利地朗读课文，在教师的引导和帮助下尝试复述课文内容。
四、教学难点：1. sweep the floor, wash the dishes等词汇的读音。
2. 利用现在进行时态的句型开展交流活动。
五、教学用具：PPT六、教学过程：Step1 Warm up and lead in1.Greetings.2. Watch avideoWhat does it tell us about?3.Free talk⑴What day is it today/tomorrow?⑵Do you like Saturdays？Why？⑶What do you usually do at weekends?⑷What does your father/mother usually do at weekends?Step2 Pre-reading1.Talk and learnT:Your father and mother do many things at weekends.So I think your parents are busy.(Teach: parent and busy)2.Show and learn(PPT呈现动图)A:What is he doing?B:He is …V-ing(Learn:clean the table/car,sweep the floor,make the bed,wash the dishes) 3.揭题：Unit5 Helping our parentsStep3 While-reading1.Look at this title,do you have any questions?2.Watch and chooseQ:⑴What day is it?(2)Who is helping their parents?3.Whtch and match(书本P50)⑴Watch the cartoon again and match:What are they doing?⑵Check:①A:What is Mike doing in the morning?B:He is cleaning the car in the morning.A:What is Mike doing in the afternon?B:He is cleaning the table in the afternoon.T:(师引导学生说)So Mike is helping his parents. He is cleaning the car in the morning. He is cleaning the table in the afternoon.②T:What about Helen?(生问生答)4.Read and write(书本P50)What are their family doing in the morning and in the afternoon?⑴Read and complete.⑵Ask and answer in pairs.A:What is…doing in the morning/afternoon?B:He/She is…V-ing.⑶Check the answers.⑷T:Is his mother busy?By the way,who is not busy in the story?What is he doing in the morning/afternoon?Who is sleeping,too?Who is watching TV and eating fruiting,too?⑸Guess:What is mike’s father doing in the afternoon?Step4 Post-reading1.Read after the tape, pay attention to the pronunciation and intonation and the stress.2.Read in groups of four,please choose one way you like to read.3.Try to retell.Can you retell the text according to the blackboard design?4.Learn and say⑴学习谚语：Family is very important for every one .We should help each other.⑵What do you want to say to your parents? What can you do for your parents?5.Say and writeLet’s praise yourself.I have a happy family. At the weekend, I am helping my parents do housework.Look, my father is .My mother is .I am .I am a good .We are busy. But we are very happy!Step5 Homework1. Read the story 3 times2. Retell the story according to the pictures.3. Choose a scene and act it with your friends.教学反思:五下Unit5 Helping our parents教学反思死记硬背是一种传统的教学方式,在我国有悠久的历史。
牛津译林版五年级英语下册Unit 5 Helping our parents 教案2.doc
Unit 5 Helping our parents教案2一、教学目标1. 能听懂，会读，会说，会写词组：clean the table, sweep the floor, wash the dishes, wash clothes, wash car, make the bed..2. 能正确掌握clean, cook, eat, wash, help, watch的现代分词的读音及用法。
3. 能听懂，会读，会说，会写句型: What are you doing? I’m …What is he/she doing? He/she is …What are they doing? They are …4. 能初步运用本文所学的词组和句型询问别人正在干什么。
5. 学生能正确理解并朗读cartoon time中的故事，并读懂趣味，能在教师的指导下进行表演。
二、教学重难点1. 能正确掌握clean, cook, eat, wash, help, watch的现代分词的读音及用法。
2. 能听懂，会读，会说，会写句型：What are you doing? I’m …What is he/she doing? He/she is …What are they doing? They are …3. 能初步运用本文所学的词组和句型询问别人正在干什么。
三、课前准备1. 单词卡片，做家务的图片。
2. 歌曲录音及伴奏。
3. 课文录音。
四、教学过程Step 1 warming upSing a song1.教师带领学生唱歌，以引出重点句型。
What are you doing? I’m standing.Standing, standing, we are standing.What are you doing? I’m sitting.Sitting, sitting, we are sitting.What are you doing? I’m jumping.Jumping, jumping, we are jumping.2.学生跟着伴奏一起唱，以熟悉句型。
五年级下册英语教学设计-Unit 5 helping our parents 第六课时-译林版三起
五年级下册英语教学设计-Unit 5 helping our parents 第六课时-译林版三起教学目标1.学会运用句子“I can help my parents…”来描述自己能够为家人做些什么。
2.学习并了解家务劳动的重要性和意义。
3.通过课堂活动和讨论，让学生掌握如何为家人分担家务劳动，增加孝心。
教学重点1.学生能够正确使用句子“I can help my parents…”描述自己能够为家人做些什么。
2.让学生明白分担家务劳动的意义和重要性。
教学难点1.如何激发学生的兴趣和热情，让他们主动分担家务劳动。
2.如何让学生理解分担家务劳动的意义和重要性。
教学过程1. 导入（5分钟）老师与学生互动，问学生们“你们在家里有什么责任？”或者是“你们在家里帮助父母做了什么事？”来引导学生思考。
可以请学生自由发言，或者与同学们交流，了解自己的共同点和不同之处。
#### 2. 主体教学（35分钟） ##### 2.1 介绍“help my parents”的用法老师在黑板上写上“I can help my parents…”，并解释这个句子的含义，还可以给学生提供其他类似的句子，“I can clean the house”、“I can cook dinner”、“I can take care of my little brother”等等，帮助学生更好地理解这个句型的用法。
##### 2.2 展开讨论老师可以抛出一些问题和话题让学生进行讨论，例如： * 家务劳动对于家庭的意义和重要性； * 家庭成员应该如何合理分担家务劳动； * 分担家务劳动可以带来什么好处； * 孝顺是怎么回事，怎样才能做到孝顺等等。
通过讨论，让学生可以理解分担家务劳动的意义和重要性，并做到自觉分担家务劳动。
##### 2.3 分组活动老师将全班分成小组，要求每个小组完成一份家务劳动计划表，让学生们根据自己的实际情况，计划分担家务劳动，并在计划表上标注自己分担的家务劳动。
五年级下册英语教案Unit5 Helping our parents 译林版
五下Unit5 Helping our parents教案一、教学内容：义务教科书译林小学英语五下Unit5 Helping our parents Story time二、教学目的：知识目的：1. 能听懂、会读、会说单词：clean the car/table, cook breakfast/dinner, sweep the floor, busy, wash the dishes.2. 能听懂、会读、会说日常用语：What are you/they doing? What is he/she doing? 及答复。
才能目的：1. 能正确理解并朗读课文。
2. 能初步运用本课所学的词汇和句型询问别人正在做什么。
3. 培养学生的自学才能，掌握阅读技巧。
情感目的：教学过程中，引导学生关心帮助自己的父母，多做一些力所能及的家务劳动。
鼓励他们在家帮助父母承当家务，做一个乐于助人的人。
三、教学重点：1. 有关家务劳动的词汇。
2. 句型What are you/they doing? What is he/she doing? 及答复。
3. 正确流利地朗读课文。
四、教学难点：1. sweep the floor, wash the dishes等词汇的读音。
2. 利用如今进展时态的句型开展交流活动。
五、预习要求：1. 充分阅读课文，结合插图理解课文内容。
2. 听录音跟读课文，模拟录音朗读。
3. 根据上文尝试理解生词。
六、教学流程：Step1 Warm up and lead in1. IntroductionHello, boys and girls. I’m your new English teacher.出示一张老师的全家照。
Look at my family photo. There are three people in my family. We often play together. Do you like playing games? Let’s play a game.2. Play a game.3. Look at the picture. Whose living room is it? My family are in the living room. What are they doing?They are watching TV and reading books.Step2 Presentation/ Pre-reading4. Listen and guess.What am I doing? 学习生词sweep the floor.Step3 While readingA Learn the first paragraph.1. Look and sayWho are in Mike’s family? Where are they?They are Mike’s father and Mike, Helen, Mike’s mother, Tim and Ben.They are in the living room, the kitchen and the bedroom.2. Listen and answerWhen is it? What are they doing?It is Saturday morning.3. Read and underlineWhat are they doing?My father and I are cleaning the car. Helen is sweeping the floor. My mother is cooking breakfast. Tim is sleeping. Ben the dog is sleeping too.4. Read the sentences one by one.5. Read after the tape.B Self-study〔自学第二段课文〕1. From the first passage, we know when? Who? What? Where? How to know a passage? Let’s discuss in groups.2. Learning the second paragraph by themselves.Circle and underline the words and sentences.3. Ask and answer in pairs with the sentences.When is it now? What is mother doing? What are Helen and Mike doing?4. Practice.5. Read after the tape.C Read and check1. Watch and completeWhat are they doing in the morning? What are they doing in the afternoon? Who helps father and mother?2. Watch and tick.Step4 Post-reading1. Watch and sayWhat do you want to say to your parents? What can you do for your parents?2. Think and writeWrite a passage about your family.Let the students read the passage.Step5 Homework1. Draw and write your family2. Read and act。
译林小学英语五年级下册《Unit 5 Helping our parents》 教学设计
构建“实·真”课堂，释放学生潜能——译林英语五下《Unit 5 Helping our parents》Fun time 教学设计一、设计理念1、小学英语教学以“培养学生学会用英语做事情”为总目标，因此在学习的过程中我们要树立“生本”的教学理念，确立“言语本位”的课程观和“基于实践”的教学观。
2、结合我校实施的“实·真”课堂教学模式，打造有效、实效、高效的英语课堂。
采用自学、合作、探究等方式，学生们通过课堂的动态生成，体验英语学习的乐趣，提高综合语言英语运用能力和口语交际能力。
二、教学目标1、通过复习，学生能够熟练掌握现在分词的变化规则。
2、通过练习，学生能够熟练运用现在进行时的特殊疑问句What’s …doing?及其答句am/is/are doing进行口语交际。
3、通过合作学习，释放学生潜能，培养学生交际能力。
三、教学重、难点1、通过练习，通过练习，学生能够熟练运用现在进行时的特殊疑问句What’s …doing?及其答句am/is/are doing进行口语交际。
2、通过合作学习，释放学生潜能，培养学生交际能力。
四、教具准备PPT，相关的学具等五、教学进程Step 1. Warm up1. Greetings and tasks.师生问候，揭示课题，学生小组讨论本节课的学习目标First: We should r eview “Story time” .Second: We should to using “am/is/are doing”.Third: We should talk and write.Finally: We should write a story about Cinderella.【设计意图：本环节的tasks采用学生讨论设计为主，教师及时补充为辅，在课的一开始由学生根据自身的学习需求，预设本节课想要达到的学习目标，树立目标意识，为打造“实·真”课堂教学模式做好准备。
五年级下册英语教案-Unit 5 Helping our parents(Cartoon time
五年级下册英语教案-Unit 5 Helping our parents（Cartoon time & Sound time）译林版（三起）一、教学目标1.能听懂、会说、认读下列单词：wash、clothes、dry、iron。
2.能使用句型“I can help my parents…”表述自己能够帮父母的事情。
3.能够理解简单的短文，并能用自己的话复述出来。
4.通过练习能够掌握本课时所教的知识。
二、教学重难点1.能够掌握下列单词的读音和意义：wash、clothes、dry、iron。
2.能够正确运用熟练理解的句型“I can help my parents…”。
3.能够理解并复述出本课的短文。
三、教学准备1.录音机和录音带。
2.洗衣机、熨斗、衣架等家庭用品。
四、教学过程1. 教学引入（5分钟）教师通过手势和口语问学生是否能够帮助自己的家人进行家务，再运用图片和课件等方式展示学习内容。
2. 单词学习（10分钟）教师以“Cartoon time”模式展示单词及读音，并教授其汉语意义。
1.wash：洗2.clothes：衣服3.dry：晾干4.iron：熨3. 语句教学（15分钟）老师运用录音带和“Sound time”模式展示“I can help my parents…”这一句型，让学生模仿读音和自己编造句子。
4. 短文教学（15分钟）让学生合作小组讨论短文内容，然后由每个小组的代表来口头表达短文的内容。
HelperHi, my name’s Beth. I help my parents a lot at home. On Saturdays, I help my mum wash clothes. I put the clothes in the washing machine and then I turn it on. After that, I hang the clothes up to dry. My dadlikes his clothes to be ironed, so I help him do that too. I can’t doit very well, but I’m learning. Being a helper is important to me because it makes me feel grown up.通过理解和复述短文，让学生进一步理解本课的内容。
五年级下册英语教案-Unit5Helpingourparents(storytime)译林版(三起)
《Helping our parents》教学反思本课是五下第五单元第一课时，描述了Helen和Mike在周六上、下午两个时间段帮助父母做家务，呈现了现在进行时特殊疑问句和肯定句的用法。
在文本的设想上，我以时间为线索，由周六上午到周六下午讲解文本，并让学生看图写一写周六晚上的活动。
采取了总分总的结构，先让学生聚焦when和who，观看视频，总体感知文本；进而由what are they doing发问，读、听结合，让学生关注具体人物的活动从而精读文本；最后给学生读、演、写、讨论思考的机会，让学生感悟文本，体会到父母的辛苦，树立力所能及帮助父母的观念。
在现在进行时教学的设想中，先由歌曲what are you doing导入，让学生跟唱跟做，再一起进行一个guessing game，由此激发他们的学习兴趣并让他们初步感知现在进行时。
然后通过文本的精读，不断地让学生接触到what are you doing/ what is he/she doing以及其回答，以达到一个强化的目的。
最后通过act和look and write两个环节，帮助学生完成从输入到输出的转变，从口头和笔头两个方面来巩固学生对于现在进行时的理解和掌握。
本节课的教学过程以sing a song为切入点，引出what are you doing、what is he/she doing及其回答。
再通过play a guessing game引出一些家务活动，并揭题。
让学生根据标题，自己发问，既让学生自主思考，又能够进入文本。
再由Mike和Helen 的活动引出全家人的活动，由点到面，循序渐进。
将story的文本一分为二，读听结合，完成Think and write的练习。
在学生能够理解文本后，通过happy reading、try to act的方法让学生能够正确朗读、尝试复述表演story。
最后由morning、afternoon引入evening，让学生动笔写一写。