小学Unit 6 In the kitchen教案设计

译林小学英语五年级下册《Unit6 In the kitchen》第一课时教学设计

一、教材分析

本单元的话题是食物，内容涉及到可数名词和不可数名词的运用。关键词是“吃饭”，这是一个同学们非常感兴趣的话题。本单元围绕晚饭吃什么展开话题进行讨论，使用现在进行时的一般疑问句和There be结构的日常交际用语，对“having meals”这一话题进行讨论。通过本单元的学习，旨在帮助学生养成关爱父母，帮助他人的好习惯。

二、教学内容

第一课时Story time

三、教学目标

1. 能听懂、会读、会说单词：ready, meat, potatoes, tomatoes, vegetables, yummy

2. 能听懂、会读、会说现在进行时态的一般疑问句：Are you doing… Yes, I am. / No, I’m not.  How is the meat/ soup/…? 及正确回答。

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的事情。

四、教学重点和难点 

1. 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。

2. 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的事情。

五、教学准备

多媒体课件、刘涛及父母的人物头像、板书上画好一所房子，分成两部分。

六、教学过程

(Before class: Ss watch a video about “What is he doing?”)

Step1: Follow Miss He

1. T: Do you like playing games? Let’s play a game first, OK?

  Now, follow Miss He. I say“I am running.”You say“We are running.

Do with me! Say with me!

  Everybody, stand up! Follow the music! Ready-Go!

T: I am walking.  Ss: We are walking.

T: I am running.  Ss: We are running.

T: I am reading.  Ss: We are reading.

T: I am eating.   Ss: We are eating.

T: I am drawing.  Ss: We are drawing.

T: I am cleaning.  Ss: We are cleaning.

2. T: Now, this time let’s do something different. Do with me, one by one.

  T: Writing, writing, I am writing. What are you doing?

  S1: ~, ~, I am ~. What are you doing?

  S2: ~, ~, I am ~. What are you doing?

  S3: …

（设计意图：通过与学生的互动，带动课堂的气氛，激发学生的学习热情，同时复习了现在进行时态的各种动作，为接下来的新课学习做铺垫。）

Step2: Look and say

1. T: Let’s look at some pictures and have a look, what are they doing? (Show some pictures)

  Ss: (Ask and answer) What is he/ she doing? He/ She is …

2. T: Look at … What is he doing? Can you guess? You can guess like “Is he (doing)…?”

  S: Is he …? (T: Let’s have a look. What’s he doing?)

（设计意图：通过一系列有趣的动图，真实的体会这些人物正在做的事情，同时建构信息差，遮住部分图片，使学生在情景中学习新句型，猜测某人正在做什么，真实而有效。）

Step3: Story time

1. T: Look, who’s playing football too? (Liu Tao is playing football too.)

  T: Look at the boys. What are they doing?——They’re having a football game.

  T: They’re very happy, right? But it’s time to go home.

2. T: What time is it now? Ss: It’s six o’clock. (T: It’s six o’clock in the evening.)

  T: Liu Tao comes home from a football game. After a football game, how does he feel?

  Ss: Maybe he feels hungry/ thirsty/ tired/ hot/ …

  T: So he goes into the … kitchen. ——引出课题Unit6 In the kitchen

（设计意图：创设刘涛踢完足球比赛后的情景，让学生猜测刘涛的感觉，从而自然而然地引出课题，使学生在情景中感知词汇和句型。）

3. (画外音：切菜、烧菜的声音)T: Who is in the kitchen? Ss: Liu Tao’s parents.

  T: What are they doing? Ss: They are cooking dinner in the kitchen.

  T: What are they cooking? Look at the table. There are some food. Do you know them?

Please use “There is / are …” to tell us.

  ——新授potato(es), tomato(es), meat, vegetables

  T: What are they cooking? Let’s watch. (Ss观看课文动画)

（设计意图：利用课文图片，引导学生仔细观察，提取其中的有效信息，培养学生观察图片的习惯和技能，直观明了地学习新授词汇。）

4. Watch and answer

  T: What is Dad cooking? Ss: He’s cooking meat with potatoes.

新授meat with potatoes土豆烧肉

  T: What about Mum? Is she cooking meat too? Ss: She’s washing some vegetables.

  T: What does she want to cook? Ss: She wants to cool some tomato soup.

新授tomato soup番茄汤

（设计意图：利用多媒体资源即课文动画，直观地感受课文内容，并找出刘涛的父母正在烧的饭菜，从而顺理成章地学习新词汇。）

5. Look and learn

  T: Liu Tao’s parents are busy cooking. Does Liu Tao want to eat the dinner?

How do you know? Read P58 and find out the sentences about it.

  Ss: Find out the sentences——That smells nice, Mum. I can’t wait, Dad.

  Ss: Read the two sentences like Li Tao. (体会刘涛的心情)

（设计意图：再次利用课文插图，让学生观察出刘涛非常期待父母准备的这顿晚饭，从而引导学生在语篇中找出相关的语句进行学习、模仿跟读。）

6. Listen and guess

  T: What is Liu Tao doing? Can you guess? Ss: Is Liu Tao …?

  T: Let’s listen and answer. Ss: Liu Tao is looking for some juice in the fridge.

  ——look for的意思：A. 找，寻找 B. 找到，发现

7. At dinner

  T: Dinner is ready. Liu Tao is eating the meat. Does he like the meat? Look at him.

He thumbs up! He likes the dinner. Work in pairs and make dialogue.

  Ss: Work in pairs and make dialogues about Liu Tao and his parents.

（设计意图；两人合作自编对话，体会出一家人其乐融融用餐的场景，让学生感受到父母的辛苦和不易。）

Step4: Enjoy reading

1. Ss: Read after the story

2. Ss: Work in four, read the story in roles.

3. Ss: Show their reading.

Step5: Retell and act

Ss: Work in four, choose the pictures, retell or act the story.

（设计意图：设计四人小组活动，将课文内容分为“before dinner”和“at dinner”让同学选择是复述还是表演，通过不同形式来复习课文，从而激发学生的学习兴趣，培养学生的小组合作能力。）

Step6: After reading

T: How’s the dinner? Ss: It’s a … dinner.

  How’s the family? Ss: It’s a … family.

  ——A nice dinner, a sweet family!

T: Parents are busy at work. Parents are busy at home. Parents do so much for us.

  What should we do? ——We need to thank for them and treat them well.

  ——Love your parents, love your family!

（设计意图：引导学生体会出课文中刘涛父母的辛苦和不易，再感受到自己父母对自己的付出，从学知识到学做人，情感升华，进一步培养学生的学习品质。）

Step7: Homework

1. Read Story time and retell it.

2. Fill in the blanks on P60.

3. Find some words about food and write down the names on P61.

Step8: Board writing