五年级下 Unit6 in the kicthen 教案

五年级下 Unit6 in the kicthen 教案

Unit 6 In the kitchen 教案 学习地图 现在进行时的一般疑问句 字母组合qu在单词中的发音 培养学生乐于助人的好习惯 可数名词单复数的变化规则 ‎ ‎ ‎ 关键词：吃饭 ‎ 地图导读:‎ 本单元的关键词是“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，帮助学生养成关爱父母，帮助他人的好习惯。‎ ‎1.想知道对方正在做的事， “Are you/they...?” “Is he/she ...?” 及其答句“Yes, I am/they are” “No, I’m not./they aren’t”和“Yes, he/she is.” “No, he/she isn’t.”‎ ‎2.掌握可数名词复数的变化规则。‎ ‎3.培养学生乐于助人的良好习惯。‎ ‎4.字母组合qu在单词中的读音.‎ 课时安排：6课时 第1课时：Story time ‎ 第2课时：Fun time &, Grammar time 第3课时：Cartoon time 第4课时：Sound time and Checkout time 第5课时：Ticking time(review)‎ 第6课时：Ticking time(exercise)‎ 24‎ 第1课时Story time ‎ 教学目标：‎ ‎1. 能听懂、会读、会说单词：bread, meat, potatoes, tomatoes, vegetables, look for, love, bread.‎ ‎ 2. 能听懂、会读、会说现在进行时态的一般疑问句：Are they doing… Is he/she doing…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。‎ 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的事情。‎ Teaching procedure 教学设计（主备）‎ 复备 Step1 Greeting Step 2 Pre-reading ‎1. Play a game----Listen, read and judge (1) You all like English (2) Your favorite food is hamburger.‎ (3) I ‘m tall and strong.‎ (4) I like ice-creams very much.‎ Rules: Say ’Yeah, yeah, yeah’ if it is true. Say ‘No, No, No,’ if it is false.‎ ‎2. Brain storming: 30 seconds non-stop talking ‎ Rules: Work in group of 6. Each student says one word about food or drinks one by one. No repeating. Time: 30 seconds.‎ Step 3 while-reading ‎1.ssow the pictures of unit 6‎ T： here come Liu Tao and his parents, where are they?‎ SS: In the kitchen T: Bingo! They are in the kitchen.(show the title, students read together.)‎ 1. Skimming. Ask the students to skim the passage and circle some difficult words and sentences.‎ Teach the words: meat, potatoes, tomatoes, vegetables.‎ 2. Scanning. Ss scan the text again and find out what food and drinks are mentioned.‎ 3. T: What else do you want to know?‎ Ss ask questions .‎ Who’s cooking meat?‎ 24‎ Who’s washing vegetables?‎ What’s Liu Tao looking for in the fridge?‎ Does Liu Tao like the meat?‎ Let’s read after the tape.‎ ‎6.T: I have a question: how much should we eat? Watch a funny cartoon .‎ 网上找的关于吃的动画.‎ Step 3 Post-reading ‎1.T :Is Liu Tao fat or thin?‎ S: No, he is just right.‎ T: Look at the boy. What’s wrong with him?(小胖子)‎ What advice can you give him?‎ ‎2 . Here comes practice time , I can judge.‎ (1) We should eat plenty vegetables every day.‎ (2) We can drink much cola.‎ (3) Meat and eggs are not good for us.‎ (4) Milk can make us strong.‎ ‎3.Make a diet table for yourself and share.‎ Homework ‎ 板书设计：‎ 24‎ 第2课时fun time and grammar time 教学目标：‎ ‎1．能熟练运用句型现在进行时态的一般疑问句进行对话。‎ ‎2．能理解并掌握特殊名词变复数的用法及规则。‎ ‎3．能完成Fun time 中的任务。‎ 教学重难点：‎ 能熟练运用句型现在进行时态的一般疑问句进行对话。‎ Teaching procedure 教学设计（主备）‎ 复备 Step 1 Greeting Step 2 Review 1. Review the new words T: Can you guess what’s in the fridge. Can you spell it?(教师出示一个冰箱)‎ S 1: There is ……‎ S 2: There are some…‎ S 3:…‎ ‎…..‎ T: Let’s read together.教师将学生所提物品图片呈现。‎ 2. Retell the story.‎ T: Where are they?‎ What are Liu Tao’s parents doing in the kitchen?‎ Is his mother cooking meat?‎ What is Liu Tao doing?‎ Is he eating vegetables?‎ 通过提出问题帮助学生回忆上节课内容。‎ Step 3 Grammar time 1. 出示课文三幅图片。‎ T: Can you ask them like me ?‎ S 1 : Are they cooking ?‎ S 2 : Is he ……‎ S 3:…‎ 学生齐读以上句子。‎ 24‎ 1. 呈现grammar time中的句子。‎ T: Let’s read one by one.‎ 2. Find the rules.学生通过观察总结现在进行时态的一般疑问句的变化规则。‎ 3. 教师讲解变化规则和用法。‎ Step4 Fun time 1. Play a game.‎ T: Do you like games ?‎ Ss : Yes .‎ T: First, I do some actions and you try to guess what am I doing?‎ 做三至五个动作训练What are you doing?‎ T: Now , 2 students come here, and we all try to ask him some questions.‎ 学生做一动作 S1: What’s he doing?‎ S2: Is he drinking water?‎ S1: Yes ,he is.‎ 学生换一个动作，其他同学模仿以上例句问答。‎ 2. Play another game.‎ T呈现一些图片，但将关键部分遮住，让学生用现在进行时态的一般疑问句对话。‎ Homework 1. 抄写grammar句子2遍。‎ 板书设计： ‎ 24‎ 第3课时cartoon time 教学目标：‎ ‎1. 能够听懂、会说、会读卡通故事中出现的词汇：angry, spot, catch, drive…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 教学重难点：‎ 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 Teaching procedures 教学过程 教学设计（主备）‎ 复备 Step 1 Greeting Step 2 Presentation 1. Watch a cartoon T: Do you remember the cartoon?(unit 5 ) Let’s watch again.‎ Ss watch the cartoon T : Does bobby like the pests or ladybirds?‎ Ss : No!‎ 2. Watch another cartoon T : Yes, and every group gives an ending, right? But what is today’ ending?‎ Here’s another video, let’s watch.‎ 3. Who can read the passage?‎ 各种方式熟读课文 4. T: Can you find the right answers?‎ Where are they?‎ Does ladybirds can help bobby?‎ How does Bobby feel when he sees the birds?‎ How many spots do ladybirds have?‎ What are the ladybirds doing?‎ Whose ladybirds are helpful?‎ 5. Read after the tape Step 3 consolidation ‎1.Happy reading ‎2.Act the cartoon Step 4 discussion 24‎ What are friends?‎ What is true friendship?‎ 板书设计： ‎ 24‎ 第4课时sound time, culture time and checkout time 教学目标:‎ ‎1. 能正确朗读字母组合qu在单词中的发音。‎ ‎2. 能了解中西方用餐工具的不同之处。‎ ‎2. 能独立完成checkout time中的练习。‎ 教学重难点：‎ ‎1. 能正确朗读字母/qu在单词中的发音。‎ ‎2. 能独立完成checkout time中的练习。‎ Teaching procedure 教学设计（主备）‎ 复备 Step 1 Greeting Step 2 Sound time ‎1.T: 出示四上学过的cartoon.(小鸟在飞，鸭子在游泳)‎ What’s the duck doing?‎ Ss: He is swimming.‎ What’s the bird doing?‎ He is flying.‎ T: Yes. And what’s the duck saying? Listen !(quack ,quack, I can swim.)‎ T: Can you repeat and spell?‎ Ss try to repeat and spell.‎ T shows the word. How to pronounce “qu”? you read again.‎ ‎2.Can you say some other words with “qu”? ‎ 学生说教师写 ‎3.出示课文单词：queen, quick, quiet, quite.‎ T: You can try to read.(Ss read)‎ Listen to the tape and read loudly.‎ 跟录音学习旋律，熟读的基础上再次体会”qu”的发音。‎ Step3 Culture time ‎1.Watch a cartoon 观看一则关于中西方吃饭的视频，学生观察不同之处。‎ ‎2. T: What do we use? ‎ Ss : We use ….教师教学单词chopstick Ss say again: We use chopsticks.‎ T: What about foreigners?‎ 24‎ Ss : They use ….教师教学单词： fork, knife Ss say again: They use knives and forks.‎ ‎3.Listen and read after the tape.‎ Step 4 Checkout time ‎1. Ask and answer T: The children are helping in the kitchen, what are they doing?‎ 教师将图中人物和对应的家务活打乱，让学生猜测 S1 : Is Liu Lao sweeping the floor?‎ S2 : Are Su Hai and Su Yang washing dishes?‎ S3: Is mother cooking?‎ S4:…..‎ ‎……….‎ ‎2.Work in pairs 一人询问，一人看书回答 S1: Is…‎ S2: Yes, he/she is. No, he/she isn’t.‎ S1: Are…‎ S2: Yes, they are. No, they aren’t.‎ Step5 Look and write.‎ ‎1.Teacher can show a fridge and Ss guess what’s in it.‎ ‎2.Teacher opens the fridge and check. Let’s see what’s in it? Read together.‎ ‎3.Can you say the sentences with number?‎ There is _______ meat in the fridge.‎ There is ____ fish in the fridge.‎ There are_______ bananas in the fridge.‎ There are_______ oranges in the fridge.‎ There are …….‎ ‎4.小组接龙 ‎5.Write and check.‎ 板书设计:‎ 24‎ 第5课时Ticking time 教学目标:‎ ‎1. 能正确说出常见的食物。‎ ‎2. 在一定情景中能运用现在进行时态的一般疑问句进行问答。‎ ‎3. 知道字母组合qu在单词中的正确发音。‎ 教学重难点：‎ ‎1. 在一定情景中能运用现在进行时态的一般疑问句进行问答。‎ ‎2. 知道字母组合qu在单词中的正确发音。‎ Teaching procedure 教学设计（主备）‎ 复备 Step1 Free talk 出示66页图片 师生问答。‎ Step 2 Presentation ‎1. Show teaching aims In this lesson, we’ll have some learning aims. First, I can name some food.‎ Then, I can ask and answer “yes/no ” questions about actions. Finally, I know the sound of “qu”. PPT出示目标。‎ ‎2. Now let’s come to the first aim.‎ 出示67页图，学生说说食物。‎ ‎3. Act the story 教师出示课文图片，学生根据记忆复述课文。‎ a. Work in groups b. Ask some Ss to act T: How many stars can you get?‎ ‎ PPT出示ticking time 1. ‎ Step 3 Grammar time Let’s turn to the second aim.‎ T: Are you dancing?‎ Ss: No, we aren’t. We are having an English lesson.‎ ‎1.出示Fun time游戏，学生用现在进行时态的一般疑问句问答。‎ ‎2.总结现在进行时态一般疑问句的变化规则。‎ T: How many stars can you get? PPT出示目标。‎ Step 4 Sound time 24‎ T: Let’s come to the third aim.‎ 出示单词 queen, quick, quiet, quite Read and find T: What’s the pronunciation of “qu”?‎ Can you say more words? ‎ Try to read.‎ T: How many stars can you get? PPT出示目标。‎ Homework 板书设计: ‎ 24‎ 第6课时Ticking time( exercise)‎ 教学设计（主备）‎ 复备 一、英汉互译。‎ ‎1．上午六点__________________ 2．寻找__________________ ‎ ‎3．回到家__________________ 4．一位很棒的厨师_______________ ‎ ‎5．做饭__________________ 6．wash some vegetables _____________ ‎ ‎7．drive the pests away_________________8．I can’t wait. __________________ ‎ ‎9．How is my soup?____________ 10 in the fridge __________________ ‎ 二、选择正确的答案，将其序号填入括号内。‎ ‎( ) 1. I come home ________ a football match.‎ ‎ A. at B. for C. from ‎( ) 2. _______ Ben and his mother cooking meat ?‎ ‎ A. Is B. Do C. Are ‎( ) 3. ----________ you listening to music?‎ ‎ ---- No, I’m watching TV.‎ ‎ A. Do B. Are C. Can ‎( ) 4. The girl is ________ her pen, but she can’t find it.‎ ‎ A. looking at B. looking C. looking for ‎( ) 5. ---- Is Mike washing the vegetables?‎ ‎ ---- _______.‎ ‎ A. Yes, he is B. Yes, he can C. Yes, he does ‎( ) 6. ----Is Helen ________ in the library?‎ ‎ ----Perhaps she is.‎ ‎ A. reading B. reads C. read ‎( ) 7. ----Look! Mr. Yang is cleaning the car.‎ ‎ ----I’ll go and help _______.‎ ‎ A. he B. his C. Him ‎( ) 8. I can see some birds the tree!‎ A. on B. in C. at ‎ 三、按要求完成下列各句。‎ ‎1.Nancy is watching TV in the sitting-room.（改为一般疑问句）‎ ‎ ___________Nancy _____________in the sitting-room?‎ 24‎ ‎2. They are playing football at school. (改为否定句)‎ ‎ They _________ ___________ in the library.‎ ‎3. Tom goes swimming on Sundays. (将on Sundays改为now)‎ ‎ Tom _________ _________swimming now.‎ ‎4. a great are you cook (.)(连词成句)‎ ‎______________________________________________________________________.‎ ‎5. Liu Tao What doing is kitchen in the (?)(连词成句)‎ ‎______________________________________________________________________?‎ 四、根据中文意思，完成下列句子。‎ ‎1．----海伦在书房看书吗？ ‎ ‎ ----是的。‎ ‎ ----Is Helen _____________ a book in the study? ‎ ‎ ----Yes, she is.‎ 2． ‎----你在干什么？ ‎ ‎ ----我在帮助妈妈。‎ ‎ ----_________ are you doing?‎ ‎ ----I’m ___________ my mum .‎ ‎ 3. ----他们在做土豆汤吗？ ‎ ‎ ----不，他们在做西红柿烧肉。‎ ‎ ----________ __________ cooking potato soup?‎ ‎ ----No, they’re cooking the ___________ ___________ ___________ .‎ 五、阅读理解。‎ ‎ A ‎ John is a student. He has a sister, Linda. They are in the same school, and they go to school together. It is three forty now. Classes are over. Linda is in the school library. She is reading a storybook. Her friend Mary is in the library, too. She is reading a book. Joe is not in the library with his sister. He is in the classroom. He is looking for his book . ‎ 选择正确的答案，将其序号填入题前括号内。‎ ‎( ) 1. __________ has a brother.‎ ‎ A. Joe B. Linda C. Mary ‎( ) 2. ________ is in the library now.‎ ‎ A. Tom B. Joe C. Mary ‎( ) 3. Linda is _____________________.‎ ‎ A. reading a storybook B. reading a picture book ‎ 24‎ ‎ C. playing cards ‎( ) 4. __________ are in the classroom.‎ ‎ A. John B. Joe C. Linda ‎ ‎( ) 5. Joe is _______ in the classroom.‎ ‎ A. reading books B. looking for the book ‎ ‎ C. sweeping the floor ‎ B ‎ It is three o’clock in the afternoon. Classes are over. Some students are drawing pictures and some students are reading books. Some students are playing football in the playground. My friends Mike and Yang Ling playing games in the classroom. Nancy is playing games with them. Su Yang and Helen are not in the classroom. They are in the library. Perhaps they are cleaning the library.‎ 判断下面的句子与短文内容是否相符，在下列句子前面写上“T”（正确）或者“F”(错误）。‎ ‎( ) 1. Some students are flying kites in the playground.‎ ‎( ) 2. Mike is playing games with Yang Ling.‎ ‎( ) 3. Gao Shan and Liu Tao are playing cards.‎ ‎( ) 4. Su Yang and Nancy are in the library.‎ ‎( ) 5. Helen is in the classroom.‎ Unit6 In the kitchen教案 1. 学生理解故事主要内容并复述课文；‎ 2. 学生初步会用现在进行时的一般疑问句进行提问和回答；‎ 24‎ 教学目标：‎ 1. 学生会用“How is/are ...?”提问味道如何；‎ 2. 学生对日常生活的观察更为细致深入、兴趣增强，能将英语学习与实际生活联系在一起，并养成关爱父母、帮助他人的好习惯。‎ 教学重点：‎ 1. 学生理解文章主要内容并表演课文；‎ 2. 学生熟练运用现在进行时的一般疑问句提问并回答；‎ 3. 学生可以用“How is/are ...?”提问情况 教学难点：‎ 1. 学生能正确区分可数名词单复数及不可数名词；‎ 2. 学生熟练运用现在进行时的一般疑问句提问并回答；‎ 3. 学生可以用“How is/are ...?”提问情况 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。教师可以结合四年级上册Unit2 (Let’s make a fruit salad) 和Unit6 (At the snack bar) 中的食物类单词涉及教学活动，导入或操练可数名词和不可数名词。本单元的新句型是现在进行时的一般疑问句及其回答，教师可以创设多种情境，鼓励学生反复操练，使学生在实际运用中掌握其用法。另外，本单元再现了there be句型和表达赞美的习惯用语，在教学的过程中，教师可以和学生一起复习五年级上册Unit1 （Goldilocks and the three bears）,Unit2 (A new student) 以及三年级上册Unit5（Look at me!）的相关句型和习惯用语，引导学生综合运用所学的知识。教师可以在课前准备一些有关食物的精美图片，包括水果、蔬菜、肉类、主食和甜点等，在课上和学生一起分享，引起他们的学习兴趣。在设计教学拓展和巩固活动时，教师可以引导学生将课文所学知识与实际生活联系在一起，创设新对话。‎ 学情分析：‎ 学生在四年级时已经学过可数名词单复数及不可数名词，在五上第一二两单元也学过“There is/are ...”句型，已有较为多的基础，设计相关练习活动时已复习和巩固为主。学生在Unit5 Helping our parents里初步接触了现在进行时的陈述句和简单的一般疑问句表达，本课是现在进行时的进一步探讨，设计教学活动时应以对话练习为主，与实际生活相结合。‎ 教学过程 教学活动 学生活动 设计意图 Step1: Warming-up 1. Greetings 2. Let's play ‎ T: Look at the pictures and guess what are they doing. The sentence "Is he/she …ing?" may help you.‎ T: What am I doing? You can guess in the sentence "Are you …ing?"‎ Ss look at the the picture and guess in "Is he/she …ing?”and "Are you …ing?"‎ 通过玩游戏让学生练习运用一般现在时一般疑问句，形式有趣，学生更易掌握。‎ 通过“cooking”‎ 24‎ ‎3. Free talk ‎ T: What am I cooking? I'm cooking tomato soup and meat with potatoes. Do you like tomato soup? Do you like meat with potatoes? Where am I cooking?‎ Ss learn about new words.‎ 引出新单词及本文课题“In the kitchen”。‎ Step2: While-reading 1. Look&guess ‎ T: Look at the picture. What can you know from the picture?‎ ‎ T: What else do you want to know about the picture? You can ask some questions.‎ 2. Listen& answer ‎ Q1: What time is it?‎ ‎ Q2: What are they doing?‎ 3. Watch&choose ‎ Q: What do they have for dinner? ‎ 4. Read&ask ‎ T: Who is cooking tomato soup and who is cooking meat with potatoes? Read picture1 in pairs and ask and answer.‎ 5. Read &find ‎ T: What about Liu Tao?What is Liu Tao doing? Read Picture2 and find the answer.‎ 6. Read&underline ‎ T: Dinner is ready. How is the dinner. Read Pic3 independently and underline the key sentences.‎ ‎ T: What else can we say to praise others?‎ 7. Reading time 8. Show time S: They are Liu Tao, Mr Liu and Mrs Liu. They are in the kitchen.‎ S: What are they doing?‎ S: It's six o'clock.‎ They are cooking S: They have tomato soup and meat with potatoes.‎ S1: Is … cooking …?‎ S2:Yes,he/she is.‎ No, he/she isn't.‎ S: He is looking for juice in the fridge.‎ S: It's yummy./ It's nice.‎ Ss read after the tape.‎ Ss work in groups of four and choose one or two scenes 学生看图说话并提问题，锻炼了学生从图片中提取信息的能力，也帮助学生拓展发散思维。‎ 听力练习帮助学生训练听力能力。‎ 学生自读课文合作练习问答，既训练了学生精读能力，有帮助学生巩固练习现在进行时的一般疑问句。‎ 学生自读课文找答句，对“It's yummy.”的用法有语境意识，并且配合动作，加深印象。‎ 24‎ ‎ to act.‎ 学生小组表演课文时根据实际情况增添了对话，很好完成知识点内化及运用。‎ Step3: Expanding After school T: Liu Tao is hungry after a football game. Maybe you are hungry after school too. Imagine what will happen when you come home.‎ Ss create new dialogues like the story and add more actions.‎ 小组合作表演对话帮助学生实际应用所学句子，加深学生对重点句型的情景理解，完成课本到实际的转化。‎ Step4: Homework 1. Read the story after the tape.‎ ‎2. Make new dialogues and communicate with your family and friends.‎ Blackboard design Are you ...ing?‎ Yes, I am./ No, I’m not.‎ Is he/she ...ing?‎ Yes, he/she is./ No. He/she isn’t.‎ How is …?‎ It's ….‎ 教后反思 课堂设计应该围绕重点句型及课文呈现形式设计，例如本课课文是以对话形式呈现，那么问答类的口语练习可以帮助学生更好的理解句子用法，这是我在设计活动时忽视的。其次，我在最初的课堂设计中没有为学生创造和本课主题相关的实际语境。本课主题为 “In the kitchen”，课文中的重点句型也与厨房相关，课堂导入、课堂问答与拓展练习的实际语境也应与此相关，这样才有助于学生内化句子并正确使用它们。教授新词时，枯燥乏味的跟读、重复效率低且会消耗学生热情，给新词提供适宜的语境句子会让学生轻松掌握并理解运用语境，这也是我没有考虑到的。课堂中的小组活动，学生自由延伸能体现他们的学习成效，也需要教师的合理指导。课堂氛围既需要有趣生动的课堂活动活跃，也离不开教师亲切又活泼的教态的活跃，这需要我在今后的教学中时刻注意的问题。导入部分的free talk可针对学生实际进一步复习食物，为最后的拓展做铺垫。‎ 24‎ 五年级下Unit6 In the kitchen 第一课时 一、教学内容：Unit6 In the kitchen Story time 二、教学目标：‎ ‎1. 知识目标：‎ ‎（1）能听、说、读单词game, smell, meat, vegetables, tomato, potato, look for， ‎ ready, yummy, love等。‎ ‎（2）能正确理解和解读故事内容。‎ ‎2. 能力目标 ‎（1） 能正确、流利有感情地朗读故事。‎ ‎（2） 能根据板书复述并谈论故事。‎ ‎3. 情感目标 ‎（1） 能树立健康饮食的意识。‎ ‎ (2 ) 能学会欣赏、赞美别人。‎ ‎（2） 能主动参与活动，通过同伴互助学会合作学习。‎ 三、教学重点 ‎1. 在听故事的过程中理解词汇及句型: Are you doing …?、Yes, I am./No, I’m not.、How is the meat/soup/…?及正确回答。‎ ‎2. 能够从整体到局部理解故事内容。‎ ‎3. 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。‎ 四、教学难点： ‎ ‎1. 现在进行时态的一般疑问句。‎ ‎2. 体会人物语言的情感与体验。‎ 五、教学准备： PPT、图片 六、教学过程：‎ ‎（一）热身活动：‎ ‎1、 Sing a song 《What are you doing？》‎ 针对歌曲内容进行问答 T:What’s the boy doing？‎ S:…‎ T: what’s the girl doing？‎ S: …‎ ‎2、Free talk ‎(1).Today,there are many teachers in our classroom.What are they doing?‎ ‎(2).Quick respond.‎ 出示地点图片，学生用现在进行时句型说活动。（20秒时间）‎ In the classroom in the bedroom in the play ground ‎ (二) 阅读活动 24‎ ‎1. Pre—reading ‎（1）（出示刘涛在操场的图片，遮盖其活动，用现在进行时的一般疑问句猜其活动，teach：football game）T: Do you know football game? Can you play football? After having a football game, how is Liu Tao? ‎ S1: He is hungry and thirsty. ‎ S2: He is hot and tired.‎ 接着出示钟 T:What time is it now？ What should he do?‎ ‎(2)出示刘涛父母的头像，让学生提出问题。What do you want to know?‎ PPT展示问题。1.Where are they？2.What are they doing？‎ ‎ (1)Watch the cartoon.‎ ‎ (2)Ask and answer a.Where are they?生答 T: Look, here’s kitchen. This lesson, we are going to learn the story. “ In the kitchen”(读题)‎ b.What are they doing?‎ S：They are cooking dinner.‎ ‎2. While-reading ‎ ‎（1）分步阅读——Picture1‎ a. What are Liu Tao’s parents doing?Guess.‎ b.Read and underline.‎ c. What is mum doing now?(教学蔬菜类单词，跟录音读，示范读，齐读，指明读，指导记忆方法，拓展蔬菜类单词)‎ d．What does mum want to do with the vegetables?(Teach:tomato soup)How’s the soup?‎ e.What is Dad cooking?(教学肉类单词及smell，指导学生进行有感情地表达。)‎ ‎（2）分步阅读——Picture2‎ a.What is Liu Tao doing?Listen and answer.‎ b.Look and say:What’s in the fridge?出示冰箱图，学生看图描述 ‎（3）分步阅读——Picture3‎ T: After drinking the juice. What is Liu Tao doing now? Let’s go on reading. ‎ a.Read and answer.‎ Q1:What is Liu Tao doing？‎ Q2:How’s the meat?‎ Q3:How’s the soup？‎ b.Read emotionally ‎3.Post-reading.‎ ‎(1).Read after the tape.‎ ‎(2).Read together.‎ ‎(3).Choose one way to read.‎ ‎(4).Act.‎ ‎(5).Retell.‎ 24‎ Step3.Homework 1. Read the story time and try to recite.‎ 2. Do some things for your family and try to talk about it.‎ ‎ ‎ 七、板书设计：‎ Unit6 In the kitchen Mum is ashing vegetables. ‎ ‎ Wants to cook tomato soup ‎ nice Liu Tao ‎ is looking for orange juice ‎ ‎ ‎ ‎ Dad is cooking meat with potatoes yummy 教学反思：‎ ‎ 新课标指出：学生的发展是英语课程的出发点和归宿。我们设计的教学目标和教学活动也应该是绝大多数学生能够达到的。当然也应该积极创造条件，满足那些有学习潜力的学生的需要。基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣，使学生树立自信心。所以，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。‎ 本单元话题以In the kitchen为场景，延续第五单元的语言知识点，呈现了现在进行时的一般疑问句的问答。学生在第五单元的学习中已基本能熟练掌握现在进行时的特殊疑问句及陈述句的表述。本课的教学难点在于感知、理解和运用现在进行时的一般疑问句的问和答。教学重点是理解故事内容，掌握词汇及句型。‎ 为了突破难点，课始通过唱歌和游戏的方式，复习旧知，激活思维，然后出示刘涛在操场的场景，让学生试用一般疑问句猜测刘涛的活动。在教学刘涛父母在厨房的活动，包括刘涛的活动时，我也是有意识地让学生尝试用一般疑问句句式进行猜测。‎ 为了突破重点，在处理文本内容时。我先让学生看图，提出问题，然后通过看动画，整体理解故事大意，再进行局部细节处理，深入理解文本中人物的各项活动，并进行知识的拓展，在此过程中采用问答、唱、读、复述、表演等多种活动形式，帮助学生理解文本内容。‎ 24‎ 本课充分关注了学生英语朗读能力的培养，注重朗读方法指导，切实提高学生朗读水平。‎ 本课教学还深入挖掘了文本中的情感教育因素，如在对蔬菜和肉类词汇教学时，引导学生注意培养健康的饮食习惯，还有文中洋溢的家庭成员之爱，也充分地让学生去朗读，体会人物的思想情感。‎ 本课设计迎合了学生的兴趣和需要，教学上体现了“巧妙激趣，主动参与，自主探究”的观念，突出“以学生为主的，自主学习”的思路，充分调动学生的积极性，挖掘学生的创造力。激发学生大胆参与，课堂教学达到最优化。但本课教学还可以对一些细节加以深入挖掘，情感教育还可以再细腻些。‎ Unit 6 In the kitchen(3)‎ 一、教学内容：Sound time, culture time& Cartoon time 二、教学目标：‎ ‎1. 能听懂、会说、会读、会写句型Are you…/ Is he/she…?及其肯定否定回答。‎ ‎2. 能够了解字母组合qu在单词中的正确发音。‎ ‎3. 能够了解中西方不同的用餐文化。‎ ‎4. 能够听懂、会说、会读卡通中出现的词汇：angry,spot, catch, drive…away.‎ ‎5. 能够整体理解卡通部分，能够流利地朗读并表演卡通对话。‎ 三、教学重点：‎ ‎1. 能够了解字母组合qu在单词中的正确发音。‎ ‎2. 能够了解中西方不同的用餐文化。‎ ‎ 3. 能够整体理解卡通部分，能够流利地朗读并表演卡通对话。‎ 四、教学难点：‎ ‎1. 了解字母组合qu在单词中的正确发音。‎ ‎2. 整体理解卡通部分，能够流利地朗读并表演卡通对话。‎ 五、课前准备： 人物及国家图片、PPT 六、教学过程：‎ Step1. Lead in ‎1. Greetings. ‎ ‎ T: I’m your friend, you are my friends.‎ ‎2. Chant.‎ ‎ (1) You and me, me and you, I’m your friend, you’re my friend.‎ ‎ (2) T: Your friend Miss Teng has a piece of paper, what am I doing? Guess!‎ ‎ S1: Are you …?‎ 24‎ ‎ (3) T: You win! I’m drawing now, and I have many pictures now.‎ ‎3. Show.‎ ‎ (1) Who is she?‎ ‎ a. Learn: queen, a female king ‎ b. T: Is she beautiful? Why? ‎ ‎ Learn: wear a blue dress, wear her golden crown ‎ c. chant: wearing her golden crown ‎ (2) Who are they? (Yang Ling and Mike)‎ ‎ (3) Who is he? (Bobby)‎ ‎ 4. 揭题 ‎ 1. T: They are all our old friends, where are they? And what are they doing?‎ ‎ 2. This class, we will talk about what they are doing?‎ Step2. Sound time ‎1. T: Where is the queen?‎ ‎ Learn: in our little town ‎2. T: What is the queen doing?‎ ‎ Chant: through our little town ‎3. T: Can you see the queen now? Listen! (PPT)‎ Let’s welcome the queen!‎ ‎4. Ss shout.‎ ‎ T: Please shout, group 1/2/3/4‎ ‎5. Read after the tape.‎ ‎6. Boys—Girls—Miss Teng ‎ (1) Who wins?‎ ‎ (2) Sing together.‎ ‎7. (板书) T: /kw/ is for quick, queen, /kw/ is for other words.‎ ‎ (1) Try to read the new words.‎ ‎ (2) Make new sentences with these new words.‎ Step3. Culture time ‎1.T: The queen is through our little town. What are Yang Ling and Mike doing?‎ ‎ Learn: chopsticks, knife and fork ‎2. Ss guess: Are they…?‎ ‎3. What are they eating? (PPT)‎ 24‎ ‎4. What do they eat with? Let’s learn some table manners!‎ ‎5. Summary: People usually eat with chopsticks, knife, fork and hand. In Asia, Chinese, Korean, Japanese eat with chopsticks. In the west, American, English and Australian eat with knife and fork, Indian eat with hand, that’s fun.‎ ‎6. Drill: I’m _____________, I eat with____________________.‎ He/ She is _______________, he/she eats with _________________.‎ ‎7. Different cultures make the world colourful Step4. Cartoon time ‎1. The queen is through our town, Yang Ling and Mike are eating many nice food, what is Bobby doing?‎ ‎ (1) Where is Bobby? ‎ ‎ (2) What happened in his grape garden last week? Watch and read.‎ ‎2. What is Bobby doing now? Can you guess? Why is he crying?‎ ‎ If you’re Bobby, what will you say?‎ ‎3. Who can help Bobby? (watch cartoons)‎ ‎4. Answer the questions:‎ ‎ (1) Who can help Bobby?‎ ‎ (2) Which one is the good ladybird?‎ ‎5. Read and find out the new words.‎ ‎ (1) catch, drive…away ‎ (2) Explain: catch, drive…away ‎6. How does Bobby feel in each picture?‎ ‎ (1) Picture1, sad; Picture2, angry; Picture3, surprised; Picture4, happy.‎ ‎ (2) Read after the tape.‎ ‎7. If you are the good ladybird, what do you want to say to Bobby and bad ladybird?‎ ‎8. Reading time. ‎ Step5. Summary ‎1. The queen, Yang Ling and Mike, Bobby are doing different things, they are all happy, are you happy in this class? But the happy class is over.‎ ‎2. Homework.‎ 教学反思:‎ 本节课的教学内容为综合板块，包括Sound time, culture time和Cartoon time,‎ 24‎ ‎ 课堂容量大，各板块之间各自独立，课堂上我由Fun time板块中现在进行时的一般疑问句入手，让学生用Are you…?来猜测老师正在做的事情，既运用了一般现在时的一般疑问句形式，又自然引入本课的谈论主题，讨论三幅画中的人物正在做的事情。‎ 整节课我采用了多种活动形式展开教学，主要培养学生表达和运用语言的能力。课前我做了比较充分的准备, 尤其在各板块的细节方面精心打磨，设计精炼有效的课堂话语，力争给学生提供更多更好的运用语言的能力。在整个过程中，学生的兴趣很高，积极参与活动，努力表现自我，快乐学习英语，取得了较好的教学效果。‎ 24‎