五年级下册英语教案Unit6 In the kitchen (第一课时)译林版(三起)

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) Listen to a song

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T: Do you like this song? What’s in this song? S:…

Follow me! To ma to—tomato some tomatoes

T: What about this one? S: Potato T: po ta to—potato some potatoes T: Tomatoes and potatoes are vegetables. Here are a lot of vegetables. T: How to read this word? S: table

T: But here we say table. Ve-ge-table---vegetable vegetables T: Where can we cook them? S1: We cook them in the kitchen.

T: We cook nice food in the kitchen every day.(揭题） Today we will learn unit6 in the kitchen. (二) 阅读活动 1. Pre—reading (1) Ask and answer

T: Look, here’s kitchen. This lesson, we are going to learn the story. “ In the kitchen”(读题)

What do you want to know about the story. Try to ask with the key words, just like what time, who, what. S: When is it now? ( You want to the time) S: Who are in the kitchen? ( the person)

S: What’s in the kitchen? (I guess there are a lot of food) S: What are they doing now?

T: Oh, you have so many good questions. Listen carefully and try to catch the key words.

S: It’s six o’clock in the evening. Liu Tao and his parents are in the kitchen. Liu Tao’s parents are cooking dinner in the kitchen. (2) Read and enjoy

T: Good job! You catch the key words so quickly. When we meet them, we should read clearly and loudly. That is the stress. Can you read? Let’s have a try.

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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. 2. While-reading (1) 整体阅读

T: Absolutely, he is very hungry and thirsty. What’s going on? Let’s watch the story and put pictures in order. S: ______ ______ _______

T: That’s it. What are they doing in different pictures? They are cooking in p1, so I think it is the cooking time. What about P2 and P3? S: P2 is waiting time/P3 is the eating time. T: Well done. You know the pictures. （2）分步阅读——Cooking time

T: First, let’s look at the cooking time. Mum and Dad are cooking now. What are they cooking? Let’s ask. Let me ask! Mum, are you cooking fish? More questions?

S1: Are you cooking eggs/tomatoes/mushrooms? T: Maybe./Perhaps./I hope so./ I think you like the fish/ I don’t think so./ Really?/Let’s wait and see…

T: What are Dad and Mum cooking now? Read the dialogue carefully and try to catch the key sentence.

T: What is Mum doing now? S: She is washing some vegetables. T: How do you know that? Because Mum says… Ss: I’m washing some vegetables.

T: What does she want to do with the vegetables? S: She wants to cook tomato soup.

T: Look, this is the tomato soup. Now, let’s read. Mum, are you cooking meat?

Ss: No, I’m not. I am washing some vegetables. I want to cook tomato soup.

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T: Good! Boys, can you ask? Girls answer. Ready? Go! (男女生对话) Now, exchange!

T: What is Dad cooking now? Ss: Dad is cooking meat with potatoes.

T: That’s it. Dad says… Ss: I am cooking meat with potatoes, Taotao. T: This is the meat with potatoes. 教meat和 meat with potatoes T: Dad, Dad! what are you doing? Ss: I am cooking meat with potatoes. T: Dad, Dad, (请一位学生) Ss: What are you doing? S1: I am cooking meat with potatoes. T：So nice! Who likes meat？Ss: Me!

T: And me. Meat is very delicious, but in a healthy diet, we should eat more vegetables and less meat every day.

T: By the way. Dad is cooking the meat. Does Liu Tao want to eat the meat? S: Yes.

T: How do you know?

T: Let’s listen to Liu Tao. That smells nice.

T: This is the meat. Let’s smell the meat together. Smell (表情+动作) sm ell--smell Ss: Smell

T: How is the meat, Taotao? Ss: That smells nice, Mum.

T: Very good! I am sure you will love it. T: How is the meat? S1: That smells nice. Mum.

T: Well done. The meat smells nice, Taotao. Come and have a look! S: Great! I can’t wait. Dad.

T: Wow! You read very well. Who can read better? Don’t forget your body language?

T: But you have to wait. Because it is cooking time now.

T: Boys and girls, this is the picure1 , the cooking time. Can you read? When we meet the stress, Please read clearly and loudly. (学生跟读

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cooking time)

T: As we know, Dad and Mum are busy in the kitchen. Mum is … Dad is…(贴板书)

分步阅读——Drinking time

T: But Liu Tao is very hungry! He is looking for the apple juice in the fridge. How does he ask?

S: Mum, is there any apple juice in the fridge?

T: Now let’s read in roles. Boys are Liu Tao. Girls are Mum. T: 板书第二板块 分步阅读——Eating time

T: After drinking the juice. What is Liu Tao doing now? Let’s go on reading. （图）

S1: He’s eating the meat/dinner.

T: Yes. So dinner is ready. Liu Tao is eating the meat. （领读ready） T: Does Liu Tao like the meat? What does he say?

S1: It’s nice, Dad. T: Thank you. Taotao. I am very happy to hear that. S: I love it. T: Oh, thank you! You are so cute. T: Taotao says:

Liu Tao: It’s yummy, I love it! You ‘re a great cook!

T: yummy means nice. Love means like very much. (领读加动作) T: Who can read clearly and loudly. Don’t forget your body language. S: It’s yummy, I love it! You ‘re a great cook!

T: Excellent! You really love the meat. Who can read better? S: It’s yummy, I love it! You ‘re a great cook!

T: What about the tomato soup? Can you make the dialogue with your partner? Discuss and share.

S1: How is my soup?/How about my soup?

S2: It’s yummy, Mum. I love it too! You are great cook! S1: You really did a very good job.

T: Wow! How nice! Listen to the dialogue, please. T: How is my soup, Taotao?

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S: It’s nice, Mum. I love it too!

T: I like Taotao very much. Because he is a very good boy. He praises Dad and Mum. Boys and girls. We can learn from Taotao. When you eat the delicious food, don’t forget to praise and say thank you. T: At the eating time, they enjoy a lot. The meat is yummy and the soup is nice. （第三板块的板书） (3)Reading time

T: What a nice dinner! Next, it’s your reading time! Let’s read in roles. Work in four, choose one to practice and act out the story. Pay more attention to the intonation and body language. (4)Question time

T: Good job. You can read very well. But, do you know the story well? Can you ask some questions about this story?

Ss: When is it now? Who are in the kitchen? What are they doing now? What is Mum/Dad doing in Picuter1? What is Liu Tao looking for in P2?

Who is eating the meat in p3? Does Liu Tao like the meat? T: Liu Tao like the meat very much. What does he say to his parents? Do you often say thank you to your parents? Can you waste the food? (5)Acting time

T: Now it’s your show time. Can you act this dialogue. (三) Homework：

1. Read and try to act out the story; 2. Finish the work on p60. 七、板书设计：

Unit6 In the kitchen

Cooking time wash vegetables.

cook meat with potatoes 教学反思：

Waiting time Look for orange juice

Eating time meat: yummy soup: nice

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

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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。 “师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。《说文解字》中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于《史记》，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。一、激趣 Unit6这单元教学的内容非常生活化, 所学的新单词都是学生感兴趣的食品类。因此我在导入环节设计了以歌曲跟唱，学生在朗朗上口的蔬菜歌曲中学习了本课生词tomatoes和potatoes。在导入后，我很自然的用贴近生活的问句 “Do your parents cook vegetables for you ? Where do they cook them?”引出了本课话题《 In the kitchen》。 单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。二、设境

要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听

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的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。 语言必须在交际中掌握，所以教师在课堂教学的过程中，要努力创设说的环境和机会，使学生在老师的指导下，通过干支、体验、实践、参与和合作等方式实现任务目标，感受成功，从而促进语言实际运用能力的提高，让学生掌握“活生生的有效语言”。本课教学环节设计始终以学生为中心，让学生提问，让学生自学寻找答案，让学生自编对话，充分发挥学生的“自由”度，让学生把所学句型运用到生活中去，真正地做到了学以致用。

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。但本节课时间分配上仍有遗憾，情感教育部分可适当减少分量，留给学生充分表演的时间！

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