译林英语五年级下册Unit 6 In the kitchen单元教案5课时

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译林版小学五年级英语下册教案Unit 6 In the kitchen_教案3

译林版小学五年级英语下册教案Unit 6 In the kitchen_教案3

Unit 6 In the kitchenPeriod 3【教学目标】1.了解各国进食工具的文化差异。

2.能够听懂、会说、会读卡通故事中出现的词汇:angry, spot, catch, drive...away。

3.能够流利地朗读卡通部分。

4.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。

【教学准备】学具:教学光盘、课件、图片【教学过程】Step1 GreetingT: Nice to see you, boys and girls.Step2: Warm up1.Do and say (to revise some verbs)T: do some actions: cooking /washing/dancing/eating...2.Say a chantCooking, cooking, I am cooking.Washing, washing, he is washing.Drinking, drinking, she is drinking.Eating, eating, we are eating.Cleaning, cleaning, they are cleaning.3.Look and guess(PPT呈现人物和遮挡的动作图片)T: Look at the pictures, try to guess using the following sentence structures:Is he/she…?Yes, he/she is.Are they…?Yes, they are. /No, they aren’t.Step3 Cartoon time.1.Reviewa.Look and answer(unit5 cartoon time 局部图)What are they doing?b.Recite and act(呈现Unit5 cartoon time 图片)2.Look and say: PPT 呈现图片T: How is bobby? There are a lot of pests and ladybirdsNice to see you, too, Mr. Wang教师做动作,学生猜词,说句Students do the actions and say the chant.看图猜测S1: Is he cleaning the table?T: No, he isn’t. Try again.S1: Is she cooking dinner?T: Yes, she is.S2: Are they cleaning the car?T: Yes, they are.Pests are eating grapes…根据图片提示背cartoon timeSs: Bobby is angry教师活动内容方式学生活动内容方式备注In Bobby’s garden now. Who come to help Bobby? Let’s watch and answer 3.Watch and answer:Who come to help Bobby?Can Sam help Bobby?What’s in Sam’s hand?4.Read and find:。

五年级下册unit6 in the kitchen 教学设计

五年级下册unit6 in the kitchen 教学设计
8.学生听录音跟读、分角色朗读对话、关注语音、语调、节奏等。
教师观察学生能否参与互动交流进行大胆地猜测,给予鼓励与评价。
教师观察学生是否能在听、看的过程中获取信息的情况,给予一定的指导与反馈。
教师观察学生完成表格情况,根据学生表现给予指导与反馈。
教师观察学生讨论的情况,给予一定的提示与指导。
教师观察学生完成情况,给予指导与反馈。
设计意图:本阶段学习活动引导学生在归纳和整理核心语言的基础上,通过角色扮演使每位学生能深入角色,运用语言理解意义。程度较好的学生还可以尝试使用连续话语介绍对话中人物在厨房里所做的事情以及表达对食物的喜爱。从学习理解过渡到应用实践,为后面的真实表达做好了准备。
3.讨论刘涛晚饭过后正在做什么?并说出理由。
教师观察学生运用所学语言交流的情况,给予鼓励与评价。
教师观察学生运用所学语言进行写作的情况,给予鼓励与评价。
设计意图:本阶段学习活动旨在帮助学生在迁移的语境中,创造性地运用所学语言,交流刘涛晚饭过后正在做的事情,学生从课本走向现实生活,在阐述晚饭后刘涛正在做的事情时,正是学生平时的一个写照,同时升华了主题:让学生能为辛劳的父母做一些力所能及的家务活。在学生交流过程中,发展学生的语用能力,初步形成对家务劳动意义和价值的理解。
教师观察学生讨论的
情况,给予鼓励与评价。
教师根据不同能力水平学生朗读对话的情况,给予指导与鼓励。
设计意图:本阶段的学习活动旨在帮助学生在语境中理解对话内容,学习对话中的核心语言。学生在教师的指导下,通过看图、观看动画视频、以及交流讨论,从大意到细节逐步理解对话内容:对话中人物正在厨房里所做的事情,以及餐桌上他们是如何谈论食物的?并通过两个小讨论,1.讨论你喜欢吃肉还是蔬菜?旨在帮助学生了解平时的饮食中营养要均衡。2.讨论刘涛的父母一天工作很累,但却很开心,让学生了解到刘涛一家平淡幸福的和谐生活,体会到家庭的温馨和甜蜜。最后,通过跟读和分角色朗读对话。进一步理解对话内容,内化语言,为语言的输出奠定基础。

五级英语下册-Unit-In-the-Kitchen教案-牛津译林版讲义

五级英语下册-Unit-In-the-Kitchen教案-牛津译林版讲义
4 以ie结尾的动词,把ie改为y ,再加ing
die---dying lie---lying
三、现在进行时的用法
(1)用来表示说话时正在进行或者发生的动作,例如:
Mother is cooking in the kitchen.妈妈在厨房里煮饭。
What are you looking at? 你在看什么?
3 以重读闭音节(重读闭音节即两个辅音中间夹一个元音并且重读的音节)结尾,呈现 “辅,元,辅”结构的动词,双写末尾的辅音字母,再加ing
stop---stopping sit---sitting run---running forget---forgetting begin---beginning这类词还有:bigin,cut, get,hit, run, set, sit, spit, stop, swim, beg, drop, fit, nod, dig,forget, regret, rid, 等。
lie________
二.按要求改写句子
1. The boy is playing basketball.
否定句:____________________________
一般疑问句:_________________________
肯ቤተ መጻሕፍቲ ባይዱ回答:______________________否定回答:______________________
定义:表示现在或现阶段正在进行或发生的动作或存在的状态。
构成:由be(am/is/are)+动词-ing形式构成
标志性词语:
1.现在进行时.通常用“now”.
eg: I am doing my homework now.
2.现在进行时.通常用“look”.

五年级下册英语教案Unit6 In the kitchen Fun time 译林版(三起)

五年级下册英语教案Unit6 In the kitchen Fun time 译林版(三起)

Unit 6 In the kitchen Cartoon time(教案)译林版(三起)-五年级英语下【教学内容】Cartoon time【教学目标】知识目标:(1)能会听,会说,会读单词和词组angry, spot, catch, drive…away.(2)能正确理解、朗读并表演Cartoon time对话。

2.能力目标:能正确理解、朗读并表演Cartoon time对话。

3.情感目标:引导学生学会互帮互助。

【教学重点】(1)掌握三会单词和短语:angry, spot, catch, drive…away.(2)能复述或表演Bobby的花园中发生的事情。

【教学难点】能正确复述Bobby和Sam在花园中的对话并分清两类瓢虫。

【教学方法】1.任务型教学法:学生在完成任务的过程中,提高了综合语言运用能力。

2.多媒体辅助教学法:设计新颖,化解了教学难点,提高了学生学习积极性。

【教具准备】多媒体课件、图片、卡片。

【教学过程】Step1.Warm-up1.Greetings2.Free talkStep2 Presentation1. 游戏规则:看到出现的图片或句子,快速且大声地读出来,看谁读的又快又准噢!2.Let’s review呈现前一单元Cartoon time对话并复习3.Watch and answer看视频动画并回答问题:Who comes help Bobby?Answer: Sam.呈现第一幅图图片和对话内容并新授There are a lot of pests and ladybirds in Bobby’s garden now.Sam comes to help Bobby.Sam: Look, Bobby. Here are some ladybirds. They can help you.4.Read and answerWhat is on Sam’s hand?Two ladybirds.5. 呈现两幅图并提问:What can you find?How many spots does this ladybird have?Teach: spotseven spotsHow many spots does this ladybird have?ten spots6.Know more七星瓢虫,为益虫,可捕食害虫,大大减轻树木、瓜果及各种农作物遭受害虫的损害,被人们称为“活农药”。

新译林五下Unit6 In the kitchen(fun time and grammar time)教案

新译林五下Unit6 In the kitchen(fun time and grammar time)教案

新译林五下Unit 6 In the kitchenfun 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 procedureStep 1 GreetingStep 2 Review1.Review the new wordsT: 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 time1.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。

2.呈现grammar time中的句子。

T: Let’s read one by one.3.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。

4.教师讲解变化规则和用法。

Step4 Fun time1.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。

五年级下册英语教案-Unit6 In the kitchen Checkout time |译林版(

五年级下册英语教案-Unit6 In the kitchen Checkout time |译林版(

五年级下册英语教案-Unit6 In the kitchen Checkout time |译林版(三起)教学目标1.学习并掌握本单元的生词和短语。

2.能用正确的语音、语调和语音语调来口头地介绍厨房的各种器具和调味品。

3.学会使用Let’s… 句型提出做某物的建议并且能积极地响应。

4.学习并熟练掌握本单元中“动”词和“不动”词的用法。

5.培养学生的想象力,能用简单句子来描述自己喜欢的食物和原因。

教学重点1.使用Let’s… 句型提出做某物的建议并且能积极地响应。

2.掌握本单元的生词和短语。

3.学习并熟练掌握本单元中“动”词和“不动”词的用法。

教学难点1.能用正确的语音、语调和语音语调来口头地介绍厨房的各种器具和调味品。

2.学习并熟练掌握本单元中“动”词和“不动”词的用法。

教学准备1.课本、录音机。

2.食品、调味品、厨具等相关物品。

教学过程Step 1 Revision教师可以复习上一节课学习的内容,例如学习动物名称、部位或颜色等。

可使用以下方式进行复习:1.让学生快速朗读单词;2.学生听到哪个单词就举手并重复单词;3.录音带应播放前几次练习的单词(但是声音应该更快)。

Step 2 Presentation1.在教学语音时,教师应该引导学生重复,提高学生的模仿能力以达到掌握发音的目的。

2.对于所有的内容:词汇表、短语、句型等,教师应当举例说明,帮助学生理解。

Step 3 Practice1.学生应进行角色扮演,以达到掌握新单词和短语的目的。

例如,教师可以让学生扮演家庭中的不同角色(如母亲、父亲、孩子、祖父母)等,学生需要互相交流怎么做出一道美味的菜,并且注意谈论使用的各种器具和调味品。

2.可以将学生分成小组,在给定时间内练习学过的句子,然后课堂上展示自己的成果。

Step 4 Consolidation1.奖励那些表现好的学生;2.教师应对本节课学习的重要内容进行总结。

例如,“我们学习了什么?”、“我们要如何做出美味的菜?”,“你最喜欢的食物是什么?”等。

Unit 6 In the kitchen 教学设计-五年级英语下册同步备课 译林版(三起)

Unit 6 In the kitchen 教学设计-五年级英语下册同步备课 译林版(三起)

Unit 6 In the kitchen 教学设计-五年级英语下册同步备课译林版(三起)本篇文档将介绍针对五年级英语下册同步备课(译林版三起)的Unit 6 In the kitchen教学设计。

该教学设计涵盖学生听、说、读、写四个方面,旨在培养学生的英语实际应用能力。

教学目标知识目标•学习单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等•学会听懂和说kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等单词•学习单词的正确拼写和书写技能目标•能够听懂并正确使用单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等•能够进行简单的英语口语交流,如介绍自己家中的厨房设备等•能够在日常生活中运用所学单词和句子情感态度目标•能够在课外自主学习英语,通过实际应用提高学习兴趣和动力•增强英语学习信心,提高英语语言应用能力教学重点•学习单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等•能够听懂并正确使用单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等教学难点•能够进行简单的英语口语交流,如介绍自己家中的厨房设备等教学过程导入(5分钟)1.通过展示图片来激发学生学习英语的兴趣2.用英语来提问学生,如What is this?(这是什么?)用英语回答The fridge.(这是冰箱。

)学习(30分钟)单词学习1.上课前教师事先准备好单词卡片和录音材料2.通过播放录音来帮助学生学习单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等3.要求学生跟随录音一起朗读单词,并单独背诵单词拼写句型学习1.引导学生说出自己家中的厨房设备有哪些,如What’s in your kitchen? (你家的厨房里有什么?)学生回答可能包括There is a fridge, a stove, an oven, a sink, a table, chairs, a cupboard, dishes and plates.(有冰箱,炉子,烤箱,洗碗槽,桌子,椅子,橱柜,餐具和盘子。

译林版英语五年级下册《Unit6Inthekitchen》教案

译林版英语五年级下册《Unit6Inthekitchen》教案

译林版英语五年级下册《Unit6Inthekitchen》教案教材版本本教案适用于译林版英语五年级下册《Unit6Inthekitchen》。

教学目标本课程将学生引入厨房话题,通过听、说、读、写等多种教学方式,让学生掌握以下内容:1.学生能够听懂和会说本单元出现的生词和短语,如:chop、grill、frying pan、cutting board、peppper、salt、etc;2.学生能够掌握本单元的句型,如:What are youdoing?/What’s he/she doing?/What are they doing?;3.学生能够通过小组合作活动,提高其团队合作能力和语言表达能力,共同完成有关厨房用品和烹饪方法的任务;4.学生能够通过练习,提高其英语阅读和写作能力。

教学重难点1.教学重点:生词、短语及句型的学习和练习。

2.教学难点:学生对一些烹饪方法和食物类别的理解,如炒、煮、烤、馅饼等。

教学内容1. Warming up通过展示食物和厨房用品图片,激发学生对教学主题的兴趣,引导学生谈论以下问题:•What food do you like to eat?•What do you like to do in the kitchen?•What kitchen appliances do you know?2. Listening and Speaking•Step 1: Listen to the conversation between Sarah and Ann播放录音,让学生跟着录音听,然后让学生回答一些与录音相关的问题,如:Q1: What is Sarah doing now? A1: She’s chopping vegetables.Q2: What does Ann want to do? A2: She wants to make a pizza.•Step 2: Pr Work现在,让学生两两分组,进行一些情景对话练习。

译林五年级下册U6教案

译林五年级下册U6教案
本教案针对译林五年级下册U6单元,主题为In the kitchen Story time。教学目标包括让学生掌握食物词汇如meat, potatoes, tomatoes, vegetables, look for, love,并学会使用现…? 同时,希望学生能通过课程内容意识到应该感激父母的烹饪。教案中详细规划了教学步骤,从热身活动开始,通过歌曲吸引学生兴趣,并渗透相关词汇。在呈现环节,教师引导学生观看图片,谈论不同的食物,拓展思维。阅读过程中,学生通过看图预测、听读故事、完成表格等活动,深入理解课文内容,并感受现在进行时的用法。巩固环节则包括角色扮演、读写练习等,以加强学生对知识点的掌握。整个教案注重培养学生的语言运用能力和感恩意识。

Unit6Inthekitchen(教案)译林版英语五年级下册

Unit6Inthekitchen(教案)译林版英语五年级下册
T:Can you divide the food with different table wares.
Ss work in pairs.
A/B: I’m … . I eat with … .
Ss discuss in pairs.
A/B: I eat with … .
Ss: chopsticks/ knife and fork/both
3.告诉你的父母和朋友关于中西餐具的区别。收集更多的餐桌礼仪。
板书设计:
Unit 6In the kitchen
… eat with chopsticks. qu /kw/
… eat with a knife and fork.
课后反思:
Learn: catch, drive away 6.order the mood of Bobby
创设用餐后吃水果的情境,回顾U5的Cartoon time,为本节课故事的延续作铺垫。
通过看动画回答问题,学习本课卡通的细节,并让学生想象好的瓢虫会对Bobby和坏瓢虫说些什么,为后期表演做铺垫。
指导学生揣摩Bobby的不同语
S: Sam’s ladybirds.
S: The good ladybird has seven stops. The bad ones have ten spots.
4.Ss work in four.
To Bobby : Don’t worry! …
To bad ladybirds : …
5.Read after the tape.
1.Ss look and say.
2.S: He is very sad.
Because there are so many pests and ladybirds in his garden.

译林版(三起)五年级下册英语教案Unit6 In the kitchen Story time

译林版(三起)五年级下册英语教案Unit6 In the kitchen Story time

Unit 6 In the kitchenPeriod 1一.教学内容:Story time二.教学目标:1.在情境中,能整体理解Story time的内容,并能听懂、会说、会读故事中出现的词汇:game, smell, meat, ready, vegetable, tomato, potato, yummy, look for.2.能听懂,会说,会读句型:Are you ...ing ...? Yes, I am./ No, I’m not. How’s ...?It’s yummy/nice....3.能在理解故事的基础上流利并有感情的朗读,并能选择一幅图进行表演。

4.能根据板书复述故事。

5.能从故事中感受父母对孩子的爱,并学习帮助父母做些简单的家务。

三.教学重点:1. 能听懂、会说、会读文中的词汇及句型。

2. 能以正确的语音语调朗读课文并正确的理解课文。

四.教学难点:1. 能在理解的基础上,正确运用现在进行时对课文进行复述。

2. 能体会文中的情感,学会主动帮父母做家务。

五.教学准备:PPT, 板书,表演道具六.教学过程:Step1 Warming up1.Sing a song: What are you doing?2.Play a game: Act and answer.Ss: What, what, what are you doing?S1: ...ing, ...ing, I’m ...ing ....Step2 Lead in1. Look and guessT: What are we doing now?S: We are having an English class.T: What about Liu Tao and his parents? What are they doing?Look, this is Mrs Liu. She is at home. What is she doing at home?We can guess like this: Mrs Liu, are you ...ing ...?Teach: Are you ...ing ...? (板书)S1: Mrs Liu, are you watching TV?Mrs Liu: No, I’m not.Teach: No, I’m not. (板书)S2: Are you washing clothes?Mrs Liu: Yes, I am.Teach: Yes, I am.(板书)同理问答Mr Liu, Liu Tao.Step3 Story time1. Reveal the titleT: Look, they are together now. Where are they? Can you guess?S: They are in the kitchen.Reveal the title: Unit 6 In the kitchen (板书)2. Watch and chooseT: What are they doing in the kitchen? Here are several sentences to choose.Let’s read first.Teach: a football game, look forWatch the cartoon and choose.Cooking dinner, Looking for things, Having dinner (板书)3.(picture1)Listen and underlineT: Listen, the clock is ringing. It’s six o’clock in the evening.What is Mrs Liu doing? What is Mr Liu doing? Let’s listen and underline.S: Mrs Liu is washing some vegetables.Teach: vegetableT: Now, you are Mrs Liu. What are you doing?S: I’m washing some vegetables.T: Why are you washing vegetables?S: Because I want to cook some tomato soup.Teach: a tomato, tomatoes, tomato soup, eggs with tomatoes. T: So Mrs Liu is washing some vegetables. (板书)Because she wants to cook some tomato soup.What about Mr Liu?S: He is cooking meat with potatoes.Teach: a potato, potatoes, meat, meat with potatoes.T: So Mr Liu is cooking meat with potatoes. (板书)T: I have another question. Does Liu Tao like eating meat? How do you know?S: Great! I can’t wait, Dad!指导朗读:Liu Tao is excited.T: What else does Liu Tao say?S: That smells nice, Mum. Are you cooking meat?Teach: smell (small)T: He thinks the meat smells nice.So these two sentences can also show Liu Tao likes eatingmeat.指导朗读:Liu Tao is full of expectation. 加上闻的动作4.Read pic1 after the tapeRead together5.(picture2)Listen and answerT: Mr and Mrs Liu are cooking dinner. What about Liu Tao? Is he cooking dinner?S: No, he is looking for things.T: What is he looking for? What does he find? Let’s listen. S: He is looking for some apple juice. He finds some orange juice.A learning tip: look for 意为寻找,强调过程;find 意为找到,强调结果。

最新译林小学英语五年级下册Unit6 In the kitchen(5课时)全套教学设计

最新译林小学英语五年级下册Unit6 In the kitchen(5课时)全套教学设计

Unit6 In the kitchen(5课时)一、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 (I)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。

二、重点难点:能正确理解并朗读课文,在教师的帮助下尝试复述课文。

第一课时(Story time)一、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 (I)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。

二、重点难点:能正确理解并朗读课文,在教师的帮助下尝试复述课文。

三、教具准备:多媒体课件板书四、教学过程:Step1:GreetingsStep2: Pre-reading1. 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 talkingRules: Work in group of 6. Each student says one wordabout food or drinks one by one. No repeating. Time:30 seconds.Step3: While-reading1. Show the pictures of unit 6T:Here come Liu Tao and his parents, where are they?SS: In the kitchenT: Bingo! They are in the kitchen.(show the title, students read together.)2. Skimming. Ask the students to skim the passage and circle some difficult words and sentences.Teach the words: meat, potatoes, tomatoes, vegetables.3. Scanning. Ss scan the text again and find out what food and drinks are mentioned.4. T: What else do you want to know?Ss ask questions .Who’s cooking meat?Who’s washing vegetables?What’s Liu Tao looking fo r in the fridge?Does Liu Tao like the meat?Let’s read after the tape.5. T: I have a question: How much should we eat? Watcha funny cartoon .网上找的关于吃的动画。

2024年五年级英语下册Unit6Inthekitchen第5课时教案译林牛津版

2024年五年级英语下册Unit6Inthekitchen第5课时教案译林牛津版
-设计一个“厨房小助手”游戏,让学生在游戏中运用所学词汇和句型,提高口语表达能力。
-学生分为两人一组,进行角色扮演,一方扮演厨师,另一方扮演厨房小助手,完成一系列烹饪任务。
5.课堂总结与拓展(5分钟)
-教师简要总结本课时的重点内容,强调词汇和句型的正确运用。
-布置课后作业:要求学生结合本课时所学,编写一个小对话,描述自己在家帮父母做菜的过程。
2.例题二:
-题目:Use the words "boil", "stir", and "taste" to talk about how to cook noodles.
-答案:To cook noodles, you need to boil some water in a pot. Once the water is boiling, add the noodles and stir them gently with a pair of chopsticks or a spoon. Let them cook for about 3-5 minutes, and then taste a piece to check if they are soft and ready to eat.
4.例题四:
-题目:Describe the process of making a pizza in the kitchen.
-答案:To make a pizza, you start by rolling out the dough on a floured surface. Then, spread some tomato sauce on the dough and add your favorite toppings like cheese, pepperoni, and mushrooms. Next, you can sprinkle some extra cheese on top. Finally, bake the pizza in a hot oven until the crust is golden and the cheese is melted and bubbly.

牛津译林版-英语-五下-译林版五下Unit 6 In the kitchen 第5课时 教案

牛津译林版-英语-五下-译林版五下Unit 6 In the kitchen 第5课时 教案
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.
Step 4 Sound time
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?
课题
Unit 6 In the kitchen
Ticking time(review)
课型
新授型
共6课时第5课时
总课时37
学习
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。
重点
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。
T: Are you dancing?
Ss: No, we areБайду номын сангаас’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。

五年级下册英语教案-Unit6 In the kitchen Fun time |译林版(三起)

五年级下册英语教案-Unit6 In the kitchen Fun time |译林版(三起)

5下Unit 6 In the kitchenPeriod 2 Being a good helper!教学目标1.通过游戏导入、互动问答,学生能够找寻语言规律,并在情境中用“Yes/No”questions进行交流。

2.通过情境对话练习,学生能够正确使用There be 句型。

3.通过参与本课设计的送爱心活动体验,学生能够提升帮助他人的意识。

教学重、难点:1.通过游戏导入、互动问答,学生能够找寻语言规律,并在情境中用“Yes/No”questions进行交流。

2.通过情境对话练习,学生能够正确使用There be 句型。

教学过程Step1. Daily talkHow are you today?Ss: I’m…What housework can you do?Ss: I can…Do you usually help your parents?Ss: Yes. /No.(设计意图:主题谈话,以此唤醒学生脑海里积累的动词词组,为本课话题展开做好铺垫。

)Step2. A guessing gameT: What am I doing?Ss try to say:You are running.You are swimming.You are dancing.You are drawing.T: What am I drawing?Ss try to ask:Are you drawing meat?Are you drawing a tomato?Are you drawing a potato?T: Yes, you are so clever! (顺手多画几个)Look! There is some meat. There are some tomatoes. There are some potatoes.(设计意图:学生在游戏中初探本课话题和语言,并自主地从中找到语言规则。

) Step3. Review the story:T:(指黑板上的三样菜)What can we cook with them? Look, I can cook meat soup. What do you think?Ss try to answer:We can cook tomato soup/potato soup/meat with potatoes/tomatoes with eggs…T: Good idea! (ppt) We can cook meat with potatoes and tomato soup.In Liu Tao’s family, who can cook meat with potatoes?Ss: Liu Tao’s father.T: Yes, Mr Liu can cook meat with potatoes. Then who can tomato soup? Ss: Mrs Liu.T: Great! Are they good cooks?Ss: Yes!T: Let’s review the story together.Look at the pictures. Do you remember the first picture?Ss: Picture BT: Good! This is the right order. Now I want you to ask questions according to the pictures. See, I can ask a question: What is she doing? Please talk with your partner.(pair work)Ss try to ask:Who…?/What is…?/How many…in the fridge?/Is…?T: I like your question. Who can answer?T: You are so smart! You can ask and answer questions!Asking questions can make you smart!(设计意图:通常我们的复习总是局限在一张张表格或者许多问题里,我们为什么不可以让孩子自己提出问题呢?让孩子发问正好契合了本节课学习疑问句的主题,同时开放式的发问正是需要他们对课文的理解,间接起到了复习的作用,更好得培养他们的英语思维。

译林版(三起)五年级英语下册教案Unit 6 In the kitchen教案

译林版(三起)五年级英语下册教案Unit 6 In the kitchen教案

Unit 6 In the kitchen教学设计1一、教学目标知识目标1.学生能听懂.会说单词drinking, eating, talking, playing.2.学生听懂并且会在实际情景灵活运用句型What’s she/he doing? ,She/He is…能力目标1.培养学生听说读的基本能力.2.培养学生运用英语的语言能力,发散思维能力和知识迁移能力.情感目标1.激发学生的学习兴趣,帮助他们养成良好的学习习惯。

2.培养学生的合作精神和竞争意识,二、教学重点和难点1.能听、认、读单词drinking, eating, talking, playing.2.能用句型“what’s she/he doing ?”询问他人正在做什么,并能用“she/he is…”回答他人正在做的事情。

3.单词drinking的发音三、教具准备:课件、单词卡片、相关图片、录音机、录音带。

四、教学过程:Step1: Warm upT: Boys and girls, let’s do an activity, ok?Ss: Ok.T: Now, I say you do.教师发指令,学生根据指令做动作:Listen to music, read a book, write a letter, play football, talk to you, do homework.T: Now, please look at me.(放录音听音乐)Ss: You are listening to music.T: Yes, I’m listening to music. Do you like listening to music?Ss: Yes.T: let’s sing song” I’m listening to music.”师生齐唱歌曲。

Step 2. 呈现单词T: Boys and girls, now please look at me ,(师做看书的动作)What am I doing?Ss: You are reading.老师依次做动作,学生猜答,复习单词reading, listening ,writing, playing, watching.T:(做喝水动作)What am I doing?Ss:喝水.T: Yes, I’m drinkin g.(出示单词卡片)Please look at the picture, read after me :drinking.学生分组读,分男女生读,开火车读,指名读.同法教单词eating, playing ,talking.Step3. 操练巩固单词T: Now, let’s play a game, ok?Ss: Ok.T: Ok, I say you do.老师发指令,学生依次做动作:Drinking, eating, talking, and playing.T发出drinking的指令后)What are you doing ?Ss: Drinking.(边做动作边回答)同法操练单词eating, talking, playing.Step4.呈现句型1.逐一出示drinking ,eating, talking, playing的图片并提问。

五年级下册英语教案-Unit6 In the kitchen Fun time |译林版(三起)

五年级下册英语教案-Unit6 In the kitchen Fun time |译林版(三起)

五年级下册英语教案-Unit6 In the kitchen Fun time |译林版(三起)一、教学目标1. 知识与技能:(1)学生能够理解并正确运用本课的重点词汇:kitchen, cook, soup, noodles, rice, delicious等;(2)学生能够理解并正确运用本课的重点句型:“What are you doing? I'm cooking/ making...”;(3)学生能够听懂、会说、会读本课的Fun time部分对话;2. 过程与方法:(1)通过情境创设,让学生在真实语境中学习英语,提高学生的英语实际运用能力;(2)通过角色扮演、小组合作等形式,培养学生的合作意识、团队精神和表演能力;(3)通过任务型教学,让学生在实际操作中掌握英语知识,提高学生的自主学习能力;3. 情感态度价值观:(1)培养学生对英语学习的兴趣和自信心;(2)培养学生的家庭观念和责任感;(3)培养学生的团队合作精神和社会交往能力。

二、教学内容1. 词汇:kitchen, cook, soup, noodles, rice, delicious等;2. 句型:“What are you doing? I'm cooking/ making...”;3. Fun time部分对话。

三、教学重点与难点1. 教学重点:(1)掌握本课的重点词汇和句型;(2)能够熟练运用本课的重点句型进行对话;(3)能够听懂、会说、会读本课的Fun time部分对话。

2. 教学难点:(1)正确运用本课的重点词汇和句型进行实际交流;(2)理解并运用Fun time部分对话。

四、教具与学具准备1. 教具:PPT、录音机、磁带、图片等;2. 学具:课本、练习册、笔、纸等。

五、教学过程1. 热身(1)播放英文歌曲,营造英语氛围;(2)引导学生谈论自己的家庭生活,引出本课主题。

2. 新课导入(1)展示图片,引导学生学习本课的重点词汇;(2)通过PPT展示句型,引导学生学习本课的重点句型;(3)播放录音,让学生跟读并模仿。

译林版(三起五年级下册英语Unit6 In the kitchen 教案

译林版(三起五年级下册英语Unit6 In the kitchen 教案

Unit6 In the kitchen教案(jiào àn)教学目标: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;3.学生会用“How is/are ...?”提问味道如何;4.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。

牛津译林版五年级英语下册Unit 6 In the kitchen 教案2

牛津译林版五年级英语下册Unit 6 In the kitchen 教案2

Unit 6 In the kitchen教案2一、教学目标1. 能听懂,会读,会说,会写厨房用具单词:如bowl, chopsticks, spoon, fork, knife, plate, pan, spatula2. 能熟悉其他厨房用具,如:gas stove, electric rice cooker, boiler, tap, sink.3. 能掌握现在进行时的一般疑问句和肯定及否定回答。

Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …4. 掌握名词的单复数变化规则。

二、教学重难点1. 能掌握现在进行时的一般疑问句和肯定及否定回答。

Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …2. 掌握名词的单复数变化规则。

三、课前准备1. 各种餐具及厨房的图片。

2. 单词卡片。

3. 课文录音。

四、教学过程Step 1 warming upBrain storming1. 教师展示厨房的照片,让学生找找看有哪些餐具和食物。

以引出话题。

2. 教师教学生各种餐具的英文表达。

如教师展示餐盘图片,并说出It’s a plant.以次类推教会学生其他餐具的表达。

3. 教师展示厨房的照片,六个学生一组,每个学生说出一种食物或餐具,不能重复。

4. 请一个学生随机抽取一张写着餐具的卡片,然后该生要用语言来描述该餐具,让其他学生来猜。

Step 2 learn sentences1.教师介绍基本句型:Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …2. 教师分别展示图片,让学生做看图对话练习。

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Unit 6 In the kitchen单元教材分析: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。

单元教学目标: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)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: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。

教学过程:Step1 GreetingStep 2 Pre-reading1. 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 talkingRules: 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-reading1.ssow the pictures of unit 6T:here come Liu Tao and his parents, where are they?SS: In the kitchenT: 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?Who‟s w ashing 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-reading1.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: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。

教学过程:Step 1 GreetingStep 2 Review1. Review the new wordsT: 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 pa rents 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 time1. 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。

2. 呈现grammar time中的句子。

T: Let‟s read one by one.3. 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。

4. 教师讲解变化规则和用法。

Step4 Fun time1. 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。

Homework1. 抄写grammar句子2遍。

板书设计: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教学过程:Step 1 GreetingStep 2 Presentation1. Watch a cartoonT: Do you remember the cartoon?(unit 5 ) Let‟s watch again.Ss watch the cartoonT : Does bobby like the pests or ladybirds?Ss : No!2. Watch another cartoonT : 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 tapeStep 3 consolidation1.Happy reading2.Act the cartoonStep 4 discussionWhat are friends?What is true friendship?板书设计: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。

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