5b unit6 in the kitchen教学反思

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译林英语五下unit6教案

例:--- How are the hamburgers? 这些汉堡怎么样? ---They are delicious. 很美味。
8. I love it! 我喜欢它! 【句型结构】I love+某人/物【重点解析】love 意为“喜欢，喜爱”，在语气上比 like(喜欢)的程度要强烈，相当于“like…very much”。
重点单词短语回顾
一、单词 1. 运动，比赛____________ 4.蔬菜___________________
2.闻起来_____________________ 5.西红柿_______________________
3.肉_________________ 6.马铃薯_______________
6．The meat _______ potatoes _______ nice. (
)
A．on; look 【答案】B
B．with; looks
C．with; look
7．Listen! The bird _______ in the tree. ( )
A．sing 【答案】B
B．is singing
There is no one here 这里一个人也没有。 ●一般疑问句 “Be there+某人/某物(+地点)?”表示“(某处)有……吗?”。例：Is there a table in the room?房间里有来子吗?
Are there any girls in the classroom?教室里有女孩儿吗？
7.准备好________________
8.好吃的____________________
9.喜爱_________________

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。

五年级英语下册Unit 6 In the kitchen第三课时学案

实用精品文献资料分享五年级英语下册Unit 6 In the kitchen第三课时学案五年级英语下册Unit 6 In the kitchen第三课时学案教学目标： 1. 通过游戏操练和运用现在进行时的特殊疑问句和一般疑问句进行问答。

2. 能听懂、会说、准确地发字母组合qu在单词中的读音/kw/ 3. 了解东西方文化中餐具的差别。

4. 学会在游戏操练和运用英语，有积极主动运用英语的意识。

5. 能听懂、会说、会读 1）词汇：win, yeah 2) 句子： You win! Yeah! 教学准备：多媒体、教学光盘教学过程： A. Warming up 1. Greetings 2. Free talk B. Revision 1. 出示目标词汇卡片，学生认读并造句 2. 播放Story time动画画面，学生给画面配音，表演对话 C. Sound time 1. 呈现本部分画面，示范朗读单词queen, quick, quiet, quite, 引导学生总结字母组合qu在这几个单词中的读音/kw/ 2. 播放动画，学生边欣赏边跟读单词和歌谣，体会单词的读音和歌谣的韵律。

3. 歌谣朗读比赛 4. 试读：quarter, question, quack, queue, quit, quiz D. Culture time 1.呈现本部分画面，引导学生观察图片，理解图意。

2. 领读并引导学生理解句子： I eat with chopsticks. I eat with a knife and fork. 3. 简介人类进食的主要工具：筷子、刀叉和手指 E. Fun time 1. 引导学生阅读教材P91的Learning tip, 学会在游戏主动操练和运用英语 2. 呈现本部分画面，引导学生阅读范例，理解活动内容和步骤。

学习 1）词汇：win, yeah 2) 句子：You win! Yeah! 3. 播放本部分课件，引导学生进行活动问答 4. 学生三人一组，利用卡片进行问答活动。

In the kitchen Fun time 教学设计及反思

In the kitchen Fun time 教学设计及反思Teaching contents 教学内容Fun timeTeaching aims and learning objectives 教学目标知识目标：1. 学生能全面理解Story time内容，在老师的引导下就课文内容进行问答、表演与复述。

2. 能听懂、会说、会读食品类词汇：bread, meat, soup, potatoes, tomatoes, vegetables。

3. 能正确使用现在进行时一般疑问句进行交流问答，完成Fun time游戏。

能力目标：1. 学会用现在进行时的一般疑问句询问对方正在做的事情。

2. 能流利地、有感情地朗读和表演课文。

情感态度目标：1. 学生能学会关爱父母，学会为父母做饭或做家务。

2. 乐于参加小组活动，快乐游戏。

Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 词汇vegetables, tomato, potato的发音、拼写与单复数。

2. 现在进行时的一般疑问句及其应答：Are you …? Yes, I am./No, I’m not. I’m…Is he/she …? Yes, he/she is./No, he/she isn’t.教学难点：正确使用现在进行时的特殊疑问句与一般疑问句进行猜测、问答与交流。

Teaching procedures 教学过程Step 1 Warm-up1. Enjoy a song: Vegetable song2. Free talk—Talk about food.(1) T: Do you like eating? I’m good at cooking. Look! What can I cook?(2) Play a game. Look and say the different names of food.(3) I can cook nice food. How about you? How about your parents? What can theycook?S: My mum/dad can cook …Step 2 Review Story time1. T: What can Liu Tao’s parents cook? (出示图)S: Liu Tao’s dad can cook meat with potatoes. His mum can cook tomato soup.(PPT出示课文图，教师提问When? Where? What?，学生回答)2. Read Story time together3. Act the story in groups4. T: Liu Tao had a great time today. Now he’s writing his diary. Let’s help him complete his diary.(学生完成书上的日记并读给同桌听)Ss finish the diary in the book and read it to their friends.Step 3 New Teaching1. T: Liu Tao’s friends Mike and Yang Ling are interested in Liu Tao’s meal. Mike hassome questions. Who can answer them? (PPT呈现问题，学生回答) T: Who’s cooking meat?S: Liu Tao’s Dad is (cooking meat).T: Who’s washing vegetables?S: Liu Tao’s Mum is (washing vegetables).T: What’s Liu Tao looking for in the fridge?S: He’s looking for some a pple juice.T: Does Liu Tao like the meat?S: Yes, he does.T: Do you have any other questions?(学生自己问答)2. T: Good! Parents are so great. They do a lot for us. What can you do for them? S: (学生自由回答)T: Liu Tao has a great idea. He and his friends are going to have a party for their parents. What should they do? (PPT呈现步骤shopping—cooking—eating ) (1) Shopping timeT: What are the children buying in the supermarket? Please guess.S: (学生自由猜测)T: (呈现答案，教学单词bread tomato vegetables meat potato，教师引导学生找到拼写和读音的规律，然后鼓励学生在朗读后尝试背诵)(2) Cooking timea. T: Now, the children are preparing for the party in the kitchen. They are sobusy. What are they doing?T: (呈现Mike图) What is Mike doing?S: Is he …?T: (展示答案) Mike is cooking a fish.(带读：Is he cooking a fish? Yes, he is.)(同样方法看图猜测Wang Bing, Su Hai 和Su Yang 在干什么)b. Say a chant.We’re busy in the kitchen.Are you cleaning the table? Yes, I am.Is he washing dishes? Yes, he is.Are they making a salad? No, they aren’t.What are they doing? They’re co oking some fish.We’re happy in the kitchen.c. Fun timeT: They look happy. Let’s join them. Here are the rules:A. Play this game in groups of four. 四人一组做游戏。

Unit6Inthekitchen单元教案

Unit6Inthekitchen单元教案第一篇：Unit 6 In the kitchen单元教案Unit 6 In the kitchen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。

教学目标：1．能听得懂、会说、会读和会拼写vegetable, tomato, potato, look for, love, bread等四会单词。

能听得懂、会说、会读 game, smell, meat, ready, yummy, angry, drive...away等词汇。

2.能得懂、会说、会读和会写句型：Are you cooking...? 及其回答Yes, I am.No, I’m not.I am washing some vegetables.How’s the meat/soup/...? It’s yummy/nice.I can’t wait!I love it.并能在具体语境灵活运用。

3.掌握可数名词复数的变化规则。

4.了解字母qu 在单词中的读音。

5.培养学生乐于助人的良好习惯。

教学重点： 1.能听得懂、会说、会读和会拼写vegetable, tomato, potato, look for, love, bread等四会单词。

能听得懂、会说、会读 game, smell, meat, ready, yummy, angry, drive...away等词汇。

新译林版5BUnit-6-In-the-kitchen知识点1

5B Unit 6 In the kitchen 总结资料一, , 词组：1. six o’clock in the evening 晚上六点钟2. come home from a football game足球赛后回到家3. cook dinner in the kitchen 在厨房里做饭4. meat smells nice 肉闻起来很美味5. cook meat 煮肉6. wash some vegetables 洗一些蔬菜7. cook some tomato soup 做番茄汤8.cook meat with potatoes 烧些土豆烧肉9. look for some juice 找寻一些果汁10. in the fridge 在冰箱里11. some orange/apple juice 一些橙汁/苹果汁12. Dinner is ready. 晚餐打算好了。

13. eat the meat 吃肉14. eat fruit 吃水果15. you win 你赢了16. the queen 女王，王后17. come through our little town 通过我们的小镇18. wear her golden crown 戴着她金色的皇冠19. eat with chopsticks 用筷子吃饭20. It’s yummy!=It’s delicious! 真美味！21. eat with a knife and fork 用刀叉吃饭22. a lot of pests and ladybirds 很多害虫和瓢虫23. in Bobby’s garden 在波比的花园里24. come to help Bobby 来扶植波比25. see two ladybirds on Sam’s hand看到萨姆手上有两只瓢虫26. catch a ladybird from the grapes从葡萄上抓到一只瓢虫27. have seven spots 有七个斑点28. how many spots 有多少个斑点29. drive the bad ladybirds and the pests away把瓢虫和害虫赶走30. help in the kitchen 在厨房帮忙二, 句型：1. That smells nice. 那个闻起来好香。

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。

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。

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

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) Listen to a songT: Do you like this song? What’s in this song?S:…Follow me! To ma to—tomato some tomato esT: What about this one? S: Potato T: po ta to—potato some potato esT: Tomatoes and potatoes are vegetables. Here are a lot of vegetables.T: How to read this word? S: tableT: But here we say table. Ve-ge-table---vegetable vegetablesT: 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 answerT: 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 enjoyT: 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.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 timeT: 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.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 potatoesT: 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--smellSs: SmellT: 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 timeT: 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 timeT: 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?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 timeT: 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 timeT: 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 timeT: 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 kitchenCooking time wash vegetables. cook meat with potatoes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。

Unit6Inthekitchen(作业设计方案)译林版英语五年级下册

译林版五年级下册英语单元作业设计教材版本：年级册次：单元名称：作者姓名：工作单位：职称职务：译林版五年级下册英语单元作业设计Unit 6 In the kitchen基础类作业1.朗诵大师。

（跟读课文的录音一遍，并自我朗读，做到语音正确，语调优美，在“钉钉”上打卡，与大家分享学习）。

（建议作业时长：3分钟）2.根据绘本，写出单词，并火眼金睛，圈出单词。

（作业时长：4分钟）3.英汉互译。

（作业时长：5分钟）（1）在晚上 _______________ （2）apple juice_______________（3）做晚餐 _______________ （4）做肉 _______________m s t o r y b o o k p e y n o t e r o o k h a d e w r i e e a l tt q p t e a a s w e a y s o u p o d b a g t t o t i c o u n t l o e u n n g e g i o m e v e g e t a b l e s sy d t o m a t o e s t_____________ _____________ __________________________ _____________ _____________25分钟☐课前☑课后基础类作业1.填写单词的复数形式（作业时长：3分钟）2. 根根根根根根根根根根根根根根根根5根根根根1根My father is cleaning the car.(根根根根根根根) ______ ______ father cleaning the car?根2根There are three tomatoes and some juice in the fridge.(根根根根根)There ______ three tomatoes ______ ______ juice in the fridge. 根3根The dog is drinking water now.(根根根根根根根) ______ ______ the dog ______ now?根4根There is some water in the glass.(根根根根根根根) ______ in the glass?3.根根根根根根根根根根根根根根根根6根根根（1）potato（2）tomato（3）egg（4）pest（5）spot（6）dishTom __________ home ___________school. He’s __________.He’s looking for some juice. His sister Helen is _________ _________ homework. Tim is ___________ some fruit and ____________TV . _________ their parents cooking dinner? No, Look! They’re _______ on the sofa and _________ books!根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根根提高类作业4.默契大考验。

Unit6Inthekitchen(单元解读)五年级英语下册(译林版三起)

UNIT 6 In the kitchen单元解读一、单元内容体现的课标理念本单元在英语核心素养的育人价值下进行，围绕单元主题“人与自我”范畴中的“生活与学习”展开教学。

1.语言能力：能听懂、会读、会说单词：meat, potatoes, tomatoes, vegetables, look for, love.能听懂、会读、会说现在进行时态的疑问句：Are you doing …、Yes, I am./No, I’m not.、How is the meat/soup/…?及正确回答。

进一步巩固并掌握故事中出现的词汇：meat with potato, tomato soup, yummy, smell nice, look for sth., vegetable, fruit，能初步分辨可数名词与不可数名词以及部分特殊名词的复数构成形式。

进一步巩固并掌握四会句型：Are you …?、Is he/she …?、There is/are …。

运用所需词汇和语言完成Checkout time。

学生能够听懂、会说、会读卡通故事中出现的词汇angry, spot, catch, drive …away。

能正确掌握qu的发音并正确朗读含有qu发音的单词并利用qu发音规则认读、听写新词。

2.文化意识：了解Culture time里的文化知识。

能了解中西方不同餐具和餐桌礼仪文化。

能主动帮助父母做家务并学会赞美他人。

了解一些动植物知识。

3.思维品质：能够从整体到局部理解故事内容。

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。

理解Grammar time内容并开展综合运用。

学生能够流利地朗读卡通部分并能在老师的帮助下简单表演卡通对话。

4.学习能力：学生能以纯正、优美的语音语调朗读故事，生动地合作表演故事。

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。

在情境中正确使用现在进行时的句型。

能够掌握并运用现在进行时的一般疑问句及其肯定和否定回答。

译林版五下Unit 6 In the kitchen单元教案

Unit 6 In the kitchen 单元总备【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。

【单元重、难点】1.听懂、会说、会读、会写句型Are yo…/ Is he/she…?及其肯定和否定回答。

2.能够掌握并运用现在进行时的一般疑问句及其肯定和否定回答。

【课时安排】4课时第1课时：Story time第2课时：Grammar time and Sound time第3课时：Cartoon time and Sound time第4课时：Culture time Checkout time and Ticking time12 Unit 6 In the kitchen 单元知识总汇【词汇】四会单词：1. vegetable 蔬菜2. tomato 西红柿，番茄3. potato 马铃薯，土豆4. look for 找，寻找5. love 喜欢，喜爱6. bread 面包三会单词：1. game 运动，比赛2. smell ，闻起来3. meat （猪、牛、羊等的）肉4. I can ’t wait. 我等不及了5. ready 准备好6. yummy 好吃的，美味的7. win 获胜，赢 8. yeah 太好了，太棒了 9. angry 生气的，愤怒的10. spot 斑，点 11. catch 抓，抓住 12. drive …away 赶走【词组】1. come home from a football game 从一场足球赛上回到家2. cook dinner in the kitchen 在厨房做饭3. smell nice 味道很好4. cook meat 煮肉5. wash vegetables 洗菜6. cook tomato soup 做番茄汤7. cook meat with potatoes 做土豆烧肉8. I can ’t wait. 我等不及了。

五下unit6Inthekitchen

（1）学生观察图片，并了解图片大意。
（2）说说自己搜集到的相关的资料。
（3）听录音跟读
Step4:Checkout.（10分钟）
补充习题相关练习
Step5:Homework（1分钟）
*朗读并表演cartoon time。
**拓展东西方文化中餐具的差别的知识。
PPT出示本课学习目标
PPT呈现句子
指导学生在竞赛中复习句型“动词be +主语+现在分词（doing）”及回答。
3
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
教学
重点
能正确理解、朗读Cartoon time中的故事
教学
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
五下Unit6In the kitchen
主备人：施教时间：年月日
内容
Unit6
“Story time”
共几课时
5
课
型
新授
执
教
第几课时
1
教学
目标
1.能听懂、会读、会说单词：bread, meat, potatoes, tomatoes, vegetables, look for, love,.
2.能听懂、会读、会说现在实行时态的一般疑问句：Are they doing…Is he/she doing…及准确回答。
Is his mother cooking meat?
What is Liu Tao doing?

译林英语Unit6Inthekitchen教学反思

译林英语Unit6Inthekitchen教学反思
Unit6 In the kitchen教学反思
本单元的话题是食物，内容涉及到可数名词和不可数名词。

教师可以结合上学期的there be句型来复习可数不可数名词。

本单元的重要句型是现在进行时的一般疑问句及其回答，包括复习there be 句型。

教师可以创设多种情景，鼓励学生反复操练，使学生再实际运用中掌握其用法。

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，主食等等，在课上和学生一起分享，引起他们的学习兴趣。

在设计教学扩展和巩固活动的时候，可以让学生自己画一画自己所喜爱的食物，然后进行分享和交流。

本单元的重要句型是复习there be句型并能够掌握现在进行时的一般疑问句式。

在上个单元学生已经学习了现在进行时，所以，学习一般疑问句的难度不大，但还是要多加练习。

在学习grammar time 的时候发现可以采用演一演猜一猜的方式。

幼儿园英语活动《Kitchen》教学反思

幼儿园英语活动《Kitchen》教学反思伴随着四月热辣辣的夏天的到来，幼儿园“火辣辣”的好戏也开始纷纷拉开帷幕，而我也很荣幸地参演了好戏。

四月底，幼儿园开展了蕾班组的英语课程体验活动。

我执教的蕾蕾班组一共有5个班，我准备了两个主题的内容来参加此次课程体验活动，《Kitchen》就是其中的一个主题。

俗话说的好“台上一分钟，台下十年功。

”，虽然准备英语课程体验活动不需要“十年功”，但是必须要认真地备课，精心地设计好每个环节，为家长呈现出一堂生动、精彩的英语活动。

选择《Kitchen》主题，是因为单词生活化，句型也简单，孩子更容易掌握。

《Kitchen》这个主题的单词要求幼儿掌握关于餐具的单词，并能流利地运用“Pass me the…”来表达。

家长课程体验活动用的第四课时，也就是复习课，是已学的内容进行巩固。

首先在单词复习环节，我出示一张盖着布的桌子，布下面有事先准备好的餐具的实物，掀开布引出单词，进行复习。

再通过Magic Pen 环节来再次巩固单词。

接着是句型复习环节，是用游戏“击鼓传花”的方式来传递餐具实物。

让每个幼儿在边说边做中巩固句型。

最后是游戏《Pass me》,以分组竞赛的方式进行游戏，要求幼儿在听到老师的指令“pass me the…”后，递给老师相应实物，以此来再次加深巩固单词和句型。

以下是我对本次活动作出的反思。

本来《Kitchen》主题内容比较简单，再加上幼儿已经有了基础，顺利地开展此次活动应该是如鱼得水，可是在课程设计上就难倒了我。

因为幼儿已经学过了该单元的单词与句型，单纯地出示实物来贯穿整个课堂的教学并不能吸引他们的注意力和提高他们的兴趣，需要设计丰富的有针对性的游戏环节来进行巩固，真正做到让幼儿“在学中玩，在玩中学”。

1、单词复习。

在单词导入的时候还是只是出示实物，已经不能引起孩子对单词学习的兴趣。

所以我把实物放在一张桌子上，用一张布盖起来。

在活动开始的时候，搬出一张盖着布的桌子，老师再用神秘的语气来进行介绍，幼儿都以为老师要变魔术了，赶紧目不转睛地看着老师。

五年级下册英语教案-Unit6Inthekitchen第1课时Storytime译林版(三起)

Unit 6 In the kitchen第1课时Story time教学目标：1. 通过游戏活动和初学课文，达到会读、会说本单元重点词和句: meat, potatoes, tomatoes, vegetables, look for, love .Are they doing… Is he/she doing…及正确回答。

.2. 能正确的理解并朗读课文，在教师的引导和帮助下，借助图片或关键词尝试表演课文内容。

3. 能初步运用本课所学的词汇和句型询问别人正在做什么。

4. 能体谅父母的辛劳，树立关爱家人的观念：力所能及帮助家人！教学重点和难点：教学重点：能正确理解并朗读课文，在教师的帮助下借助图片或关键词尝试表演课文内容。

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什么。

教学准备：PPT，头饰，图片教学过程Step 1 Pre-story1.Greetings2.Play a gameWhat is he/she doing? Is he/she …?叫一个学生上台背对其他学生做动作，让其他学生来猜。

然后多媒体呈现隐藏图片，继续用一般现在时猜，引出Liu Tao 在踢足球。

因为他们在举行足球比赛。

3.Presentation and practice(1)They are having a football game 让学生根据学过的name 尝试拼读game.来学习生词game.（PPT呈现时钟）What time is it? It’s…（PPT呈现图片）Liu Tao comes home from a football game. How is he now? Guess.紧接着询问What does he want to do? Maybe he wants to…Yes, he wants to look for something to eat or drink.让学生猜测look for 的含义。

Inthekitchen的评课稿

Inthekitchen的评课稿In the kitchen的评课稿所谓评课，是指对课堂教学成败得失及其原因做中肯的分析和评估，并且能够从教育理论的高度对课堂上的教育行为作出正确的解释。

具体地说：是指评者对照课堂教学目标，对教师和学生在课堂教学中的活动以及由此所引起的变化进行价值的判断。

以下是小编为大家整理的In the kitchen的评课稿，欢迎阅读，希望大家能够喜欢。

In the kitchen的评课稿篇1三位老师进行新教材五下《Unit6 In the kitchen》单元整体教学课堂展示. 三个课时都紧紧围绕“Are/Is …”这个大情景展开，将各板块的学习有机融合在单元整体情境框架下，在这个大情景中，激励学生自然体会、理解、习得所学语言，为单元整体教学目标的达成起到了催化、助推的作用。

上课老师以现在进行时为主线串起整节课，教学层次清楚，目标达成度高。

用chant操练目标语，引导学生观察插图，通过人物的表情和动作，理解生词，体验文本内涵。

老师从生活需要出发，设计了一系列贴近学生生活的语言实践活动，培养了学生综合运用语言的能力。

而在Fun time教学中，老师示范到位，学生的模仿非常高效，给了学生更多的进行语言实践的时间。

教师重视指导朗读，引导学生理解卡通的幽默之处，注重培养学生的阅读能力。

让学生在真实的情境中综合运用语言。

三位老师把看，听，说，练，唱，演，游戏等各种有趣的活动融入其中，指导孩子在做中学，在学中玩，让学生体验英语学习的快乐，享受英语学习的过程。

In the kitchen的评课稿篇2陶老师教学设计巧妙、安排合理、能充分发挥多媒体教学手段、取得了不错的教学效果。

下面，我就具体对陶老师这节教研课说一说我的个人体会！陶老师教态自然、语调亲切，并不断地鼓励学生，微笑面对学生，使学生在和谐融洽的课堂氛围中学习，推动了知识的掌握，达到了较好的教学效果。

教学目标明确，重难点突出，教学结构清晰，通过课前播放英语歌曲调动学生学习英语的兴趣，通过复习旧知引导新知过渡自然，环环相扣。