新改版：牛津译林版五年级英语下册Unit6 第1课时教案
译林牛津小学英语五年级下册教学课件Unit 6 (第1课时)
Homework 1.听录音跟读Story time 3遍 2.抄词组1-15。 3.完成P60 Read and write。 4.学做简单早餐，给妈妈e 自读P58的对话，选择正确的答案。
1. What is Mr Liu cooking? He is____. A. cooking fish B. cooking meat with potatoes
2. What is Mrs Liu doing? She is____.
Mr Liu: How’s the meat, Taotao?
Mr Liu: I’m cooking meat with potatoes, Taotao.
Liu Tao: It’s yummy, Dad. I love it! You’re a great cook!
Liu Tao: Great! I can’t wait, Dad!
四人一组， 分角色演一演对 话，加上动作会 更棒哦！
Liu Tao: It’s nice, Mum. I love it too!
Let’s read
2 Liu Tao is looking for some juice in the fridge.
Story time
1 It is six o’clock in the evening. Liu Tao comes home
Can Liu Tao have dinner at once?
新牛津译林版五年级英语下册Unit6 第1课时教案
Unit6 第1课时教学设计一、板块介绍本部分描述了Liu Tao一家人晚饭前和晚饭时的场景，共分为三个部分。
第一部分呈现的是Liu Tao的父母正在厨房准备晚饭，Liu Tao刚踢完足球比赛回家，一家人谈论正在烹饪的食物，由此引出现在进行时的一般疑问句。
第二部分呈现了Lin Tao在冰箱里找果汁喝的情景，复现了五年级上册Unit 1学过的there be句型。
第三部分呈现了Liu Tao一家人吃晚饭的情景，Liu Tao称赞父母烹饪的食物很美味。
二、教学目标1. 能听懂、会说、会读、会写bread, meat, potatoes, soup, tomatoes, vegetables等。
2. 能听懂、会说、会读Story time中的故事。
3. 句型：—Are/Is … doing …?—Yes, … /No, …三、教学重难点1. 词汇：bread, meat, potatoes, soup, tomatoes, vegetables.2. 句型：—Are/Is … doing …?—Yes, … /No, …四、教学过程Step 1: Warm-up/Lead-in1. 头脑风暴，复习词汇教师和学生开展“头脑风暴”游戏，在黑板上列出fruit, food, drinks, vegetables 等表示类别的词汇，学生则需列举出具体的例子，以归纳复习以前学过的词汇，并导入目标词汇。
教师可安排学生以小组竞赛的形式完成此活动，给出例子最多的小组获胜。
如：Fruit: apple, orange, banana, peach, pear, ...Food:egg, noodles, sandwich, chicken, fish, hamburger, rice, hot dog, cake, pizza, pie, biscuit, cookie, tart, ...Drinks: water, juice, milk, coffee, tea, cola, ...Vegetables: tomato, potato, carrot, onion, pepper, bean, pea, cucumber, ...2. 问答活动，复习there be句型教师呈现一些食物放置于不同地点的图片，然后和学生问答，复习there be句型的肯定句和一般疑问句、可数名词和不可数名词以及some和any的用法。
译林英语五下教案Unit 6 In the kitchen 第一课时
译林英语五下教案Unit 6 In the kitchen 第一课时Unit 6 In the kitchenLesson 1: My KitchenObjectives:1. To introduce kitchen vocabulary and functional language.2. To encourage students to talk about their own kitchens.3. To develop students’ listening, speaking, reading and writing skills.Materials:1. Teacher: Kitchen flashcards, kitchen pictures, kitchen items (utensils, plates, cups, etc.), PowerPoint presentation, board, marker.2. Students: Materials for writing and drawing.Introduction:Begin the lesson by asking students if they like cooking. Introduce the topic of kitchens by showing kitchen flashcards or pictures and ask if they know what these things are. Elicit vocabulary related to kitchen items and functional language used in the kitchen.Presentation:1. Present kitchen items by showing them to students and asking what they are used for.2. Introduce functional language commonly used in the kitchen such as “Can you pass me the salt?”, “Can you help me chop the vegetables?” and “Would you like some coffee?”3. Present kitchen prepositions through the use of a picture. Ask students to describe where kitchen items are located using prepositions such as “on”, “in”, “behind”, “next to” and “under”.Practice:1. Ask students to draw a picture of their own kitchens and label the items in English.2. Pair students up and ask them to describe where kitchen items are located using the prepositions introduced earlier.3. Play a game of “Pass the Utensil”. The teacherwill start by saying a sentence containing a kitchen item and asking the student next to them to pass a utensil mentioned in the sentence. The next student then repeats the sentence and asks the following student to pass another utensil.Production:1. Ask students to share their kitchen pictures and describe their kitchens to the class.2. Provide students with a recipe and ask them to write instructions on how to make it using the functional language and prepositions they have learned in class.3. Have a cooking day where students use the kitchen items and utensils to make a recipe together while practicing the functional language and prepositions.Conclusion:Conclude the lesson by asking students what they have learned about kitchens and practical language they can use in the kitchen. Review the vocabulary and functional language introduced in the lesson. Assign homework such as practicing the functional language or describing their kitchens in English to continue practicing the language outside of class.。
译林五年级下册U6教案
Mrs Liu
Mrs Liu
Liu Tao
Teach: That smells nice,Ican’t wait.
Look for…
学生读句子。
4. dinner time
看图预测，如果你是刘涛，会如何说？
听故事第3段，说句子。
Teach: ready, yummy, love.
read after the tape
read after the cartoon
完成书上练习并校对。
Learn to be a grateful student.
Make a new dialogue in groups.
通过蔬菜歌吸引学生学习兴趣，在歌曲中渗透本课的一些单词：vegetable，tomato，potato
guess：
Where are they?
学生答in the kitchen.揭题。
2.watchandtick:
Whatare they cookingfor dinner
Teach:tomato soup,meat with potatoes
3.before dinner
Read and answer: What are they doing?
译林五年级下册U6教案(总4页)
Teaching
Contents
5BUnit6In the kitchenStory time
Period1
Aims
Words
Studentscanmaster thewordsof food:meat, potatoes, tomatoes, vegetables, look for, love.
2020年五年级下册译林版英语教案Unit6
Unit 6 In the kitchen学习地图关键词：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)培养学生乐于助人的好习惯 现在进行时的一般疑问句 字母组合qu 在单词中的发音 可数名词单复数的变化规则第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。
译林版(三起)五年级下册英语教案：Unit 6 In the kitchen 第1课时
译林版（三起）五年级下册英语教案：Unit 6 In the kitchen第1课时一、教学目标1.学生能够熟练掌握在厨房中常见的物品和操作，如烤面包片、煮咖啡、开水龙头等。
2.学生能够进行简单的口语交际，向别人描述自己在厨房中的操作。
3.增强学生的英语听说能力，在语言和实际操作方面进行协调和提高。
二、教学重点与难点重点1.常见厨房物品和操作的掌握。
2.简单的口语交际，包括描述和指令。
难点1.学生需要较长时间进行音频和视觉方面的学习，尤其是针对英语语音和口语交际。
2.需要对学生进行反复的操作训练，加深他们对于烤面包片、煮咖啡、开水龙头等的熟悉程度。
三、教学准备1.音频和视频设备。
2.厨房物品和工具。
四、教学步骤Step 1：导入新知识引导学生回顾前几个单元学过的内容，并获取新学习内容之前的启发与讨论。
Step 2：新知识的学习1. 学习相关词汇老师通过图示或文字来展示并教授相关的词汇。
如烤面包片（toaster）、咖啡（coffee）、咖啡壶（coffee maker）和开水龙头（tap water）等。
2. 听力练习老师向学生放音频，让他们听一个人对于在厨房中进行烤面包片、煮咖啡和开水龙头的描述。
之后，让学生配合老师回答问题或输出描述。
3. 实际操作练习老师向学生展示在厨房中进行烤面包片、煮咖啡和开水龙头等的方法。
之后，教师让学生按照步骤进行操作，并监听和评价他们的发音和口语表达。
Step 3：巩固与补充1. 基础操作指导教师重复展示厨房中进行烤面包片、煮咖啡和开水龙头的方法。
并鼓励学生自己尝试操作。
2. 口语交流练习老师进行对话和讨论，鼓励学生用英语表达自己的想法和观点。
老师也可以展示一些观看和听力材料，以便学生巩固他们所学的语音和语言技能。
Step 4：总结与评价通过教师和学生的交流，手动或使用学生自己的方式来评价本次课程的效果。
五、教学拓展教师可以使用图形和交互式电版本来巩固学生所学的语音和语言技能。
译林英语五下说课稿Unit 6 In the kitchen 第一课时
译林英语五下说课稿：Unit 6 In the kitchen 第一课时一、教学目标知识目标1.理解并掌握生词：chicken, beef, noodles, cucumber, onion, tomato, pizza, hot dog；2.掌握询问及回答食物喜好的基本句型；3.初步了解多个国家的主食。
能力目标1.培养学生听说能力；2.培养学生表达个人食物喜好的能力。
情感目标1.培养学生的交际能力，让TA们能在日常生活中进行基本的英语交流；2.通过引导学生讲述自己喜欢的食物，让TA们能够感受到英语学习的实用性和乐趣性。
二、教学重点1.生词的掌握；2.询问及回答食物喜好的基本句型。
三、教学难点聆听学生用英语简要介绍自己喜欢的食物。
四、教学准备1.教材：译林英语五下；2.PPT课件；3.录音设备。
五、教学过程1. 导入（5分钟）介绍（或复习）一些常见的食物，如chicken, beef, noodles, cucumber等，引起学生注意。
2. 学习新单词（10分钟）通过多媒体工具或者手绘图片，展示新单词，并引导学生学习发音及其汉语意思。
3. 听力训练（10分钟）播放单元所涉及的音频文件，要求学生在听完音频后，能够听出其中的关键词，并理解对话的大致意思。
4. 交际活动（25分钟）a. 学生之间交流（10分钟）将学生分成小组，要求每个小组内的学生互相交流自己喜欢和不喜欢的食物，并用英语表达。
b. 教师与学生交流（15分钟）教师向学生提问各种食物，如chicken, beef, noodles, cucumber, onion, tomato, pizza, hot dog等，学生应能回答，并用英语介绍自己喜欢与不喜欢的食物。
5. 总结（5分钟）复习本节课所学内容，检查学生的掌握情况。
六、教学反思本节课着重培养了学生的听说能力和表达个人食物喜好的能力。
在教学过程中，要求学生在小组内进行交流，让学生更好地练习英语口语能力。
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。
教案译林英语五下Unit6 In the kitchen第一课时
译林英语五下Unit6 In the kitchen第一课时教学目标：1，能听懂，会读，会说单词：bread, meat, potatoes, tomatoes, vegetables, look for, love2，能听懂，会读，会说现在进行时态的一般疑问句：Are they 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.教学重点：1，能听懂，会读，会说单词：bread, meat, potatoes, tomatoes, vegetables, look for, love2，能听懂，会读，会说现在进行时态的一般疑问句：Are they doing? 及正确回答.教学难点：1.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.教学准备：课件教学设计：Step1 Enjoy a song. “What are you doing?”（复习上个单元的句型）Step2 Teach the new words1.T: What are they eating?S: They are eating potatoes and tomatoes.Teach: potato, tomato, vegetable2.呈现meat with potatoes, tomato soup，yummy3.Happy game: “magic eyes”Step3 Presentation1.Watch and chooseT: What do they have for dinner? （整体把握）S: They have meat with potatoes and tomato soup for dinner.2.Watch part1 and fill in the blanks.(把握第一部分)T: What is his father doing?S: His father is cooking meat with potatoes.T: What is his mother doingS: She is washing some vegetables. She wants to cook some tomato soup.（带领学生阅读第一部分，并解释一些句子）3.Listen and answer. ( 听第二部分的录音，回答问题，理解第二部分)Q1: What is Liu Tao doing?Q2: Is there any apple juice in the fridge?Q3: What’s in the fridge?4.Read and fill（让学生自主阅读第三部分，找出关键词）T: How’s the meat?S: It’s yummyT: How’s the soup?S: It’s nice（在阅读第三部分的时候，要带领学生领悟Liu Tao的感情）Step4 Read after the tape (整体阅读课文，注意语音语调)Step5 Group workRead the text in groups of four (给学生时间自行阅读)Step6 Consolidation自主完成60页的Read and writeStep7 Homework1.Read the story time2.Recite the new words and phrases.教学反思：。
译林版(三起)五年级下册英语教学设计：Unit 6 In the kitchen 第1课时
译林版（三起）五年级下册英语教学设计：Unit 6 In thekitchen 第1课时教学目标1.学生能够掌握四个食品名称：bread，cheese，juice和milk。
2.学生能够听懂、会说、会读、会写四个词汇。
3.学生能够运用所学词汇描述自己或他人的早餐。
教学重点1.学生能够正确地口头表达所学词汇。
2.学生能够正确地书写所学词汇。
教学准备1.PowerPoint课件。
2.代表食品的图片。
教学内容导入新课1.教师出示四个食品的图片，逐一缓慢地展示并重复词汇，以便学生可以清晰地听到和看到。
教师通过提问，让学生认识这些食品。
2.教师用简洁、明了的语言为学生介绍新课，让学生知道要掌握的知识点是什么。
学习新词汇1.教师播放正确的发音，让学生模仿并练习四个新单词。
2.教师呈现出单词的拼写，并让学生跟读。
3.教师反复演示和解释单词的发音并辅以动作，帮助学生掌握单词意思。
学习句型1.教师运用图片向学生展示几个早餐组合，提示学生如何用所学词汇描述早餐。
2.教师先读出一句模板句子“他/她吃了…和…”。
接着，教师让学生跟读句子多次，使其掌握该句型。
3.教师逐句解释模板句子的语法和含义，并让学生大声朗读并模仿。
练习1.教师将学生分成两个小组，让其中一个小组轮流出示图片并描述早餐，另外一个小组要听清并记录。
2.教师让每个小组在轮流出示和描述后，给予对方反馈、纠正并提出改进建议。
课堂小结本课学习了四个英语单词和一句常用的英语句型，以及如何用英语描述简单的早餐。
通过模仿和练习，让学生掌握了相关的英语听说读写技能。
课后作业1.请将所学的四个单词每个写一遍，并附上相应的图片。
2.请完成下列句子：“我吃了…和…”并写出早餐对应的图片。
参考答案：1.bread, cheese, juice, milk2.I had bread and milk for breakfast. (图片：面包和牛奶)教学反思本节课学习比较简单，但教师需要注意的是，在教学前要先准备好课件和所需工具，同时要了解学生的英语基础情况，以便采取不同的教学策略。
(新版)牛津译林版2021春五年级英语下册Unit6Inthekitchen(Storytime)教案
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。
牛津小学五年级英语下册Unit6APElesson教学设计
牛津小学五年级英语下册Unit6APElesson教学设计课题：Unit6APElesson总课时：5课时本课时：第1课时【教学目标】知识：能听说读写单词anar,ahand,aleg,afoot技能：能听说读单词nee,nec,shoulder,finger,toe和短语touch…ith…能力：能根据命令做动作，并能给其他同学发指令，判断他人的动作是否正确情意：培养学生乐于开口说英语，并用英语进行交流的习惯【教学重难点】掌握四会单词ar,hand,leg,foot；根据指令熟练地做出动作学习三会人体部位词nec,shoulder,finger,nee,toe和短语touch…ith…；学会给他人发指令【教学准备】投影片，录音机，挂图【教学过程】)Freetal用hatdayisittoday?hatlessonsdoyouhaveintheorning?hatsubjectdoyoulie?Hoareyou?hat’stheatterithyou?等日常交际用语进行交谈。
日常交际用语主要是看看学生对已经教授的句型是否掌握，同时也是为了提高学生学习英语的主动性。
)Singasong:PlaythetapeofthesonglearntinUnit3and asthestudentstosingthesongtogether.设计意图：一开始就唱一首歌，有利于调动课堂的气氛和学生的热情，可根据实际情况多唱几遍，直至学生进入一种积极的状态。
)RevisionAsthestudentstorecitetheordshavelearntinthefrontUni tsandthendoapetitiontoseehichonedoesabetterjob.设计意图：口语的练习有助于培养学生的英语口语水平同时也锻炼学生的听力水平因为它们之间是相辅相成的。
)Presentation．Listenanddra.教师在黑板上画一个圆，让学生想像hatisit?之后，教师加上几笔添上头发启发学生说出It’sahead.指名学生根据指令添画眼睛、耳朵、鼻子和嘴巴复习已经学过的人体部位词。
新版-牛津译林版五年级英语下册Unit6 第1课时课件
Story time & Fun time
>>Warm-up
……………..……....
Brainstorming
Fruit:
Food:
Drinks: Vegetables:
>>Presentation
Let’s learn ….……….…....
bread
vegetables
meat
>>Praet’s say
用There be句型表述下吧！
>>Practice
….……….…....
Let’s say
用There be句型表述下吧！
>>Presentation
….……….….... Story time
>>Presentation
are cooking dinner is cooking meat with potatoes is washing some vegetables tomato soup meat soup
>>Practice
Make a dialogue
Are you eating bread, Jim?
Yes, I am.
meat
>>Presentation
Let’s learn ….……….…....
potatoes
soup
>>Presentation
Let’s learn ….……….…....
tomatoes
vegetables
>>Practice
【新】牛津译林版五年级英语下册Unit6 In the kitchen全单元教案教案.doc
Unit 6 In the kitchen学习地图关键词：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 yo u/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。
培养学生乐于助人的好习惯现在进行时的一般疑问句 字母组合qu 在单词中的发音可数名词单复数的变化规则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。
五年级英语下册 unit6 第一课时教案 苏教牛津版
Unit 6 At a PE lessonI. Aims and demands1. The language item in this unit is how to follow the orders given in the unit in the PE lesson. The students are required to learn the imperative sentences of “Put…on… Touch…with…” and their answers.2.The teacher should try to design a situation for the students to understand the function and meaning of the sentences.3. It’s better for the students to take part in the activities and use the sentence patterns practically in daily life.4.Outdoor activities can help the students raise the ability of using the language. II. Time arrangement: This unit can be divided into five or six periods.1. Unit 6 (B);2. Unit 6 (C,E);3. Unit 6 (D,F,H);4. Unit 6 (A,G);5. revision;6. Workbook exercisesThe First PeriodI. The contents of the teachingOxford Primary School English 5B Unit 6 (B)II. Aims and demands1. Four skilled words: an arm, a hand, a leg, a foot2. Four skilled sentence patterns: Put…on… Touch…with…All right.III. The focal and difficult points1. Correctly use the four skilled words: an arm, a hand, a leg, a foot2. Skillfully use the four skilled sentence patterns to give orders and follow them: Put…on … Touch…with… All right.IV. Preparation before class1. Teaching materialsWall pictures, picture cards of parts of a body, puppets or toy animals2. Writing on the blackboardUnit 6 At a PE lessonV. Steps and methodsA. Classroom management1.Listen to a song “Do some exercise with me”2.Free talka. What day is it today?b. What’s the date today?c. What’s the weather like today?d. What subject do you like?e. What’s your hobby?f. Do you like PE?g. Do you do some exercise everyday?3.Follow me (Do it rhythmically)Do morning exercisesOne , two ,three ,four ,put your hands up.Five , six ,seven ,eight ,put your hands down.One ,two ,three ,four ,jump ,jump high.Five ,six ,seven ,eight ,stand ,stand straight.One ,two ,three ,four ,five ,six ,seven ,eight.We do morning exercises.B. Revision and presentation1.Review parts of a body T: Do you know the names of parts of a body?What’s this in English? (Using body languages)Hair, a head , an eye, an ear ,a nose ,a mouth , a tooth , back stomach 2.PresentationT: What’s this in English?It’s a/an arm ,hand ,leg ,neck , shoulder ,finger , knee ,toe ,foot. (Put picture cards on the Bb)3.Practisea. Magic mouthLook at the Teacher’s mouth an d say English words.b. Listen and touchTouch your……(T—Ss, S—Ss, S—S)c. Act out in class.4.Sing a song “Head ,shoulders ,knees and toes”5.Describe a doll/ puppet/ toy animal.a. T: Look at this rabbit .It has two long ears, two red eyes , a short tail and short legs. It’s very lovely.b. Look at this puppet ,It has a round face ,two small eyes, a big mouth ,two long legs and a short neck.c. Ss work in groups of four.d. Ss describe the puppets /dolls / toy animals they bring with them.C. Look , read and learn (SB,P46.B)1.Look at the wall picture .Say the names of parts of a body.2.Listen to the tape recordings, repeat after the tape.3.Practice reading.4.Look for friends.Ask some students to put some words on the right parts of a body on the wall picture on the Bb.D. Consolidation1. Listen and doQuick action .T: Stand up , everybody .Let’s play a game.T: Let`s listen and show .Head ,nose ,hand ,finger …2 .Listen and touchT: Touch yours toes with your fingers three times. Ss: All right. ( Follow the orders) T: Touch your head with your hand twice.Touch your arms with your fingers four times.Touch your hands with your knees five times.Touch your neck with your right hand five times,Then with your left hand five times.(Once ,twice ,three times……)3.Listen and putT: put a book on your hand. Ss: All right.Put a pencil box on your arm.Put a pencil on your leg.Put a pen on your foot.Put a ball pen in your mouth.Put a ruler in your hand.Put your right hand up/ down.4.Listen and showT: Follow me .(Use body languages ) Ss: All right up ↑down ↓right →left←E: Homework1. Copy the words (SB.P46B)2. learn the words by heart.3. .listen and do. (Work in pairs)。
五年级英语下册 unit6 第一课时教案 苏教牛津版
Unit 6 At a PE lessonI. Aims and demands1. The language item in this unit is how to follow the orders given in the unit in the PE lesson. The students are required to learn the imperative sentences of “Put…on… Touch…with…” and their answers.2.The teacher should try to design a situation for the students to understand the function and meaning of the sentences.3. It’s better for the students to take part in the activities and use the sentence patterns practically in daily life.4.Outdoor activities can help the students raise the ability of using the language. II. Time arrangement: This unit can be divided into five or six periods.1. Unit 6 (B);2. Unit 6 (C,E);3. Unit 6 (D,F,H);4. Unit 6 (A,G);5. revision;6. Workbook exercisesThe First PeriodI. The contents of the teachingOxford Primary School English 5B Unit 6 (B)II. Aims and demands1. Four skilled words: an arm, a hand, a leg, a foot2. Four skilled sentence patterns: Put…on… Touch…with…All right.III. The focal and difficult points1. Correctly use the four skilled words: an arm, a hand, a leg, a foot2. Skillfully use the four skilled sentence patterns to give orders and follow them: Put…on … Touch…with… All right.IV. Preparation before class1. Teaching materialsWall pictures, picture cards of parts of a body, puppets or toy animals2. Writing on the blackboardUnit 6 At a PE lessonV. Steps and methodsA. Classroom management1.Listen to a song “Do some exercise with me”2.Free talka. What day is it today?b. What’s the date today?c. What’s the weather like today?d. What subject do you like?e. What’s your hobby?f. Do you like PE?g. Do you do some exercise everyday?3.Follow me (Do it rhythmically)Do morning exercisesOne , two ,three ,four ,put your hands up.Five , six ,seven ,eight ,put your hands down.One ,two ,three ,four ,jump ,jump high.Five ,six ,seven ,eight ,stand ,stand straight.One ,two ,three ,four ,five ,six ,seven ,eight.We do morning exercises.B. Revision and presentation1.Review parts of a body T: Do you know the names of parts of a body?What’s this in English? (Using body languages)Hair, a head , an eye, an ear ,a nose ,a mouth , a tooth , back stomach 2.PresentationT: What’s this in English?It’s a/an arm ,hand ,leg ,neck , shoulder ,finger , knee ,toe ,foot. (Put picture cards on the Bb)3.Practisea. Magic mouthLook at the Teacher’s mouth an d say English words.b. Listen and touchTouch your……(T—Ss, S—Ss, S—S)c. Act out in class.4.Sing a song “Head ,shoulders ,knees and toes”5.Describe a doll/ puppet/ toy animal.a. T: Look at this rabbit .It has two long ears, two red eyes , a short tail and short legs. It’s very lovely.b. Look at this puppet ,It has a round face ,two small eyes, a big mouth ,two long legs and a short neck.c. Ss work in groups of four.d. Ss describe the puppets /dolls / toy animals they bring with them.C. Look , read and learn (SB,P46.B)1.Look at the wall picture .Say the names of parts of a body.2.Listen to the tape recordings, repeat after the tape.3.Practice reading.4.Look for friends.Ask some students to put some words on the right parts of a body on the wall picture on the Bb.D. Consolidation1. Listen and doQuick action .T: Stand up , everybody .Let’s play a game.T: Let`s listen and show .Head ,nose ,hand ,finger …2 .Listen and touchT: Touch yours toes with your fingers three times. Ss: All right. ( Follow the orders) T: Touch your head with your hand twice.Touch your arms with your fingers four times.Touch your hands with your knees five times.Touch your neck with your right hand five times,Then with your left hand five times.(Once ,twice ,three times……)3.Listen and putT: put a book on your hand. Ss: All right.Put a pencil box on your arm.Put a pencil on your leg.Put a pen on your foot.Put a ball pen in your mouth.Put a ruler in your hand.Put your right hand up/ down.4.Listen and showT: Follow me .(Use body languages ) Ss: All right up ↑down ↓right →left←E: Homework1. Copy the words (SB.P46B)2. learn the words by heart.3. .listen and do. (Work in pairs)。
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Unit6 第1课时教学设计一、板块介绍本部分描述了Liu Tao一家人晚饭前和晚饭时的场景，共分为三个部分。
第一部分呈现的是Liu Tao的父母正在厨房准备晚饭，Liu Tao刚踢完足球比赛回家，一家人谈论正在烹饪的食物，由此引出现在进行时的一般疑问句。
第二部分呈现了Lin Tao在冰箱里找果汁喝的情景，复现了五年级上册Unit 1学过的there be句型。
第三部分呈现了Liu Tao一家人吃晚饭的情景，Liu Tao称赞父母烹饪的食物很美味。
二、教学目标1. 能听懂、会说、会读、会写bread, meat, potatoes, soup, tomatoes, vegetables等。
2. 能听懂、会说、会读Story time中的故事。
3. 句型：—Are/Is … doing …?—Yes, … /No, …三、教学重难点1. 词汇：bread, meat, potatoes, soup, tomatoes, vegetables.2. 句型：—Are/Is … doing …?—Yes, … /No, …四、教学过程Step 1: Warm-up/Lead-in1. 头脑风暴，复习词汇教师和学生开展“头脑风暴”游戏，在黑板上列出fruit, food, drinks, vegetables 等表示类别的词汇，学生则需列举出具体的例子，以归纳复习以前学过的词汇，并导入目标词汇。
教师可安排学生以小组竞赛的形式完成此活动，给出例子最多的小组获胜。
如：Fruit: apple, orange, banana, peach, pear, ...Food:egg, noodles, sandwich, chicken, fish, hamburger, rice, hot dog, cake, pizza, pie, biscuit, cookie, tart, ...Drinks: water, juice, milk, coffee, tea, cola, ...Vegetables: tomato, potato, carrot, onion, pepper, bean, pea, cucumber, ...2. 问答活动，复习there be句型教师呈现一些食物放置于不同地点的图片，然后和学生问答，复习there be句型的肯定句和一般疑问句、可数名词和不可数名词以及some和any的用法。
如：T: Look at this picture. Is there any milk in the glass?S1: Yes, there is.Ss: There’s some milk in the glass.T: Look at this. Are there any hot dogs on the table?S2: No, there aren’t.Ss: There aren’t any hot dogs on t he table.T: Is there any juice in the fridge?S3: Yes, there is.Ss: There’s some juice in the fridge.…3. 看图说话教师利用多媒体呈现一些精美食物的图片，让学生欣赏并给予评价，以复习表示赞美的习惯用语。
如：T: Look at... Does it/Do they look nice/great/yummy?S1: It looks/They look very nice.T: Would you like one/some?S1: Yes, please.Step 2: Presentation & PracticeStory time1. 看图猜谜，教授单词教师可以利用多媒体呈现食物的图片（可以只呈现图片的一部分），并用谜语的形式描述食物，逐步引出新单词tomato, potato, vegetables, bread, meat。
如：T: They’r e red and round. They aren’t sweet. They’re sour. We usually make soup or salad with them. What are they? They’re tomatoes.Ss: Tomatoes.T: They’r e round and brown. They grow under the ground. They aren’t sweet or sour. They aren’t fruit. What are they? They’re potatoes.Ss: Potatoes.T: Both tomatoes and potatoes are vegetables.Ss: Vegetables.T: We usually eat it for breakfast. We usually eat it with milk. What is it? It’s bread. Ss: Bread.T: Animals give us food too. We get food from pigs, chickens and cows. What food is it? It’s meat.Ss: Meat.2. 归类词汇，介绍可数名词和不可数名词教师将本单元的目标名词归类为可数名词和不可数名词两组，教师也可以将以前学过的食物类词汇一起归类总结，然后讲解可数名词和不可数名词的区别和用法。
教师可再介绍可数名词复数形式的构成规则。
3. 接龙问答活动，操练可数名词和不可数名词教师将学生分成若干组，要求他们以接龙的形式对食物的喜好进行问答活动，操练可数名词和不可数名词。
食物可包括水果、蔬菜、肉类、主食和甜点等。
教师可以鼓励有能力的学生用更多的句子表达自己的喜好。
如：T: I like apples and o ranges. I like tomatoes and onions. I don’t like fish. What do you like?S1: I like grapes and mangoes. I like meat. I don’t like rice. What about you?S2: I li ke hot dogs and hamburgers. I don’t like noodles. What do you like?...4. 猜谜游戏，教授新句型教师准备一些有关食物的图片，画面朝下放置，然后邀请一名学生随意抽取一张，并根据图片上的食物做吃的动作，教师猜测该学生所吃的食物，呈现现在进行时的一般疑问句。
如：S1: (抽取汤的图片并做喝汤动作）T: Are you eating noodles?S1: No, I’m notT: Are you eating soup?S1: Yes, I am.5. 小组猜谜游戏，操练新句型教师安排学生四人一组，一人做动作，其他三人猜测，操练现在进行时的一般疑问句。
教师可将一些动词和动词短语(read, write, draw, sing, play football, dance, play the piano, shout, run, jump, skate, fly a kite, wash clothes, clean the desk, sweep the floor, eat, drink, sleep, take medicine) 写在黑板上,供做动作的学生选用，同时也方便其他学生猜测答案。
如：S1: (做画画动作)S2: Are you writing?S1: No, I’m not.S3: Are you drawing?S1: Yes, I am.S3: (做弹钢琴动作)S4: Are you dancing?S3: No, I’m not.S1: Are you playing the piano?S4: Yes, I am....6. 观察图片，预测课文内容教师安排学生两人一组，观察课文中的三幅插图，并设计一些问题让学生思考和讨论。
教师也可以要求学生先浏览学生用书第60页Ask and answer中的问题，为下一步的阅读做准备。
如：Picture 1• What time is it?• Is it time for dinner or breakfast?• Where are they?• What is Mr Liu cooking?• What is Mrs Liu doing?Picture 2• What is Liu Tao doing?• What is in the fridge?Picture 3• What are they doing?• Does Liu Tao like the food?7. 听录音,理解课文大意教师播放课文录音，要求学生找到活动6问题的答案，然后两人一组完成学生用书第60页的Ask and answer。
如：S1: Who’s cooking meat?S2: Liu Tao’s father is cooking meat.S1: Who’s washing vegetables?S2: Liu Tao’s mother is washing vegetables.S1: What’s Liu Tao looking for in the fridge?S2: He’s lookin g for some juice.S1: Does Liu Tao like the meat?S2: Yes, he does.8. 自读课文，加深理解教师安排学生独立阅读课文，充分理解课文，然后完成学生用书第60页的Read and write。
Fun time一、板块介绍本板块是一个“做一做，猜一猜”的问答游戏，要求学生五人一组，一人作裁判，一人做动作，三人竞猜答案。
本活动综合了现在进行时的特殊疑问句和一般疑问句。
教师可以在课前要求学生准备动作类单词卡片和记分卡。
二、教学活动1. 热身活动，复习句型教师安排学生阅读范例，了解活动内容和步骤。
教师然后安排学生三人一组，利用卡片，进行问答活动。
小组活动时，一人持有卡片作裁判提问，一人根据卡片内容做动作，一人猜测。
如：S1: (出示卡片给做动作的学生)S2: (做出相应动作)S1: What’s he/she doing?S3: Is he/she...?S1: No, he/she isn’t.S3: Is he/she …？SI: Yes, he/she is.2. 分组活动教师安排学生五人一组，一人作裁判，一人做动作，三人竞猜。