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視頻標簽：the kitchen
所屬欄目：小學英語優質課視頻
視頻課題：譯林小學英語五年級下冊《Unit6 In the kitchen》第一課時Story time-江蘇省 - 蘇州
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譯林小學英語五年級下冊《Unit6 In the kitchen》第一課時教學設計
一、教材分析
本單元的話題是食物，內容涉及到可數名詞和不可數名詞的運用。關鍵詞是“吃飯”，這是一個同學們非常感興趣的話題。本單元圍繞晚飯吃什么展開話題進行討論，使用現在進行時的一般疑問句和There be結構的日常交際用語，對“having meals”這一話題進行討論。通過本單元的學習，旨在幫助學生養成關愛父母，幫助他人的好習慣。
二、教學內容
第一課時Story time
三、教學目標
1. 能聽懂、會讀、會說單詞：ready, meat, potatoes, tomatoes, vegetables, yummy 2. 能聽懂、會讀、會說現在進行時態的一般疑問句：Are you doing… Yes, I am. / No, I’m not. How is the meat/ soup/…? 及正確回答。
3. 能正確的理解并朗讀課文，在教師的引導和幫助下嘗試復述課文內容。 4. 能初步運用本課所學的詞匯和句型詢問別人正在做的事情。
四、教學重點和難點
1. 教學重點：能正確理解并朗讀課文，在教師的幫助下嘗試復述課文。 2. 教學難點：能初步運用本課所學的詞匯和句型詢問別人正在做的事情。
五、教學準備
多媒體課件、劉濤及父母的人物頭像、板書上畫好一所房子，分成兩部分。
六、教學過程
(Before class: Ss watch a video about “What is he doing?”)
Step1: Follow Miss He
1. T: Do you like playing games? Let’s play a game first, OK?
Now, follow Miss He. I say“I am running.”You say“We are running. Do with me! Say with me!
Everybody, stand up! Follow the music! Ready-Go! T: I am walking. Ss: We are walking. T: I am running. Ss: We are running. T: I am reading. Ss: We are reading. T: I am eating.
Ss: We are eating.
T: I am drawing. Ss: We are drawing. T: I am cleaning. Ss: We are cleaning.
2. T: Now, this time let’s do something different. Do with me, one by one. T: Writing, writing, I am writing. What are you doing? S1: ~, ~, I am ~. What are you doing? S2: ~, ~, I am ~. What are you doing? S3: …
（設計意圖：通過與學生的互動，帶動課堂的氣氛，激發學生的學習熱情，同時復習了現在進行時態的各種動作，為接下來的新課學習做鋪墊。）
Step2: Look and say
1. T: Let’s look at some pictures and have a look, what are they doing? (Show some pictures)
Ss: (Ask and answer) What is he/ she doing? He/ She is …
2. T: Look at … What is he doing? Can you guess? You can guess like “Is he (doing)…?” S: Is he …? (T: Let’s have a look. What’s he doing?)
（設計意圖：通過一系列有趣的動圖，真實的體會這些人物正在做的事情，同時建構信息差，遮住部分圖片，使學生在情景中學習新句型，猜測某人正在做什么，真
實而有效。）
Step3: Story time
1. T: Look, who’s playing football too? (Liu Tao is playing football too.) T: Look at the boys. What are they doing?——They’re having a football game. T: They’re very happy, right? But it’s time to go home.
2. T: What time is it now? Ss: It’s six o’clock. (T: It’s six o’clock in the evening.) T: Liu Tao comes home from a football game. After a football game, how does he feel? Ss: Maybe he feels hungry/ thirsty/ tired/ hot/ …
T: So he goes into the … kitchen. ——引出課題Unit6 In the kitchen
（設計意圖：創設劉濤踢完足球比賽后的情景，讓學生猜測劉濤的感覺，從而自然而然地引出課題，使學生在情景中感知詞匯和句型。）
3. (畫外音：切菜、燒菜的聲音)T: Who is in the kitchen? Ss: Liu Tao’s parents. T: What are they doing? Ss: They are cooking dinner in the kitchen.
T: What are they cooking? Look at the table. There are some food. Do you know them?
Please use “There is / are …” to tell us. ——新授potato(es), tomato(es), meat, vegetables T: What are they cooking? Let’s watch. (Ss觀看課文動畫)
（設計意圖：利用課文圖片，引導學生仔細觀察，提取其中的有效信息，培養學生觀察圖片的習慣和技能，直觀明了地學習新授詞匯。）
4. Watch and answer
T: What is Dad cooking? Ss: He’s cooking meat with potatoes.
新授meat with potatoes土豆燒肉
T: What about Mum? Is she cooking meat too? Ss: She’s washing some vegetables. T: What does she want to cook? Ss: She wants to cool some tomato soup.
新授tomato soup番茄湯
（設計意圖：利用多媒體資源即課文動畫，直觀地感受課文內容，并找出劉濤的父母正在燒的飯菜，從而順理成章地學習新詞匯。）
5. Look and learn
T: Liu Tao’s parents are busy cooking. Does Liu Tao want to eat the dinner?
How do you know? Read P58 and find out the sentences about it. Ss: Find out the sentences——That smells nice, Mum. I can’t wait, Dad. Ss: Read the two sentences like Li Tao. (體會劉濤的心情)
（設計意圖：再次利用課文插圖，讓學生觀察出劉濤非常期待父母準備的這頓晚飯，從而引導學生在語篇中找出相關的語句進行學習、模仿跟讀。）
6. Listen and guess
T: What is Liu Tao doing? Can you guess? Ss: Is Liu Tao …?
T: Let’s listen and answer. Ss: Liu Tao is looking for some juice in the fridge. ——look for的意思：A. 找，尋找 B. 找到，發現
7. At dinner
T: Dinner is ready. Liu Tao is eating the meat. Does he like the meat? Look at him.
He thumbs up! He likes the dinner. Work in pairs and make dialogue. Ss: Work in pairs and make dialogues about Liu Tao and his parents.
（設計意圖；兩人合作自編對話，體會出一家人其樂融融用餐的場景，讓學生感受到父母的辛苦和不易。）
Step4: Enjoy reading
1. Ss: Read after the story
2. Ss: Work in four, read the story in roles. 3. Ss: Show their reading.
Step5: Retell and act
Ss: Work in four, choose the pictures, retell or act the story.
（設計意圖：設計四人小組活動，將課文內容分為“before dinner”和“at dinner”
讓同學選擇是復述還是表演，通過不同形式來復習課文，從而激發學生的學習興趣，培養學生的小組合作能力。）
Step6: After reading
T: How’s the dinner? Ss: It’s a … dinner. How’s the family? Ss: It’s a … family. ——A nice dinner, a sweet family!
T: Parents are busy at work. Parents are busy at home. Parents do so much for us. What should we do? ——We need to thank for them and treat them well. ——Love your parents, love your family!
（設計意圖：引導學生體會出課文中劉濤父母的辛苦和不易，再感受到自己父母對自己的付出，從學知識到學做人，情感升華，進一步培養學生的學習品質。）
Step7: Homework
1. Read Story time and retell it. 2. Fill in the blanks on P60.
3. Find some words about food and write down the names on P61.
Step8: Board writing
It is six o’clock in the evening.
Dinner is ready. Liu Tao comes home from a football game. How’s …? It’s …
is cooking meat with potates.
is washing some vegetables.
wants to cook some tomato soup.
視頻來源：優質課網 www.jixiangsibao.com
