5B Unit 6 In the kitchen (Story time)

宜兴市范道实验小学  施云霞

Teaching contents  教学内容

Story time

Teaching aims and learning objectives  教学目标

（一）知识目标

1. 四会掌握单词和词组vegetable, tomato, potato, look for, love；

2. 三会掌握单词game, smell, meat, ready, yummy；

3. 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…? 及回答，并能初步运用该句型询问别人正在做的事情；

4. 能正确理解并运用交际用语How’s the …? It’s yummy/nice. I can’t wait! I love it!讨论食物和家庭生活；

5. 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。

（二）能力目标

1. 帮助学生掌握“Food”和“Family life”话题的相关语言知识，并能初步运用现在进行时态的一般疑问句型询问别人正在做的事情；

2. 锻炼学生的英语听说读写能力和分析、解决问题的能力，提高学生独立思考和团队合作交流的能力。

（三）情意目标

1. 通过本课的学习让学生对健康的饮食搭配有一定的了解，激发学生学习英语的兴趣和热情；

2. 培养学生善于表达、乐于交际的习惯，引导学生孝敬父母，珍惜、热爱家庭生活。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点

1. 四会掌握单词vegetable, tomato, potato和词组look for；

2. 初步感知和理解现在进行时态的一般疑问句Are they doing…? Is he/she doing…? 及回答。

教学难点

1. 能正确理解并朗读课文，在教师的帮助下尝试复述或表演故事；

2. 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。

Teaching procedures  教学过程

Step1 Greetings and warming up

1. Enjoy a song “Playing in the kitchen” before class.

2. Just now we enjoyed a song. We can hear many different sounds in the song. Is it fun?

Where can we hear these sounds? Ss: In the kitchen.（揭题）

Step2 Pre-reading

1. Brain storm: What’s in the kitchen? (There’s/There’re… in the kitchen.)

  Conclude: Food- hamburgers, sandwiches, noodles… 教meat (拓展各种肉)

 (思维导图) Drinks- juice, milk, coffee…

           Vegetables(教)- carrots, tomatoes, potatoes…

           Fruits- apples, pears, bananas…

2. Act and guess: I like all of them! Guess what I’m eating/drinking.

(Are you …?    Yes, I’m …/No, I’m…)

3. I like cooking too!

Show pictures: Does it look nice/yummy? (教yummy及with用法)

I think I’m a great cook. Do you think so? Who’s the great cook in your family?

Step3 While-reading

1. Look and say: Who are they? (LT’s family)

2. Watch and answer:

a. What time is it? (6 o’clock. It’s dinner time.)

b. I am the great cook in my family. What about LT’s family? Who is the great cook in his family? (LT’s father)

3. Read and fill: What are they doing for dinner?

根据课文内容完成表格，同桌交流：

4. What’s in the fridge? Is there any apple juice?

5. Read and underline:

Now dinner is ready. Does Liu Tao like the dinner? How’s the dinner?

自读课文，划出对食物的评价，教师指导朗读和动作手势。

6. 整体跟读，分角色小组练习并表演（互评）。

Step4 Post-reading

1. Task: Their dinner is very yummy, and is it healthy? What do you think? Now prepare your healthy dinner in groups.

a. 从冰箱中选择食材设计一道健康又美味的菜，并完成短文：There is/are … in the fridge. We are cooking … It’s yummy/nice.

b. 小组展示，表演做菜过程，请其他同学猜在做什么，然后组员介绍公布答案。(Are you …? Yes/No, I’m…)

c. 小组评价Ticking time：完成设计得一星；完成设计并能表演出做菜过程得两星；设计的菜健康美味并能表演出做菜过程得三星。

2.  Moral education: You all did a great job! Remember: Have a healthy diet and eat healthy food. And you can help your parents prepare dinner just like LT.

Homework

1. Listen, read and retell the story. 跟读录音，熟练朗读并复述课文。

2. Help your parents prepare a dinner at weekends. Enjoy the fun of family life.   周末帮助父母准备晚饭，享受家庭生活和厨房之乐。