Unit 6  In the kitchen

Grammar time

 

Teaching contents  教学内容

Grammar time  

 

Teaching aims and learning objectives  教学目标

1. 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。

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

3. 运用所需词汇和语言完成Checkout time。

4. 能够理解并掌握运用there be句型呈现可数名词和不可数名词的用法。

5. 理解Grammar time内容并开展综合运用。

 

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

1. 现在进行时的一般疑问句构成及其回答。

2. There be肯定句以及可数名词和不可数名词的用法和可数名词复数形式规则构成。

 

Teaching procedures  教学过程

Step1 Warm-up

1. Enjoy a song

2. Free talk

T: What fun to cook and eat together! What are they cooking?

S: They’re cooking cakes.

T: Do you like cooking?

S: No, my mother likes cooking.

T: What does she cook?

S: Rice, vegetables, meat, fish.

 

Step 2 Review

1. (师生问答，学生回顾Story time内容)

T: In the story of Unit 6, Liu Tao’s parents are in the kitchen. What is his father cooking?

S: He’s cooking meat with potatoes.

T: Is his mother cooking?

S: No, she is washing vegetables and she wants to cook tomato soup.

T: Is Liu Tao cooking, too?

S: No, he’s looking for some drinks.

T: After that, they’re having dinner. How is the dinner?

S: It’s yummy.

2. Retell the story (引导学生以Liu Tao的口吻描述In the kitchen.)

It is six o’clock in the evening.

My parents _______ in the kitchen.

My father _______. My mother ______________.

She wants to cook some ____________________.

I love the _________________ very much. It is yummy.

I love the _________________ too. It is nice.

(1) 学生四人一组合作retell

(2) 学生两人演双簧复述

【设计意图：以问答，连环问答，表演双簧等形式，巩固Story time内容。】

 

Step 3 New teaching

1. A game: Stone soup (学习There is/are …)

(1) 教师给学生分发印有不同蔬菜水果肉类的图片

T: Children, look at me. What am I doing? (教师围上围裙并拿出一个锅子)

S: Are you cooking?

T: Yes. Do you want to know what I am cooking? You can ask me: Are you cooking …?

S: Are you cooking…? (引导学生发问)

T: Look. I’m cooking “Stone soup”. (教师出示一块石头)

S: Stone soup?

T: Yes. Look, I have some stones in the pot. But now I need some water. Is there any water in the classroom?

S: Yes. Here’s some water. (学生给水的图片)

T: Thanks. And I need two tomatoes. Are there any tomatoes?

S: Yes, here are two tomatoes.

T: This is my stone soup. Look, what’s in it?

S1: There’s some water.

S2: There’s some salt.

S3: There are two tomatoes.

S4: There are three potatoes.

S5: There’s some fish.

(2) 教师出示Grammar time的内容进行可数名词，不可数名词及there be 句型知识小结。

(3) 教师拿出道具锅，每个组选一个leader，大家玩Stone soup游戏并汇总。

(4) T: Let’s share our stone soup.

There is …

There are …

2. Checkout time

  (1) 限时记忆并说句

T: There are lots of things in the fridge. What’s in it? Please look at it for 20 seconds then judge.

(2) Write it down

(3) Share the writing

【设计意图：将there be句型一般疑问句及肯定句借助Stone soup游戏不断内化。】

 

Step 4 Consolidation

1. Checkout time

T: There are so many things in the fridge. The students want to cook for themselves. Look! What are they doing in the kitchen?

(教师将学生动作遮蔽，示范引导学生猜测并引导学生归纳语言：Is he/she …?)

2. 学生代表上台提问，全体学生回答

3. 学生两人选择人物进行提问

4. T: Boys and girls, these children are helpful. We should learn from them. OK?

【设计意图：承接上一个活动的话题，借助Checkout time的内容，活化图片内容，引导学生结合课本开展交流问答，培养综合运用能力。】

 

Homework 家庭作业

1. Retell Story time.

2. Read Checkout time (Look and write)

3. Write a passage about Checkout time (Ask and answer)

Title: The children are busy in the kitchen

 

Teaching aids  教学准备（含板书设计）

教学准备：

1. 教师准备：光盘、PPT、板书、学生每人一张水果、蔬菜、肉类卡片

2. 学生准备：认真完成第一课时的作业

板书设计：         

Unit 6  In the kitchen

 

  There is some … 不可数名词      现在进行时的一般疑问句结构：

  There are some …可数名词复数    be动词 + 主语 + 现在分词…?  Yes/No.

 

说课

本节课是义务教育教科书英语五年级下册第六单元In the kitchen第二课时Grammar time。本课的教学目标设定为以下三点：

1. 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。

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

3. 运用所需词汇和语言完成Checkout time。

本节课的教学重点预设为：能够通过交流与学习，正确运用There be句型描述可数名词，不可数名词物品的存在；运用Is he/she…? Are you/they…? 询问他人正在做什么事情，培养学生主动发问，观察图片描述的能力。

在复习导入环节，教师通过一个神奇英语的视频帮助学生对教学内容激起兴趣，本课的语法难点比较集中，因此教师在设计活动时有意识地分散难点，将三组句型精心设计在不同环节中，借助游戏，对话等情景理解句型结构，并在活动中开展灵活运用。第一组：Are you …?，教师将此句型难点设计在游戏的开始，通过引导学生询问教师进行真实地交际运用。第二组：There’s … There are …，教师巧妙设计石头汤的游戏，在游戏过程中及时巩固操练，直至牢固掌握知识。第三组：Is he/she…?，通过将图片遮蔽的方式，将书上内容改编成猜测游戏，提高了学生学习语法的热情。

本单元语法教学的特点为：基于文本梳理结构，创设趣味活动牢固掌握，借助书本内容开展写作的过程，使语法教学不是孤立地传授知识，而是在活动中内化，在游戏中掌握。