Unit 8 In the kitchen（Story time）全英教学设计

Unit 8 In the kitchen（Story time）教学设计
课题 (Story time) 单元 Unit8 学科 英语 年级 四
语篇研读 【What】This passage tells a story about Sam and Bobby. Sam is cooking dinner in the kitchen, and Bobby comes to guess the ingredients Sam is using through dialogue. The story involves kitchen-related vocabulary like potato, tomato, soup, meat, and sentences such as "What's in the kitchen ", "Is it... ", and the present continuous tense "I'm cooking...". 【Why】Through the interesting dialogue between Sam and Bobby, students can master kitchen vocabulary and core sentence patterns, understand the usage of the present continuous tense to describe ongoing actions, and cultivate the awareness of loving housework and cherishing food. 【How】Create a simulated kitchen scenario, help students learn through methods like listening to the original audio, following and reading, role-playing, and guessing games. Finally, expand students' practical application ability by connecting with real-life housework scenarios.
学习目标 1. Emotional goal: Students can develop the awareness of loving housework and be willing to share housework with family members. 2. Knowledge goal: Students can master kitchen-related vocabulary (potato, tomato, soup, meat, etc.) and core sentence patterns: "What's in the kitchen ", "Is it... ", "I'm cooking..."; understand the basic usage of the present continuous tense. 3. Skill goal: Students can use the learned vocabulary and sentence patterns to make guesses, inquire about items in the kitchen, and describe ongoing actions; can perform the story vividly in groups.
重点 Students can master kitchen-related vocabulary and core sentence patterns, and use them to carry out simple dialogues about kitchen scenarios.
难点 Students can correctly use the present continuous tense to describe ongoing actions, and flexibly apply sentence patterns in real-life scenarios.
学法 小组合作、角色扮演、自主探究
教法 情景教学法、任务型教学法、交际法
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 1. Greetings T: Good morning, class. Ss: Good morning, Miss/Mr XX. 2. Lead-in: Show pictures of different kitchens, ask: "What can you see in the picture " Invite students to answer with learned words. 3. Play a short video of a family cooking, then ask: "Do you help your parents cook at home What do you cook " 1. Respond to greetings actively. 2. Observe pictures and answer questions about kitchen items. 3. Watch the video and share their housework experiences. 1. Quickly narrow the topic to the kitchen scenario, activate students' prior knowledge. 2. Stimulate students' interest by connecting with real life, laying a foundation for the new lesson.
讲授新课 1. Overall perception of the story Show the pictures of Story time, ask: "Who are they Where are they " Guide students to observe and answer. 2. Segmented learning (1) Show Picture 1-2, play the audio of this part, ask: "What is Sam doing " Teach the sentence "I'm cooking dinner." and explain the present continuous tense structure (be + doing). (2) Show Picture 3-4, play the audio, ask: "What does Bobby guess " Teach the guessing sentence pattern "Is it a... " and the responses "Yes, it is." / "No, it isn't." (3) Teach kitchen vocabulary: potato, tomato, soup, meat. Use real objects or flashcards to help students memorize, and practice pronunciation together. 3. Listen and follow Play the full audio of Story time, guide students to follow the audio and read sentence by sentence, correcting pronunciation and intonation in time. 4. Guessing game: "What's in the box " Put kitchen-related item cards in a box, invite students to come to the stage and use "Is it a... " to guess, other students respond with "Yes/No". 5. Role-play Divide students into groups of 2, assign roles of Sam and Bobby, and guide them to perform the story. Provide evaluation criteria: - Complete content and correct sentences: 1 star - Vivid intonation and emotion: 2 stars - Add actions and proper gestures: 3 stars 6. Expansion: "My housework time" Ask students to talk about the housework they can do, using the sentence "I'm..." to describe ongoing actions, e.g., "I'm washing dishes." 7. Homework - Draw a picture of your kitchen, write 3 sentences to describe it. - Perform the Story time with your family members. 1. Observe pictures and answer questions about the story's characters and location. 2. Listen to the audio, learn new sentences and vocabulary, and practice pronunciation. 3. Follow the audio to read the story, correct their own pronunciation. 4. Participate in the guessing game, practice the "Is it... " sentence pattern. 5. Work in groups to prepare and perform the story, strive to get more stars. 6. Share their housework experiences, use the present continuous tense to describe actions. 7. Finish the assigned homework after class. 1. Help students understand the story context step by step, break down learning difficulties. 2. Through games and role-play, make learning interesting, and enhance students' language application ability. 3. Connect with real life, cultivate students' awareness of sharing housework, and achieve emotional education goals.
课堂小结 Summarize the key points of this lesson: review kitchen vocabulary, core sentence patterns and the usage of present continuous tense. Praise students' active performance in class, and emphasize the importance of loving housework. Listen carefully, review the knowledge points of this lesson, and feel the significance of sharing housework. Consolidate the knowledge learned in class, strengthen students' emotional awareness of loving housework.
板书 Unit8 In the kitchen Vocabulary: potato, tomato, soup, meat Sentences: - What's in the kitchen - Is it a... Yes, it is./No, it isn't. - I'm cooking dinner.