Unit6 In the kitchen Story time 教案（含反思）

Unit
6
In
the
kitchen
Period
1
1．教学内容：Story
time
2．教学目标：
1.
在情境中，能整体理解Story
time的内容，并能听懂、会说、会读故事中出现的词汇：game,
smell,
meat,
ready,
vegetable,
tomato,
potato,
yummy,
look
for.
2.
能听懂，会说，会读句型：Are
you
...ing
...
Yes,
I
am./
No,
I’m
not.
How’s
...？It’s
yummy/nice....
3.
能在理解故事的基础上流利并有感情的朗读，并能选择一幅图进行表演。
4.
能根据板书复述故事。
5.
能从故事中感受父母对孩子的爱，并学习帮助父母做些简单的家务。
3．教学重点：
1.
能听懂、会说、会读文中的词汇及句型。
2.
能以正确的语音语调朗读课文并正确的理解课文。
4．教学难点：
1.
能在理解的基础上，正确运用现在进行时对课文进行复述。
2.
能体会文中的情感，学会主动帮父母做家务。
5．教学准备：PPT,
板书，表演道具
6．教学过程：
Step1
Warming
up
1.
Sing
a
song:
What
are
you
doing
2.
Play
a
game:
Act
and
answer.
Ss:
What,
what,
what
are
you
doing
S1:
...ing,
...ing,
I’m
...ing
....
Step2
Lead
in
1.
Look
and
guess
T:
What
are
we
doing
now
S:
We
are
having
an
English
class.
T:
What
about
Liu
Tao
and
his
parents
What
are
they
doing
Look,
this
is
Mrs
Liu.
She
is
at
home.
What
is
she
doing
at
home
We
can
guess
like
this:
Mrs
Liu,
are
you
...ing
...
Teach:
Are
you
...ing
...
(板书)
S1:
Mrs
Liu,
are
you
watching
TV
Mrs
Liu:
No,
I’m
not.
Teach:
No,
I’m
not.
(板书)
S2:
Are
you
washing
clothes
Mrs
Liu:
Yes,
I
am.
Teach:
Yes,
I
am.(板书)
同理问答
Mr
Liu,
Liu
Tao.
Step3
Story
time
1.
Reveal
the
title
T:
Look,
they
are
together
now.
Where
are
they
Can
you
guess
S:
They
are
in
the
kitchen.
Reveal
the
title:
Unit
6
In
the
kitchen
(板书)
2.
Watch
and
choose
T:
What
are
they
doing
in
the
kitchen
Here
are
several
sentences
to
choose.
Let’s
read
first.
Teach:
a
football
game,
look
for
Watch
the
cartoon
and
choose.
Cooking
dinner,
Looking
for
things,
Having
dinner
(板书)
3.
(picture1)
Listen
and
underline
T:
Listen,
the
clock
is
ringing.
It’s
six
o’clock
in
the
evening.
What
is
Mrs
Liu
doing
What
is
Mr
Liu
doing
Let’s
listen
and
underline.
S:
Mrs
Liu
is
washing
some
vegetables.
Teach:
vegetable
T:
Now,
you
are
Mrs
Liu.
What
are
you
doing？
S:
I’m
washing
some
vegetables.
T:
Why
are
you
washing
vegetables
S:
Because
I
want
to
cook
some
tomato
soup.
Teach:
a
tomato,
tomatoes,
tomato
soup,
eggs
with
tomatoes.
T:
So
Mrs
Liu
is
washing
some
vegetables.
(板书)
Because
she
wants
to
cook
some
tomato
soup.
What
about
Mr
Liu
S:
He
is
cooking
meat
with
potatoes.
Teach:
a
potato,
potatoes,
meat,
meat
with
potatoes.
T:
So
Mr
Liu
is
cooking
meat
with
potatoes.
(板书)
T:
I
have
another
question.
Does
Liu
Tao
like
eating
meat
How
do
you
know
S:
Great!
I
can’t
wait,
Dad!
指导朗读：Liu
Tao
is
excited.
T:
What
else
does
Liu
Tao
say
S:
That
smells
nice,
Mum.
Are
you
cooking
meat
Teach:
smell
(small)
T:
He
thinks
the
meat
smells
nice.
So
these
two
sentences
can
also
show
Liu
Tao
likes
eating
meat.
指导朗读：Liu
Tao
is
full
of
expectation.
加上闻的动作
4.
Read
pic1
after
the
tape
Read
together
5.
(picture2)
Listen
and
answer
T:
Mr
and
Mrs
Liu
are
cooking
dinner.
What
about
Liu
Tao
Is
he
cooking
dinner
S:
No,
he
is
looking
for
things.
T:
What
is
he
looking
for
What
does
he
find
Let’s
listen.
S:
He
is
looking
for
some
apple
juice.
He
finds
some
orange
juice.
A
learning
tip:
look
for
意为寻找，强调过程；
find
意为找到，强调结果。
6.
Guess
and
say
T:
What
else
are
there
in
the
fridge
You
can
use
this
sentence
to
guess.
Teach:
Is/
Are
there
any
...
(板书)
7.
(picture3)
Read
and
find
T:
It’s
six
thirty.
Dinner
is
ready.
Here
are
the
dishes.
How’s
the
meat
How’s
the
soup
Teach:
How’s
...
T:
What
does
Liu
Tao
think
of
them
Can
you
find
Teach:
It’s
yummy/nice...
I
love
it.
指导朗读
T:
What
else
can
you
say
S:
It’s
good/
great/...
T:
Liu
Tao
loves
the
meat.
He
says
to
his
father,
you’re
a
great
cook!
What
does
it
mean
A.
You
are
good
at
cooking.
B.
You
are
a
cook,
and
you
cook
well.
T:
What
does
Mr
Liu
do
Do
you
remember
S:
He’s
a
taxi
driver.
T:
Yes.
So
A
is
right.
8.
Read
pic2/3
after
the
tape.
Read
in
roles.
9.
Let’s
act
T:
You
are
good
at
reading.
What
about
acting
Choose
one
picture
to
act.
Step4
Consolidation
1.
T:
It
is
seven
o’clock
now.
Dinner
is
over.
What
is
Liu
Tao
doing
now
S:
Are
you
...ing
...
Liu
Tao:
Yes,
I
am.
No,
I’m
not.
I’m
cleaning
the
table.
I’m
washing
the
dishes
too.
T:
He
is
helping
his
parents.
We
should
also
help
our
parents.
They
do
a
lot
of
things
for
us.
They
read
with
us.
They
play
with
us
and
keep
us
safe.
They
help
us
with
our
homework.
They
cook
nice
dinner
for
us
after
a
whole
day
work.
When
we
are
ill,
they
take
good
care
of
us.
So
what
can
we
do
for
them
S:
We
can
...
T:
Yes,
we
can
do
some
simple
things
for
them.
For
example,
wash
some
dishes,
clean
the
house,
do
some
massage
for
them
when
they
are
tired,
or
learn
to
cook
breakfast
or
dinner
for
them.
Remember
love
our
parents,
help
our
parents,
we
are
family.
(板书)
2.
T:
Look
it
is
eight
o’clock.
Liu
Tao
is
in
the
study.
He
is
writing
a
diary.
Let’s
help
him,
ok
Finish
the
paper.
Check
the
answers.
Step5
Homework
1.
Read
and
recite
story
time.
2.
Preview
fun
time
and
grammar
time.
3.
Help
parents
do
some
housework.
7．板书设计：
8．教学后记：
这节课经过了一个比较长的打造过程，一共修改了5次，最后呈现出的是一节流畅整体性强，采用随文教学，听说读写全面覆盖，符合五年级学生学习方式的教学有效性较强的课。主要教学内容是Unit6
In
the
kitchen，主要讲述了刘涛父母为其做晚饭的故事。其中涉及的重点词汇主要有食物类词meat，vegetable，potato，tomato，句型主要为现在进行时的一般疑问句Are
you
…ing
…
及其回答。
由此，在最初的设计中，我采用看图chant：What,
what,
what
is
…
doing
…ing,
…ing,
…
is/are
…
ing.的形式作为热身，既能激发学生学习的热情和积极性，又能回顾现在进行时的特殊疑问句及回答，为一般疑问句埋下伏笔。继而从Miss
Shen的冰箱展开brain
storm教学新单词，并顺便复习使用Is/Are
there…句型。然后由Miss
Shen在厨房中的活动教学新句型。最后引入文中的厨房。课文则分成左右两部分来教学，通过重点示范左边的学习，放手让学生自学右边部分，以此培养他们的主动学习能力。
试上下来反映出的主要问题是头重脚轻，在冰箱那一段耗时太多，有些偏离主题。所以第二次的修改中将这部分舍弃，而是在课文图2中进行猜测问答。词汇的引入则改为Quick
response。并想出以三个主人公白天的活动进行新句型的操练，以更快进入故事情景。而原先课文的处理则缺乏整体性，改为整体入手了解大意，再分三块教学的模式，更加符合学生的思维模式和学习模式。
第三次的修改中舍弃了Quick
response这个比较老套的游戏，改为学生的边说边演来复习进行时态。并直接进入主人公的活动来教学句型，并在文中出现的时间6点的基础上，为其他几部分冠上时间，如此下来便使这节课的情境更加明确，整体性更强。而情感教育则在扩展时由刘涛帮父母做家务引出，连贯不生硬。
第四次修改中主要想尝试一种新的教学方式：听录音速记关键词，尝试还原课文内容。速记对于学生来说要求比较高，但确是做听力时必备的一种能力。所以选择了比较简单的图2内容来尝试。最终效果不是很明显，还需要在平时慢慢地向学生渗透这方面的能力。
所以，在最终版本中还是选择了猜冰箱里的食物的形式。并在一些细节上做最后的敲定，包括新词汇的出现，过渡语的使用，朗读时间的控制等。
整节课下来，学生表现出较好的积极性，并不时闪现思维的火花；在表演中也展现了各自的风采和丰富的想象力及语言运用能力；知识点的掌握也是比较扎实的。整个打造过程对我来说也是受益匪浅，让我学到了评课老师多种解析课文的模式和思维方式，为今后的教学设计开辟了更加宽广的道路。