Unit 6 In the kitchen Fun time 教案
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| 名称 | Unit 6 In the kitchen Fun time 教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2020-05-09 12:43:17 | ||
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文档简介
5下 Unit 6 In the kitchen
Period 2 Being a good helper!
教学目标
通过游戏导入、互动问答，学生能够找寻语言规律，并在情境中用“Yes/No” questions进行交流。
通过情境对话练习，学生能够正确使用There be 句型。
通过参与本课设计的送爱心活动体验，学生能够提升帮助他人的意识。。
教学重、难点：
通过游戏导入、互动问答，学生能够找寻语言规律，并在情境中用“Yes/No” questions进行交流。
通过情境对话练习，学生能够正确使用There be 句型。
教学过程
Step1. Daily talk
How are you today?
Ss: I’m…
What housework can you do?
Ss: I can…
Do you usually help your parents?
Ss: Yes. /No.
(设计意图：主题谈话，以此唤醒学生脑海里积累的动词词组，为本课话题展开做好铺垫。)
Step2. A guessing game
T: What am I doing?
Ss try to say:
You are running.
You are swimming.
You are dancing.
You are drawing.
T: What am I drawing?
Ss try to ask:
Are you drawing meat?
Are you drawing a tomato?
Are you drawing a potato?
T: Yes, you are so clever! (顺手多画几个)
Look! There is some meat. There are some tomatoes. There are some potatoes.
(设计意图：学生在游戏中初探本课话题和语言，并自主地从中找到语言规则。)
Step3. Review the story:
T:（指黑板上的三样菜）What can we cook with them? Look, I can cook meat soup. What do you think?
Ss try to answer:
We can cook tomato soup/potato soup/meat with potatoes
/tomatoes with eggs…
T: Good idea! (ppt) We can cook meat with potatoes and tomato soup.
In Liu Tao’s family, who can cook meat with potatoes?
Ss: Liu Tao’s father.
T: Yes, Mr Liu can cook meat with potatoes. Then who can tomato soup?
Ss: Mrs Liu.
T: Great! Are they good cooks?
Ss: Yes!
T: Let’s review the story together.
Look at the pictures. Do you remember the first picture?
Ss: Picture B
T: Good! This is the right order. Now I want you to ask questions according to the pictures. See, I can ask a question: What is she doing? Please talk with your partner.
(pair work)
Ss try to ask:
Who…?/What is…?/How many…in the fridge?/Is…?
T: I like your question. Who can answer?
T: You are so smart! You can ask and answer questions!
Asking questions can make you smart!
（设计意图：通常我们的复习总是局限在一张张表格或者许多问题里，我们为什么不可以让孩子自己提出问题呢？让孩子发问正好契合了本节课学习疑问句的主题，同时开放式的发问正是需要他们对课文的理解，间接起到了复习的作用，更好得培养他们的英语思维。）
Step4. Being a good helper:
T: In Liu Tao’s family, father and mother is busy, right? They are cooking dinner for Liu Tao. Does Liu Tao help them?
Ss: No, he doesn’t.
T: Is Liu Tao a good helper?
Ss: No!
T: But I think he is a good helper. Do you want to know why? (ppt)
T: Today, Liu Tao goes to visit some children from the Baby Home. Look at the children. They are poor. Maybe they have no parents. Liu Tao and his friends want to help them. Do you want to help them?
Ss: Yes.
T: How to help them?
Ss try to say:
We can give them some food/fruit/clothes/books…
We can play with them/chat with them…
T: You are all good helpers. Liu Tao and his friends are helpful too.(PPT)
Look, they want to cook a big meal for them. Is it a good idea?
Ss: Yes.
T: They want to play a fun game with them. They want to give them a nice performance. Let’s join them, OK? (PPT)
（设计意图：设计Liu Tao和朋友们去福利院送温暖活动，在情境中学习和运用语言。）
1.A big meal:
T: Yang Ling, Mike and Nancy. What are they doing?
Ss: They are cooking.
T: What are they cooking? Look at the fridge and try to guess!
T: I can guess: There are some tomatoes and eggs in the fridge. So I think they are cooking tomatoes with eggs. What do you think?
(pair work)
Ss try to say:
There is/are some…in the fridge.
I think they are cooking….
T: Look at the sentences. Can you read?
There is some meat in the fridge.
There is some fish in the fridge.
There are some potatoes in the fridge.
There are some tomatoes in the fridge.
T: What’s the differences between the two groups？
S: 上面是不可数，下面是可数的。
T: You are so smart. Look, meat and fish, they are uncountable. We use “There is…” Look! Pay attention here, we plus “s” or “es”?
Ss: “es”
T: Potatoes and tomatoes are countable. We use “There are…” Got it?
Ss: Yes!
T: Let’s check.
(PPT圈出图片juice、bread、apples和eggs 让学生说)
T: Look at the blackboard.
There____(生答) some meat.(板书 There is…)
There____(生答) some tomatoes/potatoes.(板书 There are…)
T: I think you know the rule very well now. They are cooking three dishes.
This is a dish of________(生答)
T: What is Yang Ling cooking? Is she cooking tomato soup？
S1: Yes, she is.
S2: No, she isn’t. (板书)
T: So can you guess? Is she cooking…? (板书)
S2: Is she cooking vegetables?
T: Let’s have a look! (PPT) Yes, she is. / No, she isn’t.
(再让生猜Mike和Nancy在烧什么)
T: Let’s go to the kitchen. Yang Ling, Mike and Nancy are cooking. (PPT圈出Wang Bing和Liu Tao) What are they doing? Guess! Are they…? (板书)
Ss try to guess:
Are they…?
T: Look! Yes, they are. / No, they aren’t.(板书)
T: What about the twins? (生猜)
T: Please read the sentences.
Is Mike cooking some fish?
Yes, he is.
Is Nancy washing the dishes?
No, she isn’t.
Are they making a meal?
Yes, they are.
T: Can you find the rules?
S: be动词+主语+动词ing
T: Well done!
They are “Yes/No” questions because we answer with “yes” or “no”.
T: Let’s look deep into the question. Please watch carefully!
Is Mike cooking some fish?
--->Mike is cooking some fish.
(学生尝试进行句型转换)
T: Can you change it into a “Yes/No” question?
Ss try to say:
1. He is cleaning the table.
--->Is he cleaning the table?
2. I am cooking.
--->Are you cooking?
T: You are learning very well.
(PPT)Liu Tao and his friends are good helpers. Look at the children. Are they happy?
Ss: Yes.
（设计意图：本环节重点学习“Yes/No” questions。这一环节中，学生练习运用“Yes/No” questions猜测Liu Tao 和朋友们在厨房干什么。使用猜测的方式，卷入了学生的日常经验，也充分调动了学生的好奇心和表达欲望，学生畅所欲言。在这个环节中，相信学生一定是用英语思考的，并非常想用英语表达的。给学生多一点用英语思考和用英语表达的机会是一个英语老师在教学设计中首要考虑的。）
2.A fun game:
T: After the big meal, they want to play a fun game. Let’s join them!
T: One student comes here to do some actions according to the picture.
You guess. I’m the judge now. Who wants to try?
cook fish
eat noodles
play table tennis
T: What’s he/she doing?
Ss try to guess:
Is he/she …?
Are they …?
T: Yes, he/she is. / No, he/she isn’t. / Yes, they are. /No, they aren’t.
T: Who wants to be the judge?
take medicine
watch a film
play chess
S123: What’s he/she doing?
Ss try to guess:
Is he/she …?
Are they …?
S123: Yes, he/she is. / No, he/she isn’t. / Yes, they are. /No, they aren’t.
T: Do you like the game?
Ss: Yes.
（设计意图：本环节在上一环节的基础上，通过游戏的方式促使学生的语言输出，这一环节充分提升了学生的英语思维能力和表达能力。）
3.A nice performance:
T: At last, they want to give them a nice performance. But they need your help. Can you help them?
T: They want to make a chant. Can you try?
Ss try to say the chant:
Is Mike cooking, cooking some fish?
Yes, yes, yes, he is.
Is Nancy washing, washing the dishes?
No, no, no, she isn’t.
Are they having, having a meal?
Yes, yes, yes, they are.
T: Let’s chant together.
T: The chant is short. Can you make another one?
Please working in groups of four. Pay attention to the rules.
Ss try to give the performance.
T: I like your chant. You are all good helpers!
（设计意图：通过“感知，说，写”的三部曲，让学生对“Yes/No” questions有了更深的体会。学生四人一小组编写chant并一起表演,能够在合作学习中获得成就感。）
Step5. Summary:
T: Today Liu Tao and his friends go to see the children from the Baby Home. They make a big meal for them. They play a game with them. They give a performance for them. They are very kind and helpful. You are good helpers too.
Step6. Homework:
T: Here’s your home work. It’s an interesting story. Let’s read it together.
At the zoo
It is Sunday morning. Dora and Boots are at the zoo. They are watching the animals. Look, the bear is riding a bike. The elephant is taking a shower. What are the ducks doing? They are swimming on the lake. Dora is hungry. She wants a banana. Where’s the banana? Look! The monkey is eating her banana. Ha-ha!
T: Try to ask “Yes/No” questions.
（设计意图：枯燥的读书和抄写只会让学生机械地巩固所学内容，所以我为学生准备一个有趣的短文，让孩子学生做一做小老师，出一些题目。这样的作业学生一定非常乐意动脑筋去完成。这个回家作业也正好契合了整节课的语言重点，就是——提问）
板书设计：
Unit 6 Period 2
Being a good helper!
Period 2 Being a good helper!
教学目标
通过游戏导入、互动问答，学生能够找寻语言规律，并在情境中用“Yes/No” questions进行交流。
通过情境对话练习，学生能够正确使用There be 句型。
通过参与本课设计的送爱心活动体验，学生能够提升帮助他人的意识。。
教学重、难点：
通过游戏导入、互动问答，学生能够找寻语言规律，并在情境中用“Yes/No” questions进行交流。
通过情境对话练习，学生能够正确使用There be 句型。
教学过程
Step1. Daily talk
How are you today?
Ss: I’m…
What housework can you do?
Ss: I can…
Do you usually help your parents?
Ss: Yes. /No.
(设计意图：主题谈话，以此唤醒学生脑海里积累的动词词组，为本课话题展开做好铺垫。)
Step2. A guessing game
T: What am I doing?
Ss try to say:
You are running.
You are swimming.
You are dancing.
You are drawing.
T: What am I drawing?
Ss try to ask:
Are you drawing meat?
Are you drawing a tomato?
Are you drawing a potato?
T: Yes, you are so clever! (顺手多画几个)
Look! There is some meat. There are some tomatoes. There are some potatoes.
(设计意图：学生在游戏中初探本课话题和语言，并自主地从中找到语言规则。)
Step3. Review the story:
T:（指黑板上的三样菜）What can we cook with them? Look, I can cook meat soup. What do you think?
Ss try to answer:
We can cook tomato soup/potato soup/meat with potatoes
/tomatoes with eggs…
T: Good idea! (ppt) We can cook meat with potatoes and tomato soup.
In Liu Tao’s family, who can cook meat with potatoes?
Ss: Liu Tao’s father.
T: Yes, Mr Liu can cook meat with potatoes. Then who can tomato soup?
Ss: Mrs Liu.
T: Great! Are they good cooks?
Ss: Yes!
T: Let’s review the story together.
Look at the pictures. Do you remember the first picture?
Ss: Picture B
T: Good! This is the right order. Now I want you to ask questions according to the pictures. See, I can ask a question: What is she doing? Please talk with your partner.
(pair work)
Ss try to ask:
Who…?/What is…?/How many…in the fridge?/Is…?
T: I like your question. Who can answer?
T: You are so smart! You can ask and answer questions!
Asking questions can make you smart!
（设计意图：通常我们的复习总是局限在一张张表格或者许多问题里，我们为什么不可以让孩子自己提出问题呢？让孩子发问正好契合了本节课学习疑问句的主题，同时开放式的发问正是需要他们对课文的理解，间接起到了复习的作用，更好得培养他们的英语思维。）
Step4. Being a good helper:
T: In Liu Tao’s family, father and mother is busy, right? They are cooking dinner for Liu Tao. Does Liu Tao help them?
Ss: No, he doesn’t.
T: Is Liu Tao a good helper?
Ss: No!
T: But I think he is a good helper. Do you want to know why? (ppt)
T: Today, Liu Tao goes to visit some children from the Baby Home. Look at the children. They are poor. Maybe they have no parents. Liu Tao and his friends want to help them. Do you want to help them?
Ss: Yes.
T: How to help them?
Ss try to say:
We can give them some food/fruit/clothes/books…
We can play with them/chat with them…
T: You are all good helpers. Liu Tao and his friends are helpful too.(PPT)
Look, they want to cook a big meal for them. Is it a good idea?
Ss: Yes.
T: They want to play a fun game with them. They want to give them a nice performance. Let’s join them, OK? (PPT)
（设计意图：设计Liu Tao和朋友们去福利院送温暖活动，在情境中学习和运用语言。）
1.A big meal:
T: Yang Ling, Mike and Nancy. What are they doing?
Ss: They are cooking.
T: What are they cooking? Look at the fridge and try to guess!
T: I can guess: There are some tomatoes and eggs in the fridge. So I think they are cooking tomatoes with eggs. What do you think?
(pair work)
Ss try to say:
There is/are some…in the fridge.
I think they are cooking….
T: Look at the sentences. Can you read?
There is some meat in the fridge.
There is some fish in the fridge.
There are some potatoes in the fridge.
There are some tomatoes in the fridge.
T: What’s the differences between the two groups？
S: 上面是不可数，下面是可数的。
T: You are so smart. Look, meat and fish, they are uncountable. We use “There is…” Look! Pay attention here, we plus “s” or “es”?
Ss: “es”
T: Potatoes and tomatoes are countable. We use “There are…” Got it?
Ss: Yes!
T: Let’s check.
(PPT圈出图片juice、bread、apples和eggs 让学生说)
T: Look at the blackboard.
There____(生答) some meat.(板书 There is…)
There____(生答) some tomatoes/potatoes.(板书 There are…)
T: I think you know the rule very well now. They are cooking three dishes.
This is a dish of________(生答)
T: What is Yang Ling cooking? Is she cooking tomato soup？
S1: Yes, she is.
S2: No, she isn’t. (板书)
T: So can you guess? Is she cooking…? (板书)
S2: Is she cooking vegetables?
T: Let’s have a look! (PPT) Yes, she is. / No, she isn’t.
(再让生猜Mike和Nancy在烧什么)
T: Let’s go to the kitchen. Yang Ling, Mike and Nancy are cooking. (PPT圈出Wang Bing和Liu Tao) What are they doing? Guess! Are they…? (板书)
Ss try to guess:
Are they…?
T: Look! Yes, they are. / No, they aren’t.(板书)
T: What about the twins? (生猜)
T: Please read the sentences.
Is Mike cooking some fish?
Yes, he is.
Is Nancy washing the dishes?
No, she isn’t.
Are they making a meal?
Yes, they are.
T: Can you find the rules?
S: be动词+主语+动词ing
T: Well done!
They are “Yes/No” questions because we answer with “yes” or “no”.
T: Let’s look deep into the question. Please watch carefully!
Is Mike cooking some fish?
--->Mike is cooking some fish.
(学生尝试进行句型转换)
T: Can you change it into a “Yes/No” question?
Ss try to say:
1. He is cleaning the table.
--->Is he cleaning the table?
2. I am cooking.
--->Are you cooking?
T: You are learning very well.
(PPT)Liu Tao and his friends are good helpers. Look at the children. Are they happy?
Ss: Yes.
（设计意图：本环节重点学习“Yes/No” questions。这一环节中，学生练习运用“Yes/No” questions猜测Liu Tao 和朋友们在厨房干什么。使用猜测的方式，卷入了学生的日常经验，也充分调动了学生的好奇心和表达欲望，学生畅所欲言。在这个环节中，相信学生一定是用英语思考的，并非常想用英语表达的。给学生多一点用英语思考和用英语表达的机会是一个英语老师在教学设计中首要考虑的。）
2.A fun game:
T: After the big meal, they want to play a fun game. Let’s join them!
T: One student comes here to do some actions according to the picture.
You guess. I’m the judge now. Who wants to try?
cook fish
eat noodles
play table tennis
T: What’s he/she doing?
Ss try to guess:
Is he/she …?
Are they …?
T: Yes, he/she is. / No, he/she isn’t. / Yes, they are. /No, they aren’t.
T: Who wants to be the judge?
take medicine
watch a film
play chess
S123: What’s he/she doing?
Ss try to guess:
Is he/she …?
Are they …?
S123: Yes, he/she is. / No, he/she isn’t. / Yes, they are. /No, they aren’t.
T: Do you like the game?
Ss: Yes.
（设计意图：本环节在上一环节的基础上，通过游戏的方式促使学生的语言输出，这一环节充分提升了学生的英语思维能力和表达能力。）
3.A nice performance:
T: At last, they want to give them a nice performance. But they need your help. Can you help them?
T: They want to make a chant. Can you try?
Ss try to say the chant:
Is Mike cooking, cooking some fish?
Yes, yes, yes, he is.
Is Nancy washing, washing the dishes?
No, no, no, she isn’t.
Are they having, having a meal?
Yes, yes, yes, they are.
T: Let’s chant together.
T: The chant is short. Can you make another one?
Please working in groups of four. Pay attention to the rules.
Ss try to give the performance.
T: I like your chant. You are all good helpers!
（设计意图：通过“感知，说，写”的三部曲，让学生对“Yes/No” questions有了更深的体会。学生四人一小组编写chant并一起表演,能够在合作学习中获得成就感。）
Step5. Summary:
T: Today Liu Tao and his friends go to see the children from the Baby Home. They make a big meal for them. They play a game with them. They give a performance for them. They are very kind and helpful. You are good helpers too.
Step6. Homework:
T: Here’s your home work. It’s an interesting story. Let’s read it together.
At the zoo
It is Sunday morning. Dora and Boots are at the zoo. They are watching the animals. Look, the bear is riding a bike. The elephant is taking a shower. What are the ducks doing? They are swimming on the lake. Dora is hungry. She wants a banana. Where’s the banana? Look! The monkey is eating her banana. Ha-ha!
T: Try to ask “Yes/No” questions.
（设计意图：枯燥的读书和抄写只会让学生机械地巩固所学内容，所以我为学生准备一个有趣的短文，让孩子学生做一做小老师，出一些题目。这样的作业学生一定非常乐意动脑筋去完成。这个回家作业也正好契合了整节课的语言重点，就是——提问）
板书设计：
Unit 6 Period 2
Being a good helper!