Unit 6 In the kitchen-Checkout time & Ticking time-ppt课件-(含教案+视频+素材)-县级公开课-新牛津译林版五年级下册英语(编号：f015e).zip

Sing a songWhat are you doing?U6 In the kitchen(Checkout time& Ticking time) I can name some food. I can ask and answer“Yes/No” questions about actions.Learning aims I can be helpful in my home life. I know the sound of “qu”.Quick reviewquickqueenquietquitePlay a gamequestionqu /kw/quitI know the sound of “qu”.What do you usually do in your home life?Quick reviewYou are helpful in your home life. questionQuick review To be continuedWhats the story about?快速浏览，这是一个关于什么的故事？Scanningcookingshoppinglove.timeShoppingListen and choose( )1. Whats the weather like today? A. Sunny. B.Cloudy. C. Rainy.( )2. What are they buying for? A. Cleaning. B.Playing. C. Cooking.ACActivatingshiningListen and repeatIts Sunday morning.The sun is shining, and the birds are singing. There are all kinds of things.My friends and I are in a supermarket. We are buying something for cooking.Maybe there is/are_Close readingSay in pairsDrinks Fruit & Vegetables What would you buy if you were LiuTao?如果你是刘涛，你会买什么？Fish, Meat& Snacks I can name some food.I would buy.1.There is_meat in the fridge.2. There is_fish in the fridge.3. There are_bananas in the fridge.4. There are_oranges in the fridge.5.There_in the fridge.6. There _in the fridge.8.There_in the fridge.9.There_in the fridge.7.There_in the fridge.somea/somesomefiveis some breadare four applesare twelve eggsis some milkis some juice1.There is_meat in the fridge.2.There is_fish in the fridge.3. There are_ bananas in the fridge.4. There are_oranges in the fridge.5.There_in the fridge.6. There _in the fridge.8.There_in the fridge.9.There_in the fridge.7.There_in the fridge.someasomefiveis some breadare four applesare twelve eggsis some milkis some juiceLook and find单数或不可数名词可数名词复数timeCookingMENUAppetizers（前菜）_Main Course（主菜）_Desserts（甜点）_Group discussionThere is/are a/some . We can cook/make.for. Appe ti zer sDesser ts小组合作制作菜谱并尝试介绍。Now, the children are all helping in the kitchen.认真观察图片，挑战15秒记住每个人在做的事！ Lets judgewashing the dishesYes, she is.No, he isnt.Q1：Iscooking some vegetables?Q2：Iscooking fish?Q2：Iscooking soup?No, he isnt.cooking fishAsk and answerA: Is/Are . v-ing .?B: Yes, . is/are. /No, . isnt/arent. I can ask and answer“Yes/No” questions about actions.Give an introductionIts cooking time. Now, the children are all .is/ are v-ing .timeLunchLunch timeWhat do they eat with?B. chopsticksA. knives and forksLunch timeWhat do they think of the lunch?They think.Look, some children are.How do they feel? Why?Group discussionGive an ending.Close readingRead emotionally 有感情地朗读We are busy but sweet today, because we are helpful in our home life. We care about each other and we love each other.跟着录音，大声朗读Re-readingThinking it over Can you give a title?Cooking for parentsExcept cooking for parents, what else can we do?除了为父母做饭，我们还能做些什么？Thinking it overWe canwater the flowerswash out toiletfeed the fishwalk the dogwash mums feetI can be helpful in my home life.Sunday morning, the sun is shining, shining, shining, shining, shining,shining, shining.We are in a supermarket , in a supermarket.There are all kinds of things,all kinds of things,all kinds of things.We are buying something, something for cooking.The children are all helping, helping in the kitchen, helping in the kitchen.We are all very busy, all very busy.Lunch time is coming, coming, coming, coming, coming, coming, coming.The lunch is very yummy, very yummy.We are busy but sweet today, sweet, sweet, sweet, sweet, sweet, sweet.We are helpful in our home life,in our home life.Sing a songCooking for parents1. Tell this cooking story to your friends.2. Do more helpful things in your home life.Cooking for parentsThank you!5B Unit6 In the kitchen (Checkout time& Ticking time)导学单导学单课堂活动课前导学译林版小学英语译林版小学英语 5B5B Unit6 In the kitchen(Checkout time&Ticking time)教学设计教学设计一、教案背景一、教案背景面向学生：面向学生：小学五年级教学内容：教学内容：译林版小学英语 5B Unit6 In the kitchen(Checkout time&Ticking time)课时数：课时数：第四课时教材分析教材分析 Analysis of the textbook本单元通过 Liu Tao 和父母谈论晚餐展开话题，围绕句型 Are you/they.? Is he/she.?及其回答呈现教学内容，重点学习食物类和夸赞他人的单词以及与此相关的句型。所安排的教学情境、题材贴近学生的生活实际，语言交际性强。本课重点学习本单元的 Checkout time& Ticking time 两个板块，从解读核心板块 Story time 父母准备晚餐这一话题入手，整合 Checkout time &Ticking time 两个板块内容，延伸故事板块情境，创编绘本，定位单课话题Cooking for parents。通过 shopping time, cooking time and lunch time 三个板块，层层递进，在综合复习的同时培养学生的阅读素养，完成单课目标。我将通过信息技术整合的方式，如设计电子书 Cooking for parents，加入声音、图片及视频资源等，有效地突破难点，提升学生的综合语言运动能力及综合人文素养。学情分析学情分析 Analysis of students从认知水平分析，我校五年级学生从一年级开始学习英语，不仅对英语学习有浓厚的兴趣，且具有一定的听、说、读、写的能力；从年龄特点及心理层面分析，他们好奇心强，乐于表现，善于表达，喜欢歌曲及游戏；从信息技术能力来看，他们已经有一定的基础，为信息技术与英语学科整合提供了保障。因此，我在设计教学活动时，从学生实际出发，将其与信息技术有效融合，设计符合学生实际的多样活动，提高学生的自学能力、实践能力、收集和处理信息的能力，以及他们用英语思维，分析问题和解决问题的能力。课前准备课前准备 Preparationsa. 搜索并了解更多食物类单词b. 制作电子书 Cooking for parentsc. 制作具有可交互性的课件二、教学目标二、教学目标 Teaching aims1. 知识与技能知识与技能（1）学生能说出一些食物的名称。（2）学生可以问，并用 Yes/No 回答关于行动的问题。（3）学生能知道字母组合“qu”的发音。（4）学生能在理解的基础上正确、流利地朗读并复述故事 Cooking for parents。2. 过程与方法过程与方法（1）通过信息技术与学科的整合，学生能增强质疑、解惑、互动的意识。（2）在任务的驱动下，学生能进一步掌握阅读的方法，提高阅读能力。（3）通过小组合作的方式，学生能懂得交流、合作、探究、分享。3. 情感态度与价值观情感态度与价值观（1）激发英语学习的兴趣，使学生愿意学英语、用英语。（2）学生能在家庭生活中热爱劳动，服务家人。三、教学重点三、教学重点 Teaching key points1. 学生能说出一些食物的名称。2. 学生可以问，并用 Yes/No 回答关于行动的问题。3. 学生能知道字母组合“qu”的发音。4. 学生能在理解的基础上正确、流利地朗读并复述故事 Cooking for parents。5. 学生能进一步掌握阅读的方法，提高阅读能力。四、教学难点四、教学难点 Teaching difficulties1. 激发英语学习的兴趣，使学生愿意学英语、用英语。2. 能积极运用所学的语言进行表达和交流，培养自主、合作、探究的学习方式。3. 学生能在家庭生活中热爱劳动，服务家人。五、教学策略五、教学策略 Teaching & Learning Methods以信息化教学设备为载体，进行交互式教学，让学生在协作活动中充分运用探究方式自主学习，主要运用计算机辅助教学、任务型教学法、情境教学法等。1. 计算机辅助教学 Computer Aided Instruction2. 任务型教学法 The Task-based Language Teaching Approach3. 情境教学法 The Situational Teaching Approach4. 整体语言教学法 The Whole Language Teaching Approach六、教学过程六、教学过程 Teaching proceduresStep 1 Before-reading1. Sing a songThe students sing the song What are you doing?.2. Show the learning aims.The students read the learning aims.设计意图：设计意图：在歌曲的愉快氛围中拉开本节课的序幕，学习目标的直接出示为学生指明了努力的方向。3.Quick review(1) Play a gamea. The students try to say the words quickly and correctly. (quick, queen, quiet, quite, quit, question.qu /kw/)b. Show the aim and tick. (I know the sound of “qu”.)设计意图：设计意图：通过欢快的背景音乐及 PPT 动画效果呈现单词，激励学生快速且正确读出单词，不仅加深了学生对字母组合“qu”发音的了解，而且激发了学生的兴趣、活跃了课堂气氛，很好地达成了语音目标。(2)Answer the questionQ：What do you usually do in your home life?The students say I usually sweep the floor/ clean the car/ wash the dishes/ cook dinner.设计意图：设计意图：由 Quick, I have a question.巧妙地从上一语音环节过渡到本环节，在丰富的图片辅助下，鼓励学生个性化表达。根据学生回答，教师及时给予评价如 You are helpful in your home life，也将情感教育渗透在教学点滴中。(3)Review story timea. You are helpful in your home life，but what about Liu Tao? For example: Its six oclock. Liu Tao comes home from a football game. His parents are cooking dinner. His mother is washing vegetables. She wants to cook some tomato soup. His father is cooking meat with potatoes.b. Liu Tao also wants to be helpful. So the story continues.设计意图：设计意图：本环节对已学的故事进行复习，由 Liu Tao also wants to be helpful，续编 Story time 部分的故事，不仅有效落实了单元整体教学，而且也激发了学生的好奇心，将前面所学与本节课 Checkout time&Ticking time 部分巧妙勾连。Step 2 While-reading1. 快速浏览，整体感知快速浏览，整体感知(1) Scan the story and answer the question.Whats the story about?(2) Answer the question and check.The story is about shopping/ cooking/ eating/ helping.设计意图：设计意图：在延伸故事的处理上，我着眼于整体，立足于全局，首先通过问题引领引导学生从整体上快速浏览并感知文本，渗透阅读方法的同时也为接下来的学习做铺垫。2. 分步学习，加深理解分步学习，加深理解(1)Shopping timea. Listen and chooseWhats the weather like today?A. Sunny. B.Cloudy. C. Rainy.What are they buying for? A. Cleaning. B.Playing. C. Cooking.设计意图：设计意图：在听、选择、核对的过程中抓住关键信息，不仅锻炼了学生的听力，同时也提升了学生抓关键信息的意识。b. Listen and repeatDialogue: Its Sunday morning. The sun is shining, and the birds are singing. My friends and I are in a supermarket. There are all kinds of things. We are buying something for cooking.设计意图：设计意图：五年级的学生模仿力强，跟读录音，使学生自觉地规范自己的语音、语调，进而打好扎实的发音基础。c. Try to say Maybe there is/are (Learn: all kinds of) What would you buy if you were LiuTao? I would buy.Show the aim and tick. (I can name some food.)设计意图：设计意图：开放性问题的设计引发了学生对购买食物的探讨，活跃了思维的同时也很好地达成了 Ticking time 中 I can name some food 这一目标。d. Look and writeThe students look, write and check.Find out the rules.(There is a/some 可数名词单数/不可数名词；There are some 可数名词复数)设计意图：设计意图：通过观察，完成写和核对再提炼出一般规律，点拨在学生的易错处。(2)Cooking timea.Make a menuLearn:Appetizers（前菜）Main Course（主菜）Desserts（甜点）Group discussion: The students make a menu and try to introduce the menu with the sentence patterns.(There is/are a/some . We can cook/make.for.)设计意图：设计意图：通过设计菜单这一任务，一方面培养学生的创新意识，另一方面鼓励学生在小组讨论中进行自主、合作、探究式学习。b.Game timeRemember the picture in 15 seconds.Lets judge: Is Yang Ling cooking some vegetables? Is Wang Bing cooking fish? Is Mike cooking soup?c.Ask and answerA: Is/Are . v-ing .? B: Yes, . is/are. /No, . isnt/arent. Show the aim and tick. (I can ask and answer“Yes/ No” questions about actions.)设计意图：设计意图：通过游戏的方式，激励学生记住人物动作，接着判断、检测。再进一步鼓励学生运用句型自主问答，由扶到放，完成关于行动的问题问答的目标。d.Give an introductionIts cooking time. Now, the children are all . .is/ are v-ing . 设计意图：设计意图：通过 PPT 图片辅助，学生运用所学句型介绍 cooking time 的内容，进一步加深理解，提高综合语言运用能力。(3)Lunch timea.What do they eat with? (A. Knives and forks B. Chopsticks)b.What do they think of the lunch?They think the lunch is nice/yummy/delicious.c.Look and say设计意图：设计意图：阅读教学详略结合，此部分对学生的难度不大。在问题的选择上，巧妙将本单元文化板块融入其中，复习 We eat with chopsticks。同时让学生进行开放性评价，激活表达词汇，启发思考。(4)Give an endinga.Group discussionThe students have a group discussion and give an ending to this story. (How do they feel? Why?.)b.Read Liu Taos ending emotionally.We are busy but sweet today, because we are helpful in our home life. We care about each other and we love each other.设计意图：设计意图：语言学习要求能够学以致用，同时也要求培养学生的综合素养，因此我设计了编写故事结尾这一环节，不仅鼓励学生积极表达和交流，而且也激发学生的创新意识，培养学生的思维能力。Step 3 Post-reading1.Re-reading2.Thinking it over(1)Can you give a title?设计意图：设计意图：在深入学习故事的基础上，鼓励学生概括并提炼标题，明晰学习主题，培养学生概况能力。(2)Except cooking for parents, what else can we do?Show the aim and tick. (I can be helpful in my home life.)设计意图：设计意图：拓展本课 cooking for parents 这一话题，将其延伸到在家庭生活中要热爱劳动、服务家人，升华情感。3.Sing a song Cooking for parentsSunday morning, the sun is shining, shining, shining, shining, shining,shining, shining.We are in a supermarket , in a supermarket.There are all kinds of things,all kinds of things,all kinds of things.We are buying something, something for cooking.The children are all helping, helping in the kitchen, helping in the kitchen.We are all very busy, all very busy.Lunch time is coming, coming, coming, coming, coming, coming, coming.The lunch is very yummy, very yummy. We are busy but sweet today, sweet, sweet, sweet, sweet, sweet, sweet.We are helpful in our home life,in our home life.设计意图：设计意图：根据文本，提炼重点，自编、自导歌曲 Cooking for parents 是本节的亮点之一。歌曲节奏欢快，歌词朗朗上口，深受学生的喜爱。将故事的核心内容总结、提炼为歌词，充分运用多媒体资源，再一次巩固所学，使学生在欢快的歌唱中对文本有了更深层次的理解。Homework1. Tell this cooking story to your friends.2. Do more helpful things in your home life.板书设计板书设计Unit6 In the kitchen(Checkout time&Ticking time)