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：901a5).zip

1五下五下 UnitUnit 6 6 InIn thethe kitchenkitchen 教学设计教学设计 （Checkout time & Ticking time） 一、教学内容一、教学内容译林版五下 Unit 6 In the kitchen 里的 Checkout time 以及 Ticking time二、教学设计思路二、教学设计思路 本单元话题是食物，内容涉及到可数名词和不可数名词，基本句型为现在进行时的一般疑问句及其回答。本节课为第四课时，以 Ticking time 三个目标为主线，用多种形式的活动复习本单元的重点词汇和句型。首先，回顾上节课的语音作业，配音和表演语音小动画，巩固字母组合 qu 在单词里的发音。接着，通过视频跟说食物类词汇，再通过分组竞赛和趣味分类两个有趣的课堂活动复习食物类词汇，引导学生关注可数名词和不可数名词用法上的区别。然后，用趣味分类的冰箱图引导到Miss Li 的冰箱图，完成 Checkout time 里的 Look and write. 之后，通过猜测Miss Li 在哪里，引出 Checkout time 的 Ask and answer 图片, 利用遮挡创设信息沟，让学生们猜测图中孩子们的活动，在 Ask and answer 中综合运用所学语言知识。最后，话题引入到孩子们自己的生活，小组设计场景并表演动作，让其他同学猜猜在哪里和干什么。活动的同时，用希沃助手拍摄现场图片保存。猜测活动后，鼓励学生自选一幅图描述，培养学生整段语篇输出能力。总之，本节课通过一系列有趣的课堂活动，培养学生综合运用语言能力以及解决问题的能力。3、教学目标教学目标1. 在配音和表演的趣味活动中进一步掌握字母组合 qu 在单词里的发音，激发对语音学习的兴趣。2. 能熟练运用本课所学的词汇和句型询问别人正在做的事情，并能在情境中熟练运用。3. 在一系列课堂活动中，提高观察能力、预测能力、倾听能力、表达能力、以及多种思维能力，提升综合语言运用能力。4. 体会到勤于家务的自豪感和身怀本领的成就感。四、教学重难点四、教学重难点2在情境中熟练运用本单元的重点词汇和句型；5、教学准备教学准备多媒体、课本六、教学过程六、教学过程Step 1 Review the sound of “qu”1. Watch and sayT: Look. This is our homework of the last lesson. First, lets watch and say together. 2. Show timeT: Which group can act it for us? 3. Ticking timeT: Open your books to P67. Give yourselves stars. 设计意图回顾上节课的家庭作业，进一步巩固对字母组合 qu 的学习和掌握。有趣的语音动画更能促进学生欣赏、模仿和表演，激发学生对语音学习的兴趣，拓展语音学习。同时引出本课主线 Ticking time，为学生本节课的学习做好具体的目标指引，培养学生的自我评价能力。 Step 2 Review food words 1. Watch and read T: How about this? Read it. “I can name some food.” How many stars can you get? T: Prove it. Lets watch this video and read follow it. 设计意图生动、有趣的学习小视频更好地激发学生的学习兴趣，通过跟说小视频里的食物词汇，复习所学，激活学生知识储备，为下面的竞赛游戏做准备。2. Game （分组竞赛）T: Lets practice more. Heres a game for you. Please find out the food words. We can start a competition. I need one boy and one girl.All of you can say the food words loudly to help them. 3设计意图运用竞赛游戏进一步复习巩固食物类词汇，引导学生观察词汇并思考，体会可数名词和不可数名词的区别。3. Game：趣味分类 T: Lets look at these words. Some of them have s/es at the end. But some dont. Why?T: Some of them are countable nouns. The others are uncountable nouns.T: Heres another game for you. 设计意图通过趣味分类游戏，复习可数名词和不可数名词，为下面 Checkout time 的第二个活动 Look and write 做铺垫。用两个冰箱图片作为趣味游戏图，为引入Miss Li 的冰箱、学习 Look and write 埋下伏笔。4. Look and write T: They are all in the fridge now. Look, this is Miss Lis fridge. Whats in it? Picture 1. Whats in the fridge? Picture 2? Lets ask . together. Spell it. Picture 3&4 . and your partner. T: Now, open your books and turn to Page 67. Fill in the blanks and then ask and answer in pairs to check the answers. 设计意图 引入 Miss Li 的冰箱，观察冰箱里的食物，问答 Whats in the fridge? There is/are 第一副图在老师的引导下完成，第二幅图由学生齐问某一个学生，第三幅图和第四幅图都由学生 Pair work 来完成。后五幅图放手让学生 Pair work，填空并问答检测双方答案，提醒学生书写时候要书写清楚、正确，培养好的书写习惯。通过这个活动，复习 There be 句型，并进一步深化对不可数名词和可数名词的理解和运用。同时，培养学生的倾听能力，养成认真倾听的好习惯。5. Ticking time T: Now, you can give yourself stars here. 4 设计意图引导学生自我评价，完成 Ticking time 的 I can name some food. Step 3 Review “Yes/No” questions about actions1. Watch and guessT: Close your books, please. We know there are many things in Miss Lis fridge. Maybe she wants to have a big dinner. Look, where is Miss Li now? Yes. Shes in the kitchen. Is she busy cooking in the kitchen? （No.）Whats she doing? Shes watching these children. Who are these children? Lets see. T: These children are busy in the kitchen. What are they doing? What is Yang Ling doing? Can you guess? What is she cooking? T: The group leader, please stand up. Open your books to page 66. You help me to answer the questions. Who can guess? T: What are Su Hai and Su Yang doing? 设计意图用上个活动冰箱里的丰富食物，Miss Li wants to have a big dinner. 让学生猜一猜 Miss Li 在哪里。用希沃 5 的蒙层功能一点点揭示图片的一部分，调动学生参与活动的积极性。擦拭中，不仅揭示出一部分厨房特征，也要漏出一部分孩子的图片(不露脸)，并且孩子们的活动也被遮挡住，为问答活动做铺垫。为学生示范猜测活动的问答，并请组长打开书，帮助老师回答。2. Guess in groups.T: What are the other children doing? Please guess in groups. The group leaders, you answer them. 设计意图创设信息沟，每个小组只有组长知道图中孩子们的具体活动，其他组员来猜测。在活动中巩固、运用现在进行时的一般疑问句及其回答。3. Show time5 T: Which group can show us your dialogues? T: Look, Miss Li is so happy. Shes proud of her students. Do you often do housework at home? Im so proud of you. And I know you can do many other things too. 设计意图小组展示问答活动，进一步巩固本单元所学句型。通过 Miss Li 开心、自豪的表情，引入情感渗透，老师为学生感到骄傲，激发学生勤于家务的意识。同时，话题引入到学生自己的日常生活活动，为下面的 Act and guess 做铺垫。4. Act and guessT: Now, please work in groups to choose a place and do actions. Let us guess where you are and what youre doing. 设计意图 通过此活动进一步巩固、运用现在进行时的一般疑问句的问答。同时，利用希沃助手拍现场图插入课件，为下面的拓展活动做铺垫。5. Ticking time T: Now, give yourselves stars here. I can ask and answer “Yes/No” questions about actions. 设计意图引导学生完成 Ticking time 的最后一项自评。6. Talk in groupsT: Now, work in pairs. Choose one picture to talk about it. 设计意图学生自选课堂现场生成的图片，进行描述，提高整段语篇输出能力，促进英语语言能力的提高。Step 4 Homework 1. Please choose one picture and write about it. 2. Preview Unit 7. 6七、七、Blackboard Design