Story time课件配套优秀教案案例

Unit 6 In the kitchen(Story time) 华丰小学

赵丹丹

教学目标：

1、

能听懂、会读、会说单词：meat，potato，tomato，vegetable，look for，love 2、

能听懂、会读、会说Are you …ing?及回答，初步感知了解现在进行时的一般疑问句句

3、

能正确的理解课文，朗读课文并表演课文，在教师指导下根据板书复述课文

4、

能初步运用本课所学词汇或句型交流

教学重难点：

1、

能正确理解课文，朗读并表演课文，在教师指导下根据板书复述课文

2、

能初步运用本课所学词汇或句型交流

教学准备：

1、

多媒体课件，音频，视频

2、

图片

教学过程：

Before class The rules for today’s lesson:

Listen carefully!/ Speak loudly!/Think more! Are you ready for class? Ready!ready!ready!(加动作)

Step 1 Before-reading 1.

Free-talk Hello!What’s your name?Nice to see you! What colour do you like? What are doing now? Do you like reading? What do you like doing/ eating? 2.self introduction T: Now,I will introduce myself to you.My name is Fiona.I am from Huafeng Primary school.Do you want to know more about me?Here are some topics.you can ask me some questions. Ss: …

T：I like vegetables.Such as carrots,potatoes,tomatoes...(学习生词) 逐个询问：Do you like ..? (设计意图：通过师-生，生-师对话问答，培养学生学会提出问题的意识，提前渗透vegetable /potatoes/tomatoes。) Step 2 While-reading 1.

Let’s ask T:We all like vegetables.because they are good for us. someone like eating vegetables too. Look, who are they? Ss: Liu Tao and his parents. T: Can you ask more question about the picture?

Ss: …

2.

Listen and choose T: You ask so many good questions. Here are three questions for you. Please listen carefully.

(1)

What time is it? (2)

Where are they? –(Present the title) T:So today,we will learn something in the kitchen.

(3)

What are Liu Tao’s parents

doing? 3.

Let’s read （设计意图：让学生根据图片用what，where…提问，发散思维。

听录音，选择正确答案。逐步走向文本的同时也训练了听力。）

A.

Before dinner 1.Read and complete

T: What are they doing in the kitchen？Please Read paragraph 1 underline the key words.I have some tips for you.Listen carefully. Ss: Mr Liu is…

T: How do you know? Can you read the sentence?(learn:the meat with potatoes) S:

T: What is Mrs Liu doing?

How do you know?

What does she want to do?(learn :tomato soup)

S: 2.Let’s read (read with actions) 3. Read in roles.

4.Look and say T:What’s in the fridge? There is some..in the fridge.

（设计意图：将课文分为晚饭前和晚饭时，此环节为晚饭前，细读课文，小组合作，带着问题去读课文，这也有助于提高学生的阅读能力和合作精神。并且通过问题，带着学生回到文本

找到依据。通过一系列问题，细化处理。）

B.

At dinner 1.

Guess T: Dinner is ready,If you are LiuTao, What will you say to your parents? 2.

Watch and answer T: Let’s watch the cartoon and answer 3.

Let’s read

4.

Let’s act （设计意图：让学生假设是刘涛，赞美父母，感谢父母，通过读，演等形式，让学生理解文中刘涛对父母的感恩。）

Step 3 After reading 1.

Let’s retell T: You act well. Now listen to me. It’s 6 o’clock in the evening. Liu Tao’s parents are cooking dinner in the kitchen. Mr Liu is

cooking meat with potatoes. It’s yummy. Mrs Liu is washing some vegetables. She wants to cook some tomato soup. It’s nice. Liu Tao is looking for some juice because he is thirsty. Ss: practice and show 2.

Read and write （设计意图：根据复述课文，整体感知课文）

Step 4 consolidation 1.

Make a dialogue T: Mother’s Day is coming. Liu Tao wants to cook lunch for his mother. He asks his friend to help him. Now, I’m Yang Ling, who can be Liu Tao? T: Now, practice with your partner. One is Liu Tao and the other is Yang Ling. 2.

T: From our parents,we learn love,we learn smile,we learn how to walk.Love your parents and be grateful！

（设计意图：情感升华，感恩父母，为父母做自己力所能及的事。）

Step 5 Homework 1.

Read the story time and try to retell 2.

Do some things for your family and try to talk about it. Blackboard design:

反思：本课教学内容为新版江苏牛津英语五上Unit6 In the kitchen 第一课时。本单元呈现了Liu Tao的爸妈在厨房烧晚饭过程中的用语。现在进行时已经在本册教材前一单元中出现过，因此学生已经有了一定的基础，本单元主要是学习现在进行时的一般疑问句及其答语。本课还涉及一些蔬菜的单词，如potato, tomato, soup, meat等生词。

导入：本单元与第5单元的联系比较紧密，重点都是现在进行时，只是侧重点不同，因此在一开始，我就用歌曲《What are you doing?》吸引学生的注意力，然后通过游戏look and guess出示并训练重点句型are you …ing…?Yes, I am. No, I’m not.并从学生的表演中引出is he/she …ing…? Yes, he/she is. No, he/she isn’t.这样的开门见山，就很自然的从现在进行时的特殊疑问句过渡到了一般疑问句，让学生很容易就接受了本单元的重点。接着我用Mr Liu 和Mrs Liu 的单张图片，让学生猜，教学本课的几个生词potato, tomato, meat,这样课文中的生词就解决了，为后面进入文本的学习做好了准备。用Mr Liu 和Mrs Liu在厨房的图片，引入课题，进入文本的学习。

文本：在进入文本后，通过听让学生学习a football game，接着看动画选择1. What do Liu Tao’s parents cook for dinner？2. Does Liu Tao like the meat?让学生整体感知课文。然后通过读课文判断三个句子：1.Mrs Liu is cooking some meat . 2. Liu Tao is looking for some apples. 3. Mr Liu is a great cook, and Mrs Liu is good at cooking too.通过这三个句子逐图学习课文，详细的了解文章的意思。在讲解Liu Tao对父母的评价时，对学生进行德育教育：要感恩父母，赞赏父母为你做的事，你对父母的赞赏就是对父母最大的奖励。最后进入阅读，让学生跟录音朗读，纠正语音语调。再在整体朗读的基础上，完成刘涛的自述和有关课文的问答。

最后，利用课后的看图说话，再次巩固本课的重点：现在进行时的一般疑问句。

存在的问题及调整方案：

1.情感教育没有很好的渗透

在逐图讲解课文后，要让学生的情感得到升华，我却没有及时的展开，让学生懂得感恩父母。

调整方案：首先可以举些例子让学生理解父母，再进行情感教育。

2.过渡语的使用不自然

在我用Mr Liu 和Mrs Liu 的单张图片，让学生猜，教学本课的几个生词potato, tomato, meat后，我直接说Liu Tao comes back from a football game.刘涛出现得有点突兀。我可以调整为Liu Tao’s parents are cooking dinner in the kitchen. At this time, Liu Tao comes back from a football game.这样的过渡更为有效。