Story timeppt课件配套教案内容

Unit 6 In the kitchen p1 教学内容：storytime 教学目标

1. 能听懂、会读、会说单词: meat, potatoes, tomatoes, vegetables, look for, love. 2. 能听懂、会读、会说现在进行时态的一般疑问句：Are you doing… Yes, I am. / No, I’m not.

How is the meat/ soup/…? 及正确回答。

3. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。

4. 能初步运用本课所学的词汇和句型询问别人正在做的事情。

2学情分析

本单元的关键词是“吃饭”，这是一个同

学们非常感兴趣的话题。本单元围绕晚饭吃什么展开话题进行讨论，学习有关实物的话题，使用现在进行时的一般疑问句和There be结构的日常交际用语，对“having meals”这一话题进行讨论。学生已经学过现在进行时的特殊疑问句，本单元主要学习如何使用现在进行时的一般疑问句。在本节课中学生还会接触到

There be结构中出现不可数名词的情况，这对学生来说是一个难点。通过本单元的学习，帮助学生养成关爱父母，吃饭不挑食的好习惯。

3重点难点

教学重点：能正确理解并朗读课文，在教师的帮助下尝试复述课文。

教学难点：能初步运用本课所学的词汇和句型询问别人正在做的事情。

4教学过程

Step1 Free talk 1. Enjoy a song. T: First let’s sing a song and answer the question：

What is the song about? (vegetables.) （设计意图：通过一首英文歌曲，将学生引入到英语学习的氛围中来，提高学生学英语的兴趣。）

T: Vegetables are good for us. I like tomatoes. Teach tomatoes a tomato Pay attention to the “es”

词卡板书

T: I like potatoes, too. Teach potatoes a potato

词卡板书

（设计意图：通过图片引导学生理解tomato和potato的单复数的区别，注意这两个单词的复数要加es.）

Step2 Pre-reading 1. T: I have many vegetables in the kitchen. Come to my kitchen, Ok? (PPT) Today, we’ll learn Unit6 In the kitchen

揭题

Look at my kitchen. I’m good at cooking food. Look at this.

T: How’s the meat? Is it nice?

S: Yes, it’s nice. 词卡板书

T: How’s the fish? Is it yummy? S: Yes, it’s yummy. 词卡板书

T：Oh，thank you. I think I’m a great cook.

Teach a great cook 2. I often cook food for my family. Who cooks for you? S: Parents, grandparents. T: How about Liu Tao? Let's listen to the computer.

Step3 While-reading Task1 Listen and think. 填空Liu Tao comes home from a football game. Teach game 板书头饰

Liu Tao’s parents.

What are his parents cooking? Let’s watch.

（设计意图：通过听课文录音，让学生初步理解课文，回答简单的问题。）

Task2 Watch and answer

Read the questions.1 How’s the dinner?

2 What are they cooking for dinner? 3 Can Liu Tao wait for the dinner?

Liu Tao can’t wait for the dinner, What is Liu Tao doing before dinner?

Task 3 Look and judge ( ) Liu Tao is looking for some juice in the fridge. look for词卡板书

( ) There is some apple juice in the fridge. （设计意图：通过看图，引导学生观察图片中的细节，理解there is 连接不可数名词的用法。）

Task 4 Discuss and underline T: Look , the dinner is ready, Teach ready. Does Liu Tao like the food？

Underline the key sentences and discuss. How can you get the answer? Teach I love it.

板书

It’s nice. It’s yummy.

（设计意图：通过画出关键的内容，引导学生进一步理解课文。）

Step4 Post-reading 1 Read the story.

2 Let’s have a summary. （根据板书复述课文。）

3 Read and write. 4 Enjoy the pictures. 5 Diverse diet can make us more healthy. 6 Make the dialogue. T: Liu Tao wants to invite Wang Bing on Sunday. His parents can help him. Can you guess? What is Liu Tao doing? What is his mother/father doing? （设计意图：通过让学生猜测的练习，检查课前学生学习微视频：现在进行时一般疑问句式及其回答的情况。）

Make dialogues. （设计意图：通过编写与课文内容类似的对话，将本课知识点加以运用。.）

Step5 Homework. 1、Read the story three times. 2、Cook a nice dinner for your parents. (可在父母的指导下完成。) 3、Write down your gains and your parents' assessment. (写下你做饭的收获心得及你父母的评价。)

（设计意图：通过不同层次的作业，满足不同学***的学生的需求。）

七、板书设计：

Unit6 In the kitchen

Mr.Liu meat with potatoes

It’s yummy.

图片

Liu Tao 图片

Mrs.Liu 图片

It’s nice.

tomato soup