Story time教学设计(第一课时)

课题

U

nit 6 In the kitchen 教学目标： 1. 能听懂、会读、会说单词：bread, meat, potatoes, tomatoes, vegetables, look for, love, bread. 2. 能听懂、会读、会说句型和日常用语：Are they doing…及其回答Yes, I am./ No, I’m not. How’s the meat/ soup/…? 及其回答It’s yummy/nice. 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。

学情分析：

本版块描述了LiuTao一家人晚饭前和晚饭时的场景，共分为三部分。第一部分呈现的是LiuTao的父母正在厨房准备晚饭，LiuTaoA刚踢完足球比赛回家，一家人谈论正在烹饪的食物，由此引出现在进行时的一般疑问句。第二部分呈现了LiuTao在冰箱里找果汁喝的情景，复现了五年级上册Unit1学过的there be 句型。第三部分呈现了Liu Tao一家人吃完饭的情景，Liu Tao称赞父母烹饪的食物很美味。

教时

日期

第 1课时

能正确理解并朗读课文，在教师的帮助下尝试复述课文。

能初步运用本课所学的词汇和句型询问别人正在做什么。

重点

与

难点

活动版块

教 学 过 程

活动内容与呈现方式

学生活动方式

Group work Fruit: apple, orange, …

Food: egg, fish…

Drinks: water, milk…

S: Yes, there is.

S: No, there aren’t.

S: Yes, there is.

…

S: It looks/ They look nice.

Try to guess Read together

交流方式

师生开展头脑风暴游戏，归纳旧知，并导入目标词汇。

通过师生问答和看图说话，积累语言素材，做好铺垫。

达成目标1

1.Brainstorm Look and say: fruit, food, drinks, vegetables. 2.Ask and answer: T: Look at this picture. Is there any milk in the glass? Step 1 T: Look at this. Are there any hot Warming-up吸引dogs on the tables? 注意，积累语言

T: Is there any juice in the fridge? 3.Look and say Show some nice food pictures. Try to look and say. T: Look at… Does it/Do they look nice/great/yummy?

Pre-reading 1. Look and guess Look at the puzzles and guess 核Step2 what they are. 心Pre-task

Teach: tomato, potato, vegetable, 过导出目标，生bread, meet. 程

成结构

2.Guessing game Show some food pictures, act and guess, ask and answer.

通过多媒体图片或食物图片创设猜谜情景，教授新单词和句型，并在玩一玩中理解和运用。

达成目标1，2

T: Are you eating noodles? T: Are you eating soup? Play in a group

Step3 Task 1 回忆相关知识，初步运用结构

Show the pictures of unit 6 T: Here comes Liu Tao and his parents, where are they? T: Bingo! They are in the kitchen. 1.

Skimming. Ask the students to skim the passage and circle some difficult words and sentences. 2.

Scanning. Ss scan the text again and find out what food and drinks are mentioned. 3.

T: What else do you want to know? Let’s read after the tape.

4.T: I have a question: how much should we eat? Watch a funny cartoon . 网上找的关于吃的动画. 1.

Read after computer (听录音，Step4 逐句跟读，注意语音语调。学生Task 2 加上自己的表情和动作。）

呈现刺激材2.

Read together 料，活用结构

3.

Read in roles 4.

Read or act the story Post-reading

1.T :Is Liu Tao fat or thin? T: Look at the boy. What’s wrong with him?(小胖子) Step5 What advice can you give him? Task 3 2 . Here comes practice time , I 引发期待行can judge. 为，强化结构

3.Make a diet table for yourself and share. Step6 Post–task提供反馈评价，巩固结构

1.回顾板书

Retell the story 1)Work in pairs and retell 2)Retell the story together 2. 知识拓展

What other food do you know? S1:抽取汤的图片并作喝汤动作

S1：No, I’m not. S1: Yes, I am.

Group work

S: In the kitchen (show the title, students read together.)

Teach the words: meat, potatoes, tomatoes, vegetables.

Ss ask questions . Who’s cooking meat?

Who’s washing vegetables? What’s Liu Tao looking for in the fridge? Does Liu Tao like the meat? Watch a funny cartoon . Read in many ways

Read or act (work in pairs) S: No, he is just right.

(T/ F) (1)

We should eat plenty vegetables every day.

(2)

We can drink much cola. (3)

Meat and eggs are not good for us. (4)

Milk can make us strong. Retell the story：

Finish read and write on book P60 以who, where, how, why等问题引领学生思考，先听再看再读，通过解决问题，学生一步步理解课文。

达成目标2，3

学生能正确，流利的读故事，在理解的基础上合作表演故事。

达成目标3

理解课文基础上，运用句型综合输出，巩固内容。

达成目标4 回顾板书, 以思维导图的形式回顾本课内容

Homework 1. Read Story time after the tape for 5 times. 2. Copy the new words 3 times. 3. Find more food as you can.

Unit6 In the kitchen

A: Are they doing…

B: Yes, I am./ No, I’m not.

A: How’s the meat/ soup/…?

B: It’s yummy/ nice.

板书设计