Story time优秀教案案例

“新基础教育”研究教学设计

学科：

英语

学校

课题

Unit 6 In the kitchen 姓名

年级

五年级（下）

时间

第（6）单元第（1）课时

一、教学内容

《译林小学英语》五下

Unit 6 In the kitchen Story time

二、目标确定依据

内容分析：

本节课是义务教育教科书英语五年级下册第六单元

In the kitchen第一课时Story time。文本以刘涛足球比赛回家后看到父母亲在厨房间做晚饭的情景展开教学，通过导入环节中两首欢快的英文歌曲为本课词汇学习做充分铺垫。此外，在欣赏美食图片的过程中及时渗透yummy一词的教学并聚焦本课的核心词汇。

在文本处理环节中，以dinner为主线将文本分成before dinner和during dinner 两部分阅读教学。在巩固环节中的Show time设计充分调动孩子朗读表演的积极性，从而进一步巩固文本信息能更流畅地对文本进行复述。

学情分析：

教学重点：

1. 在听故事的过程中理解词汇及句型: Are you doing …?、Yes, I am./No, I’m not.、How is the meat/soup/…?及正确回答。

2. 能够从整体到局部理解故事内容。

3. 能正确理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。

教学难点：

1. 菜名的朗读是本课词汇的难点，教师可以通过多样的图片让学生感知后学习。

2. 现在进行时一般疑问句的准确掌握。

三、建立的具体目标

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. 能正确理解并朗读课文，在教师的引导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。

四、课前准备

教学卡片，教学光盘，PPT，人物头饰，一些衣物图片或实物

没有教师的创造精神，就没有学生的生命价值的提升

“新基础教育”研究教学设计

学科：

英语

六、教学过程设计

教学过程设计

教学环节

Warming up

教师活动

Step 1 Enjoy the song

课前欣赏歌曲《Fruit》

&《Vegetables》

T: What are the songs about? (出示歌曲中的水果和蔬菜，

片，引出fruit和

vegetables，

初步感知本课词汇) Pre-task Step 2 Presentation preparation

T: Fruit and vegetables are good for us. We eat them every day. And we can cook delicious dish with them. Look, what is it? Meat with potatoes(土

烧肉), chicken with potatoes, tomato with eggs, tomato soup (番茄汤), and mushroom soup. T: How do they look?

T: How do they taste?

S: Nice! S: Great!

S: Look, Liu Tao’s

parents are cooking in the kitchen, too. What are they cooking? Let’s

通过歌曲及菜肴图片讨论蔬菜水果，引起学生对语篇内容的兴趣。

学生活动

设计意图

Ss: Listen and sing 由相关的歌曲together. 导入，在活跃气氛的同时唤醒学生的旧知。

T: Yes. They are yummy. My watch the cartoon of mouth is watering. (教师做动作Unit 6 In the kitchen.

引导学生理解yummy)

While-task

Step 3 New teaching 1. 整体感知故事内容

(1) Watch and tick.

What are Liu Tao’s parents cooking?

用视听的方式训练学生听和理解的能力。，

Ss:Watch and tick.

tomato soup

没有教师的创造精神，就没有学生的生命价值的提升

“新基础教育”研究教学设计

学科：

英语

chicken with potatoes 初步整体的感知文本。

通过看动画整体感知语篇，说说菜名，初步感知现在进行时一般疑问句的句子结构。

在学生自己阅读的基础上，完meat with potatoes

Ss: Learn new phrases

“meat with potatoes”, “tomato soup”

(2)Look and learn (教学meat

with potatoes, tomato soup)

2. Read, ask and answer

(1) Who is cooking meat with potatoes? Who is cooking tomato

soup? Liu Tao’s father is cooking meat

with potatoes. Liu Tao’s mother

is cooking tomato soup. (教学…

is cooking …) Ss:…

is cooking …

(2) Read and talk T: How do these dishes look?

Ss: They’re nice.

T: How are the dishes?

Ss: They’re yummy.

3. Practise 1. 整体梳理文本信息，分步骤

朗读。

Before dinner: Ss: They’re cooking T: Liu Tao comes home from a dinner. football match. When he gets Ss: Are you cooking home, what are his parents doing? meat?

T: Liu Tao smells something Ss: No, she isn’t good. So he asks his mother: cooking. She’s washing T: Is his mother cooking meat? vegetables and she 教学句型：Are you … ing? wants to cook tomato 教学look for soup. 成句子和回答S: Liu Tao and his 相关问题。引导During the dinner: T: (出示文本图片) Look! Dinner parents are having their 学生关注文本dinner. 细节，学会把握is ready. What are they doing?

关键信息。

T: Let’s read the text together. And try to answer the questions. S: He’s eating the meat.

T: What’s Liu Tao eating?

没有教师的创造精神，就没有学生的生命价值的提升

“新基础教育”研究教学设计

学科：

英语

Post-task activities

Step 4 Consolidation

发挥学生的主观能动性，让学生自由选择朗读的方式，增强朗读的自主性和趣味性，学习朗读过程中的语音语调抑扬顿挫，重读、弱读等朗读技巧的处理。

巩固及提高学生通过提问来获取信息的能力。

1. Let’s read. (学生自选一个片Ss: 断和同桌合作阅读) 1. Read together

Liu Tao comes home from school.

2. Try to retell

Liu Tao is looking for some 3. Do some exercises

drinks.

4.Some Ss try to Liu Tao is eating dinner. summary the passage.

2. Let’s retell.

3. Do some exercises on Page 60 4. Summary：I know most of you cannot cook. But we can help our parents when they cook! And we shouldn’t waste the food. Our parents cook nice food for us, and we need to thank them for that. Homework 1. 跟读录音，朗读Story time。

2. 把今天新学的食物的英文表达方法说给自己的父母听。

3. 找一找你感兴趣的食物和蔬菜的英文表达方法。

Unit 6

In the kitchen

Liu Tao

love

Mr Liu is cooking

meat with potatoes.

It smells nice.

Mrs Liu is cooking

tomato soup.

It’s yummy.

It’s nice.

Design

没有教师的创造精神，就没有学生的生命价值的提升