五年級下冊英語教案Unit 6 In the kitchen(3) 譯林版（三起）

1、.*;第 PAGE3 頁Unit 6 In the kitchen3一、教學內(nèi)容：Sound time, culture time& Cartoon time二、教學目的：1. 能聽懂、會說、會讀、會寫句型Are you/ Is he/she?及其肯定否認答復。2. 可以理解字母組合qu在單詞中的正確發(fā)音。3. 可以理解中西方不同的用餐文化。4. 可以聽懂、會說、會讀卡通中出現(xiàn)的詞匯：angry,spot, catch, driveaway.5. 可以整體理解卡通部分，可以流利地朗讀并表演卡通對話。三、教學重點：1. 可以理解字母組合qu在單詞中的正確發(fā)音。2. 可以理解中西方不同的用餐文化。

2、 3. 可以整體理解卡通部分，可以流利地朗讀并表演卡通對話。四、教學難點：1. 理解字母組合qu在單詞中的正確發(fā)音。2. 整體理解卡通部分，可以流利地朗讀并表演卡通對話。五、課前準備： 人物及國家圖片、PPT六、教學過程：Step1. Lead in1. Greetings. T: Im your friend, you are my friends.2. Chant. 1 You and me, me and you, Im your friend, youre my friend. 2 T: Your friend Miss Teng has a piece of paper, what

3、am I doing? Guess! S1: Are you ? 3 T: You win! Im drawing now, and I have many pictures now.3. Show. 1 Who is she? a. Learn: queen, a female king b. T: Is she beautiful? Why? Learn: wear a blue dress, wear her golden crown c. chant: wearing her golden crown 2 Who are they? Yang Ling and Mike 3 Who i

4、s he? Bobby 4. 揭題 1. T: They are all our old friends, where are they? And what are they doing? 2. This class, we will talk about what they are doing?Step2. Sound time1. T: Where is the queen? Learn: in our little town2. T: What is the queen doing? Chant: through our little town3. T: Can you see the

5、queen now? Listen! PPTLets welcome the queen!4. Ss shout. T: Please shout, group 1/2/3/45. Read after the tape.6. BoysGirlsMiss Teng 1 Who wins? 2 Sing together.7. 板書 T: /kw/ is for quick, queen, /kw/ is for other words. 1 Try to read the new words. 2 Make new sentences with these new words.Step3. C

6、ulture time1.T: The queen is throughing our little town. What are Yang Ling and Mike doing? Learn: chopsticks, knife and fork2. Ss guess: Are they?3. What are they eating? PPT4. What do they eat with? Lets learn some table manners!5. Summary: People usually eat with chopsticks, knife, fork and hand.

7、 In Asia, Chinese, Korean, Japanese eat with chopsticks. In the west, American, English and Australian eat with knife and fork, Indian eat with hand, thats fun.6. Drill: Im _, I eat with_.He/ She is _, he/she eats with _.7. Different cultures make the world colourfulStep4. Cartoon time1. The queen i

8、s throughing our town, Yang Ling and Mike are eating many nice food, what is Bobby doing?其實,任何一門學科都離不開死記硬背,關(guān)鍵是記憶有技巧,“死記之后會“活用。不記住那些根底知識,怎么會向高層次進軍?尤其是語文學科涉獵的范圍很廣,要真正進步學生的寫作程度,單靠分析文章的寫作技巧是遠遠不夠的,必須從根底知識抓起,每天擠一點時間讓學生“死記名篇佳句、名言警句,以及豐富的詞語、新穎的材料等。這樣,就會在有限的時間、空間里給學生的腦海里注入無限的內(nèi)容。日積月累,積少成多,從而收到水滴石穿,繩鋸木斷的成效。 1

9、Where is Bobby? 2 What happened in his grape garden last week? Watch and read.2. What is Bobby doing now? Can you guess? Why is he crying? If youre Bobby, what will you say?3. Who can help Bobby? watch cartoons4. Answer the questions: 1 Who can help Bobby? 2 Which one is the good ladybird?5. Read an

10、d find out the new words. 1 catch, driveaway 2 Explain: catch, driveaway6. How does Bobby feel in each picture? 1 Picture1, sad; Picture2, angry; Picture3, superised; Picture4, happy. 2 Read after the tape.7. If you are the good ladybird, what do you want to say to Bobby and bad ladybird?8. Reading

11、time. Step5. Summary要練說，得練聽。聽是說的前提，聽得準確，才有條件正確模擬，才能不斷地掌握高一級程度的語言。我在教學中，注意聽說結(jié)合，訓練幼兒聽的才能，課堂上，我特別重視老師的語言，我對幼兒說話，注意聲音清楚，上下起伏，抑揚有致，富有吸引力，這樣能引起幼兒的注意。當我發(fā)現(xiàn)有的幼兒不專心聽別人發(fā)言時，就隨時表揚那些靜聽的幼兒，或是讓他重復別人說過的內(nèi)容，抓住教育時機，要求他們專心聽，用心記。平時我還通過各種興趣活動，培養(yǎng)幼兒邊聽邊記，邊聽邊想，邊聽邊說的才能，如聽詞對詞，聽詞句說意思，聽句子辯正誤，聽故事講述故事，聽謎語猜謎底，聽智力故事，動腦筋，出主意，聽兒歌上句，接兒歌

12、下句等，這樣幼兒學得生動活潑，輕松愉快，既訓練了聽的才能，強化了記憶，又開展了思維，為說打下了根底。1. The queen, Yang Ling and Mike, Bobby are doing different things, they are all happy, are you happy in this class? But the happy class is over.與當今“老師一稱最接近的“老師概念，最早也要追溯至宋元時期。金代元好問?示侄孫伯安?詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師。于是看，宋元時期小學老師被稱為“老師有案可稽。清代稱主考官也為“老師，

13、而一般學堂里的先生那么稱為“老師或“教習?？梢姡袄蠋熞徽f是比較晚的事了。如今體會，“老師的含義比之“老師一說，具有資歷和學識程度上較低一些的差異。辛亥革命后，老師與其他官員一樣依法令任命，故又稱“老師為“教員。2. Homework.語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。假如有選擇循序漸進地讓學生背誦一些優(yōu)秀篇目、精彩段落,對進步學生的程度會大有裨益。如今,不少語文老師在分析課文時,把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果老師費力,學生頭疼。分析完之后,學生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的為難場面的關(guān)鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見,假如有目的、有方案地引導學生反復閱讀課文,或細讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學生便可以在讀中自然領(lǐng)悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強語感,增強語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會自然浸透到學生的語言意識之中,就會在寫作中自覺不自覺地加以運用、創(chuàng)造和開展。教學反思:本節(jié)課的教學內(nèi)容為綜合板塊，包括Sound time, culture time和Cartoontime, 課堂容量大，各板塊之間各自獨立，課堂上我由Fun time板塊中如今進展時的一般疑問句