译林英语五年级下册Unit 6 In the kitchen单元教案
Unit 6 In the kitchen单元教材分析: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，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。
通过本单元的学习，帮助学生养成关爱父母，帮助他人的好习惯。
单元教学目标：1.想知道对方正在做的事，“Are you/they...?” “Is he/she ...?” 及其答句“Yes,I am/they are”“No,I‟m not./they aren‟t”和“Yes,he/she is.”“No,he/she isn‟t.”2.掌握可数名词复数的变化规则。
3.培养学生乐于助人的良好习惯。
4.字母组合qu在单词中的读音.教学重点和难点：1.懂、会说、会读、会写句型Are you…/ Is he/she…?及其肯定和否定回答2.能够掌握并运用现在进行时的一般疑问句及其肯定和否定回答。
课时安排：5课时第1课时：Story time第2课时：Fun time &, Grammar time第3课时：Cartoon time第4课时：Sound time and Checkout time第5课时：Ticking time(review)Unit 6 In the kitchen教学内容：Story time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、会说现在进行时态的一般疑问句：Are they doing…Is he/she doing…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。
教学重点和难点：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。
Teaching procedureStep1 GreetingStep 2 Pre-reading1. Play a game----Listen, read and judge(1) You all like English(2) Your favorite food is hamburger.(3) I …m tall and strong.(4) I like ice-creams very much.Rules: Say ‟Yeah, yeah, yeah‟ if it is true. Say …No, No, No,‟ if it is false.2. Brain storming: 30 seconds non-stop talkingRules: Work in group of 6. Each student says one word about food or drinks one by one. No repeating. Time: 30 seconds.Step 3 while-reading1.ssow the pictures of unit 6T：here come Liu Tao and his parents, where are they?SS: In the kitchenT: Bingo! They are in the kitchen.(show the title, students read together.)1. Skimming. Ask the students to skim the passage and circle some difficult words and sentences.Teach the words: meat, potatoes, tomatoes, vegetables.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?Ss ask questions .Who‟s cooking meat?Who‟s washing vegetables?What‟s Liu Tao looking f or in the fridge?Does Liu Tao like the meat?Let‟s read after the tape.6.T: I have a question: how much should we eat? Watch a funny cartoon . 网上找的关于吃的动画.Step 3 Post-reading1.T :Is Liu Tao fat or thin?S: No, he is just right.T: Look at the boy. What’s wrong with him?(小胖子)What advice can you give him?2 . Here comes practice time , I can judge.(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.3.Make a diet table for yourself and share.HomeworkUnit 6 In the kitchen教学内容：fun time and grammar time教学目标：1．能熟练运用句型现在进行时态的一般疑问句进行对话。
2．能理解并掌握特殊名词变复数的用法及规则。
3．能完成Fun time 中的任务。
教学重难点：能熟练运用句型现在进行时态的一般疑问句进行对话。
Teaching procedureStep 1 GreetingStep 2 Review1.Review the new wordsT: Can you guess what‟s in the fridge. Can you spell it?(教师出示一个冰箱)S 1: There is ……S 2: There are some…S 3:……..T: Le t‟s read together.教师将学生所提物品图片呈现。
2.Retell the story.T: Where are they?What are Liu Tao‟s parents doing in the kitchen?Is his mother cooking meat?What is Liu Tao doing?Is he eating vegetables?通过提出问题帮助学生回忆上节课内容。
Step 3 Grammar time1.出示课文三幅图片。
T: Can you ask them like me ?S 1 : Are they cooking ?S 2 : Is he ……S 3:…学生齐读以上句子。
2.呈现grammar time中的句子。
T: Let‟s read one by one.3.Find the rules.学生通过观察总结现在进行时态的一般疑问句的变化规则。
4.教师讲解变化规则和用法。
Step4 Fun time1.Play a game.T: Do you like games ?Ss : Yes .T: First, I do some actions and you try to guess what am I doing?做三至五个动作训练What are you doing?T: Now , 2 students come here, and we all try to ask him some questions.学生做一动作S1: What‟s he doing?S2: Is he drinking water?S1: Yes ,he is.学生换一个动作，其他同学模仿以上例句问答。
2.Play another game.T呈现一些图片，但将关键部分遮住，让学生用现在进行时态的一般疑问句对话。
Homework：1.总结一下可数名词变复数的规则有哪些？并列举出两三个单词2.动手做一份自己喜欢的菜肴，并向同学说一说你用了哪些食物材料。
Blackboard design:Unit 6 In the kitchen现在进行时的一般疑问句构成:be（is/am/are）+主语+现在分词potato →potatoestomato →tomatoesUnit6 In the kitchen教学内容：第3课时cartoon time教学目标1. 能够听懂、会说、会读卡通故事中出现的词汇：angry,spot, catch, drive…away.2. 能够流利地朗读卡通部分。
3. 能够整体理解并简单表演卡通对话教学重点难点学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
教学设备课件，挂图，卡片教学过程Step 1 Greetings.Step 2 Presentation1. Le t‟s enjoy. (The first day)T: Do you remember the cartoon?(unit 5 ) Let‟s watch again.PPT Ss watch the cartoonT : Does bobby like the pests or ladybirds?Ss : No!Lead Ss to learn “angry”.2. Let‟s find differences about ladybirds.T leads Ss to learn “spot”3. Let‟s guess. The second day, what‟s wrong with Bobby?4. Show some questions.⑴Who comes to help Bobby?⑵What is on Sam’s hand?⑶How many spots do Sam’s ladybirds have?⑷What do Sam’s ladybirds do?5. Watch another cartoonT : What is today‟ ending?Here‟s another video, let‟s watch.6. Ask and answer.T teaches “drive…awaySt ep 3 Let‟s retell.Step 4 consolidation1.Happy reading2.Act the cartoonStep 5 discussionWhat are friends?What is true friendship?Step6 Homework1. Read and act the cartoon.2. Try to retell it.板书设计：Unit6 In the kitchenangy 相应的图片spotcatchdrive…awayUnit 5 In the kitchen教学内容：Sound time and Checkout time教学目标：1.能听懂、会说、会读、会写单词vegetable, tomato, photo等食物类的词2.能听懂、会说、会读、会写句型Are you…/ Is he/she…?及其肯定和否定回答3.能够掌握现在进行时的一般疑问句及其肯定和否定回答。
译林版小学五年级英语下册教案Unit 6 In the kitchen_教案3
Unit 6 In the kitchenPeriod 3【教学目标】1．了解各国进食工具的文化差异。
2．能够听懂、会说、会读卡通故事中出现的词汇：angry, spot, catch, drive...away。
3．能够流利地朗读卡通部分。
4．能够整体理解并简单表演卡通对话【教学重难点】学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
【教学准备】学具:教学光盘、课件、图片【教学过程】Step1 GreetingT: Nice to see you, boys and girls.Step2: Warm up1．Do and say (to revise some verbs)T: do some actions: cooking /washing/dancing/eating...2．Say a chantCooking, cooking, I am cooking.Washing, washing, he is washing.Drinking, drinking, she is drinking.Eating, eating, we are eating.Cleaning, cleaning, they are cleaning.3．Look and guess(PPT呈现人物和遮挡的动作图片)T: Look at the pictures, try to guess using the following sentence structures:Is he/she…?Yes, he/she is.Are they…?Yes, they are. /No, they aren’t.Step3 Cartoon time.1．Reviewa．Look and answer（unit5 cartoon time 局部图）What are they doing?b．Recite and act（呈现Unit5 cartoon time 图片）2．Look and say: PPT 呈现图片T: How is bobby? There are a lot of pests and ladybirdsNice to see you, too, Mr. Wang教师做动作，学生猜词，说句Students do the actions and say the chant.看图猜测S1: Is he cleaning the table?T: No, he isn’t. Try again.S1: Is she cooking dinner?T: Yes, she is.S2: Are they cleaning the car?T: Yes, they are.Pests are eating grapes…根据图片提示背cartoon timeSs: Bobby is angry教师活动内容方式学生活动内容方式备注In Bobby’s garden now. Who come to help Bobby? Let’s watch and answer 3．Watch and answer:Who come to help Bobby?Can Sam help Bobby?What’s in Sam’s hand?4．Read and find:。
译林版小学五年级英语下册教案Unit 6 In the kitchen
Unit 6 In the kitchenPeriod 1【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、会说现在进行时态的一般疑问句：Are they doing…Is he/she doing…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。
【教学重难点】1．能正确理解并朗读课文，在教师的帮助下尝试复述课文。
2．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。
【教学准备】学具:教学光盘、课件【教学过程】Step1 GreetingGood morning, boys and girls. How are you?Step2 Pre-reading1．T: Do you like music? Ok, let’s listen to an English song “vegetable song”T: What is the song about?A．fruit B．vegetablesGood job, the song is about vegetables (tomatoes and potatoes)2．Introduce something about the teacher.Name: Mr. Wang Job: an English teacherHobbies: cooking (a great cook)I’m good at cooking meat with potato and tomato soup. (图展示土豆烧肉和西红柿汤)They are yummy(好吃，美味)，教学potato, tomato and yummy(借助音频)3．Play a gameT: Let’s play a game. Give the rules:Tips:当你看到图片或单词时，请大声读出来。
译林英语五下教案Unit 6 In the kitchen 第一课时
译林英语五下教案Unit 6 In the kitchen 第一课时Unit 6 In the kitchenLesson 1: My KitchenObjectives:1. To introduce kitchen vocabulary and functional language.2. To encourage students to talk about their own kitchens.3. To develop students’ listening, speaking, reading and writing skills.Materials:1. Teacher: Kitchen flashcards, kitchen pictures, kitchen items (utensils, plates, cups, etc.), PowerPoint presentation, board, marker.2. Students: Materials for writing and drawing.Introduction:Begin the lesson by asking students if they like cooking. Introduce the topic of kitchens by showing kitchen flashcards or pictures and ask if they know what these things are. Elicit vocabulary related to kitchen items and functional language used in the kitchen.Presentation:1. Present kitchen items by showing them to students and asking what they are used for.2. Introduce functional language commonly used in the kitchen such as “Can you pass me the salt?”, “Can you help me chop the vegetables?” and “Would you like some coffee?”3. Present kitchen prepositions through the use of a picture. Ask students to describe where kitchen items are located using prepositions such as “on”, “in”, “behind”, “next to” and “under”.Practice:1. Ask students to draw a picture of their own kitchens and label the items in English.2. Pair students up and ask them to describe where kitchen items are located using the prepositions introduced earlier.3. Play a game of “Pass the Utensil”. The teacherwill start by saying a sentence containing a kitchen item and asking the student next to them to pass a utensil mentioned in the sentence. The next student then repeats the sentence and asks the following student to pass another utensil.Production:1. Ask students to share their kitchen pictures and describe their kitchens to the class.2. Provide students with a recipe and ask them to write instructions on how to make it using the functional language and prepositions they have learned in class.3. Have a cooking day where students use the kitchen items and utensils to make a recipe together while practicing the functional language and prepositions.Conclusion:Conclude the lesson by asking students what they have learned about kitchens and practical language they can use in the kitchen. Review the vocabulary and functional language introduced in the lesson. Assign homework such as practicing the functional language or describing their kitchens in English to continue practicing the language outside of class.。
牛津译林版五年级英语下册Unit 6 In the kitchen 教案2
Unit 6 In the kitchen教案2一、教学目标1. 能听懂，会读，会说，会写厨房用具单词：如bowl, chopsticks, spoon, fork, knife, plate, pan, spatula2. 能熟悉其他厨房用具，如：gas stove, electric rice cooker, boiler, tap, sink.3. 能掌握现在进行时的一般疑问句和肯定及否定回答。
Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …4. 掌握名词的单复数变化规则。
二、教学重难点1. 能掌握现在进行时的一般疑问句和肯定及否定回答。
Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …2. 掌握名词的单复数变化规则。
三、课前准备1. 各种餐具及厨房的图片。
2. 单词卡片。
3. 课文录音。
四、教学过程Step 1 warming upBrain storming1. 教师展示厨房的照片，让学生找找看有哪些餐具和食物。
以引出话题。
2. 教师教学生各种餐具的英文表达。
如教师展示餐盘图片，并说出It’s a plant.以次类推教会学生其他餐具的表达。
3. 教师展示厨房的照片，六个学生一组，每个学生说出一种食物或餐具，不能重复。
4. 请一个学生随机抽取一张写着餐具的卡片，然后该生要用语言来描述该餐具，让其他学生来猜。
Step 2 learn sentences1.教师介绍基本句型：Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …2. 教师分别展示图片，让学生做看图对话练习。
译林版(三起)五年级英语下册教案Unit 6 In the kitchen教案
Unit 6 In the kitchen教学设计1一、教学目标知识目标1.学生能听懂.会说单词drinking, eating, talking, playing.2.学生听懂并且会在实际情景灵活运用句型What’s she/he doing? ,She/He is…能力目标1.培养学生听说读的基本能力.2.培养学生运用英语的语言能力,发散思维能力和知识迁移能力.情感目标1.激发学生的学习兴趣,帮助他们养成良好的学习习惯。
2.培养学生的合作精神和竞争意识，二、教学重点和难点1.能听、认、读单词drinking, eating, talking, playing.2.能用句型“what’s she/he doing ?”询问他人正在做什么，并能用“she/he is…”回答他人正在做的事情。
3.单词drinking的发音三、教具准备：课件、单词卡片、相关图片、录音机、录音带。
四、教学过程：Step1: Warm upT: Boys and girls, let’s do an activity, ok?Ss: Ok.T: Now, I say you do.教师发指令,学生根据指令做动作:Listen to music, read a book, write a letter, play football, talk to you, do homework.T: Now, please look at me.(放录音听音乐)Ss: You are listening to music.T: Yes, I’m listening to music. Do you like listening to music?Ss: Yes.T: let’s sing song” I’m listening to music.”师生齐唱歌曲。
Step 2. 呈现单词T: Boys and girls, now please look at me ,(师做看书的动作)What am I doing?Ss: You are reading.老师依次做动作，学生猜答，复习单词reading, listening ,writing, playing, watching.T:（做喝水动作）What am I doing?Ss:喝水.T: Yes, I’m drinkin g.(出示单词卡片)Please look at the picture, read after me :drinking.学生分组读,分男女生读,开火车读,指名读.同法教单词eating, playing ,talking.Step3. 操练巩固单词T: Now, let’s play a game, ok?Ss: Ok.T: Ok, I say you do.老师发指令，学生依次做动作：Drinking, eating, talking, and playing.T发出drinking的指令后)What are you doing ?Ss: Drinking.（边做动作边回答）同法操练单词eating, talking, playing.Step4.呈现句型1.逐一出示drinking ,eating, talking, playing的图片并提问。
译林版(三起)五年级下册英语教案：Unit 6 In the kitchen 第1课时
译林版（三起）五年级下册英语教案：Unit 6 In the kitchen第1课时一、教学目标1.学生能够熟练掌握在厨房中常见的物品和操作，如烤面包片、煮咖啡、开水龙头等。
2.学生能够进行简单的口语交际，向别人描述自己在厨房中的操作。
3.增强学生的英语听说能力，在语言和实际操作方面进行协调和提高。
二、教学重点与难点重点1.常见厨房物品和操作的掌握。
2.简单的口语交际，包括描述和指令。
难点1.学生需要较长时间进行音频和视觉方面的学习，尤其是针对英语语音和口语交际。
2.需要对学生进行反复的操作训练，加深他们对于烤面包片、煮咖啡、开水龙头等的熟悉程度。
三、教学准备1.音频和视频设备。
2.厨房物品和工具。
四、教学步骤Step 1：导入新知识引导学生回顾前几个单元学过的内容，并获取新学习内容之前的启发与讨论。
Step 2：新知识的学习1. 学习相关词汇老师通过图示或文字来展示并教授相关的词汇。
如烤面包片（toaster）、咖啡（coffee）、咖啡壶（coffee maker）和开水龙头（tap water）等。
2. 听力练习老师向学生放音频，让他们听一个人对于在厨房中进行烤面包片、煮咖啡和开水龙头的描述。
之后，让学生配合老师回答问题或输出描述。
3. 实际操作练习老师向学生展示在厨房中进行烤面包片、煮咖啡和开水龙头等的方法。
之后，教师让学生按照步骤进行操作，并监听和评价他们的发音和口语表达。
Step 3：巩固与补充1. 基础操作指导教师重复展示厨房中进行烤面包片、煮咖啡和开水龙头的方法。
并鼓励学生自己尝试操作。
2. 口语交流练习老师进行对话和讨论，鼓励学生用英语表达自己的想法和观点。
老师也可以展示一些观看和听力材料，以便学生巩固他们所学的语音和语言技能。
Step 4：总结与评价通过教师和学生的交流，手动或使用学生自己的方式来评价本次课程的效果。
五、教学拓展教师可以使用图形和交互式电版本来巩固学生所学的语音和语言技能。
译林版(三起五年级下册英语Unit6 In the kitchen 教案
Unit6 In the kitchen教案(jiào àn)教学目标：1.学生理解故事主要内容并复述课文；2.学生初步会用现在进行时的一般疑问句进行提问和回答；3.学生会用“How is/are ...?”提问味道如何；4.学生对日常生活的观察更为细致深入、兴趣增强，能将英语学习与实际生活联系在一起，并养成关爱父母、帮助他人的好习惯。
教学重点：1.学生理解文章主要内容并表演课文；2.学生熟练运用现在进行时的一般疑问句提问并回答；3.学生可以用“How is/are ...?”提问情况教学难点：1.学生能正确区分可数名词单复数及不可数名词；2.学生熟练运用现在进行时的一般疑问句提问并回答；3.学生可以用“How is/are ...?”提问情况教材分析：本单元的话题是食物，内容涉及到可数名词和不可数名词的运用。
教师可以结合四年级上册Unit2 (Let’s make a fruit salad) 和Unit6 (At the snack bar) 中的食物类单词涉及教学活动，导入或操练可数名词和不可数名词。
本单元的新句型是现在进行时的一般疑问句及其回答，教师可以创设多种情境，鼓励学生反复操练，使学生在实际运用中掌握其用法。
另外，本单元再现了there be句型和表达赞美的习惯用语，在教学的过程中，教师可以和学生一起复习五年级上册Unit1 （Goldilocks and the three bears）,Unit2 (A new student) 以及三年级上册Unit5（Look at me!）的相关句型和习惯用语，引导学生综合运用所学的知识。
教师可以在课前准备一些有关食物的精美图片，包括水果、蔬菜、肉类、主食和甜点等，在课上和学生一起分享，引起他们的学习兴趣。
在设计教学拓展和巩固活动时，教师可以引导学生将课文所学知识与实际生活联系在一起，创设新对话。
学情分析：学生在四年级时已经学过可数名词单复数及不可数名词，在五上第一二两单元也学过“There is/are ...”句型，已有较为多的基础，设计相关练习活动时已复习和巩固为主。
译林版五下Unit 6 In the kitchen单元教案
Unit 6 In the kitchen 单元总备【单元教材分析】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，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。
通过本单元的学习，帮助学生养成关爱父母，帮助他人的好习惯。
【单元教学目标】1.想知道对方正在做的事，“Are you/they...?”“Is he/she ...?”及其答句“Yes, I am/they are”“No, I’m not./they aren’t”和“Yes, he/she is.”“No, he/she isn’t.”2.掌握可数名词复数的变化规则。
3.培养学生乐于助人的良好习惯。
4.字母组合qu在单词中的读音。
【单元重、难点】1.听懂、会说、会读、会写句型Are yo…/ Is he/she…?及其肯定和否定回答。
2.能够掌握并运用现在进行时的一般疑问句及其肯定和否定回答。
【课时安排】4课时第1课时：Story time第2课时：Grammar time and Sound time第3课时：Cartoon time and Sound time第4课时：Culture time Checkout time and Ticking time12 Unit 6 In the kitchen 单元知识总汇【词汇】四会单词：1. vegetable 蔬菜2. tomato 西红柿，番茄3. potato 马铃薯，土豆4. look for 找，寻找5. love 喜欢， 喜爱6. bread 面包三会单词：1. game 运动，比赛2. smell ，闻起来3. meat （猪、牛、羊等的）肉4. I can ’t wait. 我等不及了5. ready 准备好6. yummy 好吃的，美味的7. win 获胜，赢 8. yeah 太好了，太棒了 9. angry 生气的，愤怒的10. spot 斑，点 11. catch 抓，抓住 12. drive …away 赶走【词组】1. come home from a football game 从一场足球赛上回到家2. cook dinner in the kitchen 在厨房做饭3. smell nice 味道很好4. cook meat 煮肉5. wash vegetables 洗菜6. cook tomato soup 做番茄汤7. cook meat with potatoes 做土豆烧肉8. I can ’t wait. 我等不及了。
译林版英语五年级下册《Unit6Inthekitchen》教案
译林版英语五年级下册《Unit6Inthekitchen》教案教材版本本教案适用于译林版英语五年级下册《Unit6Inthekitchen》。
教学目标本课程将学生引入厨房话题，通过听、说、读、写等多种教学方式，让学生掌握以下内容：1.学生能够听懂和会说本单元出现的生词和短语，如：chop、grill、frying pan、cutting board、peppper、salt、etc；2.学生能够掌握本单元的句型，如：What are youdoing?/What’s he/she doing?/What are they doing?；3.学生能够通过小组合作活动，提高其团队合作能力和语言表达能力，共同完成有关厨房用品和烹饪方法的任务；4.学生能够通过练习，提高其英语阅读和写作能力。
教学重难点1.教学重点：生词、短语及句型的学习和练习。
2.教学难点：学生对一些烹饪方法和食物类别的理解，如炒、煮、烤、馅饼等。
教学内容1. Warming up通过展示食物和厨房用品图片，激发学生对教学主题的兴趣，引导学生谈论以下问题：•What food do you like to eat?•What do you like to do in the kitchen?•What kitchen appliances do you know?2. Listening and Speaking•Step 1: Listen to the conversation between Sarah and Ann播放录音，让学生跟着录音听，然后让学生回答一些与录音相关的问题，如：Q1: What is Sarah doing now? A1: She’s chopping vegetables.Q2: What does Ann want to do? A2: She wants to make a pizza.•Step 2: Pr Work现在，让学生两两分组，进行一些情景对话练习。
Unit6Inthekitchen-storytime(教案)译林版英语五年级下册
Unit 6 In the kitchen（story time）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、会说现在进行时态的一般疑问句：Are they doing… Is he/she doing…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。
教学重难点：1. 能正确理解并朗读课文，在教师的帮助下尝试复述课文。
2. 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。
教学过程：1.warm upLet's enjoy a song<vegetable song>T: What did you see in the song?What else do you know?Ss: peas,beans,tomato,potato.....Review the words" tomato,potato "and their plural forms.◆T:all these things we call them: vegetablesTeach the word"vegetables"very,orange◆T:what's in the picture?Ss:fridge◆T:I can put this potato in to the fridge.Ss:Wow!T:I'm going to put this tomato .Ss: in the fridge.◆T:what else can you see in the fridge?Ss....Teach the word "meat"(explain this word as a uncountable noun)◆T:listen!who's that? what is he doing?Ss: He's Liu Tao. He's playing football.T:Yes,liu tao comes home from a football game.(read this sentence after the tape)He's very tired and thirsty. He's looking for something in the fridge.Listen carefully and answer the questions1. What is Liu Tao looking for?2. Is there any apple juice in the fridge?◆Read pic2 after the tape.◆T:Where can we see a fridge in the house?Ss: in the kitchen.T: What can we do in the kitchen?Ss: We can ............◆T:listen!what is Liu Tao's father doing?Ss: He's .....T:listen!what is Liu Tao's mother doing?Ss: She's .....T: Liu Tao’s parents are ....................... in the kitchen.Ss: cooking dinner◆Read picture 1 and answer：1.What is Liu Tao’s mather cooking?2.What is Liu Tao’s father cooking?Teach "some tomato soup""meat with potatoes""That smells nice."◆Read after the tape.◆Watch the cartoon twice and get ready to talk to the tape.◆practice reading and teach the words"yummy""cook"explain the two different means of the word "cook".◆Watch the cartoon again, and try to finish the exercise paper.◆Let’s retell the story and check the answers3. consolidation★Prepare a role play in group of four.★Choose one part of this story.★Use the masks on the table.4. developing training.◆Watch the flash and do the exercise on the paper ◆check the answers.Homework:1、Read the story time for at least 5 times.(朗读故事时间至少5遍。