2020年五年级下册译林版英语教案Unit 6 In the kitchen
Step4: Homework
1.Read the story after the tape.
2. Make new dialogues and communicate with your family and friends.
听力练习帮助学生训练听力能力。
学生自读课文合作练习问答，既训练了学生精读能力，有帮助学生巩固练习现在进行时的一般疑问句。
学生自读课文找答句，对“It's yummy.”的用法有语境意识，并且配合动作，加深印象。
学生小组表演课文时根据实际情况增添了对话，很好完成知识点内化及运用。
Step3: Expanding
Ss look at the the picture and guess in "Is he/she …ing?”and "Are you …ing?"
Ss learn about new words.
通过玩游戏让学生练习运用一般现在时一般疑问句，形式有趣，学生更易掌握。
通过“cooking”引出新单词及本文课题“In the kitchen”。
Step2: While-reading
1.Look&guess
T: Look at the picture. What can you know from the picture?
T: What else do you want to know about the picture? You can ask some questions.
S: It's yummy./ It's nice.
Ss read after the tape.
Ss work in groups of four and choose one or two scenes to act.
学生看图说话并提问题，锻炼了学生从图片中提取信息的能力，也帮助学生拓展发散思维。
Unit6 In the kitchen
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。
Blackboard design
Are you ...ing?
Yes, I am./ No, I’m not.
Is he/she ...ing?
Yes, he/she is./ No. He/she isn’t.
How is …?
It's ….
教后反思
课堂设计应该围绕重点句型及课文呈现形式设计，例如本课课文是以对话形式呈现，那么问答类的口语练习可以帮助学生更好的理解句子用法，这是我在设计活动时忽视的。其次，我在最初的课堂设计中没有为学生创造和本课主题相关的实际语境。本课主题为“In the kitchen”，课文中的重点句型也与厨房相关，课堂导入、课堂问答与拓展练习的实际语境也应与此相关，这样才有助于学生内化句子并正确使用它们。教授新词时，枯燥乏味的跟读、重复效率低且会消耗学生热情，给新词提供适宜的语境句子会让学生轻松掌握并理解运用语境，这也是我没有考虑到的。课堂中的小组活动，学生自由延伸能体现他们的学习成效，也需要教师的合理指导。课堂氛围既需要有趣生动的课堂活动活跃，也离不开教师亲切又活泼的教态的活跃，这需要我在今后的教学中时刻注意的问题。导入部分的free talk可针对学生实际进一步复习食物，为最后的拓展做铺垫。
S: It's six o'clock.
They are cooking
S: They have tomato soup and meat with potatoes.
S1: Is … cooking …?
S2:Yes,he/sheis.
No, he/she isn't.
S: He is looking for juice in the fridge.
2.Listen& answer
Q1: What time is it?
Q2: What are they doing?
3.Watch&choose
Q: What do they have for dinner?
4.Read&ask
T: Who is cooking tomato soup and who is cooking meat with potatoes? Read picture1 in pairs and ask and answer.
教学过程
教学活动
学生活动
设计意图
Step1: Warming-up
1.Greetings
2.Let's play
T: Look at the pictures and guess what are they doing. The sentence "Is he/she …ing?" may help you.
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。
T: What else can we say to praise others?
7.Reading time
8.Show time
S: They are Liu Tao, Mr Liu and Mrs Liu. They are in the kitchen.
S: What are they doing?
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。学生在Unit5 Helping our parents里初步接触了现在进行时的陈述句和简单的一般疑问句表达，本课是现在进行时的进一步探讨，设计教学活动时应以对话练习为主，与实际生活相结合。
T: Whatam I doing? You can guess in the sentence "Are you …ing?"
3. Free talk
T: What am I cooking? I'm cooking tomato soup and meat with potatoes. Do you like tomato soup? Do you like meatwith potatoes? Where am I cooking?
5.Read &find
T: What about Liu Tao?What is Liu Tao doing? Read Picture2 and find the answer.
6.Read&underline
T: Dinner is ready. How is the dinner. Read Pic3 independently and underline the key sentences.
After school
T: Liu Tao is hungry after a football game. Maybe you aroo. Imagine what will happen when you come home.
Ss create new dialogues like the story and add more actions.
译林英语五下unit6教案
8. I love it! 我喜欢它! 【句型结构】I love+某人/物 【重点解析】love 意为“喜欢，喜爱”，在语气上比 like(喜欢)的程度要强烈，相当于“like…very much”。
重点单词短语回顾
一、单词 1. 运动，比赛____________ 4.蔬菜___________________
2.闻起来_____________________ 5.西红柿_______________________
3.肉_________________ 6.马铃薯_______________
6．The meat _______ potatoes _______ nice. (
)
A．on; look 【答案】B
B．with; looks
C．with; look
7．Listen! The bird _______ in the tree. ( )
A．sing 【答案】B
B．is singing
There is no one here 这里一个人也没有。 ●一般疑问句 “Be there+某人/某物(+地点)?”表示“(某处)有……吗?”。 例：Is there a table in the room?房间里有来子吗?
Are there any girls in the classroom?教室里有女孩儿吗？
7.准备好________________
8.好吃的____________________
9.喜爱_________________
五级英语下册-Unit-In-the-Kitchen教案-牛津译林版讲义
die---dying lie---lying
三、现在进行时的用法
（1）用来表示说话时正在进行或者发生的动作，例如：
Mother is cooking in the kitchen.妈妈在厨房里煮饭。
What are you looking at? 你在看什么？
3 以重读闭音节（重读闭音节即两个辅音中间夹一个元音并且重读的音节）结尾，呈现 “辅，元，辅”结构的动词，双写末尾的辅音字母，再加ing
stop---stopping sit---sitting run---running forget---forgetting begin---beginning这类词还有：bigin，cut, get,hit, run, set, sit, spit, stop, swim, beg, drop, fit, nod, dig,forget, regret, rid, 等。
lie________
二.按要求改写句子
1. The boy is playing basketball.
否定句：____________________________
一般疑问句：_________________________
肯ቤተ መጻሕፍቲ ባይዱ回答：______________________否定回答：______________________
定义：表示现在或现阶段正在进行或发生的动作或存在的状态。
构成：由be(am/is/are)+动词-ing形式构成
标志性词语：
1.现在进行时.通常用“now”.
eg: I am doing my homework now.
2.现在进行时.通常用“look”.
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。
最新译林英语五年级下册Unit 6 In the kitchen六课时教案
Unit 6 In the kitchen学习地图关键词：吃饭地图导读: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。
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.课时安排：6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) 第6课时：Ticking time(exercise)第1课时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。
Unit6Inthekitchen(教案)译林版英语五年级下册
Unit 6 In the kitchen
tomatotomatoes
potatopotatoes
Are you…ing?
Is he/she…ing?
作业设计
1.完成《课课练》第二课时;
2. 熟读掌握Grammar time 和Fun time的内容;
3. 课后与同学谈论你们正在做的事情。
经开区教育集团五年级英语（学科）单元教学计划
第六单元
制定人史雨婷
单元教材分析
本单元谈论的话题是食物，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学期学过的食物类词汇设计教学活动，导入或操练可数名词和不可数名词的语法知识。本单元的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的相关知识，引导学生综合运用所学知识。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，教师可以安排学生画一画自己喜欢吃的食物，然后互相交流和分享。
T：Let’s watch the cartoon, try to answer:
What do they have for dinner?
A. chicken B. tomato soup C. meat with potato
Task 2 Skimming and answer.
T:Read the dialogue quickly and try to answer the questions:
2024年五年级英语下册Unit6Inthekitchen第5课时教案译林牛津版
-学生分为两人一组，进行角色扮演，一方扮演厨师，另一方扮演厨房小助手，完成一系列烹饪任务。
5.课堂总结与拓展（5分钟）
-教师简要总结本课时的重点内容，强调词汇和句型的正确运用。
-布置课后作业：要求学生结合本课时所学，编写一个小对话，描述自己在家帮父母做菜的过程。
2.例题二：
-题目：Use the words "boil", "stir", and "taste" to talk about how to cook noodles.
-答案：To cook noodles, you need to boil some water in a pot. Once the water is boiling, add the noodles and stir them gently with a pair of chopsticks or a spoon. Let them cook for about 3-5 minutes, and then taste a piece to check if they are soft and ready to eat.
4.例题四：
-题目：Describe the process of making a pizza in the kitchen.
-答案：To make a pizza, you start by rolling out the dough on a floured surface. Then, spread some tomato sauce on the dough and add your favorite toppings like cheese, pepperoni, and mushrooms. Next, you can sprinkle some extra cheese on top. Finally, bake the pizza in a hot oven until the crust is golden and the cheese is melted and bubbly.
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.。
【英语教案】五年级下册-Unit 6《In the kitchen》课时3 Culture time
英语教案：五年级下册-Unit 6《In the kitchen》课时3 Culture time and cartoon time （译林三起）一、教学目标1.理解并学会使用动词和名词进行口头表达。
2.通过参与漫画活动，提高学生的英语思维及表达能力。
3.了解不同国家的饮食文化，培养学生的跨文化交流意识及背景知识。
4.听力训练，培养学生的语言听取能力，为日后学习英语奠定基础。
二、教学内容及安排时间内容2 min课堂介绍8 min课前练习15 min多媒体展示-饮食文化10 min活动1-夹纸板15 min活动2-漫画时间10 min活动3-卡片配对10 min活动4-文化交流5 min课后练习与总结三、教学步骤及内容1. 课堂介绍本节课将主要通过介绍不同国家的饮食文化来启发学生的跨文化交流意识，同时通过多种活动方式，帮助学生提高英语听、说、读、写的能力。
2. 课前练习让学生快速记忆并说出以下词汇：1.grapes2.cutlery3.sandwich4.chopsticks5.noodles3. 多媒体展示-饮食文化通过多媒体展示，让学生了解不同国家的饮食文化，包括美国的快餐文化、中国的餐桌礼仪、意大利的比萨和面条、法国的酒和奶酪等。
4. 活动1-夹纸板将课前记忆的5个单词写在黑板上，让学生分成小组，一组一人，腰间系一根红绸带，将绸带绕过黑板上的单词，作为夹板，看谁快速地夹起所有的单词。
5. 活动2-漫画时间讲解动词表达法和名词表达法，让学生自由选择一个主题，例如“在餐桌上”，用英语进行漫画表演。
6. 活动3-卡片配对将以下卡片分发给学生，让他们与同桌搭配选择正确的图片。
1.toast2.fried eggs3.chicken4.salad5.pizza6.ice cream7.soup8.juice7. 活动4-文化交流根据本节课所学内容，以中美餐饮文化差异为主题，让学生围绕这一主题进行英语表达交流。
(译林版)5B Unit 6 in the kitchen优秀说课稿
5B Unit 6 in the kitchen优秀说课稿我所执教的是译林版英语五年级下册unit 6 in the kitchen，第一课时，story time。
本单元的中心词是“吃饭”，这是同学们非常感兴趣的一个话题，并且贴近生活实际。
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。
在认真分析教材的基础上,我针对学生实际，将本课时的教学目标及重,难点确定如下：1、能听懂、会读、会说单词：bread，meat，potato，tomato，vegetabl，look for，love2、能听懂、会读、会说Are you …ing?及回答，初步感知了解现在进行时的一般疑问句句3、能正确的理解课文，朗读课文并表演课文，在教师指导下根据板书复述课文4、能初步运用本课所学词汇或句型交流本课的教学重难点在于帮助学生正确理解课文，朗读并表演课文，在教师指导下根据板书复述课文，能初步运用本课所学词汇或句型交流。
在课前我准备了多媒体课件，音频，视频和人物卡通头像。
为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作感悟等多法并用的方式组织教学。
彻底改变传统的―授—受的教学模式，促进语言实际运用能力的提高。
因此，我设计如下教学过程：一、热身导入：通过自我介绍，让学生猜猜自己的名字，拉近与学生距离。
观看视频，提前渗透本课的重难点词汇和句型：meat with potatoes, tomato soup.和are you…二、课文呈现：1、让学生根据图片用what，where…提问，发散思维。
2、听录音，选择正确答案。
逐步走向文本的同时也训练了听力。
并通过问题where are they? They are in the kitchen. 揭示课题。
五年级下册英语教案Unit6Inthekitchen（3）译林版（三起）
五年级下册英语教案Unit6Inthekitchen（3）译林版（三起）Unit 6 In the kitchen(3)一、教学内容：Sound time, culture time& Cartoon time二、教学目标：1. 能听懂、会说、会读、会写句型Are you…/ Is he/she…?及其肯定否定回答。
2. 能够了解字母组合qu在单词中的正确发音。
3. 能够了解中西方不同的用餐文化。
4. 能够听懂、会说、会读卡通中出现的词汇：angry,spot, catch, drive…away.5. 能够整体理解卡通部分，能够流利地朗读并表演卡通对话。
三、教学重点：1. 能够了解字母组合qu在单词中的正确发音。
2. 能够了解中西方不同的用餐文化。
3. 能够整体理解卡通部分，能够流利地朗读并表演卡通对话。
四、教学难点：1. 了解字母组合qu在单词中的正确发音。
2. 整体理解卡通部分，能够流利地朗读并表演卡通对话。
五、课前准备：人物及国家图片、PPT六、教学过程：Step1. Lead in1. Greetings.T: I’m your friend, you are my friends.2. Chant.(1) You and me, me and you, I’m your friend, you’re my friend.(2) T: Your friend Miss Teng has a piece of paper, what am Idoing?Guess!S1: Are you …?(3) T: You win! I’m drawing now, and I have many pictures now.3. Show.(1) Who is she?a. Learn: queen, a female kingb. T: Is she beautiful? Why?Learn: wear a blue dress, wear her golden crownc. chant: wearing her golden crown(2) Who are they? (Yang Ling and Mike)(3) Who is he? (Bobby)4. 揭题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 queen now? Listen! (PPT)Let’s welcome the queen!4. Ss shout.T: Please shout, group 1/2/3/45. Read after the tape.6. Boys—Girls—Miss Teng(1) Who wins?(2) Sing together.7. (板书) 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. Culture 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? (PPT)4. What do they eat with? Let’s learn some table manners!5. Summary: People usually eat with chopsticks, knife, fork and hand. In Asia, Chinese, Korean, Japanese eat with chopsticks. In the west, American, English and Australian eat with knife and fork, Indian eat with hand, that’s fun.6. Drill: I’m _____________, I eat with____________________.He/ She is _______________, he/she eats with _________________.7. Different cultures make the world colourfulStep4. Cartoon time1. The queen is throughing our town, Yang Ling and Mike are eating many nice food, what is Bobby doing?其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。