五年级下册英语教案Unit6 In the kitchen (第一课时)译林版(三起)
五年级下Unit6 In the kitchen 第一课时一、教学内容：Unit6 In the kitchen Story time二、教学目标：1. 知识目标：（1）能听、说、读单词game, smell, meat, vegetables, tomato, potato, look for，ready, yummy, love等。
（2）能正确理解和解读故事内容。
2. 能力目标（1）能正确、流利有感情地朗读故事。
（2）能根据板书复述并谈论故事。
3. 情感目标（1）能树立健康饮食的意识。
(2 ) 能学会欣赏、赞美别人。
（2）能主动参与活动，通过同伴互助学会合作学习。
三、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 m eat/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。
四、教学难点：1. 现在进行时态的一般疑问句。
2. 体会人物语言的情感与体验。
五、教学准备：PPT、图片六、教学过程：（一）热身活动：(1) Listen to a songT: Do you like this song? What’s in this song?S:…Follow me! To ma to—tomato some tomatoesT: What about this one? S: Potato T: po ta to—potato some potato esT: Tomatoes and potatoes are vegetables. Here are a lot of vegetables. T: How to read this word? S: tableT: But here we say table. Ve-ge-table---vegetable vegetablesT: Where can we cook them?S1: We cook them in the kitchen.T: We cook nice food in the kitchen every day.(揭题）Today we will learn unit6 in the kitchen.(二) 阅读活动1. Pre—reading(1) Ask and answerT: Look, here’s kitchen. This lesson, we are going to learn the story. “ In the kitchen”(读题)What do you want to know about the story. Try to ask with the key words, just like what time, who, what.S: When is it now? ( You want to the time)S: Who are in the kitchen? ( the person)S: What’s in the kitchen? (I guess there are a lot of food)S: What are they doing now?T: Oh, you have so many good questions. Listen carefully and try to catch the key words.S: It’s six o’clock in the evening.Liu Tao and his parents are in the kitchen.Liu Tao’s parents are cooking dinner in the kitchen.(2) Read and enjoyT: Good job! You catch the key words so quickly. When we meet them, we should read clearly and loudly. That is the stress. Can you read? Let’s have a try.T: Do you know football game? Can you play football? After having a football game, how is Liu Tao?S1: He is hungry and thirsty.S2: He is hot and tired.2. While-reading(1) 整体阅读T: Absolutely, he is very hungry and thirsty. What’s going on? Let’s watch the story and put pictures in order.S: ______ ______ _______T: That’s it. What are they doing in different pictures? They are cooking in p1, so I think it is the cooking time. What about P2 and P3?S: P2 is waiting time/P3 is the eating time.T: Well done. You know the pictures.（2）分步阅读——Cooking timeT: First, let’s look at the cooking time. Mum and Dad are cooking now. What are they cooking? Let’s ask. Let me ask! Mum, are you cooking fish? More questions?S1: Are you cooking eggs/tomatoes/mushrooms? T: Maybe./Perhaps./I hope so./ I think you like the fish/ I don’t think so./ Really?/Let’s wait and see…T: What are Dad and Mum cooking now? Read the dialogue carefully and try to catch the key sentence.T: What is Mum doing now? S: She is washing some vegetables.T: How do you know that? Because Mum says… Ss: I’m washing some vegetables.T: What does she want to do with the vegetables? S: She wants to cook tomato soup.T: Look, this is the tomato soup. Now, let’s read. Mum, are you cooking meat?Ss: No, I’m not. I am washing some vegetables. I want to cook tomato soup.T: Good! Boys, can you ask? Girls answer. Ready? Go! (男女生对话) Now, exchange!T: What is Dad cooking now?Ss: Dad is cooking meat with potatoes.T: That’s it. Dad says… Ss: I am cooking meat with potatoes, Taotao. T: This is the meat with potatoes. 教meat和meat with potatoesT: Dad, Dad! what are you doing? Ss: I am cooking meat with potatoes. T: Dad, Dad, (请一位学生) Ss: What are you doing?S1: I am cooking meat with potatoes.T：So nice! Who likes meat？Ss: Me!T: And me. Meat is very delicious, but in a healthy diet, we should eat more vegetables and less meat every day.T: By the way. Dad is cooking the meat. Does Liu Tao want to eat the meat?S: Yes.T: How do you know?T: Let’s listen to Liu Tao. That smells nice.T: This is the meat. Let’s smell the meat together. Smell (表情+动作) sm ell--smellSs: SmellT: How is the meat, Taotao?Ss: That smells nice, Mum.T: Very good! I am sure you will love it.T: How is the meat? S1: That smells nice. Mum.T: Well done. The meat smells nice, Taotao. Come and have a look!S: Great! I can’t wait. Dad.T: Wow! You read very well. Who can read better? Don’t forget your body language?T: But you have to wait. Because it is cooking time now.T: Boys and girls, this is the picure1 , the cooking time. Can you read? When we meet the stress, Please read clearly and loudly. (学生跟读cooking time)T: As we know, Dad and Mum are busy in the kitchen. Mum is … Dad is…(贴板书)分步阅读——Drinking timeT: But Liu Tao is very hungry! He is looking for the apple juice in the fridge. How does he ask?S: Mum, is there any apple juice in the fridge?T: Now let’s read in roles. Boys are Liu Tao. Girls are Mum.T: 板书第二板块分步阅读——Eating timeT: After drinking the juice. What is Liu Tao doing now? Let’s go on reading. （图）S1: He’s eating the meat/dinner.T: Yes. So dinner is ready. Liu Tao is eating the meat. （领读ready）T: Does Liu Tao like the meat? What does he say?S1: It’s nice, Dad. T: Thank you. Taotao. I am very happy to hear that. S: I love it. T: Oh, thank you! You are so cute.T: Taotao says:Liu Tao: It’s yummy, I love it! You ‘re a great cook!T: yummy means nice. Love means like very much. (领读加动作)T: Who can read clearly and loudly. Don’t forget your body language. S: It’s yummy, I love it! You ‘re a great cook!T: Excellent! You really love the meat. Who can read better?S: It’s yummy, I love it! You ‘re a great cook!T: What about the tomato soup? Can you make the dialogue with your partner? Discuss and share.S1: How is my soup?/How about my soup?S2: It’s yummy, Mum. I love it too! You are great cook!S1: You really did a very good job.T: Wow! How nice! Listen to the dialogue, please.T: How is my soup, Taotao?S: It ’s nice, Mum. I love it too!T: I like Taotao very much. Because he is a very good boy. He praises Dad and Mum. Boys and girls. We can learn from Taotao. When you eat the delicious food, don ’t forget to praise and say thank you. T: At the eating time, they enjoy a lot. The meat is yummy and the soup is nice. （第三板块的板书）(3)Reading timeT: What a nice dinner! Next, it ’s your reading time! Let ’s read in roles. Work in four, choose one to practice and act out the story. Pay more attention to the intonation and body language.(4)Question timeT: Good job. You can read very well. But, do you know the story well? Can you ask some questions about this story?Ss: When is it now? Who are in the kitchen? What are they doing now? What is Mum/Dad doing in Picuter1? What is Liu Tao looking for in P2?Who is eating the meat in p3? Does Liu Tao like the meat?T: Liu Tao like the meat very much. What does he say to his parents? Do you often say thank you to your parents? Can you waste the food?(5)Acting timeT: Now it ’s your show time. Can you act this dialogue.(三) Homework ：1. Read and try to act out the story;2. Finish the work on p60.七、板书设计：Unit6 In the kitchen Cooking time wash vegetables. cook meat with potatoes教学反思： 新课标指出：学生的发展是英语课程的出发点和归宿。
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。
Unit 6 In the kitchen 第一课时小学英语五年级下册 译林版(三起)
His mother is washing some vegetables.
She wants to cook some tomato soup. (西红柿汤)
6、Read the story together.
T: Yes, dinner is ready.(新授ready,拓展be ready for) They are eating dinner.
T: Is the meat yummy? How do you ask?
Ss: How’s the meat?
T: What does Liu Tao say?
Ss: I like meat/vegetable.
T: You should eat more vegetables. They are good for us.
Step 2 Presentation
1、T: It’s eight/nine in the morning. We are having an English lesson.
3.能听懂、会说、会读和会写句型Are you doing …? Yes, I am. / No, I’m not.
4.能听懂、会说、会读日常交际用语和句型How’s the meat /soup…? It’s yummy/nice.
5.了解字母组合qu在单词中的读音。
2.能力目标：
1.学生能够阅读并理解故事；
4、T: What food do you like?
Ss: I like …
T: Do you like meat or vegetable? (新授bread,新授meat,拓展pork, beef, mutton, duck, fish…新授vegetable,拓展onion, potato, tomato…)
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:
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.。
(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。
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。
译林英语五下说课稿Unit 6 In the kitchen 第一课时
译林英语五下说课稿：Unit 6 In the kitchen 第一课时一、教学目标知识目标1.理解并掌握生词：chicken, beef, noodles, cucumber, onion, tomato, pizza, hot dog；2.掌握询问及回答食物喜好的基本句型；3.初步了解多个国家的主食。
能力目标1.培养学生听说能力；2.培养学生表达个人食物喜好的能力。
情感目标1.培养学生的交际能力，让TA们能在日常生活中进行基本的英语交流；2.通过引导学生讲述自己喜欢的食物，让TA们能够感受到英语学习的实用性和乐趣性。
二、教学重点1.生词的掌握；2.询问及回答食物喜好的基本句型。
三、教学难点聆听学生用英语简要介绍自己喜欢的食物。
四、教学准备1.教材：译林英语五下；2.PPT课件；3.录音设备。
五、教学过程1. 导入（5分钟）介绍（或复习）一些常见的食物，如chicken, beef, noodles, cucumber等，引起学生注意。
2. 学习新单词（10分钟）通过多媒体工具或者手绘图片，展示新单词，并引导学生学习发音及其汉语意思。
3. 听力训练（10分钟）播放单元所涉及的音频文件，要求学生在听完音频后，能够听出其中的关键词，并理解对话的大致意思。
4. 交际活动（25分钟）a. 学生之间交流（10分钟）将学生分成小组，要求每个小组内的学生互相交流自己喜欢和不喜欢的食物，并用英语表达。
b. 教师与学生交流（15分钟）教师向学生提问各种食物，如chicken, beef, noodles, cucumber, onion, tomato, pizza, hot dog等，学生应能回答，并用英语介绍自己喜欢与不喜欢的食物。
5. 总结（5分钟）复习本节课所学内容，检查学生的掌握情况。
六、教学反思本节课着重培养了学生的听说能力和表达个人食物喜好的能力。
在教学过程中，要求学生在小组内进行交流，让学生更好地练习英语口语能力。
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。