译林版(三起)五年级下册英语教案Unit6 In the kitchen Story time
Unit 6 In the kitchenPeriod 1一．教学内容：Story time二．教学目标：1.在情境中，能整体理解Story time的内容，并能听懂、会说、会读故事中出现的词汇：game, smell, meat, ready, vegetable, tomato, potato, yummy, look for.2.能听懂，会说，会读句型：Are you ...ing ...? Yes, I am./ No, I’m not. How’s ...？It’s yummy/nice....3.能在理解故事的基础上流利并有感情的朗读，并能选择一幅图进行表演。
4.能根据板书复述故事。
5.能从故事中感受父母对孩子的爱，并学习帮助父母做些简单的家务。
三．教学重点：1. 能听懂、会说、会读文中的词汇及句型。
2. 能以正确的语音语调朗读课文并正确的理解课文。
四．教学难点：1. 能在理解的基础上，正确运用现在进行时对课文进行复述。
2. 能体会文中的情感，学会主动帮父母做家务。
五．教学准备：PPT, 板书，表演道具六．教学过程：Step1 Warming up1.Sing a song: What are you doing?2.Play a game: Act and answer.Ss: What, what, what are you doing?S1: ...ing, ...ing, I’m ...ing ....Step2 Lead in1. Look and guessT: What are we doing now?S: We are having an English class.T: What about Liu Tao and his parents? What are they doing?Look, this is Mrs Liu. She is at home. What is she doing at home?We can guess like this: Mrs Liu, are you ...ing ...?Teach: Are you ...ing ...? (板书)S1: Mrs Liu, are you watching TV?Mrs Liu: No, I’m not.Teach: No, I’m not. (板书)S2: Are you washing clothes?Mrs Liu: Yes, I am.Teach: Yes, I am.(板书)同理问答Mr Liu, Liu Tao.Step3 Story time1. Reveal the titleT: Look, they are together now. Where are they? Can you guess?S: They are in the kitchen.Reveal the title: Unit 6 In the kitchen (板书)2. Watch and chooseT: What are they doing in the kitchen? Here are several sentences to choose.Let’s read first.Teach: a football game, look forWatch the cartoon and choose.Cooking dinner, Looking for things, Having dinner (板书)3.(picture1)Listen and underlineT: Listen, the clock is ringing. It’s six o’clock in the evening.What is Mrs Liu doing? What is Mr Liu doing? Let’s listen and underline.S: Mrs Liu is washing some vegetables.Teach: vegetableT: Now, you are Mrs Liu. What are you doing？S: I’m washing some vegetables.T: Why are you washing vegetables?S: Because I want to cook some tomato soup.Teach: a tomato, tomatoes, tomato soup, eggs with tomatoes. T: So Mrs Liu is washing some vegetables. (板书)Because she wants to cook some tomato soup.What about Mr Liu?S: He is cooking meat with potatoes.Teach: a potato, potatoes, meat, meat with potatoes.T: So Mr Liu is cooking meat with potatoes. (板书)T: I have another question. Does Liu Tao like eating meat? How do you know?S: Great! I can’t wait, Dad!指导朗读：Liu Tao is excited.T: What else does Liu Tao say?S: That smells nice, Mum. Are you cooking meat?Teach: smell (small)T: He thinks the meat smells nice.So these two sentences can also show Liu Tao likes eatingmeat.指导朗读：Liu Tao is full of expectation. 加上闻的动作4.Read pic1 after the tapeRead together5.(picture2)Listen and answerT: Mr and Mrs Liu are cooking dinner. What about Liu Tao? Is he cooking dinner?S: No, he is looking for things.T: What is he looking for? What does he find? Let’s listen. S: He is looking for some apple juice. He finds some orange juice.A learning tip: look for 意为寻找，强调过程；find 意为找到，强调结果。
6.Guess and sayT: What else are there in the fridge? You can use this sentence to guess.Teach: Is/ Are there any ...? (板书)7.(picture3)Read and findT: It’s six thirty. Dinner is ready. Here are the dishes.How’s the meat? How’s the soup?Teach: How’s ...?T: What does Liu Tao think of them? Can you find? Teach: It’s yummy/nice... I love it. 指导朗读T: What else can you say?S: It’s good/ great/...T: Liu Tao loves the meat. He says to his father, you’re a great cook!What does it mean?A.You are good at cooking.B. You are a cook, and you cook well.T: What does Mr Liu do? Do you remember?S: He’s a taxi driver.T: Yes. So A is right.8.Read pic2/3 after the tape.Read in roles.9.Let’s actT: You are good at reading. What about acting?Choose one picture to act.Step4 Consolidation1.T: It is seven o’clock now. Dinner is over. What is Liu Tao doing now?S: Are you ...ing ...?Liu Tao: Yes, I am. No, I’m not. I’m cleaning the table. I’m washing the dishes too.T: He is helping his parents. We should also help our parents. They do a lot of things for us. They read with us. They play with us and keep us safe. They help us with our homework. They cook nice dinner for us after a whole day work. When we are ill, they take good care of us. So what can we do for them?S: We can ...T: Yes, we can do some simple things for them. For example, wash some dishes, clean the house, do some massage for them when they are tired, or learn to cook breakfast or dinner for them. Remember love our parents, help our parents, we are family. (板书)2.T: Look it is eight o’clock. Liu Tao is in the study. He is writing a diary. Let’s help him, ok? Finish the paper.Check the answers.Step5 Homework1.Read and recite story time.2.Preview fun time and grammar time.3.Help parents do some housework.七．板书设计：八．教学后记：这节课经过了一个比较长的打造过程，一共修改了5次，最后呈现出的是一节流畅整体性强，采用随文教学，听说读写全面覆盖，符合五年级学生学习方式的教学有效性较强的课。
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。
Unit6Inthekitchen(教学设计)译林版英语五年级下册
Unit6 In the kitchen教学目标：1、听听懂、会说、会读和会写12个月份类单词，能较为熟练得运用它们进行交谈。
2、了解12个月份单词的缩写规则，能依据规则写出相应的缩写形式。
3、了解常见的中西方节日的时间。
4、了解各个季节的特点，能介绍季节，做到语言丰富、有条理。
教学重难点：重点1、听听懂、会说、会读和会写12个月份类单词，能较为熟练得运用它们进行交谈。
2、了解12个月份单词的缩写规则，能依据规则写出相应的缩写形式。
3、了解各个季节的特点，能介绍季节，做到语言丰富、有条理。
难点1、听听懂、会说、会读和会写12个月份类单词，能较为熟练得运用它们进行交谈。
2、了解常见的中西方节日的时间。
3、了解各个季节的特点，能介绍季节，做到语言丰富、有条理。
教具准备：PPT，空白单词卡片，习题纸Step1 warmup: sing a songT: Good morning, boys and girls.S: Good morning, Alice.T: Do you like singing? Let’s sing a song together.T: What is the song about?S: It’s about cooking.T: Yes. Where do we cook?S: In the kitchen.T: Read after me: In the kitchen. (写板书，带读)What can you see in the kitchen?S: fridge/vegetables/food/microwave oven…T: Teach the new words: vegetables/potato/tomatoT: What can you do in the kitchen?S: We can cook food/look for food/wash the dishes in the kitchen.Step2 Prereading: Ask more questionsT: Today we will learn U6 In the kitchen. Can you ask some questions about the title?S: Who is in the kitchen? What are they doing in the kitchen?T: Please watch the cartoon and answer these questions.S: Liu Tao and his parents are in the kitchen. His parents are cooking dinner in the kitchen.Step 3 whilereading①Read and chooseT: What are Liu Tao’s parents cooking in the kitchen?Now, please open your book and read the passages on P58 quickly. Try to find the answers to the questions.S: Read and chooseT: Check the answerIf you were Liu Tao, what will you talk with your parents when they are cooking?S: What do you want to cook? What are you cooking? The football game is very exciting.②Let’s learnT: what does Liu Tao say to his parents?S: That’s smells nice./ Are you cooking…?T: Let’s read and actS: Act the dialogue in groups.T: Can Liu Tao have dinner at once?S: No, he can’t.T: Why?S: Because….T: What is Liu Tao doing?S: He is looking for some…③Listen and thinkT: Is there any apple juice in the fridge? Listen carefully.S: There isn’t any….S: There is…T: What else can you see in the fridge?④Look and sayT: What are they doing now?S: They are eating dinner.T: Does Liu Tao like the dinner? Read the dialogue and think about the question: How is the food?S: Read and think.T: What does Liu Tao say about the meat?S: It’s yummy. Dad, I love it. You are a great cook.It’s nice, mum. I love it too.T: If you were Liu Tao, what else can you say?S: It’s delicious./ Wonderful! …T: Now, please act the dialogue in groups.S: Act it out.T: Let’s read after the tape.Step 4 Postreading①Work in pairsT: Listen! Who is calling?Liu Tao’s grandma is calling Liu Tao. She is asking about his parents. Try to make a dialogue between grandma and Liu Tao. Act it out.S: Work in pairs.T: Try to help your parents do some housework. Learn to cook some simple dishes. Today’s homework is…。
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(三起)五年级下册英语教案：Unit 6 In the kitchen 第4课时
译林版（三起）五年级下册英语教案：Unit 6 In the kitchen第4课时1. 教学目标1.了解关于水果和蔬菜的更多知识；2.能够描述不同水果和蔬菜的外形、颜色等特征；3.能够听懂并理解关于水果和蔬菜的对话，并能用正确的语音和语调进行模仿和朗读；4.能够在实际生活中为家人挑选新鲜、好看、好吃的水果和蔬菜；5.能够通过小组合作进行口语交流和分享，增强合作意识和沟通能力。
2. 教学重点1.学习水果和蔬菜的常用英文表达；2.掌握描述水果和蔬菜的基本语言表达；3.能够听懂并模仿对话，并进行正确的发音和语调。
3. 教学难点学生能够通过小组合作，积极参与到口语交流和分享环节中。
4. 教学内容1.自主学习：通过老师精心设计的学习任务，让学生自主学习课文并掌握关键词汇和语言表达；2.组内交流：5人一组，同学之间交换各自了解的水果和蔬菜的英文名称，并分享对应的特点和卖相等信息；3.全班交流：每个组派出一名同学代表，向全班回报所学内容，并与其他组分享交流；4.纠错提升：通过课堂上的互动和纠错，让学生更深入的掌握所学内容，同时提高语言表达和交流能力。
5. 教学过程第一步：自主学习1.让学生先自己阅读Unit 6 In the kitchen（第4课时）的课文，并在课本上标记不懂的单词或短语；2.阅读后，教师带领学生进行单词和短语的解释，同时可以利用图片或实物进行形象展示，让学生更好地理解；3.通过语音或录音的方式，播放课文，让学生跟读或模仿课文中的发音和语调；4.针对课文的重点内容，老师可进行重点讲解和梳理，并设计针对性的练习。
第二步：组内交流1.将全班分成若干个小组（5人一组），每组派出一名组长；2.学生自由讨论和交流，分享所了解的水果和蔬菜的英文名称，并讨论卖相和特点等事项；3.组长记录组内学生的讨论内容，并准备向全班回报。
第三步：全班交流1.每个小组派出一名代表，向全班汇报他们的组内讨论成果；2.学生就各自所列举的水果和蔬菜英文名称进行大声朗读，并简单描述每种水果和蔬菜的特点；3.全班学生进行集体讨论和分享，并对不同组的信息进行对比和交流。
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”。
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。