一

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。教师可以采用以旧引新的方法，引出本单元的目标词汇、句型。

二

单元

目标

要求

1. 能听懂、会说、会读和会写句型和日常用语“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.” it’s yummy/nice. I can’t wait. I love it.

2.能听懂、会说、会读词汇 game, smell, meat, ready, yummy, win,   yeah, angry, spot, catch, drive, away.

3. 能听懂、会说、会读和会写词汇: vegetables, tomato, potato,   look for, love, bread.

4.掌握可数名词复数的变化规则。

5.培养学生乐于助人的良好习惯。

6.字母组合qu在单词中的读音.

注意meat, ready, yummy, spot, drive…away 等词或短语的读音和用法。

三

单元

设计

意图

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U2和U6中的食物类单词设计教学活动，导入或操练可数名词和不可数名词的语法知识。本单元的句型时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，使学生在实际生活运用中掌握其用法。

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上U2和U5的相关句型和习惯用语，引导学生综合运用所学的知识。

四

单元

目标

达成

分析

日期

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、会说句型和日常用语：Are they doing…及其回答Yes, I am./ No, I’m not. How’s the meat/ soup/…? 及其回答It’s yummy/nice.

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 过 程

教学

环节

教师活动

学生活动

交流方式

Step 1

Warming-up吸引注意，积累语言

1.Brainstorm

Look   and say: fruit, food, drinks, vegetables.

2.Ask   and answer:

T: Look   at this picture. Is there any milk in the glass?

T: Look   at this. Are there any hot dogs on the tables?

T: Is   there any juice in the fridge?

3.Look   and say

Show   some nice food pictures. Try to look and say.

T:   Look at… Does it/Do they look nice/great/yummy?

Group   work

Fruit:   apple, orange, …

Food:   egg, fish…

Drinks:   water, milk…

S: Yes, there is.

S: No, there aren’t.

S: Yes, there is.  …

S: It looks/ They look nice.

师生开展头脑风暴游戏，归纳旧知，并导入目标词汇。

通过师生问答和看图说话，积累语言素材，做好铺垫。

达成目标1

Step2

Pre-task导出目标，生成结构

Pre-reading

1. Look and guess

Look at   the puzzles and guess what they are.

Teach:   tomato, potato, vegetable, bread, meet.

2.Guessing game

Show some food pictures, act and guess, ask   and answer.

T: Are you eating noodles?

T: Are you eating soup?

Play in a group

Try to   guess

Read   together

S1:抽取汤的图片并作喝汤动作

S1：No, I’m not.

S1:   Yes, I am.

Group   work

通过多媒体图片或食物图片创设猜谜情景，教授新单词和句型，并在玩一玩中理解和运用。

达成目标1，2

Step3

Task1

回忆相关知识，初步运用结构

Show   the pictures of unit 6

T: Here   comes Liu Tao and his parents, where are they?

T:   Bingo! They are in the kitchen.

1.           Skimming. Ask the students to skim the passage and circle some   difficult words and sentences.

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?

Let’s   read after the tape.

4.T: I   have a question: how much should we eat? Watch a funny cartoon .

网上找的关于吃的动画.

S: In   the kitchen

(show   the title, students read together.)

Teach   the words: meat, potatoes, tomatoes, vegetables.

Ss ask   questions .

Who’s   cooking meat?

Who’s   washing vegetables?

What’s   Liu Tao looking for in the fridge?

Does   Liu Tao like the meat?

Watch a   funny cartoon .

以who, where, how, why等问题引领学生思考，先听再看再读，通过解决问题，学生一步步理解课文。

达成目标2，3

Step4

Task2

呈现刺激材料，活用结构

1. Read after computer (听录音，逐句跟读，注意语音语调。学生加上自己的表情和动作。）

2. Read together

3. Read in roles

4. Read or act the   story

Read in many ways

Read or act

(work in pairs)

学生能正确，流利的读故事，在理解的基础上合作表演故事。

达成目标3

Step5

Task3

引发期待行为，强化结构

Post-reading  

1.T :Is   Liu Tao fat or thin?

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.

3.Make   a diet table for yourself and share.

S: No,   he is just right.

(T/ F)

(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.

理解课文基础上，运用句型综合输出，巩固内容。

达成目标4

Step6

Post –

task提供反馈评价，巩固结构

1.回顾板书 Retell the story

1)Work in pairs and retell

2)Retell the story together

2. 知识拓展

What other food do you know?

Retell the story：

Finish read and write on book P60

回顾板书, 以思维导图的形式回顾本课内容

板书

设计

   Unit6 In the   kitchen

 A: Are they doing…

B: Yes, I am./ No, I’m not.

A: How’s the meat/ soup/…?

B: It’s yummy/ nice.

作业设计

教学

反思

日期

教学目标：

1、复习巩固词汇及句型“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、能够看图片复述故事内容。

3、学习Fun time, 引导学生用所学句型交流并汇报。

4、能理解并掌握特殊名词变复数的用法及规则。

教 学 过 程

教学

环节

教师活动

学生活动

交流方式

Step 1

Warming-up吸引注意，积累语言

1.          Magic   eyes.

See the pictures   or words and say them quickly.

2.          Free talk

Are you cooking meat?

Is he/ she reading the English book?

Are they having an English lesson?

Is there any bread in the classroom?

Are there any potatoes behind the door?

Review words

Free talk

No, I’m not.

Yes, he/she is./   No…

Yes, they are./   No, they aren’t.

Yes, there is.   /No, there isn’t.

No, there aren’t.

图片闪烁，快速回答单词，回顾第一课时所学单词。

用师生交流的方式，回顾句型。

达成目标1

Step2

Pre-task导出目标，生成结构

Review story time

1.Retell the story.

T: Where are   they?

Who’s cooking   meat?

Who’s washing   vegetables?

What is Liu Tao looking   for in the fridge?

Does Liu Tao like   the meat?

2.Check Read and write (page 18)

3. Act the story

Talk about story

(work in pairs)

通过提出问题帮助学生回忆上节课内容。

 (work in class)

通过看图复习回顾文本，更好地进行英语学习。

达成目标1，2

,

Step3

Task1

回忆相关知识，初步运用结构

Step 3 Grammar   time

1.          出示课文三幅图片。

T: Can you ask them like me ?

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。

S 1 : Are they   cooking ?

S 2 : Is he ……

S 3:…

创设情境呈现句子，师生交流中观察总结时态规则，循序渐进。

达成目标1,4

Step4

Task2

呈现刺激材料，活用结构

Step4 Fun time

1.          Play   a game.

T: Do you like   games ?

T: First, I do some   actions and you try to guess what am I doing?

T: Now , 2   students come here, and we all try to ask him some questions.

学生做一动作

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。

Ss : Yes .

做三至五个动作训练What are you doing?

S1: What’s he   doing?

S2: Is he   drinking water?

S1: Yes ,he is.

利用Fun time 资源，创设人物情境，学生能结合听、说、读、写的方式理解词汇和句型。在游戏活动中进一步巩固句型。

达成目标3

Step5

Task3

引发期待行为，强化结构

1.看图说话，操练可数名词和不可数名词

教师准备两张场景一致的图片，但里面物品有所不同，学生用there be句型描述两张图片的不同之处

2.看图写话

Checkout time:   Look and write

S1:There’safootball   in P1, there are three footballs in p2.

S2:There’s some   bread on the table in p1, there are three potatoes on the table in p2.

Look and write

通过看图说话和看图写话的活动灵活复习语法，进行班级反馈。

达成目标4

Step6

Post –

task提供反馈评价，巩固结构

Exercise:

1.There_____（be）some juice in the bottle.

2.There___   (be) six_____ (potato)on the table.

3.Is   he ____(watch) TV in the living room?

4.___   (be) you looking for your toy cars?

5.   There____ (be) four____(tomato) in the kitchen.

完成语法相关部分练习

Do exercise

6.I   am cooking lunch. (一般疑问句)

_____   _____ cooking lunch?

7.There   are three potatoes in the fridge.(改为单数句)

There   ____ a ___ in the fridge.

8.Is   he eating fruit in the bedroom?(肯定回答)___,he___.

9.There   is a tomato on the table.(复数句)There   ___ some ___ on the table.

围绕本课语法知识，设计拓展

练习，进一步强化学生对本院所学知识的掌握和运用。

达成目标4

板书设 计

   Unit6   In the kitchen

A: Are you/they...?”   B: Yes, I am/they are.   No, I’m not./they aren’t

A: Is he/she ...?       B: Yes, he/she is.         No, he/she isn’t.”

A: What’s he/she doing?  B: He’s/ She’s …

作业设计

教学

反思

日期

教学目标:

1. 感受并掌握英美文化中餐具的差别。

2. 能熟练运用本单元的重点句型。

3. 学生能正确理解和朗读cartoon time中的故事，能体会Bobby的语气和情感。

4. 在理解cartoon time的基础上，能进行表演。

教 学 过 程

教学

环节

教师活动

学生活动

交流方式

Step 1

Warming-up

吸引注意，积累语言

1.Greetings   and free talk.

Good   morning, class.

What   are you doing now?

What   are we doing now?

2.Play a guessing game.

Key   sentences.

What’s   he doing?

Is   he.......?

Good   morning, Miss Zha.

I am   having an English class.

We   are.......

S1:   What’s he doing?

Ss: Is   he drinking water?

S1:   Yes, he is.

师生交流，复习上节课的内容。

达成目标2

Step2

Pre-task导出目标，生成结构

Review Unit 5 Cartoon time.

1.Watch the cartoon.

What are the pests doing in Bobby’s garden?

Are the ladybirds helping Bobby?

2.Act the   cartoon time.

Now the bad ladybirds are eating Bobby’s grapes. Who comes to help Bobby? Let’s look at the pictures.

Watch the cartoon together.

They are eating the grapes.

No, they aren’t.

Act in groups.

整班复习上个单元的Cartoon time,为本节课故事的延续作铺垫。

Step3

Task1

回忆相关知识，初步运用结构

Cartoon   time.

1.Show   the pictures of Cartoon time.

Who   comes?

What’s   on Sam’s hand?

2. Watch and answer.

What do   Sam’s ladybirds do?

Who are   Bobby’s friends? The ladybirds with seven spots or the ones with ten spots?

3. Read   and choose.

How   many spots do Sam’s ladybirds have?

A. Seven    B. Ten

B.  

Sam.

Ladybirds.

They drive the bad ladybirds.

The ladybirds with seven spots.

A. Seven.

看图独立思考，引出故事中的人物。

在观看动画中，思考并回答问题。

达成目标3

Step4

Task2呈现刺激材料，活用结构

Reading time

1.Read after computer (听录音，逐句跟读，注意语音语调。学生加上自己的表情和动作）

2.Read in roles

1.Can   you make an ending for the story?

3.Act the story

Read.

Work in   groups.

Work in groups

Act(work in groups).

指导学生读语

气，指导学生真

实的情景下朗读)学生在小组内开展趣味朗读活动，加

入动作表情，读出趣味。

达成目标3

Step5

Task3

引发期待行为，强化结构

Culture time.

Show the pictures.

What can you see?

Teach: bowl, spoon, chopsticks, knife, fork.

I eat with chopsticks.

I eat with a knife and fork.

I can   see .....

Learn: bowl, spoon, chopsticks, knife, fork.

I eat with chopsticks.

I eat   with a knife and fork.

Read   in groups.

整班学习餐具的英文及句子的表达。

达成目标1

Step6

Post –

task提供反馈评价，巩固结构

Act cartoon time.(Unit5, Unit6)

Work in groups.

Narrator:....

Bobby:....

Bad ladybirds:....

Sam:....

在学生理解的基础上，小组进行表演。

达成目标4

板书

设计

  Unit 6 In the kitchen

         How many spots does this   ladybirds have?

          What do Sam’s ladybirds do?

           I eat with   chopsticks.

           I eat with a knife and fork.

作业设计

教学

反思

日期

教学目标:

1、复习巩固词汇及句型“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、能熟练掌握特殊名词变复数的用法及规则。

3、能熟练运用本课所学的词汇和句型询问别人正在做的事情。

4、感受并掌握qu在单词中的读音。

教 学 过 程

教学

环节

教师活动

学生活动

交流方式

Step 1

Warming-up

吸引注意，积累语言

Greetings and free talk.

Good morning, class.

Are you listening to me?

Is he looking for his book?

Are they.......?

Good morning, Miss Zha.

Yes, I am.

No, he isn’t.

Yes , they are./ No, they aren’t..

师生交流，运用本单元的句型。达成目标1

Step2

Pre-task导出目标，生成结构

Review   story time and cartoon time.

1.Watch   the story time.

Who’s   cooking meat?

Who’s   washing vegetables?

What’s   Liu Tao looking for in the fridge?

Retell   the story time.

2.Watch the   cartoon  time.

Act   cartoon time.

Watch   the story time.

Mr Liu.

Mrs Liu.

Liu Tao.

Retell   the story time.

Watch   the cartoon  time.

Act   cartoon time.

整班观看动画，复习故事，独立思考进行复述。观看CartoonTime，小组内表演。达成目标1

Step3

Task1

回忆相关知识，初步运用结构

Checkout   time.

Ask and   answer.

1.Show the   pictures.

Who can you   see ? What are they doing?

Yes. The   children are helping in the kitchen.

2. Make a   dialogue.

Model: Is   Mike cooking the fish?

      Yes, he is.

      Are Su Hai and Su Yang making fruit   salads?

Yes, they   are.

I can see......

They are.....

S1:....

S2:.....

整班看图片，依据图片内容，联系生活，巩固复习本单元重点句型。同伴练习句型。

达成目标3

Step4

Task2呈现刺激材料，活用结构

Look and write.

1. Show some noun words. How about these words’   plum forms.

egg-eggs, banana-bananas

tomato-tomatoes, potato-potatoes

What can you find?

2. Look at the pictures.

What’s in the fridge?

Ask and answer.

3. Finish the exercises.

egg-eggs, banana-bananas

tomato-tomatoes, potato-potatoes

Discuss in groups.

There is.....

There are.....

Do the exercises.

学习名词的复数用法，在练习引导学生会灵活运用。

达成目标2

Step5 Task3

引发期待行为，强化结构

Sound time.

1.Look at the picture.

Who can you see?

What is she doing?

2.Watch the flash.

Teach: /kw/ quite, quiet, queen,   quick, crown.

3. Say more words.

The queen.

She is coming.

Learn:quite, quiet, queen,   quick, crown.

Quick! The queen is coming.

Through our little town.

Wearing her golden crown.

独立思考，在读中感悟语音。

小组讨论得出发音规律。

达成目标4

Step6

Post –

task提供反馈评价，巩固结构

Ticking time.

1.Name some food.

2.Make a dialogue.

egg, potato, tomato, bread,   meat....

Work in pairs.

Ticking time提炼本单元的重点教授内容。

达成目标1,3

板书

设计

Unit 6 In   the kitchen

           qu/kw/  quite, quiet, queen, quick, crown.

                 Quick! The queen is coming.

                 Through our little town.

                 Quick! The queen is coming.

            Wearing her golden crown.

作业设计

教学

反思