Unit 6 In the kitchen-Sound time, Culture time & Cartoon time-ppt课件-(含教案)-市级公开课-新牛津译林版五年级下册英语(编号：f0347).zip

RatatouilleRatatouille 料理鼠王料理鼠王InIn thethe kitchenkitchenUnit6Unit6 InIn thethe kitchenkitchen( Culture time & Cartoon time )Daqiao Primary School FrankI want to be a great cook of Paris!RemyWow! This is my dream place!This is Ling.He works in the kitchen. ？Are you _ing? No, Im not. I am cleaning the floor.Are you cooking?同桌问答：同桌问答：Is the boy/? Yes/ No Are they ? Yes/ NoI eat with chopsticks.I eat with a knife and fork.How to place these things? 吃西餐时这些餐具怎么摆放呢？left hand 左手左手right hand 右手右手middle 中间中间Japan日本日本Australia四人小组讨论四人小组讨论In , they eat with ，I think.India 印度印度What do they eat with?Korea韩国韩国the USthe UKLetsLets guess!guess!Japan日本日本AustraliaIn , they eat with .India 印度印度What do they eat with?Korea韩国韩国the USthe UKLetsLets check!check!I I cancan dodo this!this!We should be proud of ourselves. 我骄傲，我自豪。我骄傲，我自豪。头都大了头都大了How does Bobby feel now?Why?CartoonCartoon timetimeSam brings .默读一、二两幅图，找一找。默读一、二两幅图，找一找。some ladybirdsThey cant help me. They eat grapes.How does Bobby feel now?Why?默读第三幅图，找答案。默读第三幅图，找答案。Can Sams ladybirds help Bobby?Why?细读第三幅图，找一找。细读第三幅图，找一找。The differences between ladybirdsseven spotsBadGoodten spots吃害虫吃害虫吃植物吃植物What a surprise! Drive them away!观看动画，回答问题。观看动画，回答问题。What happens at last?Any questions?Are these ladybirds good or bad?two spotssix spotsLetsLets talk!talk!twenty-eight spotsHow to find out the answer?通过什么方法寻找答案？通过什么方法寻找答案？read about ladybirds on the Internetask your teacherask your parentsgo to the library There are a lot of pests and ladybirds in Bobbys garden now. Look, Bobby. Here are some ladybirds. They can help you.Sam comes to help Bobby.LetsLets Read!Read!Bobby sees two ladybirds on Sams hand. They cant help me. They eat grapes!No, they dont. Look. They have seven spots.He is very angry.Sam catches a ladybird from the grapes.How many spots does this ladybird have?It has ten spots.Right. These ladybirds eat grapes.Sams ladybirds drive the bad ladybirds and the pests away.Thank you, my friends.六人小组表演。注意语音六人小组表演。注意语音语调并加上表情动作哦！语调并加上表情动作哦！LetsLets act!act!六人小组表演。注意语音六人小组表演。注意语音语调并加上表情动作哦！语调并加上表情动作哦！LetsLets act!act!What can you learn from culture time? 你能你能从文化板块学从文化板块学到什么？到什么？LetsLets summary!summary!What can you learn from cartoon time? 你能你能从卡通板块学从卡通板块学到什么？到什么？1.熟读并表演熟读并表演Cartoon time。2.告诉你的父母和朋友关于中西方使用告诉你的父母和朋友关于中西方使用餐具的异同。餐具的异同。3.查找关于瓢虫的知识，了解更多的信查找关于瓢虫的知识，了解更多的信息，和父母朋友分享。息，和父母朋友分享。 HomeworkHomeworkGoo odbye英语英语(五年级下册五年级下册) Unit 6 In the kitchen ( Culture time& Cartoon time )一、教学目标一、教学目标1.知识目标：掌握三会单词 angry, spot, catch, driveaway, chopsticks, knife, fork。2.能力目标：正确理解、朗读 Cartoon time 故事，并能读懂故事其中的趣味,并会表演。3.情感目标： 了解东西方文化中使用餐具的差别。二、教学重点和难点二、教学重点和难点教学重点：学生能理解故事内容，并正确朗读 Cartoon time。教学难点：了解东西方文化中使用餐具的差别。三、教学过程三、教学过程Step 1 Warm-up and revision1. Enjoy a film（设计意图：课前激趣，让学生在快乐中走进课堂。针对小学生活泼好动的性格特点，教师在课前给他们欣赏与本节课主题相关的英文动画，将学生的注意力快速集中到学习内容上，从而激发其学习兴趣，不知不觉中进入课堂学习。）2. Revision T: What is Ling doing? Guess. Are you ?S1: Are you cooking dinner? S2: Are you cleaning the table? S3: T: There are many guests in the restaurant. What are they doing? Guess.Pairs work: Is the boy? Are they?（设计意图：在情境中思考，在操练中巩固知识。教师根据前一课时的内容，设计相关复习操练活动，在引导学生共同完成示范后，鼓励学生在模仿中尝试创新，从而达到理想的语言操练效果。机械操练早已不适合小学生的学情，教师应通过巧妙的设计帮助学生在语境中进行有效操练。）Step 2 Culture tome 1. T: Look at the little girl. What is she eating with?S1: She is eating with chopsticks.T: What about the young lady?S2: She is eating with a knife and fork.T: How to place the knife and fork? Lets have a look. And what do these people eat with? （设计意图：教师从上一环节的插图自然引入到文化板块，并演示了西方国家使用刀叉的方式。同时进行适度拓展：先让学生根据已有知识猜测其他国家的餐具，再观看微课视频，揭示答案。在学生结合自身已有知识和生活经验对文本内容进行推测和预测时，由于预测信息和答案之间存在一定的信息差，所以能唤起学生的学习兴趣。）2. T: Eating with chopsticks, easy or difficult? S1: I feel easy, because S2: I feel difficult, because T: But to foreigners, they are too difficult. You are smart, we should be proud of ourselves.（设计意图：从自己的已有经验与西方人使用筷子对比，体会情感，树立自信，为自己感到骄傲，这一情感升华自然，不突兀。）Step 3 Cartoon time 1. Review the old story2. Learn the new story.T: Look at Bobby. How does he feel? Why?3. Hes so sad. If you were Bobby, what would you do?（设计意图：发散性问题，激活创新思维。发散性问题旨在关注提问的广度和深度，多角度地启发学生发散思维，使学生掌握解决同一种问题的多种方法，表现为多元视角、多维视野。）4. Read and answerT: What does Sam bring? How does Bobby feel now?Why can Sams ladybirds help Bobby? Whats the difference between those ladybirds? （设计意图：对比图片，学习科学知识。通过仔细看图，学生明白这两种瓢虫的区别。）4. T: What happens at last?S: They drive the bad ladybirds away. 教学 drive awayT: How does Bobby feel at last? 5. T: Any questions?（设计意图：适当留白，以此作为教学的提升点和生长点，引导学生进行构思和创造。）6. Read and act. Step 4 SummaryT: What can you learn from the story?Homework 家庭作业家庭作业1. Read Cartoon time with your friends.2. Tell your family and friends about culture time. 3. Learn more about ladybirds .板书设计：板书设计： Unit 6 In the kitchen ( Culture time & Cartoon time ) I eat with chopsticks. I eat with a knife and fork. sad angry surprised happy pests and ladybirds two ladybirds good seven spots drive away bad ten spots