第1课时

教学内容：

译林版小学英语六下Unit3  A healthy diet( Story time ) Period 1

教学目标：

1. 在情景中体会理解healthy、diet的含义，并能够准确发音。

2. 学生在课文学习中初步感知a little与a few的用法区别。

3. 在饮食金字塔图的帮助下尝试叙述自己或他人的饮食，了解a few、a little的区别。

4. 结合插图理解并朗读课文，判断Yang Ling和Mike的饮食习惯是否健康。

5. 初步运用本课所学的词汇和句型谈论自己对healthy diet的看法。

6. 通过本课的学习，学生能形成健康饮食、健康生活的意识。

教学重点难点：

1. 学生能够理解、会读、会复述课文。

2. 通过课文学习，学生能了解什么是健康饮食并能修正自己不良的饮食习惯。

3. 学生在课文学习中初步感知a little与a few的用法区别。

教学准备：PPT等

教学构想：

本节课导入部分以复习和讨论上单元的好生活习惯入手，在谈话的过程中不仅复习前一单元的重点内容，更是通过谈话引出今天的话题，并由肯定学生早睡早起和按时吃早饭的话题引入对健康的思考，同时教学本单元的新单词：healthy和diet。学生对习惯和三餐的话题比较感兴趣，能讲的素材较多，有助于在课堂打开学生的思维。

接下来由讨论健康食品的话题逐步过渡到课文，通过听音排序、观看回答、小组填表、随文习语等环节，帮助学生深度理解课文，并培养学生自主学习和小组学习的能力。本课重点内容a little、a few等的教学放在了课文中解决，没有在一开始就抛出语法点进行反复操练。这样做主要是考虑在本单元的第一课时，语法或者词汇教学应该适时出现，点到即止，要留给学生充分感知的时间和空间，对课文整体脉络的清晰把握才是这一课时的首要任务。

教学过程：

Step1 Warming-up

1. Greeting & Revision

T: Good morning, boys and girls. Do you remember Wang Bing’s good habits? Does Wang Bing go to bed early? Why?

S: (复习Unit 2课文内容，回忆并回答)

T: What time did you get up this morning? Do you usually get up early?

Do you go to bed late?

T: Did you have breakfast this morning? 

S: Yes, I did.

T: What do you usually have for breakfast? Let’s do a brainstorming.

Step 2 Presentation

1. T: Do you have … for your breakfast?

S: I have … for breakfast.

T: What about your lunch and dinner? Are they good for us?

S: I have some vegetables/meat/rice/noodles … They are good/bad for us.

2. T: OK. Today we’ll talk about healthy food. (教学health—healthy)     

T: We should eat more healthy food and have a healthy diet.

(教学：diet，并板书课题：Unit 3 A healthy diet)

Step 3 Story Time

1. Listen and tick

T: Our friends Mike and Yang Ling are also talking about their diets. Now let’s listen to the tape, and then tick the right answers..

(学生听课文录音，并根据课文对所给图片进行排序)

2. Watch and answer

 T: Please watch the cartoon, and then answer the questions.

  Question: What do they like eating?

3. Read and finish the form

T: What does the story talk about? Let’s read the text and finish the form, and then talk about the form in groups.

Name	breakfast	lunch	dinner
Mike
Yang Ling

 

 

 

 

S: (小组汇报) Mike has … for his breakfast/lunch/dinner.

Yang Ling has … for her breakfast/lunch/dinner.

T: Good! But do you know how much food they have for three meals? (PPT出示并教学词组：a lot of, some, a little, a few)

4. Students read the text by themselves, and then finish True or false on P28.

5. Finish Read and write on P28.

6. Let’s discuss.

  Does Mike’s have a healthy diet? Does Su Hai have a healthy diet?

6. Reading time: listen and repeat.

(跟读环节教师需提醒与讲解朗读时的语音语调、停顿、重音和连读等朗读技巧)

Step 4 Consolidation

1. Can you introduce Mike and Yang Ling’s diet? (给学生一定的图片和关键词)

2. Show the “Food pyramid”, and introduce the healthy diet.

3. Let’s talk

  T: What do you think of Mike and Yang Ling’s diet? What about your diet? Is it healthy?

  (学生在同桌或者小组间进行对话谈论，并选取几组进行汇报)

4. T: Wish everyone has a healthy diet, a happy life and a bright future!

Step 5.Homework 

1. 抄写本课新词新句。

2. 熟读、背诵、复述课文。

板书设计：

Unit 3  A healthy diet

{C}<!--[if gte vml 1]> {C}<!--[endif]-->a few/a little

             some                                                                 at a time

   a lot of

 

课案设计与执行评价表

教学设计（课前）		课堂执行（课后）
简  洁	☆☆☆☆☆	简洁的形式	☆☆☆☆☆
清  晰	☆☆☆☆☆	丰富的意蕴	☆☆☆☆☆
自  然	☆☆☆☆☆	灵动的创造	☆☆☆☆☆
丰  富	☆☆☆☆☆	充分的自主	☆☆☆☆☆
深  刻	☆☆☆☆☆	优质的效果	☆☆☆☆☆
合  计	（    ）颗☆	合  计	（    ）颗☆

口才与表现目标设定与执行评价表

	目标设定（课前）	课堂执行（课后）
礼仪	得体、规范	☆☆☆☆☆
体态	自然、优美	☆☆☆☆☆
表达	清晰、准确	☆☆☆☆☆
思维	灵活、缜密	☆☆☆☆☆
心理	健康、向上	☆☆☆☆☆

 

教学反思：