译林版新教材A healthy diet教案.docx
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译林版新教材A healthy diet教案.docx
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译林版新教材Ahealthydiet教案
课题
Unit3Ahealthydiet
设计者
课时安排
单元总(5)课时
第
(1)课时
教学方法
情境教学法
执教时间
教材及学情分析
教学目标
1能听说读写词汇:
alotof,some,alittle,afew,healthy,diet,vegetable.
2理解课文内容,知道Mike和YangLing的日常饮食习惯是否健康。
3知道健康的饮食金字塔,反思自己的日常饮食习惯是否健康,树立合理饮食,健康生活的概念。
教学内容
Unit3Ahealthydiet(storytime&funtime)
教学重点
难点
1.掌握本课词汇,能正确运用。
2.理解课文内容,树立正确的饮食观。
课前准备
教师
学生
教学过程
教学随笔
课始五分钟:
Step1.Warm-up
1.FreeTalk
T:
Therearemanyfoods.Whatfooddoyoulike?
S1:
Ilike…
T:
Doyoueat…everyday?
S1:
Yes/No.
T:
Doyouusuallyhave…forbreakfast/lunch/dinner?
S2:
Yes/No.
T:
Anythingelse?
S2:
Iusuallyhavesome/alotof…forbreakfast/lunch/dinner.
T:
Ithinkyouhaveahealthydiet./Ithinkyoushouldhaveahealthydiet.揭题
2.T:
Iknowyourdiet.Look!
Thisismine.
T:
Forbreakfast,Iusuallyhavealotofnoodles,somemilkandafewcakes.(出示afew)
T:
Forlunchanddinner,Ihavealotofrice,somefruit,somevegetables,somemeatandafewsweets.Sometimesalittleicecream.
(出示alittle/vegetable/meat)
T:
AndIusuallyhavealotofwaterbutalittlecoffee.
3.T:
Thisismydiet.Alotof…,some…,afew…,alittle….
What’sthedifferenceof‘alittle’and‘afew’?
(让学生注意观察,发现区别,能够举例)
4.Playagame
让学生能够进一步掌握alittle和afew的区别
5.T:
Thisisahealthydiet.Comparetothispicture,doyouhaveahealthydiet?
DoIhaveahealthydiet?
Step2.Presentationandpractice
1.Listenandnumber
T:
HowaboutMikeandYangLing?
Whatdotheylikeeating?
Whatdotheyeatordrinkformeals?
First,let’slistenandnumber.
Checktheanswer.
2.Readandjudge
T:
Welldone,boysandgirls!
We’veknownsomethingabouttheirdiets.Thistimelet’smakeajudgmenttogether.
1LettheSsreadthesentences.
2Writedownthetrueanswerifthesentenceiswrong.
3Checktheanswers.
3.Readandwrite
T:
Goodjob!
Next,let’sreadthetextcarefullyandthenfillintheblanks.
Checktheanswer.
4.Let’stalk
T:
Thesearetheirdiets.WhatdoyouthinkofMikeandYangLing’sdiets?
(healthy/unhealthy)
Q:
CanyougiveMikesomesuggestions?
Youshould…
Step3.Consolidation
1.Let’sread.
2.Let’sretell.
3.Doasurveyandthenreport.
T:
Ahealthydietcanmakeahappylifeandabrightfuture.
板书设计
作业设计
1.Listenandrepeatstorytimethreetimes.
2.Trytoretellstorytime.
自主补充:
教学后记(可针对教学实际,对教学中的某个环节、某个问题、教案的使用等方面写出自己的真切感悟)
课题
Unit3Ahealthydiet
设计者
课时安排
单元总(5)课时
第
(2)课时
教学方法
趣味教学法
执教时间
教材及学情分析
教学目标
1.在游戏、Chant活动中理解掌握alotof,some,afew,alittle的用法。
2.能在运用过程中自主归纳、总结语法规则。
3.了解字母组合ou的发音
4.能理解Cartoontime的内容并初步尝试表演。
教学内容
Grammartime,soundtime,cartoontime
教学重点
难点
1.学生能够熟练运用alotof,some,afew,alittle来介绍自己的饮食习惯。
2.在运用过程中自主归纳、总结语法规则。
课前准备
教师
学生
教学过程
教学随笔
课始五分钟:
Roleplay.(storytime)
Step1.Warmingup.
1.Freetalk.T:
Doyoulikenicefood?
What’syourfavouritefood?
What’syourfavouritedrink?
S:
Ilike…
Step2.Revision
1.Let’sjudge.
(以“Yeah,Yeah,Yeah!
No!
No!
No!
”的游戏形式,先听,然后判断Mike的饮食。
)
T:
DoesMikehaveahealthydiet?
Why?
Givesomesuggestionstohim.
2.Let’sdo.
T:
WhataboutYangLing’sdiet?
(完成首字母填空)
Doesshehaveahealthydiet?
Why?
3.Let’schant.
Mikeeatsalotofrice.YangLingeatsalotofnoodles.
Mikeeatssomefish.YangLingeatssomevegetables.
Mikeeatsafeweggs.YangLingeatsalittlesweetfood.
4.Let’sfind.
让学生自主发现、归纳alotof、some、afew、alittle的用法。
正确区分可数名词和不可数名词。
MaryisMikeandYangLing’sfriend.Theycometoseeher.TheywanttoknowMary’sdiet.CanyouaskMaryforthem?
Whatdoyouhaveforbreakfast?
Whataboutlunchanddinner?
Let’sretell.Maryhassomenoodlesforbreakfast.Shehasalotofrice,somemeatandsomevegetablesforlunchanddinner.
Step3Soundtime
1.Youaresmart!
Let’sguess.
Q1:
Who’sthewomaninMary’shouse?
She’sMary’smother,MrsLi.
Q2:
Whatisshegoingtodo?
Maybeshe’sgoingtocooksomewaterforthechildren.
Q3:
Butisshehappynow?
Q4:
Whatdoesshesay?
MrsLishouts,”Getout!
Getout!
”
Q5:
Whydoessheshoutthat?
Thereisalittlemouseinherhouse.
2.Let’sreadtogether.Lookattheredword,whatcanyoufind?
Oupronounces/au/
3.Let’swatchandlearn.Followit.
MrsLishoutsatthemouse.Let’shelpher:
Hitthemouse.
MrsLidoesn’tlikethemouse.Sosheaskshercatstocatchit.Guess,Whoarethey?
ButMrsLican’tfindthem.Wheredotheygo?
Step4Cartoontime
1Watchandanswer
Wheredotheygo?
Whydotheygo?
Whatdotheybuy?
Howmuchdotheybuy?
CanSamhavetoomuchcola?
Theybuysomanythings,isSamhappyatlast?
2.Readandimitate.
3.Roleplay
4.Let’sretell.
ThereisnotmuchfoodinSam’s______.Hegoestothe__________withhismother.First,he_____somecola,buthismotherletshim____asmallbottle,andheshouldn’tdrink____________cola.Next,he_______abigfish.Then,Sam____thebigbagofrice.Finally,theygohome,butthefishis________,Samwantsto_____________.Butwhentheywalkontothebridge,thefish_____intotheriver.
Step5Consolidation
Thinkandtalk
Givemesomesuggestion.
Youcan…
Youshould…
Youshouldn’t…
Eat…everyday.
Drink…everyday.
板书设计
作业设计
1、Makeahealthyeatingtableforyourfamily.
2、Readthecartoon.
自主补充:
教学后记(可针对教学实际,对教学中的某个环节、某个问题、教案的使用等方面写出自己的真切感悟)
课题
Unit3Ahealthydiet
设计者
课时安排
单元总(5)课时
第(3)课时
教学方法
情境教学法
执教时间
教材及学情分析
教学目标
1.knowsomethingaboutthedifferencesbetweenChineseandwesternfoodculture
2.能熟练运用所学知识介绍自己的饮食和健康的饮食。
3.复习并熟练运用Is/Arethere…?
的句型,并能在这一句型中再一次准确运用alotof,some,alittle,afew。
4.能在笔头中准确使用therebe…的结构。
5.能对本单元的学习情况做出客观、公证的自评和互评。
教学内容
Culturetime,checkouttime,tickingtime
教学重点
难点
1.复习并熟练运用Is/Arethere…?
的句型,并能在这一句型中再一次准确运用alotof,some,alittle,afew。
2.能在笔头中准确使用therebe…的结构。
课前准备
教师
学生
教学过程
教学随笔
课始五分钟:
Roleplay(cartoontime)
Step1.Warmingup.
T:
DoyourememberMikeandYangLing’sdiets?
Q1:
WhatdoesMikehaveforbreakfast/lunchanddinner?
Q2:
WhatdoesYangLinghaveforbreakfast/lunchanddinner?
T:
Mikehassomebreadandmilkforbreakfast.YangLinghasalotofnoodlesforbreakfast.MaybethisisthedifferencebetweenChineseandwesternfoodculture.
Step2.Presentation.
A.Culturetime
WatchtheintroductionofthedifferencesbetweenChineseandwesternfoodculture.
2.Whataboutbreakfast?
(SsreadCulturetimeinthebooksandtrytoanswer.)
PresentBill’sdiet(unhealthy)
T:
Look,hereareBillandWangBing.Whataretheirdiets?
Aretheyhealthy?
1.showapassageaboutBill’sdiet
2.readitfreely
3.askandanswer
T:
IsBill’sdiethealthy?
Why?
S:
…
T:
Canyougivesomeadvicetohim?
S:
Tokeephealthy,youshouldeat/drinkalotof/some/afew/alittle…
Youshouldn’teat/drinktoomuch/toomany…
T:
WehopeJohncanchangehisdiet.
PresentWangBing’sdiet(healthy)
1.listentoapassageaboutWangBing’sdiet(听两遍)
Q:
What’sWangBing’sdiet?
2.listenandwritedownsomeimportantinformation
Forbreakfast,WangBingusuallyhas_______,________and________.
Forlunch,heeats_______,_______and________.
Fordinner,hehas_______,_______and________.
3.askandanswer
T:
Whatdoyouthinkofhisdiet?
Why?
S:
…
B.Checkouttime—Askandanswer
T:
TodayWangBingandhisfamilybuysomefoodanddrinksinthesupermarket.Whatdotheybuy?
Canyouguess?
1.thestudentsguess:
Is/Arethere…?
(学生用therebe…结构的一般疑问句来猜,并要求他们用上alotof/some/afew/alittle)
2.showthethingstheybuy
T:
WangBing’sfamilybuylotsoffoodanddrinks.Let’shavealook.
(出示食物,最后将这些食物组成一个金字塔)
3.describethefoodpyramidinpairs
Checkouttime—Lookandwrite
1、出示空白饼图,教师示范贴图
T:
Wehavealotoffood.Let’sputthemontherightplaces.Iputthemhere,becausecarrotsaregoodforourbody,weshouldeatalotofcarrotseveryday.
2、同桌合作贴图(同时指名一组同桌上黑板贴图)
S1:
Wherecanyouputit/them?
S2:
Icanputit/themhere.Because…
3.talkaboutthepicture
4.writesomethingaboutthepicture
5.checktheanswer
Designahealthydiet
T:
Youknowalotaboutahealthydiet.Atthebeginningofthelesson,wefoundBill’sdietwasunhealthy.Canyoudesignahealthydietforhim?
1.giveamodel:
showtheteacher’sdiet
2.designitbyyourself
3.showthedesign
Mike’sdiet
4.describeittous
Step7Tickingtime
T:
Lookatthispicture.Howmanystartscanyouget?
板书设计
作业设计
Homework:
1、将为Bill设计的健康饮食写成一篇小短文。
2、根据Tickingtime中的要求自主复习。
自主补充:
教学后记(可针对教学实际,对教学中的某个环节、某个问题、教案的使用等方面写出自己的真切感悟)
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