牛津譯林蘇教版小學英語六下《Unit 3 A healthy diet》word教案(1)

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111 6下 Unit3 單元分析 個人設計 備課組集體討論意見 一 單元教材分析 本單元呈現(xiàn)了許多和食物相關的詞匯，其中大部分已學過，引導學生樹立合理飲食，健康生活的觀念。這一話題和學生的生活和健康密切相關，通過本課的學習，學生能對照健康飲食金字塔，分析討論自己的飲食習慣是否合理，并能進行調整。 能對食物進行分類整理，總結可數(shù)名詞和不可數(shù)名詞。 二 單元目標要求 1、四會單詞：healthy,diet,a little,a few,need 2、四會句型：He has a lot of/some noodles/meat. She eats a few eggs/a little rice. 3、三會單詞和詞組: at a time,cola 4、字母組合ou在單詞中的發(fā)音。 5、教學難點 可數(shù)名詞和不可數(shù)名詞； a lot of, some, a little ,a few的用法 本單元的目標詞匯是表示數(shù)量的a lot of,some,a little,a few.教師可以綜合以前學過的much,many,any等詞匯進行操練。 三 單元設計意圖 本單元先通過對Story部分的Mike 和Yang Ling 每天飲食情況的分析，建構健康飲食的觀念。接著后面3課時圍繞健康飲食這一話題展開討論，最后能為自己設計合理的膳食計劃。圍繞單元主題，進行食物類單詞的復習和鞏固，操練句型，形成健康的生活習慣。 以現(xiàn)有文本為藍圖，以學生生活實際為素材，循序漸進的展開話題的討論，從知識點到情感態(tài)度價值觀的升華。 四 單元目標達成 交 往 互 動 式 教 學 設 計 課題： Unit 3 A healthy diet (Story time) 教時 1 日期 教學目標： 1、了解健康飲食的常識，知道健康飲食的重要性。 2、能聽懂、會說、會讀詞匯：only a little a few meat healthy diet 3、正確使用a little a few some a lot of 4、理清文章脈絡，會簡單復述個人的食譜。 重 點 與 難 點 1、會正確朗讀詞組、句子及語段。 2、正確使用a little a few some a lot of 3、理清文章脈絡，會簡單復述個人的食譜。 Teaching Procedures Time Steps Teacher’s activities Learners’ activities Purpose, Feedbacks &Aims 5 min Step 1 Warming-up吸引注意，積累語言 1.Free talk 2.Talk about food. What’s your favourite food? What do you have for lunch and dinner? …? Group work: 1 每人說一個食物的單詞。 2 其他同學用a few/a little ,some ,a lot of組成詞組。 3 如果小組成員有語法錯誤，大家可幫他糾正。 I like/I have… My favourite food is … … 本課的主題是健康飲食，以小組學習的形式呈現(xiàn)學生所知道的食物，聚類呈現(xiàn)，同時給學生建立健康飲食要對食物進行分類的概念。達成目標1 3 min Step2 Pre-task 導出目標，生成結構 Story time What have you known? What do you want to know? I known … I want to know… 通過對學生學習單完成情況的檢查，使這節(jié)課更有針對性，學學生想學的，聊大家想聊的。達成目標1 10 min Step3Task 1 回憶相關知識，初步運用結構 1.read and understand Show the thinking map Learning tips:（這些句子可幫助你組織語言） Yang ling/Mike has____for breakfast/lunch/dinner. He/she likes______. He/she doesn’t like____. He /she only eats/drinks______________________. Group work: 1 小組內展示并談論thinking map。 2 每人準備一個問題和大家共同討論。 3 組內完善并修改你的thinking map，選出一個最棒的全班展示，并把組內仍未解決或有爭議的問題全班討論。 理清脈絡，由淺入深。達成目標4 10 min Step4 Task 2呈現(xiàn)刺激材料，活用結構 Let’s debate Which food is healthier, Western food or Chinese food ? Group work: 1 小組內確定辯題Western food /Chinese food. 2 組員每人給出一個理由。若組員在表達上有困難，大家可以幫助他組織語言。 3 組長記錄整理論據(jù)。 通過辯論的方式，讓學生更喜聞樂見。通過問題的追問，更快的理解文本。達成目標2 12 min Step5 Task 3 引發(fā)期待行為，強化結構 Give some suggestions（建議） Group work: 1 小組內每人給一個建議，注意提建議的句型結構。 2 組員如果在表達上有困難，大家可以幫他組織語言，或糾正語法錯誤。 2 組長以關鍵詞的形式把建議整理下來，并匯報。 通過為他們提建議，鞏固本節(jié)課所學的單詞、詞組、句型，分清幾個修飾副詞的正確用法。達成目標3 Step6 Post task提供反饋評價，鞏固結構 Practice time Healthy diet In a healthy diet ,there is_______fruit and v____.There is also ______rice and bread .You can have _______meat and fish in your meals .You can have _____milk every day .S____ food is nice ,but it is not good for your teeth.Eat only________sweet food every day. 2. Homework 1. Introduce the Food Pyramid to your family. (向你的家人介紹食物金字塔) 2. Write 1-2 suggestions on healthy diet for your friends. (請給你的好友寫1-2條健康飲食的建議) 3 Surf the internet: yiqizuoye.com and finish Homework. Group work: 1 四人一小組，組內討論，確定話題。 2 創(chuàng)設情景，人物，時間，地點等。 3 對于表達有困難的同學，要給予幫助，或安排內容較少的句子。 4 小劇內容要涉及healthy diet 內容。 A healthy diet.A happy life(生活).A bright future(未來). 通過學習，理解意思，明白道理。高年級的學習不僅僅是就文本而文本，在理解這些的基礎上，能有更高的要求，會用自己的語言說說收獲，讓學生的語言學以致用。達成目標4 板書設計： Unit 3 A healthy diet 交 往 互 動 式 教 學 設 計 課題： Unit 3 A healthy diet (Grammer time&Fun time) 教時 2 日期 教學目標： 1.能根據(jù)提示復述課文內容。 2.分清 a lot of a little a few some等詞的意義和用法。 3.學生能理解量詞的用法，合理安排膳食。 重 點 與 難 點 1.分清 a lot of a little a few some等詞的意義和用法。 2.學生能理解量詞的用法，合理安排膳食。 Teaching Procedures Time Steps Teacher’s activities Learners’ activities Purpose, Feedbacks &Aims 5 min Step 1 Warming-up 吸引注意，積累語言 1.Free talk 2.review What does Mike have for breakfast/lunch/dinner? What does Yanf Ling have for breakfast/lunch/dinner? Maybe you … Yang Ling has … for … Mike has … for …. 復習鞏固，重現(xiàn)故事。達成目標1 3 min Step2Pre-task導出目標，生成結構 Let’s review. Who has a healthy diet? How about Mike’s diet? Can you give him some suggestion? I think … has a heathy diet. Work in group . 通過復述和表演，提煉本課的重點，在表演中鞏固，并能熟練運用。達成目標1 10 min Step3 Task 1 回憶相關知識，初步運用結構 Grammar time 1. From the story we know different people has different diet. But we should make a healthy diet. We should know how much we should need. What’s for your breakfast/lunch/dinner? Work in group We should have … every day.(量詞的使用) 突出重點，突破難點。在朗讀的基礎上能進行語法點的剖析，對比運用,最后生成語用規(guī)則，并能在實際練習中運用。達成目標2 10 min Step4Task 2呈現(xiàn)刺激材料，活用結構 Discuss in groups. 1.A little和a few后面跟的詞有什么不同？ 2. Let’s play. (搭配練習) 3.A lot of 和some后面跟的詞有何特點呢？ 4.可數(shù)名詞和不可數(shù)名詞有哪些？ 5.Exercise Group work Single work Class work 初步運用所學規(guī)則，活用結構，能在小組合作的基礎上完成，并能總結反思。達成目標2 12 min Step5 Task 3 引發(fā)期待行為，強化結構 Fun time Say something about your friends’ diets Do the survey Group work 活學活用，在理解的基礎上及時進行練習鞏固，加深印象，獲得成功的體驗。達成目標2、3 Step6Post –task提供反饋評價，鞏固結構 Let’s try to write a healthy diet, OK? You can write your diet or other’s Homework : 1.Listen and read the story correctly. 2.Write your healthy diet . Group work 板書設計： Unit 3 A healthy diet Unit 3 A healthy diet +可數(shù)名詞復數(shù)、不可數(shù)名詞 很多a lot of 一些 some 幾個 a few + 可數(shù)名詞復數(shù) 一點兒a little + 不可數(shù)名詞 A: What do you have for…? B:I have… （for…） 交 往 互 動 式 教 學 設 計 課題： Unit 3 A healthy diet (Cartoon time) 教時 3 日期 教學目標： 1、 能正確理解、朗讀Cartoon time中的故事，能讀懂其中的趣味之處，能在教師的指導下表演故事。能根據(jù)自己的飲食特點，合理完成購物任務。 2、 了解中國的早餐和西方早餐不同飲食文化，并能用英語做簡單的介紹。會說一些常見中餐的英語表達。 3、掌握字母組合“ou”的發(fā)音規(guī)則。 重 點 與 難 點 1.學生能正確理解Cartoon time故事； 2. 學生能了解中西方傳統(tǒng)的飲食，并能用英語作簡單介紹。 。 Teaching Procedures Time Steps Teacher’s activities Learners’ activities Purpose, Feedbacks &Aims 5 min Step 1 Warming-up 吸引注意，積累語言 1.Revision Retell the story 2.Free talk What do you usually have for breakfast? Retell the story I have … 師生談話導入復習新課學習，營造學習的氛圍。 3 min Step2 Pre- task 導出目標，生成結構 Culture time 1.People from different countries has different diet..Look at the pictures, which one is about Chinese people, which one is about western people? 2. Discuss in groups, What’s in the pictures? Learn some other food. 3.Have a reading competition. 4.Discuss in groups: What do you like? Which food is better? Single work Class work Reading time Group work 回憶剛才所用的方法，初步運用這一方法，理清文章脈絡。達成目標2 10 min Step3 Task 1 回憶相關知識，初步運用結構 Sound time 1.Look and say According the picture and try to tell a story. 2. Read and answer Discuss: ou 3.Falling intonation. 4.Read sound time together. Who? What? Where? When? How? Single work &group work. 利用圖片建立信息溝，讓學生在自然的交流中呈現(xiàn)這一板塊的重點，會朗讀特殊疑問詞，抓住特殊疑問詞這一關鍵詞，描述故事。使故事的描述更清晰準確。達成目標3 10 min Step4 Task 2呈現(xiàn)刺激材料，活用結構 Cartoon time 1. Listen and find. Where are they going? What do they buy? 2.Read and find What happens at last? Explain the new phrases in pairs. Class work 理解鞏固生詞，小組合作完成，互幫互學，共同提高。達成目標1 12 min Step5Task 3 引發(fā)期待行為，強化結構 1. Read the story after the recorder. 2.Act in groups. 3. Summary: Sam’s family have healthy diet. They buy things according to their diet. They have a healthy diet, they have a healthy life. Read the story Share the group work. 課內向課外拓展、延伸，鞏固句型.達成目標1 Step6 Post task提供反饋評價，鞏固結構 Consolidation 1. Do a survey: Do you have good eating habits? Read the sentences and ask and answer each other. a. Do you drink a lot of water every day? b. Do you wash your hands before eating? c. Do you watch TV when you eat? d. Do you brush your teeth every morning? e. Do you brush your teeth before you go to bed? f. Do you eat a lot of sweet food? g. Do you eat a lot of fruit and vegetables? h. Do you eat a lot of fried food? i. Do you eat breakfast, lunch and dinner? j. Do you help to wash the dishes? Homework: 1. Read the cartoon freely and act it out. 2 Finish the exercise book. Write healthy tips 1. 4人小組討論健康小貼士。 2. 每人寫1-2條，貼到紙上。 3. 完成后要讀一讀哦！ We can … We should … We shouldn’t … Eat … every day. Drink …every day 聯(lián)系前后所學知識，復習鞏固舊知，學習把相關知識在真實的情景中綜合運用。達成目標2 板書設計： Unit 3 A healthy diet ou-[au] about house mouth out shout cloudy loudly Chinese people : porridge, steamed buns Western people: cereal, bread and sausages You shouldn’t drink too much cola. 交 往 互 動 式 教 學 設 計 課題： Unit 3 A healthy diet (Checkout time) 教時 4 日期 教學目標： 1. 按要求掌握本單元單詞、句型和日常用語。 2. 根據(jù)所描述的對象正確地、熟練地運用a lot of, some，a few 和a little 3. 完成補充習題以及同步練習。 4.能對照Ticking time 的三個目標進行客觀的自我評價 重 點 與 難 點 1.按要求掌握本單元單詞、句型和日常用語。 2. 根據(jù)所描述的對象正確地、熟練地運用a lot of, some，a few 和a little 加強語言輸出的訓練，促進綜合語言運用能力的提升 Teaching Procedures Time Steps Teacher’s activities Learners’ activities Purpose, Feedbacks &Aims 5 min Step 1 Warming-up吸引注意，積累語言 Revision 1.Read and recite the words 2.listen and write. Review the phrases and sentences. Listen and write Check the answer 復習本單元的單詞，交流朗讀并聽寫。 3 min Step2 Pre-ask 導出目標，生成結構 Warm up Quick response “Yes or No” Show some sentences ,and let the students read and judge Chinese people often have some steamed buns for breakfast. Mike drinks a lot of water every day. Yang Ling eats a little sweet food at a time. Sam drinks too much cola. You like eating a lot of food. Your mother cooks in your home. Review the Unit3 Read and say. 讓學生把所學的內容用到實際生活中去，使學生能夠真正的在生活中使用英語。師生交流，復習舊知，進一步熟練主要句型。達成目標1 10 min Step3 Task 1 回憶相關知識，初步運用結構 Checkout time Ask and answer 1. Show the picture and talk about it. What’s on the table? 2.Are there a lot of vegetables? Is there any water? 3.Do they have a healthy diet? There are a lot of \some\a few… There is a lot of\ some\ a little… Ask and answer (work in pairs) Work in group. 回憶相關知識，了解中外文化的差異，結合學生實際，向課外拓展、延伸。達成目標2 10 min Step4 Task 2呈現(xiàn)刺激材料，活用結構 Look and write 1.T: Food give us different energy. Our bodies need different food. Look ,read and write. 2. Check in groups first,then check in whole class. 3. Fun reading. Do the exercise Tell the diet from the book. Read the text 完成飲食書寫，既培養(yǎng)學生的互助精神，也很好的幫助學生復習所學知識。達成目標1\3 12 min Step5 Task 3 引發(fā)期待行為，強化結構 Show time. (add a topic “a healthy diet”, make a speech in class) 1． Ticking time 1. Work in groups. Check each other. 2. Check the answer. Sum up Ticking time. 設計演講的形式，讓學生有目的的運用語言，訓練學生的口語表達和學以致用的意識。通過回答問題、復述課文等方式，進一步鞏固課文，對自己的學習能做出客觀的評價。達成目標2\4 Step6 Post – task提供反饋評價，鞏固結構 Homework: 1. Read the Sound time and know the sound of “ou”. 2. Review the whole unit. 板書設計： Unit 3 A healthy diet A: Are there a lot of…? B: Yes, there are. \ No, there aren’t. A: Is there any…? B: Yes, there is \ No, there isn’t. 111