资源简介

教学设计
课程基本信息
学科 英语 年级 六年级 学期 春季
课题 Unit 3 A healthy diet（story time)
教科书 书 名：英语教材 出版社：译林出版社
教学目标
基础性目标： 学生能流利、准确地朗读a little, a few, healthy, diet, vegetables, at a time等生词，能正确区分并使用a few和a little。 学生能够流利、准确地朗读课文，并能根据思维导图提示复述人物的一日三餐。 学生能模仿文本，学会使用...have/has...for breakfast/lunch/dinner，...like(s) eating....介绍自己或他人的饮食习惯。 （4）能够在教师的引导下，了解健康饮食金字塔结构，理解中西方饮食文化差异，明白健康饮食的重要性。 2. 挑战性目标： （1）学生能够根据健康饮食金字塔，学会评价自己和他人的饮食习惯是否健康，并说出理由。（2）学生能主动给他人提出科学合理的健康饮食建议。
教学重难点
教学重点： 学生能流利、准确地朗读a little, a few, healthy, diet, vegetables, at a time等生词。 学生能流利、准确地使用...have/has...for breakfast/lunch/dinner介绍自己和他人的饮食习惯。 3. 学生能够流利、准确地朗读课文。 4. 学生能够在教师的引导下，了解健康饮食金字塔结构，理解中西方饮食文化差异，明白健康饮食的重要性。
教学难点： 1. 学生能依据可数名词和不可数名词，正确区分并使用a few，a little，a lot of, some等量词。 2. 学生能根据图片或关键词提示介绍他人饮食，能正确使用一般现在时第三人称单数形式。
设计思路与理念
本节课主要通过读前、读中、读后三个环节进行语篇教学。首先读前环节主要是引出健康饮食这个话题，通过复习旧知，让学生初步判断哪些食品和饮料是健康的，哪些是不健康的，并通过引入饮食金字塔，让学生迅速了解本节课的主要话题，为下面的文本学习做好知识铺垫。接着在读中环节，通过What do they have （吃什么） How much do they have （吃多少）Do they have a healthy diet （是否健康） Why should we eat like this （为什么这样吃）这样逐层递进的问题，引导学生通过阅读从表面深人实质，更好地理解文本，训练学生的语言能力，提升思维能力，启迪他们的心智。在读后环节，通过复述、评价和总结，进一步升华健康饮食的重要意义。
教学过程
Step1 Pre-reading Look and guess： PPT shows some picture silhouette. Ss guess them out and then judge which is good for them. Ss learn “healthy ”. Think and say healthy or unhealthy food and drinks Ss say some words about healthy or unhealthy food . Then they say which food they like and how often they eat the food. Get to know the topic: Healthy diet The teacher explains the meaning of the diet and then shows the topic: A healthy diet. Then Ss learn some thing about the healthy diet pyramid. 【设计意图：读前环节教师主要采用了“提供认知前提的准备与激发学习动机的策略”，通过游戏方式帮助学生迅速回忆旧知，揭示课题，激发他们对健康饮食这个话题的兴趣，减少学生的认知障碍，为下面文本学习做好铺垫。】 Step2 While-reading Get to know: What’s their diet Listen and underline:What do they have Ss listen to the story and underline what food or drinks they have. Read and learn the new word: vegetables Read and circle : How much do they have Ss do a scan reading of the story and find out how much they have . They can circle out the key words, and then fill in the form. S: Mike has... for... / Yang Ling has...for... Learn to say: a few.../ a little... 根据表格中Mike has a few eggs. Yang Ling has a little rice，教师教读a few和a little。首先通过对比不同量的鸡蛋和米饭的图片，让学生理解这两个词的含义，并与a lot of 和some区分。其次让学生观察a few和a little 后面名词分别对应使用可数名词与不可数名词。 Get to know：Who has a healthy diet Why Part 1--About Mike’s diet Read and underline: Does Mike have a healthy diet Why S: Mike likes eating sweets, cakes and ice creams. He doesn’t have a healthy diet. T: We call them sweet food. (教读sweet food) Q: Can we have too much sweet food every day ( bad for.../ get fat....) S: He only drinks a little water every day. He doesn’t have a healthy diet. T: We need to drink a lot of water every day. Water is very important for us. Q3: Does he have any fruit or vegetables (启发学生深度思考，找出Mike饮食不合理之处） ② Give some advice He likes eating sweet food. →He should eat a little sweet food. He only drinks a little water. →He should drink a lot of water He doesn't have any fruit or vegetables. →He should have some fruit and vegetables. (2) Part 2--About Yang Ling’s diet Read and think:Does Mike have a healthy diet Why Q1: What makes her diet healthy (对比饮食金字塔，让学生分析Yang Ling的饮食习惯） Learn to say: She eats a lot of noodles. She has an egg and some meat. She also eats some fruit and vegetables every day. Q2: She likes sweet food too. Does she have a healthy diet Learn to say: Yes. Because she eats a little sweet food at a time. (教读at a time) Q3: Do you eat a little sweet food at a time What other food should we eat a little or a few at at time Try to say: We should eat a little/ a few...at a time. （3）Read and find: What’ s the same in their diets (找出3处相同的饮食习惯） S: They both have/ eat / like/ ... Listen and repeat the story. 【设计意图：读中环节，教师采用“多样化的教学方法与手段”策略，引导学生开展寻读、精读、默读等多种阅读形式，辅之以听录音、看动画、给建议、找相同点等多种任务，帮助学生更好地理解文本、内化文本。本课内容以讨论健康饮食为话题，同时学习一些表示数量多少的词汇，课本中为我们提供了健康食谱金字塔。教学中，授课教师采用金字塔形的思维导图，帮助学生对比Mike与 Yang Ling的食物金字塔与健康食谱金字塔，思考Do they have healthy diets 在食物金字塔的帮助下，让学生通过观察、比较、分析、推断、建构、辨识等思维方式得出结论，这样可以有效提升学生的思维品质。】 Step3 After-reading Read and write (完成书后课文填空） 2.Try to say Ss watch a video, tick in a diet sheet and try to talk about their diet. Key sentence structures: I have/eat...for... / I like... / I don't like... / I only... / I should... Key words: a little / a few / some / a lot of Summary: How to have a healthy diet 学生对照饮食金字塔，尝试总结如何养成健康饮食习惯以及原因。 We should eat only a little sweet food. → Too much sweet food is bad for our health. We can have some meat, fish and eggs. We can also have some milk products. We need a lot of grains（谷物）. Drink a lot of water every day. 【设计意图：读后环节，教师围绕健康饮食这个话题，引导学生通过复述活动、评价活动、总结活动学会表达自己和他人的饮食习惯，并尝试进行个性化的评价，进一步明确健康饮食的重要性。最后的总结活动，既是回顾梳理，同时也是知识视野的拓展，能够帮助学生更好地做话题表达，领悟文本的主题内涵。】 Homework: Read the story correctly and fluently. 2. Retell the story in groups. （学生可以根据图片复述Mike&Yang Ling 的饮食） ★ 一星级：选择一个人物介绍他/她的饮食习惯。 ★★ 二星级：选择一个人物介绍他/她的饮食习惯,并给出评价或建议。 3.Know more about healthy diet. 【设计意图：考虑到学生个体能力的差异性，以星级奖励机制，让学生根据自己的习惯和方法，选择相对应的方式进行复述，能力较弱的学生可以参考课本内容进行复述，能力强的学生可以在此基础上，从自己生活经验对他人的饮食习惯进行评价甚至给出合理的建议。】

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