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1、英语（六年级下册）Unit 3 A healthy dietFun time & Culture timeTeaching contents 教学内容Fun time & Culture time Teaching aims and learning objectives 教学目标1. 学生能够使用句型“What do you have for ?” “ have/eat a lot of/some/a few/a little ”“ has/eats a lot of/some/a few/a little ”来询问和回答饮食情况。2. 学生能够在情境中正确区分并运用词组：a lot of、
2、some、a few和a little。3. 学生能够就健康饮食这个话题做调查，并能够给出一定的建议。4. 了解中西方不同的早餐饮食文化，并能用英语做简单介绍。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 学生能够使用句型“What do you have for ?” “ have/eat a lot of/some/a few/a little ”“ has/eats a lot of/some/a few/a little ”来询问和回答饮食情况。2. 学生能够就健康饮食这个话题做调查，并能够给出一
3、定的建议。3. 了解中西方不同的早餐饮食文化，并能用英语做简单介绍。教学难点：学生能够就健康饮食这个话题做调查，并能够给出一定的建议。Teaching procedures 教学过程Step 1 Warm-up 1. Free talkT: What time did you get up this morning?/Did you have breakfast on time? What did you have?S: 2. Lets playT: Lets play a game. Pay attention to “a few” and “a little”.【设计意图：通过师生自由谈话
4、和游戏复习a few和a little的用法。】Step 2 Presentation1. Lets talkT: Look! Shes my friend Mary. Do you want to know her diet? You can ask her.S1: What do you have for breakfast?S2: What about your lunch and dinner?(PPT呈现Mary三餐内容)T: What do you think of Marys diet?S: I think Mary has a/an diet.【设计意图：把Fun time中的
5、Mary设定为教师的朋友，使教学内容更加贴合生活，Mary的信息随着师生对话的深入逐步呈现，尽量给学生思考的空间。】2. Lets tryT: OK. Can you introduce Marys diet according to this form?S: Mary has for breakfast. She has for lunch and dinner. Mary has a diet.【设计意图：以第三人称单数转述时及时添上了句子Mary has a diet，也是尽早呈现评价别人饮食是否健康这一本课重点。】3. Ask and answerT: Just now, we tal
6、ked about Marys diet, what about yours? Please ask and answer in pairs.S1: What do you have for breakfast?S2: I have S1: What about lunch and dinner?S2: For lunch and dinner, I have T: Its your time now. Which pair wants to try? The other students should listen carefully because I will ask some ques
7、tions about their dialogues.T: What does have for breakfast? What does XXX have for lunch? What does have for dinner?【设计意图：在学生对话汇报时加入教师随时提问的环节，既提醒学生时刻注意听别人的对话，又适时操练第三人称单数的转述，为后面第三人称转述的汇报做铺垫。】4. Do a surveyT: Now please do a survey in groups of four. First, you should ask and answer with these questi
8、ons. Then, write down the information on page 30. Finally, please give us a report.【设计意图：从两人一组变四人一组，增加学生语言的输出与输入。】5. Lets discuss T: Please discuss in groups, you can use “I think, you should/shouldnt” to give suggestions or you can debate in groups. (在小组讨论中学生面对面给对方建议)6. Lets reportT: OK. Its time t
9、o introduce your friends diet? S: My friend is He/She has for breakfast. For lunch and dinner, he/she has I think his/her diet is (多请几组进行汇报)Step 3 Culture time1. Lets thinkT: People from different countries have different diets. In China, what do we usually eat for meals? What about the Western peop
10、le? (同桌思考并讨论)【设计意图：通过同桌讨论，碰撞与激发学生思维，思考中西方饮食的不同。】2. Do you know?T: OK. What are the differences between Chinese and Western food culture? S: T: All right. Now lets know some differences between Chinese and Western food culture. (教学：Western food culture)T: For example, Chinese people like drinking tea
11、, but Western people like drinking coffee. What about you?S: I like drinking T: Yes, and nowadays more and more Chinese people like drinking coffee, and Chinese tea is also very popular in Western countries.T: It is a tradition to use chopsticks in China. How about in Western countries? Do they use
12、chopsticks?S: No, they dont.T: Right. Western people prefer to use knives and forks.T: Chinese choose to eat rice and noodles and Western people choose to eat beefsteak, bread and salad. (教学：beefsteak、salad)T: How about breakfast? Please discuss in pairs.S: T: Chinese people often have some porridge
13、 and steamed buns for breakfast. (教学：porridge、steamed buns)T: Western people often have cereal, bread, eggs and sausages for breakfast. (教学：cereal、sausages)【设计意图：通过师生、生生交流，反馈学生讨论结果，并结合图片，从餐具、饮食等方面区分中西方饮食及习惯上的差异，涉及到中西方的食物类单词学生只需要会读、会说、知道词义即可。】Step 4 Consolidation1. Lets talk!T: How can we be healthy?
14、 Lets discuss in pairs!(学生分组讨论怎样才能保持健康，然后汇报)2. Work in groups and write some tips on keeping healthy.Homework 家庭作业1. 完成本单元补充习题Part A、B&D。2. 了解和收集更多中西方特色饮食的英文名称。Teaching aids 教学准备（含板书设计）教学准备：图字卡、教学课件。板书设计： Unit 3 A healthy diet Chinese people: porridge, steamed buns Western people: cereal, bread and
15、sausages说课本课的主要活动是学生的对话、阐述、汇报与建议。为了让学生在最后的汇报中能拥有合理和丰富的语言材料，本节课的每个活动都围绕着让学生积累语言材料。从复习到教师给出示范介绍Mary，再到让学生介绍朋友的饮食情况，再到最后成篇的介绍，循序渐进，符合学生认知规律。由于本节课主要是让学生更多地进行语言的输出，所以教师在课堂上要为课堂情境的串联起推进作用，也要在课堂教学中多注意对学生回答的引导与鼓励。在Fun time和Culture time的教学中，因为已有前两个课时的积累，所以一定要注重学生的语言输出，多使用小组讨论、问题导入、归类操练等形式组织课堂教学，并且在Culture time板块的学习中注重学生思维能力的培养与信息的共享，帮助学生树立整理与收集资料的意识和习惯。
