Unit 3 A healthy diet-Story time-ppt课件-(含教案+素材)-市级公开课-新牛津译林版六年级下册英语(编号：906b5).zip

1、6B Unit3 A healthy diet 课堂练习课堂练习Yang lings dietMealFoodbreakfast lunch& dinner Mikes dietMealFoodbreakfast lunch& dinner Mikes diet Yang lings diet My dietMealFoodBreakfast Lunch dinner StoryStory timetime1. I can read and understand the story.2. I know how to use the words to talk about the meals(三

2、餐三餐) in a day.3. I can understand what is a healthy diet and how to give advice(建议建议) to others.Learning aims（学习目标）（学习目标）Rules( (游戏规则游戏规则 ) )如果看到食物的图片，请大声说出食物的名字。如果看到食物的图片，请大声说出食物的名字。如果如果 看到的是看到的是 ，请大声说，请大声说 ”Y Yummyummy”。Game over！1.What food do you like?Free talksweet food My dietIs my diet health

3、y(健康的健康的) or unhealthy(不健康的不健康的)? Lets know I often get up early and I cook breakfast for my family. I usually have a lot of noodles for breakfast, but sometimes I get up late and I have no time for my breakfast. I usually have many lessons from Monday to Friday, so I only drink a little water every

4、 day. I always feel thirsty. I usually eat a few vegetables for lunch. After work, I feel very tired and hungry, so I have a lot of meat and rice for dinner.Whose diet is healthy?Lets watchLets answer1.What does Yang Ling have for three meals?MealFoodbreakfast lunch& dinnernoodlesmeat vegetables a l

5、ittle riceShe also likes eating _,but she only eats a little at a time.sweet food 一次一次every dayTip:“一点儿一点儿” 数量比数量比some少，少，修饰修饰不可数名词不可数名词。eat fruit读书读书P26找句子完成表格找句子完成表格。Lets answer2. What does Mike have for three meals?MealFoodbreakfastlunch& dinnerbreadmilkrice fishmeata few eggs every weekHe likes

6、eating _.He doesnt like drinking _. sweet foodTip:“几个，一点儿几个，一点儿”，数量比数量比some少，少，修饰修饰可数名词可数名词。water Read and judgeFTFTFTlikes eating cakes.a few (几个) eggs every week.a little rice.判断下列子，用判断下列子，用T/F表示表示.P28Lets read aloud!Lets read aloud!根据理解和图片信息根据理解和图片信息，完成填空，完成填空P28。 Read and writebreadmilka lot of

7、ricesome fishsome meatsweetscakesice cream Read and write I like eating noodlesan egg meatvegetablesrice sweet food fruit Read and writeWhat is the healthy diet?healthy diet pyramid(健康饮食金字塔健康饮食金字塔)A healthy diet pyramida lot of fruit, vegetables rice,bread,noodlessome milk, fish， meat, eggsa little

8、sweet food,good for make us strong使我们保持强壮使我们保持强壮(Calories卡路里卡路里)keep us healthy使我们保持健康使我们保持健康(carbohydrates碳水化碳水化合物合物) (vitamin维生素维生素) a few a little some a lot of 自读课文，圈出自读课文，圈出Mike和和Yang Ling的日常食物，填入金字塔。的日常食物，填入金字塔。Lets read and finish Mikes diet is . unhealthyLets discusswork in groups(四人一组讨论四人一组

9、讨论)Q: What should he do?2. What about our diets? Tips: 使用使用a lot of，some，a few和和a little让表达更清楚。让表达更清楚。 调查同伴的饮食习惯。调查同伴的饮食习惯。A：What do you have for your meals?B: I have a lot of/ some/ a few/ a littlefor 同桌合作同桌合作, 完成表格。完成表格。3. Is it healthy?对照金字塔，看看你同学的饮食是否健康对照金字塔，看看你同学的饮食是否健康,并给他并给他/她提出建议。她提出建议。Lets

10、discussHealthy YOU healthyhealthy dietdiethealthyhealthy lifestylelifestylehappyhappy everyevery dayday+=健康饮食健康饮食健康生活健康生活开心每一天开心每一天健康的你健康的你1. Introduce the Food Pyramid to your family. (向你的家人介绍食物金字塔向你的家人介绍食物金字塔)2. Write 1-2 suggestions on healthy diet for your family. (请给你的家人写请给你的家人写1-2条健康饮食的建议条健康饮食

11、的建议)3. Read and try to retell Story time and finish exercise. (复述课文并完成练习复述课文并完成练习)1译林小学英语（译林小学英语（2011 版）版）六下六下 Unit3 A healthy diet（story time）教学设计）教学设计姓姓 名：名： 单单 位：位： 地地 址：址： 邮邮 编：编： 电电 话：话： 译林小学英语译林小学英语 六下六下 Unit3 A Healthy Diet一一 课题课题 译林小学英语六下 Unit3 A healthy diet（story time）二二 教材简解教材简解 本单元的主要教学内

12、容是谈论 Mike 和 Yang Ling 的饮食习惯。第一课时要求学生能正确使用 a lot of, some, a little, a few，同时复习一般现在时以及主语是三单时动词的适当行式。涉及句型 For lunch and dinner, he/she has a lot of rice, some fish and some meat. Does Mike have a healthy diet? What do you have for breakfast? 为了使学生更好地掌握本单元的句型和词汇，教师在教学过程中应启发学生联系实际多运用，帮助学生明白健康饮食的重要性，并根据自

13、身情况设计健康的饮食表。三三 目标预设目标预设1. 能理解关于健康饮食的课文内容，熟读并根据重要词句复述课文。2. 能听得懂、会说、会读和会拼写单词及词汇: 2healthy, diet, need, a little, a few, at a time。3. 能听懂、会说、会读词汇 meat, vegetables。4. 能听得懂、会说、会读日常交际用语及句型: I/We eat a lot of noodles/meat.You/They have some vegetables/bread. He eats a few eggs.He/ She likes eating/drinking

14、.He/ She doesnt like eating.5. 能够运用句型谈论饮食，并给出改善的建议。四四 重、难点重、难点关于饮食的句型表达。五五 设计思路设计思路本课所要学习的内容围绕健康饮食展开，其中食物类的词汇都是学生们平时生活中比较常见的词汇。所以我以食物图片（游戏的形式）直接引入新课学习，复习食物词汇为后面开展的教学做好铺垫，然后通过小讨论和听力任务的设置呈现健康饮食这个概念，在这过程中学生通过的我的饮食介绍，理解新单词如: sweet food, healthy, diet, a few, a little 等，通过最后的问题引入本课课题：A healthy diet。然后通过问

15、题“Whose diet is healthy?”让学生观看动画回答，同时将课文的文本处理成两个部分，先是 Yang Lings diet, 然后是 Mikes diet。学生通过泛读课文先完成三餐的表格设计，让学生达到所学知识的理解和运用。在此基础上判断句子，通篇理解，最后朗读课文，完成写的训练复述课文。最后教学环节，呈现健康饮食金字塔，并让学生模拟这个金字塔，自己画出 Mike 和 Yang Ling 的金字塔，并结合所学对不健康的饮食习惯提出改进建议，通过这个设计活动，运用所学，能够激发学生的学习兴趣，并且在表达中达到知识巩固和内化运用的作用。最后让学生写一写自己的饮食习惯并相互提出建议

16、，教师提出自己的感悟，并分享给大家。七七 教学过程教学过程活动1【导入】T: Class begins. Good morning, boys and girls.3S: Good morning, Miss Zhu.T: Today, Im very happy to have a new lesson with you. In this class, we need to learn three points. (展示本节课的学习目标) T: Are you clear? S: Yes. T: Good, first, lets play a game. Ill ask a student

17、 to read the game rule for us. Okay you please.S: read aloud: “如果看到食物的图片，请大声说出食物的名字。如果看到是苹果，请大声说”Yummy”。T: Ok, boys and girls, are you ready? S: Yes. T: lets go!S: say the words after seeing the pictures: rice, noodles, dumplings, yummy, hamburger .T: Great! I think you do a very good job. Just now,

18、 we enjoyed a lot of picture about food, so can you tell me, what food do you like?S: lollipops, cakes, soft drinks, ice cream.T：So we can see different people like different food, and some of you like cakes, ice cream, lollipops very much. They are very sweet, so we call them sweet food. Read after

19、 me, sweet food. (领读) S: read after the teacher.T: Okay, boys and girls, I know your favorite food well. Do you want to know my favorite food?S: Yes.活动 2【讲授】Listen and knowT: This time, I will tell you about the food I have for breakfast, lunch and dinner. The food I have for three meals means diet.

20、 (教授 diet) So please listen carefully about my diet, then answer my question: “Is my diet healthy or unhealthy?”Ss listen carefully.T: Can you answer my question? Is my diet healthy or unhealthy?4S: Unhealthy.T: Why do I have an unhealthy diet? Can you find the sentences?S: You say, “I usually have

21、a lot of noodles for breakfast, but sometimes I get up late and I have no time for my breakfast.”T: Good. I have no time for my breakfast and I am very hungry. It is not good for my health. (板书 health) Or we can say, its not healthy ( 板书 healthy,带读,教授读音)S: You say,“I only drink a little water every

22、day.”T: Yes. I always feel thirsty, because I dont drink much water, so that means a little water. (领读, 并板书 a little)S: You say, “I usually eat a few vegetables for lunch.”T: Good. As you know I usually have lunch at school from Monday to Friday, and I have lunch quickly because I have a lot of thin

23、gs to do. Thats why I have a few vegetables for lunch, understand?S: Yes. T: teach “a few”(领读 a few, 并板书)。T: Ok. Boys and girls, you know I my diet. What about our friends, Mike and Yang Ling? Please watch the cartoon then answer my question: Whose diet is healthy?活动 3【呈现】Watch and answerT: Whose di

24、et is healthy?S: Yang Lings diet.T: Great, youve got the answer. Now please open your books and read the passage carefully to find out sentences about Yang Lings diet, and finish the table.Yang lings dietMealFoodbreakfast lunch& dinner T: OK. This is Yang Lings diet. What about Mikes diet? Can you t

25、ell me why he has an unhealthy diet? Please find the sentences to fill in the table.Mikes dietMealFoodbreakfast lunch& dinner 活动4【阅读】Read and judge5T: Boys and girls, I think you do a very good job. Now we know Yang Lings diet and Mikes diet well. Please read the whole text quickly then judge the se

26、ntences. If it is false, please correct it.活动5【朗读】 Lets read aloud!T: Now lets read after the tape. Pay attention to your intonation and pronunciation.活动6【复述】 Read and writeT: Now, can you retell the story? Lets do it according to your memory. So, this is Mikes diet. For breakfast, he eatsHe also li

27、kes sweet food. 活动7【讲授】Lets knowT: At the end of the text, the girl asks: Do you have a healthy diet? So, first I want to ask you what the healthy diet is.T introduces the healthy diet pyramid to students: Look at the picture please. Most of the people think it is a healthy diet. (在呈现金字塔的同时，把 a lot

28、of, some, a few, a little 写在相对应的位置)T: Ok, this time, lets draw the pyramid for Mike and Yang Ling.Mikes diet Yang lings diet 活动8【讨论】Lets discuss.6T: So look at Mikes pyramid, what should he do? Please discuss in groups, then share your ideas.S gives ideas. (老师利用金字塔图，在上面做修改)活动9【讨论】Lets discuss.T: Now

29、, boys and girls, lets finish our diet. Please do a survey about your diet and finish the table. My dietMealFoodBreakfast Lunch dinner S: discuss with desk mate and finish the table.T: invite two students to show their diets to the class. Then let others to give the advice if they think he/she has a

30、n unhealthy diet.活动10【感悟】T shares a piece of advice with students: healthy diet + healthy lifestyle + happy everyday= healthy you!活动11 homework:1. Introduce the Food Pyramid to your family.(向你的家人介绍食物金字塔)2. Write 1-2 suggestions on healthy diet for your family.(请给你的家人写 1-2 条健康饮食的建议)3. Read and try to

31、 retell Story time and finish exercise. (复述课文并完成练习)7教后反思与教研组建议：教后反思与教研组建议：本节课围绕健康饮食，先通过游戏的形式引入新课学习，在复习食物词汇本节课围绕健康饮食，先通过游戏的形式引入新课学习，在复习食物词汇同时，为后面开展的教学做好铺垫，然后通过听力任务的设置呈现三餐，学生同时，为后面开展的教学做好铺垫，然后通过听力任务的设置呈现三餐，学生通过教师的饮食介绍，理解新单词如通过教师的饮食介绍，理解新单词如: sweet food, healthy, diet, a few, a little 等，等，通过最后的问题引入本课课题

32、：通过最后的问题引入本课课题：A healthy diet。然后通过问题。然后通过问题“Whose diet is healthy?”让学生观看动画回答谁的饮食比较健康，接着自然的将课文的文本处让学生观看动画回答谁的饮食比较健康，接着自然的将课文的文本处理成两个部分，先是理成两个部分，先是 Yang Lings diet, 然后是然后是 Mikes diet。学生通过泛读课文。学生通过泛读课文先完成三餐的表格设计，让学生达到所学知识的理解和运用。在此基础上判断先完成三餐的表格设计，让学生达到所学知识的理解和运用。在此基础上判断句子，通篇理解，最后朗读课文，完成写的训练复述课文。最后教学环节，呈

33、句子，通篇理解，最后朗读课文，完成写的训练复述课文。最后教学环节，呈现健康饮食金字塔，并让学生模拟这个金字塔，自己画出现健康饮食金字塔，并让学生模拟这个金字塔，自己画出 Mike 和和 Yang Ling的金字塔，并结合金字塔提出改进建议，通过这个设计活动，运用所学，能够的金字塔，并结合金字塔提出改进建议，通过这个设计活动，运用所学，能够激发学生的学习兴趣，并且在表达中达到知识巩固和内化运用的作用。最后让激发学生的学习兴趣，并且在表达中达到知识巩固和内化运用的作用。最后让学生写一写自己的饮食习惯并相互提出建议，教师提出自己的感悟，并分享给学生写一写自己的饮食习惯并相互提出建议，教师提出自己的感悟，并分享给大家。大家。教研组建议：听说读写四个方面的训练结合的很好，金字塔的设计结合课教研组建议：听说读写四个方面的训练结合的很好，金字塔的设计结合课本能够让学生在运用中体会，在综合活动设计上形式可以更多样一些。本能够让学生在运用中体会，在综合活动设计上形式可以更多样一些。