1、课题课题 Topic Module 10 Unit 2 Eat vegetables every day. 教学目标教学目标 Teaching Aims 1语言知识与技能目标 1） 能够听、说读的单词和短语： vegetables，fruit, wash hands 2）能够听、说、读、写的语句： Drink lots of water or juice. You can walk, run. Always wash hands. 3)能用 Eat./Drink./Always.给出恰当的健康建议。 2学习策略 积极合作，共同完成任务；积极运用所学英语进行表达与交流； 3情感态度 1）培养学生
2、喜欢开口主动学习英语的积极性。 2）培养学生乐于与他人合作的精神。 教学重难点教学重难点 Teaching Difficulty &Focus 教学重难点： 1） 能够听、 说读的单词和短语： vegetables， fruit, wash hands 2）能够听、说、读、写的语句： Drink lots of water or juice. You can walk, run. Always wash hands. 3)能用 Eat./Drink./Always.给出恰当的健康建议。 教学方法教学方法 Teaching Method 情景教学法，TPR, 教学准备教学准备 Teaching
3、Preparation PPT,CD-ROM,词卡，板书 教学过程教学过程 Teaching Procedure Warmer 1.A video about health. 【设计意图】：通过播放健康饮食，生活方式等视频，让学生在多媒体 的感染下提升融入课堂的效率，并让学生初步感受今天所学主题，唤起 旧知，连接新知。 2.Greeting 3.Listen and judge. Some statements about Ms He. (Ms He is young/ beautiful/tall. Ms He likes fruit.) In the process, T leads Ss
4、 to review some fruit and then makes a survey about Ss favourite fruit. 【设计意图】：通过简单的教师信息判断，拉近教师与学生的距离，增 加亲密感，并引出健康食物水果。 Lead in 1.Watch and find. What does the boy like? 2.Check. Why does the boy like fruit and juice? 3.Watch and find. Does the pig like fruit? 4.Brainstorm-Do you want to be healthy?
5、 How to be healthy? 【设计意图】：学生通过歌谣和简短的导入视频，进一步思考健康的重 要性以及如何保持健康。 Task 1.Talk about how to be healthy on School TV and then try to give some advice. 2.Competition. 【设计意图】：学习任务的布置，为学生的学习布下驱动力，也为本课 的整体情境创设做好铺垫。 New Language Input 1.Get to know who is talking. T: Look! 4 children. Who are they? They are
6、talking about health, lets learn from them. 2.2.LearnLearn DamingDaming s s advice.advice. 1)Watch and choose A or B. 2)Check. Read the word vegetables. Then T shows some vegetables, Ss judge and say “ Eat _.” 3)What else is healthy? Discuss in pairs. 4)Try to give advice like Daming. 5)Summary: Dam
7、ing tells us to eat some healthy food. His advice is about eating. 【设计意图】：老师带着大家先从比较简单的 Daming 的建议入手，让 学生通过视频并结合自己的生活实际，讨论思考更多的健康食物，并试 着鼓励学生用 Daming 建议的语言框架提出合理的健康建议。最后引导 学生立刻进行总结，学生从具体到抽象的过程，过渡自然，同时也为接 下来三个其他孩子的建议学习做好了框架准备和逻辑准备。 3.Whose advice do you want to know? 【设计意图】：在学习 Daming 建议的基础上，教师逐渐放手，让学
8、生 自主选择自己感兴趣的健康建议进行学习，真正做到因学定教，根据学 生的兴趣和需要进行教授。 Amys advice 1)Watch and answer. Whats Amys advice? 2)Teach the wordjuice(orange juice, mango juice, apple juice) Do you like juice? Why? Ss get to know that is a kind of healthy drink. 3)Look and judge it s healthy or not.(sprite, coffee, milk, yogurt)
9、4)We should drink_or _. 【设计意图】：填补课文留白，补充出更多生活中常见的饮品，让学生 学会判断健康与否。贴近学生生活的图片，激发了学生表达的兴趣和愿 望。 5)Summary: Amy tells us to drink healthy drinks. Her advice is about drinking. Sams advice 1)Watch and answer: Whats Sams advice? 2)Teachtheword-exercise.(TPR:morning/eye/finger exercise) 3)Think and answer: S
10、am tells us some good exercise. What are they? You can_. 4)Listen and check. T leads Ss to read the sentence with actions. 【设计意图】：用 TPR 的方式对 Sam 的建议进行学习，学生通过多种 感官复习了一些常见的运动词汇，并能通过肢体语言，很好地将以前学 习过的词汇运用到今天的课文学习当中。 5)Pair work: What other exercise we can do to keep healthy? 6)Non-stop talking PK between
11、 PA & PB.(30s) Each part, youve got 30 second. See who can say more sentence about exercise. Remember use “You can” and do the actions. 【设计意图】：引导学生用完整句子提出建议，让学生的语言学习不仅 仅停留在单词、词组的层面。学生的完整表达，也为最后任务的完成做 好了充分准备。 7)Summary: Sam tells us to do exercise. His advice is about exercise. Linglings advice: 1)Wa
12、tch and find what is Linglings advice. 2)Check. 3)When do we need to wash hand? Read and choose “before or after” 4)Combine the two part together. 5)Speaking challenge. This sentence is long. Let s go to the speaking challenge. For example, I choose I star. Look, some words are missing, who can help
13、 me? T invites Ss to choose and say the sentence. 【设计意图】：Speaking Challenge 将长句的学习变成有趣的游戏，学 生在参与的过程中， 无形中对完整的认读和表达有了充分的憧憬和学习 的动力。 6)Washing hands is a good habit. There are many habits in our life. Ss try to look at the pictures and judge whether it is a good habit or bad habit. What we should we do
14、? 【设计意图】：教师在此环节中，引出抽烟，早睡早起，疲劳工作到深 夜等等生活习惯，让学生感知判断。使得学生的思维不仅仅停留在文本 层面，而是更多地向生活延伸，向实际生活靠近。 7)Summary: Lingling tells us to wash hands. Her advice is about habits. 4.Listen and repeat. Try to remember all the advice. 5.Summary and retell. Do you remember Daming s advice? Its about_. He says_. 【设计意图】：学生
15、和教师在课文学习的过程中一起学习了课文构架， 在复述的过程中， 教师移动板书， 将思维导图越发清晰地呈现在黑板上， 把健康建议分成了健康食物、 健康饮品、 健康运动和健康习惯四个方面。 学生能够在板书导图的帮助下复述课文内容， 并内化于心。 活动的板书， 让课堂变得灵动起来。 Language Practice 1.Watch Ms He s diary book. We can do so many things to be healthy. Everybody wants to be healthy. I want to be healthy too. Lets read my diary
16、 and check if I am a healthy person. 2.Check: Am I a healthy person? Why? Because I get up early. What else? 【设计意图】：通过观看教师的生活日记，记下教师的一些健康行为。 在模糊处理的图片帮助下，学生运用记忆和推断能力，用今天的目标语 言描述出了健康生活中的一些好做法， 为接下来任务的完成做最后的准 备。 Language Consolidation 1.Group work: draw or write advice about how to be healthy. T: I try
17、 so hard to keep healthy. What about you? Its time for us to join in the talk show. First, discuss in group of 4, leaders draw or write down your advice on the worksheet. When you finish, you can share in groups. 【设计意图】：学生通过小组合作，一起完成健康建议下属的四大块内 容，根据自己的生活认知，提出了相关有建设性的意见，可说、可画、 可写，让小组里的不同层次学生的水平得到相应的刺
18、激和锻炼。 2.Presentation. T: Are you ready for my talk show? Im the MC. Who wants to be my special guests today? Each one response for one part. T: Do you want to be healthy? Whats your advice? 【设计意图】：教师运用话筒，胸牌等营造丰富的情境感，让程度好的 学生得以展示，让其他学生在模范的示范作用下，也学习到了如何完整 正确地表达对健康生活的建议。 3.Healthy mind. T: I think you
19、can give advice very well. Healthy eating, drinking, doing excise and good habits may give us a strong body. But, boys and girl. Theres one more important thing, you know? Thats the healthy mind. Try to be happy every day, always smile, talk more, make more friends, youll be real healthy. 【设计意图】：教师将
20、文本进行进一步解读和升华，引导学生在健康身 体的基础上， 了解健康心理的重要性。 最终将课文健康的概念得以完善， 让学生体会除了健康的体魄，健康、积极、阳光的心理也是健康生活所 亟需的！学生对健康生活的概念更加明晰，逻辑更加完整。 Summary 1.What have we learned? 2.Watch a video about the summary. 【设计意图】：通过微视频，带领学生回顾课文内容，所学知识构架和 重点。 微视频更是将学生与老师共同构建思维导图的过程进行了动态呈 现，有助于学生在课堂甚至课后对本文进行进一步深入学习。 作业布置作业布置 Assignments 1.R
21、ead the text. 2.Eat vegetables and fruit or some healthy food. 3.Give advice about how to be healthy for your families. 【设计意图】：吃健康食物，让学生真正用行动践行所学。更是鼓励学 生将所学所感带回家庭，将知识进行传播，这项作业的意义和可操作性 都是十分可观的。 板书设计板书设计 Module 10 Unit 2 Eat vegetables every day. 课后反思课后反思 Teaching Reflection 从具体建议到抽象因素，和学生一起共建思维导图，为学生接 下来有针对性地提出建议奠定了扎实的思维构架基础。同时在 学习的过程中，教师的拓展，基于学生真实的生活经验，学生 有话可说，为最后的语言输出铺垫了大量的语言积累。教师生 活的举例，让学生亲切可感，输出语言有的放矢。
