1、1 教学设计个人信息 姓名单位联系方式 设计者 教学基本信息 课题Good and bad foods 学科英语学段：高年级年级五年级 相关领域 阅读教学 教材北京版英语 1.指导思想与理论依据 英语课程标准二级目标中提出： 学生能借助图片读懂简单的故事或小短文，在阅读学习过程中形成有效的阅读策略，并 养成按意群阅读的习惯。本课通过运用理论联系实际、图文匹配、略读、扫读、关注短文题 目、图片等方式，促进学生阅读能力提升。 2.教学背景分析 教材分析教材分析：本节课是北京版小学英语五年级上册第四单元的 Can you read?部分，是一节 阅读教学课。教材内容分为两页。第一页为文章，共三个段落
2、，介绍了生活中哪些食物是健 康的，哪些食物是不健康的。第二页是两道练习题：选择和填空。文章结构清晰，但是篇幅 较长，要求学生从中准确提取相关信息，完成练习。文中出现一些生词： grains, harm, fresh, broccoli,会对学生的阅读造成困难。 学情分析学情分析： 五年级的学生已有一定的英语学习经验， 储备了一定的英语基础知识和语言 技能。但是阅读技巧和策略掌握不多，会在阅读中出现很多困难。而且高年级学生上课发言 不是很积极，口语表达方面还存在一定的困难。食物话题对学生来说很熟悉也贴近生活，文 章中有很多知识可以和学生的实际生活联系起来，学生乐于参与阅读活动。 3.教学目标(含
3、重、难点) 教学目标：教学目标： 1. 通过反复阅读，了解短文大意，初步朗读短文。 2. 在阅读活动中，培养学生快速阅读，提取信息的能力和在阅读过程中做批注和按意 群阅读的习惯。 3. 通过对文本的理解和教师的引导树立健康饮食的意识。 重点：重点： 1. 理解短文大意，初步朗读短文。 2 2. 指导自己的健康饮食，设计合理的一日三餐。 难点：难点： 1. 理解生词 grains, harm, fresh, broccoli, celery 在句子中的含义和它们的发音. 2. 理解句子“You are what you eat.” 4.教学过程 一、Before reading 1. Liste
4、n to a chant. (I like to eat.) 2. Free talk. T: What does the boy like to eat? T: What do you like to eat? T: What do you like to eat for breakfast? T: How about your lunch and supper? T: Look! Here are some yummy foods. What do you like to eat? Put them in the table. (食物图片：chicken, beef, egg, jiaoz
5、i, milk, water, juice, cake, chocolate, tomato, apple) 【设计意图：学生根据自己的生活习惯和喜好选择食物，安排自己的在一日三餐。 】 3. Think: Is it good? We will talk about it later. 4. Here is a well-known saying: You are what you eat. Well known means many people know it. How do you understand this sentence? 5. We are going to learn a
6、 passage. After learn it, you will know the sentence better. 二、While reading (一) 初读，了解大意 1. Read the passage quickly and silently. 2. Question: What is the passage about? How do you know? Summary: In the reading, the title and pictures are very important. They tell us the main idea of the reading. 【
7、设计意图：引导学生关注文章主题。通过快速浏览，找到文章脉络和大意。 】 breakfast lunch supper 3 （二）再读，关注细节 1. The reading is about good and bad foods. Which foods are good and which foods are bad? T: My son likes to eat Potato chips. Is it a good food or bad food? Its very bad. It has high heat. It make us fat. 【设计意图：联系生活实际，引导学生思考平时他
8、们喜欢吃的食物是好还是不好，调动学生 思维的参与。 】 2. 读短文 Lets find out more. Which foods are good?“_” Which foods are bad?“” 【设计意图：指导学生按意群阅读短文，同时用不同的线标注出好的和不好的食物。 】 3. 学生摆图片。(Which foods are good/bad?) 【设计意图：通过学生给图片分类，考察学生对文章细节的关注和理解，进行自我检测。 】 4.学习第二段 Question: (1)Which paragraph talk about good food?Read the passage. (2
9、)How do you know vegetables, fruits, grain are good? (3)Why do they good for us? 【设计意图：学生课前通过搜集资料，以表格的形式呈现，一目了然这些食物中所含的每日 bad good 4 所需的营养素。 】 (4)Group work 思考讨论 Which of these are good for you? A.Apples.B. Pears.C. Sweet potatoes. D. broccoli.E. Fatty foods.F. Salty foods. Apples and pears, they ar
10、e _ Sweet potatoes are_ . Broccoli is_ So we should eat more fresh food. . 【设计意图：通过图片对比理解生词 fresh。通过几个小练习了解学生对段落的理解。 】 What are the best food for you? A. VegetablesB. GrainsC. CandyD. Burgers. 【设计意图：从学生实际出发，调整教材结构，帮助学生更好的理解文章，完成练习。 】 We know a lot of good food from paragraph2. 5.学习第三段 Question: (1)W
11、hich paragraph talk about bad food?Read the passage. (2)Which foods are bad? Why?(How do you know?) “Do you harm” What does it mean? Which of the following is bad for you? A. VegetablesB.Fresh fruitsC. CokeD. Hamburgers (3) 理解生词工 a. Soft drink，b. Fatty food c. Salty food.Taste it please. Its salt. I
12、t tastes salty. 学生通过看一看、尝一尝，理解单词 salt 和 salty 的关系。 6g salt every day is enough for us. Too much salt is bad for our health. So what should we do? 5 【设计意图：通过观察饮料所含成分，脂肪高的食物图片，体验尝一尝活动理解生词。 】 (4)Will the bad foods make you sick? But its bad for our health. (5)再次思考课前抛出的问题： How do you understand this sen
13、tence now?You are what you eat. Summary: From the reading we know vegetables, fruits and grains are good foods. Soft drinks, fatty food, cakes, fatty good are bad foods. What should we do? 【设计意图：通过段落学习，体验，与生活结合，学生思考得出正解的饮食观点。 】 三、三、After reading (一)再读短文 1. Listen to the passage. 2. Read the passage
14、loudly. 【设计意图：通过大声朗读文章，培养朗读能力，同时内化所学。 】 (二)调整介绍自己的菜单 T: We should eat more good foods and eat less bad foods. Lets see the students three meals again. 1. How about the three meals? Group work: What others should we think about? 【设计意图：讨论思考一日三餐要考虑的因素, 如：喜好, 量, 搭配等。 】 2.Adjust（调整） your three meals. 3.
15、Talk about it in pairs. You can use the sentence. 4. Show it in the class 【设计意图：通过调整自己的三餐，检测所学内容，培养学生健康饮食的意识。 】 (三）Give an advice From the passage. We know we should eat more good food and eat less bad food. We can eat healthier now. Can you help others? T:Sara is my good friends. She wants to be he
16、althy and fit. She wants to wear beautiful clothes. What should she do? A: What do you have for breakfast? B: I have A: What do you have for ？ B: I 6 【设计意图：扩展相关知识，思考保持健康还应做到哪些，并为他人提出合理的建议】 Summary: Today, we know a lot of good and bad foods. And we know how to have healthy eating. I hope everyone has a healthy life. 作业。 1.Activity book page 29. 2. Make a family weekly menu. 板书：
