Unit 1 Food and drinksppt课件课堂实录

教学设计方案

School 九亭第二小学

5B M2 U1 Food and drinks Period 1 Healthy Breakfast Class Class 3 Date Grade 5 Content Students 53 Teacher 王鸥

Mar.18

th单元教学目标

知识：

1.在语境中学习单词：pork, beef, chicken, fish, fruit, vegetable, tomato, potato,

carrot, cabbage, bean, rice, drink, milk, pyramid, bottom, middle, top。 2.在语境中学会用

wh-问句来询问他人三餐吃了什么：What did you have

for breakfast/lunch/dinner? 3.在语境中学习用一般过去时讲述自己一天的饮食情况：I had…。

4.在语境中习得健康儿童和不健康儿童的饮食和生活习惯，知道如何使用食物金字塔来合理饮食。

5.学习故事Min and Matt，要求熟练朗读并结合故事情节展开想象，续编故事结尾。

6.能够分辨/əu/和/au/在单词中的发音。

能力：

1.能运用所学单词句型询问和回答别人一日三餐的饮食情况。

2.能运用所学单词句型描述自己的饮食和生活习惯。

3.能结合“Min and Matt”故事情节创编结尾。

情感：人的生命离不开食物，但学会合理饮食和适量运动才是保证健康的关键。

分课时教学目标

教学目标

第一课时

语言单1.学习食物和饮料的知识

词

名称：

pork, beef, bean, rice, chicken ,fruit, tomato, potato, fish vegetable, carrot, cabbage, milk, drink。

2.学习句型：

What did …

have for …? 并回答。

第三课时

1.再次运用所学词汇来描述健康儿童或不健康儿童常吃的食物。 2.学习单词：pyramid, bottom, middle, top。

3.学习介词

组,了解金字塔

各层的表达：at the top at the bottom, in the middle, 句1.复习My favourite 巩固一般过去时能运用所学句型

型

food /drink is…”

“I

特殊疑问句表达：

描述自己的饮食

usually /often /eat/ 和生活习惯。

What did you drink…”

have for …?并对2.学习句型：What did …

have for …? 别人的提问作出应答：I had …

并回答。

能运用所习得的

语言描述自己喜

能听懂文本所表达的语义，介绍自1

第二课时

1.复习第一教时中有关食物和饮料的单词，并能熟练运用到新授句型中。 2.复习do和have的

过去式：did, had。

第四课时

1.复习前教时所过的与食物、饮食相关的词汇。

2.能够分辨/ əu /和/au/在单中的发音。

能结合所句型描述Min和Matt的不同饮食和生活习惯，并为故事创编结尾。

语言技能与运用

能用文本中的句型描述健康儿童和不健康理解故事内容，能根据板书叙述故事文

欢的食物。

文化意识

了解食物的分类，知晓各类食物中所含有的营养成分。

己的早（中、晚）餐饮食情况。

知晓一日三餐尤其是早餐对人体健康的重要性。

情感态度

在了解食物分类的过程中，体会食物给人体带来的益，激发爱惜食物的情感。

学习策略

在媒体课件所呈现的语境中进行词句的学习；以调查报告、游戏、话题式描述等形式积累语言，逐步铺垫，培养语用能力。

从一日三餐的重要性中体会父母每日准备饭菜的辛劳。

通过对话、歌曲等形式，在教师创设的语境中培养学生的英语会话能力。

儿童的饮食和生活习惯。

知道使用食物金字塔来合理选择食物；了解合理饮食和适量运动是保证健康的关键所在。

学会合理饮食，激发珍惜健康，热爱生命的情感。

以话题式描述及任务设置等形式，培养学生语言的综合运用能力。

本，并创编结尾。

进一步感饮食和运动是人体保持健康的重要因素。 能听取朋友的忠告，知道肥胖带来的危害，养成热爱运动的好习惯。

以叙述故事及创编结尾的形式，提升学生的阅读和表达能力。

第一课时目标

一、教学目标：

1、

全体学生能准确理解、拼读pork, beef, tomatoes, potatoes, cabbage等关于食物的词汇。

2、

通过文本阅读，全体学生能用一般过去时态What did … have for …? … had …的句式询问并表达三餐所吃的食物。

3、

引导大部分学生通过听读文本、梳理表格信息对每个人物的早餐是否健康做出判断，同时能运用Breakfast is very important. … had … That sounds healthy./That doesn’t sound healthy. I think … had too much ….的语段给他人的饮食提出建议。

4、通过图文配对、文本角色对话、小组调查、朗读等方式，初步感知健康饮食的重要性，并能通过给他人饮食提建议的方式向他人宣传每天要有健康合理的早餐。

二、教学重、难点

1、vegetables, cabbages, tomatoes, potatoes的发音。 2、

能用语段给他人的饮食提出合理建议。

Procedures Pre-task preparation 教学过程

Teacher’s Activities

Student’s Activities

1. Enjoy the pictures of food

and free talk.

Q: What kind of food/drinks

do you like?

S: I like …

2. Q: What do you usually S: I usually have …

for have for …? breakfast.

I. What did …

have for

breakfast?

1. Ask students to listen to

Ss listen, watch and try to the dialogue. answer the question. Q: What did they have for

breakfast?

2. Ask students to read the

Ss: What did …

have for 2

While-task procedure

Purpose 通过食物图片的欣赏，帮助学生回忆食物类词汇。通过Free talk激活学生语言和思维，自然过渡到新授。

视听导入，帮助学生理解文本内容并能回答问题。

通过文本阅读来检测之前的回答是否正确；通过小组对话，

breakfast? 练习新句型。

Sa: … had …

3. Learn the new words

1) pork, beef 以语篇带动词汇学

Read and spell 习，并通过不同的练

Read the rhyme quickly. 习方式进一步巩固词2) tomato(es), potato(es), 汇，为语用输出做准cabbage(s) 备。

Find the correct sounds to

each letter ‘a’ in the words

Make the vegetable salad.

4. Pair work: 联系学生生活实际进S1: What did you have for 行进一步巩固词汇与breakfast? 句型。

S2: I had …

1.Ss look at the table and try

to judge.

视听结合引出新的语

言内容，借助媒体和

饮食金字塔帮助学生2. Listen to Miss Fang and 理解什么才是合理健get the information according 康的早餐，为之后的to the food pyramid. 语段输出做准备。

3. Give some suggestions to

Danny and Jill.

在给Danny及Jill建…had … for breakfast. 议的过程中帮助学生That doesn’t sound healthy. 梳理语言结构，形成I think … had too much…

语段输出。

… didn’t have …

… should ...

Post-task 1. Encourage students to do a 1. Group work:

activity survey. S1: What did you have for

breakfast? 创设新的语用情境锻

S2/3/4: I had …

炼学生语用能力。

2. Ask students to give a 2. Give a report.

report.

Assignment Read the passage “Healthy Breakfast”. Give some suggestion about the breakfast to your friends and families. Blackboard design M2 U1 Food and drinks Healthy Breakfast What did … have for …?

pork

beef … had …

tomato(es)

potato(es)

cabbage Breakfast is very important. … had …

That sounds healthy.

That doesn’t sound healthy. … didn’t have…

….should …. Please keep your breakfast healthy.

3

passage to check the answers.

3.Teach the new words 1) pork, beef

2) tomato(es), potato(es), cabbage(s)

4. Encourage students to

make a pair work.

II. Whose breakfast is healthy? 1. Encourage students to

judge whose breakfast healthy is.

2. Listen to Miss Fang and try to know why Alice’s breakfast healthy is? (show the food pyramid)

3. Ask students to give some suggestions to Danny and Jill.

再构主文本

Healthy Breakfast Alice: Morning, Danny. Morning, Jill. What did you have for breakfast?

Danny: You know I’m a meat person. I had a beef burger, a pork burger and some cola. They were yummy. Alice:

That doesn’t sound healthy. Breakfast is very important.

You had too much meat. But you didn’t have enough vegetables. What did you have, Jill?

Jill:

I wasn’t very hungry this morning. I just had some vegetable salad. There were some tomatoes, potatoes, carrots, cabbages and beans in it.

Alice: That doesn’t sound healthy either. You see, breakfast is very important. You had too many vegetables. But you didn’t have enough meat.

Jill& Danny: What did you have for breakfast, Alice?

Alice: I had some bread with ham, some milk and an egg.

I also had an apple. An apple a day keeps the doctor away! That’s my healthy breakfast.

Do a survey What did your classmates have for breakfast? Ask and answer the questions in groups. Then fill in the table and give a report to the class. S1: What did you have for breakfast? S2: I had …

Name

Breakfast Give a report

Breakfast is very important. … had …

That sounds healthy. / That doesn’t sound healthy. I think … had too much …

… didn’t have enough …

… should …

Please keep your breakfast healthy.

4