6 Food and drinks教学设计第二课时

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Unit6 Food and drinks 课

题

授课时间

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第（

16-18 ）课时

1.

通过Look and learn, Read and spell, Look and label学生从听、说、读、写四方面掌握单词biscuit, bread, egg, juice, milk, water, breakfast, child, have, some, too, we等单词，并能在语境中正确使用。

2. 通过Listen and follow，Listen and act，Look and say学生能正确应用What do you have?来询问别人有什么食品，并用We/I have...来回答。

3. 初步了解中西方饮食习惯的差异。

教学重点:

了解宇母f和v在单词中的发音

词汇biscuit, bread, egg, juice, milk, water, breakfast, child, have, some, too, we

句型What do you have? I have... 教学难点: some接不可数名词和可数名词复数形式的用法。

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课时一

Pre-task preparations 出示一些以前学过的食品图片，如apple, orange, pear, banana, peach, candy 等，将这些图片贴在黑板上通过问答来复习这些食品，同时引出单元话题Food and drinks. T:(show a part ofthe flashcards for apples) What's this?

Sl: It's a banana.

T:Is this a banana?

S2: No. It's an apple.

T: (show the flashcard for apples) Look! How many apples?

教学设计续页

教学流程

S3: Four apples.

While-task procedures

1. 分别出示Look and learn栏目中的单词图片

让学生在理解意思的基础上仔细听其发音后进行模仿，并对所学单词进行拼读，模仿和拼读可以是个别活动也可以集体活动。在模仿学习的基础上教师通过提问来进一步巩固所学单词，并强调a，

an的用法。

T: (hold the picture of bread) Look what's this? It's bread.

Ss: Bread, B-R-E-A-D, bread.

T: (point at the picture ofbread) What's this?

Ss: It's bread.

T: Can we say It's a bread."?

Ss: No. It's bread.

T: (hold the picture of a biscuit) Is this bread?

Sl: No.

T:It's a biscuit. Biscuit. B-I-S-C-U-I-T, biscuit.

Ss: Biscuit. B-I-S-C-U-I-T, biscuit.

T: Can we say "It's biscuit."?

Ss: No. It's a biscuit.

2. 学生两人一组，根据教师出示的图片进行问答，然后把自己的回答写下来。

1) T: (show the pictures ofjuice, milk and water)

Sl: What do you like?

S2:1 like juice.

2) T: (show the pictures of biscuits, eggs and candy)

Sl: What do you like?

S2:1 like biscuits.

What do you like?

Sl: I like candy.

3) T: (show the pictures of ice cream, milk and apples)

Sl: What do you like?

S2: I like apples. What do you like? S1: I like ice cream. 目标

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调整方案

教学设计续页

教学流程

3. 出示Listen and say的图片，让学生看图回答问题。

1) Who are they?

(They are Joe, Peter, Sally and Kitty.)

2) What do they have?

(They have some fruit, some food and drinks.)

4. 出示

Listen and say的图片，让学生跟录音逐

句模仿，可以个别模仿，也可以集体模仿。通

过朗读让学生在感知的基础上进一步学习对话内容。

Post- task activities

把印有食品和饮料的小图片发给学生，让学

生四人一组随机抽取图片，然后在组内通过

问答活动，了解同组的学生有什么，同时完

成教师下发的表格。最后，请各组代表向全

班汇报组内学生的"食品"或”饮料"。

课时二

Pre-task preparations

1.让学生拿出自己带来的食品、水果或饮料，根

据自己所带的东西开展对子活动。通过对子活动复习已学的单词和句型。 S1: Hello. What do you have? S2:1 have... What do you have? Sl: I have…Do you like...?

S2: Yes, I do./No, I don't. Do you like S1: Yes, I do./No, I don't.

While-task procedures

1. 出示Say and act的图片，让学生看图回答问

目标

对应点

调整方案

教学设计续页

教学流程

题接着，播放录音，让学生听录音后回答问题，帮

助学生整体感知和理解对话，并通过对话引出日常用语What about you? 1) Do they have breakfast or lunch? (Breakfast.)

2) What does Peter have for breakfast?

(Bread and milk.)

3) What does Joe have? (Noodles and eggs.)

4) Does Joe like noodles? (Yes.)

T：Joe and his mum like noodles. I like noodles too. What about you?

Sl: I like/don't like noodles.

2.播放课文录音，让学生跟着录音模仿，可以是个别模仿，也可以是集体模仿。在模仿的基础上，让学生分角色朗读，并在朗读的基础上让学生两人一组，表演对话。之后，教师帮助学生更快地掌握have在此的意思，可以让学生来分一下食品，并在黑板上出示。

3.让学生三至四人一组自编一段早餐时的对话，然后在全班面前表演对话。教师可适当拓展中餐食品名称。

Post-task activities

发给学生一张调查表，让学生离开座位去调查自己班中的两位好朋友最喜欢的食物是什么，早餐和午饭经常吃什么？通过调查活说帮助学生运用所学知识，提高语用能力。

Sl: What's your favourite food?

S2: My favourite food is...

Sl: What do you have for breakfast?

S2: Some...

Sl: What do you have for lunch?

S2: Some... 目标

对应点

调整方案

教学设计尾页

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Unit6

Food and drinks

What do you have?

We/I have...

biscuit, bread, egg, juice, milk, water, breakfast

Copy the key words and key sentences. 必

做

biscuit, bread, egg, juice, milk, water, breakfast, child, have, some, too, we

What do you have?

We/I have...

作

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Make a mini-dialogue with your partner. 选

做