Lesson 3名师教学视频（文字实录）

粤人民版六年级上册英语Unit 3 Staying healthy Story教学设计

一、教学内容和学生认知水平分析

本课是粤人民版《英语》第七册Unit3 Staying healthy Story，谈论饮食习惯。通过第一课时学习,学生已经认读enough, not enough, plenty of , too much, healthy, unhealthy, chocolate，candy, junk food, get plenty of exercise, What’s wrong? What’s good for me? What’s bad for me? What else? 等词汇和句型，但未在真实情景中运用这些知识进行综合交流。

二、设计理念课程标准基本理念

“语言既是交流的工具，也是思维的工具”。联合国教科文组织和美国布鲁金斯学会联合发布：1、学生要具有理解、运用和批判性思维的能力，即能够通过解读、分类、归纳和比较数据及材料来建构意义； 2、能够将以往的知识用于解决新的或挑战性的问题；3、能够通过解读、分析或推理，根据已有知识生成新知识。因此，在小学英语教学中，我们应采用一定程序对提高学生解决问题的技能、归纳推理、能力、演绎推理能力的训练。

三、教学目标

1、语言能力

结合本课对话内容，引导学生认读词汇jelly, all, not really, a lot of, health, yuck, from now on and only等词汇。同时设置Help Gogo to be healthy，design a healthy diet等任务，让学生综合运用所学知识进一步谈论话题。

2、学习能力

能通过个人、结对和小组活动等方式，促使学生自主学习和合作学习;进一步提高学生口语表达能力和交际能力。

3、思维品质

通过设置一系列由浅入深的问题，让学生了解Fast food的利弊并深刻意识到Not all the food is good for us. We should not eat too much junk food.这一道理。

4、文化品格

让学生了解中西方国家的饮食习惯差异，引导学生抗拒垃圾食品的诱惑，让他们选择健康食品养成健康饮食的习惯。

四、教学重难点

（1）教学重点：引导学生结合phonics或旧词认读新单词 jelly, all, not really, a lot of, yuck, from now on, only;让学生区分中西饮食差异。

（2）教学难点：引导学生运用本课重点句型和他人深入交流，进一步提高口头表达的能力。

五、教具准备

课件PPT，

学生导学案，教学卡片，图片

六、教学教程

Step 1: Free talk

1. Song activity Students sing the song “What do you like?”（本单元歌曲） together. （设计意图：通过吟唱的方式，营造轻松的气氛引入新课。）

2. Ask and answer T: Can you guess what my favorite food is, children? Ss: Jelly. T: Bingo! I like jelly very much! (Show the card) Is it good for me? Ss: No, it isn’t.

T: Can I only eat jelly every day? (课件同时出现only) Ss: No, you can’t.

T: Yes, it’s sweet. Too many sweets are bad for our health (课件同时出现 health).Listen, one of our old friends likes sweets, too. (设计意图：通过引导学生猜测教师最喜爱的食物，引导学生复习Food and drinks等词汇，同时引出本课主题Healthy eating habits，同时在这一过程中让学生初步感知生词jelly, only，health and all, 激发学生求知欲，增强学生思维自觉性，为进一步学习作铺垫。）

Step 2: Learn the story 1. Listen and look T: Who is it? Now, listen and look, then find out the answer. (设计意图：通过设问，让学生带着问题有目的性地听课文，发挥学生学习的主动性，培养独立思考的习惯) Ss listen to the tape. T: Can you find out the answer? Ss: He’s Gogo. T: Great! You are good at listening. Look at this picture. Where are Gogo and Jenny? What are they doing? Who can try? S1: They’re in the dinning room.

S2: They’re eating.

T: What is Gogo eating? S2: Gogo is eating cheese, ice cream and some jelly. T: How about Jenny? S3: Jenny is eating some vegetables. （设计意图：通过观看图片回答问题，让学生初步了解对话内容，同时培养学生观察和解决问题的能力。)

2. Complete the conversation T: You did a good job. What are they talking? Now look and think. And then try to complete the conversation. Students look at the picture, think and read.

(设计意图：挖空对话，让学生根据提示思考对话的内容，培养学生的逻辑思维能力。) T: Now, let’s have a competition. Look! (Show the envelopes to the students.) There are some pictures and sentences in the envelopes. Please match the pictures with the right sentences. Students work in groups, read the sentences together and then match them with pictures. Teacher walks around the classroom and offers help to the students. (设计意图：通过图片和词句配对的游戏，让学生短时间记住故事对话的主要内容。)

3. Role play the story T: You are good at cooperating! Now work in pairs and try to read out the conversation. You can read the new words easily. Here are the tips for you. (设计意图：通过pair works的方式朗读对话，培养学生合作互助的精神。同时，让学生掌握结合旧词发音学习新单词的策略。) Students work in pairs. T: Which pairs can try now? Students role play the conversation.

4. Think and judge. T: You read well. Children, Do you understand the conversation? Ss: …

T: Look! Are the following sayings right? Jenny wants Gogo to eat plenty of vegetables. Gogo eats vegetables at last. S12: …

T: Why do you think so? S12: …

(设计意图：结合关键句子，让学生从文中获取信息，深入理解文章含义。)

5. Ask and answer T: OK. Do you have any questions about the conversation? S12: …

S13: …

T: OK, I have two questions.(ppt shows the questions: What do you think of Gogo? Why? /What do you think of Jenny? Why?) Please discuss in groups and then show your answers. S11: S12:…

T: Great! Gogo is unhealthy, because he eats too much junk food. Jenny is healthy, because she eat vegetables. From now on, let’s eat some vegetables.

(设计意图：通过提问，培养学生用英语思考和对话的能力。通过讨论的形式，让学生在回答问题的过程中复述本节课内容)

6.Act out the story T: Boys and girls. You understand this story well. Can you act out the conversation? Students practice first and then present their conversation. (设计意图：这个环节既检验了学生对课文的整体掌握程度，又让学生在角色扮演中再次加强对重点句型的操练。学生从听到模仿跟读，再到对话表演，能完整表演对话，也从中收获了成功、收获了快乐。分角色扮演也提升了学生合作学习的能力，培养了合作精神。)

Step 3 Extension 1. Retell the conversation T: Boys and girls. Is Gogo's daily diet OK? S15：No, I don’t think so. T: Why? S16: Because …

(设计意图：通过回答问题，引导学生复述所学故事，提高学生的表达能力。) 2. Discussion T: So what’s good for us and what else is bad for us? Who can do a report?

Students do a report. (设计意图:引导学生深入讨论，进一步了解均衡饮食的知识) T: Great! How can we eat or drink healthily? Let’s check. Students read the questions and choose the answers. 3. Design a healthy diet for Gogo. T: You know how to have a healthy diet. Now work in groups and make a healthy diet for Gogo, OK? Students work in groups. T: Now, stick your pictures on the blackboard, then go around the classroom and choose your favorite menu. 学生浏览菜单并在喜爱的菜单上贴星星。

T：So the most favorite one is… Hurray!老师表扬获胜的小组。

(设计意图: 引导学生结合实际生活进行交流，以此了解更多常识并尝试学以致用。)

Step4：Summary T: Children, let’s look at this picture! These children are from America. They usually eat hamburgers for lunch. They like cola and French fries. All this food is fast food. They look yummy. But they are bad for our health. Don’t eat too much, OK? Here comes the Pagoda of Balanced diet. From now on we should eat plenty of bread, noodles and rice. We shouldn’t eat too much fats, oils or sweets. Remember keep a balance diet then you’ll be healthy. (设计意图:区分中西文化差异，开阔学生的眼界，促进学生散发思维的发展。)

Step 5 Homework 1. Recite story 2. Fill in the blanks according to story.(可小组合作完成) Hello,

.Too much

is bad for you. You shouldn’t

.Plenty of

is good for you. You should

.Please eat enough

. Please drink a lot of

. (设计意图:该作业的设计基于学生输入大量的与staying healthy话题相关知识后，把本课听、说、读的内容有机结合，具有一定的开放性，有利于激发学生写作的兴趣。)

Blackboard design:

Unit 3 Staying Healthy Story Healthy Eating Habits

Gogo Jenny All food is good Not really. for me. Too much … is bad for you. Yuck. I don’t Eat plenty of …

like those. They’re good for your OK. From now health. on, I …

Useful expressions: jelly, only, health, all, really, yuck

A: Hello,

.What do you like?

B: I like

. A: That’s

for you. We should

. B: Really? A: Yes, it’s/they are

for you. Do you like

? B: Yes, I do. A: OK. Eat some

. Do you like

? B: Yuck, I don’t like

. A: Come on. Eat enough

. It’s/ They’re good for you health. B: OK. From now on, I will

.