Unit 1 Food and drinks主要内容及教案内容

English 5B (Oxford Shanghai Edition) Module2 Unit 1

Food and drinks

一、单元教学目标

【语言知识】

1.能正确朗读和背记本单元的核心词汇：meat, pork, beef, chicken, fish, fruit, vegetable, tomato, potato, carrot, cabbage, bean, rice, drink, milk, had, eat, healthy, did, keep…away

2.能在语境中运用句型What did you have for breakfast/lunch/dinner/ yesterday?提问，并能熟练运用I had.../...is/ are my favourite food.回答。

3. 能知晓字母或字母组合o, o_e, ow, oa, ou, ow等的发音规则，识别音标并正确朗读含有/əʊ/,/aʊ/的词。

【语言技能】

Listening: 1.能听懂核心词汇和主要句型What did you have for…

2.能听懂对三餐健康与否的评价，That sounds healthy/unhealthy. That doesn’t sound healthy. 3.能听懂关于生活与运动的相关描述。

Speaking: 1.能较熟练地在语境中运用What do you have for…? What did you have for…yesterday?

2.能较熟练地在语境中回答

I have...for.../ I had...for.../

3.能较熟练地运用句型…is/ are my favourite food.

4.能运用That sounds healthy/ unhealthy. That doesn’t sound healthy 对他人的三餐进行评价。

5.能语境中掌握a lot of、too much、some的用法。

Reading: 能较熟练地朗读主文本。

Writing: 能正确书写本单元中出现的核心词汇与重点句型。

【语言情感】

学习了解健康饮食的组成，认识体会健康饮食对于健康生活的重要作用，提升合理饮食的健康意识，最终形成个人正确的健康饮食和生活观。

【学习策略】

通过对话、小组讨论、做调查等形式，在课堂交流中，注意倾听，积极思考，参与讨论。

【语用任务】

学会在讨论健康饮食的语境中，运用核心句型What did you have for ... ? I had... 对三餐情况进行交流，并进行健康与否的评价。

二、学情分析

本单元的主题是Food and drinks。教学内容和学生的实际生活息息相关，因而本课的教学内容对学生来说并不难理解，关键是单词的学习和日常交际用语在实际生活中的准确运用及扩展运用。比较难的是重点句型的时态是刚学的一般过去时，学生会相对比较陌生。

三、单课时教学目标

教学目标

话

题

语

言

知

识

第二课时

第三课时

第四课时

Health Advice for A Healthy Diet and A Story about the A Healthy Breakfast

Three Meals

A healthy life Healthy Life 1、在塑造Dr Lu这一1. 在语境中能较1 运用-- What 1 运用—What 人物后，借Dr Lu之口，为熟练地表达自己do … have for …?

does .. have for…?

分析彩虹小学三位同喜欢吃的三餐饮食--- They have…进He has…进行问学早餐的健康与否。课内容。

行问答，牢固掌握答，很熟练询问他堂中，学生能够借助图

食物类单词；熟练人的饮食习惯。

片说出与食物相关的2.学习并运用核心询问他人的饮食习

的单词tomato, potato, 句型--- What did 惯。

2.能了解故事大carrot, cabbage, bean, you have for …?

概，模仿对话

2 第一课时

与

技

能

vegetable, pork, --- I had…进行问2. 能用

beef ,chicken 答，进一步掌握食They…That’s 3能参照健康生活，物类单词；能询问给他人建议

healthy/unhealthy2. 在语境中学生能用

他人的饮食习惯。

对他人生活习惯健We/He/She should…

What do you have…for

康与否进行合理评

3. 学会用That breakfast？对他人的早价。

sounds healthy. 和餐进行询问。并且会使

用I have…句型尝试初That sounds

3明确什么是健康unhealthy. 对他人生活。

步的问答。

的饮食健康与否进

3. 对于他人的早餐能行合理评价。

用That sounds 明确如何合理培healthy./ That doesn’t 4．sound healthy. 进行评养良好的个人三餐饮食习惯。

价。

初步了解早餐的食物渗透健康三餐观了解健康生活方了解故事大概，了念，早餐很重要，式，三餐饮食要均解健康生活的重要构成，以及明确健康均要吃得好，午餐要衡健康，并要加强性，并有所收获。

情感目标

衡早餐饮食的重要性，丰富，晚餐要吃的运动。

清淡。对学生进行早餐的食物种类要丰健康教育。

富多样。

在语境中能够语音在语境中能够语音在语境中能够语音准确，流利运用核在语境中能够语音较较准确，较流利运较准确，较流利运心句型进行交流。准确，尝试初步运用核用核心句型谈论健用核心词汇、句型并在故事语境中，心词汇和句型交流早康饮食组成及其对进行交流昨日三餐提取故事主要信息餐情况。并尝试对他人于保持健康的积极情况，并较熟练对并正确口头和书面早餐健康与否进行评作用。

他人三餐健康与否回答课后问题。

价。

进行评价。

3 语用任务

Ⅳ、单课教学文本与教学过程

Module 2 Unit 1 Food and drinks

P2 Health Advice for Three Meals Teaching Materials: Look and Read, Look and Say, Learn the Sounds 主体文本

Dr Lu: What did you have for breakfast yesterday, Danny? Danny: Hamburgers and cola are not healthy. I had some porridge, an egg, and a glass of milk for breakfast. Dr Lu: That sounds healthy. Breakfast is very important. We should have a good breakfast. What did you have for lunch?

Danny: I had noodles with some pork, carrots and beans for lunch. Dr Lu: That sounds healthy. Lunch is important, too. We should have different kinds of food for lunch. What did you have for dinner?

Danny: My mom cooks yummy food every night. It always makes my mouth water. I had two bowls of rice and two bowls of beef for dinner. Beef is my favourite food.

Dr Lu: That sounds unhealthy. We shouldn’t eat too much for dinner. We should have a light dinner.

辅助文本：

Breakfast is very important. We should have a good breakfast. Lunch is important, too. We should have different kinds of food for lunch. We always make and have a big dinner. But that’s unhealthy. Eating too much for dinner is bad for us. We should have a light dinner.

输出文本：

A:

What did you have for breakfast/lunch/dinner yesterday? B:

I had ….for breakfast/lunch/dinner yesterday.

…is my favourite food.

A:

That sounds healthy/ unhealthy.

…is very important. We should…

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Teaching plan:

Topic：Health Advice for Three Meals

Procedure Pre-task preparation

Contents 1.

Vegetable Song

2.

What do you like eating?

3. What does Alice usually have for breakfast?

She usually has…

…a day keeps …away.

What does Danny often have for breakfast? He often has…

1. Dr: What did you have for breakfast yesterday, Danny? Danny: I had…

2. Dr: What did you have for lunch yesterday, Danny? Danny: I had…

Dr: That sounds healthy. Lunch is important, too. We should have different kinds of food for lunch. What did you have for dinner? Danny: …I had…

Dr: That sounds unhealthy. We shouldn’t eat too much for dinner. We should have a light dinner.

1. Do a Survey.

Methods 1. Sing a Song

2. Answer the Question

3. Look and Answer

Purpose 复习旧识

While-task procedure

Post-task activity 1-1

Listen and Learn 1-2

Say a Chant 1-3 Tick and Talk

2-1 Listen and Judge

2-2 Fill in the Blanks 2-3 Enjoy different kinds of food 2-4 Listen and Say 2-5 See Pictures about ‘The Danger of Eating too much for Dinner’

2-6 Look and Read 2-7 Fill in the Blanks 2-8 Pair Work 2-9 Look and Read

1-1 Enjoy Photos of Students Having Three Meals

1-2 Pair Work 5 结合情境，教学单词，同时学习对话，让学生在操练用运所学的知识进行生活对话,联系上下文，并能正确三餐饮食的健康性。

通过陆医生之口，让学生了

1-3 Finish the Table

1-4 Do a Report

2. Dr Lu’s Health Advice

2

Listen and Learn

Assignment 1.

Read the text on the textbook P20 .

2.

According to the survey, write a report.

解何为健康的三餐，早餐很重要要吃得好，午餐要种类多，晚餐要吃的清淡。

板

书

设

计

Different Lunch

Health Advice for Three meals Good Breakfast

教

学

反

思

Light Dinner

What did you have for … yesterday? I had ….

…is/ are my favourite food. That sounds healthy/ unhealthy. …is important. We should…

Worksheet

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Task 1: Tick (√) and Talk

A: What did you have for breakfast this morning/yesterday? B: I had… (and...)

A: That sounds healthy.

(That doesn’t sound healthy. We should…)

(

)

(

)

(

)

(

)

(

)

(

)

(

)

(

)

(

)

(

)

Task 2: Listen and Judge (T or F) 1. （

）Danny’s lunch sounds healthy.

2. （

）Danny had beef for lunch.

3. （

）Danny’s dinner sounds healthy.

4. （

）Danny enjoyed his dinner yesterday.

Task 3: Do a Survey

Step1: Pair Work

7

A: What …for breakfast / lunch/ dinner yesterday?

B: I …

… is /are my favourite food.

A: That sounds ….

…. is very important.

We should ….

Step2: Finish the Table

Name

Breakfast

Lunch

Dinner

Healthy/ Unhealthy

Step3: Do a Report

… had … for breakfast/lunch/dinner yesterday.

…. is/are his/her favourite food.

That sounds healthy/unhealthy.

… is important. We should….

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