Unit 1 Food and drinks获奖说课稿

Oxford English Book 5B Module 2 Unit 1 Food and drinks 一、单元教材内容

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二、单元目标

【语用任务】

通过本单元的学习，学生能简单介绍自己的三餐饮食、了解他人的饮食，养成健康的饮食习惯。

●知识与技能

1.

在语境中学习、理解并运用本单元的核心词汇pork, beef, tomato, potato, cabbage；复习运用食品和饮料类的词汇如chicken，fish, bean, rice, noodles, bread等描述三餐饮食；

2.

能用一般过去时态特殊疑问句What did you have for ...? 询问他人三餐饮食，并用

I had...描述三餐饮食。

3.

知晓元音字母o以及字母组合-o_e, -ow, -oa, -ou的发音规则，识别国际音标/əu/和/au/，正确朗读含有该发音的单词。

●文化与情感

1.

在对照“食物金字塔”的过程中辨析自己或他人的饮食是否健康；

2.

在通话故事学习中感受不健康饮食的危害，树立健康的饮食观；

●学习策略

能在课堂学习中，通过倾听、模仿、阅读、思考及对子交流等方式，完成学习任务。

三、分课时话题

第一课时：Our breakfast 第二课时：Healthy meals

第三课时：Jim and Matt

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第四课时：My healthy diet

四、分课时教学目标

课时

语言运用

借助图片扮演语言知识与技能

1. 初步感知-o_e, -ow, -oa, -ou，的发音规则，认识国Alice、Jill和Danny，际音标/əu/和/au/，正确跟读含有/əu/和/au/发音的单词。

介绍各自的早餐，要求语音基本正2. 能正确理解、跟读核心词汇pork, beef, tomato, potato, cabbage。

第一课时

确，内容基本达意。

3.

能听懂并初步感知核心句型What did you have for ...? I had....能尝试运用核心句型和词汇交流早餐饮食。

借助金字塔框架，判断Alice、Jill和Danny的三餐饮食是否健康并且能给1.能识别国际音标/əu/和/au/，正确朗读含有音标/əu/和/au/的单词。 2.能正确运用不定代词some, many, much, a lot of来描述食物的数量。

3.能正确运用核心句型What did you have for ...? I had....询问同学一日三餐的饮食。

4.能初步判断他们的饮食是否健康，并用should/shouldn’t给予一些简单的建议。

能在故事情景中，理解不同的饮食习惯和生活方式带来1.能准确朗读含有/əu/和/au/的单词，，辨别其在不同单词中的发音。

2.嫩根据故事情节，尝试运用核心词汇描述故事中的主人公日常三餐饮食；

3.能根据图片、影片等提示理解故事，借助板书、关键词复述或表演故事片段。

1.能根据音标/əu/和/au/的发音，尝试运用字母组合的发音规则朗读其他单词。

2.能正确运用核心词汇和句型口头、书面描述自己的一日三餐饮食。

3.能依据“食物金字塔”，正确判断自己或他人的饮食是否健康均衡，并提出调整建议。

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第二课时

予一些简单的建议，要求语音正确，内容达意。

第三课时

的不同结果；能复述故事，要求语音正确，内容基本达意。

能口头、书面描述自己一日三餐的饮食习惯，要求语音第四课时

正确，表达流利，书写规范，内容基本达意。

五、第一课时教学设计

School: Mingxing School

Content: 5B M2U2 Films (Period1) Our breakfast

Procedures Teacher’s activity

Pre-task 1. Learn the sound Class: Class 4, Grade 5

Teacher: Monica (叶玉花)

Date: March.22nd

2016

Students’ activity

Purposes 学习元音音素。

1. Read phonetic

symbols /əu/，/au/ and the words. 1. Answer

...usually have/has…

1.Listen and finish

worksheet 1

通过谈论早餐，复习学过的有关食品类的词汇，为新课学习做准备。

初次试听导入，并整体感知对话内容，提取文本信息。

While-task 1.Encourage Ss to talk

about:

What do/does…usually have for breakfast?

1.Play the recording of the three children’s breakfast.

Ask: Who are they?

What are they talking about? 2.Play the video and check 2.Watch and check the answers the answers Show part 1 (Danny’s breakfast)

1-1 Play the recording of Danny’s breakfast and ask what did Danny have for breakfast? 1-2 Elicit: beef, pork

1-3 Elicit: What did you have for breakfast,…?

I had….

1-4 Play the video again 1-5 Ask students to do role play

1-1. Listen and answer the questions

1-2 Learn new words:

beef, pork 1-3 Learn:

What did you have for breakfast,…? I had…. 1-4 Listen and follow 1-5 Do role play

视听导入Danny的早餐，通过听、说、角色扮演等方式，语境中学习核心词汇并初次感知核心句型。

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Show part2 (Jill’s breakfast) 1-1 Play the recording of Jill’s breakfast and ask what did Jill have for breakfast？

1-2 Encourage Ss to find out the reason why Jill didn’t have breakfast 1-3 Elicit the words: potato(es), tomato(es), cabbage

1-5 Play the video of Jill’s breakfast

1-6 Ask students to do role 1-6 Do role -play play Show part3

(Alice’s breakfast) 1-1 Play the recording of Alice’s breakfast 1-2 Elicit: An apple a day keeps the doctor away! 1-3 Play the video of Alice’s breakfast 1-4 Ask students to do role play Post-task

1-1 Listen and answer 视听输入Jill的早餐，引导学生

在语境中学习核

心词汇，并通过

听、说、读、chant1-2 Discuss, listen 等形式操练核心词汇，并进一步and answer 理解核心句型

1-3 Learn the words

a. Read new words

b. Read the chant

c. Think about more

dishes

1-5.Listen and follow

1-1 Listen and finish worksheet2 1-2 Enjoy the song

1-3 Listen and follow

1-4 Do role -play 1-1Listen and follow 1-2 Do role -play

2-1 Talk in groups

视听输入Alice的早餐，通过完成worksheet帮助学生提取信息。再通过跟读、角色扮演等方式巩固学习。

1.Play the whole video

2. Ask students to talk about their breakfast this morning

再次整体感知文本内容，跟读对话，模仿语音语调。并尝试谈论自己的早餐，巩固核心句型的学习。

Homework 1.Listen and read P20.21. 2.Finish worksheet. 5 Board-design Boarding:

5BM2U1 Food and drinks

Period 1 Our Breakfast

Who

What

Danny

a hamburger,

a cola

beef

pork

meat Jill

…

potato(es）

tomato(es)

vegetables

cabbage,

Alice

some bread,

a glass of milk

an apple What did you have for breakfast,…?

I had….

六、第二课时教学设计

School: Mingxing

School

Date: March. 22nd, 2016

Content: 5B M2U1 Food and drinks Teacher: Gracie（盛雨儿）

(Period2) Healthy meals

Procedures Teacher’s activity

Students’ activity

Purposes Pre-task 1.

Help Ss learn the 1．

Listen and read

复习/əu/，/au/的sounds

发音，进一步巩/əu/，/au/

固字母-o及字母

组合-o_e, -ow,

-oa,

-ou, 的发音

规则。

2.

Show 3 Ss’

2．

Talk about their 复习上一课时内homework sheet to breakfast 容，巩固和运用share their

核心句型和词breakfast yesterday

汇，熟练的介绍3.

Lead Ss to talk 3．

Pair work 自己的一日三about their lunch 餐，为本课时教and dinner 学获取信息

While-task

1. Help the students to

know what healthy

children eat.

1-1.

Ask Ss to fill in 1-1.

Think and fill 初听文本，整体the pyramid

感知，判断健康

与不健康饮食。

1-2.

Ask Ss to listen 1-2.

Listen and judge

and judge

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Class: Class 2, Grade 5

1-3.

通过调整食物金字塔，得出健康饮食的标准，并

且学会简单运用1-4.

Let Ss to judge Judge Alice’s and should提建议。

Alice’s and Jill’s Jill’s diets

diets

1-5.

Encourage Ss to 1-5.

Listen and think 再听文本，鼓励find what else 学生发散思维，the healthy 找到健康生活的children do 其他方式。

2. Help the students to

grasp what the

unhealthy children do

围绕文本，鼓励2-1.

Read and judge 2-1.

Ask Ss to read 学生运用合适的

and judge 2-2.

Guide Ss to find 2-2.

Try to use should 量词描述不健康why they are 的饮食。引导学to give advice unhealthy. 生根据不健康的

2-3.

Ask Ss to read 日常习惯，使用2-3.

Read the text

the whole text should给与建

议。

Guide Ss to correct Danny’s unhealthy diet 1-3.

1-4.

Correct and say Post-task Let Ss to help Nancy to modify her diet Watch, write and judge 鼓励学生通过判断Nancy的饮食进一步巩固健康饮食的标准。

Homework 1. Read the text for 3 times. 2. Write about your diet and judge Board-design M2U1 Food and drinks Healthy or unhealthy

How much

What

How a little

some

meat milk

healthy much

bread, rice

many

noodles

a lot of

fruit and vegetables

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五、单元作业设计

Worksheet for Module2 Unit1 Food and drinks Period 1:

Period 2:

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Period 4: Try to write: My diet Suggest questions: What is your favourite food? What do you usually have for…?

How much do you usually have? Is it healthy or not? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________

By __________

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