Story time教案教学设计

课 题

教学方法

教材及学情分析

教学目Unit3 A healthy diet 情境教学法

设计者

王惠楠

课时安排

执教时间

单元总（5）课时 第（1）课时

1 能听说读写词汇： a lot of, some, a little, a few , healthy , diet, vegetable. 2 理解课文内容，知道Mike和Yang Ling的日常饮食习惯是否健康。

3 知道健康的饮食金字塔，反思自己的日常饮食习惯是否健康，树立合理饮食，健康生活标

的概念。

教学内容

教学重点

难点

Unit 3 A healthy diet (story time& fun time) 1.掌握本课词汇，能正确运用。

2.理解课文内容，树立正确的饮食观。

教师

课前准备

学生

教学过程

课始五分钟：

Step1. Warm-up 1.

Free Talk T: There are many foods. What food do you like? S1: I like…

T: Do you eat … everyday? S1: Yes/No. T: Do you usually have … for breakfast/ lunch/ dinner? S2: Yes/No. T: Anything else? S2: I usually have some/ a lot of… for breakfast/ lunch/ dinner. T: I think you have a healthy diet. / I think you should have a healthy diet. 揭题

2.

T: I know your diet. Look! This is mine. T: For breakfast, I usually have a lot of noodles, some milk and a few cakes.(出示a few) T: For lunch and dinner, I have a lot of rice, some fruit, some

教学随笔

vegetables, some meat and a few sweets. Sometimes a little ice cream. (出示 a little/ vegetable/ meat) T: And I usually have a lot of water but a little coffee. 3.

T: This is my diet. A lot of…, some…, a few…, a little…. What’s the difference of ‘a little’ and ‘a few’?(让学生注意观察，发现区别，能够举例) 4.

Play a game 让学生能够进一步掌握a little 和 a few 的区别

5.T：This is a healthy diet. Compare to this picture, do you have a healthy diet? Do I have a healthy diet?

Step2. Presentation and practice 1.

Listen and number T: How about Mike and Yang Ling? What do they like eating?

What do they eat or drink for meals? First, let’s listen and number. Check the answer.

2.

Read and judge T: Well done, boys and girls! We’ve known something about their diets. This time let’s make a judgment together. ①

Let the Ss read the sentences. ②

Write down the true answer if the sentence is wrong. ③

Check the answers.

3.

Read and write T: Good job! Next, let’s read the text carefully and then fill in the blanks. Check the answer.

4.

Let’s talk T: These are their diets. What do you think of Mike and Yang Ling’s diets? (healthy/ unhealthy) Q:Can you give Mike some suggestions? You should…

Step3. Consolidation 1.

Let’s read. 2.

Let’s retell. 3.

Do a survey and then report. T: A healthy diet can make a happy life and a bright future.

板书设计

1.Listen and repeat story time three times. 2.Try to retell story time. 自主补充：

作业设计

教学后记(可针对教学实际，对教学中的某个环节、某个问题、教案的使用等方面写出自己的真切感悟)

课 题

教学方法

教材及学情分析

教学目Unit3 A healthy diet 趣味教学法

设计者

课时安排

执教时间

单元总（5）课时 第（2）课时

1.在游戏、Chant活动中理解掌握a lot of, some, a few, a little的用法。

2.能在运用过程中自主归纳、总结语法规则。

3.了解字母组合ou的发音

标

4. 能理解Cartoon time的内容并初步尝试表演。

教学内容

Grammar time, sound time, cartoon time 教学重点

1.学生能够熟练运用a lot of, some, a few, a little来介绍自己的饮食习惯。

难点

课前准备

学生

教学过程

课始五分钟：

Role play. (story time) Step1. Warming up. 1.Free talk. T: Do you like nice food? What’s your favourite food?

What’s your favourite drink?

S: I like…

Step 2. Revision 1. Let’s judge.

(以“Yeah, Yeah, Yeah! No! No! No!”

的游戏形式，先听，然后判断Mike的饮食。) T: Does Mike have a healthy diet? Why? Give some suggestions to him. 2. Let’s do.

T: What about Yang Ling’s diet? (完成首字母填空) Does she have a healthy diet? Why?

教学随笔

2.在运用过程中自主归纳、总结语法规则。

教师

3. Let’s chant.

Mike eats a lot of rice. Yang Ling eats a lot of noodles. Mike eats some fish. Yang Ling eats some vegetables. Mike eats a few eggs. Yang Ling eats a little sweet food. 4. Let’s find.

让学生自主发现、归纳a lot of、some、a few 、a little的用法。

正确区分可数名词和不可数名词。

Mary is Mike and Yang Ling ’s friend. They come to see her. They want to know Mary’s diet. Can you ask Mary for them?

What do you have for breakfast? What about lunch and dinner? Let’s retell. Mary has some noodles for breakfast. She has a lot of rice, some meat and some vegetables for lunch and dinner. Step 3 Sound time 1.You are smart! Let’s guess.

Q1：Who’s the woman in Mary’s house?

She’s Mary’s mother, Mrs Li.

Q2：What is she going to do?

Maybe she’s going to cook some water for the children.

Q3：But is she happy now? Q4:What does she say? Mrs Li shouts,”Get out! Get out!”

Q5：Why does she shout that ? There is a little mouse in her house. 2.Let’s read together. Look at the red word, what can you find?

Ou pronounces /au/ 3.Let’s watch and learn. Follow it.

Mrs Li shouts at the mouse. Let’s help her : Hit the mouse.

Mrs Li doesn’t like the mouse. So she asks her cats to catch it . Guess, Who are they? But Mrs Li can’t find them. Where do they go?

Step 4 Cartoon time 1 Watch and answer Where do they go ?

Why do they go ? What do they buy ? How much do they buy? Can Sam have too much cola? They buy so many things, is Sam happy at last? 2.Read and imitate. 3.Role play 4.Let’s retell .

There is not much food in Sam’s ______. He goes to the__________with his mother. First, he _____ some cola, but his mother lets him ____a small bottle, and he shouldn’t drink ______ ______ cola. Next, he _______ a big fish. Then, Sam ____ the big bag of rice. Finally, they go home , but the fish is ________, Sam wants to _____ ____ ____. But when they walk onto the bridge, the fish _____ into the river.

Step 5 Consolidation Think and talk Give me some suggestion. You can …

You should …

You shouldn’t …

Eat … every day.

Drink …every day.

板书设计

作业设计

1、Make a healthy eating table for your family. 2、Read the cartoon. 自主补充：

教学后记(可针对教学实际，对教学中的某个环节、某个问题、教案的使用等方面写出自己的真切感悟)

课 题

教学方法

教材及学情分析

Unit3 A healthy diet 情境教学法

设计者

课时安排

执教时间

单元总（5）课时 第（3）课时

1.

know something about the differences between Chinese and western food culture 教学目标

2.

能熟练运用所学知识介绍自己的饮食和健康的饮食。

3.

复习并熟练运用Is/ Are there…?的句型，并能在这一句型中再一次准确运用a lot of, some, a little, a few。

4.

能在笔头中准确使用there be…的结构。

5.

能对本单元的学习情况做出客观、公证的自评和互评。

教学内容

Culture time, checkout time, ticking time 教学重点

1.复习并熟练运用Is/ Are there…?的句型，并能在这一句型中再一次准确运用难点

a lot of, some ,a little, a few。

2.能在笔头中准确使用there be…的结构。

教师

课前准备

学生

教学过程

课始五分钟：

Role play (cartoon time) Step1. Warming up. T：Do you remember Mike and Yang Ling’s diets? Q1: What does Mike have for breakfast/ lunch and dinner? Q2: What does Yang Ling have for breakfast/ lunch and dinner? T: Mike has some bread and milk for breakfast. Yang Ling has a lot of noodles for breakfast. Maybe this is the difference between Chinese and western food culture.

Step2. Presentation. A.Culture time Watch the introduction of the differences between Chinese and western food culture. 2. What about breakfast? (Ss read Culture time in the books and try to answer.) Present Bill’s diet (unhealthy)

T: Look, here are Bill and Wang Bing. What are their diets? Are they healthy? 1.show a passage about Bill’s diet

2.read it freely 3.ask and answer T: Is Bill’s diet healthy? Why?

S: …

T: Can you give some advice to him? S: To keep healthy, you should eat/drink a lot of/ some/ a few/ a little…

You shouldn’t eat/drink too much/ too many…

T: We hope John can change his diet.

教学随笔

Present Wang Bing’s diet ( healthy)

1.listen to a passage about Wang Bing’s diet （听两遍）

Q: What’s Wang Bing’s diet?

2.listen and write down some important information For breakfast, Wang Bing usually has_______, ________ and________ . For lunch, he eats _______, _______ and________ . For dinner, he has _______, _______ and________ . 3.ask and answer T: What do you think of his diet? Why? S: …

B.Checkout time—Ask and answer T: Today Wang Bing and his family buy some food and drinks in the supermarket. What do they buy? Can you guess? 1.the students guess: Is/Are there …?

( 学生用there be…结构的一般疑问句来猜，并要求他们用上a lot of/ some/ a few/ a little) 2.show the things they buy T:Wang Bing’s family buy lots of food and drinks. Let’s have a look.

（出示食物，最后将这些食物组成一个金字塔）

3.describe the food pyramid in pairs Checkout time—Look and write 1、出示空白饼图，教师示范贴图

T: We have a lot of food. Let’s put them on the right places. I put them here, because carrots are good for our body, we should eat a lot of carrots every day. 2、同桌合作贴图（同时指名一组同桌上黑板贴图）

S1: Where can you put it/them? S2: I can put it/them here. Because…

3.talk about the picture 4.write something about the picture 5.check the answer Design a healthy diet T: You know a lot about a healthy diet. At the beginning of the lesson, we found Bill’s diet was unhealthy. Can you design a healthy diet for

him? 1.give a model: show the teacher’s diet

2.design it by yourself 3.show the design Mike’s diet

4.describe it to us Step 7 Ticking time T: Look at this picture. How many starts can you get?

板书设计

Homework:

作业设计

教学后记(可针对教学实际，对教学中的某个环节、某个问题、教案的使用等方面写出自己的真切感悟)

1、

将为Bill设计的健康饮食写成一篇小短文。

2、

根据Ticking time中的要求自主复习。

自主补充：