Lesson 9 Eat More Vegetables and Fruit!优秀教学设计

Lesson 9 Eat More Vegetables and Fruit

一、教材分析

本课教学内容是冀教版《学英语》三年级起点第八册Unit 2 Good Health to You 中的一节新授课，为本单元第三课。在本单元中，Mr Wood、Li Ming、Jenny 和Danny 通过自己的实际生活，介绍了保持健康的方法，从健康饮食习惯到个人清洁卫生，从健康食物到积极的体育运动项目，从方方面面传达了积极向上努力学习、工作和生活的健康生活理念。内容贴近学生生活，符合学生认知的需要，能够轻易激起学生兴趣，使他们联想到自己生活中健康的生活方式，并且能在生活中运用课本中提到的健康生活方式，体现了教材的科学性原则。本课通过Danny的例子，向同学们说明多吃蔬菜水果等健康食物有利于身体健康的道理。内容分为两部分。第一部分通过提问和回答，介绍Danny 平时吃蔬菜水果和吃甜食的次数，建议多吃蔬菜水果来保持健康。其中介绍了vegetable, fruit, often等，twice, three times 等表示次数的词汇，运用day, week, year等时间词汇来回答特殊疑问句How often。

从内容上承接第一课和第二课以来如何保持健康的话题，从第一课的提倡吃早餐的习惯到鼓励多吃蔬菜水果，从交际上提问做事的频率及回答，同时用day, week, year等时间名词拓宽了次数的表达方式，使学生的时间概念更广阔。第二部分通过美食转盘展示，引导学生制作饮食次数表，引申拓展学生最喜欢吃的食物内容，复习关于最喜欢的食物的表达方式。

二、学情分析

六年级的学生已经具备一定程度的英语认知、倾听和口语表达能力，教师可以在课堂与学生用英语进行互动，但是中间要根据学生的接受情况，适当加入中文的解释。其次，这个阶段的儿童容易被新奇刺激的事物所吸引，因此教学方式要更加直观生动，要采用图片、练习、游戏的方式，引起学生学生兴趣。他们的思维发展是从具体形象思维想抽象逻辑思维过渡，因此对语法的接受依然有困难，因此词句的反复训练更适合。再者，学生处于性格形成时期，要培养的他们的合作精神与沟通能力，需要在设计活动的环节采用合作的方式。最后，既遵循语言学习的规律，又把握儿童的心理特点，把课文的话题与学生的生活紧密结合起来，是英语学习成为一种愉快的学习体验。

三、教学目标

知识技能目标：

1.学生能够听懂、会说、认读并书写下列词汇：

Vegetable, fruit, often, once, twice, times, day, week, month, and year

2.

学生能够认读、理解并运用下列表达方法：

How often do you____ _____? I _______ times a day/week/month/year. 3.学生能运用所学知识描述自己的日常做事的频率。

情感态度目标：

培养学生养成良好的饮食习惯。

学习策略目标

学习用分析归纳法总结如何保持健康和强壮。

四、教学重点难点

教学重点：

能够运用句型

How often do you____ _____?

I _______ times a day/week/month/year. 教学难点：能够在交际中熟练运用新句型。

五、教学用具

布偶、卡片、多媒体设备

六、教学过程

StepⅠClass Opening and Review 1.

Greeting T: Good morning, boys and girls. Ss: Good morning, Ms Chu. T: How are you today? Ss: I am fine, thanks. How are you? T: I have a sore throat. But when I see you, I feel very happy. Are you happy to see me? Ss: Yes. 2.

Warm-up T：OK. Before begin our class, let’s do warm-up. All students stand up and show me your two fingers. Let’s begin: “Up up, clap, clap, down down, clap, clap, up, clap, down clap, up up, down, down, please sit down.”

【设计意图：师生间英文亲切问候，使学生适应英语语感，很自然地进入英语学习状态。同时教师将自己生病的事实告诉学生，展示“小脆弱”的一面，拉近师生距离，也为如何保

持健康的话题做了铺垫。其次，采用学生、教师一起动起来的活动缓解了学生紧张情绪，为进一步的学习奠定了良好的基础。】

3.

Review

T: Do you have breakfast?

Ss: Yes, I do.

T: So before breakfast, what do you do?

S1: I brush my teeth.

T: Very good, good habit. What about others?

S2: I wash my face.

T: Good boy!

S3: I wash my hands.

T: You all done great job. Now let’s review some knowledge we have learned last lesson. Please look at the picture. What” this?

Ss: Breakfast.

T: What is the boy doing? Ss: He is having breakfast. T: OK, Let’s check what the boy does before breakfast and after breakfast. Look at these picture, what does the boy do before breakfast?

Ss: He brushes his teeth, washes his face, washes his hands and combs his hair. T: Very right. And look at this picture, and guess what does the boy do after school? Ss: He goes to school. T: Bingo! You are so clever! And you all come to school after breakfast as the boy does. Today two new classmates also come to our class. Do you want to know them?

Ss: Yes, I do. T: (拿出来大小两只布偶熊）This is Kate, and this is Sara. Puppets：“Nice to meet you.”

Ss: Nice to meet you too. T: Now tell me, who is tall, who is short? Ss: The big bear Kate is tall, the small bear Sara is short. T: Clever! And now guess who is healthy and strong? Ss: The tall bear Kate. Puppet Kate: Yes, it’s me.

T: Do you want to be as healthy as Kate? Ss: Yes. T: So do I. Then I have a question for you. How can we be healthy and strong?

S1: Always have breakfast. S2: Always be happy. S3: Always eat fruit. T: All are right, and you are so clever. Today we are going to learn another way to be healthy and strong, and this is to eat healthy food. T: Look at this picture, there are so many kinds of food, do you know them?

Ss:Yes. T: let’s count. Cake, ice cream...

T: Since there are so many kinds of food, can you tell me, what is healthy food? S1: Vegetables. S2: Fruit. T: Bingo. Vegetables and fruit are healthy food, and so we should always eat vegetables and fruit. Now let’s learn Lesson 9 Eat More Vegetables and Fruit.(把本课标题写板书）

【设计意图：1.复习before和after,本环节采用先提问学生，再和图片人物活动对应的方式，贴近学生生活，吸引学生投入教学环境。2.导入本课话题是采用学生与直观的玩偶熊的对话，用健康高大的玩偶引导学生对保持健康的兴趣，生动活泼符合儿童心理特点。3.导入本课话题是从逻辑上逐层推进，即：如何保持健康——吃健康的食物——蔬菜和水果是健康的食物——保持健康的方式之一是吃蔬菜水果，

符合学生从具体思维方式向抽象思维的过渡阶段的思维特点。4.复习环节与新知导入无缝衔接，牢牢抓住学生的注意力。】

Step Ⅱ

New Concepts 1.

Presentation of words

T: Look at the picture, what’s this?

Ss: Tomato. T: Bingo. And what’s this in the picture?

Ss: Potato. T: Very right. And what’s this?

Ss: Carrot. T: So clever! What are these? Which type do they all belong? Ss:Vegetable. T: Yes, you are right. They are all vegetables. (写板书Vegetable) Now let’s look at the word, follow me, vegetable ,vegetable, I like vegetable. Ss:Vegetable ,vegetable, I like vegetable. T: Very fluent! Since there is more than one type of vegetable, so we need to add “s” here. (板书vegetables) OK, read after me, vegetables, vegetables, I like vegetables. Ss: Vegetables, vegetables, I like vegetables. T: Excellent!

(以相同方式教授fruit）

T: let’s learn another new word. (板书often) Now, look at the “O”, its pronunciation is /ɔ:/。Read after me, /ɔ:/, /ɔ:/. Ss: /ɔ:/

T:

[ˈɔ:fn] Ss: [ˈɔ:fn] T: let’s make a sentence by “often”. I often play basketball. What’s the meaning of the sentence?

Ss:我经常打篮球。

T：Bingo. Let’s represent all things “I do” by the circle, so which part represents “I often play basketball” ?

Ss: The yellow part. T: So clever! “often” means that I do one thing most of the time. 就是经常做某事的意思。

T: Now let’s review “times”. Can you count from “once”? Let’s try.

Ss: Once, twice, three times, four times, five times.... T: Do you find something important in the expression of times? Some rule? S1：数字+times. T: Bingo. From three times, it’s 数字+times. But be careful, don’t forget once and twice. Now, let’s learn words of time. What’s this?

Ss: Day. T: What’s the meaning of this word?

Ss: 天。

T: Right. Next, week，

周，星期。How many days in a week? Ss: Seven days. T: So seven days make a week. (用以上方法教授month，year.) 【设计意图：1.“vegetable fruit”采用用图片复习各种蔬菜水果的方式，由旧知到新知，既复习了水果蔬菜相关词汇，同时图片直观生动，还采用归纳法培养学生从具体思维方式到抽象思维方式的习惯。2.“often”采用扇形图展示含义，更直观易懂。3.“times”复习过程中总结表达规律。4. 日、周、月、年的表达采用关联法，衔接紧密。而且课本中没有month这个词，加入这个词是为了时间概念的完整性，符合学生认知习惯，即年月周天。】

2.

Practice by loud voice and small voice T: Now I speak in high voice, you speak in low voice. I speak in low voice, you speak in high voice. T: Vegetables (大声读) Ss：Vegetables（小声读）

(用大小声练习法，朗读以上所学单词。）

【设计意图：大小声练习既练习了朗读单词，又有趣味性，符合儿童心理。】

3.

Presentation of sentences T: Vegetables are very important for us, right? Ss: Yes.

T: No, listen carefully. How many times do you eat vegetables in a week? What’s the meaning of this sentence? Ss: 你一周内吃几次蔬菜？

T: How to answer? S1: I eat vegetables three times in a week. T: Very good. Now I will show a new sentence with the similar meaning. How often do you eat vegetables? (板书）Guess the meaning. Ss: 你多久吃一次蔬菜？

T: How to answer? For example, three times a week. S2：I eat vegetables 3 times a week. (板书）

T: Very good. Now compare the two questions and answer. “How many times ... in a week” is equal to “How often...”, and the answers have a little difference “a week” “in a week.” Clear?

Ss: Yes. T: Since we have learned words of day, week, month, year, Now let’s make changes of sentences. For example, if I eat vegetables three times a week, so how many times in a month? Ss: 12times. T: How to change the sentence? S3: I eat vegetables 12 times a month. T: Excellent! Then, can you change the sentence with “year”?

S4: I eat vegetables 144 times a year. T: Wonderful! Good calculation! OK, follow me, let’s read these sentences.

【设计意图：1、采用熟悉的句型“How many times ... in a week?”引导出新句型

“How often...”，

新旧知识衔接紧密。2. 从每周几次计算出每月几次，再到每年多少次，时间概念

在拓展，拓宽学生英文思维。】

4.

Listen and answer T: Now let’s check how often Danny eats food. Listen to the text carefully and answer questions.（打开课本录音）Now, listening is finished. Please look at the chart, can you read it? Ss: Yes.

T: OK. How often does Danny eat vegetables? S1: Danny eats vegetables twice a week. T: Very good. But any other answers? S2: Danny eats vegetables eight times a month. T: Well done! And any other ideas? S3: Danny eats vegetables 104 times a year. T: Good work! Then how often does Danny eat fruit? S1: ..... (以同样方式提问和回答关于吃水果和甜甜圈的次数。）

【设计意图：听说能力是英语学习中非常重要的能力，此项训练有利于提高学生听说能力。同时与上一讲授环节紧密结合，即读听说前后相接。】

5.

Discuss in groups

T: Discuss the following questions and give advice to Danny. A.

Is Danny healthy? B.

Are these food good for Danny?

T: OK, now let’s talk with your partner about the questions. (学生组成英文讨论组，教师查看辅导。）OK, time is up, boys and girls. First, is Danny healthy? Any volunteers? S1: No, Danny is not healthy. T: Good. But why? S1: Because Danny eats too many donuts and a little vegetables and fruit. T: Good idea! Then are these food good for Danny? S2: Fruit and vegetables are good for Danny. T: Right. But why? S2: Because they are healthy food. T: ... (以同样的方式引导学生分析Danny 所吃食物是否有利和健康，并且给Danny 饮食建议。）

T: Since you give advice to Danny, I have advice for you. Please eat more vegetables and fruit, and eat less fried and spicy food, for example, 辣条！

Ss: Yes. (laughing.）

【设计意图：1.学生讨论环节有助于更深层次理解课文内容及内涵。2.小组讨论有利于培养学生倾听他人和表达自己意见的能力，提高团队合作精神。】

Step Ⅲ

Practice

1.

Practice by talking and writing

T: Now you all have a paper with charts, please fill the chart with your partner and make dialogue

like this. Let’s take “fish” for example. “How often do you eat fish?” who can answer?

S1: I eat fish once a week. T: Very good. Any other answers? S2: I eat fish four times a month. T: Excellent! Who has other answers? S3: I eat fish forty-eight times a year. T: You are so clever! So you can make dialogue like this and answers with day, week, month or year. OK, let’s begin.

Ss: (开始填表，用英语讨论。教师给学生辅导。）

T: OK, boys and girls, time is up. Which group wants to show your performance? S1: How often do you eat vegetables? S2: I eat vegetables two times a week. How often do you eat fruit? S1: I eat fruit seven times a week. T: OK, good performance and good girl who eats fruit regularly. But there is a small mistake. Listen to me, it is “twice”, not “two times”. Read after me, “twice”.

Ss: Twice. T: OK, please practice more after class, OK? S1: OK. T: Which group wants to try? S3: How often... (几组学生连续练习对话，教师根据学生吃每种食物的次数进行评价，引导他们多吃健康的食物。同时指出个别错误。）

【设计意图：1.采用学生饮食中经常出现的食物进行询问练习，贴近学生生活。2. 小组对话有利于培养学生用英语沟通交际的意识。】

2.

Play a game by choosing cards.

T: Do you want to play a game? Ss: Yes. T: Now, here are many cards with phrases. If you choose one card, you will read the phrase on it. Then I will ask you a question with the same phrase, and you will answer it. For example, if you choose the card with phrase “Play pingpang”, you will read “play pingpang”. Then I will ask “How often do you play Pingpang?”, and you will answer me. Clear?

Ss: Yes. T: OK, let’s begin. Who wants to be the first one? OK, you first.

S1: Play basketball. T: How often do you play basketball? S1: I play basketball four times a week. T: Good boy! I believe you will be a basketball player. Who wants to try? OK, your turn. S2: Play football. T: How often... （几个学生都以以上方式练习）

【设计意图：1.采用抽卡片的练习“How often...”及其答语，具有神秘感和趣味性，激发起学生的好奇心，课堂活跃度提高。2. 卡片中短语内容主要是关于体育运动，培养学生积极参与体育运动的意识，为lesson 10 Exercise 做铺垫。】

Step Ⅳ

Exercise

T: Since we have learned many knowledge points, let’s do exercise to check, OK?

Ss: OK. T: Look at the first one, which would you choose? And what’s the meaning of the sentence? Hands up, please! S1: B. T: Bingo. And what’s the meaning?

S1: Danny 多久吃一次水果？

T: Clever! Let’s look at the next one…..

（以以上方法进行选择题的练习）

【设计意图：练习题采用单选方式，符合这个阶段学生在考试中遇到的题型。】

Step V

T: OK, let’s make a summary of our lesson. First, we have learned all these words. Now let’s read them together. Ss: Vegetables…..

T: Our typical sentences: How often do you eat fruit? Let’s read together.

Ss: How often……

T：And “week” can be replaced by day, month, year, right? Ss: Yes. T: Let’s turn to our topic at the beginning of our class: How can we be healthy and strong? Let’s make a summary of the answers. Ss: First, always have breakfast. Always brush your teeth. Always eat vegetables and fruit.

T: And there are many other ways to be healthy, please think about it after class.

【设计意图：总结环节总结了所学词汇及句型，并且总结了如何保持健康的各种方法，与本课开头首尾呼应。】

Step Ⅵ

T: Time for homework. First, Make a chart for your healthy diet (饮食）And secondly, discuss with friends and family about how to be healthy and strong. Share with us next class. Understand? Ss: Yes. Ss: OK, so much for today. Thanks for listening. I really did have a good time with you. Did you have fun? Ss: Yes. T: OK, goodbye, see you next class. Ss: Goodbye, Ms Chu. 【设计意图：作业包括制作健康饮食表，与家人讨论如何保持健康的话题，培养学生健康饮食的意识与习惯，同时引导学生将课堂知识潜移默化到实际生活中去。】

七、板书设计

Lesson 9 Eat More Vegetables and Fruit vegetables

How often do you eat vegetables？

fruit

I eat vegetables three times a week. often

(day/month/year)

八、教学反思

本课的优点

一、根据活用教材的原则，适当调整教学内容。

本课没有month这个词汇, 是我根据人的认知逻辑加入的，由day, week, month, year共同组成的时间概念，更加系统符合儿童认知特点。

二、课堂环节完整多样化，且环环相扣衔接紧密，新旧知识无缝衔接。

1. 本课完整，环节多样化，流程如下：

师生问好（拉近师生距离活跃课堂气氛）——英文热身操（有益身心为英语学习做准备）——复习上课内容（复习旧知）——玩偶熊引入话题（生动直观）——蔬菜水果等图片展示教授新词（具体思维到抽象思维，从分析到归纳）——大小声练习发音——已知句型导入新句型（新旧知识融合）——听说练习（培养听说能力）——小组讨论（口语和交际）——填表编对话（培养英文思维的运用）——抽卡片游戏（有趣味性地练习句型）——做题练习（检测）——总结（回归开头话题，首尾呼应，为下课做铺垫）——作业（情感和习惯的培养）

2. 各环节环环相扣衔接紧密。从复习环节的导入“你吃早饭了吗，吃早饭前都做什么？”进入复习before breakfast and after breakfast。再由“吃完早饭来学校”的事例，引入班上的两位新同学：两只玩偶熊。通过比较两只玩偶熊的是否健康强壮，引入本单元的话题：如何保持健康和强壮。之后介绍了方法之一: 吃健康的食物，同时展示各种食物，从中选出一些健康的食物如蔬菜水果，因此保持健康要吃蔬菜水果，即本课的主题。步步紧跟，牢牢抓住学生心理，同时逻辑鲜明合理符合儿童认知。

3.在词汇新授环节，采用用图片复习各种蔬菜水果的方式，由旧知到新知，既复习了水果蔬菜相关词汇，同时图片直观生动，还采用归纳法培养学生从具体思维方式到抽象思维方式的习惯。在句型新授环节，采用How many times… in a week?导入How often…, 新旧知识相辅相成相互融合。

三、教学方式生动活泼直观，课堂气氛活跃，学生参与度较高。

1.采用格式图片展现各种事物及活动，生动直观贴近学生生活。2.让玩偶参与课堂，生动活泼符合小学生猎奇的心理特征。3.课堂呈现以学生认真思考、主动回答、积极游戏的状态，将课堂还给学生，学生参与度较高，各种练***小声练习、抽卡片、填表对话等，激发了

学生的学习热情和自我表现欲，呈现出积极活跃的课堂气氛。

四、从听说读写译五个方面培养学生英语能力。

听力练习回答问题环节，培养听说能力；填表编对话环节，培养写和说的能力；大小声练习，语音的讲解，都是为学生英语发音方面做培训；根据课文内容回答问题，是培养对英语课文的分析阅读能力；适当地询问句子的意思，是培养学生的翻译能力。

本课缺点

1、

将课文中的谚语“An apple a day keeps the doctor away.”推迟到下一课讲解。这是因为本课设计环节较多，为了学生多练习，从而将此知识点移到下一课，设计为谚语知识大比拼游戏，包括中国和国外的谚语。

2、

由于时间问题，练习环节给予学生展示的时间较少。