Story time教学设计(第一课时)

英语（六年级下册）

Unit 3

A healthy diet Story time

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

教学目标

1. 在情景中体会理解healthy、diet的含义，并能够准确发音。

2. 学生在课文学习中初步感知a little与a few的用法区别。

3. 在饮食金字塔图的帮助下尝试叙述自己或他人的饮食，了解a few、a little的区别。

4. 结合插图理解并朗读课文，判断Yang Ling和Mike的饮食习惯是否健康。

5. 初步运用本课所学的词汇和句型谈论自己对healthy diet的看法。

6. 通过本课的学习，学生能形成健康饮食、健康生活的意识。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：

1. 学生能够理解、会读、会复述课文。

2. 通过课文学习，学生能了解什么是健康饮食并能修正自己不良的饮食习惯。

3. 学生在课文学习中初步感知a little与a few的用法区别。

教学难点：

1. 初步运用本课所学的词汇和句型谈论自己的饮食习惯。

2. 通过阅读策略的学习，用表格、食物金字塔等，深刻理解健康饮食的含义，对healthy diet表达自己的看法。

Teaching procedures

教学过程

Step 1 Warm-up and free talk

1. Greeting & Revision T: Good morning, boys and girls. Do you remember Wang Bing’s good habits?

Does Wang Bing go to bed early? Why? S: (复习Unit 2课文内容，回忆并回答) T: What time did you get up this morning? Do you usually get up early? Do you go to bed late? S: …

T: Did you have breakfast this morning?

S: Yes, I did. T: What do you usually have for breakfast? Let’s do a brainstorming.

【设计意图：从复习第二单元的好习惯入手，过渡到本课的主要话题，并通过头脑风暴的方式谈论早饭都会吃什么，利用头脑风暴激发学生思维，唤起学生旧知，复习食物类单词，为本节课的语言材料做好铺垫。】

Step 2 Presentation 1. T: Do you have … for your breakfast?

S: I have … for breakfast.

T: What about your lunch and dinner? Are they good for us? S: I have some vegetables/meat/rice/noodles … They are good/bad for us. 2. T: OK. Today we’ll talk about healthy food. (教学health—healthy)

T: We should eat more healthy food and have a healthy diet. (教学：diet，并板书课题：Unit 3 A healthy diet) 【设计意图：结合图片进行谈话，让学生在谈话中对健康的食物和不健康的食物有初步的感知，从而知道吃健康的食物对我们身体的好处，由此导入本课话题：A healthy diet。】

Step 3 Story Time

1. Listen and number T: Our friends Mike and Yang Ling are also talking about their diets. Now let’s listen to the tape, and then number the pictures. (学生听课文录音，并根据课文对所给图片进行排序) 2. Watch and answer

T: Please watch the cartoon, and then answer the questions.

Question: What do they like eating? 3. Read and finish the form T: What do they have for three meals? Let’s read the text and finish the form, and then talk about the form in groups. Name Mike

breakfast

lunch

dinner

Yang Ling

S: (小组汇报) Mike has … for his breakfast/lunch/dinner.

Yang Ling has … for her breakfast/lunch/dinner.

T: Good! But do you know how much food they have for three meals? (PPT出示并教学词组：a lot of, some, a little, a few) 【设计意图：通过先找出三餐食物，再确定数量的方式让学生更好地感知这一类表示数量的形容词。】

4. Students read the text by themselves, and then finish True or false on P28.

5. Finish Read and write on P28. 6. Reading time: listen and repeat. (跟读环节教师需提醒与讲解朗读时的语音语调、停顿、重音和连读等朗读技巧) 【设计意图：在Story time的主体教学环节，通过听音排序、观看回答、小组填表、随文习语等环节，帮助学生深度理解课文，并培养学生自主学习和小组学习的能力。】

Step 4 Consolidation

1. Can you introduce Mike and Yang Ling’s diet? (给学生一定的图片和关键词) 2. Show the “Food pyramid”, and introduce the healthy diet. 3. Let’s talk

T: What do you think of Mike and Yang Ling’s diet? What about your diet? Is it healthy?

(学生在同桌或者小组间进行对话谈论，并选取几组进行汇报) 4. T: Wish everyone has a healthy diet, a happy life and a bright future! 【设计意图：在课文理解基础上，让学生对Mike和Yang Ling的饮食习惯做出判断，并思考自己的饮食是否健康，旨在考查学生的常识和对健康饮食金字塔的理解，并通过对话的形式进行输出。】

Homework

家庭作业

1. 抄写本课新词新句。

2. 熟读、背诵、复述课文。

Teaching aids

教学准备（含板书设计）

教学准备：图字卡、教学课件。

板书设计：

Unit 3

A healthy diet

a few/a little

some

at a time

a lot of