3 Healthy or unhealthy?教学设计实例

《英语》

六年级上册

上海教育出版社

Module 1

Unit 3

Healthy or unhealthy?

大东区东新小学

吕阳

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设计理念：1本节英语课注重素质教育，体现语言学习对学生发展的价值， 整堂课不仅关注所有学生，还特别关注语言学习者的不同特点

和个体差异。 2本节课充分考虑语言学习的渐进性和持续性，重视学习的实践

性和应用性。整堂课着重评价学生的综合运用能力。

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教材分析：本套教材采用“模块”建筑式编写体系，各模块包含若干单元，

每个单元集中讨论该主题下的一个具体话题。每个单元以“话题

——功能——结构——任务”为主线，设计和安排大量形式多样、

语境真实、趣味性强的语言实践活动，让学生在“用英语做事情”

的过程中感知、实践和体验，采用参与，探究、合作等学习方式，

学习和综合运用英语语言知识和语言技能。

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学情分析：六年级的学生有一定的思想，在一定程度上有竞争意识，知道学

习是自己的主要任务。但部分学生的学习欠缺主动性，存在依赖

性。有两极分化的趋势。

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教学目标：

1．

知识目标：

1）掌握四会单healthy,unhealthy,hamburger,fruit,pie,pizza,sandwich. 2）能用What did you have for breakfast this morning? I had...的句型

进行问答练习。

2．能力目标：

1）通过Listen and say的操练，使学生能够准确的询问并回答早餐(逐步过渡

扩展成午餐和晚餐）吃过的东西。

2）能够对健康和不健康的生活方式作出判断和评价，并提出建议。

3．情感目标：

1）

在课堂活动中，调动学生的学习热情，激发学生英语学习的兴趣。

2）

在小组活动体验中，培养学生互助、合作学习的意识，提高学生运用语言的能力。

3）

在活动中体验健康生活方式的重要性。

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教学准备：

1.单词卡片。

2.句子卡片。

3.调查和阅读题纸。

4.自制教学课件。

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教学重点：

1．能听懂并正确使用四会单词healthy, unhealthy, hamburger, pie, pizza, cola,sandwich。

2．能够准确的询问并回答What did you have for breakfast this morning? I had...句型。

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教学难点：

1．

pizza单词中zza的发音。

2．

sandwich单词中d字母不发音及其变复数的形式。

3.

正确熟练使用句型What did you have for breakfast this morning? I had...进行

自如问答。

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教学过程：

（一）热身复习

文化感知 T: Boys and girls, are you ready?

S: Yes! T: Let’s begin our class. Stand up, please. Hello, boys and girls.

S: Hello, Miss Lv.

T: Have your seats, please.

Do you like chants? S: Yes. T:Let’s listen and try to follow a chant, OK?

S: OK. T:(play the chant twice. The first time, listen and try to follow me.) •

A pizza hut a pizza hut •

Kentucky fried chicken and a pizza hut •

A pizza hut a pizza hut •

Kentucky fried chicken and a pizza hut •

McDonald’s McDonald’s

•

Kentucky fried chicken and a pizza hut •

McDonalds McDonald’s

•

Kentucky fried chicken and a pizza hut

设计意图: 激发学生的英语学习兴趣，通过chant感受英语的韵律节奏美。

（二）话题推进

学习新知

T: Do you like it? Ok, stand up and do it together.(The second time, follow the chant). T: What places can you hear in the chant? S: Pizza hut, Mcdonald’s and Kentucky fried chicken. T: Good listening. Do you like these places? S: Yes. T: Me too. Yesterday, I went to the pizza hut and the supermarket to buy something to eat. What did I have yesterday? Read these sentences first, and then discuss in groups and guess. Ok? S: OK. (read by themselves ,discuss in groups and guess) 1)

A plate-shaped piece of dough(面饼) baked with a mixture of cheese, tomatoes, some kinds of meat or other things on the top. T: pizza /’pi: tsə/ (pay attention to the pronunciation) ( pick out some students to read and read it group by group) ( show a menu about the pizza at the pizza hut) Look, this is a menu about different kinds of pizzas at the pizza hut. Who can read it? S: ( some students read the menu). 2)

A baked dish of fruit, meat or vegetables, usually a kind of desert after eating. T: pie / pai/ I like strawberry pies. What kind of pie do you like? S: I like …pies.(some students)

3)

Two pieces of bread with vegetables, sauce, an egg and meat between them, usually in the shape of triangles. T: sandwich / ‘s æ n w i dʒ/ ( pay attention to the letter d that is not pronounced).(some student stand up to read, and then read it boys after girls) ( show four sandwiches) How many sandwiches are there on this plate? S: Four sandwiches.

T: We should add__es_(students try to say) behind this word to change it into the plural form. Do you know why we call it sandwich? S: No. T: Look! Here’s some information about the name of sandwich. Read it by yourselves.

T: So at first, Sandwich is the name of a man in England. He liked playing cards very much and had no time to eat. So he always asked a waiter to bring him some meat between two pieces of bread. Later, we call this food sandwich. T: That was all I had yesterday. What do you think about the food I had yesterday, healthy or unhealthy? S: Unhealthy. T: Ok, in this unit, we are going to learn Unit3 Healthy or unhealthy. Read it after me. ( Pick out some other students to read it one by one). In English, there are some words that we can put “un” in front of them to change them into the opposite meanings. For example: healthy and unhealthy, let’s try some other words: happy-unhappy, lucky-unlucky, tidy-untidy, kind-unkind. T:( show some food on the screen: fish, candy, vegetables, fruit, chocolate, milk, ice cream ) Look at these food, what are healthy food and what are unhealthy food? Discuss in groups and talk about it. S: Fish, vegetables ,milk and fruit are healthy food. Candy, chocolate and ice cream are unhealthy food. T: Just now, we talked about the food I had yesterday. I had some unhealthy food. What did Joe l have for breakfast?

Is it healthy or unhealthy? Let’s go back to our test and find the answer. (play the flash). S: Joe had two hamburgers and some cola. T:What’s the meaning of hamburger?

S:

汉堡。

T: Yes,ham/hæm/, bur/bə:/, ger/gə/,hamburger, read it in pairs. Hamburger means two pieces of bread with vegetables, salad sauce, and a piece of ham in the middle, it’s

usually in the shape of circle. In fact, we can put different kinds of meat and dairy products in the middle to make them into different burgers. (show the picture of cheeseburger,

chickenburger, fishburger). Look, what kind of burgers are they? S: cheeseburger,

chickenburger,

fishburger. T:Except for the hamburger Joe had, he also had some cola/’ k əu l ə/.(read several times and pay attention to the pronunciation). Is his breakfast healthy? S:No, it’s unhealthy. T: We can have a few hamburgers, not too________( many, much).

We can have a little cola, not too _________( many, much). For the second time, look, listen and say.(play the flash). For the third time, open your books ,turn to Page14, in groups read the questions, discuss and try to answer the questions. 1)

What advice(建议) did Alice give to Joe?

S: “You should drink some milk and eat some fruit.”

2)

Did Jill have breakfast this morning? S: No, she didn’t. 3)

What advice(建议) did Alice give to Jill?

设计意图: 由旧知引入新知，循序渐进，环环相扣，发散学生的思维，利用小组

合作逐步提升学生的听、说和读的能力，培养合作意识。

（三）语用实践

巩固新知

T: “Breakfast is very important. We should have breakfast every day.”

T&S: Alice, Jill and Joe are talking about what they had for breakfast this morning. Joe had two______ and some _______. He had these for breakfast yesterday too. Alice told him to______________ and _______________. We can have _______ meat, but not too_____. Jill didn’t have __________. She had lunch and dinner every day, but not breakfast. Alice said “

Breakfast is very important. We should have breakfast every day.”

Alice had some bread, milk, an egg and an apple. That’s____________.

T: What did you have for breakfast, lunch, dinner yesterday? Do a survey about one student in groups and judge it’s healthy or unhealthy. name

Breakfast

Lunch

Dinner S: Come to the front and show the result.(…had…for breakfast. It’s healthy/unhealthy. …had…for lunch. It’s healthy/unhealthy. …had…for dinner. It’s healthy/unhealthy. )

设计意图: 归纳梳理全文，巩固新知，提升学生的语言综合运用能力。

（四）综合拓展

激活语言

T:Today we’ve talked a lot about healthy food and unhealthy food. Here’s another passage about food. Let’s read it and choose the correct answers. To save time, many Americans buy foods which can be quickly made ready for the table.

The United States is known around the world for its fast food, such as hamburgers, sandwiches, pizzas, salad bars, and many kinds of ice cream. People can easily find fast food chains(连锁店),such as McDonald’s and KFC, in most of the big cities in the world. These years, many people have taken more and more care of their health while eating. They come to know eating too much meat will make them overweight. Many of them are also worried about food additives(添加剂). Some of them may be harmful to the body. 1. Many Americans buy _______ to save time.

A. ready-made food

B. food to cook at home

C. inexpensive food

D. foreign food 2. Pizza is a kind of __________ food.

A. take-away

B. home-cooking

C. fast

D. Chinese 3. What does the word ‘overweight’ mean? It means______________

A. thinner

B. fatter

C. worse

D. better 4. People are worried about_________. Which is not true?

A. overweight

B. their health

C. food additives

D. fast food

设计意图: 以语篇教学为主要教学目的，拓展阅读，提升英语阅读能力。

（五）总结评价

作业夯实

1 Copy the words in Look and learn.

2 Get more information on different food culture.

3. Finish Workbook pages 14 and 16.

设计意图: 以本课四会单词和句型为主，稍有实践拓展，做到重点凸显。

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板书设计：

pizza

pie

sandwich

hamburger

cola

Healthy or unhealthy?

What did you have for breakfast this morning?

I had... 设计意图: 简单明了。突出重点。