Unit 1 Food and drinksppt专用说课稿内容

English 5B (Oxford Shanghai Edition) Module2 Unit 1

Food and drinks School: 叶城小学

Teacher: 王春艳

一、单元教学目标

【语言知识】

1.能正确朗读和背记本单元的核心词汇：meat, pork, beef, chicken, fish, fruit, vegetable, tomato, potato, carrot, cabbage, bean, rice, drink, milk, had, eat, healthy, did, keep…away

2.能在语境中运用句型What did you have for breakfast/lunch/dinner/ yesterday?提问，并能熟练运用I had.../...is/ are my favourite food.回答。

3. 能知晓字母或字母组合o, o_e, ow, oa, ou, ow等的发音规则，识别音标并正确朗读含有/əʊ/,/aʊ/的词。

【语言技能】

Listening: 1.能听懂核心词汇和主要句型What did you have for…

2.能听懂对三餐健康与否的评价，That sounds healthy/unhealthy. That doesn’t sound healthy. 3.能听懂关于生活与运动的相关描述。

Speaking: 1.能较熟练地在语境中运用What do you have for…? What did you have for…yesterday?

2.能较熟练地在语境中回答

I have...for.../ I had...for.../

3.能较熟练地运用句型…is/ are my favourite food.

4.能运用That sounds healthy/ unhealthy. That doesn’t sound healthy 对他人的三餐进行评价。

5.能语境中掌握a lot of、too much、some的用法。

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Reading: 能较熟练地朗读主文本。

Writing: 能正确书写本单元中出现的核心词汇与重点句型。

【语言情感】

学习了解健康饮食的组成，认识体会健康饮食对于健康生活的重要作用，提升合理饮食的健康意识，最终形成个人正确的健康饮食和生活观。

【学习策略】

通过对话、小组讨论、做调查等形式，在课堂交流中，注意倾听，积极思考，参与讨论。

【语用任务】

学会在讨论健康饮食的语境中，运用核心句型What did you have for ... ? I had... 对三餐情况进行交流，并进行健康与否的评价。

二、学情分析

本单元的主题是Food and drinks。教学内容和学生的实际生活息息相关，因而本课的教学内容对学生来说并不难理解，关键是单词的学习和日常交际用语在实际生活中的准确运用及扩展运用。比较难的是重点句型的时态是刚学的一般过去时，学生会相对比较陌生。

三、单课时教学目标

教学目标

话

题

语

言

知

第二课时

第三课时

第四课时

Health Advice for A Healthy Diet and A Story about the A Healthy Breakfast

Three Meals

A healthy life Healthy Life 1、在塑造Dr Lu这一1. 在语境中能较1 运用-- What 1 运用—What 人物后，借Dr Lu之口，为熟练地表达自己do … have for …?

does .. have for…?

分析彩虹小学三位同喜欢吃的三餐饮食--- They have…进He has…进行问学早餐的健康与否。课内容。

行问答，牢固掌握答，很熟练询问他堂中，学生能够借助图

食物类单词；熟练人的饮食习惯。

2 第一课时

识

与

技

能

片说出与食物相关的2.学习并运用核心询问他人的饮食习

的单词tomato, potato, 句型--- What did 惯。

2.能了解故事大carrot, cabbage, bean, you have for …?

概，模仿对话

vegetable, pork, --- I had…进行问2. 能用

beef ,chicken 答，进一步掌握食They…That’s 3能参照健康生活，物类单词；能询问

healthy/unhealthy给他人建议

他人的饮食习惯。

2. 在语境中学生能用

We/He/She 对他人生活习惯健What do you have…for

should…

康与否进行合理评

breakfast？对他人的早3. 学会用That 价。

餐进行询问。并且会使sounds healthy. 和

That sounds

用I have…句型尝试初3明确什么是健康unhealthy. 对他人步的问答。

生活。

的饮食健康与否进

3. 对于他人的早餐能行合理评价。

用That sounds 明确如何合理培healthy./ That doesn’t 4．sound healthy. 进行评养良好的个人三餐饮食习惯。

价。

初步了解早餐的食物渗透健康三餐观了解健康生活方了解故事大概，了念，早餐很重要，式，三餐饮食要均解健康生活的重要构成，以及明确健康均要吃得好，午餐要衡健康，并要加强性，并有所收获。

情感目标

衡早餐饮食的重要性，丰富，晚餐要吃的运动。

清淡。对学生进行早餐的食物种类要丰健康教育。

富多样。

在语境中能够语音在语境中能够语音在语境中能够语音准确，流利运用核在语境中能够语音较较准确，较流利运较准确，较流利运心句型进行交流。准确，尝试初步运用核用核心句型谈论健用核心词汇、句型并在故事语境中，心词汇和句型交流早康饮食组成及其对进行交流昨日三餐提取故事主要信息餐情况。并尝试对他人于保持健康的积极情况，并较熟练对并正确口头和书面早餐健康与否进行评作用。

他人三餐健康与否回答课后问题。

价。

进行评价。

语用任务

四、单课教学文本与教学过程

Period 1 A Healthy Breakfast Teaching materials: look and say, Look and learn

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主体文本：

Mr Lu: Breakfast is very important. What do you have for breakfast, Alice?

Alice: I often have some bread, a glass of milk and an apple for breakfast. An apple a day keeps the doctor away. Sometimes, I have a bowl of noodles with beef, tomatoes and an egg.

Mr Lu: That sounds healthy. They make us strong. How about you, Danny?

Danny: I often have some pork, beef and chicken for breakfast. That’s my favourite breakfast.

Mr Lu: Danny, you shouldn’t eat too much meat. That doesn’t sound healthy. They make us fat.

辅助文本：

Mr Lu: Today’s class is about a healthy breakfast. Breakfast is very important. Children, what do you have for breakfast? Mr Lu: We should eat some grain, vegetables, fruit, meat and drinks for breakfast. They are good for us. Alice: Vegetables are my favourite food.

I like eating carrots, beans, potatoes and cabbages. They make us healthy. Danny: Really? I eat too much meat? I also have some sweets, an ice-cream and a cola for breakfast. Are they bad for us too?

Vegetable song Come in here follow me, Sing a vegetable song with me. Eat the carrots,

Eat the peas(豌豆), Eat the tomatoes,

Eat the beans, Eat the turnip(青萝卜),

Eat the corn, Eat the cabbages,

And the French beans(芸豆).

Chant What do you have for breakfast, beef, pork or chicken? Beef, beef. I have beef. What do you have for breakfast, beef, pork or chicken? Pork, pork. I have pork.

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What do you have for breakfast, beef, pork or chicken? Chicken, chicken. I have chicken.

输出文本：

A: Breakfast is very important. What do you have for breakfast? B: I (often..) have … for breakfast. That’s my favourite breakfast.

A: That (doesn’t) sound(s) healthy. They make us strong/fat. They are good/bad for us.

教学过程：

Procedures Pre-task preparations

Contents 1. Warm-up

A Healthy Breakfast Methods 1. Listen to Mr Lu.

Purposes 通过创设健康月，Mr Lu医生来校为学生作健康讲座的语境，引出健康早餐的话题。

通过听一听、画一画整体感知全文；通过听选食物培养学生精听能力；通过填空、朗读、对话巩固文本学习；最后通过小组分类培养学生思维能力。

通过听对话，对比思考合理的早餐饮食结构；通过角色扮演等巩固文本学习。

通过板书与表格总结回顾，借助表格，运用句型辅助，尝试小调查。最后通过感受美好的早餐，认识到早餐饮食均衡的重要性。

While-task procedures

1. Alice’s breakfast：

2. Danny’s breakfast 1. Listen and draw 2. Listen and tick 3. Fill in the blanks

4. Role reading 5. Pair work 6. Think and classify 7. Sing a song Post-task activities 1. Listen to the dialogue 2. Role reading 2. Say a chant 3. Listen and judge

1. Conclusion 1. Role play 2. Do a survey 3. Enjoy some pictures 4. Listen to doctor’s tips

Assignments 1.

Copy the new words on Page 21. 2.

Read the dialogue on your worksheet. 3.

Do a survey. Ask your friends about their breakfast. Do they have a healthy breakfast? If not, give them some tips. 5

Blackboard design 4.

Read to learn more about traditional Chinese breakfast

M2U1 P1

A Healthy Breakfast

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