Unit 1 Food and drinks公开课教案

English 5B (Oxford Shanghai Edition) Module2 Unit 1

Food and drinks

I、单元教学目标

语用任务：学生能用meat, pork, beef, chicken, fish, vegetables, tomatoes, potatoes, carrots, cabbages, beans, milk等有关于食物和饮料的核心词汇，正确描述自己三餐的饮食内容。并能够在相关的语境中借助图片及提示语下作准确的回答，做到语音语调正确、交流顺畅。

语言知识与技能：

1、在图片的提示下能够运用一般过去时来提问What did you have for…? 并用I had….作简单回答，准确并熟练描述自己的三餐饮食。

2、尝试根据他人所提供的三餐内容，学会判断饮食习惯健康与否。

3、在借助媒体的背景下，学生能用一般现在时来讨论健康或不健康的生活方式，在语境中掌握a lot of ,some的用法。

4、在教师的引导下，学生能初步掌握/  / 和/ /的发音。

语言情感：形成个人正确的健康饮食和生活观。

学习策略：

1、创设情境，引入Midge,以他的早餐和一日三餐开展本单元学习。

2、结合思维导图，引导学生获取信息，梳理信息。

II、分课时教学目标：

课时

教学方法

任话题

My 语用任务

教学目标

核心语言

tomato, potato, carrot, cabbage, bean, vegetable, pork, 评价

个人评价和第一课时

1、在谈论饮食的语境中favourit学生能够借助图片说出e food

与食物相关的的单词

语言知识与技能：1. 在相关语境中能借助语篇，理解tomato, potato, carrot, cabbage, bean, vegetable, pork, 2、，学生能用beef ,chicken 等的音、义、形。

核心句型尝2. 初步感知核心句试初步的问务为驱小组评价相从学习动，结结合：（听读兴合语篇兴趣语境学趣、表达兴、学习习习核心趣）词汇与惯（听的习

答。

型

3.

What did beef ,chick语句。

惯、说的习you enWhat did you 惯、读的习惯、写的习惯）、学业成果（语言知识、语言运用）三大方面进行综合评价。评价伴随整个学习过程，评价促进学生学习。

have…for….I had…

情感目标：初步了解have…for一日三餐的内容以….I had…

及各种饮食的重要

性。

My breakfast

1.学习并运用核心句型询问他人的饮食习惯。

2. 学会对他人的饮食健康与否进行合理评价。

3，明确如何合理培养良好的饮食习惯。

4、在语境中语言知识与技能：

water 以思维导图为工具，初步学习获取结合食物图片进行课堂评价。

1. 正确理解并尝试rice 表达目标语句What did you have for …?

--- I had…进行问答。

healthy unhealthy 2、学会用That What did 和梳理sounds healthy. 和you have 信息的That doesn’t

sound for 食健康与否进行合That 理评价

sounds …?

方法。

healthy. 对他人的饮--- I had…

第二课时

能较为熟练3、借助思维导图，healthy.Th地表达自己学习获取和梳理信at doesn’t

喜欢吃的饮息的方法。

食内容

sound 情感目标：渗透中西healthy. 饮食文化的差异，了解本国健康的饮食

2

文化，对学生进行健康教育。

能对他人生活习惯健康Healthy 与否进行合diet and 理评价。

A a

healthy life

语言知识与技能：

1 运用-- What do … have for …?

--- They have…进行问答，牢固掌握食物类单词；熟练询问他人的饮食习惯。

2. 能用They…That’s healthy/unhealthy对他人生活习惯健康与否进行合理评价。

3明确什么是健康生活。

Unhealthy，healthy，vegetable，meat, ，fruit，milk，drink diet, life a lot of, too much What do they have 以对比

的方式判断和归纳健康和非健康的生活习惯。

第三课时

情感目标：了解健康for…

生活方式，并鼓励他They 们影响自己周围的人。

have…

for…

What do they do.. They…

A story 能了解故事语言知识与技能：

about the Healthy 第四课时

life 1.运用—What does .. 大概，模仿对have for…? He has…进行问答，话

很熟练询问他人的饮食习惯。

2.能了解故事大概，模仿对话

3能参照健康生活，给他人建议

We/He/She should…

情感目标：了解故事大概，了解健康生活的重要性，并有所收获。

healthy all and 通过故

阅day 事all 读，将课文学night,safe, happen, 习迁移eat,fast,guess,listen What happens to …? He is…

到学生实际生活，综合运用目标语言。

3

What does he have for…? He has …

for…

Ⅳ、单课教学文本与教学过程

Module 2 Unit 1 Food and drinks

P2 My breakfast 主体文本：

Alice: What did you have for breakfast? Danny: I had a hamburger and a cola. Alice: That doesn’t sound healthy. What did you have, Jill? Jill: I didn’t have breakfast. I wasn’t hungry this morning. Alice: That’s not healthy either. Breakfast is very important. We should eat breakfast every morning. Jill: What did you have for breakfast, Alice? Alice: I had some bread, a glass of milk and an apple. That’s my favourite breakfast. An apple a day keeps the doctor away.

辅助文本：

Hello, I’m Midge. I’m hungry.I want to find something in the fridge in the fridge.I like west food. I like hamburgers,bread,cake and pizza.And I like eating beef.I like drinking milk and juice.I don't like east food.I don't like dumplings,noodles,rice or eggs.I don't like eating vegetables very much.I don't like drinking water or tea.I usually have some bread and milk for breakfast.I like them.So I have much.But this morning,the breakfast was rice and water.So I had a little. Now I'm hungry.

输出文本：

My breakfast I like ... I don't like ...

I usually have ... for breakfast. I had ... for breakfast this morning. It's healthy/unhealty/yummy. Breakfast is important. We should eat well for breakfast.

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Teaching plan:

Procedure Contents Methods Purpose Warming-up 1.A song: The vegetable song 1.Sing the song together

Pre-task preparation 1.Hello!I’m Midge. I’m hungry. I want to find something in the fridge.

2.Midge,Midge,what’s in the fridge? What’s in the fridge? There’s some ...

3.Midge likes... Midge doesn’t like... Midge usually has... Midge had...this morning 1. Midge’s classmates’

breakfast 2. Q1: What did Danny 从有关蔬菜的英语歌曲开始谈起，引入话题。

引入Midge自身入手，复习他爱吃的食材，对比他平时吃的和今天的早餐，了解中西方餐饮差异。

1.

Introduce Midge.

2.

Listen and enjoy

3.Mind map

While-task procedure

have for breakfast? Q2: Is it healthy? Q3: Did Jill have breakfast? Why? Q4: What did Alice have for breakfast? Q5: How was Alice’s breakfast?

Teach: healthy/unhealthy A proverb: An apple a day keeps the doctor away. 3.Judge:

It’s healthy or unhealthy.

4. Read and act the dialogue 5.Food for breakfast

1. Look and say

2. Answer the questions

3.Read and judge

4.Read and act the dialogue

5. Look at the mind map and talk about Food for breakfast. 结合对话教学单词，同时学习对话，让学生运用所学的知识，结合生活，正确判断何为健康的饮食。

联系上下文，进行对话，并把对话改为陈述性语言。

5

Post-task activity

1. 2.My breakfast I like ... I don't like ...

I usually have ... for breakfast. I had ... for breakfast this morning. It's healthy/unhealty. Breakfast is important. We should eat well for breakfast.

Assignment

1.

Finish a mind map

2.Talk about your breakfast

完成自己的思维导图，并根据思维导图谈谈自己的早餐。

1. Read the dialogue on P20. 2. Talk about your breakfast. 3. Write'My breakfast'.

评教内容

板

书

设

计

教

学

反

思

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