Unit 1 Food and drinks第一课时评课稿

English 5B (Oxford Shanghai Edition) Module2 Unit 1

Food and drinks

I、单元教学目标

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。

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在图片的提示下能够运用句型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。

●

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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。

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，最终形成个人正确的健康饮食和生活观。

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在教师的引导下，学生能初步掌握/  / 和/ /的发音。

II、分课时教学目标

教学目标

话 题

第一课时

第二课时

第三课时

第四课时

A Healthy diet and a A story about the Food for three meals Tips for three meals healthy life Healthy life 语言知识

★tomato ★potato ★tomato★potato★carrot, ★cabbage ★carrot, ★bean, ★vegetable, ★cabbage ★meat, ★pork, ★bean, ★pork, 单★beef, ★chicken ★beef, 词

★unhealthy porridge important, healthy ★healthy ★unhealthy★hea

★healthy all day lthy★vegetable★and all night,safe, meat, happen, ★fruit★milk★drin★eat,fast,guess,lik sten diet, life a lot of, too much ★--- What did you have ★--- What did you What do they have What happens to …? for ….? 句have for ….? for…

They have… for…

They…

He is…

What does he have for…? He has … for…

★

I had…

I have…for…. ★

I had…

for…. 型

What do you have for…

What do you have What do they do.. An apple a day

1

keeps the doctor away.

W语

言

技

能

与

运

用

1、在塑造Midge这一1.学习并运用核心1 运用-- What

人物后，引入Midge句型--- What did do … have for …?

1 运用—What 的三餐饮食，在此语境you have for …?

--- They have…进does .. have for…? 中，学生能够借助图片--- I had…进行问行问答，牢固掌握He has…进行问说出与食物相关的的答，进一步掌握食食物类单词；熟练答，很熟练询问他单词tomato, potato, 物类单词；能询问询问他人的饮食习人的饮食习惯。

carrot, cabbage, bean, 他人的饮食习惯。

惯。

vegetable, pork, 2. 学会用That

2.能了解故事大beef ,chicken sounds healthy. 和2. 能用概，模仿对话

That doesn’t They

…That’s

2、在谈论三餐饮食的sound healthy. 对healthy/unhealthy3能参照健康生活，语境中，学生能够用他人的饮食健康与对他人生活习惯健给他人建议

What do you 否进行合理评价。

康与否进行合理评We/He/She should…

have…for…?I have…3，明确如何合理培价。

初步感知中西方及个养良好的个人三餐

人间饮食差异。

3明确什么是健康

饮食习惯。

生活。

3. 学生能用What did 4、在语境中能较为you have…for….I 熟练地表达自己喜had…句型尝试初步的欢吃的三餐饮食内问答。

容。

初步了解一日三餐渗透中西饮食文化了解健康生活方了解故事大概，了的差异，了解本国式，并鼓励他们影解健康生活的重要的内容以及明确一日健康的饮食文化，响自己周围的人。

性，并有所收获。

对学生进行健康教三餐的重要性。

育。

情感态度

附Unit 1Food and drinks单元评价量表：

Oxford English Book 5B Module 2Unit 1 Food and drinks 一、

单元教学目标：

1、在相关语境中，学生能够借助图片正确说出与饮食相关的的单词meat, pork, beef, chicken, fish, vegetables, tomatoes, potatoes, carrots, cabbages, beans, milk

2

2、在相关语境中，学生能够用What did you have for …？

I had….句型来讨论过去某一天的三餐饮食。

3、在相关语境中，学生能够能正确区分some/a lot of

来描述食物的数量，懂得合理搭配均衡饮食。

4、在相关语境中，能对某饮食方式进行健康或不健康的判断，并能对健康饮食方式和生活建议提出合理建议。

5、能正确认读音标 / 和/ /，以及在单词中的正确发音。如

no, ago, those, bowl, coat, south, how.

二、

单元评价预设：

1、

在相关语境中，学生能够借助图片正确说出与饮食相关的单词meat, pork, beef, chicken, fish, vegetables, tomatoes, potatoes, carrots, cabbages, beans, milk.语音语调基本正确，表达较为流利，能较为清楚地区分词的音、义。

2、

在相关语境中，学生能够用What did you have for …？

I had….句型来讨论过去某一天的三餐饮食。语音语调正确，语义基本连贯，表达较为流利，语言基本正确。

3、在相关语境中，学生能够能正确区分some/a lot of

来描述食物的数量、懂得合理搭配均衡饮食。语言基本正确，语义基本连贯，表达较为流利。

4、在相关语境中，能对某饮食方式进行健康或不健康的判断，并能对健康饮食方式和生活建议提出合理建议。语音语调基本正确，表达较为流利，富有逻辑性。

5、能正确认读音标 / 和/ /，以及在单词中的正确发音。如

no, ago, those, bowl, coat, south, how.

语音语调基本正确，音标认读较为正确。

3

Ⅲ、单元评价量表：

well done, fantastic, I agree with you. 教师用语

excellent... 并奖励★★★

教学目标

1. 在相关语境中，学生能够借A（ ）

Good job, clever boy, very good, Yes... 并奖励★★

B（ ）

OK/Yes, but ... 并进行适当纠正

并激励★

C（ ）

助图片正确说出与饮食相关的语音语调正确；

单词chicken, meat, pork, beef, 表达流利；

fish, vegetables, 能清楚地区分词的音、形义以及词形语音语调较正确；

表达较流利；

能较清楚地区分词的音、形义以及词形变化。

语音语调错误；

表达不够流利；

不能区分词的音、形义以及词形变化。

tomatoes, potatoes, carrots, 变化。

cabbages, beans, milk.

2.

在相关语境中，学生能够用A（ ）

句子朗读语音语调正确；

表达流利；

B（ ）

句子朗读语音语调较正确；

表达较流利；

基本能正确听懂别人的提问，并作出适当回答。

C（ ）

句子朗读语音语调错误；

表达不够流利；

不能听懂别人的提问，也不能作出适当回答。

C（ ）

What did you have for …？

I had….句型来讨论过去某一天的三餐饮食。

3. 在相关语境中，学生能够能能正确听懂别人的提问，并作出适当回答。

A（ ）

B（ ）

4

正确区分some/a lot of

来描述句子回答语音语调正确；

食物的数量，懂得合理搭配均衡饮食。

4.

在相关语境中，能对某饮食语义连贯，表达正确；

表达流利。

A（ ）

句子表达语音语调正确；

语义连贯，表达正确；

表达流利。

A（ ）

能正确认读音标，以及该音标在具体单词中的发音规则。

A（ ）

分工明确；

小组合作

合作默契；

表达流利。

作业评价

A（ ）

句子回答语音语调基本正确；

语义较为连贯，表达正确；

表达较为流利。

B（ ）

句子表达语音语调基本正确；语义较为连贯，表达正确；

表达较为流利。

B（ ）

能较为正确认读音标，以及该音标在具体单词中的发音规则。

B（ ）

分工较明确；

合作较默契；

表达较流利。

B（ ）

句子回答语音语调错误；

语义不够连贯；

表达不够流利。

C（ ）

句子表达语音语调错误；

语义不够连贯；

表达不够流利。

C（ ）

不能正确认读音标，以及该音标在具体单词中的发音规则。

C（ ）

分工不够明确；

合作不够默契；

表达不够流利。

C（ ）

方式进行健康或不健康的判断，并能对健康饮食方式和生活建议提出合理建议。

5.

能正确认读音标 / 和/ /，以及在单词中的正确发音。如

no, ago, those, bowl, coat, south, how.

5

不能够熟练地听懂课文对话。不能够熟练地听懂课文对话。能正确朗能够较熟练地听懂课文对话。能较能正确朗读课文内容，表演故事读课文内容，表演故事语音语调优美；正确朗读课文内容，表演故事语音语音语调不够优美；不能够熟练能够熟练地拼写黄页中的四会单词。能熟练运用句型进行课堂内的口语交际。

A（ ）

总评

能够顺利达成本单元教学目标

能基本达成本单元教学目标

无法有效达到本单元教学目标

语调优美；能够较熟练地拼写黄页地拼写黄页中的四会单词。不能中的四会单词。能较熟练运用句型熟练运用句型进行课堂内的口进行课堂内的口语交际。

语交际。

B（ ）

C（ ）

6

Ⅳ、单课教学文本与教学过程

Period 1 Food for three meals Teaching materials: Look and read Look and learn

主体文本：

(1)Hi, I’m Midge. I like eating a hamburger. I like drinking apple juice. I usually have a hamburger, juice and salad for breakfast. That’s my favourite breakfast.

(2) A: Hi, Alice. What do you have for your breakfast? B: Hello, Midge. I have porridge, eggs and some milk for my breakfast. They are good for me. A: I have a hamburger, apple juice and some vegetable salad for my breakfast. B: Breakfast is very important. We should eat breakfast every morning.

3) Yesterday was Sunday. I was at home. I had lunch at 12:00.I had some pork and cabbages. And I drank some soup. They were yummy. They were good for me.

输出文本：

(1) A: Hi, ___.When did you have lunch yesterday? B: I had lunch at ____. A: What did you have for lunch? B: I had

_____

for lunch. ( meat / vegetables / drinks ) (2) Hello, I’m _______. I like eating ____.

I like drinking _____. I usually have ____ for dinner. That’s my favourite dinner.

But yesterday I didn’t have _____. I had some ______for my dinner. And I had a lot of ______.They were yummy.

Dinner is important too. We should have dinner every day.

Teaching plan:

Topic: Food for three meals

Procedure Contents Methods Purpose Warming-up 1. Midge’s 1. Listen and answer：

Midge’s introduction for his breakfast breakfast

2. Answer the questions: What 通过谈论Midge的早餐喜好并通过Midge自己做

Pre-task preparation

2. Food making breakfast

does Midge usually have for breakfast?

for

1. Read a rhyme Midge, Midge, What’s in the fridge? There’s some apple juice in the fridge. There’s some good ham in the fridge. 早餐,自然引出本课的主题饮食。

通过知识复习，将儿歌整合于新课教授内容，巩固What’s in…? There be…的回答方式。

在讨论食材的过程中，鼓励学生能像Midge一样，通过自己动手，丰衣足食,并且介绍不同学生的饮食内容，贴近生活，更能激发学生的学习热情。

While-task procedure

1How to make vegetable salad

2.Sing a vegetable song

3.Introduce Midge’s classmate, Alice’s breakfast 4. My breakfast

1. Learn the words: beans, potatoes, tomatoes, cabbages, carrots. 2.Look and say: What do you need for breakfasr? I need… for breakfast.

3. A vegetable song: With music, to practice the words about the vegetables.

1.Ask and answer: To show Alice’s different breakfast. To teach: porridge Pairwork:

What do you have for breakfast? I have____ for breakfast. Breakfast is very important. We should eat breakfast every morning. I’m ____.

I like eating _____. I like drinking ______. I usually have ____ for breakfast.

That’s my favourite breakfast.

Breakfast is very important.

We should have breakfast every morning.

将对话文本，结合学生自身的早餐内容，顺利转化为陈述性文本，学生能够准确使用对应的食物名称来描述自己的早餐。

通过前面的对话操练为课文的教授打好了基础；通过回答问题输出表格，学生知道课文5. Midge’s classmates: Danny, Jill and Alice. They are talking about their lunch. 1. What meat do you have? I have…

2. Teach kinds of meat: pork, beef, chicken. 3. Have a chant : to practice pork ,beef, chicken 4. Alice’s lunch 8

5. Alice’s lunch for yesterday. (1) When did Alice have lunch? (2) What did Alice have for lunch yesterday? She had…. 6. Pairwork: When did you have lunch yesterday? I had…at…. What did you have for lunch? I had….

Post-task 1.Do a survey 1. Give a conclusion: ____ had activity

lunch at____. She/He had

some____ for lunch. 2. Read and 2. Reading material: Do ‘T’ or ‘F’

judge for 3. Fill in blanks:

Midge’s three My dinner for yesterday meals

Hello, I’m _______. I like eating

____. 3. My dinner.

I like drinking _____. I usually have ____ for dinner. That’s my favourite dinner.

But yesterday I didn’t have _____. I had some ______for my dinner. And I had a lot of ______.They were yummy.

Dinner is important too. We should have dinner every day. Assignment Copy the new words on P21、23 Talk about with your friends: My dinner for yesterday

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Module 2 Unit1

Food and drinks

P1 Food for three meals

Who

What

vegetable salad: tomatoes, potatoes, beans, carrots., cabbages 的关键点所在；并运用生成的表格，自编对话，灵活运用所学知识；最后通过做个调查的表格填写，再次巩固句型，增强表达能力。

通过语篇的输入，学生完成阅读理解，通过Midge对自己三餐的描述，学生在完成判断的基础上，学一学，写一写，以降低难度的的填空方式，将本课核心内容串并起来，为第二课时的学习奠定扎实的基础。

教

学

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思

chicken

pork

beef

9 What did you have for…? I had….

Module 2 Unit 1 Food and drinks

P2 Tips for three meals Teaching materials: Look and say, Look and say, Learn the sounds 主体文本

1、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.

2、Hello, I’m Midge. I’m a boy from UK. Yesterday I had three meals at school. Breakfast is very important. I had a bowl of porridge and an egg for breakfast. Then I had an apple. An apple a day keeps the doctor away. At noon, I had some rice, some pork and cabbages for lunch. At 6 o’clock in the afternoon, I had some chicken, a bowl of noodles and tomato soup for dinner. Chinese food is quite different. But I like eating them very much. They are yummy. And I think they are healthy too. We should have three meals every day.

输出文本：

My diary Hello, I’m _______. I’m ______.

Today I had three meals at _____. Breakfast is very important. I ____ ____ and _____for breakfast. Then I ____ _______. At noon, I had ________ for lunch. At _____ in the afternoon, I ____ ______for dinner. They were ______. And I think they are _____. We should have three meals every day.

Teaching plan:

Topic：Tips for three meals

Procedure Warming-up Contents Methods Purpose 1.A song: The vegetable 1.Sing the song together 从有关蔬song 2. Find some names of common 菜的英语10

2.Enjoy the song vegetables

Pre-task preparation 歌曲开始谈起，引入话题。

从Midge自身入手，复习他常吃的三餐食材，对比与他在校吃的中餐内容，给学生们直观的中西饮食差异性。

While-task procedure

Post-task activity

1. Share the short passage about / /. /  /

Midge. 2. Midge splashed his 2. Read the sounds: / /. / 

breakfast / 3. Midge’s three meals 3.Find more words at home. 4. The introduction of different 4. Midge’s three meals food Midge has in different at school. places: at home and at school 5. Finish the form 5. Get the key information and use 6. Ask and answer

the sentence to describe:

Midge has….for…

Midge had….for… yesterday. 6. What do you usually have for…? I have…

What did you have for…yesterday? I had…. 1. Midge’s classmates’

1. Alice, Jill, Danny are talking breakfast by video about their breakfast via the video 2. Answer the questions 2. Questions from the video.

3.Teach: Q1: What did Danny have for healthy/unhealthy breakfast? A proverb: An apple a Q2: Is it healthy? day keeps the doctor Q3: Did Jill have breakfast? Why? away. Q4: What did Alice have for 4. Judge: healthy or breakfast? unhealthy? Q5: How was Alice’s breakfast? 5. Act the dialogue 3. It’s healthy or unhealthy. 6. Fill in the blanks about That sounds healthy. /unhealthy. the breakfast.

4. Food for breakfast 5. To lead-in: Tip: Eat well for breakfast. 1. Midge’s three meals 1. Chat with Grandma on the 2.Do a survey about Internet.Tip: Eat well for lunch! your lunch.

Eat a little for dinner! 3. Make a report. 2. Group work: What did you have 4. Midge’s diary for lunch yesterday? I had…

5. Write : My diary

Is it healthy/unhealthy? It is…

That sounds…

3. …had…for lunch yesterday.

It is healthy/unhealthy. (He/She should….)

1.Learn the sounds: 11 结合情境，教学单词，同时学习对话，让学生在操练用运用所学的知识进行生活对话,联系上下文，并能正确判断饮食的健康性。

延续讨论Midge 的午餐和晚餐，反复巩固新知识点，并在此基础上，学会判断饮食的合理性，提出合

Assignment

理化饮食4. Read the diary from Midge 5. Write down your own diary 建议。

about food 1. Read and copy the text on P20.

2. Listen to the tape and read after it.

3. Write: My diary 4. Introduce your three meals to others.

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A: What did you have for…yesterday? B:I had …

A: Is that healthy or unhealthy?

B: That sounds______.

It is _______.

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Module 2 Unit 1 Food and drinks

12

P3 A healthy diet and a healthy life Teaching materials: Look and learn Look and read Learn the sounds 主体文本

Midge did a survey about a healthy diet and a healthy life in the class. This is her report. In the morning, healthy children get up early. They have breakfast every morning. They eat some bread, some porridge, some eggs and some fruit for breakfast. They also drink some milk. Unhealthy children like staying in the bed. They have hamburgers and colas for breakfast. They even have nothing. At noon, most students have lunch at school. They can choose rice, noodles, meat and vegetables for lunch. Healthy children like eating some rice or noodles, some meat and a lot of vegetables. Unhealthy children don’t like eating vegetables. They like eating a lot of meat.

After school, they all have dinner at home. Healthy children don’t eat too much. After dinner, they play sport very often. They like running, jumping and playing. They drink some milk before bed. Unhealthy children eat too much for dinner. They watch too much TV and play too many computer games. They eat too many sweets, ice creams and chocolates before bed. They drink a lot of soft drinks too.

What is a healthy life? A healthy diet and more sport.

预设输出文本：

In the morning, healthy/ unhealthy children …

They eat …

for breakfast. They drink…for breakfast. At noon, healthy/ unhealthy children eat…for lunch After school, healthy/ unhealthy children …

They eat…

before bed. They drink…

before bed.

Teaching plan:

Topic：A healthy diet and a healthy life

Procedure Warming-up Contents Methods Purpose 1.A song: The vegetable 1.Sing the song together 从有关蔬song 2. Find some names of common 菜的英语2.Enjoy the song 歌曲开始vegetables 谈起，引入

13

话题。

Pre-task preparation 1.Review the sounds:

/ /. /  /

2 Do asurvey:

While-task procedure

1 Learn:

What do healthy/unhealthy children do in the morning? What do healthy/unhealthy children have for breakfast?

2 Learn:

What do healthy/unhealthy children have for lunch?

3 Learn:

What do healthy/unhealthy children do after school What do healthy/unhealthy children have before bed?

1 Do the survey about their parents daily life 2 Make a report 3 Give some suggestion to their parents 1.1 Share the short passage about Midge. 1.2. Read the sounds: /

/. /  / 2.1 What did you have for dinner last night? I had…

What did you have for breakfast this morning? I had…

2.2 What did she/ he have for dinner last night? What did she/he have for breakfast this morning? She/ He had…

1 Ask and answer 2.1

Listen and fill in the blanks

2.2 Judge “True or false”

3.1 Guessing game 3.2 Make “Choices”

从Midge自身入手，复习上个课时的音标，并用简单的调查顺利转到本课主题Midge的调查报告

结合情境，复习句型，同时学习对话，让学生运用所学的知识进行生活对话,联系上下文，并能正确判断什么是健康生活

Post-task activity

1 Group work: .What do your 通过调查父母的饮parents do in their daily life? What do they have for three 食和生活方式，反复meals? 2 Make a report like Midge.

巩

固新知3She/He/They should/shouldn’t…

识点，并在此基础上

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提出如何健康生活的建议。

Assignment

1. Read the text on P20. 2 Workbook Page

3. Introduce the healthy life to your parents

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What do healthy/ unhealthy children do?

They…

What do healthy/ unhealthy children have for…

They have… for…

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Module 2 Unit 1 Food and drinks

P4 A story about the healthy life Teaching materials: Learn the sounds Read a story 主体文本

Children, we should have a healthy life. It makes us strong and healthy. It makes us handsome and beautiful. As to the animals, it is also very important. I will share the story about the healthy life with you! Do you want to know? Jim and Matt live in a small hole in the wall. Jim never eats too much. He does some exercise every day. He is strong and healthy. Matt never does any exercise. He always eats too much. He likes eating cheese, butter, ham and sausages best. He is fat. Matt eats all day and all night. Soon he becomes very fat. Sometimes they meet and greet. Jim says to Matt, “you should do some exercise. You’re getting too fat. ”But Matt doesn’t

listen. He answers,” go away, Jim.

I am happy and healthy.” He still eats and eats, then sleeps and sleeps.

One day, Jim and Matt are in the Kitchen. A cat comes. Jim quickly runs into the hole in the wall. He is safe there. Matt runs to the hole too, but he can’t run fast. He is too fat. What happens to Matt in the end? Can you guess? 预设输出文本：

Jim does some exercise every day.

He is strong. He is healthy. Matt eats too much. He is fat. He is unhealthy Jim runs fast. He is safe. Matt can’t run fast. He is…

Teaching plan:

Topic：A story about the healthy life

Procedure Warming-up Contents Methods Purpose 1.A song: The vegetable 1.Sing the song together 从有关蔬song 2. Find some names of common 菜的英语2.Enjoy the song 歌曲开始vegetables 16

谈起，引入话题。

Pre-task preparation 1.Review the sounds:

/ /. /  /

2 What is a healthy life? A healthy diet and more sport. 3 Talk about the healthy life

1.1 Share the short passage about Midge. 1.2. Read the sounds: /

/. /  / 2 Ask and answer 3 …

has a healthy life. He/She …

复习上节课时的音标，并用简单的问答复习上节课时的内容，顺利引出本课时的故事的缘起

让学生运用所学的知识进行问答,进行角色扮演活跃课堂气氛

通过讨论各种可能的结尾，是学生意识到健康生活方式的重要性。

While-task procedure

1 Learn passage 1 2 Learn: passage 2 3 Learn: passage 3 1 Ask and answer 2.1

Listen and fill in the blanks

2.2 Act out the dialogue 3.1 Guessing game 3.2 Judge “True or false”

1 Talk about the end of the story in groups 2 Make a report about different ends. 3 He should…

Post-task activity

1 Talk about the end of the story 2 Make a report 3 Give some suggestion to Matt Assignment

1.Read the story on P24~25

2 Try to retell the story

3 Talk with you partners about what do you learn from the story?

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Do exercise

eat much

run fast

safe Jim

yes

no

yes

yes Matt

no

yes

no

no

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