小学英语新版-牛津上海版六年级上册Module 1 Getting to know each otherUnit 3 Healthy or unhealthy?优秀第一课时教学设计

Unit3 Healthy or unhealthy 第1课时教学设计

【内容来源】上海教育出版社（2011年版）六上Module1 Unit3

【主    题】Look and learn, Listen and say

【课    时】第1课时

一、教学目标(Teaching aims)

1. 帮助学生学习Look and learn中的生词。
2. 通过Listen and say关于早餐的对话，帮助学生掌握句型What did you have for breakfast this morning? I had ...。
3. 通过问答活动帮助学生操练核心句型。

二、教学重难点(Teaching points and difficulties)

1. 词汇：healthy, unhealthy, hamburger, yesterday, fruit, pie, pizza, sandwich
2. 句型：What did you have for breakfast this morning?

I had some bread and milk.

三、教学准备(Teaching preparation)

课件、音频。

四、教学过程(Teaching process)

Pre-task preparations

1. 询问学生的日常饮食。例如：

T: What do you usually have for breakfast every day?

S1: I have some bread and milk for breakfast every day.

S2: I don’t have breakfast.

S3: I have some bread, an egg and a banana for breakfast.

…

然后把学生分成四人小组，请每位学生讲述自己每天早晨、中午和晚上经常吃的食物。

S1: I have some bread, an egg and an apple in the morning. I have some rice and meat for lunch. I have some rice and fish for dinner. Meat and fish are my favourite.

2. 小组比赛。请各小组轮流说出知道的食物和饮料的名称，每位学生说的内容不能与前面的重复，凡是轮到的小组说不出来就扣一分，教师在学生说的过程中把食物和饮料的名称分类写在黑板上。然后请学生一起朗读黑板上的单词。

While-task procedures

1. 通过上面的活动引出Look and learn的单词，让学生朗读并拼读单词。然后和学生谈论当天早餐的食物，顺着学生的话语引出单词healthy。

T: I had some bread, an egg, an apple and a cup of tea for breakfast this morning. What did you have?

S1: I had some bread and milk.

S2: I had an apple.

S3: I had a hamburger and a cola.

T: A hamburger and a cola for breakfast?

That doesn’t sound healthy.

请学生跟读healthy,然后对子活动。一个学生说说自己的早餐，另一个学生判断是否健康，然后再交换。

S1: I had an apple for breakfast this morning.

S2: That doesn’t sound healthy.

2．教师顺着上述活动中最后一个学生的话语引出句型:What did you have for breakfast this morning?

T: What did you have for breakfast this morning?

S1: I had some rice and an apple.

T: (write What did you have for breakfast this morning? on the blackboard)

请学生跟读问句，然后接力问答。

S1: What did you have for breakfast this morning?

S2: I had some cakes and milk. What did you have for breakfast this morning?

S3: I had some noodles.

…

3. 出示Listen and say的图片，播放录音，学生边听边看图片。再次播放录音，教师板书对话中出现的生词，解释词义。

T: What did Joe have for breakfast this morning? 

S1: Joe had two hamburgers and some cola.

T: That doesn’t sound healthy. What did Jill have for breakfast this morning?

S2: Jill didn’t have breakfast.

T: That’s unhealthy. 举例说明healthy和unhealthy的词义并请学生跟读造句。然后让学生完成反馈练习，填空完成Alice的报告。

4. 播放对话录音，请学生逐句跟读，鼓励学生模仿录音中人物的语音语调。然后请每对同桌分别选择扮演Alice、Joe和Jill的角色，有感情地朗读对话。教师在教室内来回巡视，如果学生有困难，及时给予帮助。

Post-task activities

1. 调查活动。请学生调查五个同学，把他们的早餐食物和饮料写在表格中。

S1: What did you have for breakfast this morning?

S2: I had some bread and some vegetables.

(S1 writes bread and vegetables in the corresponding place)

S1: That sounds healthy.

请个别学生在全班面前陈述自己的调查结果，教师根据学生的饮食情况给出适当建议。

S1: (S1’s name) and (S2’s name) didn’t have breakfast. That’s not healthy. (S3’s name) and S4’s name) had a hamburger for breakfast. That’s not healthy either.

T: We should eat breakfast every day. We should have some rice, some meat, some milk and some vegetables for breakfast Healthy food keeps us strong and healthy.

【板书设计】