新版-牛津上海版六年级上册Unit 3 Healthy or unhealthy?一等奖第三课时教案及反思

Unit 3 Healthy or unhealthy 第3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】Do a survey, Learn the sounds, Culture comer

【课    时】第3课时

一、教学目标(Teaching aims)

1. 帮助学生复习字母p, b, t, d, k, c, g和字母组合ck在单词中的发音。
2. 通过Do a survey栏目的调查活动，帮助学生综合运用本单元所学句型。
3. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识和技能。

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

1. 语音：p, b, t, d, k, c, ck, g
2. 句型：What did you have for ...?

I had a little/some/a lot of...

三、教学准备(Teaching preparation)

课件、音频。

四、教学过程(Teaching process)

Pre-task preparations

1. 小组比赛。把学生分成两组(Healthy group 和Unhealthy group)，一组学生说健康的饮食习惯，另一组学生说不健康的饮食习惯，每组说对一条得一分，说错或说不出都不得分。

S1 (Healthy group): I drink a lot of water every day.

S2 (Unhealthy group): I eat a lot of meat every day.

S3 (Healthy group): I eat a lot of fruit and vegetables every day.

S4 (Unhealthy group): I drink a lot of cola every day.

2. 请一个学生上台扮作明星，坐在下面的学生对他或她的饮食习惯及生活方式进行采访。教师可以视学生的具体情况决定是否要给予句型提示。

S1: What did you have for breakfast this morning?

Superstar: I had some bread, an egg, some milk and an apple.

S2: Do you eat a lot of fruit and vegetables every day?

Superstar: Yes, I do.

S3: What do you have for lunch every day?

Superstar: I have some vegetables and rice for lunch every day.

S4: Do you play sport every day?

Superstar: Yes. I run and play basketball.

While-task procedures

1. 学生做Do a survey，调查几个同学前一天的一日三餐，填写调查表，然后作汇报。也可以把学生分成四人小组，请学生介绍自己和家人的一日三餐。

2. 在班中做调查，根据调查结果把学生分成 Healthy和Unhealthy两大组。请两组学生介绍自己分别说说为什么他们的生活习惯是健康或者不健康的。

S1: I’m healthy because I drink a lot of water every day.

I eat some meat and fish.

I eat a lot of vegetables.

I never drink soft drinks.

I like to swim.

S2: I’m unhealthy because I drink a lot of cola.

I eat a lot of meat.

I don’t like vegetables and I eat a lot of chocolate.

…

3. 呈现Culture corner的图片，介绍中、英两国的特色食物。拓展介绍其他国家的典型食物，如日本的寿司、美国的汉堡包等，帮助学生了解世界各国的传统美食。可以让学生课后分组做一个food project,通过读书或上网了解一个国家的饮食文化，介绍该国的特色食物，或是介绍某种食物的历史，课堂上邀请个别学生展示他们的课题并作简单介绍。

4. 播放Learn the sounds的录音，请学生轻声跟读，感知字母发音规律，教师进行总结，带着学生朗读。

T: p, /p/, b, /b/, t, /t/, d, /d/, k, /k/, c, /k/, ck, /k/, g,/g/.

播放Learn the sounds的录音，请学生跟读单词，然后完成Listen and circle的练

习并核对答案。最后，出示符合/p/、/b/、 /k/、/g/发音规律的单词，请学生根据读音规则直接拼读。

(1)   p /p/ — park jeep pear map

(2)   b /b/ — bag bench job Bob

(3)   t /t/—tap bet tea fat

(4)   c，ck，k /k/—cock back kick park

(5)   g /g/ —green glass grow glad

Post-task activities

1. 学生根据自己或家人的日常饮食习惯，设计一份食物金字塔图，然后和同学分享交流。

S1: I eat a lot of fruit and vegetables. I eat a lot of rice. I eat... 

2. 请学生看《练习册》Task的第一部分，想一想当天和周末的饮食，填写表格。然后看第二部分，先根据提示问题与同学问答，了解同学的生活和饮食习惯。

S1: What do you usually have for breakfast?

S2: I usually have bread and milk.

…

然后根据同学的生活饮食习惯回答第二部分的问题。最后，完成第三部分的短文，介绍某位同学的饮食和生活习惯，并提出适当的建议。请个别学生上来作介绍。

S1: ... has healthy eating habits. He had bread and milk for breakfast today. He usually has ...

【板书设计】