小学英语新版-牛津译林版六年级下册Unit 3 A healthy diet获奖教学ppt课件

六年级下册英语

Unit 3 A healthy diet

Period 2 会话课

教学内容：

Story time and Fun time

教学目标：（看动画加深理解教学目标）

1. 在情景中体会理解healthy，diet的含义，并能够准确发音。

2. 学生在课文学习中初步感知a little, a few 的用法区别。

3. 在饮食金字塔图的帮助下尝试叙述自己或他人的饮食，了解a few, a little的区别。

4. 结合插图理解并朗读课文，判断Yang Ling和Mike的饮食习惯是否健康。

5. 初步运用本课所学的词汇和句型谈论自己对healthy diet看法。

教学重点和难点：

教学重点：

1. 学生能够理解、会读、会复述课文。

2. 通过课文学习，学生能了解什么是健康饮食并能修正自己不良的饮食习惯。

3. 学生在课文学习中初步感知a little, a few 的用法和区别。

教学难点：

1. 初步运用本课所学的词汇和句型谈论自己的饮食习惯。

2. 通过阅读策略的学习，用表格、食物金字塔等，深刻理解健康饮食的含义，对healthy diet表达自己的看法。

教学准备：PPT

教学过程：

I. Learning aims

T: Let’s look at what we will learn today.

(PPT上动画呈现本节课学习目标)

T: First, we can read the story.

Second, we can retell the story.

Third, we can try to talk about the good habits.

【设计意图：让学生对本节课的教学内容有所了解。】

II. Lead in

1.Culture time

2.Sound time

【设计意图：从这两个环节导入既新鲜又复习了一遍。】

III. Review

New words

【设计意图：复习学过的生词便于学生记忆，方便讲本课时内容。】

Ⅳ. Presentation--Story time

Step 1 Warm-up and free talk

1. Greeting & Revision

T: Good morning, boys and girls.

Do you remember Wang Bing’s good habits?

Does Wang Bing go to bed early? Why?

S: …

T: What time did you get up this morning?

Do you usually get up early?

Do you go to bed late?

S: …

T: Did you have breakfast this morning? 

S: Yes, I do.

T: What do you usually have for breakfast?

Let’s do a brainstorming.

【设计意图：从复习第二单元的好习惯入手，过渡到本课的主要话题，并通过头脑风暴的方式谈论早饭都会吃什么，利用头脑风暴激发学生思维，唤起学生旧知，复习食物类单词，为本节课的语言材料做好铺垫。】

Step 2 Presentation.

T: Do you have …for your breakfast?

S: I have … for breakfast.

T: What about your lunch and dinner?

Are they good for your health?

S: I have some vegetables/meat/rice/noodles …

They are good/bad for us.

T: OK. Today we’ll talk about healthy food.

(教学health—healthy)     

T: We should eat more healthy food and have a healthy diet.

(教学：diet，并板书课题：Unit3 A healthy diet)

【设计意图：结合图片进行谈话，让学生在谈话中对健康的食物和不健康的食物有初步的感知，从而知道吃健康的食物对我们身体的好处，由此导入本课话题。】

Step 3 Story time

1. Listen and number.

T: Our friends Mike and Yang Ling are also talking about their diets.

Now let’s listen to the tape, and then number the pictures.

(学生听课文录音，并根据课文对所给图片进行排序)

2. Watch and answer

 T: Please watch the cartoon, and then answer the questions.

 Question: What do they like eating?

3. Read and fill

T: What do they have for three meals?

Let’s read the text and finish the form, and then talk about the form in groups.

S: (小组汇报)

Mike has… for his breakfast\lunch\dinner.

Yang Ling has… for her breakfast\lunch\dinner.

T: Good! But do you know how much food they have for three meals?

(PPT出示并教 学词组：a lot of, some, a little, a few)

【设计意图：通过先找出三餐食物，再确定数量的方式让学生更好地感知这一类表示数量的形容词。】

Finish True or false on P28.

Finish Read and write on P28.

Listen and repeat.

(在跟读环节教师需讲解朗读时的语音语调、停顿、重音和连读等朗读技巧)

【设计意图：在Story time的主体教学环节，通过听音排序、看动画回答问题、小组填表、随文习语等环节，帮助学生深度理解课文，并培养学生自主学习和小组学习的能力。】

Step 4 Consolidation

1. T: Can you introduce Mike and Yang Ling’s diet?

These words and pictures can help you.

(PPT呈现图片和关键词，学生尝试复述)

2. T: Look at the “Food pyramid”.

What is a healthy diet?

(PPT呈现食物金字塔)

3. Let’s talk

T: What do you think of Mike and Yang Ling’s diets?

What about your diet?

Is it healthy?

 (学生在同桌或者小组间进行对话谈论，并选取几组进行汇报)

4. T: Wish everyone has a healthy diet, a happy life and a bright future!

【设计意图：在课文理解基础上，让学生对Mike和Yang Ling的饮食习惯作出判断，

并思考自己的饮食是否健康，旨在考查学生的常识和对健康饮食金字塔的理解，并通过对话的形式进行输出。】

Ⅴ. Presentation--Fun time

Step 1 Warm-up

1.Free talk

T: What time did you get up this morning?

Did you have breakfast on time?

What did you have?

S:

2. Let’s play

T: Let’s play a game. Pay attention to “a few” and “a little”.

【设计意图：通过师生自由谈话和游戏复习“a few”，“a little”的用法。】

Step 2 Presentation

1. Let’s talk.

T: Look! She’s my friend Mary.

Do you want to know her diet?

You can ask her.

S1: What do you have for breakfast?

S2: What about your lunch and dinner?

(PPT呈现Mary三餐内容)

T: What do you think of Mary’s diet? 

S: I think Mary has a/an ... diet.

【设计意图：把Fun time中的Mary设定为教师的朋友，使教学内容更加贴合生活，Mary的信息随着师生对话的深入逐步呈现，尽量给学生思考的空间。】

2.Let’s try!

T: OK. Can you introduce Mary’s diet according to this form?

S: Mary has ... for breakfast. She has ...for lunch and dinner. Mary has a … diet

【设计意图：在三单的转述时及时添上了句子Mary has a … diet，也是及早

呈现评价别人饮食是否健康这一本课重点。】

3.Ask and answer.

T: Just now, we talked about Mary’s diet, what about yours?

Please ask and answer in pairs.

S1: What do you have for breakfast?

S2: I have ...

S1: What about lunch and dinner?

S2: For lunch and dinner, I have ...

T: It’s your time now.

Which pair wants to try?

The other students should listen carefully because I will ask some questions about their

dialogues.

T: What does … have for breakfast?

What does XXX have for lunch?

What does … have for dinner?

【设计意图：在学生对话汇报时加入教师随时提问的环节，既提醒学生时刻注意听别人的对话，又适时操练三单的转述，为后面第三人称转述的汇报做铺垫。】

4.Do a survey.

T: Now please do a survey in groups of four.

First, you should ask and answer with these questions.

Then, write down the information on page 30.

Finally, please give us a report.

【设计意图：从两人一组变四人一组，增加学生语言的输出与输入。】

5.Let’s discuss!

T: Please discuss in groups, you can use “I think, you should/shouldn’t” to give suggestions or you can debate in groups.

 (在小组讨论中学生面对面给对方建议)

6.Let’s report.

T: OK. It’s time to introduce your friends' diet?

S: My friend is... He/She has ...for breakfast.

For lunch and dinner, he/she has ... I think his/her diet is ...

(多请几组进行汇报)

Step 3 Consolidation

1. Let’s talk!

T: How can we be healthy?

Let’s discuss in pairs!

(学生分组讨论怎样才能保持健康，然后汇报)

2. Work in groups and write some tips on keeping healthy.

课堂总结：

1.字母组合ou在单词中的读音是/au/

2.本课学到的重点单词：

healthy     diet      a little     a few     at a time       cola      need

3.a little与a few的用法区别。

家庭作业：

1.熟读背诵对话；

2.预习Grammar time。

板书设计：              

Unit 3  A healthy diet

         a few / a little

 some                       at  a time

            a lot of

Chinese people: porridge, steamed buns

 Western people: cereal, bread and sausages