英语六年级下册Unit 3 A healthy diet优秀教学课件ppt

六年级下册英语

Unit 3 A healthy diet

Period 4 阅读课

教学内容：

Cartoon, Checkout time & Ticking time

教学目标：（看动画加深理解教学目标）

1.正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能通过小组合作表演故事。

2.复习并熟练运用Is/Are there…? 的句型，并能在这一句型中再一次准确运用 a lot of, some, a few, a little。

3. 能对照Ticking time 的三个目标进行客观的自我评价。

4. 能熟练运用所学知识介绍自己的饮食和健康的饮食。

5. 能在笔头练习中准确使用there be … 的结构。

教学重点和难点：

教学重点：

1.复习并熟练运用Is/Are there …? 的句型，并能在这一句型中再一次准确运用 a lot of, some, a few, a little。

2.能熟练运用所学知识介绍自己的饮食和健康的饮食。

3.能在笔头练习中准确使用there be … 的结构。

教学难点：

1.正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能通过小组合作表演故事。

2.能在笔头练习中准确使用there be … 的结构。

教学准备：PPT课件、图字卡

教学过程：

Cartoon time

Step 1 Warm-up

1. Enjoy a song  (教师此处可安排与单元主题相关的英文歌曲视频)

2. Brainstorming

T: In China, what do we usually eat for breakfast?

What about Western people?

Please discuss in groups.

(学生小组讨论，并进行头脑风暴)

【设计意图：热身环节，通过演唱歌曲活跃课堂氛围，通过小组讨论头脑风暴的形式，讨论中西方饮食的不同。】

Step 2 Presentation

Ask and answer

T: Well done! All of us know some differences between Chinese food and Western food.

S: …

T: What do you usually have for breakfast/lunch/dinner?

S: …

T: Who cooks food for you?

T: Look! A woman is in the kitchen. Who is she?

S: She’s Mrs Li. (课件上显示女士的身份)

T: What is she going to do?

S: Maybe she’s going to cook breakfast.

T: What is she doing now?

S: She’s shouting.

T: How is she now?

S: She’s afraid.

T: What does she say?

S: Get out, get out.

T: Why does she shout that?

S: Because there’s a mouse in her house.

【设计意图：通过师生对话的方式逐步引出Sound time 的内容，教师和学生间的对话可以根据素材增加对话来回的次数，同时引导学生观察图片，发挥想象，增加学生的语言输出量。】

Step 3 Cartoon time

1. Listen and answer

  T: Does Mrs Li like the mouse?

  S: No, she doesn’t.

  T: But we have a mouse friend. Who’s he?

  S: Bobby.

  T: Who’s Bobby’s good friend?

  S: Sam.

  T: Is Sam free now?

Where’s he?

Let’s listen and answer the questions.

(学生听Cartoon time 的课文，并回答文中问题。)

  T: Where are Sam and his mum now?

  S: They are in the supermarket.

  T: Why do they go there?

  S: Because there is not much food in the fridge.

  T: “Food” is an uncountable noun, so we use “much” here. So they have to go to

the supermarket. What does “have to” mean?

   S: It means “must”.

 2. Watch and answer

   T: Now, let’s watch and write down the answers.

   T: What do they buy?

  S: Cola, rice and fish. (教学单词：cola，要注意和coal区分)

  T: Good. How much cola do they buy?

  S: A small bottle.

  T: Great. They take a small bottle. “a small bottle” means “a little” cola.

Can Sam drink too much cola?

  S: No.

  T: Right. Drinking too much cola is unhealthy.

【设计意图：通过听录音回答问题的方式解决Cartoon time的主干问题，并随着所给问题的深入与丰富，逐步解决故事中的较难知识点，随之抛出更细化的问题并转换任务形式，让学生理解课文主要内容。】

3. Listen and imitate.

T: Now, let’s listen and imitate. Pay attention to your pronunciation and intonation.

(学生模仿跟读)

4. Let’s discuss.

T: They buy so many things. Is Sam happy at last?

S: No.

T: Why?

S: Because Sam can not hold onto the fish and it fell into the river.

5. Let’s act.

(学生分角色表演课文，可以根据需要添加角色或者内容)

【设计意图：Cartoon time是学生比较喜欢的内容，故事的朗读与演绎是这一板块的重点，可以通过模仿朗读、分小组不同形式朗读、分角色演绎等形式来激发学生的兴趣。】

Step 3 Consolidation

1. Discuss in pairs

T: What do you think of the diet of Sam's family?

Why do you think so? (小组讨论)

Finish the exercise. (PPT呈现)

【设计意图：在巩固环节设计一些和本单元重难点内容相契合的课堂练习，巩固学生所学。】

Checkout time & Ticking time

Step 1 Warm-up

1.Greetings.

2.Let’s talk.

T: How is Mike’s diet?

How is Yang Ling’s diet.

(通过让学生讨论Mike和杨玲的饮食来复习Story time 的课文内容)

【设计意图：热身环节，通过小组讨论的方式复习本单元Story time的主要内容。】

Step 2 Presentation

1. Let’s discuss.

T: Wang Bing has a good friend. He’s Billy. Look! They’re coming.

2. Read and discuss.

T: Here’s a passage about Billy. Please read it in pairs, and then discuss.

(同桌之间自由读，并对Billy的饮食做讨论。)

T: Is Billy’s diet healthy? Why?

S: No, his diet is unhealthy.

T: Can you give some suggestions to him? (同桌讨论后给出回答)

S: To keep healthy, you should eat/drink a lot of/ some/ a few/ a little…

You shouldn’t eat/drink too much/too many…

T: We hope Billy can change his diet.

T: How about Wang Bing’s? Let’s fill in the blanks and see Wang Bing’s diet.

(学生根据首字母填空，完成王兵的饮食情况并讨论)

【设计意图：在第五课时中对学生能力的要求要比前几课时更高，所以设计了阅读和根据首字母填空活动，培养学生综合语言运用能力。】

T: What do you think of his diet? Why?

S: I think…

3. Ask and answer.

T: Yes. Wang Bing has a healthy diet. He and his parents want to cook a big dinner.

Let’s go and see.

T: They buy a lot of things. What do they buy? Can you guess?

S: Is/Are there …?

(学生用there be… 结构的一般疑问句来猜，并要求他们用上a lot of/ some/ a few/a little)

T: Great. Let’s go and see the food they buy.

(让学生用there is, there are的句型分类将这些食物说一说，最后将这些食物组成一个金字塔)

4. Do some exercise!

T: Let’s do some exercise! (PPT呈现一些there be句型的练习)

T: OK. Please try to describe the food pyramid in pairs.

【设计意图：这里复习了There be句型的用法，此处是学生易错的部分，be动词需要和后面的量词联系在一起进行分析。增加一些实例让学生更清楚并准确运用be动词。】

Step 3 Practice

1.Finish Look and write on page 35.

2.Let’s design.

T: Now, we know a lot about healthy diet. Can you design a healthy diet for Billy?

S: Yes!

T: OK. First, please introduce your healthy diet to Billy.

 (让学生说一说他们的健康饮食)

T: OK, very good, now please write down Billy’s diet.

(出示Tips：恰当地使用a lot of, some, a little, a few)

Step 3 Consolidation

1.Ticking time

T: Look at today’s learning aims. How many starts can you get?

(学生在小组间进行讨论并完成自评)

2.Exercise

1)She likes___________(eat) fish.

2)There isn’t ___________(many) food in the fridge.  

3)I ________ (have) go to the supermarket.

4)Do you ________ (want) come with me?

5)Sam sees a lot of ________ (juice) in the bottle.

6)Now they have some ______ (mango) at home.

7)Mike _________ (have) some bread and milk for breakfast.

8)Does Mike _________ (have) a healthy diet?

9)He only _________(drink) a little water every day.

10)Do you have a ________ (health) diet.

【设计意图：在巩固环节设计一些和本单元重难点内容相契合的课堂练习，巩固学生所学。】

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.初步感知a little与a few的用法区别。

家庭作业：

1.读、背、表演Cartoon time。

2.以 Billy’s diet为题，写一篇小短文，可以对照Billy以前的饮食和建议的饮食。

板书设计：              

Unit 3  A healthy diet

have to    must

 a small bottle of cola       a little cola

Is/Are there…?   

Yes, there is./ No, there isn’t.

Yes, there are./ No, there aren’t.