Unit 6 Section B 1a—2c
Ⅰ. 教学准备
1．教师: 录音机、磁带和课件。
2．学生: (1)在课前做一些表示食物名词的卡片。
(2)回家向父母了解一日三餐的营养搭配, 并能自己设计出一份合理的菜谱。 Ⅱ. 教学目标
1．单词: breakfast, lunch, star, eat, well, habit, healthy, really, question, want, be, fat
2．句型: What do you like for breakfast/lunch/dinner? Oh, no, they're not healthy.
I like chicken for breakfast/lunch/dinner. Do you eat icecream after dinner?
I like icecream...but I don't eat it. I don't want to be fat.
3．通过本课的学习, 学生能够把所学的食品名词进行分类, 能用英语互相讨论健康食品和不健康食品, 并能谈论自己或他人的一日三餐情况。
4．讨论一日三餐, 享受生活美味, 提倡健康、合理膳食, 同时学生通过了解他人的饮食习惯, 从而学会关心他人。 Ⅲ. 教学重点
1．食物的分类。
2．一般现在时第三人称单数作主语时, 动词like的变化。 3．一日三餐的营养搭配。 Ⅳ. 教学难点
1．一日三餐的营养搭配。
2．学会使用交际用语: David asks the volleyball star...about her eating habits. What do you like for breakfast? I like chicken for dinner. Ⅴ. 教学步骤
Step 1: Leadin
建议1: 教师为学习播放歌曲“What do you have for lunch? ”。目的是通过歌曲调动学生的学习热情, 同时让学生在歌曲中感知要学到的新内容, 了解关于午餐和晚餐的饮食情况。
What do you have for lunch? 你午餐吃什么? It's time for lunch. I am hungry. 该吃午餐了。我饿了。
What do you have for lunch today? 今天午餐你吃什么? Something salty? Something sweet? 咸的? 还是甜的? We have noodles and beef. What a treat! 我们吃面条和牛肉。太好了！
It's time for dinner. I am hungry. 该吃晚餐了。我饿了。 What do you have for dinner today? 今天晚餐你吃什么? Something salty? Something sweet? 咸的? 还是甜的? We have cabbage and fish. What a treat! 我们吃卷心菜和鱼。太好了！
建议2: 利用体育明星姚明的图片引入教学内容, 图片上的信息是关于姚明一日三餐的饮食安排。由大家最熟悉的人物引入要学的单词和句型, 可以使学生快速进入一个轻松愉快的学习氛围中
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来。
For example:
T: Look at the picture. This is Yao Ming. He likes different kinds of food for each meal. For breakfast, what does he like?
Ss: He likes...
T: For lunch, what does he like? Ss: He likes...
T: For dinner, what does he like? Ss: He likes...
建议3: 和学生玩一个复习单词的游戏, 学生看图片复习上几节课所学的表示食物的单词, 看谁说得又快又好。通过比赛可以调动学生的积极性, 起到在娱乐中复习的效果。
For example:
T: Look at the picture and say out the words as quickly as you can. Ss: OK. T: Ready? Ss: Yes.
建议4: 把上两节课所学的单词和句型编成歌谣, 让学生大声读出来并配以动作, 画线部分可以用所学的单词替换。这样既及时复习了单词和句型又活跃了课堂气氛。
For example:
Apple, apple, apples,_I like apples.
Tomato, tomato, tomatoes, he likes tomatoes. Orange, orange, oranges, I don't like oranges.
Strawberry, strawberry, strawberries, he doesn't like strawberries. Step 2: Present the new words 建议1: 通过播放歌曲“What do you have for lunch? ”引出表示一日三餐的单词: breakfast, lunch, dinner, 然后用一张刘翔的照片引出star, eat, well, habit, healthy, really, want, be, fat等单词。通过歌曲以及学生熟悉的体育明星来学习新单词, 可以充分调动学生学习的积极性。
For example:
T: We have three meals a day. They are breakfast, lunch and dinner. This is a nice song. You can read it by yourselves. If you can't read any word, you can ask me or others for help.
Then let the students learn the three words: breakfast, lunch and dinner. After that, ask the students to look at the picture of Liu Xiang and read the sentences: This is a sports star. He eats_well. He has a good eating habit. He really likes healthy food. He likes icecream but he doesn't eat it. He doesn't want to be_fat.
让学生在语境中学习单词, 既可以提高学习兴趣又可以提高学习效率。
建议2: 把所有的生词放在课件上并注上音标, 让学生根据音标自学单词。先在小组内学习, 由组长带领, 还有不会读的请求其他组同学的帮助, 最后再向老师求助。这样做可以培养学生的自学能力与合作能力。
Step 3: Practice the new words
建议1: 教师让学生完成1a的要求: 将单词编号写在对应的食物旁边。具体操作建议: 先让学生自己完成, 然后小组内核对答案, 最后教师抽查。
然后让学生听1c部分的录音, 通过听力练习所学的新单词。具体操作建议: 听第一遍录音让学生在1a中圈出所听到的词, 听第二遍录音让学生核对答案, 听第三遍录音时让学生跟读, 然后
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先让全体学生齐读, 接着把学生分成几组齐读, 最后让学生单独读。通过这种从整体到部分再到个体的机械练习让学生熟练掌握本课所学的词汇。
建议2: 教师让学生完成1b的单词分类, 通过单词的分类可以提高学生记忆单词的效果。 For example:
How many other words can you add to the lists? 你在每一栏后还能补充几个单词?
Fruit Vegetables pear carrot 建议3: 教师让学生完成2a: 你认为哪种食物健康? 在Yes, Maybe 或 No下打勾。通过这一环节既能让学生及时复习巩固所学单词又能对学生进行思想教育, 教育他们远离垃圾食品。
For example:
Food fruit vegetables eggs chicken hamburgers icecream Yes Maybe No Then the teacher asks the students to report like this: I think...and...are healthy food, ...and...are maybe healthy food, ...and...are not healthy food.
After that the teacher says, “For our health, we should eat more healthy food.” Step 4: Listening
建议: 教师说不同的人喜欢不同的食物, 然后问学生喜欢什么食物, 不喜欢什么食物, 最后过渡到询问大家想知道汤姆和萨利喜欢什么食物、不喜欢什么食物吗? 请听1d的录音, 完成下面表格。
Name Tom Sally Likes carrots, Doesn't like 具体操作建议: 找同学往黑板上写答案, 听第一遍录音完成表格, 如果有跟不上的再听第二遍, 听第三遍录音时核对答案。然后教师让学生根据汤姆和萨利喜欢与不喜欢的食物与同伴进行问答练习。
For example:
S1: Does Tom/Sally like tomatoes?
S2: Yes, he/she does./No, he/she doesn't. Step 5: Present the new sentences
建议1: 在大屏幕上投放三幅钟表的图片, 根据钟表的指针提示学生分别是一日三餐的早餐、午餐和晚餐时间, 并将刚复习及学习的食物放入盘中, 引导学生表述三餐的食谱。目的是引出2b中要学的新句型, 为2b的学习做好铺垫。
For example:
T: How many meals do we have every day? Ss: Three.
T: Yes, and what are they?
Ss: Breakfast, lunch and dinner.
T: Pretty good! Now I put the food into each plate. According to it, what do you like
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for breakfast?
S1: For breakfast, I like hamburgers, tomatoes and salad.
T: Yes, great! Then what about lunch? What do you like for lunch? S2: For lunch, I like eggs, fish and carrots.
T: Right! How about dinner? What do you like for dinner? S3: For dinner, I like chicken, salad and icecream. T: OK. Well done!
建议2: 教师先介绍自己早餐喜欢吃什么, 然后问学生一日三餐喜欢吃什么, 之后让学生与同伴编对话, 询问同伴一日三餐喜欢吃的食物。目的是引出2b中要学的新句型, 为2b的学习做好铺垫。
For example: T: Good morning! S1: Good morning!
T: For breakfast, I like hamburgers. What do you like for breakfast? S1: I like bread and bananas for breakfast. T: What do you like for lunch?
S1: For lunch, I like hamburgers, tomatoes and icecream. T: What do you like for dinner?
S1: For dinner, I like rice, chicken, vegetables and apples. Step 6: Presentation
建议1: 教师根据以上一日三餐句型的介绍, 可以直接导入2b。
具体建议: 教师说: “我们对彼此的一日三餐情况都了解了, 大家想知道体育明星的饮食情况吗? 请阅读2b, 了解一下体育明星辛迪的三餐情况。”
For example:
读第一遍, 圈出表示食物的名词。 读第二遍, 回答下面问题。
1．What does Cindy like for breakfast? 2．What does Cindy like for lunch? 3．What does Cindy like for dinner? 读第三遍完成下面五个句子。 Cindy likes healthy food. 1．Cindy ____________ 2．She ____________ 3．She ____________
4．Cindy doesn't ____________ 5．She doesn't ____________
建议2: 教师用大屏幕投放跑步明星刘翔的照片, 并注上刘翔的一日三餐情况, 然后提问学生: What does Liu Xiang like for breakfast/lunch/dinner?
接着说: “大家想知道其他体育明星的饮食情况吗? 请阅读2b, 了解一下体育明星辛迪的三餐情况。”
For example:
读第一遍, 圈出表示食物的名词。 读第二遍, 回答下面问题。
1．What does Cindy like for breakfast?
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2．What does Cindy like for lunch? 3．What does Cindy like for dinner? 读第三遍完成下面五个句子。 Cindy likes healthy food. 1．Cindy______________ 2．She______________ 3．She______________
4．Cindy doesn't______________ 5．She doesn't ______________
Step 7: Practice the new sentences 1．让学生练习2b的对话。
建议: 教师让学生听2b的录音, 先让学生跟读, 然后齐读, 分小组读, 最后个人分角色读。目的是用各种方式来练习新学的对话, 鼓励人人开口说英语, 增强他们说英语的信心, 培养他们学英语的兴趣, 从而达到整体巩固提高的目的。
2．教师创设情境让学生与同伴编写对话, 并展示给其他同学。(可以投放其他明星的照片, 注上他们的饮食习惯)
3．教师在本部分可以向学生讲解healthy, want的用法以及一日三餐吃什么的句型表达法。 Step 8: Task
在练习完2b的对话之后, 教师要给学生出示任务来进一步练习和巩固句型。
建议: 让某些学生扮演小记者拿着麦克风询问其他同学对食物的喜好和一日三餐的安排情况, 然后向其他同学作报告。
For example:
S1: Hello, I'm a reporter from CCTV. May I ask you some questions? S2: Sure.
S1: What fruit do you like? S2: I like...
S1: What do you like for breakfast? S2: I like...for breakfast. S1: What do you like for lunch? S2: I like...for lunch.
S1: What do you like for dinner? S2: I like...for dinner. Step 9: Summary
本课我们主要学习了breakfast, lunch, star, eat, well, habit, healthy, really, question, want, be, fat等与食物和三餐有关的单词。重点学习了What do you like for breakfast/lunch/dinner? Oh, no, they're not healthy. I like chicken for breakfast/lunch/dinner. Do you eat icecream after dinner? I like icecream...but I don't eat it.I don't want to be fat.等句型。在下节课的学习中我们会继续使用这些句型进行语言交际。
Step 10: Homework
1．请写出你一日三餐喜欢吃的食物。
2．周末为父母做一日三餐, 用英语写出一份购物单, 一份菜谱(各道菜的成分)。作业既能沟通学生与家长的情感, 也能使家长了解学校的教育教学情况。
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