Unit 3 A healthy diet 教学设计（Story time）-六年级英语下册同步备课资料包 译林版（三起）

英语（六年级下册） Unit 3 A healthy diet Story time 苏州工业园区金鸡湖学校 顾琰珏 Teaching contents 教学内容 Story time Teaching aims and learning objectives 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与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的看法。 6. 通过本课的学习，学生能形成健康饮食、健康生活的意识。 Focus of the lesson and predicted area of difficulty 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与a few的用法区别。 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。 Teaching procedures 教学过程 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: (复习Unit 2课文内容，回忆并回答) 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 did. 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 1. T: Do you have … for your breakfast? S: I have … for breakfast. T: What about your lunch and dinner? Are they good for us? S: I have some vegetables/meat/rice/noodles … They are good/bad for us. 2. 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：Unit 3 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：A healthy diet。】 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 finish the form T: What do they have f