Unit 4 Healthy food B Let's talk（教学设计）-2024-2025学年人教PEP版（2024）英语三年级下册

教学设计 课程基本信息 学科 小学英语 年级 徐如益 学期 春季 课题 Unit 4 Healthy food B Let’s talk 教学目标 1. 能够通过听录音、看图、看动画，理解对话大意，认识到饮食需均衡。 2. 能够听、说、认读核心句型 “Would you like some ...?” “ Yes, please. / No, thank you.” 并恰当运用所学语言询问对方的饮食意愿，并能礼貌接受或婉言谢绝。 3. 能够认真听对方的表达并通过回答问题、补充想法和表示感谢等推动对话继续。 4. 能够在听录音或看动画时模仿说话者的语音、语调。 教学重难点 教学重点： 1. 能够通过听录音、看图、看动画，理解对话大意，认识到健康饮食的乐趣以及饮食需均衡。 2. 能够得体使用句型 “Would you like some ...?” “Yes, please. / No, thank you.” 询问他人用餐意愿和提供饮食建议。 教学难点： 1. 能在情境中综合运用句型 “Would you like some ...?” “ Yes, please. / No, thank you.” 表达用餐意愿和提供饮食建议。 教学过程 Step 1 Warm up 1. Watch and say. Students enjoy the song and try to say what Chen Jie would like. 【设计意图】复习A部分所学句型与词汇，并感知用餐情境，营造快乐氛围。 2. Let’s say. Students talk about what they would like for breakfast. 【设计意图】引导学生在情境中使用已学食物词汇及句型 “ I’d like some ...” 3. Watch and sing. Students try to sing along with the video. 【设计意图】再次利用歌曲，加深学生对情境的感知以及对句型 “ Would you like some ...?”的理解。 Step 2 Presentation 4. Look and guess. Students describe the picture contents, and identify the figures（Amy and her mum）, the time (lunch time) and guess what Amy would like for lunch. 【设计意图】借助图片，预测课文内容。 5. Listen and tick. Students listen to the content and tick what Amy would like for lunch and learn the words (rice / meat / vegetables). 【设计意图】整体感知对话内容，获取关键信息，学习单词rice, meat和vegetables。 6. Watch and check. Students watch the video and check their answers. 【设计意图】观看视频，再次确定Amy的午餐，为图文对应做好准备。 7. Read and match. Students look at the pictures and match the food with the pictures: meat, rice and vegetables. 【设计意图】阅读图片，再次图文对应，图文配对。 8. Listen and circle. Students circle the advice Amy’s mum gives Amy. 【设计意图】再次整体感知，并从选项中圈出妈妈给Amy的饮食建议，学习建议他人饮食的得体言语，初步感知健康饮食。 9. Think and say. Students guess what Amy will say after her mum’s advice with the help of the pictures. 【设计意图】滚动复习A部分语言知识，从而引导学生思考如何得体使用语言应对他人饮食建议。 10. Listen and choose. Students listen to the whole dialogue again and match Amy's choices. 【设计意图】再次整体感知对话内容，选择Amy的应答，从而引导学生得体使用语言应对他人饮食建议, 并推进对话。 11. Think and say. Students try to understand why Amy’s mum prepares so many vegetables for lunch and the importance of vegetables. 【设计意图】整体感知Amy的午餐食物，思考蔬菜的重要。 12. Good to know. Students try to think about Amy’s food for lunch and understand what healthy food is. 【设计意图】引导学生进一步思考健康饮食的结构。 13. Watch and feel. Students watch the video and feel the happy lunch time and healthy food! 【设计意图】进一步理解对话, 引导学生感受温馨的午餐时刻以及健康的美食。 14. Listen and imitate. Students read the content along with the recording and try to imitate the correct pronunciation and intonation. 【设计意图】引导学生模仿录音，使用正确的语音、语调朗读，感受情感交流。 15. Finger show. Students use fingers to act the dialogue out. 【设计意图】帮助学生克服没有同伴的困难，使用手指头饰，表演对话。 16. Let's dub. Students try to act as Amy and try to feel the emotions. 【设计意图】学生为视频配音，感受Amy对健康餐饮的喜爱。 Step 3 Consolidation and extension 17. Role-play. Students make new dialogues in a new situation (at a restaurant). 【设计意图】引导学生根据范例，在视频中用目标词句，创编新对话，提升语用能力。 18. Think and talk. Students look at the picture and make new dialogues. 【设计意图】根据已学知识及图片提示，创编对话，提升语用能力。 19. Read and choose. Students finish the dialogue on workbook. 【设计意图】完成部分《课堂作业本》练习，提升语用能力。 20. Let’s talk. Students make new dialogues to show the lunch time in their own families. 【设计意图】对接学生真实生活，运用所学语言描述自己家庭的午餐时光，同时兼顾饮食均衡。 Homework 1. Listen and read. 听课文录音，按正确的语音、语调朗读课文。 2. Finish the exercises. 完成课后作业练习。 3. Talk about the healthy food you like with your friends. 使用所学语言，和朋友们聊聊自己喜欢的健康食物。 学科网（北京）股份有限公司 $$