Unit9They‘regoodforyou教学设计.doc

Friends with English book 8Unit 9 Theyre good for you. （The first period）教学设计洲心街中心小学 汤秋连 一analysis of teaching material：本课的内容是广东人民出版社开心学英语第八册第九单元Unit 9 Theyre good for you.第一课时。它围绕着饮食健康话题对健康食物的学习。学生在三、四、五年级已经学过许多食物、水果、饮料等词语，如: hot dog，sandwich，apples，Coke等，也已经学过询问喜好的句子，如：What do you like?等；本节课是本单元的第一课时，属于词汇、句型教学，主要的教学内容是本单元的conversation里面出现的重点词汇和句型，Vocabulary部分的词组都在Conversation部分有出现，所以设计把这两部分在第一课时合教，既能词不离句地教单词，帮助理解词的用法，又能深入了解Conversation部分的词句，体会阅读内容的深层意图，为第二课时操练句型和拓展内容及整个单元的学习作铺垫。二Analysis of the students：六年级学生已有三年半完整的英语学习基础，对饮食话题有一定的生活经验，并且已经掌握了询问需求与喜好的词语和句子，有旧知识的铺垫，学生对新知识应该很容易掌握。但六年级学生对英语学习有两极分化的现象，因此应设计精彩多样的教学活动，以激发与保持学生的兴趣。三Teaching content：Vocabulary and Conversation四 . Teaching Aims：1. knowledge aims：（1）四会掌握单词plenty , too much , good for you , bad for you , healthy,enough,not enough,all,water. 能听、说、读单词unhealthy,cheese,a lot of,only.能听、说jelly,Not really,yuck,from now on,else. 能理解junk food,greens,cola.（2）四会掌握三个动词词组“Get plenty of exercise. Eat plenty of Drink a lot of ”；会听、说、认读句子“Whats good / bad for ? Too much is bad for you . 2. Abilities aims：（1）通过对本课单词、短语、句型、对话的学习，培养学生获得如何询问和描述身体健康方面的问题及建议。学生能够以正确的语音、语调朗读对话。（2）学生能够正确回答关于对话的提问。（3）通过多种形式的操练，锻炼和培养学生听、说、读、写方面的语言能力和交际能力。3. Emotion aims：（1）通过学习，学生们可以了解到“健康”与“不健康”的生活习惯对自己健康影响。（2）通过在与他人共同的学习中，培养学生团结友爱、关心他人健康的良好品质；增强合作意识、培养团结协作的精神。4、Learning Strategies：利用多媒体和图片，调动学生学习的积极性、激发学生学习语言的兴趣，培养学生的合作意识、创新精神和自主学习的能力。5、Cultural awareness：引导学生懂得健康无价，会对“不健康”的生活习惯提出有益的建议，除了关注健康饮食、健康生活、视力健康等，还要懂得保护环境、保护地球。五. Teaching key points and difficult points:Key points：1、学习对话中出现的新单词和句型。2、学生能够以正确的语音、语调朗读对话。3、理解对话内容,对“不健康”的生活习惯提出有益的建议。Difficult points：1、会用所学词组描述Good/bad for healthy. 并能在实际语境中灵活运用。2、注意动名词与be动词的搭配。六. Teaching aid：预习paper,多媒体课件、词卡、图卡、学生练习表格。七、Teaching strategies and learning strategies：根据以上教材分析，我们采用情景法、直观法、任务型教学法、游戏法、多媒体辅助法等教学方法，利用多媒体和图片直观教学，以conversation作为语言情景进行导入和呈现新语言点，创设外语语言氛围，激发学生学习兴趣。八. Teaching steps:Step 1 Warming-up& Revision1. Greeting.2. Free talk:(PPTfruit)T：What are these?Ss:Theyre strawberries,pears.T:Yes，these are fruit.Theyre good for you! （板题）Theyre healthy. Today ,we talk about healthy.3. Talk about the favorite food to present the topic,then show the story of the Getting fat Gogo.T:What do you like?Ss:I like.T:Does Gogo like vegetables? (tell the little story of Gogo)(设计思路：利用学生对变胖的Gogo的好奇心，设计一个关于Gogo健康的小情境，激起学生学习的兴趣和求知欲。)4. Present and understand the assessment.（设计思路：以奖励小树卡片，让学生把课中得到的卡片装饰在自己小组的纸盘上并设计成地球的平面图，最后比一比看哪一小组设计的地球最漂亮为评价方式，为下一节地球健康与环保的学习作铺垫。）Step 2 Presentation 1. (PPT-show the food on the table.) T:What can you see in the picture? Ss:I can see many cheese,ice-cream,vegetables. T:What does Gogo like? And what is good for Gogo?(PPT shows the questions,the students read together.)2.Watch the video of conversation,then answer the questions. 1)Gogo likes eating ice cream,cheese and some jelly.（读jelly） 2)Vegetables are good for Gogo.（板书 good for,读、教学并拓展good for Gogo/you/me/us.）（设计思路：以conversation呈现新词，整体输入语言,让学生先对本课的内容有一个整体的印象，既能词不离句地教单词，帮助理解词的用法，又能深入了解Conversation部分的词句，体会阅读内容的深层意图。）3. To present the new words, phrases and sentences by the exercises.T:So,you can take out a piece of paper,our preview paper.Lets check and learn the new words. (设计思路：联系预习，了解Gogo坏的饮食习惯，培养学生养成课前预习的好习惯。)（学生通过课前自主学习，掌握词、句的音形义，减少课堂中的机械性操练时间，从而达到提高课堂实效的目的。）Questions:，(1)Gogo and Jenny are eating. ( T )_(2)Too much ice creams are good for Gogo.( F )_bad for _（板书 bad for,读、教学并拓展bad for Gogo/you/me/us.）(3)Gogo eats enough greens.( F )_doesnt eat_ （板书 enough,读、教学并拓展not enough.） ( nut-nu/n/-nou/n/-enough)(4)Greens are vegetables,because a lot of vegetables are green.( T )_（板书greens,读、教学并拓展Greens are vegetables and fruits.）(5)Gogo should eat plenty of fruit.They are good for him.( T )_ （板书plenty of,读、教学并拓展Plenty of greens are good for Gogo/you.）( ten-en/en/- plenty)(6)Gogo likes eating junk food. ( T )_（板书junk food,读、教学并拓展What are junk food?Ice creams are junk food.Cheese is junk food. .Is junk food good for Gogo?No,junk food is bad for Gogo./you.）(7)Gogo is healthy.( F )_unhealthy_（板书healthy,unhealthy,拼读、教学并拓展unhealthy的反义词healthy。）( head-ea/e/-healthy)4. Pair work : Whats healthy / unhealthy ?(PPT shows vegetables and fruits on the left,the hamburgers,hot dog on the right)(设计思路：通过了解哪些食物，掌握健康饮食。)5. Chant and make chant.Healthy. Healthy . Unhealthy. Unhealthy .Greens are healthy . Junk food is unhealthy .Yes ! Yes ! Yes ! No ! No ! No !（琅琅上口的chant，突出重点、突破难点。）6. Pair talk:enough,not enough or too much. (PPT shows the pictures and sentences.) The boys say:Were taking a bath.We take a bath every day. ( enough ) The bird:I take a bath once a day. ( enough ) The girl: I take a bath four times a day. ( too much )The dog:I take a bath once a week.(not enough )（让学生在解决问题中充分理解、运用新知识。）7.Group work:I can give Gogo some advice. T: Gogo likes eating.Hes shopping.He likes junk food.So Gogo is unhealthy.Lets go and give him some advice.(Watch Video: In the supermarket) Gogo(sees the cola and says):Lets go.I like cola.I want ten cans of cola.S1(answers Gogo): _ Gogo.Too much cola is bad for you! _ Gogo (sees the cheese and says) :Cheese,cheese,I like cheese.S2(answers Gogo): No,Gogo.Too much cheese is bad for you! Gogo (sees the vegetables and says) :Yuck.I dont like vegetables.S3(answers Gogo): Come on,Gogo.Plenty of vegetables are good for you! Gogo (sees the fruits and says) :How about fruits?I like watermelons.Ss(answers Gogo): Right.Gogo.Plenty of fruits are good for you! Gogo (sees the milk and says) : I dont like milk.Can I buy any orange juice?Ss(answer Gogo): No,Gogo.Enough milk is good for you! （设计思路：学生在shopping中帮Gogo纠正错误的饮食习惯，从而完成这堂课的教学重点难点。）Step 3 Consolidation1.Four people Group work: Healthy tips for Gogo / us.Gogo.Too much cola is bad for!Gogo.Too much hamburgers are bad for you!Gogo.Plenty of exercises are good for you!Gogo.Enough eggs are is healthy!Gogo.Enough rice is healthy!Gogo.Not enough vegetables are unhealthy.Gogo.Not enough water is unhealthy._2.Make a survey:What else is good/bad/for Gogo/us/me/ Watch video: Jenny:Gogo.Too much cola is bad for you.You are getting fat. Gogo:What else is bad for me?T:Else,else.What else is good for Gogo?Can you tell him?S1:Getting exercise is good for you.(多种形式读exercise)S2:Watching too much TV is bad for you!_Make a survey:What else is good us?Talk and write down your healthy hobbies. Running is good for us.Its healthy. Drinking plenty of water is good for us. _ _（设计思路：学生给予Gogo更多的除饮食以外的健康习惯的建议-帮助Gogo找到解决办法，有效拓展运用新知识。）3.Group work:Whats bad for our eyes?Watch TV news.(近视率上升，暑假许多学生去看医生。)Group work：Whats bad/good for your eyes? S1:Watching Tv too much is bad for eyes. S2:Playing video game too much is bad for eyes. S3:Eating plenty of carrots are good for eyes. S4:We shouldnt read books in the sun. 判断对错： （ ）1.Read books on the bed . （ ）2.Read books in the sun.（ ）3.Read books on the bus. （设计思路：学生讨论保护视力的措施，有效实现新旧内容的结合及语言生活化的拓展。）Step 4 Sum-up 1. Open the book P47, Look at your books, listen and repeat ,then act the dialouge.2. Go over the board,and then summary the knowledge.（设计思路：回到conversation，让学生在说、演、练中进一步巩固本课的重难点。）3. Assessment.T:How many trees do you have?Oh.Goup _ is the winner.Every group can make our earth beautiful with the trees. 4. Moral education : We should have healthy hobbies.（设计思路：评价哪一小组的小树最多、设计的地球最漂亮，有效调节了学生的积极性。） Step 5 Homework1. Listen, read and copy the new words and sentences.( )2. Act out the dialog about conversation. ( )3. Make a poster about healthy tips.（ 制作成家庭健康知识卡片） ( )（通过课后作业, 巩固本节所学内容, 有效地消化习得的知识, 使学习得到延伸。）九. Blackboard writing 9 Theyre good for you. Enough greens are healthy. Plenty of _ is good for you . Drinking a lot of water is _Not enough greens are unhealthy . Too much junk food is bad for you . （设计思路：板书设计紧扣本课的教学目标，清晰、简洁，用彩色突出单复数、动名词作主语,也有助于学生理解所学知识，弄清重难点。）十Teaching introspection本节课是本单元的第一课时，属于词汇、句型教学，主要的教学内容是本单元的conversation里面出现的重点词汇和句型。本节课的成功之处：1、课前布置了预习任务（即课前学习方案），有效提高课堂效率。本节课设计从学生实际出发，有针对性地让学生对conversation的话题及其中的句型和词汇内容通过听录音、上网和查字典等方法进行课前自主学习，并设置相应的任务以保证预习的效果，在预习方案中，还有让学生猜词、对本单元话题进行提前学习的指导，学生课前完成了预习方案，在参与课堂活动时显得很游刃有余，甚至一些平时很少回答问题的后进生也高高举起小手，投入课堂活动中。2、故事教学法贯穿整个教学。本节课以课文的conversation作为语言情景进行导入和呈现新语言点，然后根据情景设计活动进行语言操练和运用，课堂教学过程设计合理、条理清晰、环节衔接自然、紧凑，从conversation中发现Gogo的饮食不健康在shopping中帮Gogo纠正错误的饮食习惯-给予Gogo更多的除饮食以外的健康习惯的建议-进一步细化健康话题、了解近视及讨论保护视力的措施-最后回到