五年级上册英语教案-UNIT FOUR REVISION lesson 14 北京版

UNITFOURREVISIONLesson141.指导思想与理论依据

《英语课程标准》二级目标中提出：

同学能借助图片读懂简洁的故事或小短文，在阅读学习过程中形成有效的阅读策略，并养成按意群阅读的习惯。本课通过运用理论联系实际、图文匹配、略读、扫读、关注短文题目、图片等方式，促进同学阅读力量提升。

2.教学背景分析

教材分析：本节课是北京版学校英语五班级上册第四单元的Can

you

read?部分，是一节阅读教学课。教材内容分为两页。第一页为文章，共三个段落，介绍了生活中哪些食物是健康的，哪些食物是不健康的。其次页是两道练习题：选择和填空。文章结构清楚，但是篇幅较长，要求同学从中精确     提取相关信息，完成练习。文中消灭一些生词：

grains,

harm,

fresh,

broccoli,会对同学的阅读造成困难。

学情分析：五班级的同学已有肯定的英语学习阅历，储备了肯定的英语基础学问和语言技能。但是阅读技巧和策略把握不多，会在阅读中消灭很多困难。而且高班级同学上课发言不是很乐观，口语表达方面还存在肯定的困难。食物话题对同学来说很生疏也贴近生活，文章中有很多学问可以和同学的实际生活联系起来，同学乐于参与阅读活动。

3.教学目标(含重、难点)

教学目标：

1.

通过反复阅读，了解短文大意，初步朗读短文。

2.

在阅读活动中，培育同学快速阅读，提取信息的力量和在阅读过程中做批注和按意群阅读的习惯。

3.

通过对文本的理解和老师的引导树立健康饮食的意识。

重点：

1.

理解短文大意，初步朗读短文。

2.

指导自己的健康饮食，设计合理的一日三餐。

难点：

理解生词grains,

harm,

fresh,

broccoli,

celery在句子中的含义和它们的发音.

2.

理解句子“You

are

what

you

eat.”

4.教学过程

一、Before

reading

1.

Listen

to

a

chant.

(I

like

to

eat.)

2.

Free

talk.

T:

What

does

the

boy

like

to

eat?

T:

What

do

you

like

to

eat?

T:

What

do

you

like

to

eat

for

breakfast?

T:

How

about

your

lunch

and

supper?

T:

Look!

Here

are

some

yummy

foods.

What

do

you

like

to

eat?

Put

them

in

the

table.

(食物图片：chicken,

beef,

egg,

jiaozi,

milk,

water,

juice,

cake,

chocolate,

tomato,

apple„)

【设计意图：同学依据自己的生活习惯和喜好选择食物，支配自己的在一日三餐。】

3.

Think:

Is

it

good?

We

will

talk

about

it

later.

4.

Here

is

a

well-known

saying:

You

are

what

you

eat.

Well

known

means

many

people

know

it.

How

do

you

understand

this

sentence?

5.

We

are

going

to

learn

a

passage.

After

learn

it,

you

will

know

the

sentence

better.

二、While

reading

(一)

初读，了解大意

1.

Read

the

passage

quickly

and

silently.

2.

Question:

What

is

the

passage

about?

How

do

you

know?

Summary:

In

the

reading,

the

title

and

pictures

are

very

important.

They

tell

us

the

main

idea

of

the

reading.

【设计意图：引导同学关注文章主题。通过快速扫瞄，找到文章脉络和大意。】

breakfast

lunch

supper

（二）再读，关注细节

1.

The

reading

is

about

good

and

bad

foods.

Which

foods

are

good

and

which

foods

are

bad?

T:

My

son

likes

to

eat

Potato

chips.

Is

it

a

good

food

or

bad

food?

It’s

very

bad.

It

has

high

heat.

It

make

us

fat.

【设计意图：联系生活实际，引导同学思考平常他们宠爱吃的食物是好还是不好，调动同学思维的参与。】

读短文Let’s

find

out

more.

Which

foods

are

good?

“_____”

Which

foods

are

bad?“~~~~~~”

【设计意图：指导同学按意群阅读短文，同时用不同的线标注出好的和不好的食物。】

3.

同学摆图片。(Which

foods

are

good/bad?)

【设计意图：通过同学给图片分类，考察同学对文章细节的关注和理解，进行自我检测。】

4.学习其次段

Question:

(1)Which

paragraph

talk

about

good

food?

Read

the

passage.

(2)How

do

you

know

vegetables,

fruits,

grain

are

good?

(3)Why

do

they

good

for

us?

【设计意图：同学课前通过搜集资料，以表格的形式呈现，一目了然这些食物中所含的每日所需的养分素。】

(4)Group

work思考争辩

Which

of

these

are

good

for

you?

Apples.

B.

Pears.

C.

Sweet

potatoes.

D.

broccoli.

E.

Fatty

foods.

F.

Salty

foods.

Apples

and

pears,

they

are

_________

Sweet

potatoes

are_________

.

Broccoli

is_________

So

we

should

eat

more

fresh

food.

.

【设计意图：通过图片对比理解生词fresh。通过几个小练习了解同学对段落的理解。】

What

are

the

best

food

for

you?

A.

Vegetables

B.

Grains

C.

Candy

D.

Burgers.

【设计意图：从同学实际动身，调整教材结构，挂念同学更好的理解文章，完成练习。】

We

know

a

lot

of

good

food

from

paragraph2.

5.学习第三段

Question:

(1)Which

paragraph

talk

about

bad

food?

Read

the

passage.

(2)Which

foods

are

bad?

Why?(How

do

you

know?)

“Do

you

harm”

What

does

it

mean?

Which

of

the

following

is

bad

for

you?

Vegetables

B.

Fresh

fruits

C.

Coke

D.

Hamburgers

(3)

理解生词工a.

Soft

drink

，

b.

Fatty

food

c.

Salty

food.

Taste

it

please.

It’s

salt.

It

tastes

salty.

同学通过看一看、尝一尝，理解单词salt和salty的关系。

6g

salt

every

day

is

enough

for

us.

Too

much

salt

is

bad

for

our

health.

So

what

should

we

do?

【设计意图：通过观看饮料所含成分，脂肪高的食物图片，体验尝一尝活动理解生词。】

Will

the

bad

foods

make

you

sick?

But

it’s

bad

for

our

health.

(5)再次思考课前抛出的问题：

How

do

you

understand

this

sentence

now?

You

are

what

you

eat.

Summary:

From

the

reading

we

know

vegetables,

fruits

and

grains

are

good

foods.

Soft

drinks,

fatty

food,

cakes,

fatty

good

are

bad

foods.

What

should

we

do?

【设计意图：通过段落学习，体验，与生活结合，同学思考得出正解的饮食观点。】

三、After

reading

(一)再读短文

1.

Listen

to

the

passage.

2.

Read

the

passage

loudly.

【设计意图：通过大声朗读文章，培育朗读力量，同时内化所学。】

(二)调整介绍自己的菜单

T:

We

should

eat

more

good

foods

and

eat

less

bad

foods.

Let’s

see

the

student’s

three

meals

again.

1.

How

about

the

three

meals?

Group

work:

What

others

should

we

think

about?

【设计意图：争辩思考一日三餐要考虑的因素,

如：喜好,

量,

搭配等。】

2.

Adjust（调整）

your

three

meals.

3.

Talk

about

it

in

pairs.

You

can

use

the

sentence.

4.

Show

it

in

the

class

【设计意图：通过调整自己的三餐，检测所学内容，培育同学健康饮食的意识。】

(三）Give

an

advice

From

the

passage.

We

know

we

should

eat

more

good

food

and

eat

less

bad

food.

We

can

eat

healthier

now.

Can

you

help

others?

T:

Sara

is

my

good

friends.

She

wants

to

be

healthy

and

fit.

She

wants

to

wear

beautiful

clothes.

What

should

she

do?

A:

What

do

you

have

for

breakfast?

B:

I

have

…

A:

What

do

you

have

for