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Class 2 Grade 6 Gaodong Junior High School6A M3 U8 The food we eat--- Dinner menuMeredith一．学情剖析预备（ 2）班学生生性开朗，思想活跃，愿意表达自己的想法并踊跃参加讲堂活动，所以讲堂氛围比较活跃，但讲堂思想跳跃简单致使注意力分别和转移。
同时学生英语基础差距较大，广泛存在“先举手，后思虑”这一习惯，常常使讲堂节奏被打乱。
本堂课主题是食品，新单词比许多。
固然学生有丰富的生活认知知识，但受限于有限的词汇量，可能会感觉表达不畅。
所以，一定学生表达的热忱，并有效的睁开活动是我本课努力的方向。
二．教材剖析这节课采用的教材是牛津英语上海版六年级第一学期第三模块Food and drink 中的第八单元 The food we eat 第一课时 Dinner menu 的内容。
预备的学生已经掌握了一些常用食品的词汇，如 tomato,egg,potato,strawberry,所以经过猜食品这一环节进行导入，引出 food 这一课题，简单自然。
因为时间有限，而食品的词汇数目巨大，为突出本文词汇，使用由颜色联想食品的方式对旧知进行复习，同时学习新单词以及一些有关的食品烹调方式，如 fried, steamed,boiled,baked.学生在第四单元 What would you like to be? 这一单元中已经接触了 would like 在句式中的一些用法。
而这堂课的主要任务即：根据不一样的烹调方式把食品组合成菜名，而且把菜名和有关句式 what would you like for dinner tonight? Would you like or ? I’d like联合。
依据课文特色和课程标准的要求以及学生状况，对本课我拟订了一下的教课目的。
认知目标：1.学会有关食品烹调的方式： fried, steamed,boiled, baked并运用这些单词组合已掌握的食品名称描绘各样菜名。
翻转课堂——让学习快乐起来！牛津英语六年级（上）Unit8 The food we eat教学案例作为一名初中英语教师，我常常面临着这样的问题，比如课堂时间有限，难以实现学生的个性化学习，无法给予所有学生充分的时间和机会实践或体验；再比如高年级英语课堂学习氛围不活跃，很多学生不愿开口，教师难以增加课堂的趣味性，提升学生学习兴趣。
所以，对于初中生来说，身处常规的英语课堂以及接受填鸭式的教学似乎很难与“快乐”两个字挂钩，他们眼中的英语学习可能仅仅仅仅背单词，记语法，做题目……不过我们光新学校的学子们是幸运的，因为近年来，学校引进了“翻转课堂”的理念，翻转课堂让我们突破时间与空间的局限，让学生能够在课外学习或巩固原本只能在课内学习的内容，并且能够根据自己的学习水平自主选择学习的节奏，从而实现有效的课前预习，个性化的课内体验，并为每位学生提供充分的课后巩固消化的机会。
在2015年的一节实践课中，我尝试结合学校为我们提供的几种信息资源，让我的英语课堂翻转起来。
在这堂课中，我制作了一段微视频供学生课前预习，提前了解本节课的重难点所在；在巩固环节，我利用学校多年前就引进的互动反馈技术，检测学生对于这个重难点的把握水准，当堂反馈不理想的学生，课后能够再次研究学习我制作的微视频，并利用最后的自我检测题再次检验自己对于这个知识点的掌握水准。
这样就解决了课堂时间有限，有些学生对重难点无法完全消化，难以实现个性化学习的问题。
一、课前预习首先，学生通过网盘在平板电脑上下载观看老师制作的关于need的使用方法的教学微视频。
因为关于need的语法内容是本课中一个难点，以往学生在课内第一次接触的时候，能够完全消化的学生寥寥无几，而且老师也因为课堂时间有限，无法反复讲解，造成每次遇到相关题目时学生的错误率都很高，所以，制作这个微视频放在平板里面让每个学生回家先预习，大大提升了课堂上的学习效率，也在课堂上为学生腾出了宝贵时间实行其他的实践和体验。
六年级上册英语同步拓展-Module3 Unit 8The food we eat 阅读写作之亲情友情牛津上海版（一起）学员姓名：学科教师：年年级：六年级辅导科目：英语授课日期时时间主主题主题阅读与写作（8 ）教学内容 1．掌握议论文写作的基本思路； 2．灵活迁移阅读信息到写作表达中去；（TR 可根据本次课的需要，选择不同的互动探究方法，如：预习、复习上节课内容、或通过案例分析、趣味故事进行新课导入）【教学建议】此环节教案预期时间 15分钟。
1. 请学生遮住中文翻译，一边听老师朗读文章，一边理解大意； 2. 老师提问一些细节问题，检测学生理解的程度； 3. 请学生分段朗读并翻译句子，并根据文章大意为以下生词注释；Rory: Why, hello, baby chick. Are you lost? Are you looking for yourmommy? Rory: Did you come to me because Im big and strong? Rory: Andwill protect you from harms way? Baby chick: Mom! This weirdo isbothering me!! 此环节教案预期时间 60 分钟；教学建议： 1. 让学生带着后面的问题在限定的时间6分钟内完成每篇文章的阅读； 2. 读完提问学生简单复述故事； 3. 让学生划出每篇文章至少三句好词好句，并分享； lost: look for:protect: harm: weirdo: bother:4. 选择与回答问题，要求学生养成划出关键句的习惯； THE BEST PRESENTFOR MUM It was December and Sues friends were talking about Christmas.They talked about the presents they wanted and about the presents theywere going to buy. Sue thought about the presents she was going to buyfor her family. Her dad was easy to buy for. He loved history books anddetective stories. She could look at the books he had, and buy somethingsimilar. She would have to ask her mum what she was going to buy for him,just so they didnt get the same one! Her younger brother was also easyto buy for, He loved sweets! All she needed to do was buy him lots of sweets.Of course, that would make Mum angry, but people always eat sweets at Christmas. Sues problem was what to buy her mum. Her mum didnt read manybooks. She loved gardening, but she already had all the tools she neededfor the garden. Also, she liked to choose her plants and seeds herself.Sue could buy her a book with pictures of beautiful gardens in it. Buther mum liked to be in her own garden, not looking at pictures in books.Sue spent a lot of time looking for a present for her mum. But nothingwas perfect. Mum always said that the best presents were the ones thatyou put time and effort into. Suddenly Sue had an idea. Why not knit a scarf for Mum? That way she could wear it to keep warm when she was inthe garden on cold days. Shed love it! So Sue bought some pink and orange wool. They were Mums favorite colors because they reminded her of the flowers she liked. Sue spent many hours knitting when her mum was not around. She wanted it to be a surprise. She finished the scarf just in time. When Mum opened the present on Christmas morning, she was very grateful. She knew that Sue had spent a long time knitting the scarf. Shetook Sue in her arms and gave her a big kiss! New Words detective 侦探 angry 生气的\恼怒的 gardening 园艺 perfect 完美的\理想的 Suddenly 突然地 knit 编织 scarf 围巾 wool 羊毛/毛线seed 种子 remind 提醒\使想起 grateful 感激的,感谢的EXERCISES 1. Choose the correct works to put into the sentences below.1) You can ___________ where we eat ---- I dont mind. 2) Tom________ two hours doing homework. 3) Dont eat too many ___________.It isnt good for your teeth. 4) Ill call Sue to ___________ her that were meeting at 8 oclock. Keys: choose spent sweets remind 2. Answer the following questions. 1) Why was Sues dad easy to buy for? ________________________________________________ 2) Why did Sue knit a scarf for Mum? ________________________________________________ 3)Did Sues mum like the present?________________________________________________ Keys: 1. She couldlook at the books he had, and buy something similar. 2. she couldwear it to keep warm when she was in the garden on cold days 3. Yes,she did. （（A ） Making friends is a very important part in our life. Friends can give you a lot. First, if you are in trouble, you can turnto your good friends for help. Second, you can play with them and havea good time. In short, we need friends. However, what makes a good friends and what is true friendship? Some people think friends are people whom they can play with. However, I think a friend in need is a friend indeed. A good friend not only shares your joy and happiness but also your trouble and your worry. A good friend comforts and encourages you and is always willing to help out when you are in a difficult situation(境地). So I wish to make as many friends as possible, and I wish some day wellall be friends. 任务一：根据短文回答问题 1．Why do we need friends? 2．What should a true friend be like? sweets choose spent remind任务二：3．将文中划直线的句子译成汉语任务三：4．将文中的句子We need friends改为一般疑问句并作肯定回答。
Unit8 The food we eat同步教案课本单词1. menu n. 菜单2. cabbage n. 卷心菜3. garlic n. 大蒜4. noodle n. 面条5. seafood n. 海鲜6. steam v. 蒸（食物）7. prawn n. 虾；对虾8. also adv. 也9. kind n. 种类10. fry v. 油炸；油煎’油炒11. bacon n. 咸肉；熏肉12. boil v. 用沸水煮13. wing n. 翅膀14. stall n. 摊位15. section n. 区域；部门16. frozen adj. 冰冻的17. dumpling n. 饺子18. packet n. 小包装19. bake v. 烘烤20. hamburger n.汉堡包I. Important words and phrases:Words:1. noodle n.面条e.g. Chinese food is often served with rice or noodles.I like chicken noodle soup best.【友情提示】noodle通常做复述noodlesnoodle 在旧时用的英语口语中有“傻子”之意，与fool同义。
例如：Is he a noodle? = Is he a fool?2. also和too这两个单词都表示“也”。
also在句中一般仅靠所修辞的动词; too 一般放在句末，前面一定要加逗号。
例如：There are also five boys in the group.There are five boys in the group, too.3. kind n.种类adj. 友好的What kind of car do you drive? 你开的那种车？The shop sells ten kinds of cakes. 这家店出售10钟不同的蛋糕。
牛津上海版英语六年级上册《Unit 8 The food we eat》说课稿2一. 教材分析《牛津上海版英语六年级上册》Unit 8 “The food we eat” 主要让学生掌握和食物相关的词汇，学会用英语描述食物的特点。
通过本节课的学习，学生能够听懂、会说、会读关于食物词汇的单词和句型，并能够运用所学知识进行简单的日常交流。
二. 学情分析六年级的学生已经具备一定的英语基础，对于图片和简单句子能够进行理解和表达。
但部分学生对食物词汇的掌握还不够熟练，需要在课堂上加强练习。
此外，学生的听说能力还有待提高，需要通过大量的听、说、读、写活动来锻炼。
三. 说教学目标1.知识目标：学生能够掌握关于食物的相关词汇，如vegetables, fruits,meat等；能够理解并运用句型“What’s your favorite food?”, “I like/don’tlike …” 来描述自己喜欢的食物。
2.能力目标：学生能够听懂、会说、会读关于食物词汇的单词和句型，提高学生的听说能力。
3.情感目标：通过本节课的学习，培养学生对健康饮食的认识，养成良好的饮食习惯。
四. 说教学重难点1.教学重点：学生能够掌握关于食物的相关词汇，如vegetables, fruits,meat等；能够理解并运用句型“What’s your favorite food?”, “I like/don’tlike …” 来描述自己喜欢的食物。
2.教学难点：学生能够正确发音食物词汇，并能流畅地运用句型进行日常交流。
五. 说教学方法与手段1.教学方法：采用任务型教学法，通过小组活动、角色扮演等形式，让学生在实践中学习、巩固知识。
2.教学手段：利用多媒体课件、图片、食物实物等辅助教学，提高学生的学习兴趣和参与度。
六. 说教学过程1.导入：通过展示食物图片，引导学生谈论自己喜欢的食物，激发学生的学习兴趣。
2.呈现：教师展示食物词汇的图片，引导学生说出单词，并在黑板上板书单词。
