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Unit 3 Healthy or unhealthy第1课时+示范教案(六上)

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1 / 5 Unit 3 Healthy or unhealthy?

Look and learn; Listen and say

第1课时

一、教学目标

1. 能够听说词汇：healthy, unhealthy, hamburger, cola, yesterday, fruit, pie, pizza, sandwich

2. 能够掌握句型：What did you have for breakfast this morning? I had two hamburgers and some

cola.

3. 能够初步运用核心句型询问别人过去一日三餐所吃的食物和表述三餐的内容。

4. 引导学生对健康饮食的关注（意识）

二、教学重难点

重点：词汇：healthy, unhealthy, hamburger, cola, yesterday, fruit, pie, pizza, sandwich

句型：—What did you have for breakfast this morning?

—I had two hamburgers and some cola.

难点: 运用所学词汇和句型自由谈论自己和他人的早餐，对于他人的饮食习惯是否健康，能做出合理判断并给出适当的建议。

三、教学准备

教学课件；多媒体设备等。

四、教学过程

I. Warm-up

1. Let’s watch

播放一段关于食物的视频，学生欣赏。

设计意图：激发学生的学习兴趣，为引出本课话题做准备。

2. Look and say

课件呈现一些食物的图片，教师询问学生三餐通常吃什么，学生试着回答问题。

设计意图：引出本课要谈论的话题。

II. Presentation

1. Look and learn

（1）T：Tom had a sandwich, a pizza and an apple pie for breakfast.

2 / 5 教师呈现图片，介绍Tom今天早餐吃了什么，引导学生体会sandwich, pizza, pie的含义和用法，同时呈现本课的目标句型。

（2）T：What did Lily have for breakfast this morning? She had a hamburger and some cola.

教师继续呈现图片，介绍Lily今天早餐吃了什么，引导学生体会hamburger, cola的含义和用法，同时呈现本课的目标句型。

（3）T：I had some fruit for breakfast. I also had a little milk.

教师继续呈现图片，介绍自己今天早餐吃了什么，引导学生体会fruit, a little的含义和用法，同时呈现本课的目标句型。

（4）T：What did you have for breakfast this morning?

课件呈现各种食物的图片，教师询问学生今天早餐吃了什么，让学生试着回答问题。

（5）T：Fruit and milk are good for us. They are healthy food. Hamburgers and cola are not

healthy. They’re unhealthy food. Lily loves hamburgers. She can have a little meat, but not too

much. She should drink some milk and eat some fruit.

教师继续呈现图片，介绍水果和牛奶属于健康食品，汉堡和可乐是不健康的食品，引导学生体会healthy, unhealthy的含义和用法。然后对莉莉的不健康的饮食习惯给出合理建议。

设计意图：图片与单词、句子相结合，帮助学生熟记单词并体会其在句中的用法。认识新词汇的同时也学习了本课的重点句型。在引导学生学习新词汇、句型的同时，注意引导学生养成健康的饮食习惯，对于不健康的饮食习惯给出合理建议。

2. Think and say

课件出示几种食物，让学生判断它们是健康食品还是不健康食品。

设计意图：让学生明确什么是健康食品，什么是不健康食品，引导学生养成健康的饮食习惯，同时也加深了学生对healthy, unhealthy的理解和记忆。

3. Look and learn

T：Lily had breakfast today. But she didn’t have breakfast yesterday morning. Breakfast is very

important to us. We should have breakfast every day.

继续呈现图片和目标句型，告诉学生早餐的重要性。

设计意图：在呈现句型的同时，引导学生养成吃早餐的健康的饮食习惯。

4. Listen and think

3 / 5 学习完本课重点词汇和句型，让学生将注意力集中在Alice, Joe and Jill三人身上，听一听他们三个今天早餐吃了什么。同时课件出示下列问题：

（1）Did Joe have hamburgers this morning?

（2）Who didn’t have breakfast this morning?

学生听录音后尝试回答问题。

设计意图：帮助学生对本课重点词汇和句型的理解和记忆，同时训练学生通过听文本获取主要信息的能力。

5. Listen and judge

学生再次听录音，判断下列句子正误。

（1）Joe had three hamburgers for breakfast. ( )

（2）Jill have lunch and dinner every day. ( )

（3）Alice had some bread this morning. ( )

设计意图：通过听录音，了解文本信息，锻炼学生听取信息的能力。

6. Read and check

教师呈现表格，学生阅读课本对话，将每个人早餐吃的食物打钩。

设计意图：引导学生全面深入地了解文本内容。

7. Listen and repeat

教师播放Listen and say录音，学生跟读录音。

设计意图：在理解文本的基础上，跟读录音，纠正发音。

III. Practice

1. Role-play

三个学生一组，表演本课对话。

设计意图：加深学生对本课内容的理解和记忆，同时培养学生口语表达能力。

2. Look and say

呈现本课出现的几种食物，学生快速说出其对应的英文单词。

设计意图：加深学生对本课重点词汇的记忆。

3. Read and complete

对本课对话内容进行改编，变成一篇短文，短文主要介绍Alice, Joe and Jill三人今天早餐情况，学生填空完成短文。如果学生对本课内容掌握不太熟，可以再次回顾一下对话。

4 / 5 设计意图：帮学生全面深入了解课文内容，同时加深学生对本课重点词汇和句型的理解和记忆。

4. Look and talk

呈现几组图片，学生两人一组进行对话练习，谈论图中人物早餐吃的是什么、是否健康。课件呈现语言支架供学生参考。

A: What did he/she have for breakfast this morning?

B: He/She had ...

A: Is that healthy?

B: Yes. / No.

设计意图：练习学生对本课重点词汇和句型的理解和记忆，训练学生口语表达能力。

IV. Production

1. Ask and report

学生询问小组成员今天早餐吃了什么，是否健康，如果不健康，给对方提出合理建议。一边询问一边记录，然后整理汇报。

Ask:

A: What did you have for breakfast this morning, Mike?

B: I had ...

A: That’s healthy. / That’s unhealthy. You should ...

Report:

In my group, Mike had an egg and a little milk for breakfast. He also had some fruit. That’s

healthy. Mary had ...

设计意图：训练学生灵活运用本课所学词汇和句型去完成调查报告任务，提高学生的语言运用能力，让学生在用英语做事情的过程中，收获快乐和自信。

2. Write and report

学生记录下自己昨天的一日三餐并进行自我评价，然后写下自己明天一日三餐的饮食计划。

Yesterday, I had ... For breakfast. It is healthy/unhealthy.

I had ... for lunch. It is ...

I had ... for dinner. It is ...

Tomorrow, I will have ... for ...

5 / 5 设计意图：让学生在对生活的描述和规划中进一步落实重点句型，同时学会合理安排自己的饮食，培养良好的健康饮食习惯。

V. Homework

1. 听读Listen and say。

2. 编写一段你和同伴的对话，谈论彼此今天早餐都吃了些什么，评价对方的饮食习惯是否健康，如果不健康，试着给出合理建议。

五、板书设计

Unit 3 Healthy or unhealthy?

healthy, unhealthy, hamburger, cola, yesterday, fruit, pie, pizza, sandwich

—What did you have for breakfast this morning?

—I had two hamburgers and some cola.

That’s healthy/unhealthy.

Breakfast is very important to us.

We should have breakfast every day.

合集下载

unit2 Healthy Eating_教案

unit2 Healthy Eating_教案

Micro—teaching Lesson Planning

College of foreign studies Class:0804 Name :

Unit 2 Healthy Eating

The First Period Warming up and Reading

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer,

muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving， newly-opened, balanced diet,

ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research

b. 重点句子

His fried rice was hot but did not taste of fat.

Tired of all that fat? Want to be thinner? Only slimming food served here.

I will take all that fat off you in two weeks if you eat here every day.

It was not giving its customers energy-giving food!

Something terrible must have happened if Li Chang was not coming to eat with him as he always did.

2016-2017学年高中英语 Unit 3 healthy life(第1课时)同步测试 新人教版选修6

2016-2017学年高中英语 Unit 3 healthy life(第1课时)同步测试 新人教版选修6

Unit 3 A healthy life

1. Warming Up and Reading

一、选词填空。

根据语境，用方框中所给短语的适当形式填空。（每个短语仅使用一次）

due to; be addicted to; be accustomed to; decide on; feel like; do damage to; reach

for; by the way

1. Some students _______ so ________ the play that they spend too much time in front

of TV.

2. The thirsty patient ___________ the cup but he couldn’t get it.

3. The car accident was ____________ careless driving.

4. It is still raining and it is difficult to ________________ a date to go on our

project.

5. Do you ____________ sharing your experience with the rest of your group?

6. I think the TV show last night was interesting. __________, when did you go to

bed last night?

7. I’m a northerner, so I _______ not _____________ the kind of food that southerners

often eat.

8. Human beings have ________ great _______________ the environment over the years.

沪教牛津版六上Unit 3 Healthy or unhealthy 教案(公开课)

沪教牛津版六上Unit 3 Healthy or unhealthy 教案(公开课)

Module 1 Getting to know each other

Unit 3 Healthy or unhealthy? 教案

一、教学目标

1. 认知目标：学习掌握新词汇：healthy，unhealthy，hamburger，yesterday，fruit，pie，pizza，sandwich，vegetable，chicken，chocolate，掌握句型：What did you have for breakfast this morning?

以及答复：I had some …

2. 能力目标：能运用所学句型描述自己的早餐吃了什么。

3. 情感目标：让学生通过对课文内容的学习掌握，增强学习的信心，调动学生的学习兴趣。

二、教学重难点

1. 重点

能运用所学句型描述自己的早餐吃了什么。

2. 难点

句型：What did you have for breakfast this morning? 以及答复：I had some …的理解掌握。

三、教学用具

照片、多媒体教学设备、单词卡片。

四、教学设计

Step 1 warming

1. 师生互相问好，教师询问大家今天早上吃早餐了吗？早餐吃了些什么呢？自己喜欢的食物有哪些呢？这些是否是健康食物呢？

2. 教师向学生们说说自己的早餐吃了些什么，自己喜欢的食物。

Step 2 Revision and Presentation

1. 教师告诉学生我们这节课就要学学如何用英语交流自己的早餐吃了些什么，是否健康。

2. 教师请学生谈谈自己的早餐及喜欢的食物。

3. 教师出示单词卡片进行新单词教学，带读并配合肢体动作让同学们印象深刻。

4. 教师播放课文内容录音，请同学们认真听一遍，争取做到理解内容。

Step 3 New Lesson

活动Let’s do a survey

教师制作一张表格，请同学们分别填上自己三餐所吃的食物，并在表格完成后请一位同学向其他同学介绍任意一位同学的三餐吃了什么，并评价是否健康。介绍完之后再邀请其他同学进行介绍……介绍的好的同学会得到奖励。

Healthyorunhealthy教学设计

Healthyorunhealthy教学设计

泽州县凤城小学“快乐二四”导学案

年级 六 科目 英语 总课时 7

课题 Unit 3 Healthy or unhealthy ? 课时 第二课时

主备教师 郭倩倩 审核教师 课型 新授课

学习目标 1. 能读懂短文,并能用准确的语音语调朗读。

2. 能使用核心词汇和句型,掌握a lot of和a little的区别和用法。

3. 能说出健康和不健康的饮食和生活方式的区别,养成健康的饮食习惯和生活方式。

重点 词汇：vegetable, a little, chicken, chocolate

句型：They eat/drink a lot of/ some/ a little …

难点 能理解和准确使用a lot of, some, a little表达物品的数量。

课前准备 课件

导

学

流

程 初备

一、 激趣热身

1.Greeting.

2.Look and say.（Read the words loudly and quickly.）

3.Think and say： I think … is/are healthy/ unhealthy.

4.Lead in.

二、快乐导学

1.Introduce their new friends： Tim, Judy, Lily and Bob. 泽州县凤城小学“快乐二四”导学案

导

学

流

程 初备 二度备

2.Watch the vedio. Then answer the questions

below.

Questions: Are they healthy or unhealthy?

3.Listen to the tape. Then ask some questions.

4.Listen and repeat. Then practice in groups.

5.Ask and answer.

(1)What food do Tim and Judy

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