Unit 3 More reading and writing 公开课教案

一、学生分析

本案例的授课对象是六年级的学生，学生学习英语兴趣浓厚，喜欢在各种情景下听、说、读、演的学习形式。对于今天教学的主题：healthy food，学生已具有一定的英语基础，积累了如fruit/vegetable/apple/pear/strawberry/fish/milk等相关的词语，对课文有了一定的了解，对于学习关于健康食物的科普知识，学习积极性更高，接受知识更快，同时他们富有想象力和创造力，自主学习探索能力强。

二、教材分析

1、本课时新授的内容是本教材unit 1 More reading and writing.

2、本课时的重点句型： You should eat/drink ___________. /you should not eat/drink________.该句型已在Unit 1中学习过，对同学们难度不大。本课时将继续深入掌握和应用。

3、文本内容涉及食物金字塔，金字塔里面的食物由下至上，人们需要的量递减；这种图表对于同学们来说理解不难，但根据图表运用短语 a lot of/some/plenty of/too much来建议食量就比较难。

三、教学目标

语言技能目标

1、学生能够运用语言建议食物食量；

2、能在老师的帮助下运用根据图片、上下文联系、寻找关键词进行阅读的策略，读懂文本内容并完成相关任务；

语言知识目标

1、掌握单词短语：many kinds of /how much/a lot of / some/ too much

2、了解的单词短语：fats/oils/sweets/dry beans/ideas

3、掌握句型You should `````./ You should not``````

4、能够运用语言建议食物食量.

学习策略目标

1、培养学生在阅读过程中获取信息的能力。

2、培养学生能积极运用所学英语进行表达交流。

情感态度目标

1、通过食物金字塔的学习和认识，让学生养成健康的饮食习惯。

2、学生对所学知识主动时进行归纳，并在日常生活中进一步地完善自己的食谱，使自己变得更健康。

四、教学策略

1、本课主要运用合作互动、情景对话、交流评价等教学策略，引导学生主动参与、乐于探究、勤于思考，培养学生解决问题的能力以及交流与合作的能力。

2、在教学过程中，运动游戏、小组活动充分调动学生的兴趣，使学生在愉快的气氛和活动中理解文段并获取信息。

3、让学生所学知识更加贴近实际生活，使学生更能灵活运用文段的重点语句。

课前准备：教学课件、课堂活动材料

五、教学过程

Step 1: Pre-reading  (3分钟)

(1)   Warming-up

T: Good morning, boys and girls. How are you today? Let’s begin our class. Do you know these food? There are fruits,vegetables, meat ````. There are many kinds of food.

(设计意图：通过看图说辞同学们学习过的食物类单词，吸引学生注意力。为回答老师的问题做铺垫，也为学生完成More reading and writing做准备)

(2)   lead-in

T: Wow, boys and girls. What’s your favorite food? Most of you eat healthy food. That’s good for you. But look, What our friend Mark says. Let’s read together.

T: Is he healthy? So, what should he eat? But how much should he eat?  Let’s learn more about healthy food.

（设计意图: 为学习语段消除障碍，创设情景的同时引出了问题How much should ``` eat？)

Step 2: While-reading（20分钟）

T: What’s this? It’s food pyramid. Look, how many groups in the food pyramid?

Ss: Six.

T: What are they? What’s in each group? Let’s read more.

(让同学们对食物金字塔有大概的认识，准备阅读。)

(1)  The first reading

T: Please read the text, and fill in the blanks with the words in the box.

If you finished,check in your group.学生完成后，在小组内读一读。

（设计意图:通过填写，检测学生的对文本的理解，培养小组合作意识。)

(2)  The 2nd reading

T: Can you read the food pyramid more carefully and make a food pyramid with you group?

(设计意图：并通过动手制作事物金字塔，加深同学们对金字塔的识记和理解。)

T: let’s share. There are six groups in the food pyramid. What’s in each group?

Ss: There are apples, bananas, grapes,oranges, strawberry, watermelon in fruit groups.```````

(3)  The third reading

① T: There are many kinds of food. So, how much should you eat? Read by yourself and answer the questions

S：……

·How much of vegetables and fruit should you eat?

·How much of rice, noodles or bread should you eat?

·Should you eat much meat everyday?

·Should you eat much sweets?

此环节学生回答每一个问题时，老师紧接着问:How do you know that？

(设计意图:每一个问题都要找出回答这个问题的依据，学生阅读从略读到精读,促进学生对阅读材料中语言的吸收,指引学生掌握回答问题的方法，培养学生创造性地组织语言和输出信息的能力。)

② Read the text together

③ Summary

T: So, we know for fats, oils and sweet, we should not eat too much, we should eat a little. For the milk and cheese group and the meat, fish, dry beans, and eggs group, we should eat some. For vegetables and fruits group, we should eat a lot. For bread, noodles and rice group, we should eat some every day. This isi healthy diet. Can you do that? Let’s do a survey.

Step 3: Post-reading （15分钟）

1、Pair-work: do a survey.

2、group discuss: Can you give some advice for Mark? What should he eat? How much should he eat?

(设计意图:通过对本节课的理解及老师的示范，为学生完成写作提供示范，文本提供的语言支架给学生的输出提供了帮助。)

3、Writing: finish exercise 3 on page 37.

Step 4：Homework

1. Read the text and share with your family

板书设计：

                            Healthy Food