Unit3 A healthy diet课时分配：共 4 课时第一课时：Story time第二课时：Fun time, Grammar time第三课时：Sound time , Culture time Cartoon time第四课时：Checkout time第 3 课时一、教学内容：Sound time , Culture time Cartoon time二、教学目标：1、学生能熟练地用所学语言来谈论自己的饮食习惯和什么是健康的饮食。2、学生能掌握字母组合“ou”的发音规律，并能举一反三。3、 能正确听、说、读单词、词组: tomato, potato, porridge, steamed bun, cereal, sausage, western people4、学生能在情景中自主理解故事大意，并通过自主阅读，强化语言知识，训练语言技能，培养学生的阅读理解能力。三、教学重难点：1、学生能掌握字母组合“ou”的发音规律，并能举一反三。2、学生能在情景中自主理解故事大意，并通过自主阅读，强化语言知识，训练语言技能，培养学生的阅读理解能力。四、教学准备：PPT五、教学过程Step 1Revision1.Food pyramid (复习 a lot of , many，much，a few, a little , some）T: Last lesson, we knew a healthy diet including what should we eat and how much should we eat.So we have a food pyramid. 引出a lot of , many，much，a few, a little , some(充分调动多种感官参与记忆。ppt上展示的是食物金字塔，通过金字塔的形状来回忆我们健康的饮食应该吃什么，分别吃多少，以及对数量的正确运用。)2. Free talk.T: What do you eat for breakfast? What do you eat for lunch and dinner? S: I eat.T: Is it healthy? Does he/she have a healthy diet?(加强复习，防止遗忘。以上的内容进行复习之后，让学生综合运用，提升学生的综合运用能力，加强对旧知的记忆。)Step 2. Culture timeT: There is a diet saying ”Eat breakfast like a king, lunch like a prince, dinner like a pauper.” So the breakfast is very important to us. What do we usually eat for breakfast in China?(出示粥和馒头的照片，引导学生说出文化中的句子）Chinese people often have some porridge and steamed buns for breakfast.(teach porridge和steamed buns)T: What else do Chinese people eat for breakfast? （add: soymilk, deep fried dough, steamed roll, pickle）(中国的饮食根据地方的不同，习俗的不同，都各不一样，所以在学完书本的内容之后，再补充一些其它早餐的英文，利用图片展示出各种不同的早餐，吸引学生的注意力，也让学生一目了然要学习的这个单词是什么意思。同时也激发学习能力较强的学生的求知欲，课后让他们搜集更多的早餐种类。)Western people often have cereal，bread, eggs and sausages for breakfast. (teach cereal和sausages)T: This is the difference between Chinese breakfast and Western breakfast, What about other countries? Lets look at some pictures.English people often have baked potatoes for breakfast.Mexican people often have tacos for breakfast.Russian people often have black bread for breakfast.Korean people often have rice for breakfast.Italian people often have pizzas for breakfast.Different countries, different breakfast.（补充了其它国家的早餐，在介绍的时候也不是一味的老师朗读，我采用了教师开头，让学生一齐把剩余的句子齐读，让学生时刻集中注意力。）Step 3. Sound time.1. Look and sayT: Oh, look, there are some porridge and some steamed buns on the table. Can you guess where does the woman come from?S: She comes from China.T: Yes, you are right. Lets look at this picture, can you ask some questions?(with who, what, how)S: Who is the woman?T: Who can answer?S: She is Mrs Li.S: What is she doing?S: She is driving away the mouse. S: How is the woman?TSs: She is afraid.T: So she shouts loudly. What does she shout? Ss: She shouts”Get out! Get out!”T: Why does she shout that?Ss: Because theres a mouse in her house.（这里运用了类似思维导图的方式，出示了语音板块的图片，提供学生疑问词，让学生根据图片来提问，以学生为主体，让他们做课堂的主人。通过这些问题让孩子自己掌握了这里的重难点，最后再引出小歌谣，学习ou的发音，学生的印象更深刻。）2. Listen, repeat and discuss.T: Lets listen. Read after me. Practice in pairs. Lets chant.T: You did very well. Look at these words. They all have letters ”ou”, listen ou is pronounced /au/.3. Can you say any other words like this?about mouth found .4. Can you read these new words?（让学生用新学的知识运用到新的内容里，启发学生用举一反三的方法来学习。学生通过回答对也获得了学习的成就感。）5. Can you make any sentences with these words?We talk her .我们大声谈论她的衬衣。They some nice in the . 他们在南方找到了几座美丽的山峰。6. Read and group.T: ou is pronounced /au /, can you find these words?T: ou can also be pronounced / /Lets read them together.（在高年级的语音学习板块，学生有单个字母的发音逐步学习到字母组合的发音，但往往辨音的时候都是这些相同字母组合的不同发音进行辨别，所以设计了这一个环节，补充了ou的另一个发音，让学生及时积累。）Step 3 Cartoon time1.Lead inMrs Li doesnt like a mouse.But we have a mouse friend, whos he?Whos his best friend in the book?Is Sam free now? 2. Watch and answer.T: Where are Sam and his mum?At homeIn the supermarketNear the river（在观看动画前设置了一个大方向性的简单的问题，让学生先初步了解这个故事，有欲望继续学习下去。）3. At homeT: Now they are at home. Why do they want to go to the supermarket? Listen and find.(p1)S: Because theres not much food in the fridge.4. In the supermarketT: Then, they go to the supermarket. What do they buy there?S: Cola, rice and fish.T: How much cola do they buy? （Listen p2 让学生找答案回答。）a small bottle a littleHow much rice do they buy?（Listen p4 让学生找答案回答。）a big bag of the rice a lot ofHow much fish do they buy?（Listen p3 让学生找答案回答。）5. Near the riverT: Next, they are going home. They are near the river. Whats wrong with the fish?Listen and find.(p5,6)（把课文分割成三个部分，再为每个部分设置不同的问题让学生通过自读、讨论的方式来得出答案，彻底解决了这个课文中的难点和重点。）6. Read and imitate T: Its an interesting story. Lets read after the tape.7. Act the story8. Add the titleT: Can you add the title for the story?9. Add the endT: What will happen? （让这个课文的故事变得有延续性，让学生充分发挥他们的想象力，把课文的结尾补充完整，变成一个更富有趣味性的故事，增长了学生的学习兴趣，也有益于记忆课文。）S: Lets catch the fish with a large net.Step 4 Homework1. Read and recite Cartoon time.2. Read Sound time六、板书设计七、教学后记：这节课一共修改了三次，在一开始的热身环节考虑了很多，最后保留了这个食物金字塔，让学生简单来说说早中晚餐分别吃了什么，吃了多少，并让学生老判断是否健康，特别强调了这个句子”Is his/her diet healthy?” 和“Does he/ she have a healthy diet?”的不同回答，学生也能及时、快速的反应出来，也是检查他们对于旧知的掌握情况，方便教师及时对学生的薄弱点着重教学。课的一开始就先进入了文化板块，其中在学完书上的中式早餐后，还另外补充了中国的早餐的其他内容，但是没有补充西方国家的其它早餐，这部分仍需修改。其中几个难读的单词，比如“porridge”，我把它在做版贴时就用红色和黑色分音节标注，让学生分音节记忆单词，不仅有助于对单词的拼写，也有助于孩子的记忆单词的发音，这样在今后的学习英语的过程中回忆某个单词的时候都能根据分音节回忆出这个单词的读音，根据读音来拼写，提高记单词的效率。在语音部分通过图片，我提供了疑问句，让学生来提问，并通过预习的印象来逐个让学生回答。在这个过程中会发生教师预设外的问题出现，在教学过程中很常见，我认为教师在遇到这些预设外的问题时不能避而不答，而是应该及时、快速地反馈给孩子想知道的答案。对的给予肯定，错的及时纠正，让学生六下深刻的印象。在课堂上，学生犯错误也很常见，有些小错误教师稍微一提醒，学生就会立马反应过来，这不仅让学生及时接收到正确答案，也一定程度鼓励了孩子勇敢发言，对树立孩子的自信心很重要。最后的卡通的教学，内容比较简单，设置了一些问题并解决后，基本上这篇课文也就解决了，学生真正感兴趣的在于表演课文，那教师应该“投其所好”，满足学生的表演欲望，学生的课堂状态会更好。其实最后应该再设计一个产出活动，让学生根据今天的所学内容进行一个综合性操练作为巩固。可以让学生用过去时以Sam的角度也一篇日记，课堂就更完整了。5