Unit3 A healthy diet課時分配：共 4 課時第一課時：Story time第二課時：Fun time, Grammar time第三課時：Sound time , Culture time Cartoon time第四課時：Checkout time第 3 課時一、教學內容：Sound time , Culture time Cartoon time二、教學目標：1、學生能熟練地用所學語言來談論自己的飲食習慣和什么是健康的飲食。2、學生能掌握字母組合“ou”的發音規律，并能舉一反三。3、 能正確聽、說、讀單詞、詞組: tomato, potato, porridge, steamed bun, cereal, sausage, western people4、學生能在情景中自主理解故事大意，并通過自主閱讀，強化語言知識，訓練語言技能，培養學生的閱讀理解能力。三、教學重難點：1、學生能掌握字母組合“ou”的發音規律，并能舉一反三。2、學生能在情景中自主理解故事大意，并通過自主閱讀，強化語言知識，訓練語言技能，培養學生的閱讀理解能力。四、教學準備：PPT五、教學過程Step 1Revision1.Food pyramid (復習 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(充分調動多種感官參與記憶。ppt上展示的是食物金字塔，通過金字塔的形狀來回憶我們健康的飲食應該吃什么，分別吃多少，以及對數量的正確運用。)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?(加強復習，防止遺忘。以上的內容進行復習之后，讓學生綜合運用，提升學生的綜合運用能力，加強對舊知的記憶。)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?(出示粥和饅頭的照片，引導學生說出文化中的句子）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）(中國的飲食根據地方的不同，習俗的不同，都各不一樣，所以在學完書本的內容之后，再補充一些其它早餐的英文，利用圖片展示出各種不同的早餐，吸引學生的注意力，也讓學生一目了然要學習的這個單詞是什么意思。同時也激發學習能力較強的學生的求知欲，課后讓他們搜集更多的早餐種類。)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.（補充了其它國家的早餐，在介紹的時候也不是一味的老師朗讀，我采用了教師開頭，讓學生一齊把剩余的句子齊讀，讓學生時刻集中注意力。）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.（這里運用了類似思維導圖的方式，出示了語音板塊的圖片，提供學生疑問詞，讓學生根據圖片來提問，以學生為主體，讓他們做課堂的主人。通過這些問題讓孩子自己掌握了這里的重難點，最后再引出小歌謠，學習ou的發音，學生的印象更深刻。）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?（讓學生用新學的知識運用到新的內容里，啟發學生用舉一反三的方法來學習。學生通過回答對也獲得了學習的成就感。）5. Can you make any sentences with these words?We talk her .我們大聲談論她的襯衣。They some nice in the . 他們在南方找到了幾座美麗的山峰。6. Read and group.T: ou is pronounced /au /, can you find these words?T: ou can also be pronounced / /Lets read them together.（在高年級的語音學習板塊，學生有單個字母的發音逐步學習到字母組合的發音，但往往辨音的時候都是這些相同字母組合的不同發音進行辨別，所以設計了這一個環節，補充了ou的另一個發音，讓學生及時積累。）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（在觀看動畫前設置了一個大方向性的簡單的問題，讓學生先初步了解這個故事，有欲望繼續學習下去。）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 讓學生找答案回答。）a small bottle a littleHow much rice do they buy?（Listen p4 讓學生找答案回答。）a big bag of the rice a lot ofHow much fish do they buy?（Listen p3 讓學生找答案回答。）5. Near the riverT: Next, they are going home. They are near the river. Whats wrong with the fish?Listen and find.(p5,6)（把課文分割成三個部分，再為每個部分設置不同的問題讓學生通過自讀、討論的方式來得出答案，徹底解決了這個課文中的難點和重點。）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? （讓這個課文的故事變得有延續性，讓學生充分發揮他們的想象力，把課文的結尾補充完整，變成一個更富有趣味性的故事，增長了學生的學習興趣，也有益于記憶課文。）S: Lets catch the fish with a large net.Step 4 Homework1. Read and recite Cartoon time.2. Read Sound time六、板書設計七、教學后記：這節課一共修改了三次，在一開始的熱身環節考慮了很多，最后保留了這個食物金字塔，讓學生簡單來說說早中晚餐分別吃了什么，吃了多少，并讓學生老判斷是否健康，特別強調了這個句子”Is his/her diet healthy?” 和“Does he/ she have a healthy diet?”的不同回答，學生也能及時、快速的反應出來，也是檢查他們對于舊知的掌握情況，方便教師及時對學生的薄弱點著重教學。課的一開始就先進入了文化板塊，其中在學完書上的中式早餐后，還另外補充了中國的早餐的其他內容，但是沒有補充西方國家的其它早餐，這部分仍需修改。其中幾個難讀的單詞，比如“porridge”，我把它在做版貼時就用紅色和黑色分音節標注，讓學生分音節記憶單詞，不僅有助于對單詞的拼寫，也有助于孩子的記憶單詞的發音，這樣在今后的學習英語的過程中回憶某個單詞的時候都能根據分音節回憶出這個單詞的讀音，根據讀音來拼寫，提高記單詞的效率。在語音部分通過圖片，我提供了疑問句，讓學生來提問，并通過預習的印象來逐個讓學生回答。在這個過程中會發生教師預設外的問題出現，在教學過程中很常見，我認為教師在遇到這些預設外的問題時不能避而不答，而是應該及時、快速地反饋給孩子想知道的答案。對的給予肯定，錯的及時糾正，讓學生六下深刻的印象。在課堂上，學生犯錯誤也很常見，有些小錯誤教師稍微一提醒，學生就會立馬反應過來，這不僅讓學生及時接收到正確答案，也一定程度鼓勵了孩子勇敢發言，對樹立孩子的自信心很重要。最后的卡通的教學，內容比較簡單，設置了一些問題并解決后，基本上這篇課文也就解決了，學生真正感興趣的在于表演課文，那教師應該“投其所好”，滿足學生的表演欲望，學生的課堂狀態會更好。其實最后應該再設計一個產出活動，讓學生根據今天的所學內容進行一個綜合性操練作為鞏固?？梢宰寣W生用過去時以Sam的角度也一篇日記，課堂就更完整了。5