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1、英语（六年级下册）Unit 3 A healthy dietCheckout time & Ticking timeTeaching contents 教学内容Checkout time & Ticking timeTeaching aims and learning objectives 教学目标.复习并熟练运用Is/Arethere？的句型，并能在这一句型中再一次准确运用a lot of, some, a few, a litlleo1 .能对照Ticking time的三个目标进行客观的自我评价。2 .能熟练运用所学知识介绍自己的饮食和健康的饮食。3 .能在笔头练习中准确使用there
2、be的结构。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1 .复习并熟练运用Is/Arelhere？的句型，并能在这一句型中再一次准确运用 a lot of, some, a few, a little。2 .能熟练运用所学知识介绍自己的饮食和健康的饮食。3 .能在笔头练习中准确使用there be的结构。教学难点：能在笔头练习中准确使用there be的结构。Teaching procedures 教学过程Step 1 Warm-up1. Greetings.2. Lets talk.T: How is M
3、ikes diet? How is Yang Lings diet.（通过让学生讨论 Mike 和杨玲 的饮食来复习Story time的课文内容）【设计意图：热身环节，通过小组讨论的方式复习本单元Story time的主要内容。】 Step2 PresentationLefs discuss.T: Wang Bing has a good friend. Hes Billy. Look! They*re coming.1. Read and discuss.T: Heres a passage about Billy. Please read it in pairs, and then di
4、scuss.（同桌之间自由读，并对Billy的饮食做讨论。）T: Is Billys diet healthy? Why?S: No, his diet is unhealthy.T: Can you give some suggestions to him?（同桌讨论后给出回答）U: To keep healthy, you should eat/drink a lot of7 some/ a 伯w/ a little.You shouldnt eat/drink too much/too many.V: We hope Billy can change his diet.T: How ab
5、out Wang Bings? Lets fill in the blanks and see Wang Bings diet.（学生根据首字母填空，完成王兵的饮食情况并讨论）【设计意图：在第五课时中对学生能力的要求要比前儿课时更高，所以设计了 阅读和根据首字母填空活动，培养学生综合语言运用能力。】T: What do you think of his diet? Why?S: I think.2. Ask and answer.T: Yes. Wang Bing has a healthy diet. He and his parents want to cook a big dinner.
6、 Lets go and see.T: They buy a lot of things. What do they buy? Can you guess?S: Is/Are there .?（学生用there be.结构的一般疑问句来猜，并要求他们用上a lol of7 some/a few/a little）T: Great. Lets go and see the food they buy.（让学生用there is, there are的句型分类将这些食物说一说，最后将这些食物 组成一个金字塔）Do some exercise!T: Leis do some exercise! （P
7、PT 呈现一些 there be 句型的练习）T: OK. Please try to describe the food pyramid in pairs.【设计意图：这里复习了 There be句型的用法，此处是学生易错的部分，be动 词需要和后面的量词联系在一起进行分析。增加一些实例让学生更清楚并准 确运用be动词。】Step 3 Practice1. Finish Look and write on page 35.2. Lets design.T: Now, we know a lot about healthy diet. Can you design a healthy diet
8、 for Billy?S: Yes!T: OK. First, please introduce your healthy diet to Billy.(让学生说一说他们的健康饮食)T: OK, very good, now please write down Billys diet.(出示 Tips：恰当地使用 a lot of, some, a little, a few)Step 3 ConsolidationTicking timeT: Look at todays learning aims. How many starts can you get?(学生在小组间进行讨论并完成自评)
9、Exercise1. She likes(eat) fish.2. There isnt(many) food in the fridge.3.1(have) go to the supermarket.4. Do you(want) come with me?5. Sam sees a lot of(juice) in the bottle.6. Now they have some(mango) at home.7. Mike(have) some bread and milk for breakfast.8. Does Mike(have) a healthy diet?9. He on
10、ly(drink) a little water every day.1(). Do you have a(health) diet.【设计意图：在巩固环节设计一些和本单元重难点内容相契合的课堂练习，巩固 学生所学。】Homework家庭作业1 .完成补充习题D&EO.以Billy飞diet为题，写一篇小短文，可以对照Billy以前的饮食和建议的饮食。Teaching aids教学准备（含板书设计）教学准备：图字卡、教学课件。板书设计：Unit3 A healthy dietIs/Are there.? Yes, there is./No, there isnt.Yes, there are./ No, there arent.说课：本课是本单元的最后一课时，为了避免话题和前几个单元的重复，教师通过 一系列的任务设计，既活跃了课堂气氛，又达到了复习的效果。对Billy和Mike 的饮食环节的处理，不仅考验了学生的知识水平，还考验了他们对本单元知识的 综合运用。教师鼓励学生通过总结自己的饮食习惯，发现自己饮食当中的健康与 不健康之处，从而更有指向性地给别人合理的饮食建议。