初中牛津译林版Welcome to the unit教学设计

这是一份初中牛津译林版Welcome to the unit教学设计，

Unit 6 Food and lifestyle Comic strip and welcome to the unitTeaching aims and demands:1、To revise old vocabulary and learn new vocabulary about food.2、To talk about likes and dislikes with regard to food.3、To use adjectives to describe different tastes. Teaching main and difficult points:Some important words,phrases and sentences: noon，hamburger, keep, lemon, watermelon, chocolate, beef, carrot, sweet, meat, health Sentences: ( 1)I like/dislike/hate/love( 2)I don’t like ( 3)do you like…?(4 )an apple a day keeps the doctor away .( 5)what about you ? Teaching media: recorder, computerTeaching procedure:Part One: 自主预习与检测（二）根据句意，首字母或中文提示完成单词1. Daniel often eats (汉堡包) for lunch.2. Please (保持) the classroom clean.3. Don’t eat too much (肉). It is not good for you.4. Rabbits like to eat c .5. —Do English people eat a lot of (牛肉)? —Yes, they do.Part Two:Step1:Warm-up activityBrain-stormingGive Ss five questions about the daily diet and ask them to answer them as soon as possible.(show them by ppt.)1. How many meals do you have a day?2. What drink do you like best?3. What fruit do you like best?4. What is your favourtie meat?5. What is your favourtie vegetable?设计意图：运用交际法，师生问答, 复习已经学过的有关食物的单词。2) Ask students to name as much food as possible in English and write them on the blackboard and group them. Teachers can ask the following questions:What food do you have for breakfast/lunch/supper?What food do you like? Why?What food do you dislike? Why not?What food is good for us? What food is bad for us?What Chinese food do you know?What Western food do you know?Do you like Chinese food or Western food? Why?（设计意图：运用交际法，师生问答, 了解中西方不同的食物并认识哪些是健康食物，鼓励学生能简单讲出喜欢或不喜欢的原因。）Step 2:lead in 1 教师将Comic strip 的第一幅图片展示给学生，先遮盖文字部分，问学生： What is Eddie thinking? Do you know his favourite thing ? 2 让学生发挥想象，针对学生的回答回应： yes, he is thinking about having lunch. He likes food best. Today we will talk about food and how to eat healthily.Step 3 : presentation（welcome to the unit） 1. T: what’s the time in the picture ? S: yes ,it’s half past ten. It’s noon . T: what do you think Eddie wants to have for lunch ? Some meat ? chicken , beef, or pork ? （设计意图：教师利用图片与学生讨论Eddie的午餐，从而引入事物的话题， 并介绍A部分的生词。继续讨论,教师在此过程中用图片呈现这三种肉类食品并分别带读。）2 熟读这三个词汇后，教师与学生进行如下自由交流：Which meat do you think Eddie likes to have for his lunch ?Which one do you like to eat ?Do you think meat is good for our health ?Do you think we should eat a lot of meat for each meal or each day?3. T: Eddie also needs some vegetables for lunch, because sometimes vegetables are more important than meat. They are good for us to keep healthy. What are the vegetables here ? yes, they are potatoes , tomatoes , and carrots. （设计意图：利用图片呈现集中蔬菜）4 T:Of the three vegetables, which one do you think Eddie will like to eat?And what about you?Do you eat vegetables for each meat or each day ? 5． Look at pictures and answer:What fruit do you see in the picture?What fruits do you often eat?Do you think fruit juice is better than fruit?When do you usually eat fruit, before meals or after meals ?Do you think snacks are delicious ? Are they good for our health? And how often do you have some snacks? （设计意图：运用图片分类介绍各种食品，并与学生进行自由交流。）6 Finish part A.Step 4. Presentation(Comic strip)1.T: just now , we talk about many kinds of food. Now listen to the tape and tell me what Eddie is going to have for his lunch. 3. Fill in the blanks:It’s . Hobo and Eddie are talking about what to eat. Eddie would like to have a . but Hobo thinks hamburgers are not for their health, and that Eddie should have an , because an apple a day the doctor away. Eddie agrees, but he needs . do you think he can eat ten apples for just one meal?4. Conclusion:Hamburgers are not good for health . Apples are good but we can not only eat them for lunch. 并提议：Let’s make a healthy diet for Eddie, shall we ? It should be a diet for three meals for each day. Step 5: practise1 为Eddie 设计一份健康的一日三餐食谱。学生以四人小组为单位。准备三分钟，然后请学生以报告或对话的形式向全班展示。教师可以给出更多关于食物词汇作文补充。2 以B部分对话为范例，操练对话。步骤如下：听对话，回答问题，如：what does Millie like？ And how about Danile?Read the dialogueAct out the dialogueMake up a new dialogue and act out .设计意图：在此过程中，让学生尽量多运用有关食物的词汇。Step 6: language points（discuss in groups）1 be good for 区别：be good at / be good with / be good to 2 eat 与have 的区别3 keep 的多种用法4 how about 5 fish Part three : 当堂检测完成《课课练》中第一课时里的检测部分Homework预习reading.学生准备对话表演。情境为班级要举行一次周末聚餐活动，生活委员询问大家喜欢什么食物，以作准备。四人一组完成对话表演。Blackboard design:Unit 6 Food and lifestyleComic strip ＆welcome to the unitWords: Phrases: Sentences:hamburger keep healthy 1. An apple a day keeps the doctor health too much meat away.watermelon keep…away 2. What about you?教后反思:本课时的话题是大家都感兴趣的食物与健康，也是当前中学生也面临的问题，所以学生都很感兴趣，并且都能够积极的参与到课堂中，课堂效果很好，同时通过这一课时的学习，能够更正学生的观念，让他们更加重视食物与健康的关系，从而在现实中努力使自己的饮食模式更加健康。