英语Unit 6 Food and lifestyle教学设计

这是一份英语Unit 6 Food and lifestyle教学设计，共4页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。

Perid 1
【教学目标】
1．T revise ld vcabulary and learn new vcabulary abut fd．
2．T talk abut likes and dislikes with regard t fd．
3．T use adjectives t describe different tastes.
【教学重难点】
Wrds: nn，hamburger, keep, lemn, watermeln, chclate, beef, carrt, sweet, meat, health
Sentences:
I like/dislike/hate/lve
I dn’t like
D yu like…?
An apple a day keeps the dctr away.
What abut yu?
【教学过程】
Part One: 预习作业与交流
1．Check the prepared wrk.
2．Warm-up activity
（1）Brain-strming
Give Ss five questins abut the daily diet and ask them t answer them as sn as pssible. (Shw them by ppt.)
Hw many meals d yu have a day?
What drink d yu like best?
What fruit d yu like best?
What is yur favurtie meat?
What is yur favurtie vegetable?
交际法，师生问答, 复习已经学过的有关食物的单词。
（2）Ask students t name as much fd as pssible in English and write them n the blackbard and grup them. Teachers can ask the fllwing questins:
What fd d yu have fr breakfast/lunch/supper?
What fd d yu like? Why?
What fd d yu dislike? Why nt?
What fd is gd fr us?
What fd is bad fr us?
What Chinese fd d yu knw?
What Western fd d yu knw?
D yu like Chinese fd r Western fd? Why?
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。
Part Tw: 展示探究
Step ne: 导入
1．教师将Cmic 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? D yu knw his favurite thing?
2．让学生发挥想象，针对学生的回答回应： Yes, he is thinking abut having lunch. He likes fd best. Tday we will talk abut fd and hw t eat healthily.
Step tw: 呈现
1．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Cmic strip第一幅图片，问学生： What’s the time in the picture? Yes, it’s half past ten. It’s nn. What d yu think Eddie wants t have fr lunch? Sme meat? Chicken, beef, r prk? 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 d yu think Eddie likes t have fr his lunch?
Which ne d yu like t eat?
D yu think meat is gd fr ur health?
D yu think we shuld eat a lt f meat fr each meal r each day?
3．教师利用图片呈现集中蔬菜：Eddie als needs sme vegetables fr lunch, because smetimes vegetables are mre imprtant than meat. They are gd fr us t keep healthy. What are the vegetables here? Yes, they are ptates, tmates, and carrts.
4．教师带读生词并与学生进行自由交流。
Of the three vegetables, which ne d yu think Eddie will like t eat?
And what abut yu?
D yu eat vegetables fr each meat r each day?
5．教师利用图片分类介绍各种食品，并与学生进行自由交流，参考问题如下：
What fruit d yu see in the picture?
What fruits d yu ften eat?
D yu think fruit juice is better than fruit?
When d yu usually eat fruit, befre meals r after meals?
D yu think snacks are delicius? Are they gd fr ur health? And hw ften d yu have sme snacks?
6．完成A部分练习。
7．学习Cmic strip。 教师说：just nw , we talk abut many kinds f fd．Nw listen t the tape and tell me what Eddie is ging t have fr his lunch. 教师播放录音并请学生回答问题。
8．学生朗读对话， 教师提出第二个问题：What des Hb want Eddie t have fr lunch? Why? 给学生两分钟自由朗读对话，之后请他们复述对话。
9．提供一篇短文，请学生根据对话填写空缺的词汇，没空一词。
It’s Hb and Eddie are talking abut what t eat. Eddie wuld like t have a . But Hb thinks hamburgers are nt fr their health, and that Eddie shuld have an , because an apple a day the dctr away. Eddie agrees, but he needs . D yu think he can eat ten apples fr just ne meal?
10．教师与学生讨论自由讨论Eddie的午餐健康与否问题。教师得出结论： Hamburgers are nt gd fr health. Apples are gd but we can nt nly eat them fr lunch. 并提议：Let’s make a healthy diet fr Eddie, shall we? It shuld be a diet fr three meals fr each day.
Step three: 操练
1．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。教师可以给出更多夫人食物词汇作文补充。
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 des Millie like？ And hw abut Daniel?
朗读对话。
表演对话。
编排新对话并表演。
再此过程中，让学生尽量多运用有关食物的词汇。
Step fur: 语言点
1．Be gd fr
区别：be gd at / be gd with / be gd t
2．eat 与have 的区别
3．keep 的多种用法
4．hw abut
5．fish
Part three: Hmewrk
1．背诵本科室词汇、词组及句型。
2．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，以做准备。四人一组完成对话表演。