第3单元课题Unit 3 A healthy dietStory time课时数5第1课时总第12课时教学目标1. 在情景中体会理解healthy、diet的含义，并能够准确发音2. 学生在课文学习中初步感知a little与a few的用法区别3. 在饮食金字塔图的帮助下尝试叙述自己或他人的饮食，了解a few、a little的区别4. 结合插图理解并朗读课文，判断Yang Ling和Mike的饮食习惯是否健康5. 初步运用本课所学的词汇和句型谈论自己对healthy diet的看法6. 通过本课的学习，学生能形成健康饮食、健康生活的意识教学重难点教学重点：1. 学生能够理解、会读、会复述课文2. 通过课文学习，学生能了解什么是健康饮食并能修正自己不良的饮食习惯3. 学生在课文学习中初步感知a little与a few的用法区别教学难点：1. 初步运用本课所学的词汇和句型谈论自己的饮食习惯2. 通过阅读策略的学习，用表格、食物金字塔等，深刻理解健康饮食的含义，对healthy diet表达自己的看法教学准备教学准备：图字卡、教学课件教 学 过 程二次备课Step 1 Warm-up and free talk1. Greeting & RevisionT: Good morning, boys and girls. Do you remember Wang Bing’s good habits? Does Wang Bing go to bed early? Why?S: (复习Unit 2课文内容，回忆并回答)T: What time did you get up this morning? Do you usually get up early?Do you go to bed late?S: …T: Did you have breakfast this morning? S: Yes, I did.T: What do you usually have for breakfast? Let’s do a brainstorming.Step 2 Presentation1. T: Do you have … for your breakfast? S: I have … for breakfast.T: What about your lunch and dinner? Are they good for us?S: I have some vegetables/meat/rice/noodles … They are good/bad for us.2. T: OK. Today we’ll talk about healthy food. (教学health—healthy) T: We should eat more healthy food and have a healthy diet.(教学：diet，并板书课题：Unit 3 A healthy diet)Step 3 Story Time1. Listen and numberT: Our friends Mike and Yang Ling are also talking about their diets. Now let’s listen to the tape, and then number the pictures.(学生听课文录音，并根据课文对所给图片进行排序)2. Watch and answer T: Please watch the cartoon, and then answer the questions. Question: What do they like eating?3. Read and finish the formT: What do they have for three meals? Let’s read the text and finish the form, and then talk about the form in groups.Name breakfast lunch dinnerMike Yang Ling S: (小组汇报) Mike has … for his breakfast/lunch/dinner.Yang Ling has … for her breakfast/lunch/dinner.T: Good! But do you know how much food they have for three meals? (PPT出示并教学词组：a lot of, some, a little, a few)4. Students read the text by themselves, and then finish True or false on P28. 5. Finish Read and write on P28.6. Reading time: listen and repeat.(跟读环节教师需提醒与讲解朗读时的语音语调、停顿、重音和连读等朗读技巧)Step 4 Consolidation1. Can you introduce Mike and Yang Ling’s diet? (给学生一定的图片和关键词)2. Show the “Food pyramid”, and introduce the healthy diet.3. Let’s talk T: What do you think of Mike and Yang Ling’s diet? What about your diet? Is it healthy? (学生在同桌或者小组间进行对话谈论，并选取几组进行汇报)4. T: Wish everyone has a healthy diet, a happy life and a bright future!Homework 家庭作业1. 抄写本课新词新句。
2. 熟读、背诵、复述课文教学手记：第3单元课题Unit 3 A healthy dietGrammar time课时数5第2课时总第13课时教学目标1. 能准确运用a little, a few, some, a lot of等词表达物品的数量2. 能够进一步区分可数名词与不可数名词，掌握mango, potato, tomato等词的复数形式3. 会正确运用句型：I/we/they/you have/eat a lot of/some/a little + … (不可数名词) I/we/they/you have/eat a lot of/some/a few … (可数名词)，以及第三人称单数的句式4.能够仿照课文谈论自己的一日三餐，对自己和别人的饮食习惯做出评价，并进一步建立“健康饮食”的理念，养成良好的饮食习惯 教学重难点教学重点：1. 能正确区分和运用a lot of, some, a few, a little表示可数名词和不可数名词的数量2. 谈论自己的一日三餐，并对自己和别人的饮食习惯做出评价教学难点：学生能够准确区分a few和a little的用法教学准备教学准备：图字卡、教学课件。
教 学 过 程二次备课Step 1 Warm-up 1. BrainstormingT: Hello, boys and girls. First, let’s have a brainstorming. Let’s talk about food and drinks. Please say as many words as possible. OK?S: OK.Step 2 Revision1. Let’s judgeT: Please judge the sentences according to Story time. If the sentence is right/wrong, please say “Yeah! Yeah! Yeah!”/”No! No! No!”(根据课文的内容判断所给的句子是否符合Mike的饮食)T: Does Mike have a healthy diet?S: No.T: Why?S: Because he …T: Can you give him some suggestions?S: Please …/Don’t …(课件上出示不同量词，提醒学生可以用这些量词给Mike提健康饮食建议)2. Fill in the blanksT: How about Yang Ling’s diet? Let’s finish this passage.(在完成的过程中，出示两张图片，让学生选择哪一张是a little rice，通过直观的方式，让学生知道a little的具体含义。
)3. Talk about their diet in pairsT: What about their diet?S: I think Mike’s/Yang Ling’s diet is healthy/unhealthy, because …4. Let’s chantStep 2 Presentation1. Let’s learnT: Just now, we talked about Mike and Yang Ling’s diet. Now look at the screen. What can you find?S: A lot of rice, a lot of noodles, some fish and some vegetables.(通过对Mike和杨玲饮食的chant，让学生自己发现语言现象：a lot of、some既可以修饰可数名词，又可以修饰不可数名词)2. Let’s compareT: How about “a few” and “a little”? Pay attention to the words after “a few” and “a little”. Are they countable or uncountable? Let’s compare. You can discuss in pairs.T: Nice job. Please pay attention to these tips. (出示a little和a few 用法区别的提示)(这一环节还需要提醒学生注意有一些以o结尾的可数名词后面要加es)3. Let’s read.T: Please read these sentences and find the rules.4. Game time (Shooting game，学生判断所给的词组搭配是否正确)Step 3 Practice1. Fill in the blanksT: OK. It’s time for you to do some exercise.2. T: Now, let’s talk about our healthy diet. (鼓励学生用a lot of, some, a few, a little 来说一说健康的饮食应该是怎样的)Step 4 Consolidation1. T: Suppose you’re the little dietitian. Please give some suggestions for Mike or Yang Ling.2. T: Please talk in pairs.3. T: Now let’s try to write down you suggestions.4. T: Let’s know more about healthy lifestyle.Homework 家庭作业1. 完成相应语法练习。
2. 了解你的同学或者朋友的饮食情教学手记：第3单元课题Unit 3 A healthy dietFun time & Culture time课时数5第3课时总第14课时教学目标1. 学生能够使用句型“What do you have for …?” “… have/eat a lot of/some/a few/a little …”“… has/eats a lot of/some/a few/a little …”来询问和回答饮食情况2. 学生能够在情境中正确区分并运用词组：a lot of、some、a few和a little3. 学生能够就健康饮食这个话题做调查，并能够给出一定的建议4. 了解中西方不同的早餐饮食文化，并能用英语做简单介绍教学重难点教学重点：1. 学生能够使用句型“What do you have for …?” “… have/eat a lot of/some/a few/a little …”“… has/eats a lot of/some/a few/a little …”来询问和回答饮食情况2. 学生能够就健康饮食这个话题做调查，并能够给出一定的建议。
3. 了解中西方不同的早餐饮食文化，并能用英语做简单介绍教学难点：学生能够就健康饮食这个话题做调查，并能够给出一定的建议教学准备图字卡、教学课件教 学 过 程二次备课Step 1 Warm-up 1. Free talkT: What time did you get up this morning?/Did you have breakfast on time? What did you have?S: …2. Let’s playT: Let’s play a game. Pay attention to “a few” and “a little”.【设计意图：通过师生自由谈话和游戏复习a few和a little的用法Step 2 Presentation1. Let’s talkT: Look! She’s my friend Mary. Do you want to know her diet? You can ask her.S1: What do you have for breakfast?S2: What about your lunch and dinner?(PPT呈现Mary三餐内容)T: What do you think of Mary’s diet? S: I think Mary has a/an … diet.2. Let’s tryT: OK. Can you introduce Mary’s diet according to this form?S: Mary has … for breakfast. She has … for lunch and dinner. Mary has a … diet.3. Ask and answerT: Just now, we talked about Mary’s diet, what about yours? Please ask and answer in pairs.S1: What do you have for breakfast?S2: I have …S1: What about lunch and dinner?S2: For lunch and dinner, I have …T: It’s your time now. Which pair wants to try? The other students should listen carefully because I will ask some questions about their dialogues.T: What does … have for breakfast? What does XXX have for lunch? What does … have for dinner?4. Do a surveyT: Now please do a survey in groups of four. First, you should ask and answer with these questions. Then, write down the information on page 30. Finally, please give us a report.5. Let’s discuss T: Please discuss in groups, you can use “I think, you should/shouldn’t” to give suggestions or you can debate in groups. (在小组讨论中学生面对面给对方建议)6. Let’s reportT: OK. It’s time to introduce your friends' diet? S: My friend is … He/She has … for breakfast. For lunch and dinner, he/she has … I think his/her diet is … (多请几组进行汇报)Step 3 Culture time1. Let’s thinkT: People from different countries have different diets. In China, what do we usually eat for meals? What about the Western people? (同桌思考并讨论)2. Do you know?T: OK. What are the differences between Chinese and Western food culture? S: …T: All right. Now let’s know some differences between Chinese and Western food culture. (教学：Western food culture)T: For example, Chinese people like drinking tea, but Western people like drinking coffee. What about you?S: I like drinking … T: Yes, and nowadays more and more Chinese people like drinking coffee, and Chinese tea is also very popular in Western countries.T: It is a tradition to use chopsticks in China. How about in Western countries? Do they use chopsticks?S: No, they don’t.T: Right. Western people prefer to use knives and forks.T: Chinese choose to eat rice and noodles and Western people choose to eat beefsteak, bread and salad. (教学：beefsteak、salad)T: How about breakfast? Please discuss in pairs.S: …T: Chinese people often have some porridge and steamed buns for breakfast. (教学：porridge、steamed buns)T: Western people often have cereal, bread, eggs and sausages for breakfast. (教学：cereal、sausages)Step 4 Consolidation1. Let’s talk!T: How can we be healthy? Let’s discuss in pairs!(学生分组讨论怎样才能保持健康，然后汇报)2. Work in groups and write some tips on keeping healthy.Homework 家庭作业1. 完成本单元补充习题Part A、B&D。
2. 了解和收集更多中西方特色饮食的英文名称Unit 3 A healthy diet Chinese people: porridge, steamed buns Western people: cereal, bread and sausages教学手记：第3单元课题Unit 3 A healthy dietSound time & Cartoon time课时数5第4课时总第15课时教学目标1. 能知道字母组合ou在单词中的发音，并能说出其他ou发相同发音的单词2. 能流利地且语音语调正确地诵读Sound time中的歌谣3. 正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能通过小组合作表演故事教学重难点教学重点：1. 能知道字母组合ou在单词中的发音，并能说出其他ou含相同发音的单词2. 能流利地且语音语调正确地诵读Sound time中的歌谣3. 正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能通过小组合作表演故事教学难点：能说出其他ou含相同发音的单词，并能用这些单词造句教学准备图字卡、教学课件教 学 过 程二次备课Step 1 Warm-up 1. Enjoy a song T: Let’s enjoy the song about food.2. BrainstormingT: In China, what do we usually eat for meals? What about Western people? Please discuss in groups. (学生小组讨论，并进行brainstorming)Step 2 Presentation1. Ask and answerT: Well done! All of us know some differences between Chinese food and Western food. S: …T: What do you usually have for breakfast/lunch/dinner?S: …T: Who cooks food for you?T: Look! A woman is in the kitchen. Who is she?S: She’s Mrs Li. (课件上显示女士的身份)T: What is she going to do?S: Maybe she’s going to cook breakfast.T: What is she doing now?S: She’s shouting.T: How is she now?S: She’s afraid.T: What does she say?S: Get out, get out.T: Why does she shout that?S: Because there’s a mouse in her house.2. Sound timeT: Now, let’s watch and read after it. (学生观看动画后跟读)T: Look at these words. What can you find?S: OU.T: Look at “ou” here. What do they pronounce?S: /au/.T: Great! Follow me /au/. Can you say some other words?S: about, mouth, …T: Can you read these new words?S: South, mountain …T: Good! Can you make sentences by using these words? (学生试用这些单词造句)Step 3 Cartoon time1. Listen and answer T: Does Mrs Li like the mouse? S: No, she doesn’t. T: But we have a mouse friend. Who’s he? S: Bobby. T: Who’s Bobby’s good friend? S: Sam.T: Is Sam free now? Where’s he? Let’s listen and answer the questions.(学生听Cartoon time 的课文，并回答文中问题) T: Where are Sam and his mum now? S: They are in the supermarket. T: Why do they go there? S: Because there is not much food in the fridge. T: “Food” is an uncountable noun, so we use “much” here. So they have to go to the supermarket. What does “have to” mean? S: It means “must”. 2. Watch and answer T: Now, let’s watch and write down the answers. T: What do they buy? S: Cola, rice and fish. (教学单词：cola，要注意和coal区分) T: Good. How much cola do they buy? S: A small bottle. T: Great. They take a small bottle. “A small bottle” means “a little” cola. Can Sam drink too much cola? S: No. T: Right. Drinking too much cola is unhealthy.3. Listen and imitate T: Now, let’s listen and imitate. Pay attention to your pronunciation and intonation. (学生模仿跟读)4. Let’s discussT: They buy so many things. Is Sam happy at last?S: No.T: Why?S: Because Sam cannot hold onto the fish and it fell into the river.5. Let’s act(学生分角色表演课文，可以根据需要添加角色或者内容)Step 3 Consolidation1. Discuss in pairsT: What do you think of the diet of Sam’s family? Why do you think so? (小组讨论)Finish the exercise.一、选词填空。
1. She likes___________ (eat) fish.2. There isn’t ___________ (many) food in the fridge. 3. I ________ (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 only _________(drink) a little water every day.10. Do you have a ________ (health) diet?二、按要求完成下列各句1. He usually has much rice for lunch. (改为否定句) He ________ usually ________ lunch rice for lunch.2. Tim eats a lot of sweets every day. (对划线部分提问) ________ does Tim ________ every day?3. Liu Tao has a few apples every week. (对划线部分提问) ________ ________ apples does Liu Tao have every week?4. Su Yang has a healthy diet. (改为一般疑问句) ________ Su Yang ________ a healthy diet?5. Mike has some bread for lunch. (改为一般疑问句)_______ Mike _______ ______ bread for lunch?6. I have some noodles for breakfast. (对划线部分提问) _________ _________ you for breakfast?Homework 家庭作业1. 读、背、表演Cartoon time。
2. 归纳更多含有/au/发音的单词教学手记：第3单元课题Unit 3 A healthy dietCheckout time & Ticking time课时数5第5课时总第16课时教学目标1. 能够按要求掌握本单元单词、句型和日常用语2. 复习并熟练运用Is/Are there …?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 little3. 能对照Ticking time 的三个目标进行客观的自我评价4. 能熟练运用所学知识介绍自己的饮食和健康的饮食5. 能在笔头练习中准确使用there be …的结构教学重难点教学重点：1. 复习并熟练运用Is/Are there …?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 little2. 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 …的结构教学准备图字卡、教学课件教 学 过 程二次备课Step 1 Warm-up 1. Greetings2. Let’s talkT: How is Mike’s diet? How is Yang Ling’s 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)Step 2 Presentation1. Let’s discussT: Wang Bing has a good friend. He’s Billy. Look, they’re coming.2. Read and discussT: Here’s a passage about Billy. Please read it in pairs, then discuss.(同桌之间自由读，并对Billy的饮食做讨论)T: Is Billy’s 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)S: To keep healthy, you should eat/drink a lot of/ some/ a few/ a little …You shouldn’t eat/drink too much/too many …T: We hope Billy can change his diet.T: How about Wang Bing’s? Let’s fill in the blanks and see Wang Bing’s diet.(学生根据首字母填空，完成王兵的饮食情况并讨论)T: What do you think of his diet? Why?S: I think …3. Ask and answerT: Yes. Wang Bing has a healthy diet and his family want to cook a big dinner. Let’s 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 lot of/some/a few/a little)T: Great. Let’s 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)4. Look and sayT: Let’s do some exercise! (PPT呈现一些there be句型的练习)T: OK. Let’s try to describe the food pyramid in pairs.Step 3 Practice1. Finish Look and write on page 35 2. Let’s designT: Now, we know a lot about healthy diet. Can you design a healthy diet 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 Billy’s diet. (出示Tips：恰当地使用a lot of, some, a little, a few)Step 4 Consolidation1. Ticking timeT: Look at today’s learning aims. How many starts can you get?(学生在小组间进行讨论并完成自评)2. Exercise1. She likes___________ (eat) fish.2. There isn’t ___________ (many) food in the fridge. 3. I ________ (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 only _________ (drink) a little water every day.10. Do you have a ________ (health) diet.Homework 家庭作业1. 完成补充习题 D&E。
2. 以Billy’s 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 教学手记：。