1、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 little。2. 能对照 Ticking time 的三个目标进行客观的自我评价。3. 能熟练运用所学知识介绍自己的饮食和健康的饮食。4. 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/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 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-up 1. Greetings.2. Lets talk.T
3、: How is Mikes 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 Presentation1. Lets discuss.T: Wang Bing has a good friend. Hes Billy. Look! Theyre coming.2. Read and discuss.T: Heres a passage about Billy. Please read it in pai
4、rs, and then discuss.(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)S: To keep healthy, you should eat/drink a lot of/ some/ a few/ a littleYou shouldnt eat/drink too much/too manyT: We hope Billy can change h
5、is diet.T: How about 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几课时更高，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 think3. Ask and answer.T: Yes. Wang Bing has a healthy diet. He and his parents want to coo
6、k a big dinner. 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 lot of/ 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)4. Do some exercise!T: Lets
7、 do some exercise! (PPT 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 y
8、ou 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 Billys diet. (出示 Tips：恰当地使用a lot of, some, a little, a few)Step 3 Consolidation1. Ticking timeT: Look at todays learning aims. How many starts c
9、an 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 isnt _(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 b
10、reakfast.8. Does Mike _ (have) a healthy diet?9. He only _(drink) a little water every day.10. 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& E。 2. 以 Billys 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。