Module10 Unit2 Eat vegetables every day. 表格式教案

课题Topic Module 10 Unit 2 Eat vegetables every day.
教学目标Teaching Aims 1．语言知识与技能目标1） 能够听、说读的单词和短语： vegetables，fruit, wash hands2）能够听、说、读、写的语句：Drink lots of water or juice.You can walk, run...Always wash hands...3)能用Eat.../Drink.../Always...给出恰当的健康建议。2．学习策略积极合作，共同完成任务；积极运用所学英语进行表达与交流； 3．情感态度1）培养学生喜欢开口主动学习英语的积极性。2）培养学生乐于与他人合作的精神。
教学重难点Teaching Difficulty&Focus 教学重难点： 1） 能够听、说读的单词和短语： vegetables，fruit, wash hands2）能够听、说、读、写的语句：Drink lots of water or juice.You can walk, run...Always wash hands...3)能用Eat.../Drink.../Always...给出恰当的健康建议。
教学过程Teaching Procedure WarmerA video about health.【设计意图】：通过播放健康饮食，生活方式等视频，让学生在多媒体的感染下提升融入课堂的效率，并让学生初步感受今天所学主题，唤起旧知，连接新知。GreetingListen and judge. Some statements about Ms He. (Ms He is young/ beautiful/tall. Ms He likes fruit.) In the process, T leads Ss to review some fruit and then makes a survey about Ss’ favourite fruit.【设计意图】：通过简单的教师信息判断，拉近教师与学生的距离，增加亲密感，并引出健康食物—水果。Lead inWatch and find. What does the boy like Check. Why does the boy like fruit and juice Watch and find. Does the pig like fruit Brainstorm---Do you want to be healthy How to be healthy 【设计意图】：学生通过歌谣和简短的导入视频，进一步思考健康的重要性以及如何保持健康。TaskTalk about how to be healthy on School TV and then try to give some petition.【设计意图】：学习任务的布置，为学生的学习布下驱动力，也为本课的整体情境创设做好铺垫。New Language InputGet to know who is talking. T: Look! 4 children. Who are they They are talking about health, let’s learn from them.Learn Daming’s advice. Watch and choose A or B.Check. Read the word—vegetables. Then T shows some vegetables, Ss judge and say “ Eat ______.”What else is healthy Discuss in pairs. Try to give advice like Daming.Summary: Daming tells us to eat some healthy food. His advice is about eating.【设计意图】：老师带着大家先从比较简单的Daming的建议入手，让学生通过视频并结合自己的生活实际，讨论思考更多的健康食物，并试着鼓励学生用Daming建议的语言框架提出合理的健康建议。最后引导学生立刻进行总结，学生从具体到抽象的过程，过渡自然，同时也为接下来三个其他孩子的建议学习做好了框架准备和逻辑准备。Whose advice do you want to know 【设计意图】：在学习Daming建议的基础上，教师逐渐放手，让学生自主选择自己感兴趣的健康建议进行学习，真正做到因学定教，根据学生的兴趣和需要进行教授。Amy’s adviceWatch and answer. What’s Amy’s advice Teach the word—juice(orange juice, mango juice, apple juice)Do you like juice Why Ss get to know that is a kind of healthy drink.Look and judge it’s healthy or not.(sprite, coffee, milk, yogurt…)We should drink______or _________.【设计意图】：填补课文留白，补充出更多生活中常见的饮品，让学生学会判断健康与否。贴近学生生活的图片，激发了学生表达的兴趣和愿望。Summary: Amy tells us to drink healthy drinks. Her advice is about drinking.Sam’s adviceWatch and answer: What’s Sam’s advice Teach the word---exercise. (TPR: morning/ eye/finger exercise)Think and answer: Sam tells us some good exercise. What are they You can_____.Listen and check. T leads Ss to read the sentence with actions.【设计意图】：用TPR的方式对Sam的建议进行学习，学生通过多种感官复习了一些常见的运动词汇，并能通过肢体语言，很好地将以前学习过的词汇运用到今天的课文学习当中。Pair work: What other exercise we can do to keep healthy Non-stop talking PK between PA & PB.(30s) Each part, you’ve got 30 second. See who can say more sentence about exercise. Remember use “You can…” and do the actions.【设计意图】：引导学生用完整句子提出建议，让学生的语言学习不仅仅停留在单词、词组的层面。学生的完整表达，也为最后任务的完成做好了充分准备。Summary: Sam tells us to do exercise. His advice is about exercise.Lingling’s advice:Watch and find what is Lingling’s advice.Check. When do we need to wash hand Read and choose “before or after”Combine the two part together.Speaking challenge. This sentence is long. Let’s go to the speaking challenge. For example, I choose I star. Look, some words are missing, who can help me T invites Ss to choose and say the sentence.【设计意图】：Speaking Challenge将长句的学习变成有趣的游戏，学生在参与的过程中，无形中对完整的认读和表达有了充分的憧憬和学习的动力。Washing hands is a good habit. There are many habits in our life. Ss try to look at the pictures and judge whether it is a good habit or bad habit. What we should we do 【设计意图】：教师在此环节中，引出抽烟，早睡早起，疲劳工作到深夜等等生活习惯，让学生感知判断。使得学生的思维不仅仅停留在文本层面，而是更多地向生活延伸，向实际生活靠近。Summary: Lingling tells us to wash hands. Her advice is about habits. Listen and repeat. Try to remember all the advice.Summary and retell. Do you remember Daming’s advice It’s about_____. He says_____.【设计意图】：学生和教师在课文学习的过程中一起学习了课文构架，在复述的过程中，教师移动板书，将思维导图越发清晰地呈现在黑板上，把健康建议分成了健康食物、健康饮品、健康运动和健康习惯四个方面。学生能够在板书导图的帮助下复述课文内容，并内化于心。活动的板书，让课堂变得灵动起来。Language PracticeWatch Ms He’s diary book. We can do so many things to be healthy. Everybody wants to be healthy. I want to be healthy too. Let’s read my diary and check if I am a healthy person.Check: Am I a healthy person Why Because I get up early. What else 【设计意图】：通过观看教师的生活日记，记下教师的一些健康行为。在模糊处理的图片帮助下，学生运用记忆和推断能力，用今天的目标语言描述出了健康生活中的一些好做法，为接下来任务的完成做最后的准备。Language ConsolidationGroup work: draw or write advice about how to be healthy. T: I try so hard to keep healthy. What about you It’s time for us to join in the talk show. First, discuss in group of 4, leaders draw or write down your advice on the worksheet. When you finish, you can share in groups.【设计意图】：学生通过小组合作，一起完成健康建议下属的四大块内容，根据自己的生活认知，提出了相关有建设性的意见，可说、可画、可写，让小组里的不同层次学生的水平得到相应的刺激和锻炼。Presentation. T: Are you ready for my talk show I’m the MC. Who wants to be my special guests today Each one response for one part. T: Do you want to be healthy What’s your advice 【设计意图】：教师运用话筒，胸牌等营造丰富的情境感，让程度好的学生得以展示，让其他学生在模范的示范作用下，也学习到了如何完整正确地表达对健康生活的建议。Healthy mind. T: I think you can give advice very well. Healthy eating, drinking, doing excise and good habits may give us a strong body. But, boys and girl. There’s one more important thing, you know That’s the healthy mind. Try to be happy every day, always smile, talk more, make more friends, you’ll be real healthy.【设计意图】：教师将文本进行进一步解读和升华，引导学生在健康身体的基础上，了解健康心理的重要性。最终将课文健康的概念得以完善，让学生体会除了健康的体魄，健康、积极、阳光的心理也是健康生活所亟需的！学生对健康生活的概念更加明晰，逻辑更加完整。SummaryWhat have we learned Watch a video about the summary.【设计意图】：通过微视频，带领学生回顾课文内容，所学知识构架和重点。微视频更是将学生与老师共同构建思维导图的过程进行了动态呈现，有助于学生在课堂甚至课后对本文进行进一步深入学习。
板书设计 Module 10Unit 2 Eat vegetables every day.