Module 4 Healthy food 模块表格式教案（5课时）

上课日期： 年 月 日 第 课时
课 题 Module 4 Healthy foodUnit 1 We’ve got lots of apples.
课时安排 Period 1 课 型 Listening & speaking
教学目标 1. To understand conversations involving food and drink.2. To talk about food.3. Key structures: have/has got How about…
重难点 1、可数名词和不可数名词；2、结构have got的用法
教具准备 Multi-media
师生活动过程 设计意图
Step 1: Warming up1. T greets the students as usual.2. Self-introduction and introduce a new friend---food and drink.Step 2: Leading in and presentation1. Brainstorming. Ask the students to say some food and drinks2. Pronunciation and speaking. To listen and repeat.3. Label the food in the pictures with the words from the box. (Activity2)4. Label the food and drink in the pictures with the words from the box.(Activity 3)Step 3: Guess and say.1. Guess what Ms Wang has got in the fridge. 2. Ms Wang, have you got a/an any… Yes, I have. / No, I haven’t.3. OK. Let’s go shopping for food and drink.（设计意图：利用小游戏巩固已学食物饮料单词，并操练本课时重点句型。）Step 4: Listen and check (√)the food and drink Betty and her mother have got. (Activity 4)1. Before listening, Get the students guess what Betty and her mother have got or haven’t got like this: I think they have got some juice, but they haven’t got any milk.2. Listen and check the answers.3. Work in pairs like this: A: Have they got any… B: Yes, they have. They have got some…No, they haven’t. They haven’t got any… 4. Betty and her mother should get some …, some … and … (Show a shopping list of them.)Step 5 Listen and answer.1. What have they got for Tony’s Mum 2. Is too much chocolate good for Tony How about Cola Step 6 Read and complete the table.1. Listen and tick the food and drink Tony and his dad have mentioned(提到).2. Read and complete the table.Things Tony’s family has got at homeThings Tony’s family hasn’t got at homeFoodChocolate, applesMeat, chicken, orangesDrinkorange juice, coffee, cola, tea3. Talk about Tony’s shopping in pairs like this: A: Has he got any chicken B: No, he hasn’t. A: Has he got any apples B: Yes, he has. A: … B: …4. Show a shopping list of Tony and his father. Step 7 Enjoy reading! 1. Read after the radio.2. Read together.Step 8 Make a dialogue.Suppose(假如) a friend is coming for dinner. You and your family(家人) are talking about the food and drink in your fridge. A: Mum, Tom is coming for dinner. Have we got any… B: Yes, we have got some…A: Have we got any… B: No, we haven’t. But we have got…… …A: Thanks, mum.Step 10: HomeworkYou must do:1. Copy new words four times and remember them from memory.2. Listen and repeat after the recording for ten minutes.3. Do the exercises on Page 19 in Exercise Book 1.You may do:4. Make a word map about food and drink. （热身环节先问候学生，再由自我介绍过渡到介绍新朋友，以一种特别的方式引出本模块话题——food and drink）（利用头脑风暴的形式激活学生已有的旧知识，通过复习食物饮料单词，学习复数名词的发音；接下来处理本单元的活动2和3，教会学生利用word map进行单词的识记。）（设计意图：听之前先预测下Betty和她的妈妈有什么，没有什么，为接下来的听力做准备，降低听的难度，也让学生明白题目要求，听后充分利用课本资源进行口语操练。）（设计意图：带着问题听录音，有目的的听，有利于提高听力效率，问题的设置将复现词汇be good for和how about呈现。）（设计意图：填表格前进行听勾出所听food and drink单词，为接下来的填表格降低难度，也让学生明白题目要求，听后充分利用课本资源进行口语操练。）（设计意图：创设贴近学生真实生活的情境，进行有效的口头输出，达到学以致用的目的。）（设计意图：作业分层满足不同层次学生的需求。）
教学反思 通过前面三个模块的学习，学生掌握了部分描述物品的词汇及介绍自己的句型。本模块则是在前面知识的基础上引入到健康食物这个话题上，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的
上课日期： 年 月 日 第 课时
课 题 Module 4 Healthy foodUnit 1 We’ve got lots of apples.
课时安排 Period 2 课 型 Listening & speaking
教学目标 1. To understand conversations involving food and drink.2. To talk about food.
重难点 1、可数名词和不可数名词；2、结构have got的用法
教具准备 Multi-media
师生活动过程 设计意图
Step 1: Warming up1. T greets the students as usual.2. T shows pictures to the students and talk about them. A: Have you got a/ an/ any … B: Yes, I have. I’ve got a/ an/ some … No, I haven’t. I haven’t got a/ an/ any …3. Revise the words about fruit, vegetables, meat and drinks and have/ has got.Step 2: Practice（Using pad）1. Sort out the words in groups（按食物和饮料归类）. Drink: juice, water, milk, tea, coffee, cola Food: fruit: apples, oranges meat: chicken, beef vegetables: carrots, beans, tomatoes, potatoes candy: chocolate2. Sort the words out in groups of countable nouns and uncountable nouns. Countable noun(可数名词） Uncountable noun（不可数名词）3. Tell true or false.Step 3: Pairwork（Using pad.）1. Work in pairs. Look at the picture and talk about the food in the fridge. A: Have we got any… B: Yes, we have. We have got some... / No, we haven’t. We haven't got any...2. Now write about the food in the fridge. We’ve got some meat. We haven’t got any fish. 1) ________________ vegetables. 2) _________________ oranges. 3) _________________ bananas. 4) _________________ water.Step 4: Design your word map1. T asks the students to design their word map. (Using pad to show)2. Ask the students to remember: Eat healthy food, it’s good for you! Don’t eat too much chocolate. It’s bad for you.Step 5: Make a dialogue.Suppose(假如) a friend is coming for dinner. You and your family(家人) are talking about the food and drink in your fridge. A: Mum, Tom is coming for dinner. Have we got any… B: Yes, we have got some…A: Have we got any… B: No, we haven’t. But we have got…… …A: Thanks, mum.Step 10: HomeworkYou must do:1. 完成“口语100”作业平台布置的作业；2. 完成作业本1P19页的作业，作业本2P18-19页的作业；3. 复习Module 3，下周一英语小检测。 （设计意图：热身环节先问候学生，再出示图片复习本单元词汇和句型，并感知可数名词和不可数名词的用法。）（设计意图：热身环节先问候学生，再出示图片复习本单元词汇和句型，并感知可数名词和不可数名词的用法。）（设计意图：创设贴近学生真实生活的情境，进行有效的口头输出，达到学以致用的目的。）（设计意图：设计不同类型的作业，巩固学生不同层次的学习要求。）
教学反思 通过前一课时的学习，学生掌握了多数有关食物和饮料的词汇及have got, has got句型。学生对这样的话题很熟悉也很较感兴趣。这节课利用平板上课，教师在预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享，合理的利用平板答题。
上课日期： 年 月 日 第 课时
课 题 Module 4 Healthy foodUnit 2 Is your food and drink healthy
课时安排 Period 1 课 型 Reading & writing
教学目标 1. To get information from the reading material about healthy food.2. To write about healthy food with but and and.
重难点 1. Phrases: be good for, be bad for, a bit,2. Structures: … and …are healthy food but … and … are my favourite food.
教具准备 Multi-media
师生活动过程 设计意图
Step 1: Warming up & Leading-in1. T greets the students as usual.2. T talks about the title with the students. T: Is your food and drink healthy S1: Yes, it is. T: What's your favourite food And what's your favourite drink S2: ...Step 2: Presentation1. Show some pictures. Present new words: hamburgers, rice, candy, ice cream, fish, sugar, bread.2. Talk about these pictures with them. Present: get fat, tooth, teeth. If you eat too much chocolate, you will get fat. Candy and cola are very sweet, so they are not good for your teeth.3. Who responds quickly: Go over words about food and drink.Step 3: Pair work1. Work in pairs. Ask and answer about favourite food and drinks. A: What’s your favorite food B: My favorite food is... A: Is it healthy B: Yes, it is./ No, it isn’t. A:What’s your favorite drink B: My favorite drink is… A: Is it healthy B: Yes, it is./ No, it isn’t.2. Ask students to say sentences like this: _____is/are healthy food. _____isn’t /aren’t healthy food. ____is a healthy drink. _______isn’t a healthy drink. ______is healthy food but ____________ isn’t healthy food. Noodles are healthy food but hamburgers aren’t healthy food.Step 3: Pre-reading1. Think of six words for food and drink. Make three lists.2. Label the pictures with the words and expression from the box.Step 4: While-reading1. Fast reading: Look at the title and predict what the passage is about.2. Quick reading: Read the passage and check the true sentences 1) Meat is healthy food. 2) Potatoes aren’t healthy food . 3) Eggs are healthy food. 4) Fish is unhealthy food. 5) Rice and carrots are healthy food. 6) Too much meat is good for children. 7) Hamburgers and coke are healthy food and drink . 8) Candy isn’t healthy food.3. Careful-reading. Read the passage and complete the table. Then ask the students how to stay healthy.4. Ask the students to underline important sentences.Step 5 Post- readingAsk the students to complete the sentence about themselves. ____ and _______ are healthy food but ______ and _______ are my favourite food.Step 6: HomeworkYou must do:1. Listen and repeat after the recording for three times.2. Copy new words and remember them from memory.3. Do the exercises on Page 20 in Exercise Book 1.You may do:4. Try to ask and answer about their parents’ favourtie food and drinks and write sentences. （设计意图：通过Unit 2 Is your food and drink healthy 标题的呈现，自然的询问学生的饮食是否健康导入本单元的学习。）（设计意图：通过图片学习生词，并在谈论图片时自然导入部分词组的学习。）（设计意图：通过小组操练巩固所学词汇和句型。）（设计意图：进一步巩固词汇，为接下来的阅读扫除生词障碍。）（设计意图：利用总分总的整体性阅读方法感知文本篇章再细节再篇章结构。）（设计意图：由说过渡到写，顺理成章，检测学生写的能力。）（设计意图：作业分层满足不同层次学生的需求。）
教学反思 通过前面第一单元的学习，学生对食物饮料单词和have got, has got句型有了很好的感知。本课时继续学习健康食物这个话题，学生有话可说，有了一定的知识储备，课堂气氛很容易的调动起来。
上课日期： 年 月 日 第 课时
课 题 Module 4 Healthy foodUnit 2 Is your food and drink healthy
课时安排 Period 2 课 型 Reading & writing
教学目标 1. To get information from the reading material about healthy food.2. To write about healthy food with but and and.
重难点 1. Phrases: be good for, be bad for, a bit,2. Structures: … and …are healthy food but … and … are my favourite food.
教具准备 Multi-media
师生活动过程 设计意图
Step 1: Leading-in & revision1. T greets the students as usual.2. T talks about the title with the students. T: Is your food and drink healthy S1: Yes, it is. T: What do you have for breakfast Why S1: I have eggs, milk and some bread for breakfast. Because … T: What do you have for lunch Why S1: I have rice with vegetables and meat for lunch. Because …3. T asks the students how to stay healthy. For example: Eat noodles or rice, not hamburgers. Have a good breakfast every morning. Drink juice, water, tea and milk, not cola. Eat lots of fruit and vegetables.Step 2: Look and say1. Show pictures and let the students say sentences. 1) Fish is healthy, but hamburgers are unhealthy. SO Fish is good for our health but hamburgers are bad for our health. 2) An apple is ______ but candy is _____. SO An apple is good for ______but candies are _____ for health. 3) Vegetables are healthy but ice cream is unhealthy. 4) Cola is unhealthy, but water, tea and juice are healthy. Water and tea are good for health but cola is bad for health.Step 3: Practice Do Activity 6. Join these sentences with but. 1) Juice is a healthy drink but cola isn’t. 2) Noodles are healthy food but hamburgers aren’t. 3) Meat, vegetables and fruit are healthy food but cola, ice cream and hamburgers aren’t healthy food and drink. 4) Chocolate is delicious but too much chocolate isn’t good for you. （设计意图：感知but的用法之后，进行巩固练习，检测学生的学习情况。）Step 4: Language points1. food and drink2. Eat the right food and be healthy. 3. Eat noodles or rice, not hamburgers.Step 5: Writing1. Complete the passage with the correct form of the words and expression from the box.(Activity 4)2. Pair work: Talk about your favourite food and drink. A: What’s your favourite food B: My favourite food is… A: Why do you like it B: Because it is delicious / good for me/ fast food) A: Is it healthy or unhealthy B: …3. Give a report like this: My name is________. My favourite food is_____and my favourite drink is______. My friend _____’s favourite food is________. His/ Her favourite drink is__________… We think ______ is/are healthy food but ________isn’t/ aren’t healthy food….Step 6: HomeworkYou must do:1. Listen and repeat after the recording for three times.2. Copy key sentences and remember them from memory.3. Do the exercises on Page 19-20 in Exercise Book 2.You may do:4. Write about your and your partner's favourtie food and drinks. （设计意图：通过Unit 2 Is your food and drink healthy 标题的呈现，自然的询问学生的一日三餐，并复习已学词汇及课文。）（设计意图：通过图片感知连词but的用法，并在谈论图片时自然感知health与healthy词的区别。）（设计意图：感知but的用法之后，进行巩固练习，检测学生的学习情况。）（设计意图：进一步巩固语法，加深学生对所学语言点的理解。）（设计意图：小组活动巩固目标语言，再通过小组的回报进行精彩生成。）（设计意图：作业分层满足不同层次学生的需求。）
教学反思 本模块以饮食为话题，是学生比较感兴趣的话题。挑食、吃零食是学生中比较普遍的现象。随着人们生活水平的提高，人们所吃的东西、所了解的东西也越来越多，一些外国食品、水果等也为许多中国学生所熟知和食用。饮食话题符合中学生的年龄特点，而且中学阶段的学生对健康饮食了解相对较少，因此有必要培养其健康饮食的习惯。第二单元以谈论学生最喜欢的食物和健康食物来导入课文，为课文学习作了内容上的铺垫。课文中提到了“juice”是健康饮料，这里指的是纯果汁，不同于我们所说的果汁饮料。
上课日期： 年 月 日 第 课时
课 题 Module 4 Healthy foodUnit 3 Language in use
课时安排 1 课 型 Revision
教学目标 To summarize and consolidate the usage of some and any singular and plural nouns
重难点 1. some and any；2. countable and uncountable nouns
教具准备 Multi-media
师生活动过程 设计意图
Step 1: Leading in & revision1. T greets the students as usual.2. Listen to the conversation and fill in the blanks. Present the usage of have/ has got.3. Help the students make a summary: have/has got表示“有”的意思。have/ has 是助动词，其构成形式为：肯定句: 主语 + have/has got + … 否定句: 主语 + haven't/ hasn't got + … 一般疑问句: Have/Has + 主语 + got + … Yes, 主语 + have/has./ No, 主语 + haven't/ hasn't. 特殊疑问句: 疑问词 + 一般疑问句 4. There be 和 have / has got 都表示“有”。 讲述它们的区别。Step 2: Application 用 there be / have (has) got 的正确形式填空。1) __ _____ any bread in the box 2) She ____ ____ a nice kite.3) Under the tree _____ _____ some women drinking tea.4) _____ _____ any cakes in your bag 5) ______ you ____ a white shirt Step 3: Revision1. Listen to the conversation and fill in the blanks. Present the usage of some and any.2. Help the students make a summary: some和any既可用于可数名词的复数之前，也可用于不可数名词之前。some用于肯定句中any用于疑问句和否定句中。注意：当说话人期待肯定回答或者有意图鼓励说话人作肯定回答时，some可用于疑问句。3. Revise the usage of countable nouns and uncountable nouns.Step 4: Application1. Do Activity 2. Look at the picture and talk about it.2. Complete the word map.3. Do Activity 4.Step 5: Around the world1. Look at the picture and discuss it with the students.2. Compare the information with what happens in China.Step 6: Making a poster1. Work in groups of four. Make a poster about a healthy breakfast.2. Present their posters to the class.3. Choose the best poster.Step 7: HomeworkYou must do:1. Revise key vocabulary and grammar in this module.2. Do the exercises on Page 20-21 in Exercise Book 2.You may do:3. Make the poster about a healthy breakfast better. （设计意图：热身环节先问候学生，再通过听一段对话填空，以一种特别的方式引出本模块语法have/ has got的复习，最后让学生来总结have/ has got的用法，并对there be和have/ has got进行区分。）（设计意图：通过练习进行运用巩固所学语法。）（设计意图：复习并总结语法，为接下来的活动扫除语法障碍。）（设计意图：利用图片进行小组活动，生生互动，学以致用。）（设计意图：了解典型的西方的早餐，并与中国的早餐做对比，关注中西的饮食文化的差异。）（设计意图：作业分层满足不同层次学生的需求。）
教学反思 通过前面四个课时的学习，学生对本模块的语法项目和重点词汇有了丰富的感知，学生完全可以自己进行语法的总结。本模块的词汇在这一课时也可以通过学生自己设计word map进行词汇分类的学习，这种学习策略非常有必要。