五年級上冊英語教案-UNIT FOUR REVISION lesson 14 北京版

UNITFOURREVISIONLesson141.指導(dǎo)思想與理論依據(jù)

《英語課程標(biāo)準(zhǔn)》二級目標(biāo)中提出：

同學(xué)能借助圖片讀懂簡潔的故事或小短文，在閱讀學(xué)習(xí)過程中形成有效的閱讀策略，并養(yǎng)成按意群閱讀的習(xí)慣。本課通過運(yùn)用理論聯(lián)系實(shí)際、圖文匹配、略讀、掃讀、關(guān)注短文題目、圖片等方式，促進(jìn)同學(xué)閱讀力量提升。

2.教學(xué)背景分析

教材分析：本節(jié)課是北京版學(xué)校英語五班級上冊第四單元的Can

you

read?部分，是一節(jié)閱讀教學(xué)課。教材內(nèi)容分為兩頁。第一頁為文章，共三個段落，介紹了生活中哪些食物是健康的，哪些食物是不健康的。其次頁是兩道練習(xí)題：選擇和填空。文章結(jié)構(gòu)清楚，但是篇幅較長，要求同學(xué)從中精確?????提取相關(guān)信息，完成練習(xí)。文中消滅一些生詞：

grains,

harm,

fresh,

broccoli,會對同學(xué)的閱讀造成困難。

學(xué)情分析：五班級的同學(xué)已有肯定的英語學(xué)習(xí)閱歷，儲備了肯定的英語基礎(chǔ)學(xué)問和語言技能。但是閱讀技巧和策略把握不多，會在閱讀中消滅很多困難。而且高班級同學(xué)上課發(fā)言不是很樂觀，口語表達(dá)方面還存在肯定的困難。食物話題對同學(xué)來說很生疏也貼近生活，文章中有很多學(xué)問可以和同學(xué)的實(shí)際生活聯(lián)系起來，同學(xué)樂于參與閱讀活動。

3.教學(xué)目標(biāo)(含重、難點(diǎn))

教學(xué)目標(biāo)：

1.

通過反復(fù)閱讀，了解短文大意，初步朗讀短文。

2.

在閱讀活動中，培育同學(xué)快速閱讀，提取信息的力量和在閱讀過程中做批注和按意群閱讀的習(xí)慣。

3.

通過對文本的理解和老師的引導(dǎo)樹立健康飲食的意識。

重點(diǎn)：

1.

理解短文大意，初步朗讀短文。

2.

指導(dǎo)自己的健康飲食，設(shè)計(jì)合理的一日三餐。

難點(diǎn)：

理解生詞grains,

harm,

fresh,

broccoli,

celery在句子中的含義和它們的發(fā)音.

2.

理解句子“You

are

what

you

eat.”

4.教學(xué)過程

一、Before

reading

1.

Listen

to

a

chant.

(I

like

to

eat.)

2.

Free

talk.

T:

What

does

the

boy

like

to

eat?

T:

What

do

you

like

to

eat?

T:

What

do

you

like

to

eat

for

breakfast?

T:

How

about

your

lunch

and

supper?

T:

Look!

Here

are

some

yummy

foods.

What

do

you

like

to

eat?

Put

them

in

the

table.

(食物圖片：chicken,

beef,

egg,

jiaozi,

milk,

water,

juice,

cake,

chocolate,

tomato,

apple?)

【設(shè)計(jì)意圖：同學(xué)依據(jù)自己的生活習(xí)慣和喜好選擇食物，支配自己的在一日三餐。】

3.

Think:

Is

it

good?

We

will

talk

about

it

later.

4.

Here

is

a

well-known

saying:

You

are

what

you

eat.

Well

known

means

many

people

know

it.

How

do

you

understand

this

sentence?

5.

We

are

going

to

learn

a

passage.

After

learn

it,

you

will

know

the

sentence

better.

二、While

reading

(一)

初讀，了解大意

1.

Read

the

passage

quickly

and

silently.

2.

Question:

What

is

the

passage

about?

How

do

you

know?

Summary:

In

the

reading,

the

title

and

pictures

are

very

important.

They

tell

us

the

main

idea

of

the

reading.

【設(shè)計(jì)意圖：引導(dǎo)同學(xué)關(guān)注文章主題。通過快速掃瞄，找到文章脈絡(luò)和大意?！?/p>

breakfast

lunch

supper

（二）再讀，關(guān)注細(xì)節(jié)

1.

The

reading

is

about

good

and

bad

foods.

Which

foods

are

good

and

which

foods

are

bad?

T:

My

son

likes

to

eat

Potato

chips.

Is

it

a

good

food

or

bad

food?

It’s

very

bad.

It

has

high

heat.

It

make

us

fat.

【設(shè)計(jì)意圖：聯(lián)系生活實(shí)際，引導(dǎo)同學(xué)思考平常他們寵愛吃的食物是好還是不好，調(diào)動同學(xué)思維的參與。】

讀短文Let’s

find

out

more.

Which

foods

are

good?

“_____”

Which

foods

are

bad?“~~~~~~”

【設(shè)計(jì)意圖：指導(dǎo)同學(xué)按意群閱讀短文，同時(shí)用不同的線標(biāo)注出好的和不好的食物?！?/p>

3.

同學(xué)擺圖片。(Which

foods

are

good/bad?)

【設(shè)計(jì)意圖：通過同學(xué)給圖片分類，考察同學(xué)對文章細(xì)節(jié)的關(guān)注和理解，進(jìn)行自我檢測。】

4.學(xué)習(xí)其次段

Question:

(1)Which

paragraph

talk

about

good

food?

Read

the

passage.

(2)How

do

you

know

vegetables,

fruits,

grain

are

good?

(3)Why

do

they

good

for

us?

【設(shè)計(jì)意圖：同學(xué)課前通過搜集資料，以表格的形式呈現(xiàn)，一目了然這些食物中所含的每日所需的養(yǎng)分素。】

(4)Group

work思考爭辯

Which

of

these

are

good

for

you?

Apples.

B.

Pears.

C.

Sweet

potatoes.

D.

broccoli.

E.

Fatty

foods.

F.

Salty

foods.

Apples

and

pears,

they

are

_________

Sweet

potatoes

are_________

.

Broccoli

is_________

So

we

should

eat

more

fresh

food.

.

【設(shè)計(jì)意圖：通過圖片對比理解生詞fresh。通過幾個小練習(xí)了解同學(xué)對段落的理解?！?/p>

What

are

the

best

food

for

you?

A.

Vegetables

B.

Grains

C.

Candy

D.

Burgers.

【設(shè)計(jì)意圖：從同學(xué)實(shí)際動身，調(diào)整教材結(jié)構(gòu)，掛念同學(xué)更好的理解文章，完成練習(xí)?！?/p>

We

know

a

lot

of

good

food

from

paragraph2.

5.學(xué)習(xí)第三段

Question:

(1)Which

paragraph

talk

about

bad

food?

Read

the

passage.

(2)Which

foods

are

bad?

Why?(How

do

you

know?)

“Do

you

harm”

What

does

it

mean?

Which

of

the

following

is

bad

for

you?

Vegetables

B.

Fresh

fruits

C.

Coke

D.

Hamburgers

(3)

理解生詞工a.

Soft

drink

，

b.

Fatty

food

c.

Salty

food.

Taste

it

please.

It’s

salt.

It

tastes

salty.

同學(xué)通過看一看、嘗一嘗，理解單詞salt和salty的關(guān)系。

6g

salt

every

day

is

enough

for

us.

Too

much

salt

is

bad

for

our

health.

So

what

should

we

do?

【設(shè)計(jì)意圖：通過觀看飲料所含成分，脂肪高的食物圖片，體驗(yàn)嘗一嘗活動理解生詞。】

Will

the

bad

foods

make

you

sick?

But

it’s

bad

for

our

health.

(5)再次思考課前拋出的問題：

How

do

you

understand

this

sentence

now?

You

are

what

you

eat.

Summary:

From

the

reading

we

know

vegetables,

fruits

and

grains

are

good

foods.

Soft

drinks,

fatty

food,

cakes,

fatty

good

are

bad

foods.

What

should

we

do?

【設(shè)計(jì)意圖：通過段落學(xué)習(xí)，體驗(yàn)，與生活結(jié)合，同學(xué)思考得出正解的飲食觀點(diǎn)?！?/p>

三、After

reading

(一)再讀短文

1.

Listen

to

the

passage.

2.

Read

the

passage

loudly.

【設(shè)計(jì)意圖：通過大聲朗讀文章，培育朗讀力量，同時(shí)內(nèi)化所學(xué)。】

(二)調(diào)整介紹自己的菜單

T:

We

should

eat

more

good

foods

and

eat

less

bad

foods.

Let’s

see

the

student’s

three

meals

again.

1.

How

about

the

three

meals?

Group

work:

What

others

should

we

think

about?

【設(shè)計(jì)意圖：爭辯思考一日三餐要考慮的因素,

如：喜好,

量,

搭配等。】

2.

Adjust（調(diào)整）

your

three

meals.

3.

Talk

about

it

in

pairs.

You

can

use

the

sentence.

4.

Show

it

in

the

class

【設(shè)計(jì)意圖：通過調(diào)整自己的三餐，檢測所學(xué)內(nèi)容，培育同學(xué)健康飲食的意識。】

(三）Give

an

advice

From

the

passage.

We

know

we

should

eat

more

good

food

and

eat

less

bad

food.

We

can

eat

healthier

now.

Can

you

help

others?

T:

Sara

is

my

good

friends.

She

wants

to

be

healthy

and

fit.

She

wants

to

wear

beautiful

clothes.

What

should

she

do?

A:

What

do

you

have

for

breakfast?

B:

I

have

…

A:

What

do

you

have

for