2022年春学期英语集体备课四（初稿）

时   间

2022年3月22日

地点

二楼办公室

主 持 人

张琳

主备教师

叶忠华

记录人

于蒙

参与人员

张琳、杨菲、叶忠华、于蒙

此后一周教学内容

Unit 3  A healthy diet

 Sound time ,Cartoon time ,Checkout time & Ticking time

本次集体备课内容

Unit 3  A healthy diet

(Fun time & Culture time)

上周教学反思

成功之处：

1、问题引领，层层递进，培养发散思维

故事教学内容为“健康饮食”这一主题，以分别介绍Mike和 Yang Ling的饮食习惯为主线，围绕健康膳食金字塔的形式，讨论人们生活中的饮食习惯。教学中出示麦克图片，并引导学生进行提问：What food does Mike like? What’s  for Mike’s three meals? Does Mike have a healthy diet? Why?三个问题层层递进，注重学生发散性思维的培养。

2、引导发现，精讲精练，夯实语言基础

对于文中出现的目标词汇a little和a few，引导学生发现这两个词组的区别，鼓励学生自主找出区别，最后由老师进行讲解：a few和 a little在意思上相近，都表示比some（一些）少的数量。不同的是，a few和可数名词连用，表示“几个”；a little与不可数名词连用，表示“一点儿”、“少许”。讲解完之后出示一些简单的练习，快速说出词组，让学生能够掌握这两个词组用法。

3、提出健康饮食建议，体现人文关怀

   鼓励学生给予麦克一些建议，用所学过的不同句型结构，如：Mike, you should…Mike, you shouldn’t…I think you can…Perhaps you can…用同样的方法教Yang Ling的健康生活饮食。本堂课学习内容贴近学生的生活，具有指导性、实用性，体现了英语课程工具性和人文性的统一。

改进之处：

1、开头环节可以加入一些儿歌或者有韵律感的chant进行引入，更能活跃课堂气氛。

2、教学设计过程中还需要思考再全面一些。教材中出现了健康膳食金字塔、但是麦克和杨玲所吃的食物并不能笼统的归到金字塔中，否则孩子会混淆，不利于他们理解文本内容。

主备教师发言

教学起点及确立理由：本单元主题为“A healthy diet”,适时渗透健康教育，引导学生树立合理饮食，健康生活的观念。本单元目标词汇是 a lot of ,some,a little 和a few，可以与much，many，any ，there be 句型设计综合操练活动，让学生能掌握这些词的用法以及与可数和不可数名词的搭配。

教学目标及确定依据：

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 little。

3. 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。

重点、难点及突破方法：

1.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。

2.了解中西方不同的早餐饮食文化，并能用英语做简单介绍。

(突破方法：情景法 调查法 会话法)

教学过程的主要环节

Step 1 Warm-up

1. Free talk

T: What time did you get up this morning?/Did you have breakfast on time? What did you have?

S: …

2. Let’s play

T: Let’s play a guessing game. Pay attention to “a few” and “a little”.

(采用图片遮掩)T:How much /many  does ...eat for breakfast/ lunch/dinner?

S: ... eats a few/a little ...for...

【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 Presentation

1. Let’s talk

T: 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.

【设计意图：把Fun time中的Mary设定为教师的朋友，使教学内容更加贴合生活，Mary的信息随着师生对话的深入逐步呈现，尽量给学生思考的空间。】

2. Let’s try

T: 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.

【设计意图：以第三人称单数转述时及时添上了句子Mary has a … diet，也是尽早呈现评价别人饮食是否健康这一本课重点。】

3. Ask and answer

T: 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?

【设计意图：在学生对话汇报时加入教师随时提问的环节，既提醒学生时刻注意听别人的对话，又适时操练第三人称单数的转述，为后面第三人称转述的汇报做铺垫。】

4. Do a survey

T: 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.

【设计意图：从两人一组变四人一组，增加学生语言的输出与输入。】

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 report

T: 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 time

1. Let’s think

T: 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)

【设计意图：通过同桌讨论，碰撞与激发学生思维，思考中西方饮食的不同。】

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)

【设计意图：通过师生、生生交流，反馈学生讨论结果，并结合图片，从餐具、饮食等方面区分中西方饮食及习惯上的差异，涉及到中西方的食物类单词学生只需要会读、会说、知道词义即可。】

Step 4 Consolidation

1. 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. 了解和收集更多中西方特色饮食的英文名称。

2. 使用下列模板写写你朋友的饮食。

My friend is … He/She has … for breakfast. For lunch and dinner, he/she has … I think his/her diet is …

板书设计：

Unit 3  A healthy diet

      Chinese people: porridge, steamed buns

 Western people: cereal, bread and sausages