6AModule3Unit10Healthyeating教学设计及反思

《Healthy eating》教学设计及教学反思

Material: Oxford English 6A Module 3 Unit10 Period 1, P 69Topic: Healthy eatingTime: 40 minutesTeaching Aims: Language aims:

a. To help Ss use adjectives to express quantities

b. To help Ss know how to use the simple present tense to express needs c. To help Ss ask How questions to find out quantities Process & Methods aims

a. To make Ss understand the different amount of quantities by comparison b. To consolidate the sentence patterns through pair work or group discussion Emotion, Attitude &Value aims:

To enable Ss to know the importance of healthy eating To learn how to give suggestions about healthy eating Teaching Aids:

Computer, Blackboard, OHP, cassette player 教材分析：

此Module的主题是Food and drink，学生在Unit8和Unit9中已经学习、积累了一部分食物的名称。Unit10在主题上进行了升华，旨在使学生认识到healthy eating的重要性，并基于healthy eating对之前所学过的单词进行了分类、总结。该课时为Unit10的第一课时，其中包括了一些新授单词，如“healthy, diet, yogurt，pyramid”等，重点是区别“a little, some, plenty of, a lot of”在数量上的关系，操练“How much”句型来询问数量。教师通过设置不同的环节来学习单词，操练句型，同时会进行拓展，让学生注意可数名词和不可数名词在使用数量形容词时的区别。最后，通过设计healthy menu和给Garfield写信的方式使学生认识到怎么样的饮食才是相对健康的。 课时难点分析：

本课时的难点在于“a little, some, plenty, a lot of”的导入。如果有学生对这四个词本身的掌握程度很低，应当以何种方式在有限的课堂时间内让这些掌握并产出是一个不小的挑战。其次，让学生关注可数名词和不可数名词与这些数量形容词的搭配也是本课时的一个难点。本课时只是让学生初步接触了数量形容词与不可数名词的一些基本搭配，并未过分强调可数名词与不可数名词的区别。螺旋上升式的语法教学是牛津教材的特点，学生会在以后的英语学习过程中反复这些知识的学习与操练。教师在该课时所需要做的是让学生牢固掌握课本知识点，并适当拓展，提醒学生加以区分。 Teaching Procedure:

Stage Contents Teacher’s activities The students’ activities I. Pre- task preparation Video clip To raise some questions To answer the according to the video questions clip Aims of the stages To get a general 2 idea about the food we should eat every day Time II. While-task procedure Memory test 1. To mention Ss to watch the pics To show some pics about food quickly 2. To ask some Ss to tell what they have seen carefully 1. To try their To review the 3 best to memorize names of as many pics as they can To test Ss’ quick 2. To tell the response different food (there will be a group food’s names in discussion if necessary) English and try to spell them Questions and New Words 3.To show the names of 3.To read the To review the 3 food on ppt and ask Ss to words one by one names of food read them one by one 4. To try to again and learn some new words What food is 4.To learn the new word pronounce the new good for us? “yogurt”, “healthy” word correctly and “diet” New word: yogurt New words healthy; diet 5. To let Ss judge what 5. To give the kind of food can be called healthy food answers and try To introduce the 3 new words to use the phrase “healthy, diet” “be good for” to to Ss make a sentence Pic 6.To help Ss learn the 6. To match the adjectives into To help the students tell the 3 comparison & new adjectives by Bar Chart 7. To explain those adjectives by making some sentences showing the showing the the correct bars difference among piacs and bar chart 7. To know the adjectives of quantities by making the sentences those adjectives by doing various practise Magic trick 8. To change the bar 8. To make some To know the correct use of 2 chart into the pyramid sentences by using those four those adjectives adjectives (Ss are welcomed to have different answers) Text Reading 9.To ask Ss to read the 9. To read the and Listening exercise 11.To let Ss retell the 11. To retell the sentences they heard sentences and sentences in the textbook aloud 10. To try to find 10. To fill in the table the answers by doing the listening through exercise listening text fluently To get a brief idea of the text (the listening material can be played twice if necessaty) To get more familiar with the sentence patterns 5 and read the text later read the text with the recording for consolidation Table summary 12. To summarize the usage of those 12. To fill in table all To test Ss’ proficiency of using those adjectives 4 adjectives by showing a altogether (If table necessary, ask some Ss to make sentences by using those adjectives)

Listening and pair work III. Post- task activities 13. To play the 13. To answer the To put the 5 recording and ask Ss to Qs based on text knowledge into answer it. recording practice 14. To show the sentence 14. To practice patterns on ppt and ask the exercise Ss to do the pair work through pair work Pair work: A 15. To invite some Ss to 15. To design a healthy menu come to the front and healthy menu by To further practice the learned knowledge 5 for Garfield show their healthy menu themselves for the whole class 16. To help Ss use the adjectives and sentence 16.To give some advice to Garfield and tell him to keep fit To consolidate the language A letter for patterns learned in Garfield class points one more time Summary 17. To summarize what 17. To summarize To consolidate 2 have been learned today the text with the the knowledge teacher IV. Homework 1. Listen to the tape and read the text more than ten times 2. Write a letter a Garfield

【教学反思】

此Module的主题是Food and drink，学生在Unit8和Unit9中已经学习、积累了一部分食物的名称。Unit10在主题上进行了升华，旨在使学生认识到healthy eating的重要性，并基于healthy eating对之前所学过的单词进行了分类、总结。该课时为Unit10的第一课时，其中包括了一些新授单词，如“healthy, diet, yogurt，pyramid”等，重点是区别“a little, some, plenty of, a lot of”在数量上的关系，操练“How much”句型来询问数量。教师通过设置不同的环节来学习单词，操练句型，同时进行拓展，让学生注意可数名词和不可数名词在使用数量形容词时的区别。最后，通过设计healthy menu和给Garfield写信的方式使学生认识到怎么样的饮食才是相对健康的。

本课时的难点在于“a little, some, plenty, a lot of”的导入。如果有学生对这四个词本身的掌握程度很低，应当以何种方式在有限的课堂时间内让这些掌握并产出是一个不小的挑战。其次，让学生关注可数名词和不可数名词与这些数量形容词的搭配也是本课时的一个难点。本课时只是让学生初步接触了数量形容词与不可数名词的一些基本搭配，并未过分强调可数名词与不可数名词的区别。螺旋上升式的语法教学是牛津教材的特点，学生会在以后的英语学习过程中反复这些知识的学习与操练。教师在该课时所需要做的是让学生牢固掌握课本知识点，并适当拓展，提醒学生加以区分。

此课时对于我来说是一个不小的挑战。首先，因为自身教学经验的不足，我在之前备课的过程中很担心如何处理课堂氛围冷清的情况。但也许正是因为这份担心给了我压力，在我备课的时候给每一个环节都设下了“替补”环节，也就是如果这个环节的达成度不够理想，出现学生没反应，操练不连贯，我是否应该把环节难度再降一级？如果学生的反馈还是不理想，还应该通过何种方式进行补充？其次，因为是同课异构、借班开课，我对学生的人数、英语水平等情况都不是很了解。师生之间基本没有磨合，让学生如何能够接受新老师的语言并积极地做出反应，形成课堂师生互动，是我在备课阶段主要想攻克的难关。由于该学校

属于奉贤当地学校，学生多数来自农村，全英文授课的难度也增加了不少，如何解决这个问题也是我备课阶段特别注重的环节。很幸运，正是因为在诸位老师的帮助下，通过自己的努力和思考。我把这些问题在正式开课的时候都避免到了最小的程度。足见教学五环节中的第一环节是如此的重要！

此课时不足之处在于时间的安排上，之前试讲过两次都是自己的班级，学生的程度要好于开课的班级的学生。之前的操练、知识点讲解都进行的很顺利，所以最后的输出活动形式非常丰富，学生参与度高，效果理想。但开课的班级之前花了一部分时间进行了语音的纠正和朗读，到最后的一个输出环节学生的整体参与度有所欠缺，只请了一组学生进行操练。语音的纠正和课文朗读是必须的无法去除，但事后在教研员蔡金香老师的提醒下我也发现了如何节省时间的方法，在一些小细节上应当更多的把时间留给学生，让他们自己去发现问题解决问题，老师给的铺垫要周全、连贯，但不能太“细致”，一来损失了课堂时间，二来不利于培养学生的自我学习能力。

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