六年级上册《Unit 8 The food we eat》集体备课教案下载-莆田市优质课

Teaching approaches:

Situational Approach, Communicative Approach

Teaching aids:

Multi-media, worksheet

StagesTeaching proceduresPurposesPre-task preparationHave the students listen to a song and do a free talk about their favourite food and drink.To arouse the students’ interest and elicit the topic.While-task proceduresShow the students many pictures of different food and have them to tell the food name and classify them.To review the words of different food and classify them.Have the students listen to the recording, circle the food Peter likes and doesn’t like, then tell the reason.To practice their listening abilities, let them tell personal reasons for likes and dislikes.Let students guess five riddles on the teacher’s favourite food and ask them how they get the answers. To practise their reading abilities, let them understand people like different food for different reasons.Have the students tell some healthy food and unhealthy food.To review healthy food and unhealthy food.Show the food pyramid and have the students tell what food people should have every day and how much of each kind of food they need every day.To review the food pyramid.Show Danny’s and Kitty’s diets yesterday and ask the students to compare them.To review how to talk about the food they ate and express the quantities.Have the students do pair work to talk about their diets yesterday and compare with each other.To review how to use adjectives to make comparisons.Post-Task activitiesAsk the students to discuss in groups to

Step 1: make a choice on what kind of dish they would like to prepare for the class dinner party.

Step 2: make a thoughtful plan on what food they need, how much of each food they need and where they would like to buy them.

Step 3: make a wonderful introduction about the procedures how they will cook the dishes by using ‘Firstly, Secondly,…’To apply what they have reviewed today.HomeworkFinish the report on the dish they want to prepare for the class dinner party for the Spring Festival.

教学设计说明：

牛津6AModule3 U8-U11围绕food and drink展开，涉及到的词汇，句型，语言功能等信息量均很大。作为一堂单元复习课，必须有效整合这些资源，紧紧围绕话题，将新授课上老师一点点的教，串成线，并创设真实而有效的情境，让学生在实际运用语言的过程中，自然地将整单元的知识点进行梳理。

Pre-task 环节：

欣赏歌曲，并对他们喜爱的食物和饮料进行自由谈论。

While-task 环节：

首先，复习食物类的词汇并进行食物种类的分类，让学生认识到我们的生活中有不同种类的食物。

接着，通过听，读和猜的活动，进行文本处理，挖掘食物特征，帮助学生总结出人们喜欢不同食物的不同理由，操练because的原因状语从句，并适时对学生进行饮食文化的德育渗透。

然后，从健康的食品和不健康的食品引申到健康饮食和不健康的饮食，通过Danny和Kitty的一日饮食引发学生对自己一日饮食的思考，创设真实的语言操练情境操练一般过去时，句型‘What did you have for … yesterday ?’和比较状语从句。

Post-task 环节：

创设春节班级要举办晚餐会的活动，要求分组准备一道菜肴的情境，学生通过对菜肴的选择，食材和食材的量的选择，购买地的选择和烹饪方法的介绍一系列小组讨论及对话活动，在真实的语言环境中实际运用本堂课所复习的知识点，。

总之，本堂复习课的复习过程是让学生对原有的知识再认识的过程，从更高的层次、更新的角度帮助学生进一步掌握并理解已经学过的知识和技能，进而提高学生的综合学习及实际运用语言的能力。