Unit 3 Healthy or unhealthy第2课时+示范教案(六上)
Unit 3 Healthy or unhealthy第二课时 （26张PPT）教案导学案
5.They don’t like ________ (chocolates/ chocolate) or vegetables.
三、用一般现在时态，写出5句话，表达健康的饮食习惯
1._________________________________
2._________________________________
3._________________________________
4._________________________________
5.________Байду номын сангаас________________________
B: I had...
A: That’s healthy.\ That’s not healthy. You should...
谈论早餐及健康与否
3.小组活动，健康调查及对话展示
谈论如何保持健康
【当堂检测】
一、判断下列短语正确与否，正确写T，错误写F，并改正
（）1.a lot of fruit and vegetables _____________________
【课堂探究】
1.Free talk.
T:What do you often eat?
S:I often eat…
T:Do you often playsport?
S:Yes/ No.
T:Are you healthy?
S:I think so…
2.听读Look and read(P17)
尝试准确读出新单词，理解文章含义，找出不理解的词句
六年级英语上册Unit3Healthyorunhealthy(第2课时) ppt课件
bike buy club web
b /b/
/b/是个浊辅音,发音时，送气力量较弱，声带震动。先将双唇 紧闭，憋住气然后突然分开双唇，气流冲出口腔同时发出爆 破的音。
It was very popular when we were young.
Do you know it？
It is a tape.
Homework
Did your classmates eat healthy food yesterday？ Do a survey and give a report.
Have a good time！
● 一个不注意小事情的人，永远不会成功大事业。──卡耐基 ● 一个能思考的人，才真是一个力量无边的人。──巴尔扎克 ● 一个人的价值，应当看他贡献了什么，而不应当看他取得了 什么。 ──爱因斯坦 ● 一个人的价值在于他的才华，而不在他的衣饰。 ──雨果 ● 一个人追求的目标越高，他的才力就发展得越快，对社会就 越有益。──高尔基 ● 生活就像海洋，只有意志坚强的人，才能到达彼岸。──马 克思 ● 浪费别人的时间是谋财害命，浪费自己的时间是慢性自杀。 ──列宁 ● 哪里有天才，我是把别人喝咖啡的工夫都用在工作上的。
Do you have good eating habits？Put a tick in the box.
Pronounce
What are they doing？ They are picking apples.
pick 摘
What's this in English？ It is a map. map 地图
tape 磁带
Do you know them？
They are different kinds of fruits. fruit 水果
Unit3 Healthy or unhealthy 第二课时 教案习题
play sport/vegetables/fruit/sweet food
能够在日常情境下运用I eat…进行口语表达。
学习词组。
听录音，模仿语音语调。
听录音并判断。
根据理解给图片排序。
分角色扮演故事。
完成表演游戏。
回忆所学，总结知识。
根据图片直观理解。
Unit 2.Healthy or unhealthy 第二课时教学设计
课题
Healthy or unhealthy
单元
Unit 3
学科
英语
年级
六年级
学习
目标
知识与技能目标：掌握新词：play sport/vegetables/fruit/sweet food
过程与方法目标：能够在日常情境下运用I eat…进行口语表达。
(2)Close your book and try to repeat what you listened.
Answer the questions
1.Do Tim and Judy often play sport?
2. Do Tim and Judy eat a lot of sweet food?
课文的句型学习和正音。
讲练结合。
合作促理解。
游戏与问答相结合。
系统化学习，加深掌握。
承前启后，为下节课做准备。
课堂小结
这节课的教学任务目标是激发学生使用英语进行有关饮食的问答的兴趣，通过实际对话情境的模拟练习加深对单词的掌握，并为下节课的句型讲解做好铺垫。练习活动主要是两人对话，师生对话，小组活动为主，让学生在轻松、愉快的课堂气氛中完成学习任务，达到预定的教学目标。
六年级英语上册Unit3《Healthyorunhealthy》(第2课时)教案
课题 Healthy or unhealthy
单元
3
学科
学习 目标
重点
1.区分可数名词与不可数名词。 2.学会短语的用法：（1）a lot of（2）a little 3.青少年人吃什么和做什么才能保证身体健康？ 1) 可数名词与不可数名词
英语
年级 六 年 级 上册
容（2）使学生熟
candy ice cream egg milk fish chicken
悉各种食物。
carrot grape apple orange banana water
rice
candy hamburger cola chocolate ice cream rice bread banana tomato c.Match
holiday. （老师播放课文的录音）
Ⅳ.（1）学生
Ⅳ.Useful expression
跟随老师学习
Step1 老师展示一些短语
短语。（2）学
（1）a lot of：许多
生积极完成老
a lot of=lots of 既可以修饰可数名词也可以修 师设计的小练
饰不可数名词
习。
例如：
（1）They eat a lot of rice.
（）
（）
（）
（）
（）
（） （）
（）
（）
根据图片的内 容，学生将相 使学生掌握各种 对应的单词填 食物的单词。 入括号内。
（）
（（）
） k 2. candy 3.egg
（） 4.fish
5. banana
6.carrot 7.ice cre（am 8.chicken 9.water
六年级英语上册Unit3Healthyorunhealthy教案2牛津上海版深圳用
Unit3Healthyorunhealthy?教课设计2TeachingAims( 教课目的):能听、说、读、写本课的中心词汇：healthy,unhealthy,hamburger,fruit,pie,pizza,sandwich,vegetables,chicken,chocolate,alittle能娴熟掌握中心句型：--Whatdidyouhaveforbreakfastthismorning?--Ihadsomebreadandmilk.感情目标1）经过学习，学生们能够认识到“健康与不健康”的生活习惯对自己健康影响。
2）经过学习培育学生小组合作团联合作的精神。
TeachingImportanceandDifficulties( 教课重难点)：1.能在语境中运用本课的中心词汇和句型。
2. 能正确理解和运用alotof,some,alittle表达物件的数目。
Teaching)：Tools(教课器具录音机、自制课件、照片等TeachingProcedures( 教课过程)：StepⅠ.Warmupandrevision（热身与复习）1.Greetings.2.Talkaboutthefood.StepⅡ.Presentationandpractice（体现新语言知识和练习）Leadin.Whatdidyouhaveforbreakfastthismorning?Ss:Ihadsomemilk/somebread/anegg. Learntosayandusethewords.T:Lookatthepictures.What ’sthis?Ss:It ’sahamburger.4.Readandspellthenewwords.Watchthescreenandlearntosaythesentences.Askpupilstopractiseingroups.Talkandshare.SeptⅢ.Learnthestory(学习课文) Readthestoryandlearntosaytheusefulsentences.Watchthecartoon.Studentsfollowtherecordingtoreadthestory.4.The pupilsread thetextcarefully.And thentrytoanswerthe questions. 2 Askthechildrentoplayinroles.StepⅣ.Consolidation（拓展延长）Doasurvey.Andcompletethetable.Homework(家庭作业)WritethenewwordsfourtimesListentothetape1.Writeaboutyourbreakfastyouhad。
Healthyorunhealthy教学设计
somemeat, eggs and milk.
alot of vegetables, fruit, water and grains.
(4)What do Lily and Bob often do?
6.Group work: Read and write. Complete the blank.
plete Kitty’s answer.
8.Think and answer: What should we eat to keep healthy? Introduce Food pyramid.
4.Listen and repeat. Thenpracticein groups.
5.Ask and answer.
(1)What food do Tim and Judy eat?
(2)What do Tim and Judy often do?
(3)What food do Lily and Bob eat?
泽州县凤城小学“快乐二四”导学案
年级
六
科目
英语
总课时
7Байду номын сангаас
课题
Unit 3 Healthy or unhealthy ?
课时
第二课时
主备教师
郭倩倩
审核教师
课型
新授课
学习目标
1.能读懂短文,并能用准确的语音语调朗读。
2.能使用核心词汇和句型,掌握a lot of和a little的区别和用法。
3.能说出健康和不健康的饮食和生活方式的区别,养成健康的饮食习惯和生活方式。
重点
词汇：vegetable, a little, chicken, chocolate
Healthyorunhealthy教案2
OE BOOK 6A Module _1_项目-能力链 Project Competence Chain目标-任务链Objective Task ChainUnit 1 Growing upTask:To make a description about one’s growth and changesLearning objectives:1.To use adjectives to describe a persone.g., cute, handsome, pretty2. To use the simple past tense and the simple present tense to express one’s changese.g., Sally was six. Her hair is short. Her eyes were big. Now she is 14. She is…Unit 3 Healthy or unhealthyTask:To have a comment about one’s eatingand living habitsLearning objectives:1. To use proper nouns to identify foode.g., hamburger, pizza, sandwich, pie(soymilk,dumplings, pancake)2. To use wh-questions to get informationabout the food one had for three mealse.g, What did you have for breakfast/lunch/dinner? I had…3. To give suggestions to someone who has badeating habits4. To talk and write about healthy eating andliving habitsUnit 2 Summer holidayTask:To make a description about one’s summerholidayLearning objectives:1. To use the verbs with the simple past tensecorrectlye.g., visited, watched, went,…2. To Ask wh-questions to get specificinformatione.g., How was your summer holiday?3. To use the simple past tense to describe one’ssummer holidaye.g., I had a wonderful summer holiday. I wentto,,, I visited… I watched…1内容-话语链 Content Discourse Chain2五年级：A --- 能听懂会说；B ---能够朗读和读懂语段，并能够提问或回答（口、笔头）；C --- 能连续表达，拼写单词、词组和写句子；D---能够运用所学的词法、句法进行口头与书面（至少8句）的表达（听说读写）3教案Lesson plan for 6A M1 Unit3 Healthy or unhealthyPeriod: 2ndSub-topic: Three meals we hadSub-task:To do a survey and have a report about one’s three mealsLearning Objectives:1. To use the key words in context e.g, had, did, didn’t , healthy, unhealthy2. To use wh-questions to find out specific information. e.g, What did you/he/she have for breakfast/…?3. To use the simple past tense to talk about what one had for three mealse.g, I/He/She had…for breakfast/…?4. To objectively determine one’s unhealthy eating habits and give some suggestions to him/herDifficulties：1. To use the simple past tense to talk about past events2. To ask and answer about what food someone had for three meals3. To have a judgment about one’s eating habits and give suggestions45678Unit 3 Healthy or unhealthy Period 2nd 课堂练习Class_______ Name________I. Think and write 根据Joe 的话，写一写他的早餐饮食情况(一格一词)：II. Read and reorder the sentences （将Alice 对Joe 的评论重新排序）: ( ) He should drink some milk and eat some fruit. ( ) That ’s not healthy.( ) He can eat a little meat, but not too much.III. Read and write （将Alice 问Jill 的这句话的意思表达完整）： Alice: What about you, Jill?____________________________________________________________IV. Write your comments for Alice （写一写你对Alice 早餐饮食情况的评价）V. Do a survey: (调查一下你的同桌，昨天吃了什么，是否健康？) SB P18________________ _________________ ___________________________ _________________ __________________ __________________1. Finish the survey with your deskmate2.Write a report (根据你的调查，写一个简单的反馈)9。
小学六年级英语牛津版上册unit3 healthy or unhealthy教学设计
Unit3 Healthy or unhealthy教学设计姓名：学科：英语类别：教学设计二○一八年十月九日Unit3 Healthy and unhealthy教学设计1. 教材版本：Primary English for China2. 使用年级：小学六年级3.课题： unit3 Healthy and unhealthy4.授课课时：共1课时5.教学设计1)学情分析：六年级的学生好胜心强，学习习惯较好，他们的形象思维占优势，他们对于知识已经有了一定的体系和认识。
另外，由于受主、客观原因的影响，学生的自主学习、灵活运用所学的英语进行交际的能力以及学习策略等方面都是有待老师培养和引导的。
2)教材分析（1）本单元的教学内容是关于介绍饮食习惯，健康或者不健康，贴近学生的生活和学习实际。
但是深圳处在一个特殊的环境中，学生对食物的感知可能不是十分强烈，同时也有一些课外阅读的部分，帮助孩子了解其他地方的食物，同时作为本册书最后一课起了良好的总结作用。
(2)秉持整体式语言教学的理念和培养学生综合运用语言能力的目标，本教学设计以让学生用过去式描述自己早餐、中餐、晚餐吃了什么。
从听说逐渐过渡到读写，贯穿整个单元的教学中，处理教材时适当调整教学新知，整合了相关的旧知，体现的是由浅入深，寓词于句、寓句于篇的整体式教学理念。
(3)本单元的教学内容与设计对今后的教学起的是铺垫作用。
i.教学目标1. 语言知识目标(1)能听懂、会说、会读、会写单词hamburger, pizza,healthy, unhealthy2. 语言技能目标(1)学会描述四季并能灵活运用到实际生活中。
(2)能使用句型“I had … for breakfast/lunch/dinner.”来描述自己吃什么(3) 通过对不同季节的描述与语言操练，培养学生的观察、想象力以及语言的表达能力。
3．学习策略目标（1）主动与同伴合作交流，共同完成学习任务。
《Healthy or unhealthy》 2
Healthy or unhealthyTeaching Aims(教学目标):1.帮助学生学习Look and learn中的生词。
2.通过Listen and say关于早餐的对话，帮助学生掌握举行What did you have forbreakfast this morning？I had…。
3.通过问答活动帮助学生操练核心句型。
（1.）能听、说、读、写本课的核心词汇：healthy, unhealthy,hamburger,fruit pie, pizza, sandwich, vegetables,chicken,chocolate,a little（ 2.）能熟练掌握核心句型：）--What did you have for breakfast this morning?--I had some bread and milk.Teaching Importances and Difficulties (教学重难点)：1. 能听、说、读、写本课的核心词汇：healthy, unhealthy,hamburger,fruitpie, pizza, sandwich2. 能熟练掌握核心句型：--What did you have for breakfast this morning?--I had some bread and milk.T eaching program(教学栏目)：Look and learn，Listen and sayTeaching Tools(教学用具)：录音机、自制课件、照片等Teaching Procedures(教学过程)：StepⅠ.Warm up and revision（热身与复习）1. Greetings.2. Talk about the food.Step Ⅱ.Presentation and practice（呈现新语言知识和练习）1. Lead in.T: What do you usually have for breakfast every day?S1: I have some milk/some bread/an egg.S2：I don’t have breakfast.…把学生分成四人小组,请每位学生讲述自己一日三餐经常吃的食物。
〖2021年整理〗《Unit3 Healthy or unhealthy 教学设计》优秀教案60
Unit 3 Heath or unheath 第2课时教学设计【内容版）六上Modue1 Unit2【主题】Loo and read, Do a qui【课时】第2课时一、教学目标Teaching aim1.通过Loo and read的阅读和反馈练习，帮助学生运用核心词汇和句型，掌握a ot of，ome和a itte的区别和用法。
2.通过Do a qui的活动，让学生巩固运用Loo and read所学的内容，对饮食习惯的好坏作出判断。
1.二、教学重难点Teaching e/a itte三、教学准备Teaching e bread, an egg and a ga of mi for breafat eterda What did ou have forbreafat/unch/dinner eterdaGroue rice, an egg and an ae rice, an egg and an ae rice, two egg, a ga of mi and a banana for breafat thi morning M mother had ome bread, an egg and an aiT: What did S1’ name’ father have for breafat thi morningS2: He had ome rice, two egg, a ga of mi and a banana for breafatT: What did hi/her mother haveS3: She hadWhie-ta e coa for breafat toda Do ou drin a ot of water ever daJoe: NoT: You houd drin a ot of water ever daDo ou eat a ot of vegetabe ever daJoe: No I ie to eat fih and chicen And I eat fih and chicen ever daT: You houd eat a ot of vegetabe and Jud heath chidren/Li and Bob unheath chidren often do What food do Tim and Jud/Li and Bob eat 引导学生在听录音时重点关注这些内容，听完后请学生回答问题，并独立完成表格。
Unit3
Greetings
Review p14
Step2: Presentation
T: What did Wang Tao’s father have for breakfast this morning?
T: What did his/her mother have?
Step3. Learn the text
本节课我通过创设真实的场景让学生通过交流来学习新知，本课介绍日常生活的方式，并非指过去发生的事情，所以用一般现在时表述。同过Look and read语篇的学习，引导学生结合自己的日常生活，看看这几集的生活方式是否健康。
教学目标：
1、知识目标：掌握和认知单词: vegetable sport candy fat a little a lot of句型: Healthy children eat….
T: What is it ?
T: Yes, it’s hamburger.
教授并让学生跟读。
出示图片依次学习 pie pizza sandwich
2. To teach the new sentences
T: What did you have for breakfast?
T: A hamburger and a cola for breakfast?
T:Do you know about fruit?
出示图片
Food
Fruit
bread
milk
rice
coffee
noodles
tea
Review the food and the fruit.
Step2: Presentation
1. To teach the new words
沪教牛津版小学英语六年级上册Module1《Unit 3 Healthy or unhealthy》教学设计
Module 1 Getting to know each otherUnit 3 Healthy or unhealthy?Teaching Aims(教学目标):1.能听、说、读、写本课的核心词汇：healthy, unhealthy, hamburger, yesterday, fruit, pie, pizza, sandwich, vegetables, chicken, chocolate2.能熟练掌握核心句型：—What did you have for breakfast this morning?—I had some bread and milk.Teaching Importances and Difficulties (教学重难点)：1.能在语境中运用本课的核心词汇和句型。
2. 能正确理解和运用a lot of, some, a little表达物品的数量。
Teaching Tools(教学用具)：录音机、自制课件、照片等Teaching Procedures(教学过程)：StepⅠ.Warm up and revision（热身与复习）1. Greetings.2. Talk about the food.StepⅡ. Presentation and practice（呈现新语言知识和练习）1. Lead in.T: What did you have for breakfast this morning?Ss: I had some milk/some bread/an egg.2. Learn to say and use the words.T: Look at the pictures. What’s this?Ss: It’s a hamburger.4. Read and spell the new words.5. Watch the screen and learn to say the sentences.6. Ask pupils to practise in groups.7. Talk and share.Sept Ⅲ. Learn the story (学习课文)1. Read the story and learn to say the useful sentences.2. Watch the cartoon.3. Students follow the recording to read the story.4. The pupils read the text carefully. And then try to answer the questions.5. Ask the children to play in roles.Step Ⅳ.Consolidation（拓展延伸）Do a survey. And complete the table.。
沪教版小学六年级英语上Unit 3 Healthy or unhealthy 教案
Unit 3 Healthy or unhealthy教学设计本节课的话题是Healthy eating，是健康饮食的话题。
课时划分与分课时目标教学设计续页Unit 3 Healthy or unhealthy教学设计续页 教学流程个性化调控1. Warm upT: How are you today?Ss: I’m Ok. / I’m well. … And you?T: I am very full because I eat a lot of things for breakfast this morning.2. Pre -task preparations Show pictures on pptT ：What food do you usually have? S1:I usually have…T ：What drink do you often have? S2:I often have…noodlesRicevegetablmilkfruiteggsmeat healthyWhat did you have for breakfast this morning?breadT：What fruit do you always have?S3: I always have…3.T: Look, What are they?show pictures of food-- What do you usually have for breakfast?-- I usually have … for breakfast.... is/are my favourite food4.I had eggs, bread and milk for breakfast.What did you have for breakfast?Students talk about what they had for breakfast.What did you have for breakfast this morning?I had _______ for breakfast.S1:I had some biscuits and milk.S2: I had a hamburger and some French fries.Learn the words “healthy” “unhealthy”5. While –task procedures1) Listen and answerName What did they have for breakfast?Joe Two hamburgers, ____________.Jill He _______ have breakfast.Alice Some bread, ________, and egg and__________.2）播放对话录音，请学生逐句跟读，鼓励学生模仿录音中人物的语音语调。
Unit 3《Healthy or unhealthy》word省优获奖教案
牛津版六上《Healthy or unhealthy》教案教学目标：1.能听、说、读、写本课的核心词汇healthy,unhealthy,hamburger,fruit,pie,pizza,sandwich,vegetables,chicke n,chocolate,a little2.能熟练掌握核心句型--What did you have for breakfast this morning?--I had some bread and milk.重点难点：1.能在语境中运用本课的核心词汇和句型。
2.能正确理解和运用a lot of, some, a little表达物品的数量。
教学用具：录音机、自制课件、照片等教学过程：StepⅠWarm up and revision（热身与复习）1. Greetings.2. Talk about the food.StepⅡPresentation and practice（呈现新语言知识和练习）1. Lead in.T: What did you have for breakfast this morning?Ss: I had some milk/some bread/an egg.2. Learn to say and use the words.T: Look at the pictures. What’s this?Ss: It’s a hamburger.3. Read and spell the new words.4. Watch the screen and learn to say the sentences.5. Ask pupils to practise in groups .6. Talk and share.Sept ⅢLearn the story （学习课文）1. Read the story and learn to say the useful sentences.2. Watch the cartoon.3. Students follow the recording to read the story.4. The pupils read the text carefully. And then try to answer the questions.5. Ask the children to play in roles.Step ⅣConsolidation（拓展延伸）Do a survey. And complete the table.教学反思：通过学习，学生们能分辨出健康和不健康的饮食和生活习惯，他们知道了早餐的重要性，健康饮食习惯的重要性。
沪教牛版六上Unit 3 Healthy or unhealthy 教案(公开课) 2
Unit 3 Healthy or unhealthy? 教学设计2 Teaching Aims(教学目标):1.能听、说、读、写本课的核心词汇：healthy,unhealthy,hamburger,fruit,pie,pizza,sandwich,vegetables,chicken,chocolate,a little 2.能熟练掌握核心句型：--What did you have for breakfast this morning?--I had some bread and milk.3. 情感目标〔1〕通过学习，学生们可以了解到“健康与不健康〞的生活习惯对自己健康影响。
〔2〕通过学习培养学生小组合作团结合作的精神。
Teaching Importances and Difficulties (教学重难点)：1.能在语境中运用本课的核心词汇和句型。
2. 能正确理解和运用a lot of, some, a little表达物品的数量。
Teaching Tools(教学用具)：录音机、自制课件、照片等Teaching Procedures(教学过程)：StepⅠ.Warm up and revision〔热身与复习〕1. Greetings.2. Talk about the food.StepⅡ.Presentation and practice〔呈现新语言知识和练习〕1. Lead in.T: What did you have for breakfast this morning?Ss: I had some milk/some bread/an egg.2. Learn to say and use the words.T: Look at the pictures. What’s this?Ss: It’s a hamburger.4. Read and spell the new words.5. Watch the screen and learn to say the sentences.6. Ask pupils to practise in groups.7. Talk and share.Sept Ⅲ. Learn the story (学习课文)1. Read the story and learn to say the useful sentences.2. Watch the cartoon.3. Students follow the recording to read the story.4. The pupils read the text carefully. And then try to answer the questions.5. Ask the children to play in roles.Step Ⅳ. Consolidation〔拓展延伸〕Do a survey. And complete the table.Homework(家庭作业)1.Write the new words four times2.Listen to the tape3.Write about your breakfast you had第二课时Teaching Aims(教学目标)1.能听、说、读、写本课的核心词汇：shall, police, exciting, boring, next time2.能熟练掌握核心句型：--Shall we go and see a film this weekend?--Sure.What would you like to see?What is it about?3.能礼貌地向别人发出邀请或建议。
上教版六年级英语上册课件Unit 3 Healthy or unhealthy-2
Lily and Bob’s food pyramid
They do not like _b_r_e_a_d_, _r_i_ce___, __fr_u_it__ or _ve_g_e_t_a_b_le_s_.
Tim and Judy eat a lot of fruit and vegetables. They eat a lot of rice and drink a lot of water. They eat some fish, chicken and eggs. They also drink some milk. They eat a little sweet food.
Байду номын сангаас
Tim and Judy
Lily and Bob
Are they healthy or unhealthy?
Tim and Judy _o__ft_e_n_ play sport. They are _s_t_ro_n_g_ and _h_e_a_lt_h_y_.
Tim and Judy eat a lot of fruit and vegetables. They eat a lot of rice and drink a lot of water. They eat some fish, chicken and eggs. They also drink some milk. They eat a little sweet food.
Food pyramid
vegetables
sugar and fat milk, meat, eggs and cheese fruit grains
Every day, I eat a lot of …, some … and a little … I think that is healthy/unhealthy.
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Unit 3 Healthy or unhealthy?Look and read; Do a quiz第2课时一、教学目标1. 能够听说词汇：vegetable, chicken, chocolate, a little2. 能够掌握句型：Tim and Judy eat a lot of fruit and vegetables./They eat a little sweet food./Lily and Bob do not play sport very often./They do not like bread, rice, fruit or vegetables./They are fat and unhealthy.3. 能够让学生谈论人物饮食，对于自己或他人的饮食习惯是否健康能做出判断，并学会自我调整或给他人提出合理的建议。
二、教学重难点教学重点：词汇：vegetable, chicken, chocolate, a little句型：Tim and Judy eat a lot of fruit and vegetables.They eat a little sweet food.Lily and Bob do not play sport very often.They do not like bread, rice, fruit or vegetables.They are fat and unhealthy.教学难点：运用所学句型自由谈论彼此的饮食，对于自己或他人的饮食习惯是否健康能做出判断，并学会自我调整或给他人提出合理的建议。
三、教学准备教学课件，游戏环节用的骰子等。
四、教学过程I. Warm-up1. Watch and say学生观看视频，边看边判断哪个是健康食品，哪个是不健康食品。
如果播放视频过程中学生跟不上或者说不太好，也可以视频结束后再让学生列举他们知道的（不）健康食品。
设计意图：复习巩固表示食物名称的单词，让学生能够判断哪些是健康食品，哪些是不健康食品，为新课的学习做铺垫。
2. Match and say课件呈现几种食物的图片和英文单词，学生将单词与对应的图片连线。
然后说一说哪些是健康食物哪些是不健康食物。
...is healthy /unhealthy.设计意图：复习巩固上节课所学表示食物名称的单词。
3. Think and talk学生两人一组，谈论彼此某餐吃了什么，并对对方饮食健康与否做出判断，如果对方饮食不健康，试着给对方提出合理建议。
A: What did you have for ...?B: I had ... I also had ...A: That’s healthy. / That’s unhealthy. I think you should ...设计意图：复习巩固上节课的重点句型，同时训练学生口语表达能力。
II. Presentation1. Look and learn（1）T：What food do they usually have? What do they like to do? Can you guess?课件呈现四个小孩的图片，教师询问：“他们吃什么？他们喜欢做什么？”，可以让学生试着猜测一下。
（2）T：Jeff and Nancy eat a lot of vegetables. They eat a lot of rice and drink a lot of water. They eat some chicken. They also eat some eggs and drink some milk. They eat a little sweet food.通过图片介绍Jeff and Nancy的饮食习惯，逐一呈现本课重点句型，在句子中引导学生体会vegetable, chicken, a little这些生词的含义和用法。
（3）T：Jeff and Nancy often play sport. They are strong and healthy.继续呈现图片，介绍Jeff and Nancy经常运动，在呈现本课重点句型的同时，告诉学生健康的身体除了注意合理的饮食外，还要经常运动。
（4）T：David and Cindy eat a lot of chocolate ... They do not like vegetables, fruit or rice. David and Cindy do not play sport very often ... They are fat and unhealthy.通过图片介绍David and Cindy的饮食习惯，在句子中引导学生体会chocolate的含义和用法，学习新词的同时，逐一呈现本课重点句型。
教师注意引导学生明白什么是不健康的饮食习惯，不健康的饮食加上不爱运动可以导致身体肥胖、不健康。
设计意图：学习本课新词汇和重点句型，为完成接下来的听力和阅读任务打基础。
同时引导学生养成良好的饮食习惯和生活习惯，为拥有一个健康的身体打基础。
2. Watch and talk看和说。
观看Look and Learn部分的视频回答问题What do Lily and Bod eat?/What do Tim and Judy eat?/Are they healthy?设计意图：通过观看视频并回答问题的方式，锻炼学生抓取信息的能力。
3. Listen and match教师将课堂由谈论刚才四个小孩的饮食习惯，过渡到本课内容（了解Tim, Judy, Lily and Bod 的饮食习惯）。
学生完整听文章并完成课件上的连线任务。
设计意图：通过读前听力活动，帮助学生了解文章大意，同时训练学生的听力。
3. Read and answer课件出示问题，学生阅读文章第一部分，尝试回答问题。
(1) What do Tim and Judy eat a lot?(2) Do Tim and Judy often play sport?设计意图：让学生仔细阅读故事并回答问题。
培养学生细读文本，获取细节信息的能力。
4. Read and fill课件出示下列句子，学生阅读文章第二部分，并尝试补全句子。
(1) Lily and Bob eat a lot of candy, ______________, ice cream and ____________.(2) Lily and Bob do not like bread, rice, _______ or _____________.设计意图：让学生仔细阅读文章并完成句子，培养学生细读文本获取有用信息的能力。
5. Read and judge让学生判断正误。
设计意图：将文章中的重点信息转换成句子，让学生进一步提取文章中的重点内容。
6. Listen and repeat教师播放Look and read部分录音，学生跟读录音。
设计意图：在理解文章内容的基础上跟读录音，纠正语音语调。
III. Practice1. Ask and answer课件呈现两组图片，学生谈论图片中人物的饮食习惯和生活习惯。
课件呈现语言支架供学生参考。
A: What does she/he eat?B: She/He eats a lot of ...A: What does she/he drink?B: She/He drinks a lot of ...A: What does she/he often do?B: She/He often plays...A: Is she/he healthy?B: Yes, ... is healthy and strong. / No, ... is unhealthy and fat.设计意图：巩固学生对本课重点词汇和句型的理解和记忆，让学生运用本课所学单词、短语和句型去与他人交流，锻炼学生的口语表达能力。
2. Look and say课件出示Look and read部分图片，学生围绕图片谈论Tim, Judy, Lily and Bod的饮食习惯。
课件呈现语言支架供学生参考。
Tim and Judy eat a lot of ... They drink a lot of ... They eat some ... They also drink some ...They eat a little ... They often ... They are ...Lily and Bob eat a lot of ... and ... They drink a lot of ... They do not like ... or ... They do not ... very often. They are ...设计意图：巩固学生对文章内容的理解和记忆，让学生运用本课所学单词、短语和句型去表达思想，锻炼学生的口语表达能力和课堂展示能力。
3. Play and say教师准备此环节要用的骰子，投中数字几就走几步，然后学生用对应图片中的事物说一句话，接着继续进行，直到结束。
此游戏可以重复多轮，可以教师投骰子，学生说话，也可以找学生到前面组织游戏。
设计意图：通过游戏活跃课堂气氛，同时帮助学生熟练运用所学句型，训练学生的语言运用能力。
IV. Production1.Do a quiz让学生完成课本中的小测试。
设计意图：在谈论他人饮食习惯是否健康的同时，检验一下自己是否拥有好的饮食习惯。
2.Think and say在做完小测试之后，让学生说一说自己平时的饮食和运动情况，让他们明确自己的习惯是否良好，是否需要调整改善。
I eat a lot of ... and ... I drink a lot of ...I eat some ... I also drink some ...I eat a little ...I often ... / I do not ... very often.I am strong and healthy. /I am fat and unhealthy. I think I should ...设计意图：让学生反复练习使用本课所学单词、短语和句型，加深学生对所学内容的理解和记忆，做到学以致用，同时让学生能够认识到自己的饮食习惯是否健康，对于不健康的饮食习惯学会做出自我调整。
3.Think and say通过前面一系列的课堂活动，让学生思考健康的孩子通常是怎样做的。
设计意图：在进行一系列听、说、阅读训练后，达成本节课的最终目标，引导学生养成健康的饮食和生活习惯，为拥有一个健康的身体打基础。