教学重点：

1.复习并熟练运用Is/   Are there…?的句型，并能在这一句型中再一次准确运用a lot of, some ,a little, a few。

2.能在笔头中准确使用there   be…的结构。

教学难点：

1.含有a lot of,   some ,a little, a few的句型的准确表达及正确运用。

教学过程：

复  备

板块一  独学（围绕自学自研、自由表达2个环节展开教学过程）教学过程：

Step1  Revision

1.Greeting: What date?/ How’s the weather?

2.T: What do Chinese/ Western people often have for breakfast?

  S:…

3.read the words about Chinese/ Western food

4.show a proverb

板块二 互学（围绕深度学习、归纳提练2个环节展开教学过程）

Step 2  Present Bill’s diet   (unhealthy)

T: Look, here areBill and Wang Bing. What are their diets? Are   they healthy?

1.show a passage about Bill’s diet

2.read it freely

3.ask and answer

T: Is Bill’s diet healthy? Why?

S: …

T: Can you give some advice to him?

S: To keep healthy, you should eat/drink a lot of/ some/ a few/ a   little…

You shouldn’t eat/drink too much/ too many…

T: We hope John can change his diet.

Step 3  Present Wang Bing’s   diet ( healthy)

1.listen to a passage about Wang Bing’s diet （听两遍）

Q: What’s Wang Bing’s diet?

2.listen and write down some important information

For breakfast, Wang Bing usually has_______, ________ and________   .

For lunch, he eats _______, _______ and________ .

For dinner, he has _______, _______ and________ .

3.ask and answer

  T: What do you think of   his diet? Why?

  S: …

Step 4  Checkout time—Ask   and answer

T: Today Wang Bing and his family buy some food and drinks in the   supermarket. What do they buy? Can you guess?

1.the students guess: Is/Are there …?

( 学生用there be…结构的一般疑问句来猜，并要求他们用上a lot of/ some/   a few/ a little)

2.show the things they buy

  T:Wang Bing’s family buy   lots of food and drinks. Let’s have a look.

（出示食物，最后将这些食物组成一个金字塔）

3.describe the food pyramid in pairs

Step 5  Checkout time—Look   and write

1、出示空白饼图，教师示范贴图

T: We have a lot of food. Let’s put them on the right places. I   put them here, because carrots are good for our body, we should eat a lot of   carrots every day.

2、同桌合作贴图（同时指名一组同桌上黑板贴图）

S1: Where can you put it/them?

S2: I can put it/them here. Because…

3.talk about the picture

4.write something about the picture

5.check the answer

Step 6  Design a healthy   diet

T: You know a lot about a healthy diet. At the beginning of the   lesson, we found John’s diet was unhealthy. Can you design a healthy diet for   him?

1.give a model: show the teacher’s diet

2.design it by yourself

3.show the   design

4.describe it to us

Step 7  Ticking time

T: Look at today’s learning aims. How many starts can you get?

Homework:

将为John设计的健康饮食写成一篇小短文。

根据Ticking time中的要求自主复习。

Unit 3 A healthy diet

                      Is/   Are there …?    Yes,there is./are.

                                        No,   there isn’t./ aren’t.

教后反思：

本单元主题为“A healthy diet”,这一话题贴近我们的生活实际，我们需要关注合理健康的饮食。在教学开始，我让学生回顾食品类单词，从而引出本课生词。本单元呈现了许多和食物相关的词汇，新授词汇相对较少，其中大部分已经学过。我将食物类词汇整理梳理和归类，同时复习可数名词和不可数名词的划分和用法，帮助学生学习和理解本单元语法知识。利用PPT呈现，如常见的主食、蔬菜、水果、奶制品和甜品等，用于教学活动中，以便引起学生讨论的兴趣，让学生回忆起已学词汇进行巩固，并运用交际句型谈论自己喜欢的食物及用餐情况。本单元的目标词汇是表示数量的a lot of, some, a little和 a few。综合以前学过的much, many ,any等词汇和there be句型，设计操练活动，帮助学生更好的理解和掌握这些词的用法以及与可数名词和不可数名词的搭配。

在拓展延伸环节，引导学生结合自己的生活实际，对照健康饮食金字塔，了解和认识到哪些是健康食品，并分组分析讨论自己的饮食习惯是否合理，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。

本课还有一些需要改进、加强的地方。在相关的语法小练习中，还有部分学生对a lot of, some, a little和 a few的用法掌握困难，主要是具体运用这些表示数量的短语时容易混淆，并且无法正确使用可数名词和不可数名词，针对这一情况，应设计一些专项的小练习（如：单词的适当形式填空等）加强巩固练习。