牛津英语上海版六年级 6A Unit 10教案设计(4课时)

Module 3 Food and drink Unit 10 Healthy eatingFirst periodTeaching aims:Learning adjectives to express quantitiesReading about the food pyramidTalking about good dietsLanguage focus:Using the simple present tense to express needsUsing adjectives to express quantitiesAsking How questions to find out quantitiesTeaching procedures:Pre-task preparation:Do a brainstorming: Think about what healthy food is, as much as possible.While-task procedure:1. Look and read: Look at the pictures.a. Learn adjectives to express quantities: a little, some, a lot of, plenty of.b. Practise the pattern drills:What kind of food do we need every day?We need2. Read and learn some new vocabularies: pyramid, fat, salt, sugar, yogurt.3. Look and read: Look at the picture, read after the tape sentence by sentence. Then Ss read by themselves and T invites some Ss to read.healthy/an unhealthy diet.5. Look and say: Read the dialogue after the recording, and then read in pairs. S1: How much fruit do we need every day?S2: We need plenty of fruit every day.S1: How much sugar do we need every day?S2: We need a little sugar every day.Post-task activity:1. Ask and answer: Look at the food pyramid again, and then talk about how much of each kind of food we need every day.S1: How much ____ do we need every day?S2: We need … every day.She has _____ meat and _____ vegetables for lunch. She has _____ fish,_____ vegetables and _____ fruit for dinner.Ss prepare and then talk in class.Optional activity:1. Eat out at a buffet: Work in groups of four, talk about what you and your group members would like to have. Then tell if you have got the good diet.Suppose you are eating out at a buffet. You have to choose food and drink by yourselves.2. Get ready to order: Work in pairs, make up a short dialogue.You and your classmate pretend to be the customer and waiter. You are having dinner with some friends and you are ordering food. The waiter should give you some suggestions.Remember to keep a good diet.Then T invites some pairs to act it out.Consolidation1. Workbook 6A, page 622. Read and recite P.69Second periodTeaching aims:Reading a modern fable about eating habitsLearning adjectives to express quantitiesLanguage focus:Using the simple past tense to talk about past states and activitiesUsing adjectives to express quantitiesAsking Wh- and How questions to find out various kinds of information Teaching procedures:Pre-task preparation:Look, think and say: Look at the slides and answer questions.✧Are they healthy or unhealthy?✧Why do you think they are healthy? Why do you think they are unhealthy?✧What do healthy children usually eat?✧What do unhealthy children usually eat?✧What kind of food would you like to eat?While-task procedure:1. Look and learn: Look at the pictures and learn new vocabularies: fit, exercise, chips. Ss read one by one.2. Listen to a story:a. Listen to paragraph 1, then answer:•Who was Mr Lin’s cousin?•Was Miss Chen fat and unhealthy?•Did Mr Lin live in the countryside or in the city?b. Listen to paragraph 2-3, then tell true or false:•One day, Miss Chen went to visit Mr Lin.•Mr Lin had dinner with Miss Chen.•Mr Lin would like some pizza, some chips and some ice cream.c. Listen to paragraph 4, and fill in the blanks:‘I don’t have that ________ of food in my house. I eat __________ rice. Ieat ________ fresh fruit and vegetables. I also eat ________ meat and fish,but I only eat ________ salt and sugar,’ said Miss Chen.d. Listen to paragraph 5, then choose:1. Mr. Lin stayed with his cousin for _______.A. a weekB. a monthC. a few weeksD. a few days2. Mr. Lin ate some _______.A. riceB. meatC. vegetablesD. fresh fruit3. Mr. Lin became _______ later.A. fatB. unhealthyC. fitD. lazy3. Read a story: Look at the pictures, read after the tape sentence by sentence. Then Ss read by themselves and T invites some Ss to read.4. Answer some questions according to the story:•Why was Mr Lin fat and unhealthy?•What did Mr Lin like to have for lunch?•What food did Miss Chen usually eat?•How did Mr Lin become fit and healthy?Post-task activity:3. Think and say: What can we learn from the story?Optional activity:1. Speak: Pretend that you are Mr Lin. Tell classmates about the changes in your life.e.g. I lived in the city. I was fat and unhealthy. I had an unhealthy diet and did noexercise …2. Act out the story: Do a role-play.Consolidation1. Workbook 6A, page 662. Read and recite P.70Third periodTeaching aims:Talking about food eaten the day beforeLearning adjectives to make comparisonsTalking about daily menusLanguage focus:Asking Wh-questions to find out specific informationUsing the simple past tense to talk about past activitiesUsing adjectives to make comparisonsUsing adverbs of frequencyTeaching procedures:Pre-task preparation:Look and say: Look at the pictures and review some food and drink.bread, chips, hamburgers, fruit, biscuits, pizza, vegetables, ice cream, porridge, noodles, cakes, rice, lemon tea, orange juice, cola, coffee, water, milk.While-task procedure:read in pairs and T invites some pairs to read.comparisons.➢Alice’s diet is healthier than Joe’s diet.➢Joe’s diet is less healthy than Alice’s diet.➢Eddie’s diet is as healthy as Peter’s diet.➢Ben’s diet is as unhealthy as Jill’s diet.5. Ask and answer: Work in pairs, talk about the food and drink Joe and Alice had yesterday.S1: Were Alice’s and Joe’s diets healthy or unhealthy?S2: Both diets were healthy/ unhealthy.One was _____ and the other was _____.S1: Which one was healthier/less healthy?S2: _____’s diet was healthier than ______’s diet.less healthy thanas healthy asas unhealthy asPost-task activity:2) Kity’s diet ___________________________________ Peter’s diet.3) Kitty’s diet __________________________________ Jill’s diet.4) Joe’s diet ____________________________________ Jill’s diet.5) Joe’s diet ____________________________________ Kitty’s diet.6) Peter’s diet ___________________________________ Jill’s diet.7) Joe’s diet ____________________________________ Peter’s diet.8) Jill’s diet ____________________________________ Kitty’s diet.2. Think and say: Look at the pictures of food and drink on page 72. Work in pairs,with you at home. Ask them what they would like to have, and talk about whether the food is healthy or not.Consolidation1. Workbook 6A, page 63-642. Read and recite P.71Fourth periodTeaching aims:Completing a quizTalking about eating habitsLearning modal verbs to express obligationWriting about healthy eatingLanguage focus:Using inverted word order to ask questionsUsing modal verbs to express obligationTeaching procedures:Pre-task preparation:Look and say: Look at the slide ‘Danny’s diet yesterday’, answer the question.Did Danny have a healthy diet or an unhealthy diet?What was wrong with his diet?✧He had too many soft drinks.✧He had too much ice cream.✧He had too many hamburgers.✧He had too little fish.✧He had too little rice.✧He had too much cheese.While-task procedure:1. Read and learn: Look at the pictures, read the sentences and learn modal verbs toexpress obligation: should / shouldn’t.1) Danny should drink a lot of water.Danny shouldn’t drink too many soft drinks.2) Danny should eat a lot of rice.Danny shouldn’t eat too little rice.3) Danny should eat a little cheese.Danny shouldn’t eat too much cheese.4) Danny should eat some fish.Dann y shouldn’t eat too little fish.5) Danny should eat a little ice cream.Danny shouldn’t eat too much ice cream.6) Danny should eat only one hamburger.Danny shouldn’t eat too many hamburgers.2. Listen and say: Look at the picture, read after the tape sentence by sentence. Then Ss read by themselves and T invites some Ss to read in roles.3. Ask and tick: Work in pairs, ask and answer to do a quiz.Do you have good eating habits?•Do you drink a lot of water every day?•Do you eat a lot of spicy food?•Do you watch TV when you eat?•Do you talk when you eat?•Do you brush your teeth before you go to bed?•Do you wash your hands before you eat?•Do you eat plenty of fruit and vegetables?•Do you eat a lot of fried food?•Do you eat breakfast, lunch and dinner?•Do you eat a lot of sweet food?4. Read and score: Score 1 point for each correct answer.I got _____ right answer(s).I got _____ wrong answer(s).5. Discuss: Work in pairs and give suggestions to each other.Post-task activity:1. Look and write: Look at the slide, fill in the blanks.---Joe, you look very sick. What did you eat and drink last week?---Last week, I ate ______ sweets and chocolate. I drank _______ water.---Joe, you ate _______ sweets and _______ chocolate. ________ and _______are bad for us. You should not eat ________ sweets and ________ chocolate.You drank ________ water. Water is ________ for us, so you _______ drinkmore water.2. Talk and write: Work in pairs, write down what your classmate ate and drank last week. Talk about his/her diet.S1: What did you eat/drink last week?S2: I ate/drink a lot of ___/a little ___.S1: You ate/drank too many ___/too much ___. ___ (and ___) is/are bad for us. You should not ___. You ate/drank too little ___. ___ (and ___)is/are good for us. You should …Discuss and write: Discuss in groups and design a weekly menu for school canteen. Then, write a letter to the principal.Do you think your school lunch is healthy or not?If not, would you like to have a change?Consolidation1. Workbook 6A, page 652. Read and recite P.73。