Unit 10教案 2022-2023学年牛津上海版英语六年级上册
Lesson Plan
Unit 10 Period 1 (p 69, 73)
Course: Oxford English
Class: B2
Time: 40 minutes
Objectives: 1. Review using a little, a few, many, a lot of, plenty of to describe the food people
need every day.
2. To learn the usage of need as a verb. How much/ many do we need? We need ...
3. Know the differences between a healthy and unhealthy diet, and give good
suggestions. Somebody should do / shouldn’t do something.
Materials: computer, ppt, Oxford English book.
1. Warm up
(1) Do dictation.
(2) (ppt 2) Look at the pictures of a food pyramid. Translate those Chinese categories into
English.
2. While-teaching
(1) (ppt 3) Look at 4 pictures, and then tell what kind of food do we need every day?
(2) (ppt 4) Look at the chart of the amount of food, then discuss what is a healthy diet. Horizontal
line: amount; vertical line: different food.
(3) (ppt 5) Use need to summarize the healthy diet: a lot of rice/noodles/bread, plenty of
fruit/vegetables/water, some fish/chicken/milk/eggs, a little cheese/meat/juice.
(4) (ppt 6) Look at the food pyramid on book, and tell the food in each different category. yogurt,
salt.
(5) (ppt 7) Practice: How much do we need every day? Use proper amounts to
describe the food we need every day.
(6) (ppt 8) Pair work: ask each other about the amount of food they have each day. Then
determine whether his /her diet is healthy or not.
(7) (ppt 9) Look at the picture of Danny’s diet; decide whether it is healthy or not.
(8) (ppt 10-11) Still the same pictures, tell what’s wrong in his diet. Use too little, too much to
describe.
(9) (ppt 12-15) According to his wrongs in diet, give him some proper suggestions by using he
should, he shouldn’t do something.
(10) (ppt 16) Introduce a quiz about healthy diet. Quiz ---a small test. And how to ask others’
about their choices in the quiz.
(11) (ppt 17-18) Complete the quiz on page 74 themselves. Then read together of each sentence.
(12) (ppt 19) Every student count their own scores, then see whether their diet is healthy or not.
3. Post-teaching
(1) (ppt 20) Pair work: Ask each other about their scores and some details about their eating habits,
then give him/ her some suggestions.
(2) (ppt 21) Look at more examples in a quiz, then try to add some of your own questions about
healthy diets in the quiz.
(3) (ppt 22) Writing examples, Virginia’s diet. First describe his/ her diet, then give due
suggestions. Today I have interviewed Virginia about her eating habits.
She drinks at least 6 glasses of water every day. She also eats enough fruit. I think these are
good eating habits. Fruit gives her vitamins. But sometimes she skips her breakfast. It’s important
for us to have breakfast on time because it gives us energy to work and study. She doesn’t like
drinking milk or eating many vegetables. To improve her eating habits, I suggest that she should
remember to have breakfast on time. She should have some dairy products every day. She should
also eat plenty of vegetables.
(4) Homework:
a. Recite all the new words and text. Copy new words.
b. Write a short paragraph about someone’s eating diet and your suggestions for this diet.
Lesson Plan
Unit 10 Period 2 (p 71-72)
Course: Oxford English
Class: B2
Time: 40 minutes
Objectives: 1. Tell others what you had, the food you eat.
2. How to compare two similar things, comparative sentences. ... than ...
3. Understand what is a healthy diet, and learn to eat in a healthy way.
Materials: computer, ppt, Oxford English book.
1. Warm up
(1) Do dictation (new words and sentences learned in the previous lesson).
(2) (ppt 2) Look at the pictures and name the food, review the food they learned.
2. While-teaching
(1) (ppt 3) Listen to the text, and ten fill in the tables, write down the food they eat for breakfast,
lunch and dinner.
(2) (ppt 4) Listen to the text once, and then read the text once aloud.
(3) (ppt 5) Read the diets of Alice and Joe again, and then compare, which one is healthier. Alice’s
diet is healthier than Joe’s diet. Joe’s diet is less healthy than Alice’s diet. less + adj. + than
(4) (ppt 6-7) Read another two diets, and compare which one is healthier. Eddie’s diet is as healthy
as Peter’s diet. as + adj. + as. Ben’s diet is as unhealthy as Jill’s diet.
(5) (ppt 8) Read a survey of 4 students’ diets. Then write at least 3 sentences of comparison.
六年级上册英语一课一练Module3 Unit10 Exercise2∣牛津上海版
第1页/共10页 牛津上海版（试用本）2019-2019学年小学英语六年级上册Module 3 Food and drink Unit 10
Healthy eating Exercise 2
一、用所给单词的适当形式填空
1.Robin is fat and ________ (health), he is going to see the doctor.
2.________ (we) diet is better than yours.
3.That's her ________ (favour) dinner.
4.The food is very ________ (spice). I can't eat it.
5.________ (steam) fish tastes nice. I like it very much.
6.We don't need ________ (buy) so much coffee.
二、完成对话
7.A: Carl, you eat too ________ sweets. They are ________ for your teeth.
B: Thank you ________ your advice.
8.A: Chris, did you ________ Bob in Xinjiang last July?
B: Yes, I stayed ________ him when I was there.
9.A: There is ________ rain in some areas in north west China.
B: So we had ________ teach them how to save water.
10.A: My brother ________ much frozen food and fried food every day.
Unit 10 Healthy eating 课时练习 牛津上海版英语六年级上册
1 牛津英语上海6A课时练习Unit 10 Healthy eating
Exercise 1
I. Fill in the blanks according to the phonetic transcriptions.
1. You should do some exercise to keep _________ .
2. A good _________ helps you build a strong body.
3. Lucy doesn’t like _________ hamburgers.
4. Egypt is famous for its _________ .
5. Linda has put too much _________ in the soup.
II. Choose the best answer.
（ ） 1. In the market, we can buy tomatoes at the _________ stall.
A. meat B. fish C. fruit D. vegetable
（ ） 2. In fact, my brother Tom has _________ unhealthy diet.
A. an B. a C. the D. /
（ ） 3. My sister has learned English for only _________ months, so she can speak _________
English now.
A. few, a few B. a few, a little C. little, a little D. a little, a few
（ ） 4. —_________ fat do we need every day?
牛津上海版六年级下英语Unit10 Forests and land教案
Unit 10
Forests and land
一、 单元分析（Unit Analysis）
（一）单元地位（Unit Position）
1 本课中出现了较多的We get…from…句型。如We get wood from trees. / We get
cotton from plants.等。这些句式在本册中首次出现。因此，作为新教知识，，教师有必要在课堂教学中加以大量的机械性操练。
2 We use…to …/ We use…for…的用法在本课中大量出现，在课本中也曾经出现We
use …for _ing 句型。如We use them for making tables.。而且该句型在Language中以被动形式出现。因此，建议教师以旧带新，可以穿插各种不同的事物，设立不同语境，让学生进行操练，尤其是对其被动语态…is used to…/ …is used for…的操练。
3 It’s made of…的句型在本课中也是重点句型，在学生熟练掌握该句型后，建议增加 It’s
made from…的句型练习。
4 I’d prefer…句型操练中要求学生一定要熟练掌握，在以后还会出现prefer…to…的用法。
5 本单元结束时，可先完成本模块的Now listen!听力材料。
（二）单元目标（Unit Target）
1 熟练掌握We get…from…句型。如We get wool from sheep.
2 能区分use…to… 和use…for的不同用法，会应用…is used to… 和…is used for…。
如We use wood to make paper.
We use wood for making paper.
Wood is used to make paper.
Wood is used for making paper. 3 掌握I’d prefer…的用法
牛津英语上海版六年级上册Module 2 Unit 5 Open Day 3课时英文教案
Unit 5 Open Day
一．知识与技能：
掌握单词：diary, delay, video, invite, invitation, downstairs, upstairs,
covered, toilet, craft, route, plan, finally, club, hall, entrance, arrive…
理解词组：covered playground, art and craft room, English Club…
应用句型：invite A to B, first, next, then, after that, finally, What time…
二. 过程与方法:
感受：语音语调的准确性，说话要有次序，按照first, next, then, after that,
finally的顺序
三．情感态度,价值观:
感悟：如何正确并且有条理地叙述一件事情，按照一定的顺序将事情说清楚，有利于帮助学生用英语清楚地表达意思。
Period One—Open day programme
Language focus
1 Using the future tense to talk about future events
2 Asking “Wh-” questions to find out time
3 Using adverbs to express time
Materials
1 Workbook 6B page27
2 Grammar Practice Book pages 37
Pre-task preparation
1 Some new vocabulary items
Ask the students to look at the pictures and read the following vocabulary.
While-task procedure
六年级英语上册 Unit 10《Healthy eating》教案2 牛津上海版(一起)
Unit 10 Healthy eating
Tasks in this unit
Reading about the food pyramid; talking about eating habits; writing about healthy
eating; reading a modern fable about eating habits; talking about food eaten the
day before; talking about daily menus and completing a survey and quiz.
Period One
Language focus:
Using the simple present tense to express needs
e.g., We need a little fat, salt and sugar
Using adjectives to express quantities
e.g., a little, some, plenty of, a lot of
Asking How questions to find out quantities
e.g. How much fruit do we need every day?
Language skills:
Listening
Use visual clues, context and knowledge of the world to work out the meaning of an
unknown word and a complete expression
Speaking
Open and maintain an interaction by asking and answering questions
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an
牛津上海版六年级下英语Unit10 Forests and land教案(英语教案)
Unit 10 Forests and land
一、 单元分析（Unit Analysis）
（一）单元地位（Unit Position）
1 本课中出现了较多的We get…from…句型。如We get wood from trees. / We get
cotton from plants.等。这些句式在本册中首次出现。因此，作为新教知识，，教师有必要在课堂教学中加以大量的机械性操练。
2 We use…to …/ We use…for…的用法在本课中大量出现，在课本中也曾经出现We
use …for _ing 句型。如We use them for making tables.。而且该句型在Language中以被动形式出现。因此，建议教师以旧带新，可以穿插各种不同的事物，设立不同语境，让学生进行操练，尤其是对其被动语态…is used to…/ …is used for…的操练。
3 It’s made of…的句型在本课中也是重点句型，在学生熟练掌握该句型后，建议增加 It’s
made from…的句型练习。
4 I’d prefer…句型操练中要求学生一定要熟练掌握，在以后还会出现prefer…to…的用法。
5 本单元结束时，可先完成本模块的Now listen!听力材料。
（二）单元目标（Unit Target）
1 熟练掌握We get…from…句型。如We get wool from sheep.
2 能区分use…to… 和use…for的不同用法，会应用…is used to… 和…is used for…。
如We use wood to make paper.
We use wood for making paper.
Wood is used to make paper.
Wood is used for making paper.
3 掌握I’d prefer…的用法
2022年英语三年级上册(上海教育版)Unit 10《Numbers》教案(Word版)
本资源的设计初衷，是为全体学生的共同提高。作为教师要充分保护好孩子的自信心，只有孩子们有了自信，才有可能持续保持对某些事物的兴趣和热情。“失败是成功之母”应该改为“成功是成功之母”，特别是在孩子刚开始对某些事物倾注热情和精力的时候，对他们自信心的保护至关重要。所以强烈建议平时的测验应在学目标范围内尽可能的简单，最大限度的保持孩子的自尊心和自信心。
正所谓“大道至简”，在保证教学目标实现的情况下，教师的课堂要设计的简便扼要，要把较难的、复杂的问题、深刻的问题讲的轻松自然，诙谐幽默，像涓涓细流，于无声中浸润学生的思维。在单元中，属于承上而启下的教学内容。
教学设计方案模板：
3A Module 4 Unit 10 Numbers教学设计
课题名称：3A Module 4 Unit 10 Numbers第2课时
姓名 杨淼 所在工作坊
工作单位
年级学科 三年级英语 教材版本 上海牛津英语
一、教学难点内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）
这是三年级第一学期新授第四模块第十单元的知识，本届课为本单元第二课时的学习，在第一课时上已经教学并掌握了数字1-10的新单词，基本掌握了单词的读音及用法，本课时的重点是在复习的基础上开展对话的学习，本次对话的主题是谈论物品的数量，正确使用句型How many并做出正确的回答 。
二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）
知识与能力目标
Look and review: one, two, three, four, f ive, six, seven, eight, nine ,ten
Look and say: doors, windows, boys, girls, count
Read and answer: How many doors/ windows/ boys/…?
2022年沪教版英语六年级上册Unit 10《Air 》word教案
教学目标：
1.能听、说、读、写本课的核心词汇：air, everywhere , alive,
smoke,factory, smoke, dirty, clean, plant
2.能熟练掌握核心句型： It keeps them high in the sky.
3.读懂描述空气污染的对话。
重点难点：
1.能在语境中正确使用本单元的核心词汇。
2.能用句型It keeps them high in the sky.描述空气的作用。
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. Guessing game.
Step ⅡPresentation and practice 〔自主探究〕
1.生词关 T: Please write the meanings on your paper
air______ smoke ______ factory ________ dirty________ clean
______
alive _________ everywhere_______ important ______
2. Learn the new words.
T: Let’s listen and say the new words.
Ss: read these words after teacher.
3. Work in groups to read the new words. Recite the new
words, and then recite in groups。
4. Watch the screen and learn to say the sentences.
5. Ask pupils to talk about the famous cities of the world
六年级下册英语教案-Unit 10《Great storybooks》 牛津上海版(三起)
6B Unit 10 Great storybooks
单元教学目标：
1能在语境中正确运用本单元的核心词汇，复习已学相关核心词汇。
2 能简单介绍自己喜欢的经典故事或名著。
3 初步了解句子语调的基本知识，能用正确的语调朗读句子。
4了解著名童书的相关背景，培养阅读的兴趣。
教学重点：
1 词汇学习：blow off, take off
2 句型复习：Andersen wrote the stories.
Children around the world enjoy reading his stories.
3 语音学习：初步了解陈述句、一般疑问句和特殊疑问句的语调。
教学难点:
1 经典故事或名著中人名、书名等的发音。
第一课时
教学目标：
学生能运用适当的阅读策略，了解三本童话书及其作者。学生能介绍和评价自己所喜欢的经典故事，并且能够复述课文。运用百科全书或网络等资源查寻有关安徒生、格林兄弟及伊索的作品，师生相互交流。能善于抓住机会与同学交流合作，丰富知识。加强对西方著名作家及其文学作品的了解。通过本课的学习，引导、教育学生要多读书、读好书。通过读书吸收前人的智慧，不断丰富学识和提高自身素质。 教学重难点：句型复习:Andersen wrote the stories.
Children around the world enjoy reading his stories.
教学方法与手段：本节课我采用导学自悟法，对话法进行教学。采用PPT课件，卡片，录音机作为教学辅助手段。
使用教材构想：本节课学生在对课文进行整理，理解基础上，构建思维导图，并根据思维导图进行问答，介绍自己喜欢的作品。
教学方法和过程：
Pre-task preparations
1 用图片的形式展示一些童书的封面，让形式试着说说这些书名，中英文均可。同时出示这几个作者的照片。
牛津英语上海版六年级上册Module 3 Unit 9 Picnics are fun 3课时英文教案
Unit 9 Picnics are fun
一. 知识与技能：
掌握单词：altogether, chilli, delicious, distilled, fun, honey, love, may,
meatball, ready salty, shall, spicy, tasty, watermelon…
理解词组：steak in black pepper sauce, spicy sausages, distilled water,
spicy crisps…
应用句型：Shall we…? Why not? May I have…, please? Here you are.
Would you like…? Yes, I’d like… No, thanks.
二. 过程与方法:
感受：学习表达喜欢的食物及饮料，并且解释喜欢或者不喜欢的理由。
三．情感态度,价值观:
感悟：计划一次烧烤，并制定购物单，了解每一个人喜欢以及不喜欢吃什么，从而复习本课学到的内容。
Period One—Getting ready for our barbecue
Language focus
1 Using adjectives to describe the taste of food
2 Asking ‘Wh-’ questions to find out the reason
3 Asking ‘Wh-’ questions to find out specific information
Materials
1 Student’s book 6B pages 67,68
2 Workbook 6B pages 37, 38
3 Grammar Practice Book 6B page 58
Pre-task preparation
A game: Give Ss several groups of food items. Have Ss look at the flashing pictures first.