六年级英语上册Unit10《Healthyeating》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 unknown word and a complete expression
Materials:
1.Student’s Book 6A page 69
2.Workbook 6A pages 62
3.Cassette 6A
4.Cassette player
Pre-task preparation
Ask the students what they know about healthy eating. Ask: Do we need a lot of sugar/salt/fat every day?
While-task procedure
1 Give the students time to study the food pyramid.
Explain that we need less Of the foods as we go up the pyramid.
2 Play the cassette for Look and read. The students listen.
3 Ask questions about the food pyramid: e.g., How much rice, noodles and bread do we need every day?
4 Play the cassette for Look and say. The students listen. S In pairs, students practise Ask and answer.
Consolidation:
Workbook 6a page 62
Period Two
Language focus:
Using the simple past tense to talk about past states and activities
e.g., Mr. Lin lived in the city. One day Mr Lin went to visit Miss Chen and had lunch with her
Using adjectives to express quantities
e.g., a little, some, plenty of, a lot of
Asking wh- and How questions to find out various kinds of information
e.g. Why was Mr Lin fat and unhealthy? What did Mr Lin like to have for lunch. How did Mr Lin become fit and healthy?
Language skills:
Listening
Listen for specific information
Speaking
Maintain an interaction by asking and answering questions
Reading
Read written language in meaningful chunks
Materials:
1.Student’s Book 6A page 70
2.Cassette 6A
3.Cassette player
Pre-task preparation
Ask: How do we keep fit? Do you play games? Do you walk a lot?
While-task procedure
1 Give the students time to read the story silently.
2 Play the cassette. The students follow in their books.
3 Select individual students to read a sentence each.
4 Give the students time to prepare answers to the
questions. Ask the questions.
5 Ask the students to do a role-play. The students play the roles of Mr Lin and Miss chen and act out the story.
Consolidation
Workbook 6A page 63
Period Three
Language focus:
Using the simple past tense to talk about past activities
e.g., I had eggs and milk.
Using adjectives to make comparisons
e.g., healthier than, less healthy than, as healthy as, as unhealthy as Asking Wh-questions to find out specific information
e.g., Joe, what did you have for breakfast yesterday?
Language skills:
Listening
Listen for specific information
Speaking
Open and maintain an interaction by asking and answering questions
Reading
Recognize recurrent patterns in language structure
Writing
Using appropriate format, conventions and language features when writing non-narrative texts
Materials:
1.Student’s Book 6A page 71
2.Workbook 6A pages 64
3.Cassette 6A
4.Cassette player
Pre-task preparation
Ask: What did you eat for breakfast/lunch/dinner yesterday? On the board, compile lists of the food mentioned under the meals.
While-task procedure
1 Give the students time to read the dialogue silently.
2 Play the cassette. The students listen.
3 In pairs, students practise the dialogue. Select pairs to read the dialogue.
4 Ask: What food and drink did Alice/ioe have yesterday for breakfast/lunch/dinner ?
5 The students complete the table. Ask the questions again.
6 In pairs, students practise the dialogue in Ask and answer. Select pairs to say
a dialogue.
7 Workbook 6A page 64
a Give the students time to look at the page.
b Play the cassette. The students listen, choose and write.
Consolidation
Workbook 6A pages 64
Period Four
Asking wh-questions to find out specific information
e.g., What do you usually have for breakfast?
Using adverbs of frequency
e.g., I usually have…
Using adjectives to make comparisons
e.g., healthier than, less healthy than, as healthy as, as unhealthy as
Language skills:
Listening
Listening for specific information
Speaking
Open and maintain an interaction by asking and answering questions
Reading
Scan a text for specific information
Materials:
1.Student’s Book 6A page 72
2.Workbook 6A page 63 and 66
3.Cassette 6A
4.Cassette player
Pre-task preparation
Ask: What do you usually have for breakfast/lunch/dinner?
While-task procedure
1 Give the students time to look at Listen and say.
2 Play the cassette for Listen and say. The students repeat.
3 In pairs, students practise the dialogue in Think and say. Select pairs to say
a dialogue.
Post-task activities
Workbook 6A page 66
a In pairs, students discuss the food pyramid and where to put the food they eat.
b The students complete the table with the food they usually have. Ask individual students: What do you usually have? The students then write food names in the food pyramid.
c Select individual students to say what they have in the foo
d pyramid.
Ask them: Is your diet healthy or unhealthy? The students write their answers.
Consolidation
Workbook 6A pages 63
Period Five
Using inverted word order to ask questions
e.g., Do you drink a lot of water 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
Recognize the presentation of ideas through headings
Writing
Write out a piece of work when a framework is provided
Materials:
1.Student’s Book 6A page 73
2.Cassette 6A
3.Cassette player
Pre-task preparation
Ask: What do you eat every day? Do you eat a lot or a little?
While-task procedure
1 Play the cassette for Listen and say. The students listen and repeat with their books closed.
2 Select pairs to read the dialogue.
3 Play the cassette for Do a quiz. The students listen.
4 Ask individual students to answer the questions in the quiz.
5 The students read the questions in the quiz and tick their answers.
6 In pairs, students take turns to ask and answer the questions in the quiz.
Consolidation
Workbook 6A pages 66
Period Six
Language focus:
Using inverted word order to ask questions
e.g., Do you have good eating habits?
Using modal verbs to express obligation
e.g., I should drink a lot of water every day.
Language skills:
Listening
Recognize differences in the use of intonation
Speaking
Maintain an interaction by asking and responding to others’ opinions Reading
Scan a text for specific information
Writing
Use appropriate format, conventions and language features when writing non-narrative text
Materials:
1.Student’s Book 6A page 74
2.Workbook 6A page 65
3.Cassette 6A
4.Cassette player
Pre-task preparation
1 The students work out how many points they got, and write their total. Ask individual students: Do you have good eating habits?
2 Ask the questions in Score and answer.
While-task procedure
1 Ask individual students: What should you do to improve your eating habits?
2 The students write the suggestions. Select individual students to read their suggestions.
3 You can use Photocopiable page 7 for the students to write down their promises.
Consolidation
Workbook 6A pages 65。