牛津英语6AU10 Healthy eating公开课教案

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牛津版上海版六年级上册 Unit 10 Healthy eating 教学设计

牛津版上海版六年级上册 Unit 10 Healthy eating 教学设计一. 教材分析本课选自牛津版上海版六年级上册Unit 10 Healthy eating，本课主要讨论健康饮食的重要性。

通过本课的学习，学生能够掌握关于食物和健康的相关词汇，能够用英语描述健康饮食的重要性。

本课的内容与学生的生活紧密相连，能够激发学生的学习兴趣。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并使用简单的英语进行交流。

但是，对于一些关于健康饮食的专业词汇，学生可能比较陌生。

因此，在教学过程中，教师需要帮助学生掌握这些词汇，并能够运用到实际情景中。

三. 教学目标1.知识目标：学生能够掌握关于食物和健康的相关词汇，如vegetables,fruits, meat, healthy等。

2.能力目标：学生能够用英语描述健康饮食的重要性，并能够用英语制定一份健康的食谱。

3.情感目标：学生能够意识到健康饮食的重要性，并在日常生活中养成良好的饮食习惯。

四. 教学重难点1.重点：学生能够掌握关于食物和健康的相关词汇，并能够用英语描述健康饮食的重要性。

2.难点：学生能够用英语制定一份健康的食谱，并能够将这些词汇运用到实际情景中。

五. 教学方法本课采用任务型教学法，通过各种任务活动，让学生在实践中学习英语，提高学生的语言运用能力。

同时，采用分组合作学习的方式，培养学生的团队协作能力。

六. 教学准备1.教师准备：教师需要准备相关的教学材料，如PPT，健康食谱等。

2.学生准备：学生需要提前预习课文，了解相关词汇。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们最喜欢的食物，并询问他们是否了解健康饮食的重要性。

通过这个问题，激发学生的学习兴趣，并引出本课的主题。

2.呈现（10分钟）教师通过PPT展示一些关于健康饮食的图片，如蔬菜、水果、肉类等，并引导学生用英语描述这些食物。

同时，教师呈现一些关于健康饮食的句子，如“Eating vegetables is good for our health.”，让学生跟读并模仿。

小学六年级英语上册Unit10Healthyeating名师公开课省级获奖课件3牛津上海版一起

Oxford English 6A Shanghai Edition
Unit 10 Healthy eating
Danny’s lunch
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计时开始
Danny’s supper
计时开始
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321ຫໍສະໝຸດ 0Look and learn
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Did Danny Danny’s diet yesterday have a healthy diet or an unhealthy diet?
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What was wrong Danny’s diet yesterday with his diet?
too many too much too little
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What should / shouldn’t he do? He should… He shouldn’t…
Danny’s diet yesterday
A letter to Danny Dear Danny, __________________________ I’m sorry to hear that you are not _______________________________ very well and feel unhappy. _______________________________ I don’t think your diet is_________ healthy _______________________________ enough. In my opinion, … _______________________________ _______________________________ beginning yours, ______

牛津版上海版六年级上册Unit10Healthyeating说课稿

牛津版上海版六年级上册 Unit 10 Healthy eating 说课稿一. 教材分析《牛津版上海版六年级上册Unit 10 Healthy eating》是一篇关于健康饮食的教学内容。

本节课通过讨论不同食物的营养价值，让学生了解健康饮食的重要性，并能够根据自己的需求选择合适的食物。

教材内容丰富，插图生动有趣，便于学生理解和记忆。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并能够运用简单的英语进行交流。

然而，对于一些关于健康饮食的专业词汇和表达，学生可能较为陌生。

因此，在教学过程中需要帮助学生掌握相关词汇和表达，并能够运用到实际生活中。

三. 说教学目标1.知识目标：学生能够掌握关于健康饮食的词汇和表达，了解不同食物的营养价值。

2.能力目标：学生能够用英语进行简单的水果和蔬菜的介绍，并能够表达自己的喜好。

3.情感目标：学生能够意识到健康饮食的重要性，并能够在日常生活中形成良好的饮食习惯。

四. 说教学重难点1.重点：学生能够掌握关于健康饮食的词汇和表达，了解不同食物的营养价值。

2.难点：学生能够用英语进行水果和蔬菜的介绍，并能够表达自己的喜好。

五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、讨论和展示等方式，激发学生的学习兴趣，提高学生的参与度。

同时，利用多媒体教学手段，如图片、视频和录音等，帮助学生更好地理解和记忆教学内容。

六. 说教学过程1.导入：教师通过展示一些健康和不健康的食物图片，引导学生谈论食物的喜好和厌恶，激发学生的学习兴趣。

2.新课呈现：教师通过展示教材中的插图，引导学生学习关于健康饮食的词汇和表达，如vegetables, fruits, healthy等。

3.小组讨论：学生分成小组，讨论自己喜欢的食物，并说明原因。

引导学生运用所学词汇和表达进行交流。

4.任务展示：每个小组选择一种水果或蔬菜，用英语进行介绍，并表达自己的喜好。

其他小组听后进行评价和反馈。

HealthyEating教案

HealthyEating教案
健康饮食教案
一、教学目标
1、让学生了解健康饮食的重要性，学会如何合理地搭配食物。

2、培养学生良好的饮食习惯，提高自我保健意识。

二、教学内容
1、介绍健康饮食的基本概念和意义。

2、讲解不同食物的营养成分和作用。

3、分析不良饮食习惯对身体健康的影响。

4、传授如何科学地选择食物和搭配的原则。

5、提醒学生注意饮食卫生，养成良好的饮食习惯。

三、教学步骤
1、导入环节通过展示一些常见的食物，让学生思考哪些食物对我们的身体健康有益，哪些食物对我们的身体健康有害。

2、知识讲解 a. 介绍健康饮食的基本概念和意义。

b. 讲解不同食物的营养成分和作用。

c. 分析不良饮食习惯对身体健康的影响。

3、实践环节通过课堂上的实物展示，让学生了解如何科学地选择食物和搭配的原则。

4、总结归纳通过总结，让学生回顾所学知识，明确健康饮食的重要性，并提醒学生注意饮食卫生，养成良好的饮食习惯。

四、教学反思
1、通过学生的反馈，评估学生对健康饮食的了解和掌握情况。

2、分析教学中存在的问题和不足，及时调整教学策略，提高教学效果。

3、提醒学生注意日常饮食中的问题，将健康饮食的理念融入到日常生活中。

五、作业布置
1、让学生回家后，根据所学知识，制定一份适合自己的健康饮食计划。

2、提醒学生在日常生活中注意观察食物的配料和营养成分，培养良好的饮食习惯。

六年级英语上册 Unit 10《Healthy eating》教案2 牛津上海版(一起)

Unit 10 Healthy eatingTasks in this unitReading 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 OneLanguage focus:Using the simple present tense to express needse.g., We need a little fat, salt and sugarUsing adjectives to express quantitiese.g., a little, some, plenty of, a lot ofAsking How questions to find out quantitiese.g. How much fruit do we need every day?Language skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionSpeakingOpen and maintain an interaction by asking and answering questionsReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionMaterials:1.Student’s Book 6A page 692.Workbook 6A pages 623.Cassette 6A4.Cassette playerPre-task preparationAsk the students what they know about healthy eating. Ask: Do we need a lot of sugar/salt/fat every day?While-task procedure1 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 62Period TwoLanguage focus:Using the simple past tense to talk about past states and activitiese.g., Mr. Lin lived in the city. One day Mr Lin went to visit Miss Chen and had lunch with herUsing adjectives to express quantitiese.g., a little, some, plenty of, a lot ofAsking wh- and How questions to find out various kinds of informatione.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:ListeningListen for specific informationSpeakingMaintain an interaction by asking and answering questionsReadingRead written language in meaningful chunksMaterials:1.Student’s Book 6A page 702.Cassette 6A3.Cassette playerPre-task preparationAsk: How do we keep fit? Do you play games? Do you walk a lot?While-task procedure1 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 thequestions. 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.ConsolidationWorkbook 6A page 63Period ThreeLanguage focus:Using the simple past tense to talk about past activitiese.g., I had eggs and milk.Using adjectives to make comparisonse.g., healthier than, less healthy than, as healthy as, as unhealthy as Asking Wh-questions to find out specific informatione.g., Joe, what did you have for breakfast yesterday?Language skills:ListeningListen for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingRecognize recurrent patterns in language structureWritingUsing appropriate format, conventions and language features when writing non-narrative textsMaterials:1.Student’s Book 6A page 712.Workbook 6A pages 643.Cassette 6A4.Cassette playerPre-task preparationAsk: What did you eat for breakfast/lunch/dinner yesterday? On the board, compile lists of the food mentioned under the meals.While-task procedure1 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 saya dialogue.7 Workbook 6A page 64a Give the students time to look at the page.b Play the cassette. The students listen, choose and write.ConsolidationWorkbook 6A pages 64Period FourAsking wh-questions to find out specific informatione.g., What do you usually have for breakfast?Using adverbs of frequencye.g., I usually have…Using adjectives to make comparisonse.g., healthier than, less healthy than, as healthy as, as unhealthy asLanguage skills:ListeningListening for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingScan a text for specific informationMaterials:1.Student’s Book 6A page 722.Workbook 6A page 63 and 663.Cassette 6A4.Cassette playerPre-task preparationAsk: What do you usually have for breakfast/lunch/dinner?While-task procedure1 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 saya dialogue.Post-task activitiesWorkbook 6A page 66a 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 food pyramid.Ask them: Is your diet healthy or unhealthy? The students write their answers.ConsolidationWorkbook 6A pages 63Period FiveUsing inverted word order to ask questionse.g., Do you drink a lot of water every day?Language skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionSpeakingOpen and maintain an interaction by asking and answering questionsReadingRecognize the presentation of ideas through headingsWritingWrite out a piece of work when a framework is providedMaterials:1.Student’s Book 6A page 732.Cassette 6A3.Cassette playerPre-task preparationAsk: What do you eat every day? Do you eat a lot or a little?While-task procedure1 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.ConsolidationWorkbook 6A pages 66Period SixLanguage focus:Using inverted word order to ask questionse.g., Do you have good eating habits?Using modal verbs to express obligatione.g., I should drink a lot of water every day.Language skills:ListeningRecognize differences in the use of intonationSpeakingMaintain an interaction by asking and responding to others’ opinions ReadingScan a text for specific informationWritingUse appropriate format, conventions and language features when writing non-narrative textMaterials:1.Student’s Book 6A page 742.Workbook 6A page 653.Cassette 6A4.Cassette playerPre-task preparation1 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 procedure1 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.ConsolidationWorkbook 6A pages 65。

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。

牛津上海英语六上《Unit 10 Healthy eating》[何老师]【市一等奖】优质课

教学目标By the end of the lesson, students are expected tolearn and use new words: fit, exercise;know about the whole story and catch detail information through different reading skills like skimming and scanning;try to talk about the story and the past events, using simple past tense;know more ways to keep healthy through logical thinking and group cooperation2学情分析课堂教学设计应该是建立在精准分析学情的基础之上进行的二次学情分析。

这不是孤立地对教材内容和学生大致情况进行分析,而应该是有效结合教材内容与学生学情,分析学生先学之前的基础、先学能达成的程度以及先学以后哪些方面可能存在困难,需要帮助完成学习,教师由此得以判断教学重难点,并得到设计教学过程的依据。

教师在进行二次学情分析时发现:本篇课文生词较少,主要有fit,unhealthy,exercise,countryside 和stay。

结合班级学生的具体情况分析,反义前缀un学生早已了解并掌握,unhealthy的含义和用法学生自学能够学会;stay和countryside的含义和用法学生也在课外阅读篇目中已有所了解,因此教师不将这三个词作为本节课要学习的重点词汇;fit和exercise两个词的大致含义学生可以通过上下文的内容、对比两组词组进行猜测。

因此,在文章的大意理解上,教师认为学生基本不会存在困难,能够自己完成理解。

但是,在exercise的发音上以及对文章个别重点词句的理解上如did no exercise、that kind of food,教师觉得部分学生会存在困难,教师需要通过运用paraphrase以及读懂文字背后的情感态度等方法来帮助学生更好地进行理解。

牛津英语6AU10 Healthy eating 公开课

eggs, fish and chicken
cheese and salty meat
Kitty’s diet is healthy
rice, water, fruit and vegetables
Look at Joe’s diet, and fill in the blanks.
Joe’s diet is unhealthy Joe has ___________________, but he has_________________.
3. Draw your own food pyramid and try to make some changes to have a healthier diet.
Look and say
How much fruit do we need every day?
We need plenty of fruit every day.
How much sugar do we need every day?
We need a little sugar every day.
[ˈprəʊtiːn]
[ˈkæ lsiəm]
[ˈvaɪtəmɪn]
meat
fruit vegetables milk
We can get vitamin C from __f_ru_i_t_a_n_d__v_e_g_e_ta_b_l_e_s___. We can get calcium from ____m_i_lk_________________. We can get protein from _____m_e_a_t________________.
plenty of
AMOUNT

六年级第十课教案

Unit 10 Healthy eating (Reading)Teaching Aims:1.Knowledge aims:To let the students master new words and phrases and sentences.To let students express how to keep healthyTo let students grasp some verbs of their past form2.Ability aim:To practices students’ ability of reading a storyTo practice students’ ability of listening a story to get main idea.To practice students’ ability of speaking of how to keep healthy3.Humane aims:To let the students know the importance of keeping healthyMain pointsThe idea of each paragraphDifficultiesReading methodTeaching procedureI.Warming up (Revision):Ask students to work in pairs to review the food pyramid.II.Pre-task preparation1.Show students some pictures to ask them to discuss who are healthier to elicit newwords and phrases.2.Show students four pictures about the story and ask them to guess the mainmeaning of the story.3.Ask students to listen to the story and finish “ true” or “false”.4.Ask students to read paragraph 1 and answer questions5.Ask students to read paragraph 2,3,4 and fill in the table.6.Ask student to read paragraph 5and answer questions7.List some verbs of their past form and ask students to read.8.Ask students to read together with the recording.III.Post-task activity1.Ask students to retell the story with the help of pictures and questions2.Ask students to work in groups to talk about how to be a healthy person by givingstudents some key structures.3.Choose some groups to act out in class.Consolidation1. Write a composition: How to be a healthy person。

初中备课UnitHealthyEating教案

初中备课UnitHealthyEating教案初中备课Unit Healthy Eating教案一、教学目标本节课的教学目标是使学生了解健康饮食的重要性，并学习一些有关健康饮食的知识，培养学生选择健康食物的能力及习惯。

二、教学内容1. 词汇学习：健康食物的名称及相关词汇；2. 阅读理解：阅读关于健康饮食的文章，回答问题；3. 听力练习：听取关于健康饮食的对话，回答问题；4. 语言运用：用所学的词汇和句型进行口语练习。

三、教学过程1. 预习导入- 利用图片或课件展示健康食物的图片，引发学生对健康饮食的讨论。

- 引出本课的主题：健康饮食。

2. 新课呈现- 学生观看视频或图片，了解不同种类的健康食物。

- 教师介绍健康食物的名称及相关词汇。

3. 词汇学习- 教师以示范和让学生模仿的方式呈现词汇，例如：fruit salad, whole grains, lean protein等。

4. 阅读理解- 学生阅读一篇关于健康饮食的短文，并回答相关问题。

可以在小组内进行讨论，然后全班分享答案。

5. 听力练习- 呈现一段对话或短文，内容关于健康饮食，学生仔细听后回答问题。

6. 语言运用- 学生以小组形式进行角色扮演，模拟在餐厅点餐的场景，运用所学的词汇和句型进行对话练习。

7. 总结- 教师对本节课所学的内容进行总结，并强调健康饮食的重要性。

- 教师鼓励学生在日常生活中选择健康食物，养成良好的饮食习惯。

四、教学资源及评价方式- 教学资源：图片、视频、课件、阅读材料、听力材料。

- 评价方式：课堂讨论、小组活动、阅读和听力题目的回答。

五、教学延伸- 学生可以在家完成一份关于健康饮食的调查报告，并在下节课上进行分享。

六、教学反思本节课通过丰富多样的教学形式，使学生对健康饮食有了更深入的了解，并通过口语练习促进了语言的运用。

同时，鼓励学生在日常生活中选择健康食物，培养了他们的健康饮食习惯。

然而，教学中应该注重学生的参与度，鼓励他们积极发言和互动。

新牛津上海版一起六年级上册unit 10《healthy eating》优秀教案2(重点资料).doc

Unit 10 Healthy eatingTasks in this unitReading 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 OneLanguage focus:Using the simple present tense to express needse.g., We need a little fat, salt and sugarUsing adjectives to express quantitiese.g., a little, some, plenty of, a lot ofAsking How questions to find out quantitiese.g. How much fruit do we need every day?Language skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression SpeakingOpen and maintain an interaction by asking and answering questions ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionMaterials:1.Student’s Book 6A page 692.Workbook 6A pages 623.Cassette 6A4.Cassette playerPre-task preparationAsk the students what they know about healthy eating. Ask: Do we need a lot of sugar/salt/fat every day?While-task procedure1 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 62Period TwoLanguage focus:Using the simple past tense to talk about past states and activitiese.g., Mr. Lin lived in the city. One day Mr Lin went to visit Miss Chen and had lunch with herUsing adjectives to express quantitiese.g., a little, some, plenty of, a lot ofAsking 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:ListeningListen for specific informationSpeakingMaintain an interaction by asking and answering questions ReadingRead written language in meaningful chunksMaterials:1.Student’s Book 6A page 702.Cassette 6A3.Cassette playerPre-task preparationAsk: How do we keep fit? Do you play games? Do you walk a lot?While-task procedure1 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 thequestions. 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.ConsolidationWorkbook 6A page 63Period ThreeLanguage focus:Using the simple past tense to talk about past activitiese.g., I had eggs and milk.Using adjectives to make comparisonse.g., healthier than, less healthy than, as healthy as, as unhealthy asAsking Wh-questions to find out specific informatione.g., Joe, what did you have for breakfast yesterday? Language skills:ListeningListen for specific informationSpeakingOpen and maintain an interaction by asking and answering questions ReadingRecognize recurrent patterns in language structureWritingUsing appropriate format, conventions and language features when writing non-narrative textsMaterials:1.Student’s Book 6A page 712.Workbook 6A pages 643.Cassette 6A4.Cassette playerPre-task preparationAsk: What did you eat for breakfast/lunch/dinner yesterday? On the board, compile lists of the food mentioned under the meals.While-task procedure1 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 64a Give the students time to look at the page.b Play the cassette. The students listen, choose and write.ConsolidationWorkbook 6A pages 64Period FourLanguage focus:Asking wh-questions to find out specific informatione.g., What do you usually have for breakfast?Using adverbs of frequencye.g., I usually have…Using adjectives to make comparisonse.g., healthier than, less healthy than, as healthy as, as unhealthy asLanguage skills:ListeningListening for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingScan a text for specific informationMaterials:1.Student’s Book 6A page 722.Workbook 6A page 63 and 663.Cassette 6A4.Cassette playerPre-task preparationAsk: What do you usually have for breakfast/lunch/dinner?While-task procedure1 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 activitiesWorkbook 6A page 66a 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 thenwrite food names in the food pyramid.c Select individual students to say what they have in the food pyramid.Ask them: Is your diet healthy or unhealthy? The students write their answers.ConsolidationWorkbook 6A pages 63Period FiveLanguage focus:Using inverted word order to ask questionse.g., Do you drink a lot of water every day?Language skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression SpeakingOpen and maintain an interaction by asking and answering questionsReadingRecognize the presentation of ideas through headingsWritingWrite out a piece of work when a framework is providedMaterials:1.Student’s Book 6A page 732.Cassette 6A3.Cassette playerPre-task preparationAsk: What do you eat every day? Do you eat a lot or a little?While-task procedure1 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.ConsolidationWorkbook 6A pages 66Period SixLanguage focus:Using inverted word order to ask questionse.g., Do you have good eating habits?Using modal verbs to express obligatione.g., I should drink a lot of water every day.Language skills:ListeningRecognize differences in the use of intonationSpeakingMaintain an interaction by asking and responding to others’opinionsReadingScan a text for specific informationWritingUse appropriate format, conventions and language features when writing non-narrative textMaterials:1.Student’s Book 6A page 742.Workbook 6A page 653.Cassette 6A4.Cassette playerPre-task preparation1 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 procedure1 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.ConsolidationWorkbook 6A pages 65。

牛津上海版(一起)六上Unit 10《Healthy eating》教学设计

Teaching planMaterial: 6A Unit 10 Healthy eatingLearning objectives:At the end of this period, students are expected to1. use adjectives to make comparisons2. develop the skills of working in pairs or groups3. be aware of the importance of a healthy dietTeaching focus:How to use the sentence patterns :…healthier than…, …less healthy than…, …as healthy as…, …as unhealthy as…Difficulty in teaching:1. Students may have difficulty using “…less healthy than… ” correctly and freely2. Some students may have difficulty speaking confidently when facing all the class. Procedure:Practise moreThis shirt is 100 yuan. That shirt is 180 yuan.This shirt is __ than that one.This shirt is _ ___ as that one. 2. Linda is helpful to others. But Mary is more helpful to others.Linda is _______ _______ than Mary.Linda is ______ _______ _____ as Mary.She is always late for school. He is sometimes late for school.She is _____ often late for school than he.He is _____ often late for school than she.4. Mike looked stronger than Jack three years ago.Jack looked _______ _____ than Mike three years agoJack ______ look ______ ______ as Mike three years ago.A: What do you usually have for breakfast/ lunch /dinner ?B : I usually have __________for breakfast/lunch/dinner.What about you?A : I usually ______________.B : Do you often have steamed food or fried food?A: _______________B: Your diet is ______________ my diet.。

2019-2020年新牛津上海版一起六年级上册unit 10《healthy eating》教案2.doc

Unit 10 Healthy eatingTasks in this unitReading 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 OneLanguage focus:Using the simple present tense to express needse.g., We need a little fat, salt and sugarUsing adjectives to express quantitiese.g., a little, some, plenty of, a lot ofAsking How questions to find out quantitiese.g. How much fruit do we need every day?Language skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionSpeakingOpen and maintain an interaction by asking and answering questionsReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionMaterials:1. Student’s Book 6A page 692. Workbook 6A pages 623. Cassette 6A4. Cassette playerPre-task preparationAsk the students what they know about healthy eating. Ask: Do we need a lot of sugar/salt/fat every day?While-task procedure1 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 62Period TwoLanguage focus:Using the simple past tense to talk about past states and activitiese.g., Mr. Lin lived in the city. One day Mr Lin went to visit Miss Chen and had lunch with herUsing adjectives to express quantitiese.g., a little, some, plenty of, a lot ofAsking wh- and How questions to find out various kinds of informatione.g. Why was Mr Lin fat and unhealthy? What did Mr Lin like to have for lunch. Howdid Mr Lin become fit and healthy?Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by asking and answering questionsReadingRead written language in meaningful chunksMaterials:1. Student’s Book 6A page 702. Cassette 6A3. Cassette playerPre-task preparationAsk: How do we keep fit? Do you play games? Do you walk a lot?While-task procedure1 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 thequestions. 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.ConsolidationWorkbook 6A page 63Period ThreeLanguage focus:Using the simple past tense to talk about past activitiese.g., I had eggs and milk.Using adjectives to make comparisonse.g., healthier than, less healthy than, as healthy as, as unhealthy asAsking Wh-questions to find out specific informatione.g., Joe, what did you have for breakfast yesterday?Language skills:ListeningListen for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingRecognize recurrent patterns in language structureWritingUsing appropriate format, conventions and language features when writing non-narrative textsMaterials:1. Student’s Book 6A page 712. Workbook 6A pages 643. Cassette 6A4. Cassette playerPre-task preparationAsk: What did you eat for breakfast/lunch/dinner yesterday? On the board, compile lists of the food mentioned under the meals.While-task procedure1 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 64a Give the students time to look at the page.b Play the cassette. The students listen, choose and write.ConsolidationWorkbook 6A pages 64Period FourLanguage focus:Asking wh-questions to find out specific informatione.g., What do you usually have for breakfast?Using adverbs of frequencye.g., I usually have…Using adjectives to make comparisonse.g., healthier than, less healthy than, as healthy as, as unhealthy asLanguage skills:ListeningListening for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingScan a text for specific informationMaterials:1. Student’s Book 6A page 722. Workbook 6A page 63 and 663. Cassette 6A4. Cassette playerPre-task preparationAsk: What do you usually have for breakfast/lunch/dinner?While-task procedure1 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 activitiesWorkbook 6A page 66a 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 food pyramid.Ask them: Is your diet healthy or unhealthy? The students write their answers.ConsolidationWorkbook 6A pages 63Period FiveLanguage focus:Using inverted word order to ask questionse.g., Do you drink a lot of water every day?Language skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionSpeakingOpen and maintain an interaction by asking and answering questionsReadingRecognize the presentation of ideas through headingsWritingWrite out a piece of work when a framework is providedMaterials:1. Student’s Book 6A page 732. Cassette 6A3. Cassette playerPre-task preparationAsk: What do you eat every day? Do you eat a lot or a little?While-task procedure1 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.ConsolidationWorkbook 6A pages 66Period SixLanguage focus:Using inverted word order to ask questionse.g., Do you have good eating habits?Using modal verbs to express obligatione.g., I should drink a lot of water every day.Language skills:ListeningRecognize differences in the use of intonationSpeakingMaintain an interaction by asking and responding to others’ opinionsReadingScan a text for specific informationWritingUse appropriate format, conventions and language features when writing non-narrative textMaterials:1. Student’s Book 6A page 742. Workbook 6A page 653. Cassette 6A4. Cassette playerPre-task preparation1 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 procedure1 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.ConsolidationWorkbook 6A pages 65。

牛津上海版(一起)六年级上册0《Healthy eating》教学设计2

Unit 10 Healthy eatingTasks in this unitReading 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 OneLanguage focus:Using the simple present tense to express needse.g., We need a little fat, salt and sugarUsing adjectives to express quantitiese.g., a little, some, plenty of, a lot ofAsking How questions to find out quantitiese.g. How much fruit do we need every day?Language skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionSpeakingOpen and maintain an interaction by asking and answering questionsReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionMaterials:1.Student’s Book 6A page 692.Workbook 6A pages 623.Cassette 6A4.Cassette playerPre-task preparationAsk the students what they know about healthy eating. Ask: Do we need a lot of sugar/salt/fat every day?While-task procedure1 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 62Period TwoLanguage focus:Using the simple past tense to talk about past states and activitiese.g., Mr. Lin lived in the city. One day Mr Lin went to visit Miss Chen and had lunch with herUsing adjectives to express quantitiese.g., a little, some, plenty of, a lot ofAsking wh- and How questions to find out various kinds of informatione.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:ListeningListen for specific informationSpeakingMaintain an interaction by asking and answering questionsReadingRead written language in meaningful chunksMaterials:1.Student’s Book 6A page 702.Cassette 6A3.Cassette playerPre-task preparationAsk: How do we keep fit? Do you play games? Do you walk a lot?While-task procedure1 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 thequestions. 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.ConsolidationWorkbook 6A page 63Period ThreeLanguage focus:Using the simple past tense to talk about past activitiese.g., I had eggs and milk.Using adjectives to make comparisonse.g., healthier than, less healthy than, as healthy as, as unhealthy asAsking Wh-questions to find out specific informatione.g., Joe, what did you have for breakfast yesterday?Language skills:ListeningListen for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingRecognize recurrent patterns in language structureWritingUsing appropriate format, conventions and language features when writing non-narrative texts Materials:1.Student’s Book 6A page 712.Workbook 6A pages 643.Cassette 6A4.Cassette playerPre-task preparationAsk: What did you eat for breakfast/lunch/dinner yesterday? On the board, compile lists of the food mentioned under the meals.While-task procedure1 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 64a Give the students time to look at the page.b Play the cassette. The students listen, choose and write.ConsolidationWorkbook 6A pages 64Period FourLanguage focus:Asking wh-questions to find out specific informatione.g., What do you usually have for breakfast?Using adverbs of frequencye.g., I usually have…Using adjectives to make comparisonse.g., healthier than, less healthy than, as healthy as, as unhealthy asLanguage skills:ListeningListening for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingScan a text for specific informationMaterials:1.Student’s Book 6A page 722.Workbook 6A page 63 and 663.Cassette 6A4.Cassette playerPre-task preparationAsk: What do you usually have for breakfast/lunch/dinner?While-task procedure1 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 activitiesWorkbook 6A page 66a 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 food pyramid.Ask them: Is your diet healthy or unhealthy? The students write their answers.ConsolidationWorkbook 6A pages 63Period FiveLanguage focus:Using inverted word order to ask questionse.g., Do you drink a lot of water every day?Language skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionSpeakingOpen and maintain an interaction by asking and answering questionsReadingRecognize the presentation of ideas through headingsWritingWrite out a piece of work when a framework is providedMaterials:1.Student’s Book 6A page 732.Cassette 6A3.Cassette playerPre-task preparationAsk: What do you eat every day? Do you eat a lot or a little?While-task procedure1 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.ConsolidationWorkbook 6A pages 66Period SixLanguage focus:Using inverted word order to ask questionse.g., Do you have good eating habits?Using modal verbs to express obligatione.g., I should drink a lot of water every day.Language skills:ListeningRecognize differences in the use of intonationSpeakingMaintain an interaction by asking and responding to others’ opinionsReadingScan a text for specific informationWritingUse appropriate format, conventions and language features when writing non-narrative textMaterials:1.Student’s Book 6A page 742.Workbook 6A page 653.Cassette 6A4.Cassette playerPre-task preparation1 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 procedure1 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.ConsolidationWorkbook 6A pages 65。

2019-2020年新牛津上海版一起六年级上册unit 10《healthy eating》教案.doc

Teaching planMaterial: 6A Unit 10 Healthy eatingLearning objectives:At the end of this period, students are expected to1. use adjectives to make comparisons2. develop the skills of working in pairs or groups3. be aware of the importance of a healthy dietTeaching focus:How to use the sentence patterns :…healthier than…, …less healthy than…, …as healthy as…, …as unhealthy as…Difficulty in teaching:1. Students may have difficulty using “…less healthy than… ” correctly and freely2. Some students may have difficulty speaking confidently when facing all the class. Procedure:Practise moreThis shirt is 100 yuan. That shirt is 180 yuan.This shirt is __ than that one.This shirt is _ ___ as that one.2. Linda is helpful to others. But Mary is more helpful to others.Linda is _______ _______ than Mary.Linda is ______ _______ _____ as Mary.She is always late for school. He is sometimes late for school.She is _____ often late for school than he.He is _____ often late for school than she.4. Mike looked stronger than Jack three years ago.Jack looked _______ _____ than Mike three years agoJack ______ look ______ ______ as Mike three years ago.A: What do you usually have for breakfast/ lunch /dinner ?B : I usually have __________for breakfast/lunch/dinner.What about you?A : I usually ______________.B : Do you often have steamed food or fried food?A: _______________B: Your diet is ______________ my diet.。