牛津英语上海版六年级 6A Unit 10教案设计(4课时)

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上海版牛津英语小学六年级英语6a上学期全册教学设计

上海版牛津英语小学六年级英语6a上学期全册教学设计

上海版牛津英语小学六年级英语6a上学期全册教学设计本套上海版牛津英语学校六班级英语6a上学期全册教学设计由供应资源。

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教案方法:右键点击下面的教案附件,选择目标另存为,保存在桌面上或你的电脑上解压缩即可使用!英语学校六班级上学期全册教学设计.rar(39.81 KB,次数: 9382)2022-9-22 00:38 上传点击文件名附件牛津,英语,教育网,教学小练笔成就大作文一浅谈中低班级的小练笔2022-2022学年学校三班级下册数学教学工作总结《帮帮残疾人一他们不简单》教学设计2022—2022学年学校三班级下册数学教学案例让学885541地板2022-9-22 00:40:20TipsThoughtsUnit 1Public signsThe Third PeriodObjectives 1.通过复习要求同学能娴熟把握本单元所学的公共标志类词汇。

2.能娴熟地在情景中娴熟的运用本单元所学的句型和日常交际用语。

3.能听懂、会说、会读日常交际用语和词组:take a walk, lookaround, pick up, come up to, point to, He sees something on the grass. Fine 10 yuan.Emphases 1.通过复习要求同学能娴熟把握本单元所学的公共标志类词汇。

2.能娴熟地在情景中娴熟的运用本单元所学的句型和日常交际用语。

Teaching procedures:Task A Review. What does it mean?It means you/we should/shouldn't/must ...出示图片让同学进行问答,复习公共标志类词汇。

1.同学表演会话。

2.复习c部分的内容,同学相互问答。

Task B Ask and answer.老师预备一只时钟,将其拨至不同的时间,询问同学What's the time? Can you ...?引导同学依据详细时间考虑该做什么, 提出建议You/We should1.同桌看图练习相互问答,两人一组。

牛津英语6A全册教案(共39页)

牛津英语6A全册教案(共39页)

牛津英语6A教案Unit 1 Public signs第一课时教学目标:1.能听懂、会说、会读和会拼写单词:mean, danger, should, shouldn’t, litter, park, cycle. 2.能听懂、会说和会读单词和词组:public, a sign, grass, quiet, touch, keep off.3.能听懂、会说、会读和会写句型:What does it meam? It means you shouldn’t …教学重点:1.能正确听说读会写句型:What does it meam? It means you shouldn’t …2.能正确能听说读写单词:mean, danger, should, shouldn’t, litter, park, cycle.教学过程:一. Everyday English:How are you?Pass the ball to …Give the pen to …Where’s …What’s the score?二.Presentation and practise:1. T: Let’s go the the park.(多媒体展示公园情景,出现许多公共标志牌)T: What’s this? It’s public signs.Learn : public signs.T: Let’s look at some public signs on the Internet.多媒体展示九个标志。

T: Can you read them?学生能朗读其中的八个:No parking. No eating and drinking. Keep quiet. Do not touch.通过复习帮助学生巩固以上四句话。

Park以前所学的意思是公园,在这里的意思是停车。

2.T: (Point to a sign)What does this sign mean?板书: What does this sign mean?学习这句话,讲解mean的意思及其中ea的发音。

上海牛津版英语六年级上册六上6A期末复习Unit6-Unit10U6-U10同步讲义教案

上海牛津版英语六年级上册六上6A期末复习Unit6-Unit10U6-U10同步讲义教案

学员编号:年级:六年级课时数:学员姓名:YYY 辅导科目:英语学科教师: XX 授课类型T Unit6-10(牛津6上)基础知识复习星级★★★教学目标1、使学生能够掌握牛津6年级上册Unit6-10中的基础词汇及重要句型;2、使学生能够掌握针对该5个单元的练习中的考察点。

(建议2-5分钟)_______________ 同学课堂表现账目表收入支出额外U6U7U8U9U10总额课堂表现账目表使用说明:本表适用于根据学生的课堂表现,如:每部分的词汇掌握情况、练习完成情况,老师给予量化。

收入一列是学生表现不错,老师奖励学生的数额;支出一列是学生表现略差,老师扣除学生的数额;额外一列是备于有额外任务或表现尤为突出老师给学生的额外奖励。

一节课后进行总结,得出总额,奖惩措施由师生课前商量决定。

批注:课前导入目的在于让学生清楚课堂总目标,吸引学生认真进入课堂内容,所以如果老师感觉搜寻的课堂导入材料差强人意,不如试试用上面的方法激起学生的求胜欲,有利于学生保持高度集中力。

T同步U6-U10基础知识梳理1(建议20-25分钟)一、词汇WordsUnit61. travel v.行走,旅行2. minute n. 分钟3. ferry n. 渡船4. hour n. 小时5. advertisement n. 广告6. board n. 栏,板7. temple n. 庙宇8. light rail 轻轨9. department store 百货商店10. housing estate 居民区11. far away from离……远12. by bus /ferry/ underground乘公共汽车/渡船/地铁13. go to school 去上学14. travelling time 行走时间15. get to the supermarket 到达超市16. a few 几个17. a lot of 许多18. on the bus在公共汽车上批注:1. 复习本单元词汇时,建议老师可以分类让学生看,如:跟交通工具有关的,跟时间有关的,跟生活小区有关的等,方便学生回忆。

沪教牛津版六年级上册英语全册教案(含单元知识点总结)

沪教牛津版六年级上册英语全册教案(含单元知识点总结)

Module 1 Getting to know each otherUnit 1 Growing upTeaching Aims(教学目标):知识目标:1.能听、说、读、写本课的核心词汇:month, cute, pretty, handsome, catch2.能熟练掌握核心句型:She was two months old.She was small and cute.Her hair was short and her eyes were big.能力目标:1.能听懂对Sally不同成长阶段年龄和特征的描述。

2.能综合运用所学语言描述人在不同成长阶段的情况。

情感目标:对所学内容能主动联系生活实际,能尽量用英语交流,培养学生的小组合作精神。

Teaching Importances and Difficulties (教学重难点):1.能在语境中运用本课的核心词汇和句型。

2.在句型His/her...was/were... 中根据名词的单复数形式正确使用was或were.Teaching Tools(教学用具):录音机、自制课件、照片等Teaching Procedures(教学过程):StepⅠ.Warm up and revision(热身与复习)1. Greetings.2. Do some warming-up exercises.3. Review the numbers.Step Ⅱ.Presentation and practice(呈现新语言知识和练习)1. Lead in.T: How old are you?S1: I’m eleven years oldT: You’ll be twelve years old next year. You’re growing up.2. Show some photos and introduce the new words.3. Learn to say and use the words.4. Talk about the photos of Sally.5. Watch the screen and learn to say the sentences.6. Ask pupils to practise in groups.Sept Ⅲ. Learn the story (学习课文)1. Read the story and learn to say the useful sentences.2. Watch the cartoon.Module 1 Getting to know each otherUnit 2 My summer holidayTeaching Aims(教学目标):1.能听、说、读、写本课的核心词汇:famous, during, spend, everyone,countryside2.能熟练掌握核心句型:How was your summer holiday?It was wonderful. We went to the Great Wall.Everyone had a good time.3.读懂有关暑假生活的对话,学会询问别人和介绍自己的暑假生活。

牛津沪教版六年级上册6AUnit10复习教案无答案

牛津沪教版六年级上册6AUnit10复习教案无答案

牛津沪教版六年级上册6AUnit10 复习教学设计〔无答案〕Unit10healthyeating同步教学设计.Importantwordsandphrases:Words:healthyadj.健康的Tom’sdietishealthierthanJohn.汤姆的饮食比约翰的更健康。

unhealthy a.不健康的,对健康有害的Eatingtoomuchfastfoodisunhealthy. 吃太多快餐对健康有害。

health n.健康Healthcomesfirst. 健康是首位的。

1/14牛津沪教版六年级上册6AUnit10 复习教学设计〔无答案〕eatingn.吃,饮食AliceandJoearedoingaquizabouteatinghabits. Alice和Joe正在做对于饮食的测试。

eat v.吃Ieatanappleeveryday. 我每日吃一个苹果。

dietn.食谱,平时食品Lilymakesasalt-freedietforkeepingthin.莉莉为保持身材拟订了无盐食谱。

Hisillnessisbecauseofpoordiet.他的疾病是由于差的饮食。

4.salt n.盐Youputtoomuchsaltinthesteamedfish.你在清蒸鱼里放了太多盐。

Ithinkyoushouldeatlittlesalt.我以为你应当少吃盐。

salty adj.咸的Thefriedricetastedtoosalty.炒饭尝起来太咸。

Oh,thesteamedfishissalty,too.蒸鱼也特别咸。

5.fresh adj.新鲜的;淡的Thesevegetablesarefresh.Ipickedthemthismorning.这些蔬菜很新鲜,它们是我今日清晨摘的。

Peopledrinkfreshwater,notsaltywater.人们喝淡水,不喝咸水。

freshflowers鲜花afreshhand生手makeafreshstart从头开始6.exercise n.锻炼;运动;练习;体操Walking,runningandjumpingareallhealthyformsofexercise.走路,跑步和跳远都是健康的体育锻炼。

牛津上海版英语六年级上册Unit10Period4教学设计

牛津上海版英语六年级上册Unit10Period4教学设计
设计意图:培养学生的团队合作能力,提高口语表达和展示能力。
作业提交要求:
1.请同学们按时完成作业,注意书写规范,保持卷面整洁。
2.家长签字确认,以表示对子女学习的支持和关注。
3.教师将在下节课对作业进行批改和反馈,请同学们关注作业评价,及时改正错误。
牛津上海版英语六年级上册Unit10Period4教学设计
一、教学目标
(一)知识与技能
在本章节的教学中,学生将通过学习牛津上海版英语六年级上册Unit10 Period4的内容,掌握以下知识与技能:
1.能够理解并运用与本单元相关的词汇,如:famous, ancient, building, discovery, technology等,以及重点句型“I have visited...”和“I have never been to...”描述自己的旅游经历。
(三)学生小组讨论
1.教学内容:学生分组讨论,分享自己的旅游经历,运用所学词汇和语法结构进行描述。
2.教学活动:教师给出讨论话题:“Talk about your visiting experiences. Use the new words and grammar we have learned.”
4.课堂反馈:及时给予学生正面的评价和鼓励,提高他们的自信心,激发学习动力。
(三)情感态度与价值观
在本章节的教学中,学生将形成以下情感态度与价值观:
1.培养对英语学习的兴趣,树立自信心,积极参与课堂活动。
2.学会尊重和理解不同文化背景下的名胜古迹,培养跨文化交际能力。
3.树立正确的价值观,认识到保护世界文化遗产的师将采用以下方法引导学生学习:
1.创设情境:通过展示世界各地名胜古迹的图片,激发学生的学习兴趣,引导他们积极参与课堂活动。

牛津英语6A全册教案

牛津英语6A全册教案

牛津英语6A全册教案一、教学内容本节课的教学内容选自牛津英语6A教材,包括Unit 1Unit 6十个单元。

教学内容主要围绕着日常生活中的话题展开,如学校生活、家庭成员、节日庆祝、购物、旅行、天气、体育活动等。

每个单元由几个模块组成,包括词汇、语法、听力、口语、阅读和写作等。

二、教学目标1. 学生能够掌握教材中的词汇、语法和功能句型,并在实际情景中运用。

2. 学生能够提高听力、口语、阅读和写作能力,达到相应的教学目标。

三、教学难点与重点重点:教材中的词汇、语法和功能句型的学习和运用。

难点:听力、口语、阅读和写作能力的提高,以及在学习过程中遇到的生词和短语的理解。

四、教具与学具准备教具:PPT、黑板、粉笔、录音机、磁带或音频文件。

学具:课本、练习册、铅笔、橡皮、笔记本。

五、教学过程1. 热身(5分钟)教师与学生进行简单的英语对话,询问学生上一节课的学习内容,检查学生的学习情况。

然后,引导学生进行小组活动,讨论彼此的学习心得。

2. 导入(10分钟)教师通过PPT展示本节课的主题,引导学生回顾相关话题的词汇和短语。

然后,引入本节课的新内容,激发学生的学习兴趣。

3. 课堂讲解(20分钟)教师讲解本节课的词汇、语法和功能句型,并通过例句和练习进行讲解。

同时,引导学生参与课堂讨论,巩固所学知识。

4. 课堂练习(15分钟)学生根据教师给出的任务,进行听力、口语、阅读和写作的练习。

教师巡回指导,解答学生的疑问,并给予鼓励和评价。

5. 小组活动(10分钟)学生分组进行活动,运用所学知识进行对话和讨论。

教师观察学生的表现,及时给予指导和评价。

7. 课后作业布置(5分钟)教师布置作业,包括词汇练习、语法练习、听力练习和阅读写作任务。

同时,提醒学生按时完成作业,并给予解答。

六、板书设计教师根据课堂讲解的内容,设计板书,突出关键词汇、语法和功能句型。

板书设计简洁明了,便于学生理解和记忆。

七、作业设计1. 词汇练习:根据本节课所学词汇,完成填空、选择、翻译等练习。

上海牛津版英语六年级上册六上6AUnit10U10同步讲义教案

上海牛津版英语六年级上册六上6AUnit10U10同步讲义教案

上海牛津版英语六年级上册六上6AUnit10U10同步讲义教案学员编号:年级:课时数:学员姓名:辅导科目:英语学科教师:授课类型TUnit10(牛津6上)基础知识梳理教学目标使学生能够基本掌握牛津6年级上册Unit10中的基础词汇及重要句型;星级★★★★授课日期及时段(建议2-5分钟)批注:和学生一起欣赏上面四幅图片…,引出本节课健康饮食的课题(建议20-25分钟)T同步-U10基础知识梳理一、词汇Words1. healthy adj. 健康的;有益于健康的e. g. It is healthy to eat fruit. 吃水果对身体有好处You look very healthy. 你看起来很健康unhealthy adj. 不健康的,对健康有害的辨析healthy 和healthfulhealthy 主要指身体健康,可修饰人或动物.e.g. a healthy baby 健康的婴儿a healthy panda 一只健康的熊猫也指身体各部分乃至食欲等的正常e.g. have a healthy appetite 食欲正常healthful 意为“增进健康的”;一般仅指有益于健康的e.g. healthful food 有益于健康的食品healthful exercise 有益于健康的锻炼但现在也可以用healthy 代替healthful, 例如:healthy food 健康食品healthy outdoor work 有益于健康的户外活动批注:这里可引导学生再多想几个这样的单词。

healthy\\ unhealthy2.eating n. 吃;饮食e.g. Healthy eating is good for our body. 健康饮食有助于我们的身体【记忆链接】eating-house ealing-place 饭馆;饭店;食堂批注:先让学生回顾吃是哪个单词(history),然后在原有单词上变形引出eating3.diet n. (l)食谱(2)日常食物e. g. His illness is because of poor diet. 他的疾病是因为差的饮食.v. 节食e. g. You need to diet and take more exercise. 你应该节食并多做运动批注:先让学生回忆“出现”是哪个单词-appear,然后让学生猜猜disappear是什么意思,一般情况下学生都可以猜出来,不要忘记鼓励学生哦!让学生注意这里的dis-,为后面的词缀记忆法做铺垫。

上海牛津版英语六年级上册六上6AUnit10U10同步讲义教案

上海牛津版英语六年级上册六上6AUnit10U10同步讲义教案

e.g. healthful food 有益于健康的食品
healthful exercise 有益于健康的锻炼
但现在也可以用 healthy 代替 healthful, 例如:
healthy food 健康食品
healthy outdoor work 有益于健康的户外活动
批注:这里可 引导学生再多想几个这样的单词。healthy\ unhealthy
(建议 20-25 分钟) 1
一、词汇 Words
1. healthy adj. 健康的;有益于健康的
e. g. It is healthy to eat fruit. 吃水果对身体有好处
You look very healthy. 你看起来很健康
unhealthy adj. 不健康的,对健康有害的
走路、跑步和跳远都是健康的体育锻炼. We do morning exercises and eye exercises every day.
我们每天都做早操和眼保健操 【注意】exercise作“锻炼”解释时,是不可数名词;但作“做操”、“练习”解释时,是可数名词.
批注:让学生注意该词可数名词和不可数名词词义的区别
4. pyramid n. 金字塔 e. g. Pyramid is a great project for man. 金字塔对人类来说是一项巨大的工程.
5. salt n.盐 e.g. I think you should eat little salt. 我认为你应该少吃盐 v.(1)用盐腌(食物) e.g. She is salting beef.她正在腌牛肉.
6. a little +不可数名词,plenty of +可数名词的复数形式或不可数名词 e.g. I have got plenty of stamps. 我有许多邮票.

牛津沪教版六年级上册 6A Unit10 复习教案(无答案)

牛津沪教版六年级上册 6A Unit10 复习教案(无答案)

Unit10 healthy eating同步教案Ⅰ. Important words and phrases:Words:1. healthy adj. 健康的Tom’s diet is healthier than John. 汤姆的饮食比约翰的更健康。

unhealthy a. 不健康的,对健康有害的Eating too much fast food is unhealthy. 吃太多快餐对健康有害。

health n. 健康Health comes first. 健康是首位的。

A. tallB. tallerC. tallestD. small ( )9. Linda jumped than Helen at the sports meeting.A. the highestB. highC. higherD. taller ( )10. — Many people eat_____ meat than they did before.—Yes, that’s why they’re getting fatter and fatter.A. moreB. lessC. fewerD. muchI. Choose the best answer (选择) (错误率:掌握情况:)( )1. He _______a bed for himself.A. needB. needsC. don't needD. doesn't needs ( )2. —_______he need _______first?— Some water.A. What does ... doB. What does ... /C. What does ... to doD. What ... to do( )3. There are two coats on the bed. One is mine and _____ is Kate's.A. anotherB. otherC. the otherD. the others ( )4. He and his sister _______work hard.A. both ofB. bothC. allD. all of( )5. ______the twins can play table tennis well.A. Both ofB. BothC. AllD. All of( )6. Don't hurry up. There’s still_______ time left.A. littleB. fewC. a littleD. a few( )7. You didn't do quite well. You made _______mistakes in your test.A. littleB. fewC. a littleD. a few( )8. Grandma is 90 now. She always eats ___vegetables but ___fried food.A. plenty of, a lot ofB. some, plenty ofC. a lot of, a littleD. a little, a lot of( )9. — May I have _______tea after lunch?— Sure, but only________.A.some, littleB. any, littleC. some, a littleD. any, a little( )10. — _____ cups of orange juice do they sell every day?— One hundred and fifty.A.How manyB. HowC. How muchD. WhatII. Complete the sentences with the given words in their proper forms(适当形式填空)(错误率:掌握情况:)1.There are__________ (many) students in my class than in your class.2.My brother is _______ (tall) than Mike.3.Tom studies_______ (hard) than you.4.He sang_______ (badly) than any other boy in the group.5.They finished the work two hours ________ (early) than usual.6.This garden is __________ (beautiful) than Kitty's.7.Are they ___________ (busy) than before?8.She runs_______ (slowly) than before.9.The Sun is_______ (big) than the Earth.10.John is much ________________ (happy) than he was two days ago.Ⅲ. Rewrite the sentences as required. (根据要求改写句子,每空一词)(错误率:掌握情况:)1.Mr. Li is not as heavy as Tom. (同义句)Mr. Li is____ ______Tom.2.Black swims faster than Joe. (同义句)Joe _____swim _____ ____ _______ Black.Joe swims _______ _______Black.3.Tim draws more beautifully than Mike. (同义句)Mike draws ____ ______ ______ Tim.Mike ______ draw _____ _____ ______ Tim.4. Tom has already made five models. (对划线部分提问)_____ _____ models has Tom made yet?5. We need some milk and cheese every day. (对划线部分提问)_____ _____ milk and cheese do we need every day?E.Fill in the blanks about the story(阅读短文,回答问题)Beth left school when she was seventeen and then she went to a college.She learned some skills in the college and passed the examination well. After two years, she left the college and went out for a job.Beth went to some companies and then choose one of them. It was near her house.She thought, “I can walk home every day. I don’t need to take a bus.”Then she went to the office and said to the manager, “I want to work here, and what will you pay me?”“We will pay you 2000 dollars a month now, and 2500 dollars after six months.”the manager said. Beth thought for a while and answered, “OK. I will start in six months’time.”1.When did Beth leave school?2. Was Beth good at or poor at study in the college?3. Why did Beth choose this company?4. How much would the company pat Beth at first?5. Beth wanted to do this job, didn’t she?6. What do you think of Beth?1.默写单词和词组。

Unit 10教案 2022-2023学年牛津上海版英语六年级上册

Unit 10教案 2022-2023学年牛津上海版英语六年级上册

Lesson PlanUnit 10 Period 1 (p 69, 73)Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 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 goodsuggestions. 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 intoEnglish.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. Horizontalline: amount; vertical line: different food.(3)(ppt 5) Use need to summarize the healthy diet: a lot of rice/noodles/bread, plenty offruit/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 todescribe the food we need every day.(6)(ppt 8) Pair work: ask each other about the amount of food they have each day. Thendetermine 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 todescribe.(9)(ppt 12-15) According to his wrongs in diet, give him some proper suggestions by using heshould, 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 abouthealthy diets in the quiz.(3) (ppt 22) Writing examples, Virginia’s diet. First describe his/ her diet, then give duesuggestions. 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 importantfor 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 PlanUnit 10 Period 2 (p 71-72)Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 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’sdiet 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 healthyas 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.(6) (ppt 9-16) Show students some examples of the sentences.3.Post-teaching(1) (ppt 17) Pair work: first, write down what you had yesterday, then display the dialogues.S1: What did you have for breakfast/lunch/dinner yesterday?S2:I had for . What did you have for breakfast/lunch/dinner yesterday?S1:I had ...... for .(2) (ppt 18) Share your yesterday’s diet with your group members, and then give your commentsproperly.S3: Were ’s and ’s diets healthy or unhealthy?S4:Both diets were healthy/unhealthy. One was _________ and the other was _________.S3:Which one was healthier/less healthy?S4: ’s diet was ’s diet.(3) Homework:a. Recite all the new words and key sentences (including the ones in Notes).b. Recite the text on page 71.c. Exercise book page .Lesson PlanUnit 10 Period 3 (p 70)Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn new words: exercise: 广播,练习可数;运动不可数。

沪教版牛津小学英语六年级上册教案(全册)

沪教版牛津小学英语六年级上册教案(全册)

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(六)年英语课时教学案【第9 单元第 1 课时】。

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

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。

Unit10Period4教学设计2023-2024学年牛津上海版英语六年级上册

Unit10Period4教学设计2023-2024学年牛津上海版英语六年级上册
-提交预习成果:将预习成果(如笔记、思维导图、问题等)提交至平台或老师处。
教学方法/手段/资源:
-自主学习法:引导学生自主思考,培养自主学习能力。
-信息技术手段:利用在线平台、微信群等,实现预习资源的共享和监控。
作用与目的:
-帮助学生提前了解“描述过去事件”课题,为课堂学习做好准备。
-培养学生的自主学习能力和独立思考能力。
4.过去式的练习:提供一些过去式的练习题,包括填空、选择、改写句子等,让学生在实践中巩固和应用过去式。
5.总结:对本节课的内容进行简要总结,强调过去式的关键知识点和应用技巧。
教学反思与总结
在教学过程中,我注意到了一些问题。首先,学生的学习兴趣和参与度较高,但仍有部分学生在理解过去式的构成和用法上存在困难。其次,在课堂讨论和活动中,部分学生过于依赖老师和同伴,缺乏独立思考的能力。最后,课堂时间管理方面,有时活动时间过长,影响了教学进度。
2.学生的学习兴趣、能力和学习风格:六年级的学生对英语保持着积极的学习兴趣,特别是在运用英语进行交流和表达方面。在学习能力方面,大部分学生能够跟上课程的进度,理解和掌握新知识。在学习风格上,学生们喜欢通过互动和参与式活动来学习,对于任务驱动和合作学习的方式较为适应。
3.学生可能遇到的困难和挑战:在学习过去式时,学生可能会对时态的运用和区分存在一定的困难,特别是在听力和阅读理解方面。另外,部分学生可能在口语表达时过于紧张,影响他们的表达流利度。此外,对于如何正确运用过去式进行写作,学生可能需要在实践中进一步练习和提高。
-设计预习问题:围绕“描述过去事件”课题,设计一系列具有启发性和探究性的问题,引导学生自主思考。
-监控预习进度:利用平台功能或学生反馈,监控学生的预习进度,确保预习效果。

2019-2020年牛津上海版六年级上unit10教案

2019-2020年牛津上海版六年级上unit10教案

龙文教育个性化辅导授课案教师:刘海亮学生:李超时间:年 12月日段一、授课目的与考点分析:1. 六年级unit10词汇重点难点掌握训练。

2. 基础知识和基本技能训练。

Unit 10 healthy eating 学习指导与强化辅导一.词汇学习与强化训练1. healthy 健康的--Unhealthy不健康的---health健康---healthily健康地--unhealthily 不健康地2. Eating habit 吃的习惯v.ing 形式可以表示功能waiting--room sitting-room V. Ing 形式做定语也可以表示进行 a sleeping boy a crying girlHe is in poor h_____, if he wants to keep h_____, he must do more exercise so that he can grow h________ and stronger.Don't eat ______ food, you must eat a ______ diet if you want to keep fit. (health) 与之类似的是noise---noisy---noisilyLuck --lucky ----luckily---unlucky----unluckilyHe often makes much n_____ in class, the n_____ class makes everyone go crazy, and he also likes shouting and playing n______ in the hallway between two classes. (noise)Good _____ to you! You are always the ______ of us two, you are the ______ of all the classmates, but I'm ______ , I failed the exam _____ again this time. (luck).3. If you eat a balanced d_______, you can keep fit.4. P_______ are the most famous ancient building in Egypt.5. Salt盐----salty咸的You have add too much s_____ to the soup, it's too s____ for us to eat.6. Yogurt酸奶milk 牛奶cheese 奶酪milk shake 奶昔9. Fresh新鲜的,fresh water 淡水10. Exercise表示“练习题”的时候,是可数名词。

牛津英语六年级——牛津英语6A教案Unit10Reviewandcheck~.docx

牛津英语六年级——牛津英语6A教案Unit10Reviewandcheck~.docx

牛津英语六年级一一牛津英语6A教案UnitlOReviewandcheck〜Aims.1.R eviewUnit1 ---- Unit2.2.Dosomeexercises・Difficultiesandemphasis・一般过去时的用法.(肯定句与一般疑问句)TeachingpreparationWorkbook.recorderTeachingprocedureStepl. Reading・Readthet exts・Step2. Phrases・Uni 111.f ootb allmatch2 .a tjini ingPri marySchool3 ・ tnexttome4 ・ inthecorne r5. attheg oal6・ goover thegoal7・ go outofthefoo tballfield8.inthesam eteam9・ inth efootballfi eldUnit21. publicsign2. alotofque stions3・ dif ferentthing s4・ st ay away from5.k ee poff6.thesi gnonthebird rsquo;scage7.m akenoise 8. keepquiet9.takeawa lkl0. aten-y uannotel1. 1 ookaroundl2 . aparkkeepe r13. comeupS tep3・ pronun ciationSt ep4・ Exercis esinworkboo k・1.L ook, Readandwrit e. P59____ yougoandwat chdragonboa tracesatthe?No, ___________ . I _____ ill.Irsquojmsor ry.2.L is ten andchoose ・3 ・ Listenandt ick・Step5. H omework1.R e citethephra ses・2.D oe xercisesinw orkbook・ P57 , P58, P60Uni tlORevision (复习2)Aims.1.R eviewUn it 1 -- Unit4 ・2.D osomeex ercises・D ifficulties andemphasis ・一般过去时的用法.(肯定句与一般疑问句)T eachingprep arationWork book・Teachi ngprocedureStep 1. Readi ng.Readthet exts.Step2. Phrases・Uni t31.t akea bout2. comes oon3・ onthel 8thof0ctobe r4.haveab irthdaypart y5・ asabirth daypresent6 ・aVCDofJapa nesecartoons7・ takeoff8 ・ blowoutUni t41.Sport sDay2. runni ngrace3・ tak esomephotos4. lookfor5. amomentag o6・ justnow7 ・ onthegroun d8.a vi deore cordernbs p;9. amobile phonelO. apa irofglasses 11. aCDWalkm an 12. arollo ffilmStep3. pronunciati onStep4. E xercisesinw orkbook・1.R ead, thinkan dwrite2.L ook, readand circle・3.R e adandanswer ・Step5・ Ex ercisesinbo ok.1.L ook, m atchandsay.2.L ook, re adandrespon d.lastwee kend, atlunc htime, thism orningapres entfromMum3.L ook, rea dandcomplet e.buymdas hjboughttak e ---- tookSte p6. Homework1.R ecitethe phrases・2・ Doexercise sinworkbook . P57, P58, P6 0 UnitlORevi sion(复习3)Ai ms.1.R evi ewUnit5 ---- U nit6・2.D oso meexercises ・Difficul tiesandemph asis・一般过去时,一般现在时,现在进行时的区别Teachingpreparation补充练习Teachin gprocedureS tepl・ Readin g.Readthete xts.Step2. P hrases・Unit 61. lastwe ek2.thefirs tdayofschoo 13. afterthe holiday4.intheschool playground5 ・ beforeclas ses6. with myparents7・ afunnycarto on8・ visitaf arm9.w ith myfamily 10. onthefarnill ・ pullupcarr otsl2. milkc ows13.col lecteggsl4. fruittreesl 5gotothefar ml6. attheca mp17aloto ffoodl8・alo tofgamesl9・gocamping St ep3. pronunc iationSte p4. Exercise sinworkbook .规则:一般现在时:表示经常性的事情。

牛津英语上海版六年级 6A Unit 10教案设计(4课时)

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。

六年级英语上册Unit10《Healthyeating》教案牛津上海版(一起)

六年级英语上册Unit10《Healthyeating》教案牛津上海版(一起)

《Healthy eating》Teaching planMaterial: 6A Unit 10 Healthy eatingLearning objectives:At the end of this period, students are expected toe 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 asDifficulty in teaching:1. Students may have difficulty using “ less healthy than ” correctly and freely2. Somestudents may have difficulty speaking confidently when facing all the class.Procedure:Steps Learning activities Teaching purposesWatch a video To arouse students ’ interest andLead-inGuess what unhealthy food it is engage themselves in it.To elicit the sentence pattern:A is healthier than B.1 Review Joe and Alice ’s dietB is not as healthy as A.B is less healthy than A.InputTo strengthen the pattern “not2.Study more examples.as as ; less a./ad. than ”To have students practice the3. Get to know how to compare two thingspattern “ as...as ”Brainstorm: Find things to be used to make comparisonTo practice the patterns:healthier than , less1.Do pair work about your des kmates’diet.healthy than , as Outputhealthy/unhealthy asTo arouse students ’ interest and2. Have a group discussionlearn how to keep healthy.Oral work: Interview your parents abouttheir ways of lifeWritten work: 1. composition: “How to keephealthy ”Homework 2. Do some exercisesabout the comparative degree of theadjectives and the adverbs.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 ago Jack ______ 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.。

沪教牛津版六上Unit 10 Air 教案(公开课)

沪教牛津版六上Unit 10 Air 教案(公开课)

Module 4 The natural worldUnit 10 Air 教案一、教学目标1. 认知目标:学习掌握新词汇:air,everywhere,alive,factory,smoke,dirty,clean,fresh,plant,了解空气的有关知识,句型:What makes the air dirty? 以及答复:… makes the air dirty.句型:What should we do to keep the air clean? 以及答复:We should ….2. 能力目标:能运用所学句型与同学交流关于空气的知识以及如何减少大气污染。

3. 情感目标:让学生通过对课文内容的学习掌握,增强学习的信心,调动学生的学习兴趣。

二、教学重难点1. 重点能运用所学句型与同学交流关于空气的知识以及如何减少大气污染。

2. 难点句型:What makes the air dirty? 以及答复:… makes the air dirty.句型:What should we do to keep the air clean? 以及答复:We should ….三、教学用具多媒体教学设备、单词卡片。

四、教学设计Step 1 warming1. 师生互相问好,教师说出一个关于空气的谜语让大家猜一猜。

教师询问同学是否了解空气?空气由哪些成分组成?有什么重要作用?2. 教师向学生们说说空气的根本知识,介绍目前严重的大气污染状况。

Step 2 Revision and Presentation1. 教师告诉学生我们这节课就要学学如何用英语与同学交流空气的重要作用以及如何保护我们被污染的大气。

2. 教师请学生谈谈大气污染主要有哪些原因,有哪些保护措施。

3. 教师出示单词卡片进行新单词教学,带读并配合肢体动作让同学们印象深刻。

4. 教师播放课文内容录音,请同学们认真听一遍,争取做到理解内容。

Step 3 Practice1. 分小组讨论练习,两人一组,相互交流大气污染的原因及保护措施。

牛津上海版六年级下册U10教案

牛津上海版六年级下册U10教案

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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。

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