2017牛津上海版(一起)六上Unit 10《Healthy eating》word教案2.doc

1、Unit 10 Healthy eating Tasks in this unit Reading about the food pyramid; talking about eating habits; writing about healthy eating; reading a modern fable about eating habits; talking about food eaten the day before; talking about daily menus and completing a survey and quiz. Period One Language fo

2、cus: Using the simple present tense to express needs e.g., We need a little fat, salt and sugar Using adjectives to express quantities e.g., a little, some, plenty of, a lot of Asking How questions to find out quantities e.g. How much fruit do we need every day? Language skills: Listening Use visual

3、 clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Speaking Open and maintain an interaction by asking and answering questions Reading Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a co

4、mplete expression Materials: 1. Students Book 6A page 69 2. Workbook 6A pages 62 3. Cassette 6A 4. Cassette player Pre-task preparation Ask the students what they know about healthy eating. Ask: Do we need a lot of sugar/salt/fat every day? While-task procedure 1 Give the students time to study the

5、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

6、In pairs, students practise Ask and answer. Consolidation: Workbook 6a page 62 Period Two Language focus: Using the simple past tense to talk about past states and activities e.g., Mr. Lin lived in the city. One day Mr Lin went to visit Miss Chen and had lunch with her Using adjectives to express qu

7、antities e.g., a little, some, plenty of, a lot of Asking wh- and How questions to find out various kinds of information e.g. Why was Mr Lin fat and unhealthy? What did Mr Lin like to have for lunch. How did Mr Lin become fit and healthy? Language skills: Listening Listen for specific information Sp

8、eaking Maintain an interaction by asking and answering questions Reading Read written language in meaningful chunks Materials: 1. Students Book 6A page 70 2. Cassette 6A 3. Cassette player Pre-task preparation Ask: How do we keep fit? Do you play games? Do you walk a lot? While-task procedure 1 Give

9、 the students time to read the story silently. 2 Play the cassette. The students follow in their books. 3 Select individual students to read a sentence each. 4 Give the students time to prepare answers to the questions. Ask the questions. 5 Ask the students to do a role-play. The students play the r

10、oles of Mr Lin and Miss chen and act out the story. Consolidation Workbook 6A page 63 Period Three Language focus: Using the simple past tense to talk about past activities e.g., I had eggs and milk. Using adjectives to make comparisons e.g., healthier than, less healthy than, as healthy as, as unhe

11、althy as Asking Wh-questions to find out specific information e.g., Joe, what did you have for breakfast yesterday? Language skills: Listening Listen for specific information Speaking Open and maintain an interaction by asking and answering questions Reading Recognize recurrent patterns in language

12、structure Writing Using appropriate format, conventions and language features when writing non-narrative texts Materials: 1. Students Book 6A page 71 2. Workbook 6A pages 64 3. Cassette 6A 4. Cassette player Pre-task preparation Ask: What did you eat for breakfast/lunch/dinner yesterday? On the boar

13、d, compile lists of the food mentioned under the meals. While-task procedure 1 Give the students time to read the dialogue silently. 2 Play the cassette. The students listen. 3 In pairs, students practise the dialogue. Select pairs to read the dialogue. 4 Ask: What food and drink did Alice/ioe have

14、yesterday for breakfast/lunch/dinner ? 5 The students complete the table. Ask the questions again. 6 In pairs, students practise the dialogue in Ask and answer. Select pairs to say a dialogue. 7 Workbook 6A page 64 a Give the students time to look at the page. b Play the cassette. The students liste

15、n, choose and write. Consolidation Workbook 6A pages 64 Period Four Language focus: Asking wh-questions to find out specific information e.g., What do you usually have for breakfast? Using adverbs of frequency e.g., I usually have Using adjectives to make comparisons e.g., healthier than, less healt

16、hy than, as healthy as, as unhealthy as Language skills: Listening Listening for specific information Speaking Open and maintain an interaction by asking and answering questions Reading Scan a text for specific information Materials: 1. Students Book 6A page 72 2. Workbook 6A page 63 and 66 3. Casse

17、tte 6A 4. Cassette player Pre-task preparation Ask: What do you usually have for breakfast/lunch/dinner? While-task procedure 1 Give the students time to look at Listen and say. 2 Play the cassette for Listen and say. The students repeat. 3 In pairs, students practise the dialogue in Think and say.

18、Select pairs to say a dialogue. Post-task activities Workbook 6A page 66 a In pairs, students discuss the food pyramid and where to put the food they eat. b The students complete the table with the food they usually have. Ask individual students: What do you usually have? The students then write foo

19、d 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. Consolidation Workbook 6A pages 63 Period Five Language focus: Using inverted word order to ask questions e.g., Do you d

20、rink a lot of water every day? Language skills: Listening Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Speaking Open and maintain an interaction by asking and answering questions Reading Recognize the presentation of ideas

21、through headings Writing Write out a piece of work when a framework is provided Materials: 1. Students Book 6A page 73 2. Cassette 6A 3. Cassette player Pre-task preparation Ask: What do you eat every day? Do you eat a lot or a little? While-task procedure 1 Play the cassette for Listen and say. The

22、 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

23、take turns to ask and answer the questions in the quiz. Consolidation Workbook 6A pages 66 Period Six Language focus: Using inverted word order to ask questions e.g., Do you have good eating habits? Using modal verbs to express obligation e.g., I should drink a lot of water every day. Language skill

24、s: Listening Recognize differences in the use of intonation Speaking Maintain an interaction by asking and responding to others opinions Reading Scan a text for specific information Writing Use appropriate format, conventions and language features when writing non-narrative text Materials: 1. Studen

25、ts Book 6A page 74 2. Workbook 6A page 65 3. Cassette 6A 4. Cassette player Pre-task preparation 1 The students work out how many points they got, and write their total. Ask individual students: Do you have good eating habits? 2 Ask the questions in Score and answer. While-task procedure 1 Ask individual students: What should you do to improve your eating habits? 2 The students write the suggestions. Select individual students to read their suggestions. 3 You can use Photocopiable page 7 for the students to write down their promises. Consolidation Workbook 6A pages 65