六年级英语上册Unit10《Healthyeating》教案2.docx

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. Students 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. Students Book 6A page 702. Cassette 6A3. Cassette playerPre-task preparation Ask: How do we keep fit? Do you play games? Do you walk a lot? While-task procedure 1 Give the students time to read the story silently. 2 Play the cassette. The students follow in their books. 3 Select individual students to read a sentence each. 4 Give the students time to prepare answers to the questions. Ask the questions. 5 Ask the students to do a role-play. The students play the roles of Mr Lin and Miss chen and act out the story. Consolidation Workbook 6A page 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 structure WritingUsing appropriate format, conventions and language features when writing non-narrative textsMaterials:1. Students Book 6A page 712. Workbook 6A pages 643. Cassette 6A4. Cassette playerPre-task preparation Ask: What did you eat for breakfast/lunch/dinner yesterday? On the board, compile lists of the food mentioned under the meals. While-task procedure 1 Give the students time to read the dialogue silently. 2 Play the cassette. The students listen. 3 In pairs, students practise the dialogue. Select pairs to read the dialogue. 4 Ask: What food and drink did Alice/ioe have yesterday for breakfast/lunch/dinner ? 5 The students complete the table. Ask the questions again. 6 In pairs, students practise the dialogue in Ask and answer. Select pairs to say a dialogue. 7 Workbook 6A page 64 a Give the students time to look at the page. b Play the cassette. The students listen, choose and write.Consolidation Workbook 6A pages 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 haveUsing 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. Students Book 6A page 722. Workbook 6A page 63 and 663. Cassette 6A4. Cassette playerPre-task preparation Ask: What do you usually have for breakfast/lunch/dinner? While-task procedure 1 Give the students time to look at Listen and say. 2 Play the cassette for Listen and say. The students repeat. 3 In pairs, students practise the dialogue in Think and say. Select pairs to say a dialogue. Post-task activitiesWorkbook 6A page 66 a In pairs, students discuss the food pyramid and where to put the food they eat. b The students complete the table with the food they usually have. Ask individual students: What do you usually have? The students then write food names in the food pyramid. c Select individual students to say what they have in the food pyramid. Ask them: Is your diet healthy or unhealthy? The students write their answers. Consolidation Workbook 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. Students Book 6A page 732. Cassette 6A3. Cassette playerPre-task preparation Ask: What do you eat every day? Do you eat a lot or a little? While-task procedure 1 Play the cassette for Listen and say. The students listen and repeat with their books closed. 2 Select pairs to read the dialogue. 3 Play the cassette for Do a quiz. The students listen. 4 Ask individual students to answer the questions in the quiz. 5 The students read the questions in the quiz and tick their answers. 6 In pairs, students take turns to ask and answer the questions in the quiz. Consolidation Workbook 6A pages 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 aski