牛津上海版英语六年级上册 Unit 8 The food we eat 教案（4课时）

2021学年牛津上海版英语六年级第一学期教案unit8
Period
1
Teaching
procedure
Warming-up
Daily
talk
A
poem
A
brainstorm:
your
favorite
food
Pre-task
preparation
Learn
the
new
words
in
Look,
learn
and
read.
Ask
them:
Would
you
like
…
or…?
While-task
procedure
Play
the
recording
of
the
text.
Students
listen
to
it
and
read
in
their
own
books.
Students
read
after
the
cassette.
Give
them
some
time
to
read
it
in
groups
Important
language:
Would
you
like
…
or
…?
I’d
like
…
(注意提醒学生选择疑问句的形式及其回答)
Would
you
like
to
do?
Yes,
I
would.
No,
I
wouldn’t
A
kind
of/
all
kinds
of
(be
kind
to
)
Need
+
n.
/
need
to
do
Ask
student
to
read
the
dialogue
in
roles
in
group
of
three.
Then
invite
some
groups
to
act
out
the
dialogue.
Ask
students
to
make
the
dinner
menu
and
a
shopping
list
for
Mrs.
Li
according
to
the
dialogue.
Give
students
some
time
to
make
a
new
dialogue
about
their
own
dinner.
Remind
them
to
use:
What
would
you
like
to
have?
Would
you
like
to
have
…
or
…?
Listen
and
choose.
Ask
students
to
listen
to
a
conversation
then
choose
the
right
food
according
to
it.
Listen
to
another
conversation
and
tell
which
statements
are
true.
Learn
“too”
and
“also”:
‘Too’
is
usually
at
the
end
of
a
sentence.
‘Also’
is
usually
in
front
of
a
verb.
Then
do
some
exercises
about
it.
Post-
task
activity
Give
students
4-
5
minutes
to
do
a
survey:
what
would
you
like
for
dinner.
Students
can
walk
around
the
classroom
and
ask
at
least
8
students.
Then
list
the
food
that
most
students
would
like
have
for
dinner.
Then
give
a
report
about
that
like
this:
S1
would
like
…
for
dinner.
…
is
his
favorite
meat/
vegetable/
soup.
Period
2
Teaching
objectives
Knowledge
objective
Can
use
nouns
to
refer
to
countable/
uncountable
objects
Can
use
prepositions
to
indicate
addition
Ability
objectives
Can
scan
a
text
to
locate
specific
information
Emotional
objective
Learn
to
choose
healthy
food
and
know
the
custom
of
western
style
meals.
Teaching
procedure
Warming-up
Daily
talk
Invite
some
groups
to
act
out
the
text
on
page
55
Pre-task
preparation
Show
students
that
the
menu
on
page
56
and
learn
the
new
words.
Explain
the
names
of
each
dish.
Ask
students
to
make
a
new
dialogue
according
to
the
model
in
Ask
and
answer.
Give
them
enough
time
to
practice
it.
Then
invite
some
to
act
it
out.
Write
a
menu
according
to
your
dialogue
and
then
write
a
shopping
list.
While-task
procedure
Listen
to
a
dialogue
and
write
a
shopping
list
according
to
it.
Listen
to
another
conversation
and
try
to
find
out
what
they
would
like
to
have
for
dinner.
Introduce
the
ways
how
we
cook:
fried,
steamed,
boiled,
and
baked.
Show
some
pictures
and
make
sure
that
students
can
understand
each
word.
Introduce
how
people
in
western
country
to
have
dinner,
and
there
are
some
courses
for
each
meal:
starter,
salad,
main
course,
dessert
and
some
drink.
Show
students
some
dishes
for
each
course
and
Ask
them
do
ask
and
answer
the
questions:
What
starters/
salad/
main
course/
dessert/
drink
would
you
like
to
have?
Post-task
activity
Do
a
survey:
Are
you
satisfied
with
your
lunch
at
school?
If
not,
what
would
you
like
to
have
for
your
lunch?
Students
can
walk
around
in
the
classroom
as
ask
classmates
what
meat/
vegetables/
fruit/
soup
they
would
like
for
their
lunch
at
school.
Each
students
should
ask
at
least
5
other
students.
Then
choose
the
dished
that
most
students
would
like
to
have
to
make
a
menu.
At
last
give
a
report
about
their
menu?
Assignment
Oral:
Ask
your
parents
what
they
would
like
to
have
for
the
dinner.
If
the
dish
you
can
cook,
you
can
cook
it
for
them
at
weekends.
I
f
you
can’t
cook
it,
try
to
learn
it.
Written:
work
book
page
53
Period
3
Teaching
objectives
Knowledge
objective
Can
use
“how”
questions
to
find
out
price:
How
much
are/
is…?
Ability
objectives:
Can
listen
for
specific
information
Can
scan
a
text
for
specific
information
Emotion
objective
Learn
to
choose
the
things
that
fit
ourselves
and
think
about
more
than
price.
Teaching
procedure
Warming
up
Daily
talk
Ask
students
to
tell
their
parents’
favorite
food
Pre-task
preparation
Introduce
sections
in
the
supermarket
and
the
stalls
in
the
market.
Show
the
pictures
of
them
to
make
sure
that
students
can
really
understand
the
meaning
of
them.
Ask
students
to
review
Mrs.
Li’s
shopping
list.
Ask
them
which
section/
stall
Mrs.
Li
should
go
to
get
these
things.
Show
the
prices
of
each
item
in
the
supermarket
and
market.
Ask
students
to
do
the
pair
work
to
compare
the
prices
in
different
places:
How
much
are/
is
…
in
the
supermarket/
in
the
market?
They
are/
It
is
…
at
…
section
in
the
supermarket/
in
…
stall
in
the
market.
They
are
cheaper
in
the
supermarket/
market.
Ask
students
to
fill
in
a
blank
to
compare
the
prices.
Ask
them
if
they
are
Mrs.
Li,
where
they
probably
buy
these
things.
While-task
preparation
Play
the
cassette
of
Look,
listen
and
complete.
Student
listen
to
it.
Then
answer
the
following
questions:
Where
did
Mrs.
Li
buy
garlic/
prawns?
How
much
did
it/
they
cost?
Play
the
cassette
again
and
students
read
after
it.
Ask
students
to
role
play.
Remind
students
some
language
points:
have
bought;
some/
any;
realize
countable
nouns
and
uncountable
nouns.
Show
the
table
of
the
other
thing’s
prices
and
the
places
where
Mrs.
Li
bought
them.
Ask
students
to
make
a
new
dialogue.
Invite
some
groups
to
act
it
out.
Show
students
some
names
of
different
food
and
ask
them
to
put
them
in
correct
sections
in
the
supermarket.
Read
a
shopping
list
and
tell
the
statements
are
true
or
false
according
to
it.
Post-task
activity
Ask
students
to
shopping
list
according
to
their
parents’
favourite
dish.
Then
show
them
the
prices
of
different
food
in
different
places.
Ask
them
make
a
dialogue
where
they
can
buy
the
cheaper
ones.
A:
I’d
like
to
cook
____
for
my
mom/
Dad.
That’s
his/
her
favorite
dish.
B:
What
do
you
need
to
buy
for
it?
A:
I
‘d
like
to
buy_______.
B:
Where
will
you
buy…?
A:
How
much
is/
are…
in
the
supermarket/
market?
B:
They
are/
It
is
…
A:
I’d
like
to
buy
…
in
the
supermarket/
market,
because
they
are/
it
is
cheaper.
Assignment
Oral:
ask
your
parents
the
prices
of
the
food
on
your
shopping
list.
Written:
workbook,
page
50,
51
Period
4
Teaching
objectives
Knowledge
objective
Can
use
nouns
to
refer
to
countable/
uncountable
objects
Can
use
modal
verbs
to
indicate
preferences
Ability
objective
Can
re-read
to
establish
and
confirm
meaning
Can
gather
and
share
information
and
ideas
by
brainstorming,
listing
and
observing.
Emotional
objective
Learn
to
choose
suitable
food
for
yourselves
and
other
people
Teaching
procedure
Warming
up
Daily
talk
Give
a
report
about
the
dish
that
you
will
cook
for
your
mom/
dad.
Pre-task
preparation
Show
the
pictures
of
different
animals
and
try
to
tell
what
their
favourite
food
are
like
this:
What’s
your
favourite
food?
My
favourite
food
is…/
I
like
…
best./
…
is
my
favourite
food.
Then
pretend
that
you
are
a
rabbit/
dog/
cat/
elephant/
monkey,
tell
the
reason
why
you
like
this
kind
of
food
best.
Show
students
a
menu.
Give
them
some
time
to
read
the
menu
carefully.
Then
show
them
a
table
which
shows
what
some
children
like
or
dislike.
Students
should
choose
the
food
for
these
children
from
the
menu
according
to
the
table.
They
can
use
the
sentences:
She
likes
…,
so
I
would
like
choose
…
for
him/
her.
Show
the
menu
again.
And
then
ask
students
to
choose
some
food
for
their
parents:
I’d
like
to
choose…for
my
…,
because
…/
I
wouldn’t
like
to
choose…,
because
…
While-task
procedure
Show
the
menu
in
Look
and
tick.
Ask
students
to
write
some
sentences
about
what
they
would
like
for
dinner
on
the
books.
Then
invite
some
to
read
aloud.
Ask
students
to
listen
to
a
conversation
and
then
choose
the
right
answers
Post-task
activity
Ask
students
to
write
a
short
passage
about
their
favourite
food/
fruit/
drink.
Give
them
some
questions
as
clues:
What’s
your
favorite…?
Why
do
you
like
it/
them?
When
(in
which
season)
can
you
eat
it/
them
?
Is
it/
Are
they
good
for
your
health
or
not?
Where
do
you
usually
buy
it?
Why?
Assignment
Oral:
Go
over
the
whole
unit
Written:
1.
complete
the
short
passage
2.
workbook
page
54