牛津上海版英语六年级上册 Unit 9 Picnics are fun 教案（4课时）

2021学年牛津上海版英语六年级第一学期教案unit9
Period
1
Teaching
objectives
Knowledge
objective
Can
use
formulaic
expressions
to
make
suggestions:
Let’s…
Can
use
modal
verbs
to
make
suggestions:
Shall
we…?
Can
use
modal
verbs
to
indicate
preference:
I’d
like
to
Ability
objectives:
Can
use
visual
clues,
context
and
knowledge
of
the
world
to
work
out
the
meaning
of
an
unknown
word
and
a
complete
expression
Learn
to
re-read
to
establish
and
confirm
meaning
Learn
to
gather
and
share
information
and
ideas
through
processes
such
as
brainstorming.
Emotional
objectives:
Learn
to
choose
healthy
food
for
ourselves
and
family
Teaching
procedure
Warming
up
Daily
talk
Try
to
make
a
food
dictionary
Apple,
bread,
carrot,
dumpling,
egg,
fruit,
garlic,
hamburger,
jam,
ketchup,
kiwi,
lamb,
meat,
nut,
orange,
pop
corn,
rice,
sausage,
tomato,
vegetable,
Pre-task
preparation
Look
and
learn.
Students
look
at
the
pictures
of
the
food
and
learn
the
new
words.
Remind
them
countable
nouns
and
uncountable
nouns.
Tell
them
we
usually
use
some
nouns
to
express
the
amount
of
the
uncountable
nouns:
a
loaf
of/
a
piece
of
bread,
a
carton
of
milk/
juice,
a
tin
of
cola,
a
packet
of
nuts,
a
bar
of
chocolate,
a
bottle
of
water.
Ask
students
to
listen
to
the
dialogue
in
Look
and
read,
and
circle
the
food
that
is
mentioned
in
the
dialogue.
While-task
procedure
Play
the
cassette
of
Look
and
read.
Students
listen
to
it
and
repeat
after
it.
Give
students
some
time
to
practice
the
dialogue.
Invite
some
groups
to
act
it
out.
Encourage
more
able
students
to
recite
it.
Ask
students
to
make
a
shopping
list
according
to
the
dialogue.
They
should
tell
the
amounts
of
each
food
that
they
would
like
to
buy.
Give
students
some
time
to
fill
in
the
blanks
to
complete
a
passage
according
to
the
dialogue.
They
should
complete
it
individually.
Then
check
the
answer
together.
Post-task
activity
Plan
a
barbecue-
a
group
work.
Suppose
you
and
your
friend
are
planning
a
barbecue
next
weekend.
Make
a
dialogue
to
discuss
when
and
where
are
you
going
to
have
a
barbecue.
How
are
you
going
to
get
there?
What
food
do
you
need
to
buy
for
the
barbecue?
Ask
students
to
use:
Let’s…
Shall
we…?
I’d
like
to
…
Give
them
some
time
to
get
ready
for
the
dialogue
and
then
invite
some
groups
to
act
it
out.
Then
give
them
another
about
five
minutes
to
give
a
report
for
their
discussion.
They
should
show
their
shopping
list
and
introduce
their
plan
for
barbecue.
They
can
use
the
passage
that
they
have
fill
in
the
blanks
as
an
example.
Invite
some
groups
to
give
a
report.
Assignment;
Oral:
suppose
that
your
mother’s
birthday
is
coming.
You
and
your
father
are
planning
a
birthday
party
for
her
to
give
her
a
surprise.
Make
a
shopping
list
for
that
birthday.
Written:
workbook
page
55
Period
2
Contents:
Oxford
English
6A
page
63
Teaching
objective
Knowledge
objective
Can
use
formulaic
expressions
to
make
suggestions:
Let’s
do
…
Can
use
modal
verbs
to
make
suggestions:
Shall
we
have
…
Learn
to
use
adjectives
to
describe
taste:
salty,
sour,
bitter,
spicy,
sweet
Can
use
‘Why’
questions
to
find
out
the
reason
Can
use
connectives
to
give
a
reason:
because
Ability
objective
Can
understand
the
connection
between
ideas
by
recognizing
linking
words
(because)
Can
open
and
maintain
an
interaction
by
asking
and
answering
questions
(give
and
advice
and
tell
the
reasons)
Emotional
objectives
Help
students
to
realize
which
food
is
good
for
their
healthy.
They
need
balance
nutrition.
Focus:
Formulaic
expressions
to
make
suggestions:
Let’s
buy
…
Modal
verbs
to
make
suggestions:
Shall
we
have
…
Use
‘Why’
questions
to
find
out
the
reason
Use
connectives
to
give
a
reason:
because
Difficult
points
Modal
verbs
to
make
suggestions:
Shall
we
have
…
Use
‘Why’
questions
to
find
out
the
reason
(completed
sentences)
Teaching
aids
Multi-media
and
a
computer
I.
Warming
up
Daily
talk:
my
family’s
favorite
food
Quick
responses:
Give
me
some
good
advice
Teacher:
We
are
going
to
have
a
picnic.
We
need
some
food.
What
fruit/
meat/
snacks
would
you
like?
Students1:
Shall
we
buy
some…?
Students2:
Let’s
buy
some….
Students3:
I’d
like
to
have
some…
II.
Pre-task
preparation
Show
pictures
of
food:
lemon,
chocolate,
coffee,
salt,
chillies
(chilli).
Ask
students
how
they
taste.
Learn
the
new
words:
sweet,
bitter,
salty,
spicy,
sour.
Help
them
to
pronounce
correctly.
Show
pictures
of
lots
of
different
food
and
ask
students
to
say
how
they
taste
one
by
one.(quick
response)
Learn
the
new
dialogue:
A:
Do
you
like
…?
B:
Yes,
I
like
it
very
much.
A:
Why
do
you
like
it?
B:
I
like
it
because
it’s…
B:
No,
I
don’t
like
it.
A:
Why
don’t
you
like
it?
B:
I
don’t
like
it
because
it’s
…
Students
read
the
dialogue
together
and
then
practice
it
according
to
the
pictures.
III.
While-task
procedure
Play
the
cassette
of
Look
and
read.
Students
listen
to
it
and
read
in
their
own
books.
Then
ask
them
to
answer
some
questions.
What
kind
of
juice
are
they
going
to
buy?
Apple
juice.
Why
does
Peter
like
apple
juice?
Because
it’s
sweet.
What
fruit
would
they
like
to
buy?
Why?
Oranges,
because
they
are
sweet.
Why
doesn’t
Joe
like
spicy
sausages?
Because
they
are
too
spicy.
What
does
Joe
think
of
chicken
wings?
They
are
tasty.
Practice
the
dialogue
and
ask
them
to
act
out
the
dialogue.
(If
students
can
recite
it,
give
them
some
clues)
Fill
in
the
blanks
to
complete
the
new
dialogue.
Practice
it
together.
IV.
Post-task
activity
Have
a
group
work.
Suppose
we
are
going
to
have
a
picnic.
Please
discuss
with
your
classmates
what
food
you
would
like
to
buy
and
make
a
shopping
list.
(on
the
shopping
list
they
should
write
who
chooses
the
food.).
Then
invite
some
groups
to
act
it
out.
Groups
exchange
their
shopping
lists
and
make
comments.
Give
them
some
time
to
discuss
and
give
a
group
report.
They
can
have
an
example
and
some
useful
phrases
Joe
likes
chicken,
cabbage,
kiwi,
cola
and
squid
best.
Chicken
is
salty
and
tasty.
But
too
much
is
bad
for
our
health.
Cola
is
sweet
but
I
think
it’s
too
sweet.
Kiwi
is
sour
and
sweet.
I
also
like
it
very
much,
because
it’s
tasty
and
good
for
our
health
…
It’s
good
for
___’s
health.
It’s
bad
for
___’s
health.
It’s
too
sweet.
It’s
too
sour.
It
tastes
bitter.
It
is
tasty/
terrible.
V.
Assignment
Oral:
Do
a
survey:
ask
your
family
members
what
food
would
they
like
for
a
party
and
why.
Written:
Workbook
6A,
page
57
Period
3
Teaching
objectives
Knowledge
objective
Go
over
the
model
verbs
to
make
suggestions:
Shall
we…?
Can
use
adjectives
to
describe
taste
well:
sweet,
delicious,
tasty,
spicy,
salty,
sour,
bitter
Can
ask
‘wh-‘
questions
to
find
out
reasons:
why
Can
ask
‘wh-‘
questions
to
find
out
specific
information:
What
would
you
like?
Ability
objectives
Can
recognize
recurrent
patterns
in
language
structure
Can
gather
and
share
information
and
ideas
through
activities
such
as
listing
Emotional
objectives
Learn
to
choose
proper
food
for
a
party/
barbecue
/
picnic
Difficult
points
Understand
the
sentence:
Let’s
buy
some
jam
to
spread
on
the
bread.
Learn
how
to
use
the
pattern.
Teaching
procedure
Warming
up
Daily
talk.
A
brain
storm:
what’s
your
mom’s
favorite
food?
Ask
students
to
say
one
or
two
kinds
of
food
that
their
mom
likes
very
much
and
tell
the
reason.
Pre-task
preparation
Ask
students
to
take
out
their
shopping
list
for
their
moms’
birthday
party.
They
can
compare
theirs
with
their
group
members’.
Give
them
some
time
to
have
a
discussion
and
then
to
choose
some
from
each
one’s
lists.
While-task
procedure
Suppose
they
are
getting
ready
for
their
mother’s
birthday
party.
Ask
them
to
make
a
dialogue
to
decide
what
they
should
buy
for
the
party.
They
can
make
the
dialogue
in
Look,
speak
and
write
as
an
example.
Invite
some
groups
to
show
their
shopping
list
and
act
out
the
dialogue.
Ask
students
to
listen
and
read
the
poem
together.
Then
write
a
shopping
list
for
it.
Listen
to
another
3
poems
and
write
the
shopping
lists.
Learn
the
pattern:
let’s
buy
some
jam
(in
order)
to
spread
on
the
bread.
That
means:
Let’s
buy
some
jam.
We
want
to
spread
the
jam
on
the
bread.
Example:
Let’s
buy
some
honey.
We
want
to
make
the
meat
sweet.
Let’s
buy
some
honey
to
make
the
meat
sweet.
Rewrite
the
sentences:
Let’s
buy
some
eggs.
We
want
to
cook
the
eggs
with
tomatoes.
Let’s
buy
some
eggs
to
cook
with
tomatoes.
I
put
on
some
more
clothes.
It
can
make
me
warm
I
put
on
some
more
clothes
to
make
warm.
I
eat
enough
fruit
and
vegetables
every
day.
I
want
to
keep
healthy.
I
eat
enough
fruit
and
vegetables
to
keep
healthy
Why
do
you
eat
enough
fruit
and
vegetables
every
day?
Pos-
task
activity
Ask
students
to
write
another
poem
according
to
the
models.
Encourage
them
to
write
more
interesting
things.
Invite
some
to
read
their
own
poems.
Ask
the
whole
class
to
decide
whose
is
the
best.
Assignment
Oral:
Tell
your
mother
that
what
you
have
got
ready
for
her
birthday.
Written
Workbook
page
56
Period
4
Teaching
objectives
Knowledge
objective
Can
use
‘how’
questions
to
find
out
quantities:
how
much
money
have
you
got?
Ability
objectives
Can
recognize
format
and
language
features
in
narrative
and
non-narrative
texts.
Can
maintain
an
interaction
by
responding
to
others’
opinions
Emotional
objectives
Learn
to
use
money
more
reasonably.
Teaching
objectives
Warming
up
Daily
talk
Quick
responses:
teacher
says
a
kind
of
food,
and
students
use
a
proper
noun
to
say
it
again
to
express
the
amount.
Some
chicken
wings:
a
packet
of
chicken
wings
Some
bread:
a
loaf
of
bread
Some
nuts:
a
packet
of
nuts
Some
juice:
a
carton
of
juice.
Some
jam:
a
bottle
of
jam
Some
cola:
some
cans
of
cola
Some
oranges:
a
package
of
oranges
Pre-task
preparation
Ask
students
to
look
at
the
pictures
of
different
food.
Go
over
how
to
ask
the
prices
and
the
answers
for
that.
How
much
are
the
chicken
wings?
They
are
fifteen
yuan
How
much
does
a
package
of
chicken
wings
cost?
It
costs
fifteen
yuan.
Ask
students
to
read
these
sentences.
Remind
them
of
the
single
and
plural
forms
of
the
nouns
and
the
verbs.
Ask
students
to
practice
them
by
using
the
pictures.
Remind
them
to
use
the
proper
nouns
to
express
the
amount
of
the
food.
Invite
some
to
act
it
out.
While-task
procedure
Listen
to
the
dialogue
and
read
after
it.
Then
students
read
aloud
together.
Give
students
some
time
to
practice
it
and
ask
them
to
answer
some
questions
according
to
the
dialogue
individually.
Post-task
activity
Ask
students
to
listen
to
some
dialogues
and
then
try
to
tell
how
much
each
person
should
pay
for
their
meal.
Before
listening
give
students
enough
time
to
read
the
menu
first.
(for
less
able
students
teacher
should
explain
the
menu
for
them).
Tell
students
when
they
are
listening,
it
is
possible
for
them
to
have
no
enough
time
to
give
out
the
amount
of
money.
They
can
tick
the
food
they
choose
first
and
then
account
and
calculate
them.
Check
the
answer
together.
Give
students
some
useful
expressions
and
ask
them
to
make
a
new
dialogue
to
order
the
dinner
in
a
restaurant.
Do
a
pair
work,
one
is
a
customer
and
the
other
is
a
waiter
or
waitress.
Invite
some
of
them
to
act
it
out.
Ask
other
students
to
give
a
comments
if
their
dinner
are
healthy
or
not.
Assignment
Oral:
find
out
how
much
you
should
pay
for
all
the
food
on
your
shopping
list
for
your
mother’s
birthday
party.
Written:
workbook
page
60
Period
5
Teaching
objectives
Knowledge
objectives:
Learn
to
use
modal
verbs
to
ask
permission:
May
I
have…?
Can
use
‘wh’
questions
to
find
out
specific
information:
why
Can
use
connective
because
to
give
reasons
Learn
to
use
formulaic
expressions
to
accept
or
decline
an
offer:
Yes,
please/
No,
thanks.
Ability
objectives:
Can
maintain
an
interaction
by
asking
and
responding
to
other’s
opinions
Recognize
format
and
language
features
in
narrative
and
non-
narrative
texts
Emotional
objective
Learn
the
good
manners
at
a
party
or
picnic
Teaching
procedure
Warming
up
Daily
talk
Read
a
passage
and
try
to
fill
in
the
blanks
to
complete
a
passage
according
the
text.
Then
check
the
answer
together.
Pre-task
preparation
Show
a
short
dialogue
to
students:
Would
you
like
some
nuts?
Yes,
please.
Why
do
you
like
to
have
nuts?
Because
they
are
tasty.
Would
you
like
some
chocolates?
No,
thanks.
Why
not?
They
are
too
sweet.
Remind
students
that
“Would
like
+
n.”
and
“Would
like
+
to
do”
are
different.
And
the
answers
are
also
different.
In
these
questions
we
can
only
use
“some”,
not
“any”
Ask
students
to
practice
these
patterns
according
to
the
given
pictures.
Invite
some
pairs
to
act
it
out.
Show
students
some
cartoon
pictures.
Ask
them
to
suppose
they
are
the
animals
in
the
pictures,
what
responses
they
would
like
to
give
and
why.
Invite
some
groups
to
act
out.
Show
another
short
dialogue:
May
I
have
some
cola?
Yes,
please.
May
I
have
some
prawns?
Sorry,
we
haven’t
got
any.
Remind
students
that
“may”
is
a
modal
verb.
And
here
it
is
used
to
ask
for
permissions.
And
the
answer
for
that
are
formulaic:
Yes,
please./
No,
thanks.
Ask
students
to
look
at
the
pictures
and
suppose
they
are
in
a
market
or
a
supermarket.
They
want
to
buy
something.
Practice
these
patterns.
Invite
some
groups
to
act
it
out.
While-task
procedure
Students
listen
to
the
dialogue
in
Listen
and
say.
They
read
after
the
dialogue.
Give
students
time
to
practice
it.
Encourage
them
to
recite
it.
Invite
some
to
act
it
out.
Suppose
that
you
have
invited
some
relatives
to
your
mother’s
birthday
party.
At
the
party,
there
are
many
kinds
of
food.
Make
a
dialogue
about
that.
Use
the
patterns
in
Act
out
the
story
on
page
66.
Invite
some
groups
to
act
it
out.
Post-task
activity
Show
students
a
short
story
of
a
barbecue.
Ask
them
to
read
it
carefully
by
themselves.
Then
answer
some
questions
about
the
story.
Students
should
complete
all
the
questions
individually.
Then
check
the
answers
together.
Assignment
Oral:
review
the
whole
unit
Written:
write
a
short
passage
of
a
barbecue/
picnic/
party.
Write
at
least
6-8
sentences.
Workbook
page
59,61