(共40张PPT)
（牛津深圳版）六年级
上
Unit 3 Healthy or unhealthy
Look and learn & Do a survey
Contents
目录
Warm-up
01
Lead in
02
Presentation
03
Practice
04
Summary
05
Homework
06
Review and answer
What did Joe have for breakfast this morning
He had two hamburgers and some cola.
Warm-up
01
Review and answer
Did Joe had a healthy breakfast
No, he didn’t.
Warm-up
01
Review and answer
Did Jill have breakfast this morning
No, she didn’t.
Warm-up
01
Review and answer
What did Alice have for breakfast this morning
She had some bread and milk. She also had an egg and an apple.
Warm-up
01
Lead in
02
Think and share
What did you have for breakfast this morning Are they healthy food Share with us.
Lead in
02
Think and share
I had some bread and milk. I think they are healthy food.
Lead in
02
Think and share
I had a hamburger. Maybe it’s unhealthy food, but I like it.
Lead in
02
Think and share
I had a piece of pizza. I think it’s unhealthy food, but it’s really yummy.
Lead in
02
Think and share
I had some noodles. It’s healthy food.
Presentation
03
Look and learn
hamburger
pie
Presentation
03
Look and learn
pizza
sandwich
Presentation
03
Point and say
Presentation
03
Look and say
I had a hamburger for breakfast this morning.
Presentation
03
Look and say
I had a pie for breakfast this morning.
Presentation
03
Look and say
I had some pizza for breakfast this morning.
Presentation
03
Look and say
I had a sandwich for breakfast this morning.
Presentation
03
I’m curious about what my classmates ate yesterday. Did they eat healthy food Let’s ask and say.
Presentation
03
Ask and answer
Ask and answer
What did you have for breakfast yesterday
I had some milk, some bread and an egg.
Practice
04
Ask and answer
What did you have for lunch yesterday
I had an apple, some chicken
and rice.
Practice
04
Ask and answer
What did you have for dinner yesterday
I had a little fish, some
vegetables and noodles.
Practice
04
Name Breakfast Lunch Dinner
Kitty
some milk, some bread and an egg
Practice
04
an apple, some chicken and rice
a little fish, some
vegetables and noodles
Complete the table
Ask and answer
What did you have for breakfast yesterday
I had some fish, chicken and rice.
Practice
04
Ask and answer
What did you have for lunch yesterday
I had some noodles.
Practice
04
Ask and answer
What did you have for dinner yesterday
I had some fish and chicken.
Practice
04
Name Breakfast Lunch Dinner
Kitty
Joe
some milk, some bread and an egg
Practice
04
an apple, some chicken and rice
a little fish, some
vegetables and noodles
some fish, chicken and rice
noodles
some fish and chicken
Complete the table
Ask and answer
What did you have for breakfast yesterday
I had some milk, fruit and an egg.
Practice
04
Ask and answer
What did you have for lunch yesterday
I had some rice and vegetables.
Practice
04
Ask and answer
What did you have for dinner yesterday
I had some fish, chicken and vegetables.
Practice
04
Name Breakfast Lunch Dinner
Kitty
Joe
Peter
some milk, some bread and an egg
Practice
04
an apple, some chicken and rice
a little fish, some
vegetables and noodles
some fish, chicken and rice
noodles
some fish and chicken
some milk, fruit and an egg
some rice and vegetables
some fish, chicken and vegetables
Complete the table
Give a report
Practice
04
Yesterday, Kitty had some milk, some bread and an egg for breakfast. She had an apple, some chicken and rice for lunch. She had a little fish, some vegetables and noodles for dinner.
Practice
04
Listen and choose
Practice
04
Listen and choose
Practice
04
Listen and choose
Summary
05
Phrases:
hamburger, pie, pizza, sandwich
Sentences:
—What did you have for breakfast/lunch/dinner yesterday
—I had some ….
Homework
06
Must do:
1. Talk about meals with your partners.
2. Do a survey about what your classmates ate yesterday.
Choose to do:
1. Give your survey a report.
Thanks!
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/admin中小学教育资源及组卷应用平台
Unit 3 Healthy or unhealthy 单元整体教学设计
单元课题 六年级上册Unit 3 教材页码 P14-19
单元主题 意义 本单元的主题属于“人与自我”和“人与社会”两大主题范畴，话题是“Healthy or unhealthy ”谈论健康饮食和生活方式的话题。本单元的主要学习内容是：Listen and say部分是会话语篇，呈现了Alice、Joe和Jill三人谈论早餐的场景。Look and learn 呈现了hamburger、pie、pizza、sandwich四个英美国家常见的食物。Look and read部分是一篇阅读语篇，以食物金字塔的形式对比健康和不健康饮食和生活习惯。Do a quiz呈现了一张饮食习惯调查表，要求学生完成调查表，了解自己的饮食习惯是否健康。Do a survey调查同学们前一天的饮食情况并做汇报。Learn the sounds部分复习字母p、b、t、d、k、c、g和字母组合ck在单词中的发音。Culture corner部分带我们了解中西方饮食的差异，在培养学生的口语表达能力的同时，带领学生了解中西方饮食文化差异。
教学内容分析 1.来源&内容： 本单元是深圳版牛津英语六年级上册Module l Getting to know each other第三单元，是关于健康饮食和生活方式的话题。本单元引入健康食谱和食物金字塔，将生活中的饮食习惯、生活习惯与学生的身心健康有机结合。通过本单元学习帮助学生更好地分辨出健康和不健康的饮食和生活习惯，意识到健康饮食、健康习惯、健康生活的重要性。同时，也帮助学生更好地了解不同国家的饮食文化差异，拓展学生的国际视野，引导学生养成健康的饮食和生活习惯。 2.纵向知识关联： 功能：询问、回答、介绍。 话题：谈论健康饮食和生活方式。 语言知识： 1AUnit9 May I have a pie May I Have a pie 1BUnit5 Food I like Unit6 Drinks I likeDo you like... What do you like 2BUnit5 Food I likeWould you like some... Sure./No, thanks.3AUnit4 My friendsThis is Kitty. She’s my friend. She’s thin.4AUnit 8 At the shopWhat would you like I’d like some tomatoes.4BUnit 2 Smell and taste Unit 5 SportsThis is orange juice. It is sweet and sour. I like orange juice. Does Alice like playing football 5AUnit4 Grandparents Unit5 FriendsWhat do you usually do with your grandparents I usually play chess with my grandpa. We both like sport.5BUnit 9 Seeing the doctorYou should take some medicine. You shouldn’t go to bed late.
3.横向知识关联： 从话题上来看，是1B、2B Food I like 话题的拓展学习，谈论健康饮食；从英语知识能力方面来看，经过五年的英语学习，学生已掌握了食品、活动、情绪、人际关系等方面的词汇，在生活中对健康这个话题也比较熟悉，积累了丰富的背景知识。 4.单元探究设计：
学情分析 1.年龄特征： 六年级是小学阶段最后一个年级，高年级学生较中、低年级学生具有更成熟的认知能力和心理特征，对自身及周边的事物逐步有了自己独立的理解和认识。但不同学生的具体表现有很大差异，英语基础好的同学对英语有较强的求知欲和兴趣，能够把所学内容与生活实际相联系，并在课程教学过程中积极参与课堂教学活动，喜欢丰富多样的课堂活动形式，如畅读歌谣、对话表演、改编故事等，而一些学困生对英语学习的积极性不高，对英语课堂或家庭作业都是敷衍应付。 2.知识储备： 从话题上来看，是1B、2B Food I like 话题的拓展学习，谈论健康饮食；从英语知识能力方面来看，经过五年的英语学习，学生已掌握了食品、活动、情绪、人际关系等方面的词汇，在生活中对健康这个话题也比较熟悉，积累了丰富的背景知识。 3.能力水平： 六年级学生通过前几年的英语学习，逐渐养成了良好英语学习的习惯，大部分学生具有较好的听、说、读、写能力；他们思维活跃，具备初步获取关键信息的能力，能就日常生活话题阐述自己的观点和想法，并能进行基础会话和创编对话；能读懂简单的故事性小短文和说明文，会使用思维导图梳理所学的知识，学会了一定的阅读策略，如划关键词，提取关键信息，分类和简单的归纳。他们具备一定的信息素养，能够通过现代信息技术查阅课外资料，并且能初步运用所查资料。
单元目标 在本单元教学结束之际，学生能： （1）能掌握本单元的核心词汇：healthy, unhealthy, hamburger, yesterday, fruit, pie, pizza, sandwich, vegetable, chicken, chocolate, a little. （2）能在语境中正确使用核心句型What did you have for breakfast/lunch/dinner 询问别人过去一日三餐所吃的食物，并能用I had ... 表达三餐内容。 （3）能根据辅音字母p、g、t、d、k、c、g和字母组合ck的发音规律，拼读简单的单词。 （4）能用a lot of/lots of/some/a little/a few等词汇描述合理饮食结构。
第二课时教学设计
一、语篇研读
What：本节课选自牛津深圳版英语六年级上册Module 1 Unit 3 Healthy or unhealthy 本部分学习的核心语言是巩固复习运用What did you have for breakfast/ lunch/dinner I had some ...询问并回答他人一日三餐吃了什么的表达。本文段内容是了解同学的一日三餐都吃了什么的小调查，巩固复习运用What did you have for breakfast/ lunch/dinner I had some ...询问并回答他人一日三餐吃了什么的表达。核心语言使用场景为日常生活常见，易于理解且学生感兴趣，对学生的个人生活态度的养成有积极的作用。
Why: 本课时通过了解同学的一日三餐都吃了什么的小调查，巩固复习运用What did you have for breakfast/ lunch/dinner I had some ...询问并回答他人一日三餐吃了什么的表达：That's not healthy. 描述饮食是否健康的表达。通过情景的创设，激发学生的学习兴趣，鼓励学生把所学内容运用到生活实际中。
How: 本课时是对话课教学模式，巩固复习运用What did you have for breakfast/ lunch/dinner I had some ...询问并回答他人一日三餐吃了什么的表达。；学习过程中，强调学生在自主探究、小组合作和多元评价的过程中提高沟通能力和解决问题的能力。
二、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，巩固复习运用What did you have for breakfast/ lunch/dinner I had some ...询问并回答他人一日三餐吃了什么的表达;(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，巩固复习运用What did you have for breakfast/ lunch/dinner I had some ...询问并回答他人一日三餐吃了什么的表达，过程中培养学生团队合作的能力，养成互帮互助的习惯。（迁移创新）
完成本课时目标所需要的核心语言如下：
—What did you have for breakfast/lunch/dinner yesterday
—I had some ....
二、教学重难点
1. 听懂、准确认读、词汇hamburger, pie, pizza, sandwich；
2. 巩固复习运用What did you have for breakfast/ lunch/dinner I had some ...询问并回答他人一日三餐吃了什么的表达。
三、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，巩固复习运用What did you have for breakfast/ lunch/dinner I had some ...询问并回答他人一日三餐吃了什么的表达 1.Warm up Review and answer 出示图片，组织学生根据图片回答问题，回顾上节课所学内容的同时，引出新课内容。 2.Lead in Think and share 你今天早餐吃了什么？你吃的是健康食物吗？想一想，说一说，锻炼学生口语表达能力的同时，引出课文内容。 3. Presentation Look and learn 出示图片及其对应的单词及发音，带领学生从音，形，义各方面学习本单元重点单词：hamburger, pie, pizza, sandwich。 Point and say 出示图片，组织学生根据图片，指读单词，考查学生对本节课重点单词的理解和掌握程度的同时，锻炼学生的口语表达能力。 Look and say 出示图片，组织学生用图片及其对应的单词进行造句练习。考查学生对本节课重点单词的理解和掌握程度的同时，锻炼学生的口语表达能力。 Ask and answer Alice好奇自己班级的同学昨天都吃了什么？于是她做了一项关于昨天同学们一日三餐的饮食小调查，我们一起互动问答，问一问，说一说。 出示图片，组织学生根据图片，互动问答，对话练习询问并回答他人一日三餐吃了什么的相关表达。巩固复习本节课重点内容的同时，锻炼学生的口语表达能力。 Give a report 根据调查结果，写一份调查报告，并把你的报告分享给同学们。巩固复习本单元重点内容的同时，锻炼学生的书面表达和口语表达能力。 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师观察学生对细节信息提取的速度和准确性。 教师观察学生对细节信息提取的速度和准确性。 教师设置任务为学生总结提取关键信息。 教师设置任务为学生总结提取关键信息。
设计意图：本阶段活动旨在帮助学生在语境中通过感知核心语言到运用逻辑推理建构文本，学习核心语言。学生在教师的指导下听音，模仿，唱歌谣，朗读等，从大意到细节逐步掌握学习要点，同时语言思维也得到有效发展。学生通过各种活动进一步理解、内化核心语言，为下一步语言输出奠定基础；同时价值观的渗透在任务完成的过程中主动完成。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 4. Practice Listen and choose 播放音频，听录音，组织学生根据音频内容，从所给图片中选出与之对应的图片。考查学生对本课课文的理解和掌握程度的同时，锻炼学生的听力能力。 教师观察学生能否对核心语言进行有效应用。
设计意图：本阶段学习活动引导学生在归纳和整理核心语言的基础上，通过游戏形式使每位学生都能深入语言，并运用语言，引导学生从学习理解过渡到应用实践，能够自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，巩固复习询问并回答所看见的东西的表达。 1. Summary Phrases: hamburger, pie, pizza, sandwich Sentences: —What did you have for breakfast/lunch/dinner yesterday —I had some .... 2. Homework Must do: 1. Talk about meals with your partners. 2. Do a survey about what your classmates ate yesterday. Choose to do: 1. Give your survey a report. 归纳总结本节课重点单词、短语和句型。 教师鼓励学生积极参与创意作业的完成并进行自评。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地应用所学语言，交流。学生从课本走向现实生活，在解决问题的过程中发展语言能力，并培养学生学习英语的兴趣。
