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Module 1 Food and drinks
Unit 1 A surprise birthday party
主要内容：
（注：所有单词可参照目录中的Vocabulary及后面的 Word List.）
I.常用词组： be free, on Saturday , at the party, watch cartoons, dress up, look forward to sth/ doing sth, have chicken wings/ fish fingers/ orange juice…, make him a chocolate cake,
II.有用句型：
1.A: May I speak to …, please :? B: This is …speaking.
2.Shall we have some…?
3. Let’s have some…
4.That’s a good idea.
5.I’d like to…
III.语言难点：
1.I’d rather have more snacks.
2.I’d like to take some photos at Ben’s birthday party.
这两个句型中的”’d”都是would, 区别在于would rather后面是do的形式,而would like 后面是to do形式，学生经常会混淆。
IV.教学建议：
1.掌握Tommy Target所列内容。
2.教育学生同学过生日时不必铺张浪费，可以送些自己制作的小礼物。
3.可以让学生真正动手学做蛋糕，以激发兴趣，也可培养动手能力，同时可以让他们给自己的父母一个惊喜。
Unit 2 Growing smart, growing strong
主要内容：
（注：所有单词可参照目录中的Vocabulary及后面的 Word List.）
I.常用词组：【Food,,and,,drinks小学英语牛津版教案】
go to a concert, be on, go cycling, enjoy swimming, have a barbecue, fall asleep, have toothache, bad habits, used to run/ smoke/ eat…, not…any longer,
II.有用句型：
1．So/ Neither do I. 2. Let’s ( not ) go to a concert. 3. Why don’t we go to see a film instead ? 4. I used to….Now I…
III .语言难点：
1.too much/ many , more, less, 注意提醒学生后面带可数名词与不可数名词
2.used to后面必须跟动词原型。
3.注意不同时态的比较【Food,,and,,drinks小学英语牛津版教案】
IV. 教学建议：
1.掌握Tommy Target所列内容。
2.教育学生培养良好生活习惯。
3．可以设计一个表格，请学生作小记者调查同学的生活习惯，可提高兴趣，加强互动，并指出不良习惯。
Unit 3 The international food festival
主要内容：
（注：所有单词可参照目录中的Vocabulary及后面的 Word List.）
I.常用词组：
take care of homeless animals, raise money for…, different kinds of, get ready for, have an international food festival, tea with milk and sugar,
II.有用句型：
1.Would you like to buy some food ? 2. I’m selling…food. I’ve got some…
3. How much do they cost ?
4. May I have…, please ?
III .语言难点：
1. Wh-questions and How-question.
2. 区别with的不同含义, 如：tea with milk and sugar（含有） 与 sprinkle the shapes with flour（用）.
IV. 教学建议：
1.掌握Tommy Target所列内容。
2.可以借助课文进行爱心教育.
3.可以采用小品表演形式进行买卖交易.
Unit 4 How is food made ?
主要内容
（注：所有单词可参照目录中的Vocabulary及后面的 Word List.）
I.常用词组：
do a project, frozen fish/ vegetables, at a factory/ bakery/ dairy, interview sb, be made, investigate sth, look forward to hearing from you,
II.有用句型：
1. I think I’m going to investigate…
2. My project’s going to be about…
3. What do you do first/ secondly/ next/ then/ after that. Finally ?
III .语言难点：
1. 区别dairy 与 diary 的拼写, 学生很容易混淆.
2. We freeze the fish so that it will be fresh for a long time. 注意理解sothat含义.
3. Wh-questions and How question.
IV. 教学建议：
1.掌握Tommy Target所列内容。
2.多用实物, 将枯燥的东西直观化.
牛津英语6A Module 3 Food and Drink
Unit 10 Healthy Eating
教材分析：
1本课围绕着“健康饮食”这个主题展开。是在前两个unit的基础上，对各种食物对身体有益与否的一个小结。从而也是教会学生则善而食，辨别饮食的优劣，也是贯彻《生命教育纲要》的一种体现，还是实现“学会生活”教育理念的一种体现。
2本课也是对过去所学过的量词如：some, many, much的复习巩固，并在此基础上继续学习和巩固诸如a little、a few、some、a lot of、plenty of等词的用法。学生要会区分可数与不可数名词，并会用这些“量词”加以修饰。
Teaching aim:
After this lesson, the students should:
1 learn some new food items: salt, yogurt, fat, oil, sugar
2 be able to use “plenty of, a little, a few, a lot of” to tell quantity.
3 be able to use “how many, how much” to ask questions about quantity. 4 know what a healthy diet is.
本堂课是Module3 Unit10 Healthy Eating的第一教时，谈论的主题是Healthy Diet，而本课主要的语言知识是运用量词来表达可数名词和不可数名词的数量，并对量词进行提问。因此在教学设计上以不同的活动串联本课主题，让学生在谈论主题：Healthy Diet的过程中不断地运用本课的target language进行操练。也想通过本堂课的教学，尝试在教学中运用不同的学生活动方式。
众所周知，活动是英语课中不可缺少的组成部分，在课堂中起着极其重要的作用。通过本堂课的教学，使我对如何在教学中设计有效的教学活动有了一定的体会。
首先，活动是为教学服务的。活动的设计，是为了让学生在有趣的活动中学习知识，提高听说读写能力，学会在合适的语境中运用所学语言，提高语言的实际运用能力。根据本课的重难点，设计了一系列的学生活动。引入部分为帮助学生回忆所学的有关食物的单词设计
的Brainstorm，While-task procedure中教学食物金字塔时进行的小组讨论，操练句型时运用的Pair Work以及最后设计的为两位病人看病都围绕着教学目标展开，取得较好的效果。
其次，组织时应适当的调度，应使学生对活动的兴趣及时回归到知识上，使“知识在活动中，活动具有知识性”。
最后，课结束后要常问一问学生，你在愉悦中收获了什么？学生对英语的兴趣不能停留在活动的“活”“乐”“玩”上，我们应注重学科知识本身的魅力。
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3B Unit 6 Food and drinks【Food,,and,,drinks小学英语牛津版教案】
Period 2 Teaching Plan
——Wang Lin, Xinzhou Primary School
●The General Idea of This Period：
This period we are going to deal with the key sentences of Unit 6. During this period the students will learn more vocabulary about food and drinks. Meanwhile they can learn some speaking skills about when they’re having a picnic or when they want to show their belongings.
●Knowledge Objectives:
Words: biscuit, bread, egg, juice, milk, water, breakfast, child, have, some, we, too
Sentences: What do you have?
I have some bread and bananas.
What about you?
●Ability Objectives:
Listening: Understand the dialogues about food and drinks.
Speaking: Express what food and drinks I/ we have by using “I/We have…”
Reading: Ask others what they have by using “What do you have?”
Writing: Write the core vocabulary of this unit.
●Teaching Important Points：
Words: child, have, some, we, too
Sentences: What do you have?
I have …
What about you?
●Teaching Difficulty Areas：
Word “some” plus uncountable nouns and plural nouns.
For example: some water, some biscuits
●Teaching Methods:
1. Develop competitions to help them concentrate and focus better.
2. Share a story about “Peppa Pig’s Picnic” based on the text that I have made by using the popular cartoon characters to stimulate students' interest.
3. Use a glove puppet to check students’ understanding of the story by an asking-and-answering activity.
4. Do a role-play game using the main sentences of this unit to help students develop their expression ability.
5. Develop task-based “Group cooperative learning” to stimulate students’ learning initiative.
●Moral Objective:
Strengthen the students' healthy eating habits.
●Teaching Aids: Multi-media facilities, a glove puppet of “Mr. Dinosaur”
●Teaching procedures:
I、 Warm up
1. Sing the “Hello song” together
2. Greetings about their breakfast/lunch
3. Word review: What food/drinks/fruit do you like?
II、 Presentation
1. Present the new words
2. Have a “words spelling” competition
3. Present the title of this unit
T: What are these words about?
S: Food and drinks.
T: Bingo!
△Title: Food and drinks
III、Practice
1. Invite a volunteer to lead the class reading the main sentences---- “I have…” “We have…”
2. Discussion
Q: What is a picnic? What do you have for a picnic?
3. Enjoy the story: “Peppa Pig’s picnic” which has a hungry dinosaur in it.
T: Now the little dinosaur is coming.（Take out my glove puppet of “Mr. Dinosaur”）He is hungry. He wants to join us. What do you have for him?
S1: I have….
T: How is it? / Do you like…? / Thank you. / You’re so kind-hearted. / What else do you have? Ss: I have…and…. (Show their pictures that they have prepared about food and drinks and speak them out)
4. Filling the blanks
T: Now imagine that we’re having a picnic, ask your group members what they have, and fill in the blanks. (1 worksheet for 4 students)
Happy Picnic
5. Sum up
Invite two groups to share their happy picnic.
6. Role-play
Background: At a supermarket
Roles: A cashier and a buyer
Main sentences: “What do you have?” “I have…”
7. Drawing inferences based on the sentence pattern “What do you have…?”
Q: What do you have in your pencil box? / in your bedroom / in our classroom?
8. Text expanding: Talk about junk food and a balanced diet.
Q: Junk food, or a balanced diet. Which is your choice? Why?
IV: Homework
Complete <Exercise Book> P36-P38
Appendix:
The design of the writing on the blackboard
Unit 6 Food and drinks
What do you have?
I have…
What about you?
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