Unit 3 Food-A Food groups (Viewing and listening) 教学设计 2025-2026学年沪教版（五四学制）英语六年级上册

该初中英语教学设计聚焦食物分类词汇及“Have a/an/some...”“... is/are good for you”句型，通过食物歌曲热身与彩色餐盘图片提问导入，用图片、实物、闪卡等支架衔接新旧知识，梳理食物名称及表达逻辑。 资料以多模态输入（歌曲、音频、实物）提升语言理解与表达能力，小组食物分类培养分类思维，角色扮演促进真实沟通，制作海报任务拓展学习渠道，助力学生夯实基础，教师易操作且课堂互动性强。

Unit 3 Food-A Food groups (Viewing and listening) This unit focuses on the topic of food, specifically food groups. Through viewing and listening activities, students will be exposed to various types of food, their names in English, and the concept of a balanced diet. The content will help students build their vocabulary related to food and understand the importance of different food groups for a healthy lifestyle. The materials may include pictures, videos, and dialogues that showcase different kinds of food such as fruits, vegetables, grains, proteins, and dairy products. 教学目标 A. Knowledge Objectives Students will be able to master the English names of common foods in different food groups, such as "apple", "banana", "carrot", "bread", "chicken", "milk", etc. Learn the sentence patterns like "Have a/an/some..." to express offering food and "... is/are good for you." to describe the benefits of certain foods. B. Ability Objectives Improve students' listening skills by listening to dialogues and instructions related to food. Develop students' speaking ability to communicate about food, including offering food and discussing its benefits. Cultivate students' ability to categorize foods into different food groups. C. Emotional Objectives Foster students' interest in learning English through the interesting topic of food. Raise students' awareness of a balanced diet and healthy eating habits. 教学重难点 A. Key Points The English names of various foods and the pronunciation of these words. The correct usage of the sentence patterns "Have a/an/some..." and "... is/are good for you." B. Difficult Points Helping students distinguish between countable and uncountable nouns when using the sentence patterns related to food. Encouraging students to use the learned language to communicate about food in real - life situations. Food Vocabulary Fruits: apple, banana, orange, grape, strawberry, watermelon, etc. Vegetables: carrot, potato, tomato, cucumber, broccoli, spinach, etc. Grains: bread, rice, noodles, cereal, etc. Proteins: chicken, beef, fish, egg, bean, etc. Dairy products: milk, cheese, yogurt, etc. Sentence Patterns Offering food: Have a/an/some... Example: Have an apple. Have some bread. Describing benefits:... is/are good for you. Example: Apples are good for you. Milk is good for your bones. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Play a short and lively English song about food, such as "The Fruit Song". While playing the song, show some simple pictures of fruits on the PPT. Encourage students to sing along with the song and move their bodies. This activity can quickly attract students' attention, create a pleasant English - learning atmosphere, and also arouse their interest in the topic of food. B. Lead - in (5 minutes) After the song, show a big picture of a colorful plate filled with different kinds of food on the screen. Ask students: "Boys and girls, look at this picture. What can you see? Can you name some of the foods in Chinese?" Let several students answer. Then say: "Today, we are going to learn how to say these delicious foods in English. And we will also find out which foods are good for us." This can smoothly lead into the new lesson content. C. Presentation (15 minutes) Vocabulary Teaching Divide the foods on the picture into different food groups on the PPT. Start with the fruit group. Point to an apple and say: "Look, this is an apple. A - P - P - L - E, apple. Repeat after me." Lead students to read the word several times, paying attention to the correct pronunciation. Then show other fruits one by one, such as banana, orange, etc., and teach students their English names in the same way. Do the same for other food groups, like vegetables, grains, proteins, and dairy products. For example, when teaching "carrot", say: "This is a carrot. C - A - R - R - O - T, carrot. It's a kind of vegetable." Use flashcards to review the words. Show the flashcards quickly and let students shout out the English names of the foods on the cards. This can help students better remember the new words. Sentence Pattern Teaching Take out a real apple and say to a student: "Have an apple." Then explain the meaning of this sentence: "It means I want you to eat an apple." Let the student repeat the sentence. Then do the same with other foods, such as "Have some bread", "Have a glass of milk", etc., and ask different students to practice. Next, teach the sentence pattern "... is/are good for you." Use the PPT to show some scientific facts. For example, show a picture of a strong body and an apple, and say: "Apples are rich in vitamins. Apples are good for you." Explain the meaning to students. Then show other foods and let students practice saying sentences like "Milk is good for your bones." "Carrots are good for your eyes." D. Listening Practice (10 minutes) Show a dialogue picture on the PPT. The picture shows two children in a kitchen, with various foods on the table. Tell students: "Now, let's listen to a dialogue between these two children. Listen carefully and find out what foods they are talking about." Play the audio of the dialogue. After the first listening, ask students some simple questions, such as "Who are talking in the dialogue?" "Where are they?" Play the audio again. This time, ask students to listen more carefully and write down the names of the foods they hear on a piece of paper. Check the answers with the whole class. Write the food names on the blackboard. Then play the audio for the third time, and let students follow the audio to read the dialogue sentence by sentence, paying attention to the intonation and pronunciation. E. Consolidation and Extension (10 minutes) Group Activity - Food Classification Divide students into groups of four or five. Give each group a set of cards with different food names written on them. Ask students to work together to classify these foods into different food groups, namely fruits, vegetables, grains, proteins, and dairy products. Walk around the classroom, monitor the groups' activities, and offer help if necessary. After the groups finish, ask each group to send a representative to the front of the class to show their classification results and explain their reasons. Role - play Set a situation: A family is having a meal at home. There are different kinds of food on the table. Each student in the group will play a role in the family, such as father, mother, son, or daughter. They need to use the learned sentence patterns, like "Have some...", "... is/are good for you." to have a conversation about the food on the table. Let the groups practice for a few minutes. Then invite some groups to come to the front of the class and perform their role - plays. The rest of the students can watch and listen, and give a simple evaluation after each performance, such as what they did well and what they could improve. F. Summary and Homework Assignment (5 minutes) Summary Review the key points of this class with students, including the English names of foods in different food groups and the two important sentence patterns. Ask students to recall and share what they have learned in this class. Homework Assignment Ask students to make a food poster. They need to draw pictures of at least five different foods from different food groups on the poster, write down their English names, and use the sentence pattern "... is/are good for you." to write a short sentence about each food. Encourage students to share their posters with their families and introduce the foods in English. 教学反思 Positive Aspects The warming - up activity of singing the food - related song successfully engaged students' attention at the beginning of the class, making them more interested in the following content. The use of real objects, pictures, and flashcards in vocabulary teaching made the new words more vivid and easier for students to remember. The step - by - step teaching of sentence patterns, combined with real - life demonstrations, helped students understand and practice them effectively. The listening practice with the dialogue picture guided students to gradually improve their listening skills, and the subsequent reading - aloud after listening also enhanced their pronunciation and intonation. The group activities, such as food classification and role - play, provided students with opportunities to cooperate and communicate in English, which not only consolidated the learned knowledge but also cultivated their teamwork spirit. Areas for Improvement Some students still had difficulty in distinguishing between countable and uncountable nouns when using the sentence patterns, especially when using "some" with uncountable nouns. In future teaching, more specific explanations and additional exercises should be designed to address this issue. During the role - play activity, a few students were a bit shy and less active. In the future, more encouragement and guidance should be given to these students to make them more involved in class activities. The time control for some activities could be more precise. For example, the group discussion in the food classification activity took a little longer than expected, which slightly affected the time for the role - play. In the next class, better time management should be carried out to ensure that all teaching procedures can be completed smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$