Unit 3 Food B Healthy food choices (Speaking)教学设计 2025-2026学年沪教版（五四学制）（2024）六年级英语上册

Unit 3 Food-B Healthy food choices (Speaking) This speaking lesson from Unit 3 Food in the Shanghai Education Press (Five - Four Academic System, 2024) English textbook for Grade 6 focuses on the topic of healthy food choices. Students will engage in various speaking activities related to healthy and unhealthy foods. They will learn to describe different foods, discuss their nutritional value, and express their opinions on healthy eating habits. Through real - life scenarios and group discussions, students will enhance their speaking skills and develop a better understanding of the importance of making healthy food choices. 教学目标 A. Knowledge Objectives Students will be able to master the vocabulary related to healthy and unhealthy foods, such as “vegetable”, “fruit”, “junk food”, “dairy product”, “protein”, etc. They can learn and use sentence patterns for describing food characteristics and expressing opinions, like “… is/are rich in …”, “I think … is/are good/bad for our health because …”, “We should/shouldn't eat too much …”. B. Ability Objectives Enable students to communicate fluently about healthy food choices in daily conversations, with correct pronunciation, intonation and stress. Develop students' ability to organize their thoughts and express their views clearly in group discussions. Improve students' listening comprehension skills when communicating with their peers during speaking activities. C. Emotional Objectives Cultivate students' awareness of a healthy diet and a positive attitude towards healthy eating habits. Encourage students to actively participate in group work, enhancing their cooperation spirit and confidence in speaking English. 教学重难点 A. Key Points The acquisition of vocabulary related to healthy and unhealthy foods. The correct usage of sentence patterns for describing food and expressing opinions on healthy eating. Guiding students to have a smooth conversation about healthy food choices. B. Difficult Points Helping students to use the learned language flexibly and appropriately in different speaking situations. Encouraging students to think critically and express their unique views on healthy eating habits, rather than just repeating memorized sentences. Training students to listen attentively to their peers' opinions and respond constructively during group discussions. A. Vocabulary Healthy foods: vegetable (tomato, cucumber, broccoli, etc.), fruit (apple, banana, orange, etc.), dairy product (milk, yogurt, cheese), protein (chicken, fish, beans, tofu) Unhealthy foods: junk food (hamburger, pizza, French fries, fried chicken), sugary drink (cola, juice with added sugar) B. Sentence Patterns … is/are rich in … (e.g. Apples are rich in vitamins. Fish is rich in protein.) I think … is/are good/bad for our health because … (e.g. I think vegetables are good for our health because they can help us stay healthy. I think junk food is bad for our health because it contains a lot of fat and sugar.) We should/shouldn't eat too much … (e.g. We should eat more fruits and vegetables. We shouldn't eat too much junk food.) 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different foods on the PPT, including both healthy and unhealthy ones. Ask students to quickly name the foods they see in Chinese first, and then lead them to recall or learn the English names. For example, when showing a picture of a hamburger, ask “What's this in Chinese? Yes, 汉堡包. And in English, it's ‘hamburger’.” This can quickly activate students' prior knowledge about food and arouse their interest in the class. B. Presentation (10 minutes) Vocabulary Teaching Present the new vocabulary of healthy and unhealthy foods one by one on the PPT. Teach the pronunciation of each word clearly, and ask students to repeat several times. For some difficult words like “broccoli” or “protein”, pay more attention to the pronunciation details and practice more. Use pictures and simple explanations to help students understand the meaning. For example, when teaching “dairy product”, show pictures of milk, yogurt and cheese, and explain that these are all products made from milk. Do a quick vocabulary drill. Read out the words randomly, and ask students to stand up and say the Chinese meaning as fast as they can. Sentence Pattern Teaching Write the sentence patterns “… is/are rich in …”, “I think … is/are good/bad for our health because …” and “We should/shouldn't eat too much …” on the blackboard. Give examples for each sentence pattern. For “… is/are rich in …”, say “Tomatoes are rich in vitamin C. Bananas are rich in potassium.” For “I think … is/are good/bad for our health because …”, say “I think milk is good for our health because it can help us grow strong. I think fried chicken is bad for our health because it has a lot of oil.” For “We should/shouldn't eat too much …”, say “We should eat more vegetables. We shouldn't eat too much ice - cream.” Ask students to make their own sentences using these patterns. Invite several students to share their sentences with the class, and correct their mistakes if there are any. C. Practice (15 minutes) Pair Work Divide the students into pairs. Give each pair a set of cards with pictures of different foods on one side and the names of the foods on the other side. Ask the students to take turns to pick a card. When a student picks a card, he/she should describe the food using the learned sentence patterns. For example, if a student picks a card with a picture of an apple, he/she can say “This is an apple. Apples are rich in vitamins. I think apples are good for our health because they can make us feel energetic. We should eat an apple every day.” The partner listens and then gives some comments or asks some questions, like “Do you like apples? Why do you think apples are good for us?” Walk around the classroom, listen to the students' conversations, and offer help and guidance when necessary. Group Discussion Group the students into groups of four. Present a topic for group discussion: “What is a healthy diet for a primary school student?” Ask each group to discuss the topic using the learned vocabulary and sentence patterns. Each group member should express their opinions. For example, one student may say “I think a healthy diet should include a lot of vegetables and fruits. Vegetables are rich in vitamins and minerals. We should eat different kinds of vegetables every day.” Another student may add “Yes, and we should also eat some dairy products and protein. Milk is good for our bones. Chicken and fish can give us energy. But we shouldn't eat too much junk food like hamburgers and French fries.” Designate a group leader in each group to organize the discussion and make sure everyone participates. After about 5 minutes of discussion, ask each group to choose a representative to report their group's discussion results to the class. D. Production (10 minutes) Role - play Activity Set up a real - life scenario: A group of students are planning a picnic. They are discussing what food to bring. Divide the students into several groups of 3 - 4. Each group assigns different roles, such as the group leader, the food selector, etc. Provide each group with some props, like pictures of foods, shopping baskets (represented by paper bags). The students need to have a conversation in English according to the scenario, using the vocabulary and sentence patterns they have learned. For example, the group leader may say “Let's plan our picnic. What food should we bring? Remember, we should choose healthy food.” The food selector may pick up a picture of a watermelon and say “I think we should bring some watermelons. Watermelons are rich in water and vitamins. They are good for our health when we are outside.” Each group performs their role - play in front of the class. After each performance, the other students can ask questions or give suggestions. Summary Summarize the key points of this class, including the vocabulary about healthy and unhealthy foods and the important sentence patterns for expressing opinions on healthy eating. Emphasize the importance of making healthy food choices in our daily lives. E. Homework (5 minutes) Ask students to make a list of healthy foods and unhealthy foods at home, and write down why they think they are healthy or unhealthy using the sentence patterns learned in class. Encourage students to have a conversation with their parents about healthy eating habits in English. They can share what they have learned in class and ask their parents' opinions. 教学反思 In this class, the use of pictures and real - life scenarios in the warming - up and presentation stages effectively attracted students' attention and made the learning process more vivid and interesting. However, in the future, more interactive ways, such as short videos about healthy eating, can be added to further stimulate students' enthusiasm. During the practice and production stages, most students actively participated in pair work, group discussion and role - play activities. But some students with weaker English foundation still had difficulties in expressing their ideas fluently. In the following classes, more individual guidance and targeted exercises should be provided for these students to help them catch up. The group discussion and role - play activities successfully trained students' cooperation spirit and speaking skills. But in some groups, the discussion was not deep enough, and some students dominated the conversation. In the future, more specific rules and guidance can be given to ensure that every student has an equal opportunity to speak and think critically in group activities. The connection between classroom learning and real - life situations, such as the homework assignment of talking to parents about healthy eating, was well - received by students. In the future, more real - life tasks can be designed to enhance students' ability to apply English in daily life. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$