Unit 3 Food C Food for love (Reading & Grammar in use)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-C Food for love (Reading & Grammar in use) This unit focuses on the theme of "Food", falling within the category of "Self and Society", specifically related to daily life and health. Through various scenarios, students will learn common English expressions for food, express their preferences for food, and describe the food their family members like. In this part, students will read a text about food, which may involve stories about sharing food, the significance of food in different cultures, or the connection between food and love. They will also learn and practice grammar related to food, such as countable and uncountable nouns, and the use of "some", "any", "a", and "an". The content aims to not only improve students' language skills but also cultivate their awareness of healthy eating and cultural understanding. 教学目标 Students will be able to master the vocabulary related to food, including both common and new words presented in the reading text. They can understand and use the grammar knowledge correctly, such as differentiating between countable and uncountable nouns and applying the appropriate determiners like "some", "any", "a", "an". Comprehend the main idea and details of the reading passage about food. 教学重难点 A. Key Points Key vocabulary: Master new words related to food in the reading material, such as [list some specific new food words]. Grammar: Grasp the usage of countable and uncountable nouns, and the correct use of "some", "any", "a", "an". Reading comprehension: Understand the overall meaning and important details of the reading passage about food. B. Difficult Points Grammar: Distinguish accurately between countable and uncountable nouns, especially for some nouns that can be both countable and uncountable in different contexts. Reading: Infer the implicit meaning in the reading text and understand the cultural connotations related to food. Language application: Use the learned vocabulary and grammar correctly in real - life situations to express food - related ideas. A. Vocabulary Food names: [List all the food - related words in the reading text, for example: pizza, hamburger, salad, yogurt, etc.] Related words: [Words like share, delicious, healthy, prefer, etc.] B. Grammar Countable nouns: Nouns that can be counted, with singular and plural forms. For example, "an apple", "two apples". The plural form is usually formed by adding -s or -es. Uncountable nouns: Nouns that cannot be counted as individual units. They do not have a plural form. For example, "water", "rice", "milk". Determiners: "a/an": Used before singular countable nouns. "a" is used before words beginning with a consonant sound, and "an" is used before words beginning with a vowel sound. For example, "a book", "an egg". "some": Used in affirmative sentences to express an indefinite quantity. It can be used with both countable and uncountable nouns. For example, "some apples", "some water". "any": Used in negative sentences and questions to express an indefinite quantity. It can also be used with both countable and uncountable nouns. For example, "I don't have any money.", "Do you have any books?" 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of delicious food on the PPT, such as pizza, ice - cream, and fruits. Ask students: "What can you see in the pictures? Do you like these foods?" Encourage students to answer in English and have a simple free - talk about food. This activity can arouse students' interest in the topic and quickly bring them into the English - learning atmosphere. B. Pre - reading (8 minutes) Brainstorming Write the word "Food" on the blackboard. Then, ask students to brainstorm and list as many food names as they can think of in English. Divide students into groups of four to discuss and write down their ideas. After 3 minutes, invite some groups to share their lists with the whole class. This activity can activate students' prior knowledge of food vocabulary. Prediction Show the title and some pictures related to the reading text to the students. Let them predict what the reading passage might be about. For example, if the title is "A Special Food Party" and there are pictures of people smiling and different kinds of food on the table, students may predict that the passage is about a party where people enjoy various foods and have a good time. This activity can train students' prediction ability and make them more eager to read the text. C. While - reading (15 minutes) Skimming Ask students to read the passage quickly without paying too much attention to details. Then, answer the question: "What is the main idea of this passage?" Students can skim through the text, looking at the title, headings, and the first and last sentences of each paragraph. After they finish reading, invite several students to share their answers. This activity helps students get a general understanding of the text. Scanning Present some detailed questions on the PPT, such as "What kind of food is mentioned in the passage?", "Who shares the food in the story?", etc. Let students read the text carefully again and scan for the specific information to answer these questions. After they find the answers, ask them to raise their hands. Then, call on students to answer the questions one by one. This activity trains students' ability to find specific information in the text. Intensive reading Analyze the text sentence by sentence. Explain the new words and phrases, such as [explain some difficult words or phrases in the text]. At the same time, guide students to understand the grammar points used in the sentences. For example, when encountering a sentence like "There are some fruits on the plate.", emphasize the use of "some" with countable nouns. Also, ask students some in - depth questions, such as "Why does the character in the story share the food?", to help them understand the deeper meaning of the text. D. Post - reading (10 minutes) Group discussion Divide students into groups again. Give each group a topic related to the reading text, such as "What do you think is the most important thing about food? Is it taste, nutrition, or the sharing process?" Let students discuss in groups for 5 minutes. Each group should choose a representative to share their group's opinions with the whole class. This activity can improve students' speaking ability and critical thinking ability. Role - play Based on the reading text or create a new food - related situation, ask students to do a role - play. For example, assume they are at a family dinner, and each student plays a family member, talking about their favorite food, sharing food, and making suggestions about food. Encourage students to use the vocabulary and grammar they have learned in the conversation. After the role - play, ask other students to comment on their performance, focusing on the language use and acting skills. E. Grammar in use (5 minutes) Summary Summarize the grammar knowledge of countable and uncountable nouns, and the use of "some", "any", "a", "an" on the blackboard. Use simple and clear language to make sure students understand. For example, draw two columns on the blackboard, one for countable nouns and the other for uncountable nouns, and list some examples under each column. Practice Show some sentences on the PPT with blanks, such as "I have ____ (a/some) book.", "There isn't ____ (any/some) water in the glass." Ask students to fill in the blanks with the correct determiners. Let them raise their hands to answer. After answering, explain why they choose that option. This activity helps students consolidate the grammar knowledge they have learned. F. Homework assignment (2 minutes) Oral homework: Ask students to talk about their favorite food and why they like it with their parents at home in English. Written homework: Let students write a short passage about a food - related experience, such as a special dinner they had or a food they tried for the first time. They should use at least five new words and two grammar points they learned in this class. 教学反思 After this class, I need to reflect on the following aspects. First, in terms of vocabulary teaching, did students really master all the new food - related words? Maybe I can design more vocabulary - review games in the next class to strengthen their memory. Second, for grammar teaching, although I used examples in the text to explain, did students fully understand the difference between countable and uncountable nouns and the correct use of determiners? I may need to provide more real - life examples and practice exercises in the future. Third, in the reading part, were students actively engaged in skimming, scanning, and intensive reading? If not, I should adjust my teaching methods to make reading more interesting. Fourth, during the group discussion and role - play, did every student participate? I need to pay more attention to those students who are less active and encourage them to get involved. Overall, I will make improvements based on these reflections to enhance the teaching effect of the next class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$