Unit 3 Food D My healthy dish (Writing & Discovery)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-D My healthy dish (Writing & Discovery) 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 Students can master the new words and phrases related to food and cooking, such as "ingredient", "mix", "pour", "bake", "boil", "steam", "healthy", "nutritious", etc. Students can understand and use the sentence patterns for describing a dish, like "To make..., we need...", "First,... Then,... Next,... Finally,...", "It is good for us because...". 教学重难点 A. Key Points Mastery of new words and phrases related to food and cooking. Proficiency in using sentence patterns for describing a dish. Ability to describe a healthy dish clearly and accurately. B. Difficult Points Organize the writing of a recipe in a logical order, including correct use of sequence words and clear description of each step. Analyze and explain the health benefits of a dish from a scientific perspective, using appropriate English expressions. Encourage students to be creative in designing their own healthy dishes while ensuring the rationality of the combination of ingredients. New Words and Phrases ingredient (n.) 原料；食材 mix (v.) 混合 pour (v.) 倒；灌 bake (v.) 烤；烘焙 boil (v.) 煮；烧开 steam (v.) 蒸 healthy (adj.) 健康的 nutritious (adj.) 有营养的 salad (n.) 沙拉 yogurt (n.) 酸奶 honey (n.) 蜂蜜 grain (n.) 谷物 vegetable (n.) 蔬菜 fruit (n.) 水果 protein (n.) 蛋白质 vitamin (n.) 维生素 mineral (n.) 矿物质 Sentence Patterns To make..., we need... 为了制作……，我们需要…… First,... Then,... Next,... Finally,... 首先，…… 然后，…… 接下来，…… 最后，…… It is good for us because... 它对我们有益，因为…… Grammar Focus Imperatives for giving cooking instructions, such as "Cut the vegetables into small pieces." "Stir the mixture well." Simple present tense used in describing general facts about food and cooking, like "Yogurt contains a lot of protein." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of delicious and healthy dishes on the PPT, and ask students: "What can you see in the pictures? Do you like these dishes? Why?" Let students express their opinions freely. This activity can arouse students' interest in the topic and activate their prior knowledge about food. B. Pre - writing (10 minutes) Vocabulary Teaching Present the new words and phrases related to food and cooking on the PPT. Teach students how to pronounce and spell them. Use real objects or pictures to help students understand the meanings. For example, show a bottle of honey and say "This is honey. It is sweet and good for our health." Ask students to read the words and phrases in chorus, then in groups, and finally individually to ensure they can pronounce them correctly. Sentence Pattern Drills Write the sentence patterns "To make..., we need..." and "First,... Then,... Next,... Finally,..." on the blackboard. Explain their usage and meanings. Give an example: "To make a fruit salad, we need some apples, bananas, oranges and yogurt. First, wash the fruits. Then, cut the fruits into small pieces. Next, put the fruits in a bowl. Finally, pour some yogurt on the fruits and mix them well." Let students practice making sentences using these patterns with the new words they just learned. Invite several students to share their sentences in class. C. While - writing (15 minutes) Reading a Model Recipe Present a simple recipe of a healthy dish, such as a vegetable salad, on the PPT. Let students read it silently first, and then answer some questions: "What ingredients are needed for this dish? What are the cooking steps? Why is this dish healthy?" Check the answers with the whole class. This step can help students understand the structure and content of a recipe. Writing Practice Ask students to choose a healthy dish they like or want to create. Let them write down the ingredients, cooking steps and reasons why it is healthy using the sentence patterns and words they learned. Walk around the classroom to offer help and guidance. Encourage students to be creative in their writing. If students have difficulties, provide them with some prompts or examples. D. Post - writing (10 minutes) Group Sharing Divide students into groups of four or five. Let each student share their written recipe in the group. Others in the group listen carefully and give suggestions, such as whether the ingredients are reasonable, whether the cooking steps are clear, and how to improve the description of the health benefits. Each group selects one of the best - written recipes to present to the whole class. Class Presentation Invite each group to come to the front of the class and present their selected recipe. They can use the PPT if possible. After each presentation, let other students ask questions and make comments. The teacher gives overall comments on the presentations, emphasizing the good points and areas for improvement. At the same time, give positive feedback and encouragement to all students to boost their confidence. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including new words, sentence patterns, and the process of writing a recipe. Review the importance of healthy eating and encourage students to apply what they have learned in their daily lives. Homework Ask students to rewrite their recipes according to the suggestions they received in class, and make it more perfect. Let students make the dish they wrote about at home with the help of their parents, and take a photo of the finished dish. Bring the photo and the improved recipe to class next time to share with classmates. 教学反思 Positive Aspects The warming - up activity was effective in attracting students' attention and engaging them in the topic. The pictures of delicious dishes successfully aroused their interest and made them eager to learn more about healthy food. The vocabulary and sentence pattern teaching in the pre - writing stage was systematic. By using real objects, pictures and examples, students could understand and master the new knowledge more easily. The practice activities also gave students enough opportunities to use the new words and sentence patterns, which laid a solid foundation for their writing. In the while - writing and post - writing stages, the reading of the model recipe provided students with a clear example, and the group sharing and class presentation activities not only enhanced students' writing and speaking abilities but also cultivated their teamwork spirit and communication skills. Students were actively involved in these activities and showed great creativity in their recipes. Areas for Improvement Some students still had difficulties in using the sequence words correctly when writing the cooking steps. In the future, more targeted exercises should be designed to strengthen this part of knowledge. During the group sharing and class presentation, the time management could be improved. Some groups spent too much time presenting, which left less time for other groups to ask questions and discuss. Next time, set a strict time limit for each group's presentation to ensure a more efficient class. When teaching the health benefits of food, it was a bit difficult for some students to understand the scientific concepts. In the future, use more simple and vivid ways to explain these concepts, such as using pictures or short videos to show how different nutrients work in our bodies. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$