Grammar
Teaching aims:
1. To recognize and use countable nouns.
2. To master the rules of forms the plural forms of countable.
3. To master how to show the amounts of uncountable nouns.
Teaching important points:
To master the rules of forms the plural forms of countable.
Teaching difficult points:
To master how to show the amounts of uncountable nouns.
Teaching methods: Situation and Communicative approach
Teaching aids: pictures, record and multimedia
Teaching procedures:
Step1 Presentation
Show some pictures of different kinds of foods to the students.
Teacher points at an apple, asking: What’s this? S : It’s an apple.
Write “an apple” on the blackboard. Present “a banana” in the same way.
2. Let students watch and say the differences between “an apple” and “a banana”.
Teacher asks : How to use “a” and “an”.
Teacher also points at two cakes and asking “What are they?” Ss : They are two cakes .”
Write “two cakes’ on the blackboard and circle “s’. Let students read and think “Why add “s”?
Show more words on the blackboard and ask students to say out their plural.
Teacher says :most countable nouns add “s” to change them into plural. What about another countable nouns? Let students look at the table on page 73 and have a discussion in groups of 4. Ask : How to change them into plural forms? Get the students to find the rules
Present : write the rules of forming the plural forms of countable. Ask students read the table on page120. Pay attention to “s” and “es” pronunciation ,let students read after the teacher.
Step2 .Exercise
Give some countable nouns for the students to change them into the plural forms.
Step3.Presentation
1. Show a bottle of water , and ask :What is it? It’s water. But can we say it’a water?
Ss answer “No”. T: Because water is uncountable noun. Write “water” on the blackboard.
T: Now, can you tell me some more uncountable nouns? Ss answer .
Write “ juice rice tea meat milk chicken bread” on the blackboard, let students read.
2. Show two bottles of water to the students and ask students :
Can we say two waters ? S: No , why? What can we say about it ?
Get the students to look at the pictures on the page74 and find the method of describing.
3.Show some uncountable things for the students to describe ,and teach the new words:
Packet salt tea kilo carton
4. Get the students to find more uncountable things in groups.
T: When we talk about the amount of the uncountable nouns, we can use nouns before them.
Step4: Practice
Get the students to ask and answer with the pictures on tpage74 like this;
Complete the dialogue on page74, practice in pairs. Divide all the students into groups to read the dialogue.
Get the students to make up similar dialogue with nouns in them.
Step5: Homework
Unit6 Integrated skills
Teaching aims:
To get some information by reading and listening to the tape.
To know about one’s lifestyle.
To master the phrases of ordering meals.
Four skills:
Words:
Less than total number score
Point more order menu taste
Phrases:
Less than more than
Take a walk have a look at
All right
Sentences:
How long do you sleep every night?
You need to exercise more and eat more healthy food .
What would you like to order
Would you like some vegetables?
Three skills:
Phrases:
Three times a week
Step1: Greetings
Step2; Presentation
Show a video about my lifestyle, let students watch the video .
While students are watching the video, show some new words on the Bb.
T: Today we’re going to talk about how healthy you’re and how to keep fit.
Do you think you’re healthy? Can you tell me how to be healthy? Ask several students to show their answers.
Show a video about my lifestyle, after watching it . Ask students :Do you think my lifestyle is healthy? Why?
While asking and answer questions ,teach the new phrases ,such as:
I sleep less than 7 hours , right? How long do I sleep?
T:I like walking ,so I always walk more than an hour ,about an hour and a half.
Write “less than” and “more than” on the blackboard. 解释 “less than” and “more than”.
Ask students : How often do I exercise ? How long do I sleep every day?
解释How long and How often
T :We often use words like sometimes seldom often never and three times a week to answer “How often” questions .And we answer a “How long” questions with a period of time such as an hour two days and three years.
4. Have a discussion with your partner and find out if they have a healthy lifestyle.
Step3: Listening
1.Now let see Benny’s lifestyle. Listen to an interview with him and tick the correct boxes.
2.Listen to the tape again and check the answers together.
Speak up:What would you like to order?
Step4:Presentation
1. Millie and her cousin Andy are ordering food at a restaurant ,listen to their conversation, and tell me what Andy and Millie have for dinner.
2. Listen to the tape and ask students to read after the tape.
3. Work in pairs and talk about what you would like to have. Use the conversation below as a model
Step5 Homework
Unit6 Food and lifestyle
ReadingⅠ
Unit 6 is about food and lifestyle.It’s relative to students.Last lesson students have got to know the topic of this unit. In this period students will lean farther on this topic.
The second period
Teaching aims：1、To revise and expand vocabulary about food and lifestyles.
2、To learn about the relationship between diet and overall health.
3、To practise the technique of skimming for overall comprehension and scanning for detail.
Important points：
Words:before, diet, energy, exercise, fast food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person
Sentences:1、Before, I seldom ate fruit and vegetables.
Now I always eat an apple for breakfast and I often drink some milk.
2、I swim twice a week.
3、I do not eat fast food any more.
Teaching methods：The technique of skimming.
Teaching procedures:
Step1 lead-in free talk
Teacher talk to students about their diet and lifestyle freely and ask some questions.
What do you often eat for breakfast/lunch/supper everyday?
Do you know how to eat healthy?
Do you like suger?Eating too much suger is bad for our teeth?Do you think so?
Do you often drink Cola?Cola is unhealthy,How to change this bad habit?
If you are not strong or healthy enough,What do you plan to do?
Through asking these questions,teach some new words.For example: breakfast lunch supper means meals. New word:meal
Healthy means fit. New word :fit
Other new words:suger tooth(teeth) Cola change plan and so on.
Ask students to complete partB1 about new words.Match new words with their explains.
Teacher summerize the result of the discussion and lead in the text.
Step2 Presentation
1.Listen to Kitty’s article and answer simplr questions:①What does she love doing?②How long does she do that every day?
2.Students read Kitty’s article silently and complete Kitty’s table on partB2.then show Kitty’s recipes.
3.Deal with Danil’s article.Listen to Daniel’s article and answer:
What does he like to do,to eatand to drink?
Students read Daniel’s article and complete Daniel’s table on part B2.
Student read two articles loudly and judge some sentences.Ask student to answerand check together.
Step3 Practice
Show pictures of Kitty’s and Daniel’s recipes..Let students describe their recipes. Each student only describe one or two points.
Discuss in groups:How do we eat and live heathilier? After discussoin ,each group say sth about the question in front of Bb.
Step4 Homework
7A Unit 6 Food and lifestyle
Reading (2)
Teaching aims ：1.to understand the text more deeply
2.to understand and master the language points in the text.
3.to describe the students’own lifestyle
Key and difficult points: Describe the students’ own lifestyle.
Teaching procedures:
Step 1 Revision
Revision the text by asking some questions about it:
1.what does kitty like?
2 why does kitty seldom eat cakes or sweets?
3.Does Daniel often exercise?
4.what does he like?
5.How often does he swim?
Step 2 Reading
ask students to read the text to finish off PartB3.
Ask students to tell whether the statement are ture or false then correct the false one.
ask students to read the text again and then finish Part4.
let students read the dialogues by pairs to check the answers, then teacher check the answers by asking and answering.
Step 3 Practise
show a table about kitty and Daniel’s diet and lifestyle.
Ask students to fill in the table with the information about kitty and Daniel.
According to the table .try to retell the text about Kitty and Daniel.(give students 2 minutes to prepare then try it).
According to the same table. Let students talk about their own lifestyles by groups.for example, what do they eat and how do they live .
Fill in the table with their own information then make an oral report for us .(give them 3 minutes to prepare ).
Step 4Language points
Show some pictures and important phrases and sentences. Use these pictures to help students understand the imortant phrases or let studetnts say something about the pictures with these phrases.
Ask students to read the phrases by themselves and try to rember them for 2 minutes
Step 5 Consolidation
Doing some consolidation exercise by traslation and completing dialogues
Homework
Remember the useful phrase and language points.
write a passage according to their own diet and lifestyle..
7A Unit 6 Study skills
Teaching aims:
To learn to read voiced consonants and voiceless consonants correctly.
To develop the ability of spelling phonetic alphabets.
Teaching important points: To tell the differences between the consonants in each group.
Teaching difficult points: To learn how to pronounce these consonants correctly.
Teaching methods: Explaining and pair work.
Teaching tools: Multi-media.
Teaching procedures:
Step1 Presentation
The teacher can tell the students what is voiceless consonant and what is voiced consonant.
The teacher can put the consonants into seven groups and each group has a voiced consonant and a voiceless consonant. Then the teacher can teach them one by one. For example:
T: Look at the picture. What is he?
S1: He is a farmer
T: What is he like?
S2: He is fat.
T: How many forks does he have？
S3: Five.
The teacher writes ‘farmer’, ‘fat’, ‘fork’, ‘five’ on the blackboard and underline ‘f’ in these words. let the students read the sentence ‘The fat farmer has five forks.’ as quickly as they can . Then the teacher can ask, ‘How do you pronounce it?’ The students can answer / ? /. The teacher gives a picture and also let the students read a sentence ‘The brave boy saved a girl’s life over there.’ to teach the consonant /v/.
3. The teacher uses the same way to teach /?//?/,/θ//e/,/z/ /s/,/tr//dr/,/?//?/,/?//?/.
Step 2 Practice
Listen to the tape and read the fourteen consonants
Finish Part A on Page 77. Match the words if their letter in bold have the same sound.
Read the following phonetic alphabets and then fill in the blanks to try to write down the words. For example:
/??p/______ / dres/_______ / tri:/________
Listen and finish Part B. Write S if the letters have the same sound, write D if they don’t have.
Step3 Presentation
Let the students work in pairs to read Part C, especially the words in bold.
Listen to the tape and read after it.
Let some of the students to read the four sentences.
Step 6 Conclusion
Sum up the fourteen consonants and read again.
Step 7 Homework
Read the consonants and add three words to every consonant.
Unit6 Food and lifestyles
——Welcome to the unit
Teaching Goals
·To learn new vocabulary about food: hamburger, vegetable, carrot
·To talk about likes and dislikes with regard to food:
What food do you like? I like hamburgers.
Do you like carrots? No, I don’t like/dislike/hate them. What about fish?
Teaching Procedures
Step 1: Warm-up activity
Write new words in the blackboard.
Give Ss five questions about the daily diet and ask them to answer them as soon as possible.
Do you know what I ate this morning? (S guessing…) Oh, I have eaten milk and egg because they can give me more energy.
2. Ask students to name as much food as possible in English and write them on the blackboard and group them. （Teachers can ask the following questions:）
a.What food do you have for breakfast/lunch/supper? b.What food do you like? Why?
c.What food do you dislike? Why not?d.What food is good for us?
e.What food is bad for us?f.What Chinese food do you know?g.What Western food do you know?
h..Do you like Chinese food or Western food? Why?
Step 2: Presentation
1. Show the Ss the groups the food and let Ss say the names of them together.
Food
Fruit
?
Vegetable
?
Meat
?
Drink
?
2.Group Discussion: Divide Ss into groups and discuss
a.‘What is your favourite food/meat/ drink/vegetables?’
b.‘ Why do you love/ like them?’
3.Discuss about ‘What food you dislike/ hate?’ and ‘ Why do you dislike/ hate them?’
Examples:
T: What food do you love/like?/ What is your favourite food?S: I love/ like ….T: What food do you dislike/ hate?
S: I dislike/ hate ….
Step 3: Practice
1. Ask students to write the food they like or dislike in the table of Part A
2. Ask students to make up a conversation, use the one in Part B as an example
A: I like bananas. What food do you like?
B: I like hamburgers.
A: Do you like carrots? They are my favourite.
B: No, I dislike them. What about fish?
A: I like fish. It is healthy. I don’t like eggs. What about you?
B: I hate eggs.
3. Ask a few pairs of students to role-play the conversation in front of the class.
4. Ask students to talk about their family as well, e.g., My sister loves ice cream. My father hates chocolate.
Step 4: Presentation
①pair work:
A: What do you usually eat for breakfast/ lunch/ supper?
B: I usually eat…. for breakfast/ lunch/ supper.
A: What food do you like/ love?
B: I love / like…
A: What food do you dislike/ hate?
B: I dislike/ hate…
② Report time: Ask students to make reports what they or their partners like or dislike to the class.
Step 5: Listen and answer
1.What’ll Eddie eat for lunch? (a hamburger)
2.Is he always hungry?( Yes)
3.Why?(He needs a lot of energy.)
4.Does he often do some exercise/ exercise?(never)
5.Why does he need a lot of energy? (He walks to his bowl many times a day.)
6.What do you think of Eddie? (He’s lazy and likes eating.)
7.Is he healthy?
Step 6: Act out
Ask students to role-play the conversation
Step 7: Discussion
Ask students to discuss how to be a healthy person according to Comic strip. ( exercise more and eat healthy food, etc.)
Step 8: Summary
T: In this period, we have learned about the names of some food and talked about
what food we like and dislike. We also learned a comic strip which showed us the
main points of this unit.
Step 9: Consolidation exercises
句型转换
The little boy is very hungry now. (改为一般疑问句)
It’s lunchtime.（写出两个同义句）
She needs two oranges.（对划线部分提问）
Eddie walks to his bowl many times a day.（同上）
Answers: 1. Is the little boy very hungry now?
2. It’s time for lunch./ It’s time to have lunch.
3. What does she need? 4. How often does Eddie walk to his bowl?
Step 10: Homework
Oral work: Revise this period, listen, repeat and recite Comic strip
Recite the new words, phrases and sentence patterns.
Preview reading
