7A Unit 6 Food and lifestyle
Welcome to the unit
教学目标
1. Learn new vocabulary about food.
2. Talk about likes and dislikes with regard to food.
3. Arouse the students’ interest in the contents of this unit.
教学内容
1. Learn some new words: noon, hamburger, keep, lemon, watermelon, chocolate, beef, carrot, sweet, meat , health, lifestyle, pork, snack
2. Practise some sentences: What food so you like or dislike i like hamburgers. So you like carrots No, I don’t like/ dislike/ hate them. What about fish
重点难点
Talk about our dietary habits freely.
教学准备
Some pictures and a recorder
教学过程
Step 1 . Warm-up activity
1. Write new words on the blackboard.
Give Ss five questions about the daily diet and ask them to answer them as soon as possible.
S: Do you know what I ate this morning (Ss guess .... ) Oh, I have eaten milk and eggs 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
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 of the food and let Ss say the names of them together.
Food
fruits
Vegetables
Meat
Drinks
snacks
2. Group Discussion.
Divide Ss into groups and discuss:
a. what is your favorite food / meat/drink/vegetable
b. Why do you love /like them
3. Discuss about : What food you dislike/hate And why do you dislike /hate them
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.
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 like this: My sister loves ice cream. / My father hates chocolate.
Step 4 . Presentation
1. Pair 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 about what they or their partners like or dislike to the class.
Step 5 . listen and answer
1. What does Eddie want to eat for lunch ( A hamburger.)
2. Is he always hungry ( Yes, he is )
3. Why ( Because he needs a lots of energy. )
4. Does Eddie like apples ( No, he doesn’t )
5. What will Eddie and Hobo eat for lunch ( Apples.)
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.
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 . Homework
1. Recite the words about food.
2. Practice reading these sentences.
3. Preview the reading part.
板书设计
Welcome to the unit
Words: noon, hamburger, keep, lemon, watermelon, chocolate, beef, carrot, sweet, meat , health, lifestyle, pork, snackSentences:What food do you like or dislike I like hamburgers. Do you like carrots Dialogue: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....7A Unit 6 Food and lifestyle
Integrated skills
教学目标
1. Get some information by reading.
2. Know about one’s lifestyle.
3. Master the phrases of ordering meals.
4. Get information from the listening materials.
教学内容
1. Words: less, than , total, number, score, point, more, order, menu, bean, taste.
2. Phrases: less, than , more than, take a walk , have a look at, all right.
3. Sentences:
How long so 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
4. Improve students’ ability of listening, speaking, reading and writing.
重点难点
1. Complete an article with the information.
2. Make communications with the related topics.
教学准备
Charts, record and multimedia
教学过程
Step 1 . Presentation
Today we are going to talk about how healthy you are and how to keep fit. Here is a questionnaire to check if you are healthy. Let’s go through the six questions together . guide Ss to read the introductions.
Step 2 . Practice
How long do you watch TV every day How often do you watch TV
Compare : How long /How often /How much /How many/....
Step 3 . Listening
1. Guide Ss to choose the related information according to the introductions.
2. Play the tape and get Ss to complete the rest information. Play the tape two or three times if necessary.
Step 4 . Practice
1. Encourage Ss to ask and answer in pairs.
2. Choose some pairs to act out their dialogue in front of the class.
Step 5 . Listening practice
1. Guide Ss to listen to the tape and complete the form in A2.
2. Check the answers in pairs first , then check in the whole class.
3. Ss read the notes together.
Step 6 . speaking up
Get Ss to review: What would you like to order How long do you .... every day How often do you ...
Step 7 . Practice
1. Play the tape again and get Ss to read after the tape.
2. Get Ss to read the conversation in different ways.
Step 8 . Consolidation
1. Divide the Ss in groups , encourage them to make up a similar dialogue according to the one in the book.
2. Choose different groups to act out their dialogues in front of the class.
板书设计
Integrated skills
You BennyTotal number of as:Total number of bs: Total number of cs:Your score: ______________Benny’s score: ______________ 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 7A Unit 6 Food and lifestyle
Study skills
教学目标
1. Learn to read voice consonants and voiceless consonants correctly.
2. Develop the ability of spelling phonetic alphabets.
3. Enlarge the students’ vocabulary.
教学内容
1. The consonants: /f/ /θ/ /s/ /v/ / / /z/ / / /ts/ /t / /tr/
/ / /dz/ /d / /dr/
2. Learn to read the consonants and practice reading these words.
重点难点
1. Tell the differences between the consonants in each group.
2. Learn how to pronounce these consonants correctly.
教学准备
Record and multimedia
教学过程
Step 1 . Presentation
1. The teacher can tell the students what is voiceless consonant and what is voiced consonant.
2. 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.
Step 2 . Teaching and learning
1. The teacher writes “farmer ”, “ fat” , “ fork ”, “ five ” on the blackboard and underline “f” in these words.
2. Let the students read the sentence “ The fat farmer had five forks.” as quickly as they can . then the teacher can ask, “How do you pronounce it ” the students can answer [f] . The teacher gives a picture and also lets 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 /f/ /θ/ /s/ /v/ / / /z/ / / /ts/ /t / /tr/
/ / /dz/ /d / /dr/
Step 3. Practice
1. Listen to the tape and read the fourteen consonants.
2. Finish Part A on page 77. Match the words if their letter in bold have the same sound.
3. Read the following phonetic alphabets and them fill in the blanks to try to write down the words . for example: [ p]_______ [ dres ] _________ [ tri: ]_________
Step 4 . listening and finishing
Part B. Write S if the letters ion bold have the same sound. Write D if they don’t have .
Step 5 . Presentation
1. Let the students work in pairs to read Part C, especially the words in bold.
2. Listen to the tape and read after it.
3. Let some of the students read the four sentences.
Step 6 . conclusion
Sum up the fourteen consonants and read them again.
Step 7 . Homework
Read the consonants and add three words to every consonant.
板书设计
Unit 6 study skills
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./f/ /θ/ /s/ /v/ / / /z/ / / /ts/ /t / /tr/ / / /dz/ /d / /dr/ The farmer has five forks.She sells seashells by the seashore.There are three toy trains in the tree.One hundred children have one hundred dreams.The schoolboys on the bus are my classmates.[ p]_______ [ dres ] _________ [ tri: ]_________7A Unit 6 Food and lifestyle
Reading
教学目标
1. Understand the test and do some reading exercises.
2. Understand and master the language points in the text.
3. Describe the students’ own lifestyle.
重点难点
Describe the students’ own lifestyle.
教学准备
Some pictures and a recorder
教学过程
Step 1 . Lead-in
1. Teacher talks to student about their diet and lifestyle freely and ask some questions.
1 what do you often eat for breakfast/lunch/supper every day
2 So you know how to eat healthy
3 Do you like sugar Is eating too much sugar bad for our teeth
4 Do you often drink cola Is cola unhealthy
5 If you are not strong or healthy enough, what do you plan to do
Through asking these questions, teach some new words. For example: Healthy means fit. New word: fit .
2. Ask students to complete Part B1 about new words. Match new words with their explanations.
3. Teacher summarizes the result of the discussion and lead in the text.
Step 2 . Presentation
1. Listen to Kitty’s article and answer the questions:
1 what does she love doing
2 How long does she do that every day
2. Students read Kitty’s article silently and complete Kitty’s table on Part B2.
3. Deal with Daniel’s article. Listen to Daniel’s article and answer:
What does he like to do,to eat and to drink
4. Students read Daniel’s article and complete Daniel’s table on Part B2.
5. Students read two articles loudly and judge some sentences. Ask students to answer and check together.
Step 3 . Practice
1. Show pictures of Kitty’s and Daniel’s recipes. Let students describe their recipes. Each student only describes one or two points.
2. Discuss in groups: How do we eat and live healthier After discussion, each group says something about the question in front of the class.
Step 4 . Reading
1. Ask students to read the test to finish off Part B3.
Ask students to tell whether the statements are true or false, then correct the false one.
2. Ask students to read the text again and then finish Part B4.
Let students to read the dialogue by pairs to check the answers, then teacher checks the answers by asking and answering.
Step 5 . Practice
1. 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.
2. According to the table, try to retell the text about Kitty and Daniel. (Give students 2 minutes to prepare.)
3. 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 and then make an oral report for the class. (Give students 3 minutes to prepare.)
Step 6 . Language points
1. Show some pictures and important phrases and sentences. Use these pictures to help students understand the important phrases or let students say something about the pictures with these phrases.
2. Ask students to read the phrases by themselves and try to remember them for 2 minutes.
Step 7 . Consolidation
Doing some consolidation exercise by translation and completing dialogues.
Step 8 . Homework
1. Remember the useful phrases and language points.
2. Write a passage according to their own diet and lifestyle.
板书设计
Reading
Do you know how to eat healthy Do you like sugar Is eating too much sugar bad for our teeth Do you often drink cola If you are not strong or healthy enough , what do you plan to do How long does she do that every day Sentences: I love dancing.I need to keep fit.I plan to eat more fruit and vegetables every day.How long does Kitty dance every time Does Daniel have a healthy lifestyle 7A Unit 6 Food and lifestyle
Grammar
教学目标
1. Understand the meaning of countable and uncountable nouns.
2. Master the plural of countable and uncountable nouns.
3. Master the usage of countable and uncountable nouns.
教学内容
1. Words: piece, glass, salt, cup , kilo, bottle, plate, carton.
2. Phrases: a piece of , a piece of bread, a glass of water, a plate of chicken, a packet of salt , two bags of rice, three cups of tea, four kilos of meat,five cartons of milk , six bottles of juice
3. Sentences : To form the plural of most countable nouns, we add- s to the singular form.
We can use nouns before uncountable nouns to show their amounts.
We need some chicken , a bag of rice and a packet of salt.
We can also buy few bottles of juice.
重点难点
Understand the meaning and usage of countable and uncountable nouns.
教学准备
Pictures, record and multimedia
教学过程
Step 1 . Presentation
1. 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”.
3. 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 we add “s”
4. Show more words on the blackboard and ask students to say their plural forms.
5. Teacher says: We add “s ” to most countable nouns to change them into plural. What about other countable nouns Let students look at the table on page 73 and have a discussion in groups of four. Ask : How to change them into plural forms Get the students to find the rules.
6. Present: write the rules of forming the plural form of countable. Ask students to read the table on page 120. pay attention to the pronunciation of “s” and “ es”, and let students read after the teacher.
Step 2 . Exercise
Give some countable nouns for the students to change them into the plural forms.
Step 3 . Presentation
1. Show a bottle of water , and ask : What is it It’s water. But can we say it is a water
Ss : 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, chicken , bread ” on the blackboard and let students read.
2. show two bottles of water to the students and ask students : can we say two waters
S: No.
T: Why What can we say about it
Get the students to look at the pictures on the page 74 and find the method of describing it.
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.
Step 4 . Practice
1. Get the students to ask and answer about the uncountable nouns on page 74.
2. Complete the dialogue on page 74 , practice in pairs. Divide all the students into groups to read the dialogue.
3. Get the students to make up similar dialogue with nouns in them.
Step 5 . Homework
1. Go over the usage of the grammar points in this lesson.
2. Find more countable nouns and uncountable nouns.
3. Preview the next lesson.
板书设计
Grammar
an apple , a carrot, two apples, six carrots, stories, buses, wishes, matches, boxes, tomatoes, potatoes, halves, lives, men , teeth, feet, children , sheepa piece of , a piece of bread, a glass of water, a plate of chicken, a packet of salt , two bags of rice, three cups of tea, four kilos of meat,five cartons of milk , six bottles of juice To form the plural of most countable nouns, we add-s to the singular form. We can use nouns before uncountable nouns to show their amounts.We need some chicken ,a bag of rice and a packet of salt.We can also buy a few bottles of juice.7A Unit 6 Food and lifestyle
Task
教学目标
1. Revise the words about food and lifestyle.
2. Be able to talk about one’s own lifestyle.
3. Learn the structure of writing.
教学内容
1. Learn to use the phrases such as be good for, need to do , help sb do sth....
2. Be able to write an article about healthy lifestyle .
重点难点
1. Be able to talk about one’s own lifestyle .
2. Be able to write an article about healthy lifestyle.
教学准备
Pictures, recorder
教学过程
Step 1 . Lead-in
1. Show the students an English video called An apple a day .
Show a picture of a fat batman.
2. Brainstorming.
Show pictures of food batman eats every day. Let’s play a game to see if you have a good memory.
Divide the students into five groups and each group has a small task.
3. Cross puzzle.
Have a test if you are familiar with the food.
Step 2 . Presentation
1. Make a survey .
Do you think health is very important to us
Do you have a healthy lifestyle i am a reporter from Teenagers’ magazine and I want to make a survey.
2. Find a student to make a dialogue with me.
3. Ask the other students to make a dialogue in pairs like the model.
Step 3 . Analyzing the text
1. Listening .
Listening to Simon’s description about his lifestyle paragraph by paragraph and try to fill in the blanks.
2. Analysis.
Read the passage together and pay attention to its structure “Hobby ,Breakfast, Lunch, Dinner”.
Highlight the important phrases and sentences.
3. Retell
Try to say something about Daniel’s lifestyle by yourselves.
Step 4 . Writing
1. Remember them the structure of writing.
Give a list of useful sentences.
2. Writing .
Ask four students to go to the blackboard and each students writes one paragraph.
The other students write the article on their notebook.
3. Pair work .
Encourage them to work in pairs to learn something from each other’s writing.
Step 5. Conclusion
A healthy lifestyle + a healthy diet + happy every day = a healthy you!
Step 6 . Homework
1. Look for more information about healthy lifestyle on the Internet or in the library.
2. Write a passage about your friend’s diet and lifestyle.
板书设计
Task
I often play football to keep fit.This helps me start the day well.This meal give me energy for the whole afternoon.Fruit and vegetables are good for us.We need them to keep healthy.I have .... with .... for lunch. Name : _____________Age : ______________Lifestyle : ____________Exercise :____________Breakfast: ___________ Lunch: ______________Dinner: _____________
