Unit 6 Food and lifestyle
Task
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. retell Simon’s lifestyle;
2. write about their lifestyles.
II. Teaching contents
1. New words and expressions: energy, whole, play football to keep fit, help me start the day well, give me energy for the whole afternoon, be good for us, need them to keep healthy
2. New structures: I often play football to keep fit.
For breakfast, I always have an egg.
This helps me start the day well.
Fruit and vegetables are good for us.
III. Focus of the lesson and predicted area of difficulty
1. Find the useful expressions in Simon’s article;
2. Analyze the structure of Simon’s article;
3. Write about their own lifestyles.
IV. Teaching procedures
Step 1 Lead-in
Free talk.
T: Boys and girls, do you remember Kitty’s lifestyle
1. What does she love doing
2. How long does she dance Why does she dance every day
3. What does Kitty eat for three meals
4. When she feels hungry, what does she eat Does she eat sweet snacks
5. Why doesn’t she eat sweet snacks
6. Who can make a conclusion about Kitty’s three meals
【设计意图：通过复习Reading部分，让学生再次了解健康的生活方式所包含的几个方面。在老师提问，学生回答的过程中，学生可以口头操练写作需要用到的重点词汇和句型。】
Step 2 Listening
1. Listen and answer.
T: Today we’ll read an article about Simon’s lifestyle. Please take some notes while listening and try to answer the following questions.
(1) What does Simon often do
(2) What does Simon have for three meals
2. Retell with useful expressions.
T: Please retell Simon’s hobby and his three meals with the useful expressions below. For example: For breakfast, Simon always has an egg./Simon always has an egg for breakfast.
S: He often plays football to keep fit.
S: He also eats baozi or mantou for breakfast.
S: …
【设计意图：通过从录音材料中捕捉有用信息，让学生初步熟悉范文。根据表格显示的准确信息，口头继续操练重点句型，为写作做准备。】
Step 3 Reading
1. Read and finish a table.
T: Turn to Page 78. Please read the article by yourselves and finish another table on the screen.
2. Retell with the useful expressions.
T: Can you tell me why Simon often plays football
T: Why does Simon has an egg, baozi or mantou and a glass of milk for breakfast
T: What about his lunch and dinner Why does he eat them
【设计意图：通过阅读范文，加深学生对文本内容的理解和记忆。通过口头提问和回答，帮助学生操练范文第二个层次的内容，即：在每餐食物之后给出原因。】
3. Analyze the structure of the article.
T: From Simon’s article, we know that he lives a very healthy life. Do you know how to write an article to talk about your lifestyle Let’s read Simon’s article again, and analyze the structure.
Paragraph 1: name and hobby
Paragraph 2: breakfast and reason
Paragraph 3: lunch and reason
Paragraph 4: dinner and reason
【设计意图：再次阅读范文，分析文本结构，提炼出每个段落的主要内容，让学生了解这种类型的文章的基本框架。】
Step 4 Writing
1. Before writing.
(1) Revise five different kinds of food.
T: Before writing, we should write the outline first.
T: The food you eat every day is the most important part in this kind of article. Do you remember the five different kinds of food
S: Yes. They are vegetables, drinks, snacks, fruit and meat.
(2) Present more words about food.
【设计意图：本环节不仅帮助学生复习本单元和食物有关的单词，同时鼓励他们想出更多单词，以丰富写作内容。】
(3) Finish the outline.
(4) Pair work.
T: Talk to your partners about your three meals with the useful expressions. Then I’ll choose some of you to speak in front of the whole class.
【设计意图：在写作前进行大量的口头操练是写作得以流畅展开的保证。在说的过程中，鼓励学生反复使用已学过的重点句型，同时适时纠正表达中的错误，为正确写作提供保证。】
2. During writing.
3. After writing.
(1) Ask several students to read their articles before class.
Help correct the mistakes and find beautiful sentences. Give their articles scores according to the evaluation form.
(2) Students rewrite their articles.
4. Suggestions for health.
T: Here are some suggestions for health. I hope all of you can live a healthy life after learning this unit.
【设计意图：最后的写作环节是整节课的输出部分。通过之前各个环节的铺垫，学生不会再感到下笔很难。在展示作文的环节，除了教师点评，如果时间允许，还可以增加小组内的学生互评。最后给出的建议，既是单元的总结，又是情感的提升。】
V. Homework
Finish the exercises of this period in the Workbook.Unit 6 Food and lifestyle
Reading (II)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. master language points in the passage;
2. give advice on how to keep fit.
II. Teaching contents
1. New words and expressions: fit, meal, pear, sugar, tooth, change, plan, more, pool, cola, swimming pool, love/like dancing, every day/week, need to do, keep fit, have milk and bread for breakfast, between meals, too much, be bad for, play computer games, plan to do, go swimming
2. New structures: I need to keep fit.
I always have milk and bread for breakfast.
There is a swimming pool near my home.
I plan to go swimming every week.
III. Focus of the lesson and predicted area of difficulty
1. Master the key language points;
2. Learn to judge one’s lifestyle and give reasonable advice.
IV. Teaching procedures
Step 1 Lead in
1. Match the words with correct meanings.
T: We’ve learned a lot about Kitty’s and Daniel’s lifestyles. But do you know the meanings of the following new words Try to match the words with correct meanings.
(1) healthy ________________ a. not often
(2) fit ________________ b. do sports
(3) hungry ________________ c. how one lives
(4) seldom ________________ d. good for one’s health
(5) exercise ________________ e. needing food
(6) lifestyle ________________ f. strong and healthy
T: Read the sentences with the above words.
(1) Healthy food is important for me.
(2) I need to keep fit.
(3) Sometimes I feel hungry between meals, so I eat an apple or a pear.
(4) I seldom eat cakes or sweets. They have too much sugar and are bad for my teeth.
(5) I like playing computer games. I seldom exercise.
(6) I need to change my lifestyle now. I plan to eat more fruit and vegetables every day.
2. Fill in the blanks.
Complete the table below according to the questions.
(1) What does Kitty have for breakfast/lunch/dinner/between meals
(2) How often does Kitty exercise
(3) How long does Kitty exercise
(4) What does Daniel love
(5) What does Daniel plan to eat
(6) How often does Daniel exercise
(7) What does Daniel plan to do
Kitty Daniel
What she/he eats For breakfast 1. ____________ He loves 1. ____________
For lunch 2. ____________
For dinner 3. ____________ He plans to eat 2. ____________
Between meals 4. ____________
How she/he exercises How often does she exercise 5. ____________ How often does he exercise 3. ____________
How long does she exercise 6. ____________ He plans to 4. ____________
3. Retell Kitty’s and Daniel’s lifestyles according to the table above.
【设计意图：复习课文词汇，让学生回答问题并填表格，为接下来的复述课文做准备。】
Step 2 Presentation
1. My lifestyle.
T: Boys and girls, do you want to know my lifestyle Please look at the slide and read through the passage.
2. Language points.
(1) have something for breakfast/lunch/supper/dinner
e.g. a. The woman usually has some bread and milk for her breakfast.
b. Does the boy with glasses often have pork, vegetables and rice for dinner
(2) too much + u
too many + pl.
e.g. a. The man is really fat because he likes having too much meat for his meals.
b. There are too many people here, but the hall is small.
c. Don’t drink too much. It’s bad for your health.
(3) be bad for
opposite expression: be good for
e.g. a. Eating too much sugar is bad for your teeth.
b. Doing eye exercises twice a day is good for your eyes.
(4) keep fit/healthy
(5) plan to do something (planning) (n. & v.)
e.g. a. They are busy planning to celebrate the coming Teachers’ Day.
b. He plans to go hiking at the weekend.
c. His plan is to go hiking at the weekend.
(6) need to do something
need something to do something
need do something
e.g. a. We each need to read English for half an hour every day.
b. He needs some money to buy a hair clip as a birthday present for his sister.
c. Need football players have a lot of training to keep fit every day
3. Discussion.
(1) T: Boys and girls, what do you think of my lifestyle
T: It is true my lifestyle is healthy in some aspects and unhealthy in other aspects. Now, I’ll divide you into two groups. One group should find out healthy points and the other group should find out unhealthy points. Let’s see which group will do better.
Healthy points Unhealthy points
◆ play badminton◆ have breakfast◆ have a short rest after lunch◆ have porridge and some vegetables for dinner ◆ spend five minutes driving to work◆ Sometimes I don’t have breakfast.◆ I often have a bowl of rice, some fish, pork, beef and an apple for lunch.◆ Then I sit in the sofa and watch TV for one or two hours. Then I begin to surf the Internet.◆ often eat hamburgers◆ eat chocolate every day◆ like drinking cold cola
(2) T: So many unhealthy points! Can you give me some advice to help me keep fit
Advice: You should walk to work.
You should have meals on time.
You should eat some vegetables for lunch. You eat too much meat.
You should do some exercise after dinner.
You shouldn’t eat hamburgers too often.
You shouldn’t eat chocolate every day or drink cold cola.
(3) Discuss dos and don’ts.
T: Nowadays people pay more attention to their lifestyles. Let’s think about how to keep fit. Work in groups of four and write down your ideas.
a. Exercise more.
b. Have three meals on time.
c. Have fruit every day.
d. Don’t have something too sweet.
e. Don’t drink too much cold drinks.
f. Don’t watch TV or surf the Internet for a long time.
g. Don’t go to bed too late.
…
4. Tips for keeping fit.
T: If you want to keep healthy, please have a healthy lifestyle and say goodbye to bad living habits.
【设计意图：先结合重要语言点介绍自己的生活方式，在阅读中处理词汇；然后让学 生评价教师的生活方式，鼓励学生一分为二地看问题，并让他们针对不良生活习惯提出建议，给出健康小贴士。】
V. Homework
1. Retell Kitty’s and Daniel’s lifestyles;
2. Write a short passage about your lifestyle.Unit 6 Food and lifestyle
Study skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read the vowels and consonants they have learned correctly;
2. pronounce the new consonants correctly;
3. read the sentences with the new sounds correctly and fluently.
II. Teaching contents
Consonants: /f/, /v/, / /, / /, /θ/, / /, /s/, /z/, /tr/, /dr/, /t /, /d /, /ts/, /dz/
III. Focus of the lesson and predicted area of difficulty
1. Read some difficult consonants like / / & / /, /θ/ & / /, /t / & /d / correctly;
2. Judge if the same letter or letter group pronounces the same sound;
3. Read the sentences correctly and fluently.
IV. Teaching procedures
Step 1 Lead-in
Ask students if they like learning English and show them a video about a Frenchman. Tell the students that “Practice makes perfect.”
T: Boys and girls, do you enjoy learning English I think learning English well is very important, especially when you work in an international company or travel abroad, right Let’s enjoy a video first.
T: What’s the man in the video doing
S: He is practicing saying English.
T: Right! He is practicing his pronunciation. See, even if you are poor in your pronunciation, you can be better by practicing more.
【设计意图：用视频导入，让学生在轻松愉悦的氛围中开始新课，同时明白“熟能生巧”是练好发音、学好英语的不变途径。】
Step 2 Revision
1. Revise phonetic symbols.
Revise the 34 phonetic symbols students have learned before by reading them in the phonetic symbol table.
2. Read tongue twisters.
【设计意图：本课将教授最后的14个新音标。先从复习环节展开。从旧音标复习入手，以新音标学习收尾，体现了音标学习的整体性。绕口令的设置与教材C部分的练习相呼应。】
Step 3 Learning and practicing
1. Listen and repeat.
T: Let’s learn to read the words with 14 new consonants.
Teach the consonants one by one through listening and imitating.
2. Pair work.
Show the phonetic symbol table and help students practice reading the consonants.
T: Ok, I think all of you have known how to read these consonants. Please read them to your deskmates, and ask your deskmates to help you correct the pronunciation if necessary, and then exchange.
T: (two minutes later) Who can read these consonants for us
Ask several students to read them, help correct the pronunciation if necessary.
3. Play a game.
T: Good job! Since all of you can read them correctly, let’s play a game. Try to be the quickest learners with sharp eyes. It means if you see a consonant that you can read, stand up and say it out loudly. Are you ready Let’s go!
4. Make a conclusion.
(1) Show the letters or letter groups one by one: f, v, sh, ch, ts, z, tr, ds, dr, j, g.
T: They all pronounce the same sound, but what about “s” and “th” Read the following three words: usually, seldom, always.
Writes down three sounds: / /, /s/, /z/.
(2) T: Please read these two words, “think” and “there”.
Write down two sounds: /θ/, / /.
T: Not all the letters or letter groups pronounce one sound.
【设计意图：这是授新课的环节。通过四个步骤帮助学生掌握14个辅音的发音：跟读发音；两两操练发音；游戏中巩固发音；总结发音规则。】
Step 4 Exercises
1. Finish Part A (Page 77).
2. Finish Part B (Page 77).
3. Funny stories.
Enjoy two funny stories about the mistakes in pronunciation.
T: Pronouncing words clearly is very important in our daily life, or we may make some misunderstandings. There are two funny stories about poor pronunciation. Explain the stories if necessary.
4. Finish Part C (Page 77).
5. Practice saying more sentences.
T: Well done! Every one of you is active in class. Speaking English well is not so difficult. Just remember “Practice makes perfect!”
【设计意图：通过课本上三个由易到难的练习，帮助学生及时巩固所学知识。故事环节让学生在欢笑之余感受发音清晰的重要性。鼓励学生不断练习，掌握正确的发音。】
V. Homework
Finish the exercises of this period in the Workbook.Unit 6 Food and lifestyle
Comic strip & Welcome to the unit
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know more vocabulary about food;
2. talk about what food they like or dislike.
II. Teaching contents
1. New words and expressions: noon, hamburger, keep, lemon, watermelon, chocolate, beef, carrot, sweet, meat, health, lifestyle, pork, snack, have a hamburger, half past ten, be good at, keep … away
2. New structures: I like/hate …
I don’t like …
Do you like …
An apple a day keeps the doctor away.
What about you
III. Focus of the lesson and predicted area of difficulty
1. Know more words and expressions about food;
2. Talk about what food they like or dislike.
IV. Teaching procedures
A. Comic strip
Step 1 Presentation
1. Listen and answer.
T: Let’s listen to a conversation between Hobo and Eddie. Find out the answers to the following two questions.
(1) What does Eddie want to eat
(2) Why does Hobo want to have apples
2. Listen and fill in the blanks.
T: Now, let’s listen and repeat what you hear emotionally. Then finish the following passage according to what you hear.
It’s _______. Hobo and Eddie are talking about what to eat. Eddie would like to have a _______. But Hobo thinks hamburgers are not _______ for their health, and that Eddie should have an _______, because an apple a day _______ the doctor away. Eddie agrees, but he needs _______. Do you think he can eat ten apples for just one meal
3. Act out the dialogue.
T: It’s time for us to act out the dialogue between Hobo and Eddie. You can add something new in your performance.
【设计意图：本环节通过听、读、填空、讨论和表演等多种形式来处理对话。在表演环节要鼓励学生根据情节适当丰富对话内容。】
B. Welcome to the unit
Step 1 Lead-in
T: Boys and girls, my birthday is coming and I’d like to have a birthday party. Would you like to come to my birthday party
T: Can you tell me what you would like to eat or drink at my birthday party
S: I’d like to eat … and I’d like to drink …
T: Write down what the students say and get ready for the next step.
【设计意图：本环节通过创设情境，以free talk的形式来呈现主题，教师要注意记录学生想吃、想喝的食物，为下个环节的呈现及分类做铺垫。】
Step 2 Presentation
1. Show the five groups of food with pictures.
T: Boys and girls, thank you for your information and I have written down what you want to eat and drink. Please give me one minute and I’ll divide all the food into five groups. Then you should check if I miss something you want, OK
T: Look at the five groups. They are fruits, meat, vegetables, snacks and drinks. Which one would you like to check first
(1) Vegetables: potatoes, tomatoes, carrots
(2) Fruits: oranges, apples, bananas, lemons, mangoes, watermelons
(3) Meat: chicken, beef, fish, pork
(4) Drinks: coffee, milk, tea, Cola, juice
(5) Snacks: sweets, chocolate, cakes
2. Put the food into the correct groups.
T: Boys and girls, thank you for helping me check all the food. Now Millie has collected some information about food. Would you like to help her put the food into the correct groups
3. Listen and answer.
T: Boys and girls, Millie and Daniel are talking about food they like or dislike. Now let’s listen to their conversation and answer the following questions.
(1) What food does Millie like
(2) What food does Daniel like
(3) What food does Millie dislike
(4) What food does Daniel dislike
(5) Why does Millie like fish
4. Free talk: What food do you like or dislike
T: Do you know what food I like or dislike And why
S1: Mr Shen, I think you like …, and you dislike …
T: Why do you think so
S1: Because you …
T: It sounds reasonable, but your answer is not right. Anyone else
S2: Mr Shen, I think you like …, and you dislike …
T: Why do you think so
S2: Because you …
T: Yes, you are right.
5. Make up a new dialogue.
T: Now let’s make up a new dialogue to talk about what food you like or dislike. You can make up a new dialogue according to the following pattern. Then I’d like to invite some pairs to act out the dialogue.
Pattern: A: I like … How about you
B: I like …
A: Do you like … They are/It is my favourite.
B: Yes, I like them/it, too./No, I don’t like them/it. What about …
A: I like … It is/They are …
B: I don’t like … What about you
A: …
B: …
6. Make a survey.
T: Let’s make a survey about the food you like or dislike. Work in groups of four and choose a leader. The leader should interview the other members with the food they like or dislike. At the same time, the leader should write down some key words in the following table. In the end, I’ll invite some leaders to make a report about the topic.
members the food you like why you like the food you dislike Why you dislike
Leader
Member 1
Member 2
Member 3
【设计意图：本部分的设计遵循从单词到语句到语篇、从输入到输出的规律，环环相扣。先通过食物分类呈现，为完成练习作铺垫，同时导入对话；然后，从课本对话过渡至学生自创对话；最后，调查环节，将本节课的基本词汇和句型融入其中。】
V. Homework
1. Write down the food you like or dislike and explain your reasons;
2. Preview the new words and expressions in Reading.Unit 6 Food and lifestyle
Reading (I)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read the passage fluently;
2. understand new words and expressions about food and lifestyle;
3. describe Kitty’s and Daniel’s lifestyles;
4. try to give some advice about how to keep fit.
II. Teaching contents
1. New words and expressions: fit, meal, pear, sugar, tooth, change, plan, more, pool, cola, swimming pool, love/like dancing, every day/week, need to do, keep fit, have milk and bread for breakfast, between meals, too much, be bad for, play computer games, plan to do, go swimming
2. New structures: I need to keep fit.
I always have milk and bread for breakfast.
There is a swimming pool near my home.
I plan to go swimming every week.
III. Focus of the lesson and predicted area of difficulty
1. Introduce Kitty’s and Daniel’s lifestyles;
2. Introduce students’ own lifestyles with the passage as a model.
IV. Teaching procedures
Step 1 Lead-in
Play a video. In the video, some fat boys are taking part in a summer camp to lose weight.
【设计意图：以视频导入，为呈现本单元的主题做铺垫。】
Step 2 Presentation (I)
1. Answer the questions.
T: What’s the news report about
S: Some fat boys take part in a summer camp to lose weight.
T: Yes. Can you guess what makes them so fat
S1: I think they eat too much.
S2: I think they seldom exercise.
S3: I think …
T: Your answers all sound reasonable. Can you give them some advice to keep healthy/fit
S1: I think they should exercise every day/week.
S2: I don’t think they should eat too much sweet food.
T: Yes. Exercise more. Don’t eat too much food with sugar. Having too much sugar is bad for your teeth. Have fruit every day. And have three meals on time.
2. Read the new words and expressions.
【设计意图：结合视频内容，让学生猜猜肥胖的原因，并鼓励他们给出一些保持健康的建议，教师也可结合新词汇给出建议。】
Step 3 Presentation (II)
T: Today we’ll learn about Kitty’s and Daniel’s lifestyles. Let’s see what they eat and how they live.
1. Fast reading.
Read the passage quickly and try to fill in the following table.
What she/he eats How she/he lives
Kitty
Daniel
2. Detailed reading.
(1) Listen to the tape and you can take some notes. Then let’s finish some True or False exercises.
a. Kitty loves swimming.
b. Kitty often eats healthy food.
c. There is too much sugar in cakes and sweets.
d. Daniel seldom plays computer games.
e. Daniel does not like to play sports.
f. Kitty and Daniel have healthy lifestyles.
(2) Role play.
T: Now let’s read the passage again and finish the dialogue between Simon and Millie. Then act out the dialogue with your partner.
Simon: How often does Kitty dance
Millie: She dances _____________.
Simon: How long does Kitty dance every time
Millie: She dances for ____________.
Simon: Why is healthy food so important for Kitty
Millie: Because she needs to ____________.
Simon: Does Daniel have a healthy lifestyle
Millie: ________, _____________.
Simon: What does Daniel plan to eat every day
Millie: He plans to eat _______________ every day.
Simon: What does Daniel plan to do
Millie: He plans to _____________ every week.
(3) T: I still have some questions about what Kitty and Daniel eat and how they live. Please help me fill in the blanks in the table.
Kitty Daniel
◆ I have __________ and __________ for breakfast every day.◆ I eat __________ and __________ for lunch and dinner.◆ Sometimes I have an __________ or a __________ between meals.◆ I seldom eat __________ or __________.◆ I dance for __________ every day. ◆ I love __________ and __________.◆ My favourite meat is __________.◆ I do not eat __________ and __________ every day.◆ I do not often eat __________.◆ I __________ exercise.◆ I plan to __________ every day.
3. Discussion.
(1) T: Whose lifestyle do you think is healthier, Kitty’s or Daniel’s Why do you think so
(2) T: Why do you think Daniel’s lifestyle is not healthy What advice can you give to Daniel if he wants to keep fit
4. Introduce your own lifestyle.
T: Can you tell us something about your own lifestyle Write down some key words in the following table. Then I’d like to invite some of you to share your lifestyles with us.
Name __________Age ___________Lifestyle ___________________________________________________________________Exercise ___________________________________________________________________Breakfast __________________________________________________________________Lunch _____________________________________________________________________Dinner ____________________________________________________________________
5. Tips for keeping fit.
T: If you want to keep fit, you should have a healthy lifestyle, which means you’d better exercise more, have fruit every day and have meals on time.
【设计意图：通过完成不同的任务，培养学生的阅读技巧；采用讨论的方式来复述课文，更具创意，同时也能帮助学生更好地描述自己的生活方式。】
V. Homework
1. Read and recite the passage;
2. Try to write something about your own lifestyle.Unit 6 Food and lifestyle
Integrated skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn about Benny’s lifestyle through listening;
2. know more about their own lifestyle and how healthy they are;
3. make up a dialogue to show how to order food at a restaurant.
II. Teaching contents
1. New words and expressions: less, than, less than, more than, take a walk, total, number, score, point, more, order, menu, bean, all right, taste, the total number of, exercise more, have a look at sth.
2. New structure: How often do you exercise
How long do you sleep every night
How about some beef
Apple juice tastes good.
III. Focus of the lesson and predicted area of difficulty
1. Differentiate the “wh-” questions beginning with how often and how long as well as the answers to them when talking about lifestyles;
2. Make up new dialogues to show how to order food at a restaurant.
IV. Teaching procedures
A. How to keep fit
Step 1 Presentation
1. Several questions about the hostess Li Xiang.
T: Generally speaking, people with good looking are usually more confident than others. And they are easy to get more chances to become successful. Do you agree with me
T: Do you know the hostess Li Xiang After she gave birth to a daughter, she got fat. But now, let’s look at her recent picture. Can you guess why she becomes beautiful again
S1: She always exercises.
S2: She just eats fruit and vegetables.
S3: Maybe she works hard and has a little rest, so she becomes thin.
S4: My mother says she eats a kind of medicine to help her lose weight.
…
【设计意图：通过李湘的照片引出本课话题，健康的生活方式可以让人变得更美丽、更自信，而美丽、自信的人往往能比别人获得更多成功的机会。这样的导入更真实，更贴近生活实际。】
2. Introduce two exchange students and their Get Fit Club.
T: Linda and Susan are two exchange students from America. They plan to set up a Get Fit Club to help middle school students keep fit. Are you interested in joining it
【设计意图：创设情境，一方面提醒学生注意生活方式，另一方面串起后面的一系列活动。】
3. Some questions about how to keep fit.
T: We’ve learned a passage about Kitty’s and Daniel’s lifestyles, and we know Kitty’s lifestyle is healthier than Daniel’s. Do you know how to keep fit
S1: Eating healthy food like fruit and vegetables.
S2: Don’t eat snacks.
S3: Don’t spend much time playing computer games.
…
T: Eating healthy food is very important for us. Do you remember the healthy and unhealthy food
T: Besides eating healthily, what else can help to keep healthy
S1: We should do some sports every day.
S2: We should have enough sleep./We should sleep more.
S3: We shouldn’t spend too much time watching TV or playing computer games.
…
【设计意图：通过本单元学生已学的内容，提炼出保持健康的途径。既复习了前几节课的内容，又为本课话题的展开累积了素材。】
4. Free talk.
T: Linda and Susan want to know more about you. They’ll interview some of you.
(1) What food do you often have
(2) What activities do you often do
(3) Do you think you are healthy
【设计意图：本环节不仅就本单元话题进行了口头的操练，体现出综合技能课上以听说为主的特点，也为学生接下来快速完成自己的问卷调查做了准备。】
5. Finish a questionnaire.
T: There are more questions about the lifestyle in your English books. Please read the questions in the questionnaire and tick out the answers according to your own situation.
6. How long/How often.
Show how to answer the two wh- questions and explain the expressions: more than/less than/three times a week.
T: How long do you watch TV every week
How often do you watch TV
T: Generally speaking, we use a period of time to answer the question “How long … ”
Present more sentences to help students understand “more than/less than”.
e.g. (1) You usually spend more than two hours doing your homework every day. Am I right
(2)You watch TV for less than half an hour at home every night.
T: And we often use adverbs of frequency to answer the question “How often … ”
T: Read the expressions together.
【设计意图：学生独立阅读问卷调查表，根据自己的实际情况选出答案。重点讲解“How often”和“How long”这两个特殊疑问词引起的特殊疑问句及其回答，帮助学生夯实语言知识点，为笔头练习扫除障碍。这个环节的设计也为之后计算得分，判断自己是否健康做好了准备。】
Step 2 Listening comprehension
1. Benny’s lifestyle.
T: Listen to an interview with Benny. Read the questionnaire in the book and tick the correct boxes.
2. Ask and answer questions.
T: Now I’m sure most of you are very clear about Benny’s lifestyle. Please help me find out the answers.
【设计意图：本环节旨在练习听力。在经过了上几个环节后，学生对听力中的话题已很熟悉，也明白了问卷中每个问题的意思及可能出现的答案，因此只要集中注意力捕获相关的信息点即可。】
3. Work out the scores.
T: Now turn to Page 76. Let’s work out the scores.
How many as do you have What about bs and cs What’s your score Are you healthy
B. Speak up: What would you like to order
Step 1 Listen and practice
1. Listen and answer.
Listen to the dialogue between Millie and Andy and answer two questions.
(1) How does apple juice taste
(2) What do they order (Explain the expression “green beans”.)
2. Useful expressions.
T: Read the dialogue together.
T: Which sentences can be used when we order food at a restaurant
(1) What would you like to order
(2) Let me have a look at the menu.
(3) What/how about …
(4) Would you like some …
(5) Can I have …
Step 2 Practice
1. Read the dialogue in pairs.
2. Pair work.
T: Suppose you and your friend are ordering food at a restaurant. Work in pairs and talk about what you would like to have.
3. Let’s keep fit.
T: Boys and girls, it’s really important to live a healthy life. From now on, let’s eat more healthy food and exercise more, shall we
【设计意图：创设情境来训练学生用英文点餐的能力，同时提醒学生合理饮食，保持健康。】
V. Homework
1. Design (设计) three healthy meals for yourselves;
2. Write down ways to help you get healthier.Unit 6 Food and lifestyle
Grammar
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. tell the difference between countable and uncountable nouns;
2. know how to form the plural of countable nouns, including regular and irregular forms;
3. use nouns before uncountable nouns to show their amounts.
II. Teaching contents
1. New words and expressions: piece, glass, salt, cup, kilo, bottle, plate, carton, a piece of, a glass of, a packet of, two bags of, three cups of, four kilos of, six bottles of
2. New structures: What do we need to buy
III. Focus of the lesson and predicted area of difficulty
1. Know how to form the plural of countable nouns;
2. Use nouns before uncountable nouns to show their amounts.
IV. Teaching procedures
Step 1 Lead-in
1. Odd One Out.
Play a game called “Odd One Out”. Let Students choose one picture which is different from the other three. They should tell the reasons.
(1) apple pear lemon bread
Reason 1: Apple, pear and lemon are fruits. Bread is not fruit.
Reason 2: Apple, pear and lemon are countable nouns. A countable noun refers to something that we can count. For example, an apple, two pears and ten lemons. But bread is an uncountable noun. An uncountable noun refers to something we cannot count. For example, we cannot say a bread.
Explain Reason 2 slowly to make students understand what a countable noun and an uncountable noun are.
(2) milk juice cola carrot
Reason 1: Milk, juice and cola are drinks. Carrot is a kind of vegetable.
Reason 2: Milk, juice and cola are uncountable nouns. Carrot is a countable noun.
(3) photo potato tomato mango
Reason 1: Potato, tomato and mango are something that we can eat. But we can’t eat photo.
Reason 2: We should add “es” to potato, tomato and mango to form their plural forms. But we just add “s” to photo to form its plural form.
(4) man policewoman child toy
Reason 1: Man, policewoman and child refer to people.
Reason 2: The plural forms of man, policewoman and child are irregular. The plural form of toy is regular, just plus “s”.
【设计意图：把本单元第一课时中出现的食物名词融合在游戏中，让学生通过已有知识来学习新知识，降低难度。在陈述理由时，依次呈现可数名词和不可数名词的概念，以及可数名词单复数变化的一些规则，为下面的环节做一些铺垫。】
Step 2 Presentation
1. “A” or “an”.
T: Do you know when to use “a” and when to use “an”
If the countable noun begins with a vowel sound, we use “an”. If the countable noun begins with a consonant sound, we use “a”.
2. The plural of countable nouns.
T: Do you know how to form the plural of countable nouns
(1) an orange → two oranges; a cake → two cakes
Rule 1: We add “s” to most nouns.
(2) a story → some stories
Rule 2: If the noun ends in a consonant + y, we should change “y” into “ies”.
(3) a bus → two buses; a brush → three brushes; a match → some matches; a box → four boxes
Rule 3: We should add “es” after the nouns ending in “s”, “sh”, “ch” or “x”.
(4) a photo → two photos; a potato → three potatoes; a tomato → some tomatoes
Rule 4: We should add “s” or “es” after the nouns ending in “o”.
(5) a knife → two knives; a scarf → three scarves
Rule 5: We should change “f”/“fe” into “ves” if the noun ends in “f” or “fe”.
(6) some other nouns
a man → two men; a policewoman → three policewomen; a sheep → some sheep a child → some children;
3. Have a try!
Fill in the blanks with the correct forms of the given words.
(1) My grandfather likes to tell _______ (story).
(2) Let’s go and buy some ______ (carrot) and ________ (potato).
(3) All the ______ (child) enjoy talking to him.
(4) We must brush our _____ (tooth) twice a day.
(5) Here are two _____ (photo) of my family.
(6) People usually cut ________ (tomato) with _______ (knife).
(7) How many ______ (people) are there in the hall
(8) In the last two ________ (month), he scored five goals in six ________ (match).
4. A shopping list.
T: My birthday is coming. So my mother is going to do some shopping. Here is her shopping list. Look at the screen and tell me if there are any mistakes in it.
T: We can see some uncountable nouns. We can’t count their amounts, but we can use nouns before uncountable nouns to show their amounts.
5. Complete the conversation on Page 74.
6. Your shopping list.
T: Suppose you will invite some friends to your birthday party. Now you are making a shopping list. Work in pairs and write down the things you need.
V. Homework
Review how to form the plural of countable nouns.
