Unit 4 Food 教案

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Unit 4 Food
Part 1: Teaching Design
Unit Goals
·Learn about the names of some food and group them
·Learn to express likes and dislikes
·Learn how to use adverbs of frequency
·Differentiate between countable and uncountable nouns
·Understand and use ‘there is / there are ’
·Talk about healthy diet and lifestyle
Vocabulary hungry, never, vegetable, hate, healthy, dancer, important, easy, tired, keep, seldom, sweet, sugar, fruit, milk, bread, meat, study, top, basketball, fast, change, juice, person, careful, water, tomato, cabbage, story, sheep, salt, tea, kilo, buy, grandpa, bottle, luck, supermarket, carry, calorie, soup, without; in front of, less than, keep fit/healthy, a packet of, two kilos of
Expressions What food do you like/dislike I like/dislike/hate carrots.
What is your favourite food
What about fish They are healthy. They are my favourite.
It’s easy for me to get tired.
How often do you exercise
Simon always/usually/often/sometimes/seldom/never plays football after school.
There is(not) a banana/ too much sugar in the box.
There are(not) any/many potatoes on the table.
Is there a banana/too much sugar in the box Yes, there is./ No, there isn’t.
Are there any/many potatoes on the table Yes, there are./ No, there aren’t.
Structures What food do you like/ dislike I like/ dislike/hate …
Do you like … What’s your favourite food
How often do you …
Period One 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
1） Brain-storming
Give Ss five questions about the daily diet and ask them to answer them as soon as possible.
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:
What food do you have for breakfast/lunch/supper
What food do you like Why
What food do you dislike Why not
What food is good for us
What food is bad for us
What Chinese food do you know
What Western food do you know
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.
2) Group Discussion: Divide Ss into groups and discuss about‘What is your favourite food/meat/ drink/vegetables ’ and ‘ Why do you love/ like them ’
3) Discuss about ‘What food you dislike/ hate ’ and ‘ Why do you dislike/ hate them ’
4) Show the pictures in Part A on P59 to students and ask:
T: What food is it / What food are they
S: It’s a bowl of rice./ They are hamburgers.
…
Ask students to read the eight words one by one.
Ask students what food in Part A they love/ like/ dislike/ hate
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
a. Ask students to write the food they like or dislike in the table of Part A
b. 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.
c. Ask a few pairs of students to role-play the conversation in front of the class.
d. Ask students to talk about their family as well, e.g., My sister loves ice cream. My father hates chocolate.
Step 4: Presentation
Talk about the dogs’ meals and activites.
Step 5: Listen and answer
What’ll Eddie eat for lunch (a hamburger)
Is he always hungry ( Yes)
Why (He needs a lot of energy.)
Does he often do some exercise/ exercise (never)
Why does he need a lot of energy (He walks to his bowl many times a day.)
What do you think of Eddie (He’s lazy and likes eating.)
Is he healthy
Step 6: Listen again and repeat
Step 7: Act out
Ask students to role-play the conversation
Step 8: Discussion
Ask students to discuss how to be a healthy person according to Comic
strip. ( exercise more and eat healthy food, etc.)
Step 9: 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 10: Consolidation exercises
句型转换
1． The little boy is very hungry now. (改为一般疑问句)
2． It’s lunchtime.（写出两个同义句）
3． She needs two oranges.（对划线部分提问）
4． 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 11: Homework
Oral work: Revise this period, listen, repeat and recite Comic strip
Written work: Teachers can assign this part according to their own conditions.
Period Two Reading (1)
Teaching Goals
·To learn some new words and expressions in the text and understand the text
·To describe Kitty’s and Daniel’s diets and lifestyles according to the text
Teaching Procedures
Step 1: Revision
Ask students some questions to revise the names of some food and their likes and dislikes.
What fruit/drinks/vegetables/meat/snacks do you know
What food do you like/ dislike Why
What do you usually have for three meals
Step 2: Presentation
According to Student A’s answers, first tell the students: we call the food a person usually eat diet. Then ask the students : Do you think Student A’s diet is healthy Every day we spend lots of time working and studying. So it is easy for us to get tired. Do you think a healthy diet is important for us to keep healthy/fit Some students always have Coke when they are thirsty. They seldom have boiled water. Is it healthy Of course not. Because Coke gives us energy, but there is too much sugar in it. So do sweet snacks, such as chocolate and cakes. Then what should we have to keep fit (Students’ own answers)
Step 3: Listen and answer
Ask students to listen to the information about Kitty and fill in the blanks/ do True of False Questions / Match the suitable sentences.
Step 4: Presentation
T: Besides a healthy diet, what else do we need to do to keep fit (do some exercise) Some students spend a lot of time studying. They are good at studying. They are the best/ top students in their classes or schools. But they never exercise, and they love Coke and hamburgers. Do you think they have a healthy lifestyle Do you think they need to change Daniel is such a student. Let’s listen to his information.
Step 5: Listen and answer
Listen to the tape and fill in all the circles.
Step 6: Listen again and finish off Part B1
Answers: 1-e, 2-d, 3-h, 4-f, 5-a, 6-b, 7-c, 8-g.
Step 7: Read the text and finish off Part B2
Ask students to read the text by themselves, then write what food and drinks Kitty and Daniel have every day.
Answers: Kitty-bread, fruit, vegetables, meat, milk;
Daniel-hamburgers, Coke.
Step 8: Retell
Ask students to describe Kitty’s and Daniel’s diets and lifestyles. Teachers can give some key words.
Step 9: Discussion
Whose diet and lifestyle are healthier Why
Step 10: Summary
T: In this period, we have learned some new words and expressions in the text. And we have known something about what is a healthy diet and what is a healthy lifestyle by reading the text.
Step 11: Consolidation exercises
根据英文解释，写出句中所缺单词
1． To get to the top of the mountain, you need lots of __________ (power to do things).
2． If you want to be __________ (having good health), you should often have sports.
3． It’s 3:30p.m. It’s time for us to ____________ ( do sports activities).
4． I don’t like reading books. So I ____________ (not very often) go to the library.
5． Kitty’s ________________ (the way people live) is quite different from yours.
Answers: 1. energy 2. healthy 3. exercise 4. seldom 5. lifestyle
Step 12: Homework
Oral work: Listen and repeat the text, revise new words and expressions
Written work: Teachers can assign this part according to their own conditions.
Period Three Reading (2)
Teaching Goals
·To understand the text and the language points deeply
·To talk about personal diet and lifestyle according to the text
Teaching Procedures
Step 1: Revision
1) Ask two students to introduce Kitty’s and Daniel’s diets and lifestyles respectively.
2) Answer the questions about the Kitty’s and Daniel’s diets and lifestyles.
Step 2: Finish off Part C1
Ask students to tell whether the statements are true or not, then correct the false ones.
Answers: F T F T T F
Step 3: Listen and repeat
Play the tape again, and ask the students to repeat the text sentence by sentence
Step 4: Explanation
Explain the language points to the students
Step 5: Read and answer (Part C2)
Ask students to read the text again, then answer the questions in Part C2 in pairs.
Answers: every day, two hours, wants to play basketball, juice and bread.
Step 6: Discussion
Say something about students’ own diets and lifestyles according to the text
Discuss whose diet and lifestyle are healthy, whose are unhealthy. Why
How to change the unhealthy diet and lifestyle
Ask the students to work in groups of four, then each group gives a report
Step 7: Game
Play the game Find someone who… in groups of four
Students ask the following questions( write them on the blackboard first for the students to copy) each other. If the student’s answer to the question is a ‘yes’, then his/her name is marked down next to the question. After five minutes, ask the students to count the number of names they have written down on his/ her sheet. The students with the most names wins and he/ she has the healthiest lifestyle.
1. Do you eat any snacks
2. Do you eat breakfast every morning
3. Do you eat meat every day
4. Do you swim twice a week
5. Do you eat fruit every day
6. Do you walk to school
7. Can you run fast
8. Do you love sports
9. Do you hate hamburgers
10. Do you like vegetables
11. Do you dislike lemons
12. Can you name two healthy drinks
13. Do you watch TV every night
14. Do you play computer games
15. Do you like dancing
Step 8: Summary
T: In this period, we have learned to describe our personal diets and lifestyles.
Step 9: Consolidation exercises
1. Translation
2. Simon 想当一名受欢迎的足球运动员。
3. 对一个学生来说，课堂上认真听讲是十分重要的。
4. 你今天早上早饭吃的什么？
5. 他再也不喜欢打电脑游戏了。
6. Daniel每天锻炼身体约30分钟。
Answers: 1. Simon wants to be a popular football player.
2. It’s quite important for a student to listen carefully in class.
3. What did you have for breakfast
4. He doesn’t like playing computer games any more.
5. Daniel exercises for about half an hour every day.
Step 10: Homework
Oral work: Listen, repeat and recite the text
Written work: Teachers can assign this part according to their own conditions.
Period Four Vocabulary
Teaching Goals
·To learn names of different foods
·To group the different foods correctly
Teaching Procedures
Step 1 Group Disscusion
What do you have for breakfast/ lunch/ supper
What is your favourite food/ drink/fruit ...
Step 2: Play a guessing game
T: Let’s play a guessing game first. It’s about different foods and drinks.
1. a cold drink, young people like it, it gives you energy, but there is too much sugar, it can make you fat (Coke)
2. it is sweet and brown (chocolate)
3. a hot drink, Chinese like drinking it without anything in it (tea)
4. this animal lives in water, its meat can make you cleverer (fish)
5. it is round and sweet, you usually eat it at the Mid-Autumn Festival (mooncake)
6. a yellow fruit, it tastes sour (lemon)
Step 2: Finish off Part A
Read the words above, then write them in Part A, read again.
Answers: 1-Coke, 2-chocolate, 3-tea, 4-fish, 5-mooncake, 6-lemon.
Step 3: Practice (Part B)
Show the pictures in Part B to students, ask them to make up a conversation in pairs.
A: What is it / What are they
B: It’s milk. / They are mangoes.
A: What kind of food is it
B: It’s a kind of vegetable / fruit / sweet snack / meat / drink.
Then ask the students to put the food into the correct groups in the table of Part B.
Answers: vegetables-carrots, tomatoes, cabbage;
fruit-lemons, mangoes;
meat-beef, pork;
sweet snacks-mooncakes, chocolate;
drink-milk, juice.
Step 4: Extension activity
Ask students to look at PPT. and put them into the proper groups.
Step 5: Additional exercise
Odd-One-Out
In each row, which word doesn’t belong Why Circle the word.
1. apple banana carrot orange
2. pork rice beef chicken
3. pudding chocolate cake carrot
4. noodles rice bread beef
5. juice chicken milk tea
6. Coke juice coffee tomato
7. vegetable fruit watermelon meat
Answers: 1. carrot It is a vegetable; the others are fruit.
2. rice It is a cereal; the others are meat.
3. carrot It is a vegetable; the others are sweets and deserts.
4. beef It is meat; the others are cereals.
5. chicken It is for eating; the others are for drinking.
6. tomato It is a vegetable; the others are drinks.
7. watermelon It is a specific kind of food; the others are general categories.
Step 6: Game
Divide the class into groups of four. One student thinks of a food. The other students ask one question at a time and try to guess what food the student is thinking of. Is it a kind of fruit / vegetable / meat / …
Is it sweet / sour / round / yellow / …
The student who answers the questions can only say yes or no.
Step 7: Summary
T: In this period, we’ve learned the names of different foods. And we’ve known how to group them.
Step 8: Consolidation exercise
根据英文解释，写出相应的单词
1．a yellow fruit and it is sour
2. a kind of drink which comes from cows
3. bread with meat and vegetables between it
4. a kind of vegetable which rabbits like very much
5. it is sweet and brown
Answers: 1. lemon 2. milk 3. hamburger 4. carrot 5. chocolate
Step 9: Homework
Oral work: Revise this period
Written work: Teachers can assign this part according to their own conditions.
Period Five Grammar (1)
Teaching Goals
·To recognize and use adverbs of frequency: always, usually, often, sometimes, seldom, never.
Teaching Procedures
Step 1: Revision
Ask one student to say something about his / her diet and lifestyle.
Step 2: Presentation
According to what the student says in Step 1, ask the other students some questions:
What does he / she have for breakfast / lunch / supper
How often does he / she have it
What sports does he / she play after school
How often does he / she do it
Ask students how often they play football, badminton, go swimming, dancing, roller-skating, etc.
Present adverbs of frequency: always, usually, often, sometimes, seldom, never. At the same time, show the graph in Part A to the students, explain the meanings of different adverbs of frequency.
Step 3: Practice
·Ask students to complete Part A1
Answers: 1-often, 2-seldom, 3-usually, 4-never, 5-always, 6-sometimes.
·Work in pairs to talk about their daily life by using adverbs of frequency.
A: How often do you …
B: I always / usually / often / sometimes / seldom / never ….
·Students are always interested in the life of their teacher. Tell them how often you do certain things, e.g.,
I always walk to school.
I never drive.
I sometimes eat lunch in a restaurant.
I often eat fruit and salad at lunchtime.
Ask the students to say something about themselves or their partners by imitating what you have said.
Step 4: Extension activity
·Ask students to write out their diets on a piece of paper.
·Then in pairs, students ask their partners about these foods, using the structure How often do you eat …
·Students compare their eating habits with their partners’. Ask for a few volunteers to report their results to the class.
Step 5: Summary
T: In this period, we’ve learned how to use adverbs of frequency. Pay attention to their differences and their positions in sentences, e.g. I always get up at six in the morning. I am always happy.
Step 6: Consolidation exercise
下面是Kitty的一周活动安排表，仔细读一读，用适当的频率副词填空。
1) Kitty __________ dances.
2) Kitty __________ listens to music.
3) Kitty __________ goes roller-skating.
4) Kitty __________ plays basketball.
5) Kitty __________ plays computer games.
6) Kitty __________ watches a film.
Answers: 1) always 2) usually 3) never 4) seldom 5) sometimes 6) often
Step 7: Homework
Oral work: Revise this period
Written work: Teachers can assign this part according to their own conditions.
Period Six Grammar (2)
Teaching Goals
To recognize and use countable and uncountable nouns.
To master the rules of forming the plural forms of countable nouns.
To recognize and use the indefinite articles to talk about things that are countable.
To master how to show the amounts of uncountable nouns: a … of + UC.
To learn ‘There be’ structure.
Teaching Procedures
Step 1: Revision
Show a picture of different kinds of foods to the students.
Ask them “What can you see on the table ” Students say the names of foods on the table and put them into five groups.
Step 2: Presentation
Teacher points at an apple, ask “What’s this ” S: It’s an apple. T: How many apples are there S: There are three apples.
Present tomato-tomatoes, strawberry-strawberries in the same way.
Present countable nouns ( What does a countable noun refer to How to use ‘a’/‘an’ How to form the plural forms of countable nouns ) Ask students to look at Part B on Page 61.
Teacher points at a bowl of rice, ask “What’s this ” S: It’s rice. T: How many bowls of rice are there S: There is a bowl of rice.
Present uncountable nouns ( What does an uncountable noun refer to How to show the amounts of uncountable nouns: a … of + UC e.g. a packet of salt-two packets of salt)
Step 3: Practice
Complete the dialogue ‘At the supermarket’ on Page 62, put the things they are going to buy into the correct categories( singular countable nouns/plural countable nouns/uncountable nouns),then act it out.
Answers: 1-chicken, 2-bag, 3-rice, 4-a packet of salt, 5-vegetables, 6-carrots, 7-potatoes, 8-lemons, 9-apple, 10-Coke, 11-cartons of milk.
Countable nouns (singular): apple
Countable nouns (plural): vegetables, carrots, potatoes, lemons
Uncountable nouns: chicken, rice, salt, Coke, milk
Step 4: Game
·Write this sentence on the blackboard: ‘I am going to the supermarket to buy …’. Start the game by adding an item at the end of the sentence. e.g. I am going to the supermarket to buy some bread. Ask the next student to repeat your sentence, and add another item, e.g. I am going to the supermarket to buy some bread and some eggs. Go round the class, asking each student to add another item to the list. The game ends when a student cannot remember all the items.
·Bring to class 10-15 food items that were already introduced in the unit. Place them on your desk for everyone to see. Ask students to look at the items carefully for one minute, then cover the items with a cloth or a large piece of paper. Ask students to write down as many items as they can remember with the correct article ‘a’ or ‘an’.
Step 5: Presentation
Use the picture in Step 1 again
Ask: How many watermelons are there
Is there an orange on the table
Is there any/much Coke on the table
Are there any/many bananas on the table
Answer: There is a watermelon.
No, there isn’t. There isn’t an orange.
Yes, there is. There is some Coke.
No, there aren’t. There aren’t many bananas. There are some.
Present ‘there is’/ ‘there are’
Step 6: Practice
Complete the dialogue ‘Talking about food’ on Page 63, then act it out in pairs.
Answers: 1-Is there, 2-there is, 3-There is, 4-there isn’t, 5-Is there, 6-there is, 7-There are, 8-There is, 9-Is there, 10-there is, 11-There are, 12-Is there, 13-there isn’t.
Step 7: Extension activity
Ask students to make dialogues about their school/classroom/stationery/drinks by using ‘there is’/ ‘there are’.
e.g. A: Is/Are there … in your classroom
B: Yes, there is. / No, there isn’t.
Yes, there are. / No, there aren’t.
A: How many … are there in your classroom
B: There is/are … in my classroom.
Step 8: Summary
T: In this period, we have learned how to use countable and uncountable nouns, and ‘there be’ structure.
Step 9: Consolidation exercise
写出下列名词的复数形式
1. book 2. story 3. glass 4. wish 5. box
6. piano 7. radio 8. shelf 9. watch 10. mango
Answers: 1. books 2. stories 3. glasses 4. wishes 5. boxes
6. pianos 7. radios 8. shelves 9. watches 10. mangoes
Step 10: Homework
Oral work: Revise this period
Written work: Teachers can assign this part according to their own conditions.
Period Seven Integrated Skills (Part A)
Teaching Goals
·To listen for specific information
·To select information from a questionnaire and listen in order to complete a report on another student’s lifestyle.
Teaching Procedures
Step 1: Warm-up activity
Arouse students’ interest in different lifestyles, food and health issues. Talk about the importance of doing exercise, sleeping and eating fruit and vegetables. Elicit information about your students’ lifestyles.
How much TV do they watch
How much time do they spend playing computer games
How many snacks do they eat every day
Complete the ‘Lifestyle’ questionnaire about themselves. Ask some students to report their own lifestyles.
Step 2: Listen and tick
Play the recording. Ask students to listen for specific information about Hu Wen’s lifestyle and tick the correct boxes. Then check answers as a class activity.
Answers: 1-c 2-c 3-c 4-b 5-c 6-c
Step 3: Extension Activities
Ask students to enter Hu Wen’s score and their own score in the table in Part A3. Students analyze the health scores for Hu Wen and themselves. Read out three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is.
Write a class profile on the blackboard with the number of students for each category. Students could put up this information for class display.
Step 4: Make an interview
Work in pairs, ask each other the questions in Part A4. Then work out partners’ health score. And write a report on him/her (Part A5).
Step 5: Additional Activity
Ask students to give some suggestions to their partners according to their health reports. Tell them how to be healthier.
Step 6: Summary
T: In this period, we’ve known more about our own health information and our partners’ by completing a ‘Lifestyle’ questionnaire. And we’ve talked about how to be healthier.
Step 7: Consolidation exercise
补全对话
Sandy: ________ _________ do you exercise
Tommy: Less than twice a week.
Sandy: ________ _________ do you eat fruit and vegetables
Tommy: Very often.
Sandy: ________ _________ do you do your homework
Tommy: Less than two hours.
Sandy: ________ _________ TV do you watch every day
Tommy: More than an hour.
Answers: How often, How often, How long, How much
Step 8: Homework
Oral work: Go on with the questionnaire, do it with your families.
Written work: Teachers can assign this part according to their own conditions.
Period Eight Integrated Skills (Part B) & Pronunciation
Teaching Goals
·To talk about food and diet.
·To ask and answer questions about likes and dislikes.
·To introduce and consolidate common intonation patterns with ‘Wh-’ questions.
Teaching Procedures
Part B
Step 1: Presentation
T: In the last period, we talked about our lifestyles and we have known how healthy we are. Have you changed your lifestyles yet I have begun to change my lifestyle. I love Coke but I don’t drink it any more. I dislike vegetables but I eat them often now. I do more exercise now instead of lying on the couch after dinner. And I feel much better now. Teachers can ask students to say something about their own changes on their lifestyles.
Step 2: Listen and answer
What’s Ricky’s new diet
What about Meiling’s
What’s their favourite fruit
What exercise do they do now
Step 3: Listen and repeat
Ask students to repeat the dialogue sentence by sentence.
Step 4: Explain and read
Explain some language points, e.g. not … any more, lie on the couch, candy-candies, much better, good luck with sth. Then ask students to read the dialogue together.
Step 5: Make up a conversation
Ask students to talk about their new diets and lifestyles.
Sample conversation:
A: Hi, Andy. Do you like your new diet
B: It’s OK. I love chocolate but I don’t eat it any more.
A: I like eating hamburgers but I don’t eat them now.
B: Do you feel better
A: Yes. I eat lots of fruit now. I feel healthier.
B: What is your favourite fruit
A: Apples.
B: Me too.
A: Good luck with your new diet and lifestyle.
B: Thanks, May.
Step 6: Extension activity
Students are generally interested in the topics of calories and vitamins. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’ diets.
Pronunciation
Step 7: Presentation
Explain that we drop our voice at the end of a ‘Wh-’ question to indicate that we have finished speaking. Normally we drop our voice on the last stressed word.
Ask students to read the following sentences:
What is your favourite fruit
Who often eats chocolate
When do you get up every day
How often do you play football
…
Step 8: Listen and repeat
Ask students to listen to the questions on the recording. Then repeat each question. Ask more able students to write an answer to each question.
Step 9: Practice
Dictate the following sentences:
How many apples do you eat every day
How often do you go swimming
How often do you go to restaurants
When do you chat on ICQ
What is your favourite food
What are you going to eat
Why do you eat hamburgers every day
Why do you eat so many snacks
Who eats fruit every day
Who often eats vegetables
Ask students to practice saying the questions in pairs.
Ask students to place the downward arrow on the last word of each question. Students then read out the questions loud to practice intonation.
Ask students to write suitable answers for each question. Monitor students’ intonation by walking around the classroom and listening to their questions. Ask some pairs to come to the front of the classroom and present the conversation.
Step 10: Summary
T: In this period, we talked about our new diets and lifestyles. Then we learned how to read ‘Wh-’ questions.
Step 11: Consolidation exercise
用正确的语调朗读下列句子
1． How old are you
2． Is he cleaning the classroom now
3． Where did you find the cat
4． How nice the picture is!
5． Are you hungry
6． Why do you want to be a doctor
7． Does Simon like playing football or basketball
8． What a good idea it is!
9． Don’t be late for class again next time.
10. Do you like your new diet
Step 12: Homework
Oral work: Practice saying ‘Wh-’ questions
Written work: Teachers can assign this part according to their own conditions.
Period Nine Main Task
Teaching Goals
·To express factual information about diets and lifestyles in writing.
Teaching Procedures
Step 1: Warm-up activity
Ask students why they eat certain types of food and why they should or should not change their diets. Tell students to look at the calories and vitamins chart in Part A. Help them find out what food is good for our health.
Step 2: Presentation
Ask students what they have for three meals every day. Then help them decide if they have a healthy eating according to the chart in Part A.
We need lots of energy every day. Which meal helps us start the day (breakfast) What do you have for breakfast
Which meal gives us energy for the afternoon (lunch) What do you have for lunch
What do you have for supper
Do you drink water every day (It is good for us.)
Are there any calories in water (drink it without getting fat)
Step 3: Listen and answer
What sports does Millie often play
Is she healthy
What does she have for breakfast/lunch/supper
Why does she like vegetables
Step 4: Read and discuss
Ask students to read the article after the tape. Then discuss if Millie has a healthy eating. Why
Step 5: Explain and read
Explain some language points to students and ask them to read the article again.
Step 6: Writing
Ask students to write articles about ‘Healthy plete the notes in Part C first. Then write the article, using Millie’s article as a model.
After writing, ask some students to read out their articles. Then give them some advice on the use of words, spellings and sentence structures.
Extension activity
Prepare a classroom display of the students’ articles. Ask students to group their articles and give them appropriate titles, e.g.
·Lifestyles and diets
·Sporty and active people in class
·TV watchers and computer game lovers
·Quiet people, etc.
Step 7: Summary
T: In this period, we learned how to write an article about our own lifestyles and diets. By reading the chart in Part A, we have known what is healthy food. We can change our diets according to it.
Step 8: Consolidation exercise
1． Translation
2． 他经常不吃早饭就来上学。
3． 吃太多的甜食对你没好处。
4． 每天读英语对学好英语是有帮助的。
Answers: 1. He often goes to school without having breakfast.
2. Eating too much sweet snacks is not good for you.
3. It’s helpful for learning English well to read English every day.
Step 9: Homework
Oral work: Listen, repeat and recite Millie’s article
Written work: Write an article about ‘Healthy Eating’(Students can write their friends or families)
Period Ten Checkout
Teaching Goals
·To revise the use of adverbs of frequency and ‘there be’ structure.
·To revise key vocabulary using a crossword puzzle.
Teaching Procedures
Step 1: Revision
Ask one student to say something about his/her diet, the other students say if his/her diet is healthy. Why
Step 2: Presentation
T: Amy’s mother wants her to have a healthy diet. Please look at her mother’s list. What food is in the list Students answer the question by using ‘there be’ structure.
Ask students to look at Amy’s diet chart, ask ‘How often does she eat the food ’ Students answer the question by using adverbs of frequency.
Step 3: Finish off Part A
Ask students to fill in the blanks and check the answers.
Answers: 1-potatoes, 2-There are seldom, 3-There is sometimes, 4-Are there any there are often, 5-There is always usually, 6-Is there there isn’t often.
Step 4: Summary
Sum up the use of ‘there be’ structure and adverbs of frequency.
Step 5: Consolidation exercise
·用There be的正确形式填空
1．_________________ lots of water in the pool.
2. _________________ any people in the room
3. _________________ no calories in water.
4. _________________ any vegetables in the basket.
Answers: 1. There is 2. Are there 3. There are 4. There aren’t
·根据你的实际情况，选用下列短语和频率副词造句。
go roller-skating eat ice-cream dance after class eat hamburgers swim in a swimming pool play basketball eat fruit go to see a film
1. _____________________________________________________.
2. _____________________________________________________.
3. _____________________________________________________.
4. _____________________________________________________.
5. ______________________________________________________.
6. ______________________________________________________.
Step 6: Presentation
Ask students what food they can see in the picture in Part B. Help students revise ‘there be’ structure again. At the same time, help them revise the key vocabulary of this unit.
Step 7: Complete the crossword puzzle
Answers: 1-healthy, 2-hamburger, 3-rice, 4-apples, 5-lemon, 6-water, 7-fish.
Step 8: Summary
Ask students to list the vocabulary about food they have learned and put them into two categories (countable/uncountable nouns)
Step 9: Consolidation exercise
A guessing game
1. I am a kind of fast food. Usually I have some meat or vegetables between two pieces of bread.
2. I am a kind of drink. You need to drink me every day. People can’t live without me.
3. I grow on trees. I can be red or green. Eating me every day can make you healthy, do you know
Answers: 1. hamburger 2. water 3. apple
Step 10: Homework
Oral work: Revise the main points of this unit
Written work: Teachers can assign this part according to their own conditions.
Part 2: Teaching Material (第二部分：教学材料)
·要点解析
1. Let’s have a hamburger. 我们吃个汉堡包吧。
Let’s 是Let us的缩写，意为“让我们”，表达一种建议。
Let’s go to school. 我们去上学吧。
2. You’re always hungry, Eddie. 埃迪，你总是很饿。
Be hungry, 意为“饥饿”。
Tom needs a hamburger. He is hungry. 汤姆要一个汉堡包，他饿了。
3. I need a lot of energy. 我需要大量的能量。
a lot of 意为“许多”，相当于many或much, 可修饰不可数名词，也可以修饰可数名词。
I have a lot of apples. 我有许多苹果。
At Mid-Autumn Festival， we eat a lot of nice food. 在中秋节我们吃很多美食。
energy 为不可数名词，用a lot of, lots of 或much 修饰。
4. What about + n / doing 表达一种建议。
What about Sunday
What about going fishing.
5. I want to be a dancer. 我想成为一名舞蹈演员。
want to be, 意思是“想成为”。
Kitty wants to be Daniel’s friend. 基蒂想成为丹尼尔的朋友。
I want to be a teacher when I grow up. 我长大了想当一个老师。
6. It is important for a dancer to be healthy. 对一个舞蹈演员来说，健康是重要的。
“It is important for someone to do something” 意为“做某事对某人很重要”。
It is important for us to learn English 学英语对我们来说很重要。
It is important for us to keep healthy. 保持健康对我们来说很重要。
7. Now, I always eat an apple for breakfast… 现在，早餐时我总是吃一个苹果……
eat… for breakfast / lunch / dinner, 意思是“早／午／晚餐吃……”。
I often have noodles for breakfast. 我早餐常吃面条。
I always eat hamburgers for lunch. 我午饭总是吃汉堡包。
8. After class, I also like playing computer games and chatting with my friends on the Internet.课后我还喜欢玩电脑游戏，与朋友在因特网上聊天。
chat with sb. 意思是“与某人聊天”，也可说have a chat with sb.
I often have a chat with my friends on the telephone. 我常在电话里跟朋友聊天。
9. I do not eat fast food any more. 我不再吃快餐了。
not… any more = not… any longer, 意思是“不再”。＝ He is not a child any longer. 他不再是个孩子了。
10. twice a day 一天两次。
“一次”once，“两次”用twice, “三次以上”用基数词或相当于数词的代词加times。
three times a day. 一天三次。
many times a day. 一天许多次。
11.① 名词复数的规则变化 (书 Page 61)
② 少数名词的复数形式是不规则的。
man — men woman — women
child — children sheep — sheep
③ 表示国籍的名词，有的在词尾加－s，表示该国的人，如an American—three Americans；有的单、复数形式相同，如a Chinese — four Chinese等。
12. 频度副词
副词按意义分类可分为方式副词、地点副词、时间副词。often等词属于时间副词中表示频率的副词，称为频度副词。
1）频度副词按照其发生频率由高到低排列如下：
always usually often sometimes seldom never
频率高 频率低
（100） （0）
2）频度副词在句中的位置如下：
① 在第一个助动词或情态动词（及not）之后。
I will always remember this. 我将永远记住这件事。
② 在单个be动词之后。
He’s often busy. 他经常很忙。
③ 在单个实义动词之前。
He never eats hamburgers. 他从不吃汉堡包。
④ 频度副词用来加强语气时，可放在句首或句尾，often在句尾时常被very或quite修饰。
Sometimes we go by ship. 有时我们坐船去。
But I walk sometimes. 但有时我步行。
He writes to me quite often. 他常给我写信。
⑤ 对频率副词提问用“How often”。
13. There be 句型的就近原则。
There be句型中的be动词形式由最靠近它的名词决定。
There is a bottle of water and two apples in her bag.
14. What do we need to buy 我们需要买什么？
need 意思是“需要”，这里是实义动词，而不是情态动词，因此后面动词前要加to。
We need to buy some vegetables. 我们需要买一些蔬菜。
I need to get a pair of shoes. 我需要买一双鞋。
15. less than three times a week. 一周不到三次
less than，意思是“不到；少于”，与more than相反。
less than two weeks. 不到两周。
more than three hours. 三个多小时。
16. You are not fit at all! 你一点都不健康！
fit = healthy 意思是“健康”，形容词。
keep fit 保持健康。
17. Do you feel better 你感觉身体好点了吗？
better 是well的比较级。
He is now much better than before. 他的身体比以前好多了。
18. Good luck with your new diet, Ricky. 祝你新的饮食有好的效果，里基。
good luck with sth.
19. I like vegetables because they are good for me. 我喜欢吃蔬菜，因为它们对我身体有益。
be good for…意思是“对……有益”，be bad for 意思是“对……有害”。
Sweet snacks are bad for health. 甜零食对身体有害。
Eating fruit is good for your health. 吃水果对你的身体有好处。
20. There are no calories in water, so you can drink it without getting fat. 水中没有热量，所以你喝了不会发胖。
without 是“没有，不”的意思。
He often comes to school without having breakfast. 他常不吃早饭就来上学。
Li Lei can do his homework without his father’s help. 李雷没有他父亲的帮助也能完成家庭作业。
Fish can’t live without water. 鱼儿离不开水。
·补充习题
一、根据句意，在空白处填入一个恰当的词。
1. A clock has one face and three hands. It can tell us the time.
2. You should not eat rice for lunch. You should try other food.
3. There is too much in the meal, so I need to drink lots of water.
4. “ ” means “not very often.”
5. After a day’s work, my mother feels very .
二、根据句意将所给词变为恰当形式。
1. Some (woman) are working in that room over there.
2. I swim (two) a week.
3. There are no calories in water, so you can drink it without (get) fat.
4. (eat) good food helps you stay healthy.
5. This meal gives me energy for (play) basketball.
6. You should eat food. It is good for your .(health)
7. Those need lots of energy . (dance)
8. Here is a present for you, with my best . (wish)
三、单项选择。
( ) 1.Jack likes bread cheese on it.
A. in B. for C. on D. with
( ) 2. —I write to my parents twice a week. What about you
— .
A. About two months B. For a month
C. Once a month D. Two hours
( ) 3.— TV do you watch
—For less than two hours a day.
A. How many B. How much
C. How long D. How often
( ) 4.—How long do you read English every day
— .
A. More than one hour B. Often
C. Twice a month D. Less two hours
( ) 5.—Would you like potato chips
—Yes, please.
A. any B. a C. a piece of D. some
( ) 6.There’s “n” in “enjoy”.
A. an B. a C. the D. /
( ) 7. I want you a story.
A. tell B. telling C. tells D. to tell
( ) 8. She spends half an hour English in the morning.
A. read B. reading C. to read D. reads
( ) 9. You were ill yesterday. Are you feeling today
A. good B. healthy C. better D. healthier
( )10. There are some in the classroom.
A. peoples B. girls students C. men teachers D. fruit
四、同义句改写。
1. She watches two hours of TV every day.
She watches TV every day.
2. The little girl no more cries.
The little girl .
3. We have an English lesson on Monday, Wednesday and Friday.
We have English lessons a week.
4. I like Christmas best.
Christmas is .
五、下列各句画线部分中均有一处错误，请找出并改正。
( ) 1. How many TV do you watch every day
A B C D
( ) 2. They have English classes three times one day.
A B C D
( ) 3. Tom never is late for school.
A B C D
( ) 4. Lucy does not like to eat dry breads.
A B C D
( ) 5. He says he needs a can of Cokes.
A B C D
六、根据所给汉语完成下列句子。
1. 你喜欢什么水果？
What
2. Millie和Andy是我们班的尖子生。
Millie and Andy are in our class.
3. 你根本不健康。
You .
4. 每天大量喝水很重要。
It is important to every day.
5. 他每天睡觉大约两小时。
He sleeps every day.
七、阅读短文，回答问题。
In England, the favourite food is fish and chips. Sometimes people cook this food at home, but usually they go to a fish and chip shop. They put the food in paper bags, and take it home, or to their workplace. Sometimes they eat it on the road. This “take – away” is very favourite.
Chinese take – away food is also favourite. There are many “Chinese take – aways” in England, the USA and in Australia, too. They also have fish and chip shops in Australia, but there are not so many in the USA. What’s the favourite food in the USA I think it is fried (油炸的) chicken.
1. What’s the favourite food in England
2. Where do they eat take – away food
3. Is Chinese take – away food favourite
4. In which countries are Chinese take – aways favourite
5. What’s the favourite food in USA
Answers:
一．1. round 2. always 3. salt 4. Seldom 5. tired
二．1. women 2. twice 3. getting 4. Eating 5. playing 6. healthy, health 7. dancers, to dance 8. wishes
三．1-5 D C C A D 6-10 A D B C C
四．1. for two hours 2. doesn’t cry any more 3. three times 4. my favourite festival
五．1. A-How much 2. D-a day 3. A-is never 4. D-bread 5. D-Coke
六．1. fruit do you like 2. top students 3. are not fit at all 4. drink lots of water 5. for about two hours
七．1．fish and chips 2. at home, in the workplace or on the road 3. Yes, it is. 4. England, the USA, Australia 5. fried chicken
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