Period 1
教学内容
Getting ready (p.81), Reading (pp.82-83)
教学目标
语言知识
认读和理解单词bean, beef, product, hamburger, sandwich, salad, fat, sugar和短语a balanced diet, dairy product, fried food, soft drink; 认识单词protein, cola。
语言技能
能根据图片猜测单词hamburger, cola, salad, sandwich和短语 fried food, soft drink的含义。
能运用略读、预测、总结归纳等阅读策略，初步了解主阅读篇章的内容。
学习策略
利用插图理解主阅读篇章的内容。
运用略读、预测、总结归纳等阅读策略，初步了解主阅读篇章的内容。
情感态度
培养均衡饮食的意识。
教学重点
初步了解主阅读篇章的内容。
学习核心单词和短语。
教学难点
运用略读、预测、总结归纳等阅读策略，初步了解主阅读篇章的内容。
教学过程
教学过程
教学过程
Step 1 阅读Getting ready板块的图文，了解单元话题。
学生观察第81页的卡通图，阅读Hi和Lo的对话，回答下列问题。
● What are Hi and Lo talking about? (Hi’s sister failed her cooking exam.)
● What does Lo think of the news? (He thinks it is unfair.)
● Why didn’t Hi’s sister pass the cooking exam? (Because she burnt the desk.)
Step 2 完成读前活动，激活背景知识。
教师呈现一些与饮食习惯有关的问题。学生两人一组，谈论自己的饮食习惯。如：
● What do you usually have for breakfast?
● Do you prefer bread or porridge for breakfast?
● Do you eat a lot of meat or seafood?
● What kind of vegetables do you like?
● Do you have vegetables at every meal?
● Do you often eat snacks? What is your favourite snack? When do
you usually have it?
…
学生完成What do you know about…? 部分的练习A1，并口头汇
报答案。学生认读和理解单词bean, beef, product和短语dairy
product; 认识单词protein。
学生两人一组，讨论What do you know about…? 部分练习A2的两个问题。
教师展示一些食物的图片(a chicken sandwich, a hamburger, a cola, a salad, a glass of lemon tea, some ice cream, some apples, some fried chicken), 要求学生两人一组，将这些食物的图片按healthy food和unhealthy food进行分类，并简述分类理由。学生认读和理解单词sandwich, hamburger, salad, sugar, fat和短语fried food, soft drink；认识单词cola。、
Possible answers:
healthy food: a chicken sandwich, a salad, some apples, a glass of lemon tea
unhealthy food: a hamburger, a cola, some ice cream, some fried chicken
Step 3 运用略读、预测、总结归纳等阅读策略，初步了解主阅读篇章的内容。
学生完成Before you read部分的练习，并口头汇报答案。学生认读和理解短语a balanced diet。
学生快速阅读主阅读篇章，然后完成下面的短文填空，概括主阅读篇章的大意。
Doris and Samuel are having dinner in a restaurant. They order different food. But when Doris knows Samuel’s order, she tells him
that the food he chooses to eat is unhealthy. Samuel doesn’t seem to know what a balanced diet is. Doris tells him about it. But Samuel thinks his diet is balanced. Doris asks him about his breakfast and lunch. Finally Samuel agrees that his diet is unhealthy.
Step 4 朗读主阅读篇章。
学生模仿录音中的语音、语调，朗读主阅读篇章。
回家作业
模仿录音的语音、语调，朗读课文。
抄写单词和短语：bean, beef, product, hamburger, sandwich, salad, fat, sugar；a balanced diet, dairy product, fried food, soft drink。
完成《练习册》第89页Reading A的练习。
Period 2
教学内容
Reading (p.83), Vocabulary (p.84), Comprehension (p.85), Culture corner (p.94)
教学目标
语言知识
认读和理解单词medical, state, necessary, research, plenty, usual, coffee, treat和短语stay away from, medical examination, lose weight, plenty of, in general, treat oneself to sth.。
语言技能
能通过深入阅读，进一步理解什么是均衡饮食，均衡饮食的重要性以及如何合理安排饮食。
情感态度
养成合理的饮食习惯，不挑食，做到均衡饮食。
文化意识
了解一些食物的历史以及趣事。
教学重点
通过深入阅读，进一步理解什么是均衡饮食，均衡饮食的重要性以及如何合理安排饮食。
学习核心单词和短语。
教学难点
理解均衡饮食的概念以及如何合理安排饮食。
教学过程
教学过程
教学过程
教学过程
教学过程
Step 1回顾主阅读篇章的内容。
学生根据食物金字塔，描述什么是均衡的饮食。如：
A balanced diet means having different kinds of healthy food every day.
We should have plenty of fruit, vegetables and grain products, fewer dairy
products and eggs, and less meat.学生认读和理解单词plenty和短语
plenty of。
Step 2 分段阅读主阅读篇章，深入理解全文。
1. 学生阅读主阅读篇章第二至第六行，然后将图中的食物填入一表相应的位置。学生认读和理解短语stay away from。
Samuel’s order for dinner
Doris’s order for dinner
a hamburger, some chocolate cake and a large cola.
a chicken sandwich, a salad, an apple and a glass of lemon tea.
2. 教师询问Whose diet do you think is healthy? Why? 学生根据What do you know about…? 部分练习A1的膳食结构图，将Doris和Samuel点的菜归入不同的类别，然后通过各种食物类别的比例来判断他们的饮食是否健康。
Possible answer: Doris’s diet is healthy. Because she has less oil, fat
and sugar, some vegetables, fruit and bread while Samuel has too much
fat, oil and sugar but does not have enough vegetables or fruit.
教师结合学生的回答可对上表进行适当的拓展。如：
Samuel’s order for dinner
Doris’s order for dinner
a hamburger, some chocolate cake and a large cola.
a chicken sandwich, a salad, an apple and a glass of lemon tea.
unhealthy-too much fat, oil and sugar
healthy-less oil, fat and sugar, some vegetables, fruit and bread
3. 学生阅读主阅读篇章的第七至第十行，然后回答下列问题。学生
认读和理解单词medical, state, necessary和短语medical
examination, lose weight。
● Why has Doris decided to stay away from fried food and soft drinks? (Because the doctor said that she needed to lose a bit of weight by avoiding fat, oil and sugar.)
● What kind of diet would Doris like to have? (A more balanced diet.)
4. 教师询问What is a balanced diet? 学生阅读主阅读篇章的第11至第15行，找出均衡饮食的定义，并完成下面的内容。学生认读和理解单词research和短语in general。
plenty of fruit, vegetables and grain products
a balanced diet-having
different kinds of healthy
food every day
fewer dairy products and eggs
less meat
5. 教师询问What did Samuel have for breakfast and for lunch? 学生阅读主阅读篇章的第16至第30行，完成下表，并回答问题。学生认读和理解单词usual, coffee, treat和短语treat oneself to sth.。
Samuel’s daily diet
Breakfast
fried eggs, a large cup of coffee with a lot of milk and sugar, some ice cream
Lunch
six chicken wings and a cola
Dinner
a hamburger, some chocolate cake and a large cola
● What does Samuel think of his diet? (He thinks that he has a balanced diet.)
● Why does he think so? (Because he thinks that he has many different kinds of food every day.)
● What does Doris think of Samuel’s diet? (She does not think Samuel has a balanced diet. / She thinks Samuel has an unhealthy diet.)
6. 教师询问What do Samuel’s words probably mean? 学生再次阅读第26至第30行，理解Samuel所说的话中的隐含意思。
Possible answers:
Samuel will change his eating habit from the next day on.
Samuel would not like to change his eating habit at all.
Samuel just ignores Doris’s advice / suggestions on his diet at the moment.
Step 3 通过练习巩固核心单词和短语。
学生完成Vocabulary C1, C2的练习，并口头汇报答案。
Step 4 完成Comprehension D1, D2的练习，巩固对主阅读篇章内容的
理解。
学生完成第85页Comprehension D1和D2的练习，并口头汇报答案。
Step 5 通过完成调查问卷评价并反思自己的饮食习惯，进一步理解均
衡饮食的重要性。
学生根据自己的实际情况完成以下调查问卷，然后根据得分标准计算自己的总得分。得分越高则说明饮食习惯越健康。
A survey on eating habits
● Do you eat plenty of vegetables for each meal?
a Usually 3 b Often 2 c Seldom 1 d Never 0
● Do you eat a lot of meat for each meal?
a Usually 1 b Often 2 c Seldom 3 d Never 4
● Do you have dessert after each meal?
a Usually 1 b Often 2 c Seldom 3 d Never 4
● Do you eat some fruit every day?
a Yes 2 b No. 0
● Do you eat many snacks?
a Usually 0 b Often 1 c Seldom 2 d Never 3
● Do you like eating fast food?
a Yes 0 b No. 1
● How often do you eat fast food?
a Usually 0 b Often 1 c Seldom 2 d Never 3
Analysis
Score 2-5: Your eating habits are unhealthy. You should change them completely.
Score 6-10: Your eating habits are barely healthy. You should have some changes.
Score 11-14: Your eating habits are almost healthy. You still need to improve them.
Score 15-20: You have healthy eating habits. Keep them up!
学生两人一组，讨论Comprehension D3的问题，并结合自己的饮食习惯，看看有没有需要改进的地方。
Step 6 学习Culture corner板块的内容。
学生阅读Culture corner板块的图文，然后回答下列问题。
● What is the passage about? (The history of the tomato.)
● Where were tomatoes first grown? (In Central and South America.)
● When was it known to the rest of the world? (In the 16th century.)
● How did European people think of tomatoes in the beginning? (They thought they were dangerous.)
● What happened to Robert Johnson after he ate some tomatoes? (He was still alive.)
● What did American people realize after the experiment? (Tomatoes were safe to eat.)
回家作业
抄写单词和短语：medical, state, necessary, research, plenty, usual, coffee, treat；stay away from, medical examination, lose weight, plenty of, in general, treat oneself to sth.。
根据饮食习惯的调查问卷，参考以下框架结构完成一份关于自己饮食习惯的报告。
My eating habits are (healthy / almost healthy / barely healthy / unhealthy). I .
So I need to keep my eating habits. / So I need to change my eating habits. I should .
通过书籍或网络查找其他有关食物的有趣故事，准备在下节课上
交流分享。
完成《练习册》第82页Vocabulary和第90至91页Reading B, C
的练习。
Period 3
教学内容
Listening (p.86), Talk time (p.90), Speak up (p.91)
教学目标
语言知识
认读和理解单词customer；认识单词preference。
掌握表达偏好和优先选择的常用句式I’d prefer…和I’d rather…。
了解电话订餐的常用句式。
语言技能
能在听的过程中获取和记录关键信息。
能根据情境，运用表达偏好和优先选择的表达方法。
教学重点
完成点餐单的填写。
掌握表达偏好和优先选择的常用句式I’d prefer…和I’d rather…。
教学难点
掌握表达偏好和优先选择的常用表达方法。
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
教师邀请部分学生交流关于自己饮食习惯的报告。
教师邀请部分学生分享其他有关食物的有趣故事。
Step 2 开展听前活动，激活背景知识；进行听前预测，为听力练习作准备。
学生开展“头脑风暴”，思考问题What may be included in an order? (Names of food, quantity, price each, total price, customer’s name and address, etc.)
学生浏览听力练习中的点餐单。学生认读和理解单词customer。
Step 3 完成听力任务。
1. 教师播放录音，学生完成练习A，并口头汇报答案。
2. 教师再次播放录音，同时引导学生记录电话订餐时常用的一些句
式。
● May I book a table please?
● How many people will there be?
● We have a table available at…
● Let me confirm…
● I’d like to order / reserve / book…for…people please.
● Do you have anything available at…?
3. 学生两人一组， 使用以上句式编一组新的电话订餐的电话。
Step 4 学习Talk time部分的内容，掌握偏好和优先选择的表达方法。
1. 教师播放导图的录音，学生跟读对话。教师引导学生总结表达偏
好和优先选择的常用句式，如I’d prefer…，I’d rather…。学生认
识单词preference。
2. 教师播放练习A1的录音，学生跟读对话，然后两人一组，朗读
对话，体会表示偏好和优先选择的常用句式。
3. 学生以小组为单位完成练习A2。教师邀请部分小组上台表演对
话。
4. 学生以小组为单位，编制对话，讨论自己想要参加的社团。教
师邀请部分小组上台表演对话。
Welcome to students’ clubs
The cinema club: If you want to watch the hottest new films as well as the classics, just come to our club.
The basketball club: Don’t always just stay at home and watch TV. Come and join us! You’ll have a lot of fun playing basketball with us!
The singing club: Whether you can sing well or not, just come to our club. And we’ll let you know the nature of music.
Step 5 完成Speak up部分的任务，通过讨论为本校学生设计一周的午餐菜单。
教师提供一些食物。学生根据Speak up部分表格中的食物种类将这些食物进行分类，作为设计午餐菜单的备选。如：
apple beef cabbage green tea milk orange juice potato
tomato banana fish lemon tea noodle pork rice yogurt
Grains
bread, noodle, rice
Meat
beef, fish, pork
Vegetables
cabbage, potato, tomato
Fruit
apple, banana
Dairy products
milk, yogurt
Drinks
green tea, lemon tea, orange juice
2. 学生根据第91页提供的问题和句型，讨论设计午餐菜单。教师邀请各组展示自己设计的午餐菜单。
回家作业
教师给出中秋节、春节以及圣诞节三个节日背景，要求学生四人一组，为这个节日设计一份健康的晚餐菜单。如：
Dinner for
Grains
Meat
Vegetables
Fruit
Dairy products
Drinks
完成《练习册》第86至87页Listening和第88页Speaking 的
练习。
Period 4
教学内容
Grammar (pp.87-89)
教学目标
语言知识
掌握宾语从句的结构和用法。
语言技能
能够使用that以及疑问词引导的宾语从句表达已知的信息、建议等内容。
学习策略
主动探究，善于发现语言的规律并能运用规律举一反三。
教学重点
掌握宾语从句的结构和用法。
教学难点
掌握疑问词引导的宾语从句应用陈述句语序的知识点。
教学过程
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
各组交流设计的节日晚餐菜单。
Step 2 学习that引导的宾语从句的结构和用法。
学生阅读第87页的引言和图中的两个例句。教师呈现that引导的宾语从句的结构，即：subject(主语)+verb(谓语动词)+that-clause(that引导的从句)。同时，学生阅读并了解本页所列的动词，后面可跟that引导的宾语从句。
学生完成第87页Work out the rule部分的内容。
学生两人一组，完成第87页至88的练习，并口头汇报答案。
教师设置情境：Linda and Susan made a new radio programme. After the broadcast they did a survey among teenagers about it. 将以下调查结果印发给学生。要求学生阅读调查结果，然后根据括号里的动词和示例，用适当的宾语从句完成Linda和Susan之间的对话。
Survey
Question：What do you think of the radio programme, Teens’ English Corner?
Results:
18% language / quite hard
82% language / easy
36% interesting and enjoyable
40% boring
24% not worth listening to
70% the programme should have more music
Linda: Have you completed the survey, Susan?
Susan: Yes, and I’ve got the results here. First, (1) eighteen percent of
the teenagers think (that) the language is quite hard (think).
But, (2) eighty-two percent of the teenagers feel (that) the
language is easy (feel).
Linda: That’s good. Most of the teenagers can understand the
language. What do they think of the programme?
Susan: (3) Thirty-six percent of the teenagers believe (that) the
programme is interesting and enjoyable (believe).
Linda: Hmm. But it’s only a small number of them. What do the rest
think of the programme?
Susan: (4) Forty percent of the teenagers think (that) the programme is
boring (think), and (5) twenty-four percent of the teenagers say
(that) the programme is not worth listening to (say).
Linda: Oh dear. We must do something about that.
Susan: (6) Seventy percent of the teenagers suggest (that) the
programme (should) have more music (suggest).
Linda: That’s a good idea.
Step 3 学习疑问词引导的宾语从句的结构和用法。
1. 学生阅读第88页的引言、例句和Things to remember部分的内
容。教师呈现疑问词引导的宾语从句的结构，即：subject(主
语)+verb(谓语动词)+that-clause(that引导的从句)。同时，学生阅
读并了解本页所列的动词，后面可跟that引导的宾语从句。
学生完成下列句子。
● Alice asks what Kitty usually does (do) on Earth Day.
● Alice is asking what Kitty did (do) on Earth Day last year.
● Alice asked what Kitty would do (do) on Earth Day next year.
3. 教师根据上述练习引导学生总结使用宾语从句时主从句谓语的
时态使用规则。
● 如果主语的谓语动词是一般现在时，宾语从句的谓语动词可
根据需要，选用相应的任何时态。
● 如果主句的谓语动词是过去时，宾语从句的谓语动词一般用
过去时态，即：一般过去时、过去进行时、过去将来时或过去
完成时。
4. 学生两人一组，完成第89页的练习，并口头汇报答案。
5. 学生用方框中动词的适当形式补全下列句子。
ask discuss explain forget remember tell wonder
● I explained why I was late.
● The group discussed what the best way to finish the work was.
● I have forgotten when we agreed to meet. Can you tell me again?
● The students asked when the exams were.
● Tell me when you will be back.
● I cannot remember where I put the keys.
● I wonder why the sky is blue.
6. 教师设置情境：Alice did a survey about keeping a balanced diet last
Friday. She interviewed 30 students. Now she is talking about the
result with Tom. 以下是调查问卷和调查结果。学生根据调查问
卷和结果，完成Alice和Tom的对话。
Survey: Do you have a balanced diet?
Result:
● Do you eat vegetables and grains every meal?
a Yes. (70%) b No. (30%)
● How often do you have fast food?
a Every week. (40%) b Once or twice a month. (30%) c Never. (30%)
● How often do you eat fruit?
a Every day. (20%) b Sometimes after meals. (50%) c Never. (30%)
Tom: Alice, I’ve heard that you did a survey about keeping a balanced
diet. Have you got the result?
Alice: Yes. Let me share it with you.
Tom: Great! Why did you do such a survey?
Alice: Because I want to know how many students have a balanced diet
(how many, a balanced diet.) From the survey, I know (that) 70%
of the students have vegetables and grains every meal (70%,
vegetables and grains, every meal). But the other 30% don’t
because they think (that) vegetables are not tasty (vegetables, not
tasty).
Tom: Well, I don’t think (that) these students have good eating habits
(these students, good eating habits).
Alice: Yes. Also, I’d like to know how often the students have fast food
(how often, fast food) and the result shows (that) 40% students
have fast food every week (40%, every week).
Tom: I suggest (that) they (should) have less fast food (less fast food).
Is there anything else you’ve got?
Alice: Yes. I also found (that) only 20% students eat fruit every day
(20%, eat fruit, every day).
Tom: I think (that) they should change their eating habits (they,
change, eating habits).
回家作业
1. 假设学校下个月将会组织外出野营，针对这次野营，用以下句型写四条建议。
I think…
I suggest…
2. 完成《练习册》第83至85页Grammar的练习。
Period 5
教学内容
Writing (p.92), Project (pp.95-96)
教学目标
语言知识
认读和理解单词review, title, serve, pound, pie, service, seat和短语(be) prepared to do sth.；认识单词chip。
语言技能
学习餐馆点评的结构，并能模仿范文，就自己曾就餐的一家餐馆撰写一则点评。
能通过小组合作，撰写一份食谱。
学习策略
通过书籍或网络搜索信息，了解各国的饮食文化与习惯。
能使用祈使句撰写一份食谱。
情感态度
通过小组分工合作完成课题，培养团队合作的精神。
教学重点
学习餐馆点评的结构。
教学难点
就自己曾就餐的一家餐馆撰写一则点评。
教学过程
教学过程
Step 1 开展“头脑风暴”激活背景知识。
学生开展“头脑风暴”，思考What can attract you to go to the same
restaurant again?
Step 2 学习餐馆点评的结构，并模仿范文，就自己曾就餐的一家餐馆撰写一则点评。
1. 学生阅读Writing板块的引言，了解什么是餐馆点评。学生认读
和理解单词review。
2. 教师展示练习A中的范文，同时将范文中各个主要组成部分的
名称遮盖住，要求学生阅读范文后将这些名称与文章中相应的
段落进行配对。学生认读和理解单词title, service。
3. 学生再次阅读范文，然后回答下列问题。学生认读和理解单词
serve, pound, pie, seat和短语(be) prepared to do sth.；认识单词
chip。
● Which restaurant did Doris go to last Saturday night? (The Country House.)
● What kind of food does the restaurant serve? (It serves traditional English food.)
● How much did the food cost for each person? (About 15 to20 pounds each.)
● What food attracted Doris most? (The fish pie and fish and chips.)
● What does Doris think of the waiters? (They were polite but a little slow.)
● What should people do if they want to go this restaurant according to Doris? (People should get there early and be prepared to spend a lot of time waiting for the food.)
4. 学生两人一组，以问答形式回答练习B的问题，并记录自己的回答。
5. 学生根据自己的笔记，仿照范文，撰写一则点评。
Step 3 了解Project板块的任务，为撰写食谱作准备。
学生开展“头脑风暴”，说说他们所了解的各国典型的美食。教师将这些国家和对应的美食名称罗列在黑板上。然后，学生四至五人一组，共同决定本组将要撰写食谱的一种美食。
学生浏览B部分的表格和Top tip部分的内容，然后阅读示例，了解撰写食谱的要求。
回家作业
抄写单词和短语：review, title, serve, pound, pie, service, seat；(be) prepared to do sth.。
修改完善自己的作文。
通过书籍或网络搜集本组要撰写食谱的美食制作所需的食材、工具以及制作的步骤，并搜集这种美食的相关图片。然后，通过小组合作，撰写这份食谱。
完成《练习册》第92页Writing的练习。
Period 6
教学内容
More practice (p.93)
教学目标
语言知识
了解单词pity, drip, suffering, buffalo, effort, strife, tend和短语in the fading light。
语言技能
能读懂诗歌，理解诗歌的主题，体会诗歌的意境。
能通过比较，发现相同的主题诗歌的异同。
情感态度
明白粮食的来之不易，珍惜粮食，尊重农民的劳动成果。
教学重点
能读懂诗歌，理解诗歌的主题，体会诗歌的意境。
教学难点
比较相同的主题诗歌的异同。
教学过程
教学过程
Step 1 激活背景知识，引入More practice板块两首诗歌的主题。
学生观察下面的图片，然后回答下列问题。
● What is the farmer doing in the picture? (She is growing plants in
the fields.)
● What do you think of her work? (It is hard and tiring.)
Step 2 学习More practice板块的内容。
学生阅读第一首诗歌，然后回答下列问题。学生了解单词pity, drip, suffering。
● What is the farmer doing? (He is working in the field. / He is
hoeing grain in the field.)
● What time of the day is it? (At noon.)
● How does the farmer work? How do you know that? (He works
hard. Because he works with sweat dripping onto the field.)
学生两人一组，讨论下列问题。
● Why does the writer pity the farmer? (Because his working
environment is very hard and his work very tiring.)
● What does the last sentence in the poem mean? (It means it is not
easy for us to get food.)
● What does the poem want to tell us? (Every grain on our plate
comes from farmers’ hard work.)
学生阅读第二首诗歌，然后回答下列问题。学生了解单词
buffalo, effort, strife, tend和短语in the fading light。
● What time is the poem set? (In the late afternoon. / Before
sunset.)
● The farmer has finished his work, hasn’t he? (Yes, he has.)
● What has he done? (He has watered and planted the field, and
fed the buffaloes.)
● How does he feel now? (He feels very tired.)
● How do you know that? (The only thing he thinks of now is
finding home and bed.)
● What does the poem want to tell us? (Every grain of rice
requires effort and strife, so we must not waste our food.)
学生分小组，根据上下文语境讨论以下诗句隐含的意思。
● The only thing he thinks of now is finding home and bed. (He is
very tired after the work.)
● Every grain of rice requires such effort and such strife. (He works
very hard and the work is very difficult and tiring.)
学生找出第二首诗歌中的押韵词，并标出韵脚。如：
● sight light: / ait /
● fed bed: / ed /
● life strife: / aif /
● friends tends: / ends /
6. 学生完成练习A。
7. 学生分组讨论练习B的问题。
Step 3 完成Self-assessment板块关于单元学习情况的自我评价。
回家作业
抄写单词和短语：pity, drip, suffering, buffalo, effort, strife, tend；
in the fading light。
翻译第二首诗歌。
选择性完成《练习册》第93至96页Integration的练习。
