牛津译林版七年级英语上册Unit 6 Food and lifestyle教案

Unit 6 Food and lifestyle

Welcome to the unit

• 教学目标

1.To learn the vocabulary about the food；

2. To talk about likes and dislikes of the food；

3. To act out the Comic Strip.

• 重点难点

1. 了解有关食物的词汇，能正确分类。

2. 讨论喜欢与不喜欢的食物，用正确的句型表达个人喜好。

3. 掌握以下重要句型：

Let’s have a hamburger.

Hamburgers are not for us.

  An apple a day keeps the doctor away.

I like carrots. I don’t like tomatoes.

  They are my favorite.

• 课前预习

翻译词组（句子）

1. 吃汉堡 ______________________  2. 对……有好处___________________

3. 你呢？______________________   4. 一天一个苹果远离医生___________

• 教学步骤

Step 1 lead-in

1. Learn different kinds of food: fruits, drinks, vegetables, snacks, and other food.

2. Talk about which the healthy food is.

Step 2 play a guessing game

1. Guess the words.

2. Memory challenge.

Step 3 Presentation

1. Put the food into the correct groups.

2. Talk about your favourite food.

3. What food do Millie and Daniel like/ dislike?

4. Make a dialogue. Work in pairs using love, like, dislike and hate.

Step 4 Comic strip

1. Listen and answer

2. Do Tor F

3. Show time

Step 5 Homework

1. Act the dialogue out.

2. Make a list of your food you love, like, dislike and hate.

3. Do some exercise.

Unit 6 Food and lifestyle

Reading Ⅰ

• 教学目标

1. 复习并扩展有关食物和生活方式的词汇。

2. 了解饮食结构与身体健康之间的关系。

3. 了解总体意思、快速浏览、查找细节的阅读技巧。

• 课前预习

翻译词组

1. 跳半小时的舞_______________   2. 健康的食物 ______________________  

3. 对某人重要_________________  4. 需要保持健康_____________________

5. 早餐喝牛奶吃面包___________   6. 两餐之间感觉饥饿_________________  

7. 有太多的糖分______________   8. 对我牙齿有害_____________________

9. 喜欢玩电脑游戏____________  10. 需要改变我的生活方式_____________

11. 一个游泳池_______________   12. 计划吃更多的鱼和蔬菜_____________

• 教学步骤

Step 1 Lead-in

1. Talk about the teacher’s diet and lifestyle.

2. Match the words with the pictures.

Step 2 Pre-reading

Prediction: Kitty and Daniel’s looks, hobbies and diet.

Step 3 While reading

1. Read and file the table about Kitty and Daniel

2. Pair work

3. Boys Vs Girls

4. Do T or F

5. Ask and answer

Step 4 Post-reading

1. Interview

2. Design a plan about healthy food

3. Food Pyramid

4. Teacher’s suggestions

5. How to be a healthy person.

Step 5 Homework

1. Choose one task and finish it with your partner.

2. Make a poster to introduce healthy food.

3. Make a poster to introduce healthy lifestyle.

Unit 6 Food and lifestyle

ReadingⅡ

• 教学目标

1. 掌握文章中的重点句型和短语。

2. 能够复述课文。

3. 会综合运用本课时所学内容，描述健康的饮食和生活方式。

• 重点难点

1. 能够复述课文。

2. 会综合运用本课时所学内容，描述健康的饮食和生活方式。

• 教学步骤

Step 1 Retell the passage

1. Describe Kitty.
2. Keys words: Kitty     dancing     half an hour     important         keep fit
3. milk and bread        fish  and vegetables      hungry     an apple or a pear   seldom  cakes or sweets (sugar, bad)
4. Describe Daniel
5. Keys words: Daniel, games, seldom exercise    hamburgers &cola     (not healthy)   need to, plan to, love beef, also fish,  swimming pool

Step 2 Language points

For

Be important for,   联想be good/bad for

Need

Have/eat….for….

Seldom/ never/ no

Too many/much

Exercise

Plan

Step 3 present my diet and lifestyle

1. Read the following passage

  Hello, I am Angel. I like reading and watching TV very much, so I often read books and watch TV for 4-5 hours at home. I also like playing computer games and chatting with my friends on the Internet all day. Every day I go to school by bike. I don’t like playing basketball and football because I don’t like doing exercise, but I often go out for a walk after supper.

    I like eating, too, so I’m very fat. For breakfast, I often eat two eggs, two cakes and a glass of milk. I like meat very much. I often eat some pork, some chicken, some bread, one hamburgers and Coke for lunch.  For supper, I eat some bread, some beef and pork and noodles. I hate vegetables.

I often eat sweet snacks like chocolates and candies between meals. I think they are very delicious. I usually eat fruit after supper.

2. Help me to point out my poor lifestyle

Step 4 Make a report

You may begin like this:

My name is… I think I have a(an) healthy(unhealthy) lifestyle.

For breakfast, I usually …. I often … for lunch. I really love….After lunch, …. For dinner, I always ….Then I …. I never …and I seldom …, because…not good for….

I know a healthy lifestyle is important for…. / I plan to change….

Step 5 Homework

1. Retell the passage again

2. Do some exercises

Unit 6 Food and lifestyle

Grammar

• 教学目标

1. 识别并学会使用可数名词和不可数名词。

2. 掌握可数名词的复数形式，包括规则变化和不规则变化。

3. 正确使用量词修饰不可数名词。

• 重点难点

1. 掌握可数名词的复数形式，包括规则变化和不规则变化。

2. 学会正确使用量词修饰不可数名词。

• 课前预习

1.两玻璃杯的水                            

2.三片的面包                      ___

3.一包大米                  _    _____

4.一袋盐                            

5.四杯茶                _    ________

6.两千克的肉                        

7.五瓶果汁                       _____

8.一盘鸡肉                    _______

9.十盒牛奶                    _______

• 教学步骤

Step 1 Lead-in

Put the words into two different groups: countable noun & uncountable noun.

Step 2 Presentation

Present some pictures about countable nouns.

a banana            an orange          a cat           a bird    

many bananas        eight oranges       three cats       two birds

a box             a bus              a nurse         a box               

 two boxes          two buses          two nurses     two boxes       

a tomato           a potato              a knife

three tomatoes       some potatoes        four knives

   let students come a conclusion:

Step 3 Presentation

Present some pictures about uncountable nouns.

bread – a piece of bread

water – a glass of water

chicken – a plate of chicken

salt  –  a packet of salt

rice – two bags of rice]

tea – three cups of tea

meat –four kilos of meat

milk – five cartons of milk

juice – six bottles of juice

let students come to a conclusion

Although these words are uncountable nouns, we can put them into countable nouns, we add some measure words (量词)， such as piece, glass, chicken and so on.

Step 4 Presentation

Present some irregular forms of countable nouns.

man –  men        woman – women     tooth – teeth      foot – feet 元音内部变化

child – children  添加ren

deer – deer  sheep – sheep   Chinese – Chinese   Japanese – Japanese  单复数同形

Step 4 Exercises

1. Page 74

2. Do some exercises.

Step 5 Homework

1. 总结今天学习的语法知识点，重点复习可数名词和不可数名词。

2. 预习integrated skills的内容。

Unit 6 Food and lifestyle

Integrated skills

• 教学目标

1. 能通过阅读和听录音获取有关信息。

2.了解关于某人生活方式的具体信息。

3. 掌握餐厅点餐用语。

• 重点难点

1. 学习和掌握新单词和新短语。

2. 掌握和运用点餐用语。

• 教学过程

一、导入

1. 教师播放《健康歌》，问学生问题：

How to keep fit?

2. 学生完成课本的A的调查报告，并根据自己的选择向全班同学报告自己的生活方式。

二、呈现新课

1. 课本 A1，A2，A3部分

1）学生听录音完成A1 Benny的部分,教师讲解答案。

2）学生跟着录音，朗读录音原文，回答下列问题

Does Benny like exercising?
Does he have much time to watch TV?
Does he often eat cake, chocolate and sweets?
How often does he take a walk?

3）学生听录音完成A3 题，教师讲解答案。

2. speak up口语部分

1）口语交流：

What would you like to order at a restaurant?

2）听speak up的录音回答问题：

What do Millie and Andy order?

3) 小组听录音朗读对话，分角色表演对话内容。

4）教师讲解本节课的重要语法点。

A: more than “超过， 多于” ，反义词组为less than.

The old man exercises more than 5 times a week. The children sleep more than 9 hours every day.

B: take a walk意为散步。

“take a +名词” 相当于 “have a+名词”

take/have a look(看一看)   take/have a swim（游泳）take/have a rest（休息一下） take/have a break(休息一下) take/have a cup of tea(喝杯茶) take/have a guess (猜一猜)

C: Apple juice tastes good.

taste 意为尝起来 常与形容词连用。

These oranges taste sweet.

The beef tastes good.      The soup tastes delicious.

与taste有相似用法的感官动词有:

look, sound, smell(闻起来… 嗅起来…), feel(感觉…摸起来…)

三、巩固练习

1. 总结复习今天所学习的内容。

2. 小组活动：两人一组，参照样例编写对话。

A: What would you like to order/ eat?
B: Let me have a look at the menu. How about…
A: Ok. Would you like some…?
B: Yes, some …, please. / No, thanks. I’d like…
A: What about …? / Any …?
B: Ok, It tastes good. / No, it isn’t healthy.
A: Anything else?
B: I’m full, thanks.

四、作业

1. 听录音，背诵speak up的对话。

2. 预习study skills and task的内容。

Unit 6 Food and lifestyle

Study skills

• 教学目标

1. 认知英语中的部分辅音音素。

2. 能正确读出这些辅音音标。

3. 能根据已学的音标认读新单词。

• 重点难点

1. 能够根据已学的音标认读新单词。

2. 掌握和应用新单词和新词组。

• 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.

The teacher writes ‘farmer’, ‘fat’, ‘fork’, ‘five’ on the blackboard and underline ‘f’ in these words. let the students read the sentence ‘The fat farmer has five forks.’ as quickly as they can . Then the teacher can ask, ‘How do you pronounce it?’ The students can answer / ʄ /. The teacher gives a picture and also let the students read a sentence ‘The brave boy saved a girl’s life over there.’ to teach the consonant /v/.

3. The teacher uses the same way to teach /ʃ//ʒ/,/θ//ð/,/z/ /s/,/tr//dr/,/ʧ//ʤ/,/ʦ//ʣ/.

Step 2 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 then fill in the blanks to try to write down the words. For example:

/ʃɔp/______  / dres/_______  / tri:/________

4. Listen and finish Part B. Write S if the letters have the same sound, write D if they don’t have.

Step 3 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 to read the four sentences.

Step 6 Conclusion

Sum up the fourteen consonants and read again.

Step 7 Homework

Read the consonants and add three words to every consonant.

Unit 6 Food and lifestyle

Task

• Teaching objectives

1. Retell Simon’s lifestyle.

2. Write about their lifestyles.

• Teaching contents

New words and phrases: 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

• Important points

1. Find useful expressions in Simon’s article;

2. Analyze the structure of Simon’s article;

3. Write about their own lifestyles.

• 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?

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: …

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 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?

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.

Para 1: name and hobby

Para 2: breakfast and reason

Para 3: lunch and reason

Para 4: dinner and reason

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

(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.

2. During writing

3. After writing

 (1) Ask several students to read their articles before class.

Help correct the mistakes and find beautiful sentences. Offer 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.   

• Homework

Refine your passage according to the evaluation table.