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课 题 7AUnit 5 A healthy lifestyle Welcome to the unit 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of the class, students will be able to 1. Use pictures and tables to identify various food names and classify them.
2. Obtain and organize information on Millie and Daniel's favorite foods and reasons, extract and summarize vocabulary and expressions used to inquire, describe, and evaluate their favorite foods.
3. Use relevant vocabulary and language expressions to conduct peer Q&A activities, discuss with peers about the foods they know and love and the reasons behind them, and gain a preliminary understanding of the importance of healthy eating II. Teaching main points 1. Learn the words to describe your favourite food 2. Understand and use the relevant vocabulary and language expressions. III. Teaching procedures Step1 Warm-up Have students talk about food they know Have students look at the picture on page fifty six and answer the following question : what food can you see in the picture I can see some vegetables, meat, milk, eggs, Have students answer the following question: what other food do you know What kind of food do you like Why I know apples, grapes… I like … because… Step 2 Presentation 1.Have students read the unit overview on page 56and answer the following question. What will we do in this unit T: In this unit, they will read about some students lifestyles, understand good and bad points of different lifestyles, describe our own lifestyle, and learn how to have a healthy lifestyle. 2.Have students look at the pictures in part A on pages fifty seven and answer the following question. What food can you see in the pictures Do you often have them I can see cucumbers, lemons, milk, chicken, watermelons, peppers, chocolate, juice, beef, carrots, pork and sweets. Yes, I usually /often have /eat/ drink. .. No, I seldom/never have/ eat,/drink… Step 3 Practice 1.Have students finish part a on page fifty seven/ 2.Then have students answer the following questions. Do you like them What do you think of them Yes, I like… No, I don’t like… …is good /great/bad for… …can/can’t help me… Step 4 Presentation Have students listen to Millie and Daniel's conversation in part B on page fifty seven and answer the following questions; What does food does me usually have What food does Daniel really have Why does Millie like fish What does Daniel like, Meat and carrots How do you know Daniel also drinks milk every day Then have students read the tape about “me too” in part B on page fifty seven, then read in different roles, give explanations if necessary Have students elevate Millie’s and Daniel’s and answer the following question: what do you think of Millie’s and Daniel’s diets Why 4. Have students talk about what food is like in pairs using Millie and Daniel's conversation in part B on page seventy fifty seven as a model Step 5 Practice 1.Have students answer the following question: How do you feel about your diet Why do you think it is important to have a healthy diet 2.Have students work in groups and finish part C on page57 Step 6 Homework 1. Describe a good friend of yours with the words and phrases learnt in this lesson. 2. Finish the Workbook exercises.
教后记：
课 题 7AUnit 5 A healthy lifestyle-Reading 1 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of this class, students will be able to 1. Use visual graphics to organize Kitty and Daniel's habits and their impact on exercise, sleep, and diet, understand the structured knowledge of the discourse, and use the language learned to describe Kitty and Daniel's lifestyle.
2.Appreciate the usage of frequency, adverbs, and time adverbs in discourse, use relevant expressions to describe one's own and others' lifestyles, reflect on existing problems, and provide feasible suggestions
3. Explore and summarize healthy lifestyles, choose healthy lifestyles, and actively engage in them in daily life II. Teaching main points 1 Learn the words and phrase to describe the healthy diet 2. Evaluate your healthy diet with the adverbs of frequency you have learned III. Teaching procedures Step1 Lead-in Have students answer the two questions on page fifty eight before reading the articles. Step 2 Presentation Have students read the rubrics and title of the articles and answer the following questions: Who does “we” refer to in the title What are the two articles about Step 3 Fast reading 1.Have students look at the pictures on page fifty eight and answer the following question: What do Kitty and Daniel like doing Katie likes dancing and Daniel likes working on his computer. 2.Have students predict the difference different lifestyles of kitty and Daniel and answer the following questions: Who may have a healthier lifestyle Why kitty may have a healthier lifestyle because dancing is good for our health. Step 4 Read for details 1.Have students skim the first article and get the main idea of each paragraph. Paragraph one is about kitty's exercise and sleep habits. Paragraph two is about kitty's eating habits 2.Have students read the first article carefully and answer the following questions: How does kitty feel with enough sleep Why does kitty have a healthy diet Why does kitty seldom eat cakes or sweets 3.Have students conclude whether kitty's lifestyle is healthy or not. Have students scan the second article and complete the second part of the chant in part A on page fifty nine. Have students conclude whether Daniel's lifestyle is healthy or not Have students read the second paragraph of Daniel's article again and summarize the main idea. Have students answer the following question with the help of table below what does Daniel plan to do to change his unhealthy lifestyle. Have students finish part B on page fifty nine Step 5 Practise Have students finish part C on page sixty Have students find out and underline some adverbs of frequency and adverbs of time in the two articles. Have students think why kitty and Daniel use so many adverbs of frequency and adverb of time to talk about their lifestyles. Adverbs of frequency and adverbs of time here can tell us how often things happen. Both Katie and Daniel use them to talk about the details of their lifestyles. Step 6 Brainstorming Have students describe kitty's and Daniel's lifestyle according to the following two chances Step 7 Homework 1. Recite the new words and phrases. 2. Finish the Workbook exercises. 教后记：
课 题 7AUnit 5 A healthy lifestyle -Reading 2 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of this class, students will be able to 1. Can learn to use the words and key phrases in this lesson.
2. Learn to use the main vocabulary and sentence structures to introduce their lifestyle II. Teaching main points 1 Grasp the new words and the key phrases 2. Learn how to use the words to introduce the lifestyle III. Teaching procedures Step 1 Revision T: We have learnt some words to describe your lifestyle Step 2 Some more exercises Have students introduce their favourite food and explain the reason Step 3 Language points 1.T: now let’s look at some useful expressions in the passages. Give Ss some phrases for them to translate: 跳半个小时到舞 dance for half an hour 有九个小时到睡眠 get nine hours of sleep 精力充沛 be full of energy 保持健康 keep fit 有一个健康饮食 have a healthy diet 不吃早饭去学校 go to school without breakfast 吃很多水果和蔬菜 eat lots of fruit and vegetables 对牙齿有害 be bad for teeth 对蛋糕说不 say no to cakes 熬夜很晚 stay up late 对健康有好处 be good for health 打算每周游泳 plan to go swimming 2.Read them together, and ask Ss to use some of them to make sentences. 3. T: Do you have any problem in the passages 4. Answer any question Ss may have Step 5 Practice 单词拼写 根据括号内的提示或首字母填写正确的词（每空一词）： 1. They lived a very hard__________(生活方式). 2. I am going to make a _________(黄瓜) salad. 3. He broke the __________(巧克力) in two. 4. I have __________(牛肉)， eggs and tomatoes. 5. A good diet is good for your . (健康) 6. I don’t like this . (日常饮食) 7. The ___________（重要的）thing is to keep trying. 8. He left here without (say) goodbye. 9. Eating too much sweets is bad for your (tooth). 10. I am a __________（喜欢待在家里的人） and like staying at home. Step 6 Conclusion Ask Ss to make a conclusion of what we have learned in this period. 教后记：
课 题 7AUnit 5 A healthy lifestyle-Grammar 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Perceive the basic formal features and expressive meanings of countable nouns and uncountable nouns, and summarize the core grammar rules.
2. Understand and describe the meanings expressed by countable nouns and uncountable nouns.
3. Improve the comprehensive application ability of knowledge and deepen the understanding of healthy lifestyle. II.Focus of the lesson and predicted area of difficulty 1. Learn to use countable and uncountable noun correctly. 2. Grasp the rules of changing countable nouns IV. Teaching procedures Step1 Lead-in Have students read the sentences from Millie and Daniel's conversation in part B on page fifty seven and kitty and Daniel’s articles on page fifty. Step2 Presentation 1.Have students answer the following questions what is the difference between these nouns in bold Can you put them into different groups in the following table Types of nounsexamplesCountable nouns singularplural
Uncountable nouns
2.Have students read the first sentence and the first table on page sixty one and answer the following question what are countable nouns Give some mon nouns refer to something we can count. They have singular forms and plural forms. For example, an apple, a carrot, a cake, two apples, six carrots, ten cakes 3. Have students read the sentence with a or an in the second table on page sixty one and answer the following questions: What can we use before a singular, comfortable noun We can use “a” or “an” before a singular comfortable nouns. If a countable noun starts with a vowel sound, we use “an” if a uncountable noun start with a consonant sound, we use “a” Step 3 Practice 1.Have students read the first tip on page sixty one and give more examples of singular, comfortable, comfortable nouns. 2.Have students think about how we can form a plural of a accountable noun and give some examples. To form the plural of most countable nouns, we can add “s” to the singular form, for example, cakes, sweets, eggs, carrots. Then have students think whether we can add “s” after all, accountable nouns to form the plural 3.Have students read the third table on page sixty one and get to know more ways to form the plural of most comfortable nouns and some exceptions. 4.Have students read second tip on page sixty one and turn to page one hundred and forty four for changes in pronunciation, and then summarize the rules to form the plural of count nouns. Give explanations if necessary. 4.Have students read the explanations of uncomfortable nouns on page sixty two and answer the following questions what are uncomfortable nouns 5 Have students go through grammar check from pages one hundred forty three to one hundred and forty four. 6.Have students complete the following sentences with correct forms of the nouns in brackets. 7.Have students finish part A on page sixty two. Step5 Homework Have students think why Millie and Simon want to choose a food above for the party Have students work in pairs and finish part b on page sixty two 教后记：
课 题 7AUnit 5 A healthy lifestyle Pronunciation 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master the correct pronunciation of the phonetic symbols/ f/,/v/,/∫/,/ 3/,/ tr/,/ts/、/dz/, /s/、/z/、/ dr/,/ t∫/ 2.Master ther elevant letter combinations th,sh,ch,tr,dr,ts,ds and be able to correctly pronounce words containing them. II. Focus of the lesson and predicted area of difficulty 1.Master the pronunciation / f/,/v/,/∫/,/ 3/,/ tr/,/ts/、/dz/, /s/、/z/、/ dr/,/ t∫/ 2. Apply the pronunciation rules to read new words accurately. IV. Teaching procedures Step1 Leading in Teacher: Good moming boys and girls. We have learn tall the vowels And we have learnt some consonants before.Today we are going to learn some more consonants together! Step2 Presentation 1.Playtherecordingforstudents.Askthemtolistenandpayattentiontothesoundsofthelettersinboldineach 2.Play a short video about the pronunciation of/ f/,/v/,/∫/,/ 3/,/ tr/,/ts/、/dz/, /s/、/z/、/ dr/,/ t∫/.Let students know the pronunciation skills about these phonetic symbols. 3.Ask some students to read the words. Give praise to those whose pronunciation and intonationare both excellent. Correct wrong pronunciation.Then read together. Step3 Practice 1.Play the recording for sudents.Ask them to read the words in A together. 2.Play the recording for students. Ask them to finish the task of B.Check the answers together 3.Play the recording for students. Ask some students to stand up to read the sentences aloud. Give praise and advice. Step4 Exercise 1.Give more examples and ask students to read by themselves at first.Talk with their deskmates. 2.Ask some students to read the example words and correct them. V. Homework 1. Read all the word in the period aloud more times. Keep the rule of open syllables in mind. Practice more in other exercises.Finish the EX for this period. 教后记：
课 题 7AUnit 5 A healthy lifestyle-Integration 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Perceive and understand the basic characteristics of survey discourse, and complete a questionnaire about one's own lifestyle based on the questions and personal situation
2. Use interview audio to obtain basic information about the lifestyle in the class, compare the similarities and differences between one's own and others' lifestyles, and analyze areas that need improvement.
Understand and optimize one's lifestyle from multiple perspectives, establish a healthy lifestyle concept, and become a practitioner of healthy living II.Focus of the lesson and predicted area of difficulty Using the dialogue discourse on breakfast as a template, discuss with peers the specific aspect of three meals a day in lifestyle and make appropriate evaluations. III. Teaching procedures Step1 Lead-in Have students look at the questionnaire and read the tip on page sixty four to learn what a questionnaire is. Step 2 Presentation Have students finish part a on page sixty four and share their choices in pairs Step 3 Listening Have students finish part B 1 on page sixty five, have students finish part B 2 on page sixty five and talk about the results Your score _______ Benny’s score Benny's lifestyle is okay, but he has to make some changes to his diet. My lifestyle is…, but I need to… Step 4 Saying 1.Have students think about what else they can do to improve their lifestyles according to the results in part B two on page sixty five I should drink more water and…. 2.Have students listen to Millie and Simon's conversation about breakfast in part C on page sixty five and answer the following questions: What do Millie and Simon have for breakfast Do they think it is important to have breakfast 3.Have students read the conversation along with the recording and then read in different roles. Give explanations if necessary. 4.Have students work in pairs and talk about their meals using Simon and Millie's conversation in part C on page sixty five as a model. A: What do you eat for B:I usually have some…, some… and some…, sometimes I eat….before/after... A: Good idea I seldom…, but I have….for… B:I usually I eat… , too. A: Sounds great….is a meal, it gives us… B: That's true. We should… Step 5 Writing 1.Have students answer the following question if you are going to introduce a person's lifestyle, what can you talk about 2.Have students finish part D1 on page sixty five have students read Amy's article in part two on page sixty six and answer the following questions: What does Amy usually eat every day How often does Amy exercise How long does Amy sleep every night 3.Have students think what else Amy talks about in her article, 4.Have students read Amy's article in part two on page sixty six again and divide it into three parts. 5.Have students find useful inspirations in the article and come up with more. Then have students finish the chant below. 6.Have students think about what else they can add to the article about their lifestyles. 7.Have students write an article about their lifestyles. 8.Have students share their articles in class and evaluate which one is the best and learn from each other 教后记

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