译林牛津版7A Unit 6 Food and lifestyle Reading Ⅱ What w
译林牛津版7A Unit 6 Food and lifestyle Reading Ⅱ What we eat and how we live教学设计
7A Unit 6 Food and lifestyle Reading Ⅱ What we eat and how we live
Teaching goals:
By the end of this lesson, students are expected to
1. further understand the whole text.
2. use some important words and phrases correctly.
3. talk about personal diet and lifestyle .
4. learn to judge one’s lifestyle and give reasonable advice.
Teaching procedures
Step 1 Preparation
Watch a video about fruit.
Have a free talk.
Do you often eat fruit
What’s your favourite fruit
When do you usually eat fruit
What fruit do you often eat
What fruit does Kitty often eat
(设计意图：通过观看有关水果的视频，活跃课堂气氛，引导学生积极谈论自己的生活方式，为下一步复习课文做好充分的铺垫。)
Step 2 Presentation and further understanding
Activity 1: Review the text.
Talk about Kitty’s lifestyle.
Have a discussion.
Review the passage about Kitty. Work in groups and discuss:
How does Kitty keep fit
Encourage students to complete the mind-map about Kitty’s lifestyle.
3. Use students’ own words to talk about Kitty’s lifestyle with the help of the mind-map above.
(设计意图：围绕基蒂如何保持健康这一中心话题，通过小组活动、师生互动等，帮助学生激活旧知，梳理课文，完成思维导图；参照思维导图进行课文复述，为学生提供了语言输出的机会，实现了通过阅读培养学生的学科思维能力和综合语言运用能力。)
Fill in the flow chart about Daniel’s lifestyle and retell the passage about his lifestyle.
Read the passage about Daniel’s lifestyle and fill in the blanks.
Say something about Daniel’s lifestyle.
（设计意图：立足教材，对语篇进行适度改编，拓展学用渠道，对学生开展语言技能的训练，同时，引出重要语言点的教学，起到承上启下的作用。）
Activity 2: Learn some new language points.
plan to do sth.
Listen to a talk about Ding Siyu and Chu Ying’s plan and answer two questions.
What does Chu Ying plan to do this Saturday
He plans to go to the home for the old people.
What does Ding Siyu plan to do this Saturday
She plans to help the old people.
Have a discussion.
Suppose you will visit the house for the old people this Saturday, what do you plan to do for the old people
I plan _____________.
I hope they can ________________.
（设计意图：学生听储鹰和丁思羽的对话回答问题，体会plan to do sth.
的用法；然后帮助学生创设情境，引导他们在一定的情境中自主造句，把知识内化为能力。）
have ……for breakfast/lunch/dinner
I plan to have an egg, some bread and a glass of milk for breakfast this Sunday.
What do you plan to have for breakfast/lunch/dinner this Sunday
What does she/he plan to have for breakfast/lunch/dinner this Sunday
Make up a dialogue to talk about what students plan to eat this Sunday.
A: What do you plan to have for …… this Sunday
B: I plan to have …… for …….
A: What do you plan to have for……
B: I plan to have …… for …… this Sunday.
（设计意图：操练时，通过pair work，教师有意识地将本课学的语言知识融入其中，增加语言知识的复现率，强化学生对知识的理解和记忆。）
be bad for      be good for
T: Do you often eat vegetables
S1: Yes.
T: Why do you often eat vegetables
S1: Because they are good for our health.
T: Right. Eating vegetables isn’t bad for our health.
Use be good for or be bad for to talk about pictures.
（设计意图：图片直观形象，有助于学生理解。学生能够在适当的情境中自然地运用新知，做“词不离句，句不离篇”。）
healthylifestyletoo much    too many
Talk about the amount of juice in the glass.
T: There is a glass of juice in my hand. Look, how much juice is there in the glass
Ss: A little.
T: Right. (The glass is filled with some more juice.)
How much now
Ss: There is some.
T: I will add more juice.
Ss: There is much juice in the glass.
T: Let me fill the glass with some more juice.
How much juice is there in the glass
Ss: There is too much juice.
2. Choose (选择) too much or too many to fill in the blanks.
He is a 14-year-old boy in my class. He likes playing football and watching football matches. He is so crazy about football that he watches_________ football matches.

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