Unit 6 Food and lifestyle
Integrated skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn about Benny’s lifestyle through listening;
2. know more about their own lifestyle and how healthy they are;
3. make up a dialogue to show how to order food at a restaurant.
II. Teaching contents
1. New words and phrases: less, than, less than, more than, take a walk, total, number, score, point, more, order, menu, bean, all right, taste, the total number of, exercise more, have a look at sth.
2. New structure: How often do you exercise?
How long do you sleep every night?
How about some beef?
Apple juice tastes good.
III. Focus of the lesson and predicted area of difficulty
1. Differentiate the “Wh-” questions beginning with how often, how long and the answers to them when talking about lifestyles;
2. Make up new dialogues to show how to order food at a restaurant.
IV. Teaching procedures
A How to keep fit
Step 1 Presentation
1. Several questions about the hostess Li Xiang
T: Generally speaking, people with good looking are usually more confident than others. And they are easy to get more chances to become successful. Do you agree with me?
T: Do you know the hostess Li Xiang? After she gave birth to a daughter, she got fat. But now, let’s look at her recent picture. Can you guess why she becomes beautiful again?
S1: She always exercises.
S2: She just eats fruit and vegetables.
S3: Maybe she works hard and has a little rest, so she becomes thin.
S4: My mother says she eats a kind of medicine to help her lose weight.
……
【设计意图：通过李湘的照片引出本课话题，健康的生活方式可以让人变得更美丽、更自信，而美丽、自信的人往往能比别人获得更多成功的机会。这样的导入更真实，更贴近生活实际。】
2. Introduce two exchange students and their Get Fit Club
T: Linda and Susan are two exchange students from America. They plan to set up a Get Fit Club to help Middle school students keep fit. Are you interested in joining it?
【设计意图：创设情境，一方面提醒学生注意生活方式，同时串起后面的一系列活动。】
3. Some questions about how to keep fit
T: We’ve learned a passage about Kitty’s and Daniel’s lifestyles, and we know Kitty’s lifestyle is healthier than Daniel’s. Do you know how to keep fit?
S1: Eating healthy food like fruit and vegetables.
3
S2: Don’t eat snacks.
S3; Don’t spend much time playing computer games.
……
T: Eating healthy food is very important for us. Do you remember the healthy and unhealthy food?
T: Besides eating healthily, what else can help to keep healthy?
Ss: We should do some sports every day.
We should have enough sleep./We should sleep more.
We shouldn’t spend too much time watching TV or playing computer games.
…
【设计意图：通过本单元学生已学内容，提炼出保持健康的途径，既复习了前几课内容，又为本课话题的展开累积了素材。】
4. Free talk
T: Linda and Susan want to know more about you. They’ll interview some of you.
(1) What food do you often have?
(2) What activities do you often do?
(3) Do you think you are healthy?
【设计意图：本环节不仅就本单元话题进行了口头的操练，体现出综合技能课上以听说为主的特点，也为接下来快速完成自己的问卷调查做准备。】
5. Finish a questionnaire
T: There are more questions about the lifestyle in your English books. Please read the questions in the questionnaire and tick out the answers according to your own situation.
6. How long/How often
Show how to answer the two wh- questions and explain the phrases: more than/ less than/three times a week.
T: How long do you watch TV every week?
How often do you watch TV?
T: Generally speaking, we use a period of time to answer the question “How long …?”
Present more sentences to help students understand “more than/less than”.
e.g. You usually spend more than two hours doing your homework every day. Am I right?
You watch TV for less than half an hour at school every night.
T: And we often use adverbs of frequency to answer the question “How often …?”
T: Read the phrases together.
【设计意图：学生独立阅读问卷调查表，根据自己的实际情况选出答案。重点讲解How often 和How long 这两个特殊疑问句及其回答，帮助学生夯实语言知识点，为笔头练习扫除障碍。这个环节的设计也为之后计算出得分，判断自己是否健康做好准备。】
Step 2 Listening comprehension
1. Benny’s lifestyle
T: Listen to an interview with Benny. Read the questionnaire in the book and tick the correct boxes.
2. Ask and answer questions
T: Now I’m sure most of you are very clear about Benny’s lifestyle. Please help me find out the answers.
【设计意图：本环节旨在练习听力。在经过上几个环节后，学生对听力中的话题已很熟悉，也明白了问卷中每个问题的意思及可能出现的答案，因此只要集中注意力捕获相关的信息点即可。】
3
3. Work out the scores
T: Now turn to page 76. Let’s work out the scores.
How many as do you have? What about bs and cs? What’s your score? Are you healthy?
B Speak up: What would you like to order?
Step 1 Listen and practice
1. Listen and answer
Listen to the dialogue between Millie and Andy and answer two questions.
(1) How does apple juice taste?
(2) What do they order? ( Explain the phrase “green beans”.)
2. Useful expressions
T: Read the dialogue together.
T: Which sentences can be used when we order food at a restaurant?
e.g. What would you like to order?
Let me have a look at the menu.
What/how about …?
Would you like some …?
Can I have …?
Step 2 Practice
1. Read the dialogue in pairs
2. Pair work
T: Suppose you and your friend are ordering food at a restaurant. Work in pairs and talk about what you would like to have.
3. Let’s keep fit
T: Boys and girls, it’s really important to live a healthy life. From now on, let’s eat more healthy food and exercise more, shall we?
【设计意图：创设情境来训练学生用英文点餐的能力，同时提醒学生合理饮食，为保持健康作出努力。】
V. Homework
1. Design (设计) three healthy meals for yourselves.
2. Write down ways to help you get healthier.
3
微信/支付宝扫码支付