牛津初中英语(七年级上)Unit 4 Food 阅读教学模式的探讨
七年级英语上册 Unit 4 Food Checkout精品学案 牛津译
六、复习重点短语和句型，写出他们的汉语意思：
A:短语：many times a day______________________
walk to_______________have a hamburger__________________
feel tired______________________a top student_______________
七年级英语上册 Unit 4 Food Checkout精品学案 牛津译林版
课题
7AUnit 4 Food (Checkout)
学习目标
知识目标
对本单元知识点进行复习和回顾
能力目标
能熟练掌握与本单元有关的词汇和语法
情感目标
知道健康饮食和生活的重要性
学习重点
对本单元知识点进行复习和回顾
学习难点
熟练掌握与本单元有关的词汇和语法
a packet of…_________________ a kilo of…______________________
in front of__________________go roller skating______________________
less than______________________more than______________________
课前自学
一、可数名词五条变化规则：___________________________________
二、复习不可数名词量的表达，举例说明。如：“a cup of…, a packet of….”
________________________________________________________________
unit4《food》重点难点讲解(牛津版初一上)doc初中英语
unit4《food》重点难点讲解（牛津版初一上）doc初中英语1.Let’s have a hamburger. 让我们吃个汉堡包吧。
(P58)〝Let’s〞是〝Let us〞的缩写形式，其后接动词原形〔即省去to的动词不定式〕。
以〝Let’s〞开头的句子为祈使句。
例如：Let’s go fishing.让我们去钓鱼吧。
Let’s play badminton. 让我们打羽毛球吧。
2.I need a lot of energy. 我需要许多能量。
(P58)(1)句中的need作动词，意为〝需要〞。
例如：Do you need my help?你需要关心吗？I don’t need any money.我不需要钞票。
need还可作情态动词，常用于否定句。
例如：---Must I finish the work today?---No, you needn’t.——我必须今天完成这项任务吗？——不必。
(2)a lot of = lots of 意为〝许多、大量的〞，相当于many或much。
例如：He has a lot of friends here. = He has many friends here.他这儿有许多朋友。
Her parents have a lot of money. = Her parents have much money.她父母亲专门有钞票。
3.You never exercise. 你从来不锤炼。
(P58)(1) never是副词，意为〝永不，从不，决不，从未，一点也不〞。
通常置于行为动词之前、be动词或助动词之后。
例如：We never go to school on Sundays.我们星期天从来不上学。
I am never late for work.我上班从不迟到。
I will never forget your birthday.我决不不记得你的生日。
(2) 句中的exercise 作动词，意为〝锤炼〞。
牛津英语7A初一英语公开课教案Unit4 Food
Unit 4 FoodReading: What we eat and how we live Topic : lifestyle 1. To learn about the relationship between diet and overall health2. To practise the technique of skimming for overall comprehension and scanning for detail3. To learn about lifestyles of Ss’ ownTeaching Aids:PPT; Computerto Ss by showing what she eats and how she lives. In this short introduction, give Ss six new words and meanings on the blackboard. Lead Ss to read the new words. Ask Ss if they want to know any other’s lifestyle.2. Show a short video of ballet to give Ss the word “dancer ”. Let Ss meet Kitty and tell them something about Kitty, such as her appearance, her likes and dislikes. Then let Ss meet Daniel.Tell them something about Daniel, too.3. Ask Ss to guess Kitty’s and Daniel’s lifetyles because Ss have known something about them. Give Ss 5 questions and ask them to guess. Ss feel a bit difficult. T can help them by doing the guessing game with Ss and giving some words. The purpose of this game is to interest Ss . The y don ’t know if their answers are correct or not, so they will be quite interested in the reading to check their answers.Ⅱ. While-reading (25’1. Ask Ss to turn to page 60. First, skim the passage with the question: Who has a healthy lifestyle? After reading quickly, Ss give the answer.2. Ask Ss to scan Kitty’s lifestyle . Ss should read it silently. In this way, they can think better. After that, do a blank-filling about details of Kitty’s lifestyle. Suggest Ss that they can underline the answers. Show the blank-filling on PPT.3. Ask Ss to scan Daniel’s lifestyle with questions. After reading carefully, do the ask and answer. One student asks a question and he/she can choose another student to answer the question.4. Ask Ss to do correction. Tell them the mistakes are not mistakes of grammar. This exercise helps Ss master the reading better. Several more able students can find out all the five mistakes. For weaker students, encourage them and praise them if they can find one.5. Ask Ss to read the passage aloud . Girls read as Kitty. Boys read as Daniel. Ⅲ Post-reading (10’1. A competition. Give Ss a question: What is a healthy lifestyle? Ask Ss to work in pairs to discuss it. T gives some help if necessary. Divide Ss into three teams.Then start the competition. If a team gives the most ideas, it is the winner.2. Ask Ss questions about their own lifestyles. What do you have for breakfast? Do you often eat snacks? Do you do any exercise? What kind of exercise do you often do? Etc.Ⅳ. Homework1. Make up a dialogue talking about lifestyle.2. read the passage and try to retell it.。
牛津英语初中七年级上7AUnit4FoodReading优质展示课教案附反思
A brief teaching plan Unit 4 Reading By Xie Dehong From Sheyang Experimental Middle School 设计理念： 新课程标准积极提倡任务型教学原则，让学生通过体验实践，参与、讨论、交流、合作与探究的方式，学习和运用英语，从 而激发学生的学习热情。
本节课试图培养学生通过阅读来获得信息的能力，联系学生的生活实际，引导学生思考饮食与健康 的关系，启发学生知晓什么是健康食品，什么是不健康食品，使学生养成良好的饮食习惯，形成正确的生活方式。
本节课充 分利用多媒体，以学生为中心，使学生在学习的过程中一直处于互动、合作的状态，以达到在“用中学”和“学中用”的境 界。
Ⅰ、Teaching aims： (1)Get the students to learn about healthy diet and lifestyle. (2)Improve the ability of the students, especially the skills of scanning and summarizing. (3)Encourage the students to think and talk in English. (4)Get the students to realize the importance of healthy diet and lifestyle. Ⅱ、Teaching focuses： (1)Kitty’s and Daniel’s diets and lifestyles. (2)Some useful expressions It’s important for sb. to do sth.. be good for have… for breakfast…(lunch supper) not... any more Ⅲ、Teaching steps： Step 1 Communication What information can you get from the picture? What is my name? Where am I from? What lesson are we going to learn? Create the real situation to communicate with the Ss and train their abilities of observation and communication in English. Step 2 Prediction What we eat and how we live. Food and lifestyles Let the Ss read the title of the text “What we eat and how we live” and encourage them to predict what the text is about. Step 3 Revise the names of the food. What is it? It’s… What are they? They are… A: I like…. What food do you like? B: I like….Step 4 Presentation Name Age Hobby Favorite food chocolatecakes Introduce the teacher herself and present the surveys of Kitty and Daniel. Step 5 Watch the video and finish the chart Name Age Hobby Step 6 Reading Tell the Ss to scan Part A and find out what they ate before and what they eat now. Deal with Part B in the same way. Step 7 Kitty’s and Daniel’s lifestyles The two focuses of this lesson are diets and lifestyles. Let the Ss read the text again and do multiple choices. Step 8 Discussion Why did Kitty and Daniel change their diets and lifestyles. Do you think you need to change your own diet and lifestyle. Show the students a picture and ask than to give them some suggestions. Step 9 Some useful expressions Ask the students to find some useful expressions in the text, then have a competition. Encourage them to speak out in class. Step 10 Summary Retell the text Step 11 Homework. Write a short passage.教 学 反 思 射阳县实验初中英语组 解德红 今年 4 月 8 日我有幸参加了市教科院举办的实验初中优秀课展评活动，我所选择的课题是《牛津初中英语》7A 中的第四单元 的 Reading 部分。
探索食物来源七年级英语牛津7A.unit4.Foodintegratedskills教案
探索食物来源七年级英语牛津7A.unit4.Foodintegratedskills教案In today's fast-paced world, it's easy to take our foodfor granted. We can buy groceries from any supermarket chain and eat at fast food restaurants whenever we want. However, have we ever taken the time to think about where our food comes from? In this article, we will take a closer look atour food sources and why it's important to be aware of them.First and foremost, it's essential to understand the impact of our food choices on the environment. Did you know that agriculture accounts for 70% of water use worldwide? Moreover, animals raised for food are responsible for 14% of greenhouse gas emissions. This highlights the importance of choosing foods that are environmentally sustainable. For example, choosing to eat locally grown fruits and vegetables can help reduce the carbon footprint associated with transportation.Furthermore, exploring our food sources can teach usabout our cultural heritage and traditions. Every culture has its unique culinary practices, and by exploring food sources, we can gain insight into different ways of life. For instance,learning about the farming methods used to cultivate rice in Asia or coffee in South America can deepen our appreciationfor the cuisine of these regions.Additionally, exploring food sources can help us make healthier choices. When we know where our food is coming from, we can make informed decisions about what we put in our bodies. For example, we can opt for organically grown produce, which is free from harmful pesticides and chemicals.Finally, it's crucial to support local farmers, who are often integral to our communities. By purchasing theirproduce directly from them, we can help sustain their small businesses and ensure that fresh, nutritious food isavailable to everyone in the community.In conclusion, exploring our food sources can have a profound impact on our health, the environment, and our connection to our cultural heritage. By being mindful ofwhere our food comes from, we can make informed choices that benefit ourselves and the world around us. So, the next time you take a bite of your favorite dish, take a moment to think about the journey it took to reach your plate.。
七年级英语Unit4 Food period one教案 牛津版
Recite the new words and dialogue .
教后感
S Cake , juice , apple , orange , milk , fish , chicken…
S fruit–apple , orange , pear
vegetable–carrot
drink–milk , juice
meat–fish
S I like meat .
S I like vegetables .
S I like hamburgers .
Finish the table .
S Millie likes bananas , carrots ,fish and eggs .
板书以上新单词.
教师带读新单词.
Step 3 Practice
T What food do you like ?
What is your favourite food ?
Do your like / love…
You dislike / hate…
呈现新单词
T Now , here is a table .It isa table from the Get Fit Club website .Write the food you like or dislike in the table .
4 Hobo is always hungry .
5 Eddie walks to his bowl many time a day .
教师让学生看58页的漫话,再次播发录音问
T Do you think walking to the bowl many times a day is a kind of exercise ?
【初中英语】Food教学案例译林牛津版
《牛津初中英语7A》
Unit4 Food
Reading案例
一、背景
初中英语牛津版教材具有很多的优点，但由于学生知识储备的不足和语言运用能力的匮乏，教师只有充分认识这一现状，并结合教学实
际，合理设计教学过程，充分发挥学生在课堂上的主体作用，教学相
长，才能达到教学效果的最优化。
二、教材分析
1、话题：《牛津初中英语7A》教材中第四单元，根据本单元Reading 部分Food and lifestyles 进行。
2、内容：这篇文章分别对Kitty 和Daniel两人过去和现在的饮食和生活习惯进行了阐述。
让学生在比较的过程中明白什么是健康的饮食和
生活习惯以及健康的饮食生活习惯对学生的重要性。
3、目标：（1）理解课文内容，掌握文章大意及词组句型。
（2）引导学生有意识地进行课文的学习，掌握文章大意后
模仿文章的表达方式和描述技巧，形成一篇根据自己的实际情况来写
的短文。
Step 1: Warming –up activities
‘What is my f 1.Free Talk: To ask the student on duty to make a speech:。
英语：unit 4《food》教案(1)(译林牛津七年级上).doc
英语：Unit 4《Food》教案（1）（译林牛津七年级上）【巧记提示】n+ever(曾经【经典例句】我上学从不迟到。
【考点聚焦】1）表示“否定”意思的词有seldom,few,little等。
2）常见的频率副词还有sometimes,usually,often,always等。
3）可以用how often来提问这些频率副词。
如：—How often do you go to the park?—Never.【活学活用】1.翻译句子答案：他一向无所事事。
【巧记提示】hate（讨厌）→late(迟到的【经典例句】我不愿你受麻烦。
【考点聚焦】1)近义词：dislike v.不喜欢2)反义词：like v.喜欢；love v.喜爱;爱3）派生词：hateful adj.可恨的；令人讨厌的4）hate的后面常跟名词、代词、动名词或动词不定式。
【巧记提示】health(健康)＋-y(形容词后缀【经典例句】我们应该多吃健康食品。
【考点聚焦】1）派生词：health n.健康；healthily adv.健康地2）反义词：ill adj.生病的3）近义词：well adj.身体好的【巧记提示】easy（容易的；简单的）→east(东边的【经典例句】I对我来说做好它轻而易举。
【考点聚焦】1）反义词：hard adj.难的；difficult adj.困难的2）常用句型：It’s easy for sb.to do sth.对某人来说做某事是容易的，如：【活学活用】 2.翻译句子这是一个简单的问题。
答案：This is an easy problem.【巧记提示】keep（保持）→deep(深的【经典例句】你必须照顾好自己并保持健康。
【考点聚焦】keep后面常跟形容词，表示保持某种状态，如：keep quiet（保持安静）；还可跟介词短语，表示保持在某个位置，如：keep your hands behind your back（保持你的手一直在背后）；keep后面常跟动名词，keep (in) doing sth.表示持续不断做某事，如：keep smiling（保持微笑）。
初中英语七年级上册(牛津译林版)Unit4Reading教学设计
（二）讲授新知
1.教学内容：本节课主要学习Unit 4 Reading部分，介绍一个家庭的成员、爱好和日常生活。
2.教学步骤：
（1）教师带领学生一起阅读文章，指导学生运用阅读策略，如预测、扫描、略读等，获取关键信息。
2.教学目的：巩固学生对文章内容的理解，提高学生的英语运用能力。
3.教学实施：教师发放练习题，学生独立完成，然后教师进行讲解和反馈。
（五）总结归纳
1.教学内容：教师引导学生回顾本节课所学内容，总结家庭成员、爱好和日常生活的相关表达。
2.教学目的：帮助学生巩固所学知识，提高学生的归纳总结能力。
3.教学实施：教师引导学生进行总结，鼓励学生用英语表达自己的观点，教师适时给予补充和纠正。
四、教学内容与过程
（一）导入新课
1.教学活动设计：教师展示一幅关于家庭的图片，引导学生关注家庭成员和爱好。然后，教师提问：“Can you introduce your family and hobbies?”，让学生尝试用英语介绍自己的家庭成员和爱好。
2.教学目的：激发学生的兴趣，调动学生的积极性，为新课的学习做好铺垫。
五、作业布置
1.书面作业：
（1）根据本节课所学内容，编写一段关于自己家庭的英语介绍，包括家庭成员、爱好和日常生活。
（2）完成课后练习册中的相关习题，巩固文章内容和词汇。
（3）预习下一节课的内容，提前了解相关话题，为课堂学习做好准备。
2.口语作业：
（1）与同学进行英语对话，互相介绍家庭成员和爱好，提高口语表达能力。
在教学过程中，教师要关注学生的个体差异，因材施教，使每个学生都能在原有基础上得到提高。同时，教师要以人为本，关注学生的情感需求，营造轻松愉快的学习氛围，使学生在愉快的氛围中学习英语，提高综合素质。
七年级英语上册 Unit 4 Food Reading 精品学案 牛津译
七年级英语上册 Unit 4 Food Reading (2)精品学案牛津译林版7A Unit 4 Food (Reading(2))课前自学二、翻译短语许多能量变得疲劳保持健康甜食在两餐之间太多的糖和朋友聊天在网上早饭吃… 一个尖子生吃健康的饭计划做某事一周两次三、连词成句1. It’s very easy for m e to get tired.2. A healthy diet is very important for a dancer.3. I seldom eat sweet snacks.4. There is too much sugar in them.5. I always eat an apple for breakfast.6. I sometimes have an orange or a banana.课堂交流展示三、根据提示复述课文sweets, coke, seldom, vegetables, sweet, energy, dancer, tired, important, healthy, diet , bread, meat, snacks, top, but, fast, exercise, twice, juice, fruit, dinner, change, lifestyle 课堂达标检测一、对号入座。
将正确的序号写在对应的短语后面。
do exercise__5___ to be a top student__3_____ get tired____1____change diet___6____ be good for one’s health__7___ twice a week___9__eat fish and vegetables for dinner__8___ a heahthy lifestyle__4__seldom eat sweet snacks__10_____ dance for two hours___2____。
牛津版七年级英语上册 Unit4 Food--第1、2课时
Unit 4 Food第一课时 (The first period)一．课前准备：1、让同学们查询有关食物的词汇，越多越好。
2、让同学们带食物的图片或实物。
二．教学目标：1、To revise old vocabulary and learn new vocabulary about food.（复习旧单词并学习有关食物的新词汇。
）2、To talk about likes and dislikes with regard to food.（讨论喜欢的和不喜欢的食物。
）3、To use adjectives to describe different tastes.（用形容词描述不同的味道。
）教学要点：三．词汇 rice, hamburgers, chicken, fish, apples, oranges, vegetables, cakes, coke, chocolate, tea, mooncake, lemon, vinegar, hotpot, sugar, sandwich, sweet, sour, salty, spicy四．句型：1、What food do you like？What food does he/she likes？2、How does it taste？It tastes sweet/sour/salty/spicy.五．语言功能：Talk about different food.六．学习策略1、To develop students to look at the same thing in many ways.（培养学生对同一事物要有不同看法。
）2、To develop students' ability to classify what they have learned.（培养学生对所学知识分类能力。
）七．智能培养：Make a chart and talk about it.八．教学设计：Food1、Talk about food for three meals and snacks.2、Talk about food for meals one likes and dislikes.3、Talk about food by the table.4、Describe different tastes about food.九．教学步骤：Task Ⅰ1、Talk about food for three meals and snacks. This is a fun activity to learn and revise vocabulary and spelling.2、Of all the food and snacks, get students to work in groups to makea table by asking：What do you like/dislike？Name Love Like DislikeS1:S2:S3:TaskⅡ1、Ask Ss to look at different kinds of food in Part A. Go through the words and make sure that they can pronounce them well and understand their meanings.2、Ask Ss to tick the boxes according to their own likes and dislikes.3、Ask some students to present their answers and say something about their likes and dislikes.4、Ask Ss to report their classmates' likes and dislikes according to the table in Part 1.5、If there is time, ask Ss to talk about their family as well.Task Ⅲ1、Try to bring some pictures of different kinds of food with strong tastes. Get Ss to know the meanings of "sweet, sour, spicy and salty".2、Ask Ss to think of other foods that are salty, sour, spicy or sweet.3、Look at P59 in the textbook and finish them.Task Ⅳ Exercises.教学反思：第二课时 (The second period)课前准备：1、预习阅读资料，查出生词或新语言点。
2019-2020年七年级英语上册 Unit 4 Reading特色教案 牛津版
2019-2020年七年级英语上册 Unit 4 Reading特色教案牛津版一、年级：七年级二、教学内容：7A Unit 4 Food三、课型: Reading四、教学目标1.知识目标1) 词汇：本课时的四会单词2）词组:get tired, top student, have a healthy meal, keep fit, eat…for breakfast/ lunch/ supper/ dinner3) 句型:1 Every day, I dance for two hours.2 A healthy diet is very important for a dancer.3 I need to keep fit.4 I always eat an apple for breakfast.2.能力目标通过阅读了解凯蒂、丹尼尔的日常饮食和生活习惯，并运用所学知识，表达对食物的喜好、描述自己或他人的饮食、生活习惯。
3.情感目标在学习本课的过程中，了解到日常饮食和生活习惯对身体的影响，促使学生在平时生活中选择更好的饮食结构和生活方式保持健康。
Part One Pre-readingStep 1 Lead-inT: H ello, everyone! Nice to see you. Today I am going to introduce two of my friends to you. Please look at the picture. Susan is dancing. She is a dancer. She needs to practice dancing every day. It’s important. She has to keep fit. She also studies hard. She is a top student.T：Another friend is Jack. He is very fat. He likes eating fruit, snacks, vegetables, meat, bread, food with sugar and drinking juice, milk and Coke. He likes eatinga lot of things between meals, so he gets very fat. Now he wants to change hislifestyle. Look at his new diet.T：Please have a look at his diet. He decides to have healthy meals and seldom has sweets and hamburgers.Step 2 Reading new wordsT：Read the new words after me.Noun: dancer snack Coke meal sugar fruit milk bread meat p erson plan power diet lifestyle basketball juiceAdverb: seldom fastAdjective: important tired fitsweet healthy top easyVerb: change k eep study needPreposition: betweenPart Two While-readingStep 3 ReadingT: Read the passage quickly and find out the answers(1) Which paragraph talks about Kitty?(2) Which paragraph talks about Daniel?S: (1) Paragraph 1.(2) Paragraph 2.T：Read Line 1– Line 3 and find out the following information.Name:Age:Hobby:S：Her name is Kitty. She is 12 years old. She likes dancing.T：Read Line 4–Line 9 and the following statements. Write a T if it is true, write an F if it is false.(1) Kitty needs a healthy diet.(2) Kitty needs lots of energy.(3) Kitty needs sugar.S: (1) True. (2) True. (3) False.T: Read Line 10– Line 13 and match the two parts about Kitty’s diet.Breakfast Have an orange or a banana.Dinner Have an apple, some bread and drink some milk.After dinner Have meat and vegetables.S：Breakfast Have an orange or a banana.Dinner Have an apple, some bread and drink some milk.After dinner Have meat and vegetables.T：Read Part B and find out the following information.S: He is Daniel. He is 12 years old. He likes studying, playing puter games and chatting with friends.T: (1) What does he like eating and drinking?(2) What does he plan to do?S: (1) He likes Coke and hamburgers.(2) He plans to have healthy meals and go swimming twice a week.Step 4 Doing some exericiesT: Read Part A and plete the passage.Kitty w to be a dancer. She spends two hours p dancing every day. She thinks it’s important for her to have a healthy d .That’s because she is easy to feel t when she dances. Though sweet snacks can give her e , they are not healthy.S: wants, practicing, diet, tired, energy.T: So she s eats them. She a eats an apple, some bread and drinks some milk for b . She has l every day.For dinner, she usually eats meat and v . After dinner, she s has an orange or a banana.S: seldom, always, breakfast, lunch，vegetables，sometimes.T: Read Part B and plete the sentences.S: Finish the table above.Part Three Post-readingStep 5 More practiceT: Please finish Exercises B1 and B2.S: B11 e2 d 3h 4 f5 a6 b7 c8 gB2Kitty : apples, milk, bread, meatvegetables, oranges, bananasDaniel: Coke, hamburgerStep 6 Language points(1) I want to be a dancer. 我想成为一个舞蹈家。
牛津版七年级英语上册 Unit4 Food--第5、6课时 教案
Unit 4 Food第五课时 (The fifth period)课前准备：1、复习本单元所学的语法项目。
2、复习上节课所学的词汇和句型。
教学目标：1、To revise the grammar items in this Unit.2、To revise the new words and drills.3、To do some exercises to consolidate the grammar items and language points.学习策略：Observation, discovery and induction of the grammar rules.（观察，发现，归纳语法规则。
）智能培养：The ability of synthetical use.（综合应用能力。
）教学设计：Grammar1、Three grammar rules.2、Some language points.3、Exercises for consolidation.教法步骤： TaskⅠ1、Ask Ss to tell adverbs of frequency and the differences among them.2、Ask Ss to tell the use of countable and uncountable nouns, give some examples.3、Ask Ss to tell the use of "a" and "an" and give some examples.4、To revise some language points in this part.Task ⅡDo exercises to consolidate the grammars and language points.教学反思：第六课时 (The sixth period)课前准备：1、复习学过的食物词汇和各种活动的词组。
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牛津初中英语（七年级上）Unit 4 Food 阅读教学模式的探讨
——Reading “ What we eat and how we live ”的教学设计及反思
阜宁县实验初中孙雪雪
一、教材分析
《牛津初中英语》（七年级上）完全是按照《全日制义务教育普通初级中学英语课程标准》的精神编写而成的，它积极提倡任务型教学原则，每个单元都围绕一个话题，让学生通过参与、思考、讨论、交流与合作等方式学习和使用英语，实现目标任务。
本单元的话题是“Food and lifestyle”，贴近学生生活实际，富有时代气息，易于激发学生的学习积极性；语言情景真实，表达地道规范；词汇再现率高，符合语言学习的认知规律。
那么，教师应如何设计适应新教材要求的阅读教学活动呢？教师在教学过程中又应采取哪些措施来全面提高学生的阅读能力呢？
针对这个问题，笔者根据教学实际、学生的生理及心理特征设计了这一堂阅读课。
该课的教学内容是Reading “What we eat and how we live”。
二、教学内容分析
该课的话题是围绕生活习惯与人体健康的关系而展开的。
通过讨论该话题，让学生认识到A good diet and an active lifestyle keep people healthy。
三、教学设计
Task 1. Free talk and Presentation
教学思路：通过Free Talk，谈论学生的日常饮食和生活习惯，引出该课的主题“Food and lifestyle ”。
再通过自己以前和现在饮食和生活习惯的对比，介绍生词：sweet snacks , hamburgers , diet , lifestyle , healthy , seldom , often 等。
教学过程：
1．What do you have for lunch ?
2．Do you exercise every day ?
3．I was very fat before , because I loved sweet snacks , hamburgers , sweets and so on . And I seldom ate fruit and vegetables . I never exercised . So I was very fat . I think it’s important for me to be healthy . I changed my diet and lifestyle . Now I often eat fruit and vegetables and I exercise for an hour every day . So now I’m very healthy .
Task 2. Reading
教学思路：用Flash动画的形式展示Kitty、Daniel，通过分开读Part A、PartB，再整体阅读填写表格通过两种饮食和生活方式的比较，使学生认识到现在的生活方式更健康。
教学过程：
1．Read Part A and do some T or F exercises .
2．Read Part B and answer some special questions .
3．Fill in a form .
Task 3. Make a survey
教学思路：通过调查，了解彼此的饮食和生活习惯。
贴近学生实际，激发学生的学习积极性。
培养学生的语言实践能力。
教学过程：
1．Ask your partner’s diet and lifestyle .
2．Give a report about your partner’s diet and lifestyle .
Task 4. Group work
Give Han Hong some advice to make her get fit .
教学思路：通过小组活动的方式，组织学生讨论，使其进一步认识到健康饮食和生活方式的重要性。
教学过程：
1．Here’s a photo of Han Hong . Is she good at singing ? Do you like her ?Yes , she has many fans , but she has a big problem . Is she too fat ? Can you help her ? Would you please give her some advice ?
2．Four Ss make a group . Write down your advice then give us a report .
教师总结：
Boys and girls , a good diet and an active lifestyle make us keep healthy . From now on , let’s pay more attention to our diet and lifestyle . Because if we have a good diet and an active lifestyle , we can study better , work better , and enjoy our life better and to be a useful person to our society .
四、教学反思
本课设计了阅读、调查、讨论等活动，体现了“自主、合作、探究”的理念，实现任务型教学。
笔者在教学实践中体会到，阅读教学中应注意如下几点：
1．教师认识到学生是课堂的主体，教师仅是活动的组织者和引导者；在课堂活动中，应把更多的时间留给学生，带着学生走向教材。
2．教学活动的设计应符合学生的实际水平，做到难易适中，如果活动内容过浅显，则不利于调动学生参与活动的热情和兴趣；如果活动内容或形式过于复杂，则会使学生产生情绪。
如果教材中的活动难度过高，教师可以设计几个“准备性”或“提示性”的活动，以降低活动难度，让学生体验到学习成功的喜悦，如果教材中的活动难度过低，教师则应为学生设计有一定梯度的活动，以发展学生的智力和发散学生的思维。
3．课堂提问要生活化，这种源于生活感受的问题会拉近学生与教材内容之间和学生和教师之间的距离，激发起他们的表达欲望和学习热情。
4．不能忽视语言形式的补充和操练，学生只有掌握了一定的语言形式才能在具体的情景中加以运用。
5．在活动完成后，教师应对时对学生的学习情况进行总结和评价，也可以组织学生进行自评或互评。
在评价的过程中，教师应充分肯定学生的进步，鼓励学生自我反思和自我提高，要防止评价流于形式，或因评价不当使学生产生心理负担或厌倦情绪。