資源簡介

世界
Section B　How do we make healthy eating choices
第一課時 (1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:This lesson is a reading class. Read an article about a healthy diet and focus on what you eat and how to eat. Students can have a rough impression on a healthy diet, master the text structure of the reading chapter, and lay the groundwork for writing an article about their own eating habits.
Why:By reading this article, the text structure and a new genre of language characteristics are shown to students. And through this article, guide students to take the initiative to develop the habit of a healthy diet, and maintain a positive and optimistic attitude towards life.
How: 1a is the theme import part, which allows students to list the foods they like and discuss them. 1c is a read-based information combing form. 1d is questions about in-depth thinking based on the text, which has aroused students' thinking about healthy eating habits.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get information from the reading material about different eating habits;
2.finish the reading tasks and know more about the newsletter.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get informa-tion from the reading material about different eating habits. Step 1 Lead-in T-Ss activities T: What's on the table S: They are bananas… T: What do you like for breakfast S: I like bread and ice cream for breakfast. T: What does she like for breakfast S: She likes bread and ice cream for breakfast. T: What does she like for lunch S: She likes rice and vegetables for lunch. … Step 2 Pre-reading Work on 1a and discuss the questions.(詳見課件資源) 1.Who is healthy 2.Are they healthy or unhealthy Step 3 While-reading 1.Work on 1b: Read the article from a clinic's newsletter. How many poor eating habits are mentioned 2.Complete the structure of the passage.(詳見課件資源) 3.Work on 1c: Complete the table with the information from the article. 4.Work on 1d: Ask students to read the passage and answer the questions. Observe whether students can read the newsletter meticulously, correctly summarize the structural features of a newsletter, and think through reading questions.
Purpose To create a situation to introduce the theme so that students can relate it to their daily lives and talk about their good eating habits and bad eating habits.
2.To finish the reading tasks and know more about the newsletter. Step 4 Post-reading Deep-thinking: 1.What does “You are what you eat” mean 2.If we eat healthy food and have good eating habits, will we be healthy 3.Do you think the poor eating habits in the article are common among young people Why or why not 4.What about our own eating habits 5.To be healthy, what should we eat Observe whether students can provide in-depth questions based on the passage; observe their thinking and feedback on the problems, and judge their thinking ability.
Purpose To guide students to further understand the passage. To guide students to apply what they have learned in real life.
Homework Required: 1.Review the useful expressions we have learned today. 2.Retell the article's ideas to others and make a mind map. Optional: Talk about your own eating habits.Use the questions to help you. 1.What good habit(s) do you have 2.What bad habit(s) do you have 3.What can you do to improve your eating habits Write about your own eating habits with the information from the newsletter.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二課時 [( 2a-2c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a introduces Lisa's sharing of her own eating habits on The Joy Clinic. 2b and 2c ask questions to guide students to discuss their own eating habits and write about them. The theme of the project section is creating a restaurant menu.
Why: To train students' reading comprehension, oral communication and written expression skills through reading, discussion and writing tasks. To improve students' vocabulary use, oral communication and writing skills through activities such as menu making, group communication and role-playing. To develop students' ability to cooperate and be creative in the process of designing menus.
How: The transition from reading about other people's eating habits to thinking about and expressing one's own eating habits is layered. The text uses contrasts to bring the content into focus. A project-based learning structure is used, with the steps from menu creation and production to communication and role-playing being closely linked and logical.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.complete the diet Lisa shared on The Joy Clinic and think about their own eating habits and write them down;
2.create restaurant menus as a group and exchange menus with other groups, based on the criteria given;
3.broaden cultural horizons by role-playing, ordering food at a restaurant and learning about dishes from different countries.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To complete the diet Lisa shared on The Joy Clinic and think about their own eating habits and write them down. Step 1 Lead-in 1.Greetings. 2.Review: What food words can you remember … Step 2 Work on 2a(詳見課件資源) The Joy Clinic wants teenagers to share their eating habits. Read Lisa's post. How many eating habits does Lisa write about What are they Step 3 Work on 2b Talk about your own eating habits. Use the questions to help you. 1.What good habit(s) do you have 2.What bad habit(s) do you have 3.What can you do to improve your eating habits Step 4 Work on 2c Write about your own eating habits with the information from 2b. Judge the students' mastery of the target language of the unit based on their utter-ance of vocabulary and expressions related to eating habits.
Purpose To guide students to pay attention to their eating habits and develop a healthy lifestyle.
2.To create restaur-ant menus as a group and exchange menus with other groups, based on the criteria given. Step 5 Create a situation! Today, some of you will be a chef and create a menu! Start creating menus! Step 6 Work on 3a In groups, create a list of menu dishes. You can choose dishes from China or any other country. What dishes do you like to offer Write them down. Compare two menus, and find out the differences between them. Which menu is more common Menus have categories(種類). A good menu includes these categories: Cold dishes　　　　　Hot dishes Soups Staples Drinks Desserts Do the dishes you selected include these categories Step 7 Work on 3b Make a menu.You can also add prices or other information, such as ingredients. Step 8 Work on 3c Swap your menu with another group. Use the following points to check the menu and make revisions. ·Are there many kinds of dishes ·Are there any special dishes ·Are the dishes healthy ·Do the dishes look good I think this menu is: OK　　　 Good　　　　　Excellent 　　　　 Focus on whether students' questions and answers in group discussions and class presentations cover the main information. Teachers provide guidance and feedback as necessary.
Purpose To let students use what they have learned to do real things and consolidate the key expressions in this unit.
3.To broaden cultural horizons by role-playing, ordering food at a restaurant and learning about dishes from dif-ferent countries. Step 9 Role-play Work on 3d Work with a partner from a different group. Role-play ordering food at a restaurant. A: Good evening, welcome to our restaurant. Here is our menu. Would you like something to drink first B: Yes, please. What drinks do you have A: We have tea and four kinds of juice: apple, orange, grape, and watermelon… Step 10 Discussion 1.What about your own eating habits Do you like tomatoes What do you like for three meals What other food do you like What drinks do you like What vegetables do you like 2.Summary: To be healthy, we should eat healthy food! Choose your food not only for taste, but for health. Eat well and keep a balanced diet. 3.Reflecting. Observe students' expression skills, and give help and encouragement. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pronunci-ation, body language and creativity.
Purpose To enhance students' vocabulary use, oral communication and writing skills through activities such as menu-making, group communication and role-plays.
Homework Required: Review the food vocabulary learned in class, organize at least 20 different food words, including countable nouns and uncountable nouns, and label the Chinese meaning. Optional: Imagine that you are a waiter at a restaurant, and you are introducing the dishes in the menu designed by yourself to a foreign tourist. Record a 2-minute English introduction video.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


世界
Section A　What do we like to eat
第一課時 [(1a-1d)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a asks students to write the English names of the foods under the pictures. 1b and 1c ask students to listen to the conversations, tick the foods Li Meng and Jane want to eat for lunch, and fill in the foods Jane eats for breakfast, lunch and dinner. 1d is speaking practice. It's about students' meals. The phonics section requires students to understand the different pronunciations of the letter “o” and the letter combinations “oa, oo, ou, ow” in words and master their pronunciation patterns.
Why:It aims to help students master food-related vocabulary, improve listening and oral expression skills, and cultivate students' ability to use English to communicate ideas about eating in daily life through diverse exercises.
How: The exercises start from word writing and gradually transition to listening and speaking exercises. Through practical food vocabulary and daily dialogue scenes, students are able to learn and use English in practice. There are some core sentence patterns such as “What do you usually have for breakfast/lunch/dinner ” and “I usually have porridge for…”. In terms of phonological knowledge, attention is paid to intonation in English.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about what they or others have for meals using the key expressions in listening;
2.ask others about their food preferences in pair practice;
3.pronounce diphthongs correctly and notice the intonation;
4.realize the importance of eating well.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about what they or others have for meals using the key expressions in listening. Step 1 Lead-in Step 2 Work on 1a 1.Write the foods in the box under the pictures. 2.Free talk: Which food(s) do you like for lunch Step 3 Work on 1b 1.Do you know what food Li Meng and Jane would like for lunch (Introduce the listening content.) 2.Listen to the first conversation. Tick what Li Meng and Jane would like for lunch. Listening tips: 閱讀聽力所給選項,選項中的信息能幫助我們更好地預測即將聽到的內容。 Observe whether students are able to grasp key information accurately through the content of the dialogue.
Purpose To introduce vocabulary related to food with images to arouse students' interest and lead into the theme of the lesson. Through dialogue with the students, lay the groundwork for the subsequent listening exercises; thereby enhancing students' listening comprehension skills while learning how to express their own food preferences.
2.To ask others about their food preferences in pair practice. Step 4 Listening (1c) 1.Listen to the second conversation.What does Jane have for breakfast (B), lunch (L), and dinner (D) 2.Check the answers like this: “Jane has　　　　 for 　　　　.” Step 5 Work on 1d Group work A: What do you usually have for breakfast/lunch/dinner B: I usually have 　　　　for 　　　　. Observe whether students can grasp key words during the listening process and judge whether students understand the main idea of the listening conversation. Observe students' conversa-tional performance to see if they can find relevant sen-tence patterns and summarize more relevant expressions from the listening material.
Purpose To guide students to learn and internalize key sentence patterns and expressions to prepare them for further application in real-life situations.
3.To pronounce diphthongs cor-rectly and notice the intonation. Step 6 Pronunciation 1.work on 1: Listen and repeat.Add one more word to each group. 2.work on 2: Listen and repeat. Notice the intonation. 3.Role-play the conversation with partners. Observe whether students can recognize the letters and letter combinations pronounced as / / /u / / / and /a / and pronounce them correctly. Additionally, based on the pronunciation rules, supple-ment similar vocabulary.
Purpose To guide students to focus on the learning of phonetics,as well as developing an awareness of intonation and stress in the speech.
Homework Required: 1.Read the conversations in 1b and 1c. 2.Add one more word to each sound. Optional: 1.Write down your report about the meals of your classmates. 2.Then ask your family members about their meals and share the information in the next class.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二課時 (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a requires students to listen to the conversation and circle the coloured words they hear. 2b requires students to read again and complete the table, detailing the information and recording the food each person chooses in the dialogue. 2c requires students to listen to the conversation again, pay attention to the intonation, and carry out a role-play. 2d requires students to think about and record the food and drinks they and their partners would like to have when ordering in a restaurant and discuss them.2e, a role-play, simulates a conversation between a customer and a waiter in a restaurant, requiring using a specific sentence pattern to communicate.
Why:Through a series of listening, speaking, reading and writing exercises related to ordering food in restaurants, it will help students master common expressions and sentence patterns about ordering food in restaurants. It will also help students to develop their ability to communicate in English in real-life situations, improve their oral expression and listening comprehension skills, and enhance their cross-cultural communication awareness.
How:This is a comprehensive discourse on the theme of ordering food in a restaurant, which allows students to learn and practise relevant language knowledge from different perspectives through diversified forms of exercises. The parts are interrelated, starting from listening and gradually transitioning to reading, speaking and writing exercises, forming a complete learning chain.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn more English expressions about food;
2.master how to order food in restaurants;
3.know the diversity of Chinese food and foreign food;
4.role-play the conversation with correct pronunciation.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn more English expres-sions about food. Step 1 Lead-in Show some pictures, and let students learn some new words about food. Key words: Beijing roast duck; Mapo tofu; dumplings; hot pot; fish soup; tea… Step 2 Listening Work on 2a: 1.Listen to the conversation and circle the coloured words you hear. 2.Listen again and imitate. Pay attention to pronunciations of “o”, “oo”, “ow” and “ou”. Work on 2b: Read the conversation and complete the table. Observe whether stu-dents can grasp key information during the listening process. Observe whether stu-dents can pronounce accurately while lis-tening and repeating.
Purpose Use images to visually present target vocabulary, increase students' interest in learning, and introduce the topic. During the listening process, enhance students' ability to pick up key words, and in the text, master more sentence patterns and cultural knowledge about ordering food.
2.To master how to order food in restaurants. Step 3 Role-play Work on 2c: Listen to the conversation again, and pay attention to the intonation in the alternative questions. Then role-play it. Evaluate whether students' pronunciation and intonation are accurate.
Purpose By listening and following along, further familiarize students with the text content. This will lay the groundwork and accumulation for subsequent independent creation of dialogues.
3.To know the diversity of Chi-nese food and foreign food. Step 4 Practice Work on 2d: What food and drink would you and your partner like to order at a restaurant Take notes and discuss your ideas. You can use the words below to help you. Know about the food. Tell Chinese food and foreign food.　 Check whether stu-dents can distinguish between Chinese food and foreign food.
Purpose To understand the differences and diversity between Chinese food and foreign food. To guide students to consider the health factors of foods; and further consolidate target knowledge during the process.
4.To role-play the conversation with correct pronun-ciation.　 Step 5 Production Work on 2e: Now, you are at a restaurant, role-play a conversation with your partner as a customer and a waiter or waitress. A: Welcome to our restaurant! Here is a menu for you. What would you like to drink B: I'd like… A: OK! Now what would you like to eat B: Do you have… A: Yes, would you like…or… B: …, please. Observe students' per-formance in dialogues and provide appropriate guidance.
Purpose To cultivate students' cooperation and oral expression skills; test their practical application ability, enhance their understanding of the diversity of Chinese food and foreign food, and further develop consciousness of healthy eating.
Homework Required: 1.Read the conversation in 2a. 2.Pay attention to the sound [ ] [u ] [ ] [ ] and look up the words with these sounds. Optional: Use the sentence patterns you learn today to practise with your partner as a waiter or waitress and customer at a Western restaurant.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三課時 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a is the key sentence pattern of ordering food in a restaurant, which requires students to master the sentences and judge whether the food-related nouns are countable or uncountable. 3b is to choose the correct forms of countable and uncountable nouns through dialogues. 3c is to complete a short passage on the topic of healthy eating with the correct forms of the nouns in brackets. 3d is to create a dialogue using the target language—healthy eating.
Why:Through diversified exercises, students will be able to master and differentiate the use of countable and uncountable nouns in different scenarios. At the same time, through contexts related to food and drink, students will be able to understand the concepts of nouns related to healthy eating and be able to use vocabulary and sentence patterns related to healthy eating to communicate in real-life scenarios.
How:3a determines the countability of nouns by reading sentences; 3b reinforces the usage of countable and uncountable nouns by completing dialogues; 3c further consolidates the correct forms of nouns in short essay writing; 3d applies the dialogues in real-life scenarios.Through different scenarios and dialogues, the difference between countable and uncountable nouns in practical application is demonstrated so that students can experience the usage of these nouns in practice.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the key words and some phrases;
2.tell the differences between countable and uncountable nouns;
3.change countable nouns into plural forms.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the key words and some phrases. Step 1 Lead-in Activity 1: Talk about food Q&A —What do you usually have for breakfast —I usually have bread and milk. —Would you like salad or pears —Salad, please. —Would you like pears or bananas —Bananas, please. —Which would you like, milk or water —No, thanks. I'd like a cup of tea. Observe the level of students' engagement and their response speed to questions and judge whether students master sentence pattern Q&A.　
Purpose To evoke students' interest in food and beverage nouns to lay the foundation for subsequent learning.
2.To tell the dif-ferences between countable and uncountable nouns. Step 2 Presentation 1.Read and find! Read the sentences in 3a and find the things. Food and drinks!—They are nouns. 2.Learn and explain: What are the differences between countable and uncountable nouns 以數量計算不能直接以數量計算有復數形式無可直接用冠詞和數詞修飾可用單位詞修飾單數名詞作主語時,謂語用單數;復數名詞作主語時,謂語用復數不可數,作主語時,謂語用單數
Pose questions in class to check whether students understand the concepts.
Purpose To enhance students' memory and application ability of noun classification; improve students' ability to use nouns in actual conversations.
3.To change coun-table nouns into plural forms. Step 3 Presentation The rules for the plural forms of countable nouns.(詳見課件資源) ①一般情況直接加-s ②以s, x, sh, ch結尾的名詞加-es class—classes　box—boxes ③以o結尾的名詞 有生命的或能吃的加-es,無生命不能吃的加-s tomato—tomatoes　potato—potatoes　 photo—photos　piano—pianos ④以輔音字母加y結尾的名詞變y為i,再加-es strawberry—strawberries　city—cities ⑤以f或fe結尾,變f或fe為v 再加-es knife—knives　wife—wives ⑥單復數同形:deer; Chinese; sheep ⑦不規則變化:child—children　 woman—women　foot—feet Step 4 Practice Work on 3b: Complete the jokes with the correct forms of the nouns in brackets. Work on 3c: Complete the passage with the correct forms of the nouns in brackets. Then check the answers. Check whether students master the rules for changing singular nouns to plural nouns. Check the accuracy rate of the exercises completed by the students and point out the reasons for the mistakes.
Work on 3d: Role-play: Imagine that your friends are at your home. Offer them food and drink. A: Would you like…or… B: I'd like… A: What…would you like,…or… B: …, please. Step 5 Exercise(詳見課件資源) Finish the exercise. Observe whether the students' language expression is accurate during conversations, as well as their pronunciation, intonation, and body language.
Purpose To ensure students master the rules of changing singular nouns to plural nouns. To apply the knowledge they have learned in a broader context and cultivate critical thinking and health awareness.
Homework 1.Make conversations with your friends by offering food and drink. 2.Make a report about your healthy eating habit.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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