Period 1

I. Teaching aims:

1. Warming up to make the students love talking after a long time no see.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

4. New words: junk, contain, vitamin, ripe, plenty of, a bit (of), etc.

.II. Important points:

1. Train the Students’ listening ability.

2. Master the new phrase and sentence pattern and make the students be free to talk about eating habit and health.

III. Difficult points:

1. Learn the usage of the sentences pattern: I think that ---because---.

2. Improve the students’ listening and speaking ability.

IV. Teaching methods

1 . Listening-and–answering activity to help the students go through with the listening material.

2. Use both individual work and group or pair work to make every student work and think in class.

V. Teaching procedures:

Step 1 Presentation

Begin the class with my own eating experiences. Encourage the students to tell about theirs. Make them say as many names of the food as possible. Get them to tell their feeling about different kinds of food. Ask:

What do you think are good eating habits?

What will happen if we don’t have good habbits?

Conclusion: Every day we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we re going to learn something about food.

Step 2 Warming up

1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs:

which of them are junk foods? Why?

Or which of them are healthy foods? Why?

2. Ask your classmates what they like to eat. The students may have a discussion in pairs and then make a list of the food and decide whether what they like to eat is junk food or not.

3. According to the discussion, fill in the table with real information.

Step 3 Listening

1. Tell the students they are going to have some listening training. Let them know that something is wrong with Mike. Make them listen to the tape once and tell what is the problem with Mike and what he did next.

2. Look at Ex. 1 on P2 and listen to what happened to Mike. The students are to answer the questions in it after a short discussion.

3. Listen to what Mike did next, and then answer the question in Ex. 2. A short discussion is allowed in pairs.

Step 4 Speaking

Everyone wants to be healthy and strong. But sometimes we are not feeling well. Ask:

What will you do if you don’t feel well?

Say: When we’re ill, we’d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Go through the useful expressions on P3.

Have the students look at the example above. Ask two students act as Dr Yang and Sharon and read the dialogue aloud. Have the other students underline some useful expressions they can find.

Go through the three situations with the students on P2. Ask them to choose one of them and make up a dialogue in pairs according to the example given and then act it out.

Step 5 Conclusion

Today we’ ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Homework

Preview the reading passage in this unit.

Period 2

I. Teaching aims:

1. 1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to, etc.

2. Improve the students’ reading ability and study the language points connected with the text.

.II. Important points:

1. Train the Students’ reading ability.

2. Master the new phrases and words

III. Difficult points:

How to make the students understand the reading text better.

IV. Teaching method

1 . Fast reading for the students get the general idea first.

2. Discuss after reading to understand the text better.

3. Careful reading to get the detailed information.

V. Teaching procedures::

Step 1 Presentation

Ask the students what in their mind are healthy foods and what are junk foods. Help them to get a conclusion that we must develop healthy eating habits.

Step 2 Pre-reading

Show the students the pre-reading questions. Get them to discussion in groups. Ask individual students to give a report about their own answers to them. Ask:

What do you think of your own eating habit? Is it healthy or not?

Step 3 Fast Reading

Say: today we come to the Reading. It’ s about a healthy diet and tells the importance of keeping healthy eating habits. Read the text quickly and find the answers to the questions on the screen..

1. What do traditional diets often have?

　　A. too much water B. too much protein

　　C. too much fat and too many calories D. nutrients we need

2. What can help our body fight disease and give us energy?

　　A. vitamins, fibre and minerals. B. pork and fish

　　C. water D. calcium

3. What contains a lot of protein?

　　A. vegetables B. fruits

C. vitamins D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not "eco-foods".

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if　　　　

A. we eat less meat B. we have more fruit

C. we have "eco-foods" D. we buy good food and keep a balanced diet.

參考答案：CADAD

Step 3 Careful reading

1. Give enough time to let the students read the text carefully again, and tell the main idea of each paragraph.

2. The students read the text paragraph by paragraph. The teacher ask as many questions as possible for the students to answer. Give the students some explanations to some difficult sentences or phrases. Pay attention to the new words and expressions.

3. Play the tape for the students to listen and follow.

4. Give the students some time to ask questions about the points they don’t understand.

Step 4 Post-reading

1. Do post-Reading 1- 3

2. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

Step 5 Conclusion

Have two top students to make a conclusion about what we have learned in this class and what we can learn from this text. The teacher should speak highly of their answers. If possible, add some necessary information.

Homework

Go through the whole text and retell it.

Get prepared for next class.

Period 3

I. Teaching aims:

1. Review the text learnt in the last period including useful words and expression.

2. Learn how to use had better, should and ought to while giving advice.

3. New words and phrases: ought to, column, gram, sticky, etc.

.II. Important points:

1. Master the usages of had better, should and ought to.

2. Remember the words from the text.

III. Difficult points:

How to use had better, should and ought to correctly in different situations.

IV. Teaching methods:

1. Group or pair work to get the students do better in class.

2. Use competition to make the students active in class.

V. Teaching procedures:

Step 1 Presentation

In this class we’re going to review the words we learnt and also learn how to give advice using had better, should, and ought to. Write them on the blackboard.

Step 2 Word study

Make the students open their books at page 5 and look at this part.

First make the students work out the words in pairs. Give them some time to remember the answers.

A competition: Get the students to close their books. The teacher reads out the descriptions and the students are to speak out the words as quickly as possible. See which group get the most correct answers.

Step 3 Grammar

The teacher can tell the students when people use had better or had better not, should or should not, ought to or ought not to. Write down one or two examples for each phrase and try to make sure that the students understand all the usages by asking them to give their own examples.

Then have the students fill in the blanks in Ex. 1 on P5 in a right way.

Step 4 Practice

Read through the title with the students and let them get clear about what they are going to do with this exercise. They will try to write letters giving advice. Read the letters asking for advice quickly, then write down four pieces of advice for each of them using had better (not) , ought (not) to or should (not) .

Step 5 Workbook

Books open at P72. Do Exx. 1-3.

Homework

Go over the grammar by finishing the exercises on P73 in grammar part.

Period 4

I. Teaching aims:

1. Do some reading about Snacks.

2. Do some writing to develop the students writing skill.

.II. Important points:

1. Train the Students’ writing ability by getting to know how to write a recipe..

2. Improve their reading ability by reading this passage.

III. Difficult point:

Improve the students’ integrating skills.

IV. Teaching methods

1 .Asking-and –answering activity to go through the reading material.

2. Individual and pair work.

V. Teaching procedures:

Step 1 Revision

Check the answers to the exercises on P73 wit h the students

Make sure all the students understand the grammar we learned in last class. If possible, go over it with the students.

Step 2 Reading

1. Skim the reading text and answer:

What can we do if we need more energy besides eating our main meals?

2. Read the text again quickly, do the following True-or-False exercises.

1) Our body doesn’t need to refuel if we choose nutritious food for our main meals.

2) Good snacks should come from different food groups and should not have too much fat or sugar.

3) Fruits and vegetables don’t give us any vitamins.

4) Most fruits need cooking.

5) Fruits and vegetables are the only healthy snacks.

參考答案：

1. F 2.T 3.F 4.F 5F

3. Give the students some explanations when necessary.

4. Play the tape and have the students follow. Give them some time to ask questions.

Step 5 Writing

Go through the two recipes on P7 carefully.

Read the tips to the students to let them know for sure how to write a recipe.

Have the students work in pairs and write the recipe for their favourite dish.

Step 6 Checkpoint

Use Checkpoint 13 to help the students go over the grammar and useful expressions they have learned in this unit.

Homework

Finish off the workbook exercises.