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3. 能听懂、会说、会读词汇meat, vegetables。
4. 能听得懂、会说、会读日常交际用语及句型:
I/We eat a lot of noodles/meat.
You/They have some vegetables/bread. He eats a few eggs.
He/ She likes eating/drinking...He/ She doesn’t like eating...
5. 能够运用句型谈论饮食，并给出改善的建议。
四 重、难点
关于饮食的句型表达。
五 设计思路
本课所要学习的内容围绕健康饮食展开，其中食物类的词汇都是学生们平时生活中比较常见的词汇。所以我以食物图片（游戏的形式）直接引入新课学习，复习食物词汇为后面开展的教学做好铺垫，然后通过小讨论和听力任务的设置呈现健康饮食这个概念，在这过程中学生通过的我的饮食介绍，理解新单词如: sweet food, healthy, diet, a few, a little等，通过最后的问题引入本课课题：A healthy diet。然后通过问题“Whose diet is healthy?”让学生观看动画回答，同时将课文的文本处理成两个部分，先是Yang Ling’s diet, 然后是Mike’s diet。学生通过泛读课文先完成三餐的表格设计，让学生达到所学知识的理解和运用。在此基础上判断句子，通篇理解，最后朗读课文，完成写的训练复述课文。最后教学环节，呈现健康饮食金字塔，并让学生模拟这个金字塔，自己画出Mike和Yang Ling的金字塔，并结合所学对不健康的饮食习惯提出改进建议，通过这个设计活动，运用所学，能够激发学生的学习兴趣，并且在表达中达到知识巩固和内化运用的作用。最后让学生写一写自己的饮食习惯并相互提出建议，教师提出自己的感悟，并分享给大家。
七 教学过程
活动1【导入】
T: Class begins. Good morning, boys and girls.
S: Good morning, Miss Zhu.
T: Today, I’m very happy to have a new lesson with you.
In this class, we need to learn three points. (展示本节课的学习目标)
T: Are you clear?
S: Yes.
T: Good, first, let’s play a game. I’ll ask a student to read the game rule for us. Okay you please.
S: read aloud: “如果看到食物的图片，请大声说出食物的名字。如果看到是苹果，请大声说”Yummy”。
T: Ok, boys and girls, are you ready?
S: Yes.
T: let’s go!
S: say the words after seeing the pictures: rice, noodles, dumplings, yummy, hamburger ….
T: Great! I think you do a very good job. Just now, we enjoyed a lot of picture about food, so can you tell me, what food do you like?
S: lollipops, cakes, soft drinks, ice cream….
T：So we can see different people like different food, and some of you like cakes, ice cream, lollipops very much. They are very sweet, so we call them sweet food. Read after me, sweet food. (领读)
S: read after the teacher.
T: Okay, boys and girls, I know your favorite food well. Do you want to know my favorite food?
S: Yes.