七年级新目标上Unit 6 Do you like bananas教案

Unit 6 Do you like bananas?

I．Teaching objectives单元教学目标 Skill Focus 说 听 Listen for different foods Listen for likes and dislikes Learn to recognize names for various foods Learn to tell fruits from vegetables Learn to talk about one’s likes and dislikes 读 Read about names of different foods Read about one’s likes and dislikes 写 Write about one’s likes for three meals Make a shopping list for food 功 能 句 式 Talk about names for various foods (P32) Orange is… These/ Those are… Talk about one’s likes and dislikes (P32) Do you like…? Yes, I do. / No, I don’t. I like / don’t like.…. Let’s have… Do they like…? Yes, they do. / No, they don’t. They like / don’t like… Does he like…? Yes, he does. / No, he doesn’t. She likes…. She doesn’t like… 1

词 汇 1. 重点词汇 like, banana, hamburger, tomato, orange, ice, salad, pear, have, egg, apple, chicken, breakfast, lunch, dinner, fruit, vegetable, eat, well run, star, lot, healthy, list 2. 认读词汇 broccoli, cream, strawberry, oh, carrot, runner, dessert, Bill, Sandra, Clark 3. 短语 French fries, ice cream, countable noun, uncountable noun, lots of 语 法 话题

Present tense to do Do questions Recycled language: to have Noun: countable noun and uncountable noun Food II. Teaching materials analyzing and rearranging 教材分析与重组

1．教材分析

本单元以Likes and dislikes 为话题，设计了三个部分的内容。旨在通过单元教学使学生学会谈论自己和他人喜欢或不喜欢的食物，学会写短文介绍出自己和他人所喜欢或不喜欢的食物，学会列出食物清单。

Section A 学习谈论不同食物并表述喜欢和不喜欢。

1a, 1b, 1c 重点学习表示中西方常见食物名称的词，学会谈论或询问自己

和他人喜欢的食物。

2a, 2b, 2c继续学习谈论自己和他人喜欢和不喜欢的食物，并能表达自己

的观点。重点学习运用一般现在时的疑问句来描述自己对食物的真实态度。

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3, 4 学会通过互相问答，谈论他人喜欢和不喜欢的食物并对同学的喜

好作一调查。

Section B 学会介绍自己和他人一日三餐喜欢和不喜欢的食物，学会制作购物清单。

1a, 1b, 2a, 2b, 2c学会区别蔬菜和水果，询问或介绍他人喜欢和不喜欢的食物。

3a,3b, 3c，4a, 4b介绍自己和他人一日三餐喜欢的食物，学会营养用餐并

能列出所购食物的清单。

Self check 检测本单元所学有关食物的词汇知识，学会画图描述自己喜欢的午餐食品并与同学交流。

III. Class types and periods 课型设计与课时分配

Period 1 Listening and speaking （Section A：1a, 1b, 1c） Period 2 Listening and speaking （Section A：2a, 2b, 2c） Period 3 Integrating skills （Section A：3, 4）

Period 4 Listening and speaking （SectionＢ：1a, 1b, , 2a, 2b, 2c） Period 5 Reading and writing （SectionＢ：3a, 3b, 3c, 4a, 4b） Period 6 Self Check

IV．Teaching plans for each period分课时教案

Period 1 Listening and speaking (I)

Target language目标语言

1. Words & expressions生词和短语

like, banana, hamburger, tomato, broccoli, orange, ice, cream, salad, strawberry, pear, French fries, ice cream 2. Key sentences重点句子 Do you like bananas?

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Yes, I do. No, I don’t. Ability goals能力目标

Enable students to listen to and talk about what they like and don’t like. Learning ability goals学能目标

Help the students learn how to talk about their likes and dislikes. Teaching important / difficult points教学重难点 How to listen to and talk about their favorite foods. Teaching aids教具准备

A tape recorder, some cards with the pictures of some foods. Teaching procedures and ways教学过程与方式

Step I Warming up and lead-in

In this procedure, ask students to do some exercises about different foods and choose which they like or dislike. Learn the names of different foods and how to ask and talk about likes and dislikes.

T: Hello, boys and girls. Nice to see you again. This class we’ll first have a free talk about food. Every day we have to eat food and we can find a lot of food around us, for example in the fridge, the supermarket, the KFC and McDonald’s, etc. Now, I’d like you to work in groups of four and try to list as many names of foods as possible. Three minutes later.

T: Next, I’d like each group to choose two names of the food from your list and work together to make some cards. On one side of the card, you may draw the picture of the specific food with its Chinese name and on the other side of the card, you should try to write the English name for it, understand? You can use the dictionaries when necessary.

Three minutes later, show some of their cards about different foods and ask for the English names.

T: Can you tell me the names for the foods in the picture?

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S: Apple.

T: Good. What’s this? S: Noodles.

T: Well done. What about these? S: Bread and dumpling. …

Help students learn the names of different foods and encourage them to say as many names as possible. T: Do you like apples? S: Yes, I do.

T: Do you like bread? S: No, I don’t.

T: Excellent. As we know, there are many kinds of food in the world and people in different countries have different main food and their favorites. For example, in China we usually have Chinese food such as rice, noodles, dumplings, tofu, beans, pork, chicken and so on. Some food like hamburgers, salad, potato chips, French chips come from other countries. But nowadays people in different areas can enjoy various foods from all over the world. And we know different people have different tastes. Today we will learn to talk about people’s likes and dislikes about food.

Step II Match work (1a, 1b: P31)

In this procedure, students will learn the names of some foods and learn to talk about the foods they know.

T: Boys and girls. I can see that you know many English names for foods on the cards. Do you know some of the foods with letters in the picture on page 31? Can you tell the English names for them?

S: Yes, e is orange; b is banana; J is pear.

T: Very good! Then do you know some of the food with the numbers on the left? Can you find them out in the picture? First, I’d like you to practice reading the words on the left, talk with your partner about the picture and then tell me what you see in it.

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After three minutes. Hold up the picture and point to the food in the picture on page 31. Ask students to say their names.

Then ask students to match the words and pictures.

T: we can see hamburgers in the picture with the letter d. So what about tomatoes? S: g.

T: Good. Please write ―g‖ on the line next to the word ―tomatoes‖, clear?

Ask the students to finish the activity and then read the conversations in the picture and then ask students to read and listen to the conversations, and then number them in order. Point out the boxes where the students will write a number for the conversations they hear and play the recording. Then check the answers and finally ask the students to repeat after the recording.

T: In the picture, we can see many people. They are talking about their likes and dislikes about foods. Now please work in pairs and read the conversations. Then listen to the three short conversations and finish activity 1b.

Step III Pairwork (1c: P31)

Ask the students to practice the conversations above in pairs and then make their own conversations using the target language.

T: We know in the listening material A and B talk about some food like bananas, salad and oranges. Now, can you think of the names of some other food and practice talking about them in pairs?

Move around the classroom to help the students and then ask a pair of students to say the conversation for the class Sample dialogue: S1: Do you like pears? S2: Yes, I do.

Step IV Homework

1. Ask the students to learn some names of food and fruit in this Unit. 2. Ask the students to make a conversation about likes and dislikes.

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Period 2 Listening and speaking (II)

Target language目标语言

1. Words & expressions生词和短语 have, oh, countable noun, uncountable noun 2. Key sentences重点句子 Do you / they like…? Does he / she like…?. I / They like / don’t like… She / He likes / doesn’t like… Let’s have… Ability goals能力目标

Enable students to talk about likes and dislikes. Learning ability goals学能目标

Help students learn how to talk about likes and dislikes. Teaching important / difficult points教学重难点 How to talk about likes and dislikes. Teaching aids教具准备 A tape recorder.

Teaching procedures and ways教学过程与方式

Step I Revision and and Lead-in

Check the students’ homework and ask them to spell some new dialogue about their likes and dislikes. T: Li Ping. What’s your favourite food? S: Hamburgers.

T: Well, can you spell the word for us? S: H-a-m-b-u-r-g-e-r-s.

T: Good. Do you like French fries?

S: No, I don’t. But I like ice cream very much.

Write ―hamburger‖, ―French fries‖ and ―ice cream‖ on the blackboard.

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words and make a

T: Thank you. Next, I’d like some pairs to practice your conversations in front of the class, any volunteers? I’ll give the best pair a prize as a reward. Sample conversation 1: S1: Do you like strawberries? S2: Yes, I do.

Sample conversation 2: S1: Do you like bananas? S2: No, I don’t but I like tomatoes

Step II Listening (2a, 2b: P32)

Ask the students to read the words in the box and talk about the pictures first, then listen to the recording and finish activities 2a and 2b.

T: We can see many English names for food in the box of activity 2a. Do you know them? Can you understand the meaning of each of them?

Invite one student to practice reading and tell the meanings of the words. And then ask students to read after the teacher and finally ask them to practice reading by themselves.

T: Next we’ll listen to three conversations. In the conversation, a boy and a girl are talking about their likes and dislikes about food. For the first time, please don’t look at your book. Just listen carefully.

Play the tape for the first time. Ask the students to listen to the recording again and try to finish the sentences in the picture.

T: We can see some pictures and some sentences in 2b. In the first picture we can see some hamburgers. Do you know the food in picture 2 and 3?

Get the students to talk about the last two pictures and choose the names for the food from 2a. Then ask them to listen to the tape again and try to finish the sentences in the pictures.

Play the recording again, check the answers. And then ask students to listen again and repeat after the recording.

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Step III Pair work (2c)

Ask students to work in pairs to practice the above conversations and give answers that are true to themselves.

T: I know every one of you have some food you like and don’t like. Now I’d like you to write down the names of food you like and don’t like. Sample list:

Like don’t like fish beans carrots rice apples bananas …. …. Sample dialogue 1:

S1 I like tomatoes. Do you like tomatoes? S2: Yes, I do. / No, I don’t. Sample dialogue 2: S1:Let’s have salad. S2: Oh, no. S1: No?

S2: I don’t like salad. I like ice cream. …

Then ask some pairs of students to act out their conversations for the class.

Step IV Grammar Focus

Ask students to review the grammar box and make sure they have mastered ―do / does‖ questions and countable nouns and uncountable nouns. Firs ask students to talk about the use of the third person singular.

T: As we can see from these sentences, the third person singular forms all contain an ―s‖, while the other forms do not. What is the third person singular main verb? What is the third person singular helping verb?

S: The third person singular main verb is likes. The third person singular helping

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verbs are “does” and “doesn’t”. .

T: Very good! Now you know how to ask, answer and express one’s likes and dislikes both in short forms and in complete sentences. You may make as many sentences as possible using different persons. Sample sentences: ----Do you like bananas?

---Yes, I do. Do you like bananas, too? ---No., I don’t. I like broccoli. ---Do they like broccoli, too?

---No, they don’t. They like strawberries. ----Does she like strawberries very much? ---Yes, she does. Does he like them?

---No, he doesn’t like them at all. He likes apples most.

Then show the following nouns and ask students to tell countable from uncountable nouns and try to use them correctly. Show the following.

rain, snow, wind, sunshine, rice, bread, noodle, cake, water, fish, desk, flower, air

T: Do you know the difference between countable nouns and uncountable nouns? Get the students to talk about the words and try to answer the question. Grammar references (See: Teaching Resources: II)

Then ask students to make some phrases using numbers and adjectives to modify some nouns to make sure they use the modifiers correctly.

T: Note that we use a / an, many, few with countable nouns but much / little with uncountable nouns.

Ask students to read the following phrases. Show the following.

a pear; an apple / egg / orange; two tomatoes; three apples

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many oranges; many eggs; much broccoli; much salad; some broccoli; some apples;

a lot of ice cream; a lot of French fries …

Then ask them to do activities 1—2 on page 19 in the workbook. Check the answers with the class.

Step V Homework

1. Ask the students to do activities 3—4 on page 20 in the workbook...

2. Ask the students to practice talking about the food they like and dislike using different persons and nouns.

Period 3 Integrating skills

Target language目标语言

1. Words & expressions生词和短语 food, Bill

2. Key sentences重点句子 What does Bob / Bill like? What doesn’t Bob / Bill like? Do you like…? Ability goals能力目标

Enable students to talk about the food that the others like and dislike. Learning ability goals学能目标

Help students learn how to talk about what others like and dislike. Teaching important / difficult points教学重难点 How to talk about the food others like and dislike. Teaching aids教具准备 Pictures of some food.

Teaching procedures and ways教学过程与方式

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Step I Revision and Lead-in

First give the English pronunciation of the names for some food and ask the students to spell them on the blackboard and tell the Chinese meanings of them. Then ask some students to practice some conversations using different persons with the help of the words on the blackboard. Reference words:

broccoli; French fries ; bananas; pears; ice cream Sample conversation: S1: Do you like broccoli? S2: Yes, I do.

S1: Do you like some French fries? S2: No, I don’t. But I like some apples.

Step II Pairwork (3: P33)

Ask students to talk about the pictures, learn the names of the characters, explain the two kinds of faces and write the names of foods on the blackboard so as to help them make new conversations.

T: Look at the pictures on the right. What are the names of the two men? S: Bob and Bill.

T: Good! Do you know the simple drawings of the two kinds of faces? Can you tell what they mean?

S: Yes, They are happy faces and sad faces. A happy face means likes. A sad face means doesn’t like.

T: Quite right. Now, please talk about the food in the pictures and write down their English names in your notebooks. Show the following words.

French fries, strawberries, salad and ice cream

Ask students to read the words loudly and repeatedly and then do activity 3. T: Next, please work in pairs. One of you looks at the chart on page 33 and the other looks at the one on page 83. Ask your partners questions and find out what Bob and

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Bill like and don’t like and draw happy faces and sad faces in the chart. Check the answers. Sample dialogue:

S1: Does Bob like French fries? S2: Yes, he does.

S1: Does he like ice cream? S2: No, he doesn’t.

Step III Food Survey (4: P33)

Ask students to work in groups of four. First let them talk about the different foods in the picture and write down the names for each of them. After that they can ask and answer questions about their likes and dislikes and write down the names of the classmates. Then ask them to pass the charts around to check the information by themselves. Finally ask them to write a short passage about the result of the discussion.

Encourage students to ask as many questions as possible and help them with the answers and the list of the names. Sample dialogue:

S1: Do you like bananas, Zhao Ling? S2: No, I don’t. But I like ice cream. S1: What else do you like? S2: I like broccoli. A sample version:

Liu Li likes tomatoes. He doesn’t like hamburgers. Zhao Jun doesn’t like tomatoes. He likes bananas. Zhao Li likes French fries and pears. But she doesn’t like salad. …

Step IV Homework

1. Ask the students to do activity 5 on page 21 in the workbook

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2. Ask the students to write a passage introducing what foods others like and dislike.

Period 4 Listening and speaking (III)

Target language目标语言

1. Words & expressions生词和短语

egg, apple, carrot, chicken, breakfast, lunch, dinner, fruit, vegetable, Sandra 2. Key sentences重点句子 Does Tom like carrots? Yes, he does I like carrots! Ability goals能力目标

Enable students to talk about likes and dislikes and difference between fruits and vegetables

Learning ability goals学能目标

Help students learn how to talk about likes and dislikes of three meals Teaching important / difficult points教学重难点 How to talk about what others like and don’t like Teaching aids教具准备 A tape recorder.

Teaching procedures and ways教学过程与方式

Step I Revision and Lead-in

Check the homework. Talk with students freely and ask them to give some English names for food. And then ask some of them to tell what food others like and dislike. T: Glad to meet you again, boys and girls. Now you know much fruit and food, don’t you? S: Yes, we do.

T: Can you tell me some? S: OK. Apples, pears, strawberries. T: Very good. What else?

S: Salad, French fries, hamburgers.

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…

T: Great! Now, I’d like some of you to tell us what food your classmates like and dislike. Now who’d like to show your writing? Sample version:

Cai Jun likes apples. He doesn’t like hamburgers. Chao Jun doesn’t like tomatoes. He likes bananas. Du Lin likes French fries and salad but she doesn’t like salad. Wu Han and Sao Bing both like strawberries but they don’t like chicken.… T: Well done! As we know, we have various foods for three meals, ie, breakfast, lunch and dinner. Now, who can tell me the meanings of these words?

S: Breakfast means the food we have in the morning, lunch means the food we have at noon and dinner usually refers to what we have in the evening.

T: Excellent! I see you have known a lot about the eating habits of your classmates. But what about yourself? Can you tell me what you usually have for three meals? You may talk with your partner and prepare for it first. Try to speak in English, S: I usually have eggs, noodles, milk for breakfast, rice, chicken, fish, carrots, potatoes for lunch and for dinner my parents usually prepare a variety of food, for example, pork, fish, broccoli, tofu, fried ducks…

T: Good! Next we will learn more about the food for three meals every day and talk about people’s likes and dislikes.

Step II Match work (1a: P34)

Ask students to read the words, talk about the picture, and then match the words with the food in the picture.

T: First practice reading the words by yourselves and then read after me and correct the pronunciation. After reading.

T: Now, please look at the pictures. Do you like the food in the pictures for three meals every day? S: Yes. / No.

T: Can you name them in English? Talk with your partners and give the English

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names for them.

Ask the students to work in pairs and talk about the foods in the picture. Check the answers with the students.

Step III Pairwork and Listening (1b, 2a, 2b: P34)

Ask the students to work in pairs, look at the chart (1b), tell the difference between the fruits and vegetables and add to the lists within the limited time.

T: Now, please look at the lists in the chart. We can see that apples are fruits while broccoli is a kind of vegetable, so can you tell the fruits from the vegetables? S: Yes. A fruit is the part of a plant or tree that contains seeds and that is used as food while a vegetable is a plant which you eat as food, e.g. potatoes, carrots, onions. T: Good! Look at the pictures in 1a again and tell me what the vegetables are. S: broccoli, salad and carrots are vegetables.

T: Right! Now, Can you add some words to the lists on the right? I’ll give you three minutes to work with your partner and list as many fruits and vegetables as you can.

Sample list of words:

.pears, strawberries, watermelon, grapes, and bananas are fruits

cabbage, cucumber, eggplants, carrots, broccoli and potatoes are vegetables Ask students to read the words in 1a again and then listen to a conversation, circle the words from 1a and then finish the chart in 2b.

Check the answers by asking students to read their answers.

T: Here I have a question for you. Can you tell the names of the two students who speak in the conversation? What do they talk about? You may look at the chart in 2b for help.

S: Sandra and Tom talk about what food they like and dislike.

T: Very good! We know from the chart that Sandra likes salad and Tom likes carrots. But what do they dislike? Next listen to the recording again and finish the chart in 2b.

After listening, check the answers by asking some students to read their notes.

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Step IV Pairwork (2c: P34)

Ask students to talk about the likes and dislikes for three meals of Tom and Sandra and then tell which picture shows the food either of them has for the meal. T: Since we have listen to the recording for many times and you may know a lot about the eating habits of Tom and Sandra. Now please work in pairs, ask and answer questions about what Sandra and Tom like and don’t like. You may look at the chart above when necessary. Sample dialogue:

S1: Does Sandra like apples? S2: Yes, he does.

S1: Does he like vegetables? S2: No, he doesn’t.

Ask students to look at the breakfast, lunch, and dinner in activity 1a and decide whom each of them belongs to.

T: (Point to the completed chart in 2b) Look at the foods each person likes. Look at the foods each person doesn’t like. Now decide who each meal belong to. Check the answers with the students.

Step V Homework

1. Ask the students to do activity 5 on page 21 in the workbook

2. Ask the students to practice talking about the food Sandra and Tom like and don’t like.

Period 5 Reading and writing

Target language目标语言

1. Words & expressions生词和短语

runner, eat, well, run, star, lot, lots of, healthy, dessert, list, Clark 2. Key sentences重点句子 I like apples. Do you like apples? Yes, I do. Do you like oranges?

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Ability goals能力目标

Enable students to write about the favorite foods for three meals and make a list of food for shopping

Learning ability goals学能目标

Help students make a list of the food they would like to have and buy. Teaching important / difficult points教学重难点 How to make a list of the food they like. Teaching aids教具准备 A computer and a projector.

Teaching procedures and ways教学过程与方式

Step I Revision and lead-in

Ask students to write some words learnt in 1a, and then say something about the food Sandra and Tom like and don’t like.

T: Boys and girls, we have learnt many words in 1a. Now let’s have a dictation. ice cream, banana, carrots, broccoli, salad

Next ask students to tell the fruit from vegetables from the following. Show the following.

apples, ice cream, carrots, salad, bananas, oranges, broccoli Sample answers:

Fruit: bananas, apples and oranges are fruits. Vegetables: broccoli, salad and carrot are vegetables.

T: Very good. So now you can tell fruits from vegetables. In this period we will learn more about fruits and vegetables and then write about the favorite food for three meals and shopping lists.

Step II Reading (3a: P35)

Ask students to read the article and underline the fruits and circle the vegetables. T: Look at the picture in 3a, do you know the name of the beautiful girl? Who is she? S: Her name is Sandra Clark and she is a running star.

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T: Good. She is a sportswoman and she is good at running. Run, do you know? Look at me. (Show the movements of arms and legs) Read ―Sandra Clark‖ and “run / running‖ after me please. Now, I’ll read something about her and you can tell me what the sentences are about, clear?

Read the sentences aloud twice. For the first time, ask the students just to listen and try to understand the article. For the second time, ask them to talk about the main idea of the short passage.

T: Can you tell me what the passage is mainly about?

S: Yes, I can. The passage is about Sandra Clark. It tells us about what she has for three meals.

T: Very good! Now look at the first sentence. Can you tell me the meanings of the words “eats”, “lots of ” and “healthy”?

S: “Eats” here just means “has, puts food into the mouth, then takes it ”; “lots of ” just means “a lot of; many”; “healthy” means “good”.

T: Right! Read the three words after me. We know she eats a lot of fruits and vegetables. Can you tell the fruits from the vegetables?

S: Sure. The fruits are bananas, apples, pears while the vegetables are tomatoes. T: Good. Please underline the fruits and circle the vegetables just like what the instruction shows us, understand?

Ask the students to mark the words and get them to check the answers in pairs after that.

Step III Writing (3b, 3c: P35)

Ask students to look at the pictures in 3b carefully and then write about what Tom likes to eat for breakfast, lunch, and dinner.

T: Now, please look at the pictures carefully. Can you name the food Tom eats for lunch and dinner? Finish the passage please. S: For lunch, he eats hamburgers, carrots and oranges. T: Well done. What about dinner?

S: For dinner, he eats chicken, broccoli, and salad.

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T: Good. Please finish the passage.

Check the answers. Write the words on the blackboard and ask the students to remember the words.

T: Now, What do you like for breakfast, lunch and dinner? Talk about the food you like in pairs and write about what you like for three meals just like the passage about Tom in 3b. Fill in the table below. Show the following. Tom food for breakfast eggs, oranges, bananas I

Ask the students to finish the passage about what they like for breakfast, lunch and dinner.

Sample passage 1:

For breakfast, I like bread, eggs and bananas. For lunch I like hamburger and oranges. And for dinner, I like carrots, chicken and rice. Sample passage 2:

My name is Wang Yu. I like apples, noodles and hamburger for breakfast. For lunch I like eggs, bread and rice. And for dinner, I like oranges, bread and salad. T: What can we learn from Sandra Clark?

S: We should eat healthy food for three meals every day.

S: We should also form good eating habits and should not only eat the food we like and give up all the good foods we don’t like. S: We should try to have a scientific and nutritious diet.

T: Maybe some of you should learn something from this lesson and make some changes about the unhealthy habits, right? .

food for lunch hamburgers, carrots, oranges food for dinner Chicken, broccoli, salad 20

Step IV Group work (4a; 4b: P35)

Ask the students to work in groups and make a list of food to buy and then read it to the class.

T: Boys and girls, do you like to have a picnic? S: Yes. It’s nice.

T: I agree. If you go for a picnic, you have to buy some food, right? Now, please work in groups of four and make a list of the food to buy. When you decide what to buy, please write them down to make a list for shopping. A sample list:

Bananas, apples, oranges, bread, hamburgers, hams

Ask the students to read their lists to the class and give a prize to the best one in class.

Step V Homework Ask students to

1. Do activities 6 and 7 on page 22 in the workbook. 2. Write about what you like for breakfast, lunch and dinner.

Period 6 Self check

Target language目标语言

1. Words & expressions生词和短语

apple, ice cream, banana, broccoli, like, oranges, carrot, breakfast, chicken, tomato, lunch, hamburger, fruit, dinner, French fries, vegetable, pear 2. Key sentences重点句子 Do you like broccoli? No, I don’t. Yes, I do.

Ability goals能力目标

Enable students to learn to talk about their favorite food Learning ability goals学能目标

Help students learn how to talk about what they like for lunch.

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Teaching important / difficult points教学重难点 How to talk about the food they like and dislike. Teaching aids教具准备

Some paper, some pictures and a projector Teaching procedures and ways教学过程与方式

Step I Word competition and lead-in

Ask students to read their articles about the food they like for three meals and then ask them to have a word competition

T: We have learnt what food Sandra Clark and Tom have for three meals. What about you? Who would like to read your passage for us? Sample passage:

For breakfast, I like noodles, eggs and oranges. For lunch I like hamburger and bananas. And for dinner, I like tomatoes, pork and rice.

T: Good! Now let’s have a word competition for food. I’d like some of you to come to the front and I’ll give each of you a piece of paper with a Chinese name of food on it. Then you can ask the other students to guess the English name of it within one minute, Understand?

Now, Li Ping, please come to the front and show us some food. Any one of you can stand up and give as many English names for the food as possible within one minute. I will look at my watch and see who will win the competition, ready? Now, begin!

Encourage more students to take part in the competition.

T: You all have done a good job! I hope some of you will get well prepared and make progress next time. In this class, we’ll first review some words of this unit and talk about the favorite food for lunch.

Step II Vocabulary (1: P36)

Ask the students to check the words they know and find out the meanings of the words they don’t know.

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T: In Unit 6, we have learned many words about the food we like and dislike. Now read and check the words in 1 on page 36 and check the words you know and circle the words you don’t know.

Ask some students to read the words they know in class.

T: Now, for the words you don’t know, I’d like you to work with your partner and find out the meanings of them. Sometimes you can look them up in the dictionary. Ask students to record some new words and share the list with the others. Sample list:

noodle, rice, cucumber, potato, watermelon …

Ask students to talk about their food for lunch and draw the pictures and write the English names for each of them.

Ask the students to write the English names and then check the spelling in pairs.

Step III Writing

Ask students to have a talk about the food for lunch in groups of four and write down what they like for lunch. They can make a comparison between each other.

T: Since you have drawn the pictures of the food, you may know very well what you like to eat for lunch. I’d like to talk to some of you. Han hui, what do you like to have for lunch?

S: I like to have chicken, fish and rice for lunch.

T: Now, you may work in groups of four and make dialogues like this. Ask and answer questions about the food your classmates like to have for lunch. Sample dialogue:

S1: What do you like to eat for lunch, Gao Hui? S2: I like carrots, apples and bread for lunch.

T: Now please write the names of your group members and the food they like in the table below. And find out who likes to have the same food for lunch as you.

Step IV Homework

Ask students to summarize what they have learnt in this unit and prepare for the next

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unit.

Teaching Resources 教学资源库

I. 文化小知识

在西方，人们有早餐breakfast，午餐lunch，晚餐或正餐dinner，夜点心或睡觉之前吃的简便晚餐supper。早餐和午餐比较简单，时间也不长。正餐较正式，尤其是农村的正餐最丰盛，因为西方人的时间观念比较强，而且工作地点离住的地方比较远，因此晚上才是一家人真正相聚的时候，因此大家都非常珍惜，一顿正餐吃几个小时都不稀奇，正餐后还会有甜点dessert。在有些国家，利亚，有上午茶morning tea，吃些甜点，快餐，咖啡，茶等，时间大概在十点左右。而在英美，有下午茶，大概在14:00左右，吃的东西差不多。西方人的上午茶或下午茶都是非常重要的，对于他们来说一般是雷打不动的。

因为工作地点离住的地方比较远，而且中午一般休息的时间很短，个小时，因此西方人一般都会在离办公室比较近的餐馆吃中餐。即使到餐馆就餐也要讲礼仪：到餐馆就餐，如果与别人同桌，须征得先到客人的同意后方可入座，否则，会被视为粗鲁。在美国的餐馆，若用餐巾擦拭刀叉、盘子，服务员会马上换一套餐具，在服务员看来，顾客擦拭餐具是被认为餐具不干净。 II. 补充练习

1. Complete the following sentences. (根据所给句意及首字母提示完成下列单词拼写使句意通顺完整。) (1)–W____ do you like for lunch? –I like hamburgers.

(2) My brother doesn’t l_____ oranges. (3) Apples, oranges and bananas are f_____. (4) Carrots and cabbage (卷心菜) are v_____. (5) What do you like to e____ for dinner?

2. Fill in the blanks with the proper form of the words in the box. (选择方框中词的适当的形式填空。)

don’t, healthy, have, this, lot (1)She ____ hamburgers for lunch.

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有时如澳大一般是半(2)We eat ____ food every day.

(3)There are ____ of vegetables in the shop. (4) _____ is Broccoli. (5)He ___ like bananas.

3. Match the questions in (I) with the answers in (II). (将下列左栏中的句子与右栏中的句子配对。)

(I) (II)

(1) Does he like apples?

A. Hamburgers, apples and salad. (2) What do you like for lunch?

B. She likes ice cream. (3) Do you like to eat hamburgers? C. No. They like hamburgers. (4) Do they like eggs?

D. Yes, he does.

(5) What does she like?

E. No, I don’t.

Key:

1. (1) What (2) like (3) fruit(s) (4) vegetables (5) eat 2. (1) has (2) healthy (3) lots (4) This (5) doesn’t 3. (1) D (2) A (3) E (4) C (5) B

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