资源简介

第二课时　Section A(2a—2e)
Activity 1 Warming up and revision(感知与注意)
T：Let's review what we learned in the last class.First，I'll say a word，and you tell me which vowel sound it has.
T：Onion.
S1：It has the / / sound.
T：Very good.Now，let's look at some pictures of food.Can you remember the English words for the food
(The teacher shows some pictures of food，such as mutton，cabbage，etc.and asks the students to say the English words.)
S2：That's mutton.
…
T：Excellent.Now，we are going to learn more about ordering food in a restaurant today.
设计意图：通过复习上一节课所学的元音发音，巩固学生的语音知识，为后续听力练习中的单词识别做好准备。回顾食物单词，激活学生上节课所学的词汇，自然地导入新课关于餐厅点餐的话题，使学生能够更好地进入学习状态。
Activity 2 Listening(获取与梳理)
T：Let's work on 2a.Listen to the conversation and circle the coloured words you hear.(After the audio ends，the teacher checks the answers with the students.)
T：What coloured words did you circle
S1：I circled the words “order” and “salad”．
T：Well done.Any other words
S1：I also circled “noodles”．
T：Great.Let's listen again and check if you missed any.
(Play the dialogue again，and have the students check their own answers.)
T：Now，who can tell me what the conversation is about
S2：It's about a family ordering food in a restaurant.
T：Good job.
设计意图：听力练习有助于提高学生捕捉关键信息的能力，通过圈出听到的单词，让学生更加专注于对话内容，同时加深对新词汇的印象。
Activity 3 Reading(获取与梳理)
T：Let's work on 2b.Read the conversation carefully and complete the table.The table shows the choices of different people in the family for the meal.Look for the information in the conversation and fill in the blanks.
(The teacher circulates around the classroom to monitor students' progress and provides guidance as needed.)
T：Have you filled in all the blanks？Let's check the answers together.What did Tom choose
S1：Tom chose Gongbao chicken and rice.
T：Right.And what about Mum
…
T：Well done.Now，let's read the conversation again and learn how to order food in English.
设计意图：阅读练习培养学生在语篇中获取信息的能力，通过完成表格，让学生更加系统地梳理对话内容，明确不同人物的饮食选择。同时加深对食物词汇和点餐表达的记忆。
Activity 4 Reading(获取与梳理)
T：Let's work on 2c.Listen to the conversation again and pay attention to the intonation in the alternative questions.(Play the recording again.)
T：Now，find a partner and practise the role play.One of you will be the waiter and the other will be the customer.Try to use the correct intonation.
(Students practise.)
T：Let's see one pair perform.(Ask a pair to role play in front of the class.)
S1(as a waiter)：Hello！What would you like to order
S2(as a customer)：What about Gongbao chicken
…
T：Very good.You both did a great job with the intonation.Let's have another pair.
设计意图：通过再次听对话并关注语调，培养学生的语感，让学生在角色扮演中学会正确运用语调来表达语义，提高学生的口语表达能力。
Activity 5 Practice(概括与整合)
T：Let's work on 2d.Now，think about what food and drink you and your partner would like to order at a restaurant.Take notes and discuss your ideas.You can use the words on the screen to help you.Then share your choices with the class.(Show the list of food and drink words on the screen.)
S1：What would you like to eat
S2：I would like to order Beijing roast duck and a cup of tea.What about you
S1：I want beef noodles and juice.
S2：That sounds good.But you can also try some vegetables with your meal.It's healthier.
(After a few minutes，the teacher asks a few groups of students to share their meal choices.)
T：Which group would like to share your ideas
S3：We would like to order Dongpo pork，fish soup，and some strawberry cake.We also want to have juice and tea.
设计意图：此活动让学生将所学知识运用到实际情境中，培养学生的自主思考和合作交流能力。在讨论和分享的过程中，学生能够进一步巩固食物和饮料的词汇，掌握单元功能句型，提升语言综合运用能力。
Activity 6 Practice(内化与运用)
T：Let's work on 2e.Now，it's time to role play a conversation between a customer and a waiter or waitress at a restaurant.One of you will be the customer，and the other will be the waiter/waitress.Use the expressions and words we learned today.Let's see which group can act the best.
(One student acts as a customer，placing an order，while the other acts as the waiter/waitress who provides service and answers the customer's questions.)
For example：
S1(as a waiter)：Welcome to our restaurant.Here is a menu for you.What would you like to drink
S2(as a customer)：I'd like a cup of green tea.
S1：OK.Now what would you like to eat
S2：Do you have dumplings
S1：Yes.Would you like pork dumplings or beef dumplings
S2：Ten beef dumplings，please.
设计意图：角色扮演活动为学生创造了真实的语言运用情境，让学生在实践中提高口语表达和交际能力。通过扮演不同的角色，学生能够更好地理解餐厅点餐的流程和常用表达方式，增强语言运用的灵活性和准确性。
Activity 7 Homework(分层作业)
必做题：Write down the conversation you had in the role play in 2e.
选做题：Design a menu for your dream restaurant，including at least five different dishes and drinks，with their names and prices in English.
第二课时　Section A(2a—2e) Key words：taste，anything，dish，choice，menu，etc. Key sentence patterns： Welcome to our restaurant！Here is a menu for you. What would you like to eat/order/drink Do you have anything with tofu Would you like rice or noodles I'd like some vegetables.
During the teaching process，it was observed that students have a good grasp of food and drink vocabulary.However，they still have some problems distinguishing countable and uncountable nouns as well as using intonation correctly.For the distinction between countable and uncountable nouns，more comparative exercises and practical examples should be added to future lessons to enhance understanding and mastery in different contexts.As for intonation，more specialized exercises on intonation can be incorporated into future classroom activities，and students should also be encouraged to pay attention to intonation in their daily spoken expressions.第五课时　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn 2a.Before that，let's review what we have learned about food and eating habits.I will show you some pictures of food，and you tell me whether they are healthy or not and why.
(The teacher shows pictures on the screen.)
T：What do you think of this pizza？Is it healthy
S1：I think it's not very healthy because it has a lot of cheese and meat，and it may have a lot of fat and calories.
…
T：Excellent.Now，we know that different foods have different effects on our health.Today we will learn more about how to make healthy eating choices.
设计意图：通过回顾食物的健康与否，激活学生已有的知识。同时，以图片展示和问答的形式展开，能够吸引学生的注意力，激发学生的学习兴趣，自然地导入新课关于健康饮食选择的话题。
Activity 2 Presentation(获取与梳理)
T：Let's work on 2a.Read Lisa's post and think about the questions：How many eating habits does Lisa write about？What are they
S1：Lisa writes about two good eating habits.She eats three meals a day，and she also eats a lot of vegetables.
T：Very good.Any other habits
S2：She drinks too many soft drinks.
T：Right.Now，let's read the post again and underline the words and phrases that describe her eating habits.
(The teacher checks answers with the students to deepen their understanding of the vocabulary used to describe eating habits.)
设计意图：通过阅读他人的饮食习惯分享，让学生了解不同的饮食模式，同时学习如何用英语描述饮食习惯。
Activity 3 Practice(概括与整合)
T：Let's work on 2b.Write a message using your information and post it on the board.You can write about your good and bad eating habits and what you can do to improve them.
(Students write their messages.)
S1：I have a good habit of drinking a lot of water every day.But I also have a bad habit of eating too many snacks at night.I will try to eat less snacks and have some fruit instead.
T：That's a great message.Let's see another one.
S2：I usually eat breakfast.It is good.But I don't like vegetables very much.I will eat more vegetables to be healthier.
T：Excellent.These messages show that you are thinking about your eating habits.
设计意图：鼓励学生反思自己的饮食习惯，并用英语表达出来，锻炼学生的书面表达能力和自我反思能力。通过在黑板上展示学生的留言，促进学生之间的交流和学习，让学生从他人的分享中获得启发。
Activity 4 Practice(内化与运用)
T：Let's work on 2c.Write about your own eating habits with the information from 2b.You can start with your daily meals，and then talk about your good and bad habits.Finally，mention what you plan to do to improve your eating habits.
(Students describe their eating habits in detail based on the framework and ideas in 2b.)
S1：For breakfast，I usually have bread and milk.I think it's a good habit.But for lunch，I sometimes eat hamburgers.They are not very healthy.I should make some healthier choices like sandwiches or salads.For dinner，I often have rice and vegetables.I want to eat more fish and less meat in the future to make my meals more balanced.
T：Well done.You described your habits clearly and also had good ideas for improvement.Now，let's ask a few more students to share their writing.
设计意图：在之前活动的基础上，进一步要求学生系统地描述自己的饮食习惯，培养学生的综合语言运用能力。通过分享和倾听他人的文章，学生可以接触到更多不同的饮食情况和改进措施，丰富自己的知识储备，同时也能提高学生的批判性思维能力。
Activity 5 Project(概括与整合)
T：Let's work on 3a.In groups，create a restaurant menu.You can choose dishes from China or any other country.First，discuss with your group members what kinds of dishes you want to include.
(Students discuss in groups to determine the style and general content of the menu items.)
S1：I think we can include some traditional Chinese dishes like Gongbao chicken and Mapo tofu.They are very popular.
S2：Good idea.And we can also add some Western dishes like fish and chips and pizza to attract more customers.
T：That sounds great.Remember to consider the variety and balance of the dishes.Now，start to choose the specific dishes and write them down.
设计意图：引导学生设计餐馆的菜单，可以激活学生对食物和饮料的记忆，同时可以帮助学生了解世界不同国家的饮食习惯和饮食文化，有利于培养文化意识。
Activity 6 Make your own menu(描述与阐释)
T：Now，let's work on 3b.Make a detailed menu.Write down the names of the dishes，their prices，and the ingredients if possible.
(Based on the discussion results，the students create a menu.)
S1：For Gongbao chicken，we can write “Gongbao chicken—$10.Ingredients：chicken，peanuts，green onions，chili pepper”．
S2：And for the spaghetti，“Spaghetti with meat sauce—$12.Ingredients：spaghetti，ground beef，tomatoes，onions”．
T：Very good.Make sure the prices are reasonable and the information is clear.If you have any questions about the English words for ingredients，you can ask me.
设计意图：通过小组合作设计餐厅菜单，培养学生的团队协作能力和创新思维。在讨论、制作和修改菜单的过程中，学生能够运用所学的食物词汇、价格表达方式和健康饮食知识，提高英语的综合运用能力。
Activity 7 Swap your own menu(内化与运用)
T：Now let's work on 3c.Swap your menu with another group.Now，check their menu according to the four points given in 3c.Give them some suggestions for improvement.
S1：Your menu has a lot of variety，but I think you can add some healthier choices like salads.
S2：Thanks for your suggestion.We will consider adding some salads.And your menu has some interesting special dishes.We like it.
T：Good job，everyone.Listen carefully to the suggestions and make revisions to your menu.
设计意图：菜单交换检查环节促进了学生之间的交流与学习，让学生从他人的作品中获得启发，进一步完善自己的菜单。
Activity 8 Pole play(想象与创造)
T：Next，let's move on to 3d.Now，work with a partner from a different group.One of you will be the customer，and the other will be the waiter/waitress.Role play ordering food at a restaurant using the menus you created.
(Students find partners from different groups and begin role playing.)
S1(as a waitress)：Good evening.Welcome to our restaurant.Here is our menu.Would you like something to drink first
S2(as a customer)：Yes，please.What drinks do you have
S1：We have milk，coffee，cola and three kinds of juice：apple，orange and watermelon.
S2：I'd like a glass of orange juice，please.
…
(Then invite several pairs to act it out.After showing，see which pair performs best.)
设计意图：角色扮演活动为学生提供了真实的语言情境，让学生在模拟餐厅点餐的过程中，巩固所学的点餐句型和表达方式，增强口语交际能力，同时也让学生体验到合作学习的乐趣。依据表演开展评价，可以引导学生积极反思，发现不足，有利于提升学习能力。
Activity 9 Homework(分层作业)
必做题：Write a short report about the advantages and disadvantages of the menu your group created.
选做题：Plan a healthy meal for your family.Include the menu，ingredients，and the steps of cooking.Share it with the class next time.
第五课时　Section B(2a—Reflecting) Key words：good eating habits，bad eating habits，three meals a day，on time，too many，enough，thirsty，soft，etc. Key sentence patterns： I have some good eating habits. Would you like something to drink first What drinks do you have？
In the sections on describing eating habits and designing menus，students were able to combine their actual situations with the knowledge learned，showing creative learning outcomes.However，some issues were also identified during the teaching process.Some students lack rich language expressions when describing eating habits and need to further strengthen their vocabulary and sentence pattern accumulation.When designing menus，the English expressions for some ingredients were not accurate enough，indicating that related vocabulary teaching should be intensified in subsequent lessons.第四课时　Section B(1a—1d)
Activity 1 Warming up and revision(感知与注意)
T：Class，before we start today's new lesson，let's do a quick review.I will show you some pictures of food on the screen.When you see the picture，please tell me if it is healthy food or unhealthy food and why you think so.
(Show some food pictures，such as hamburgers，apples，fish and chips，vegetable salads，etc.)
S1：That is a hamburger.It is unhealthy food because it has a lot of fat and calories.
T：Very good！What about this one？(Pointing at the picture of an apple)
S2：It's an apple.It is healthy food.It is rich in vitamins and fiber.
T：Excellent！Now，who can tell me what kind of food we should eat more to keep healthy
S3：We should eat more fruits and vegetables.
T：Great！Today we are going to learn Section B，and we will discuss how to make healthy eating choices.Are you ready
Ss：Yes!
设计意图：通过图片展示和问答的方式复习已学的关于食物健康与否的知识，激活学生的已有认知，为学习新课做好铺垫。同时，以问题引导学生思考健康饮食的选择，自然地导入新课主题。
Activity 2 Presentation(获取与梳理)
T：Let's work on 1a.Now，please take out a piece of paper.I want you to list what you want to eat tomorrow.After that，discuss with your partner if your choices are healthy.And don't forget to give your reasons.You can start now.
(After discussing)
T：Okay，let's hear some of your choices.Who wants to share
S1：I want to eat fried chicken and ice cream tomorrow.But I know they are not very healthy because fried chicken has a lot of fat and ice cream is full of sugar.
T：Good self awareness！So，what could you choose instead to make it a healthier meal
S1：Maybe I could have grilled chicken and some fresh fruit instead of ice cream.
T：Excellent idea！Any other students want to share
…
设计意图：让学生列出自己明天想吃的食物并讨论其健康性，促使学生主动思考饮食选择，将所学知识与实际生活联系起来。在互动过程中，教师引导学生分析食物不健康的原因，并鼓励学生寻找更健康的替代品，培养学生的健康饮食意识和解决问题的能力。
Activity 3 Practice(概括与整合)
T：Let's work on 1b.Read the article from a clinic's newsletter carefully.While reading，try to find out how many poor eating habits are mentioned in the article.
(Students look through the article.)
T：Time is up.Who can tell me how many poor eating habits there are
S1：I found three poor eating habits.One is having fast food too often，another is not having breakfast，and the third is eating too many sweet things.
T：Great job!
设计意图：引导学生带着问题快速阅读，初步了解文章的基本信息。培养学生的略读及快速提取信息的能力。
Activity 4 Practice(概括与整合)
T：Let's work on 1c.Now，let's complete the table on the blackboard together.We will fill in the information about the poor eating habits，results，reasons for the results，and ideas/advice from the article.Please read the article again and find the relevant information.
(Students read the article.)
T：For the first poor eating habit，having fast food too often，what is the result
S1：It can make us put on weight and may cause heart problems later.
T：Good.And what is the reason for this result
S2：Because fast food has lots of salt，fat，and sugar.
T：Right.So，what is the idea/advice given in the article
S3：The advice is to cook our own healthy balanced meals instead.
T：Great！Let's continue with the next one.What about not having breakfast？What is the result
S4：We will feel sleepy and find it hard to focus on our work or studies，because food gives us energy and we need it in the morning.
T：Good.So，what should we do
S5：We should have breakfast on time.
设计意图：通过表格形式帮助学生梳理文章内容，使学生更清晰地理解不良饮食习惯、结果、原因及建议之间的关系，培养学生的归纳总结能力。在师生互动过程中，教师引导学生从文章中准确获取信息并进行整合。
Activity 5 Practice(内化与运用)
T：Next，let's move on to 1d.Now，please read the article again carefully and answer the questions on the screen.You can discuss with your partner if you need help.
(After reading and discussing)
T：Okay，let's answer the questions one by one.What foods has lots of salt and fat
S1：Fast food like pizza and hamburgers has lots of salt and fat.
…
T：Excellent explanation！Now，for the last question.
S4：I think they are common.Many young people like to eat fast food because it is convenient and tastes good.And some young people don't like to eat breakfast because they want to sleep more.Also，a lot of young people like sweet things.
T：That's a good point.Any other opinions
S5：I partly agree.But I also think that more and more young people are starting to pay attention to their health and are trying to eat more healthily.
T：Very good discussion.It shows that you have thought about this issue carefully.
设计意图：要求学生再次阅读文章回答问题，进一步加深对文章细节和主旨的理解。在回答问题过程中，鼓励学生发表自己的观点，培养学生的批判性思维能力。
Activity 6 Homework(分层作业)
必做题：Write a short paragraph about your own eating habits.Include what you usually eat，and how you can improve them if you have any poor eating habits.
选做题：Search for more information about healthy eating on the Internet or in books and make a poster about it.Share it with the class next time.
第四课时　Section B(1a—1d)
Poor eating habitResultReason for the resultIdea/Advicehave fast food too oftenput on weight； cause heart problemsfast food has lots of salt，fat，and sugarcook our own healthy balanced mealsnot have breakfastfeel sleepy； hard to focus on work or studiesneed food for energyhave breakfast on timeeat too many sweet thingscause tooth problemsweet things have lots of sugarhave fruit for snacks
During the teaching process of this lesson，through various teaching activities such as review and introduction，group discussions，reading analysis，and question answering，students actively participated in the class and gained a deeper understanding of healthy eating.Most students were able to master key vocabulary and phrases，understand unhealthy eating habits and their impacts，and complete related tasks based on the article content.Unit 4　Eat Well
The theme of this unit is “Eat Well”．It aims to guide students through a series of activities and dialogues to understand the importance of healthy eating，learn how to discuss their own and others' daily meals，explore the impact of food on health，and cultivate healthy eating habits.This theme is closely related to students' lives，easily sparking their interest and resonance，and helps improve their life skills and health awareness.
Unit Content Analysis(单元内容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It includes a variety of food and drink nouns，such as carrot，onion，mutton，cabbage，watermelon，beef，dumpling，noodle，soup，salad，juice，rice，tofu，etc.
Sentence Patterns：Use sentences like “What would you like to order/eat？” “Would you like…or…？” “I'd like…”，and “What do you usually have for…？” to ask about and express food preferences and meal choices.
◆ Listening and Speaking
Listening Activities：In parts 1b，1c，2a，2c，etc.，students listen to conversations about daily meal discussions and food orders in restaurants.They listen for details such as the types of food people want to eat，the choices they make between different options(e.g.different types of dumplings，drinks)，and what people have for different meals of the day.This helps students understand how to talk about food in real life conversations and improve their listening comprehension skills in this context.
Speaking Practice：1d，2c，2d and 2e，etc.provide speaking opportunities.Students are required to talk about their own meal habits，make food and drink orders in role play conversations(as customers and waiters/waitresses)，and discuss food preferences with partners.They need to use the learned vocabulary and sentence patterns to communicate effectively，expressing their likes and dislikes，and making choices about food and drink.
◆ Reading and Writing
Reading Materials：The reading materials include conversations about ordering food in a restaurant and an article about improving eating habits.The article discusses common poor eating habits(such as having too much fast food，skipping breakfast and eating too many sweets)，their consequences(such as weight gain，heart problems and tooth problems)，and provides suggestions for healthy eating.This helps students understand the importance of healthy eating and the impact of different eating habits on health.
Writing Tasks：Students are asked to write down their daily meal choices，write a message about their own eating habits，and create a restaurant menu in groups.These writing tasks require students to use the learned vocabulary and grammar correctly，organize their ideas clearly，and express their understanding of food and eating habits in writing.
◆ Grammar and Pronunciation
Grammar：The key grammar point is the use of countable and uncountable nouns for food and drink.Students learn to identify which nouns are countable and which are uncountable，and how to use them correctly in sentences.Exercises in 3b，3c and 3d help students practise this grammar rules.
Pronunciation：Pronunciation practice focuses on vowel sounds and intonation.In 1 and 2，students listen and repeat words with different vowel sounds(/ /，/ /，/ /，/u /，/ /，/a /) to improve their pronunciation accuracy.In the conversations，they pay attention to the intonation in alternative questions(Would you like…or…？) to sound more natural in speaking.
Key Points 1.Master food and drink nouns，including the usage of countable and uncountable nouns. 2．Learn to ask and offer food preferences，engage in ordering conversations，understand the importance of healthy eating，and form a healthy diet concept.
Key Difficulties 1.Differentiate between countable and uncountable nouns in food and drink contexts. 2．Use the learned knowledge for ordering conversations，improve oral expression abilities，reflect on personal eating habits，and propose specific improvement suggestions.
Students will be able to master food and drink nouns proficiently，including the usage of countable and uncountable nouns.Students will be able to ask and offer food preferences fluently，engage in ordering conversations，read and understand articles about healthy eating，and extract key information.
Students will be able to understand the eating habits and cultures of different countries and regions，enhancing cross cultural communication skills.Students will realize the importance of healthy eating for physical health and form a healthy diet concept.
Students will develop critical thinking and problem solving abilities by analyzing and comparing the nutritional components and health impacts of different foods.Students will cultivate self reflection and self management skills by reflecting on their own eating habits and proposing improvement suggestions.
Students will enhance learning efficiency and teamwork skills through independent and cooperative learning.Students will improve their ability to solve practical problems using comprehensive knowledge through practice and innovation.
Learning Situation Analysis(学情分析）
Students have some understanding of food and drink nouns but may not clearly distinguish between countable and uncountable nouns.They are aware of the importance of healthy eating but may lack specific practical experiences and improvement suggestions.
Use pictures and real objects to help students distinguish between countable and uncountable nouns in food and drink contexts.Enhance students' oral expression skills and ordering techniques through role playing and situational simulations.Guide students to read articles on healthy eating，extract key information，and engage in discussions and reflections to propose concrete improvement suggestions.
第一课时　Section A【(1a—1d)& Pronunciation 1—2】
第二课时　Section A(2a—2e)
第三课时　Section A(Grammar Focus 3a—3d)
第四课时　Section B(1a—1d)
第五课时　Section B(2a—Reflecting)第三课时　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知与注意)
T：Class，today we are going to learn the grammar focus part.Before that，let's review what we learned in the last class.Who can tell me some of the foods and drinks we talked about
S1：We talked about beef，noodles，juice，and coffee.
T：Great！Now，let's read the new sentences on the screen and find out the rules of sentence structure and the usage of nouns.
设计意图：通过复习上节课的内容，激活学生已有知识，自然引入新课。引导学生观察句子中名词的用法，初步感知可数与不可数名词的区别。
Activity 2 Presentation(获取与梳理)
T：Now，let's work on 3a.Read the sentences carefully.Circle all the nouns for food and drink.Then，think about whether they are countable or uncountable in the context.
(After several minutes)
T：Okay，who can tell me the nouns you circled in these sentences
S2：I circled the words “bread”，“milk”，“rice”，“noodles”，“juice”，“coffee” and “tea”．
T：Very good.Is “rice” countable or uncountable
S3：Uncountable.We can't say “a rice” or “two rices”．
T：Exactly！What about “noodles”？
S4：Countable.We can say “a bowl of noodles” or “three noodles”．
T：Great！Let's continue with the other sentences.
设计意图：让学生通过自主阅读和分析句子，明确任务要求，培养学生获取信息和分析问题的能力。在师生互动中，引导学生深入理解可数与不可数名词在具体语境中的判断方法，加深对语法知识的理解。
Activity 3 Presentation(获取与梳理)
T：Next，let's work on plete the jokes with the correct forms of the nouns in brackets.Pay attention to the nouns.Are they countable or uncountable
(The students read the dialogue and fill in the blanks.)
T：Let's look at the first conversation.What did you fill in the first blank
S5：I filled in “fish” because it's uncountable when we talk about the food.
T：Very good！What about the second one
S6：I filled in “bill” because it's countable.We can say “a bill” or “the bill”．
T：Excellent！Now，let's check the other blanks together.
设计意图：通过完成幽默对话中的填空练习，进一步强化学生对可数与不可数名词正确形式的运用能力。幽默的对话内容能够增加学习的趣味性，激发学生的学习积极性。
Activity 4 Practice(概括与整合)
T：Now，it's time for 3c.Complete the passage with the correct forms of the nouns in brackets.
(The students read the passage and fill in the blanks.)
T：Who wants to share their answers？For the first blank，what did you write
S7：I wrote “vegetables”．Usually we eat different kinds of vegetables，so it's countable in this context.
T：Very good！And for the second one？What did you fill in
S8：I filled in “sweets” because it means candies or desserts，which are countable.
T：Great job！Let's continue with the other blanks.
设计意图：让学生在完整的语篇中运用可数与不可数名词的知识进行填空，培养学生的综合语言运用能力和对语境的理解能力。通过师生互动，引导学生思考名词在不同语境中的形式变化，进一步巩固所学语法知识。
Activity 5 Pair work(内化与运用)
T：Now，let's work on 3d.Imagine that your friends are at your home.Offer them food and drink.You can use the words and phrases we learned.Pair up with your partner and start the conversation.One of you will be the host and the other will be the guest.
(After a while)
T：Okay，let's listen to some of your conversations.Which pair wants to go first
Pair 1：
A：Would you like something to drink or to eat
B：I'd like something to drink.
A：What would you like，coffee or milk
B：Coffee，please.
(Then invite several pairs to act their conversations out.Offer some help if necessary.)
设计意图：创设真实的情景交际活动，让学生在小组合作中运用所学的可数与不可数名词知识进行口语表达，提高学生的语言交际能力和合作能力。通过展示不同小组的对话，为其他学生提供范例，同时给予积极的反馈和评价，增强学生的学习动力，有利于培养学习能力。
Activity 6 Homework(分层作业)
必做题：Write five sentences using countable and uncountable nouns for food and drink correctly.
选做题：Create a short story about a food party.Use at least ten different food and drink nouns(both countable and uncountable) in the story.
第三课时　Section A(Grammar Focus 3a—3d) Countable nouns：bean，chip，cookie，dumpling，egg，noodle，strawberry，vegetable Uncountable nouns：beef，bread，meat，milk，mutton，pork，rice，sugar，tofu Countable & uncountable nouns：cabbage，cake，chicken，drink，fish，food，fruit，salad，sweet，tea Key sentence patterns： 1．—Would you like…or…？ —I'd like… 2．—What…would you like，…or…？ —…，please. 3．—What do you usually have for …？ —I usually have …
During the teaching process，students showed a good understanding of the concepts of countable and uncountable nouns.However，they still faced difficulties in determining the countability of certain nouns in specific contexts，such as “chicken” and “fish”．In future teaching，more examples should be provided for comparative analysis to help students deepen their understanding.Situational communication activities have sparked students' interest in learning.However，some students were still not confident enough in oral expression and were not fluent enough.More opportunities for oral practice should be provided in the future to encourage students to express themselves boldly.第一课时　Section A【(1a—1d)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn Unit 4.First，let's look at the title and the picture.And share the following questions.
T：Can you name any of the foods or dishes in the picture
S1：I can see watermelons.(Students may identify some of the foods in the pictures.)
T：Which dish would you like to eat the most
S2：I would like to eat the fish.(Students answer based on their own preferences.)
T：What is your favourite food？Do you often eat it
S3：My favourite food is hamburgers.But I don't often eat them because they're not healthy.(Students are free to answer.)
设计意图：通过观察标题和图片，引发学生对本单元主题“Eat Well”的关注，激发学习兴趣。老师提出几个问题，引导学生思考与食物相关的话题，激活背景知识，为后续学习做铺垫。
Activity 2 Presentation(获取与梳理)
T：We are going to work on 1a.Write the foods in the box under the pictures.Which food(s) do you like
(The teacher shows a box filled with various food flashcards.Sequentially，the teacher takes out each card，displays it to the students，and teaches its pronunciation.Then，the teacher places the card under the corresponding picture on the blackboard，guiding students to read the word aloud.)
T：This is a carrot.C A R R O T，carrot.Repeat after me.
(After students repeat the word，they write other food words under the corresponding pictures.)
T：Now，write the words in the box under the pictures.
(Then the teacher asks them about their favourite foods.)
设计意图：让学生通过观察图片和书写食物词汇，进一步熟悉与食物相关的单词。询问学生喜欢的食物，引导学生表达个人喜好，并培养语言运用能力。
Activity 3 Listening(获取与梳理)
T：Let's work on 1b.Listen to the first conversation.Tick what Li Meng and Jane would like for lunch.
(Students listen carefully and tick the answers.)
T：OK，let's check the answers.Who can tell me what Li Meng would like for lunch
S：Li Meng would like noodles with beef and cabbage.
T：Very good.And what about Jane
…
(Play the dialogue again，allowing students to check their answers and ensure they understand the content of the conversation.)
设计意图：通过听力练习，训练学生获取关键信息的能力，即人物午餐想吃的食物，同时加深学生对新学的食物词汇在实际语境中的理解和记忆。
Activity 4 Listening(获取与梳理)
T：Let's work on 1c.Listen to the second conversation.What does Jane have for breakfast(B)，lunch(L)，and dinner(D)
(The teacher plays the second dialogue from 1b.While listening，students take notes on the foods Jane eats for her three meals and mark B，L，and D in the corresponding places.After the dialogue，the teacher checks the answers with the students.)
T：Now，let's see what you got.For breakfast，what does Jane have
Ss：Jane has bread and milk for breakfast.
T：Good.And for lunch
…
T：Well done.Listen again if you have any questions.
设计意图：再次通过听力练习，让学生了解Jane的不同餐食的内容，进一步熟悉与饮食相关的表达。在教师的指导下，学生掌握听力技巧，提升听力微技能。
Activity 5 Practice(获取与梳理)
T：Let's work on 1d.Now write the foods you usually eat for breakfast，lunch，and dinner on paper.Then ask your classmates about their meals and record their eating habits.
(Students discuss with each other.)
S1：What do you usually have for breakfast
S2：I usually have porridge and an egg for breakfast.What about you
S1：I usually have bread and juice.
…
(The teacher circulates around the classroom，observing students' interactions and providing timely assistance and guidance.After a few minutes，the teacher invites several students to share the outcomes of their discussions.)
设计意图：让学生运用所学知识，写出自己的一日三餐，实现从输入到输出的转换，巩固所学的食物词汇和句型。通过询问同学的饮食情况，加强学生之间的互动交流，提高口语表达的流利度和交际能力，同时让学生了解不同人的饮食习惯。
Activity 6 Pronunciation(归纳与应用)
Work on Pronunciation 1
T：We're going to learn about vowel sounds.Let's listen and repeat.Please pay attention to the sounds.
(The teacher plays the listening text for the students.The students try to repeat.)
T：Now，dear students，can you add one more word to each group
(The teacher presents each group of words on the screen，asking students to add a new word based on the phonetic rules they have learned.)
T：Now，let's check each group.Who has an answer for the / / group
S1：We can add “box”．
T：Very good.Keep going.
S2：In the / / group，we can add “boat”．
T：Excellent.
(After the students complete adding words，the teacher gets the students to read all the words together.)
Work on Pronunciation 2
T：Now，everyone.Let's listen to the conversation carefully and then try to repeat.Pay more attention to the intonation.
T：Listen carefully.“Welcome to my home！First，do you want to play football or basketball in the garden？” Notice the rising tone at the end of “football” and the falling tone at the end of “basketball”．Repeat after me.
(After the students have repeated a few times，the teacher asks them to practise the conversations on the screen.Then the students can experience the use of intonation in actual communication.)
设计意图：通过语音学习，帮助学生掌握元音的发音规律，提高学生的发音准确性。同时，朗读对话能帮助学生掌握选择疑问句的语调，增强学生口语表达的自然流畅性。
Activity 7 Homework(分层作业)
必做题：Use the learned sentence patterns to ask your family members about their daily meals and record them.
选做题：Try to make a weekly diet plan in English，including food names and meal times.
第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Key words：cabbage，mutton，salad，bean，chip，etc. Key sentence patterns： What would you like to eat/drink What do you usually have for breakfast/lunch/dinner Would you like…or…？
Pronunciation：vowel sounds o：/ /，/ /，/ / oa：/ / oo：/u /，/ / ou：/a / ow：/ /，/a /
During the teaching process，it is important to pay attention to students' participation and understanding，and adjust teaching methods and pacing accordingly.For the differentiation between countable and uncountable nouns and phonetic knowledge，more examples and exercises can be added to help students master these concepts better.

展开更多......

收起↑