资源简介

第三课时　Grammar Focus(3a～3d)
教学内容
1．Talk about countable and uncountable nouns.
2．Talk about the food students like to eat and reasons.
3．Know the grammar：alternative questions.
教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：customer，serve，waitress，go with，instead，pear，too much，sugar Key sentences：①—Which would you like with your meal，rice or noodles？—Noodles，please！②—Would you like juice or coffee？—No，thanks.I'd like a cup of tea.③—What do you usually have for breakfast？—I usually have some bread and milk.Sometimes I have eggs and beans.
Learning Abilities ●Learn to accurately understand the grammatical functions and usage rules of alternative questions. ●Learn to accurately distinguish between countable nouns and uncountable nouns. ●Learn to use the learned vocabulary and sentence patterns to orderly expound the reasons for liking a certain food.
Thinking Qualities ●Be able to flexibly apply countable nouns and uncountable nouns and their related grammar rules according to the specific context and expression requirements. ●Be able to analyze the multiple factors that oneself or others like a certain food.
Cultural Awareness ●Understand that different cultures have different characteristic foods and related dietary cultures. ●Understand that countable and uncountable properties of certain nouns are understood and defined differently in different cultures.
重难点
重点：
1．Students are able to clearly and accurately classify a large number of learned nouns as countable or uncountable.
2．Students are able to accurately understand the basic grammar rules and answer patterns of alternative questions.
难点：
1．Students are able to master some nouns that have both countable and uncountable usages，and their meanings are different，which is difficult to grasp.
2．Students are able to correctly master usages of some alternative questions.
教学过程
Step 1　Review & Lead－in
Ask students to see and say the pictures of food and share their favourite food.
T：What is this
Ss：…
T：What food do you like？Now let's talk about food and drinks together.
【设计意图】老师通过让学生认读食物及介绍自己最喜欢的食物导入新课，既能让学生复习已学的知识，同时也为接下来的学习作铺垫。
Step 2　Grammar(3a)
Work on 3a
1．Ask students to read the sentences in the grammar box by themselves and circle the nouns for food and drink.
2．Ask students to divide the countable and uncountable nouns.
【设计意图】通过观察总结，学生能够辨别可数名词和不可数名词。
Step 3　Grammar(3b～3c)
Work on 3b
1．Ask students to complete the jokes with the correct forms of the nouns in brackets.
2．Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary.
(Students must read the complete sentences.)
Work on 3c
1．Ask students to complete the passage with the correct forms of the nouns in brackets.
T：Here is another exercise for you.Let's look at 3c.Complete the passage with the correct forms of the nouns in brackets.
2．Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary.
【设计意图】通过做练习，学生能够对目标语法进行充分的理解和掌握。
Step 4　Speaking(3d)
Work on 3d
Ask students to work in groups and practice offering food and drink to each other.
T：Imagine that your friends are at your home.What would they like to have？Make a conversation in groups and offer food and drink to them.You can use the key points on the blackboard.You have three minutes.Go!
【设计意图】通过组内成员编对话，学生能够对目标语言进行口头训练，培养并提升他们的语言交际能力。
Step 5　Summary
Ask students to make a summary of the sentence patterns related to ordering food.
【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。
Step 6　Homework
1．Do the exercises in students' workbooks.
2．Extended：Introduce your favourite food.
板书设计
Unit 4　Eat Well 第三课时　Grammar Focus(3a～3d) Countable nouns：bean，chip，cookie，dumpling，egg，noodle，strawberry，vegetable Uncountable nouns：beef，bread，meat，mutton，pork，rice，sugar，tofu，milk Countable & Uncountable nouns：cake，sweet，tea，drink，fish，food，fruit，salad，cabbage，chicken Key sentences：①—Would you like A or B？—No，thanks.I'd like C. ②—Which would you like with your meal，A or B？—B，please! ③—What do you usually have for breakfast？—I usually have… ④Would you like the bill now ⑤Do you serve fish？
教学反思第五课时　Section B(2a～3d)
教学内容
1．Talk about Lisa's eating habits.
2．Talk about how to improve eating habits.
3．Make a menu and role－play ordering food at a restaurant.
教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：good eating habits，on time，all kinds of vegetables，soft drinks，drink more water，cold dishes，hot dishes，soup，desserts，menu Key sentences：①It's better to drink before I get thirsty.②—Would you like something to drink/eat？—Yes，please.③—What drinks do you have？—We have tea and four kinds of juice.
Learning Abilities ●Learn to accurately describe what they have learned about Lisa's eating situation using appropriate vocabulary and sentence structures. ●Learn to apply the existing knowledge about healthy eating to put forward suggestions for improving eating habits. ●Learn to understand the process of ordering food in a restaurant，the different role responsibilities of customers and waiters.
Thinking Qualities ●Be able to analyze whether Lisa's diet structure is reasonable. ●Be able to think critically about the existing eating habits，and then put forward targeted improvement measures based on these problems. ●Be able to consider the rationality of dish combinations，such as the combination of meat and vegetables，the combination of flavors.
Cultural Awareness ●Understand that different cultures may have different standards and concepts regarding healthy eating. ●Understand that the dish characteristics and ordering culture of restaurants in different cultural backgrounds can enhance cultural awareness.
重点：
1．Students are able to propose improvement methods on poor eating habits in a certain logical order.
2．Students are able to clearly and accurately describe the characteristics of Lisa's eating habits using appropriate words and sentences.
3．Students are able to role－play ordering food at a restaurant with accurate vocabulary and expressions.
难点：
1．Students are able to use targeted and accurate languages to give advice on how to improve eating habits.
2．Students are able to use accurate vocabulary and expressions to clearly express their preferences and needs.
教学过程
Step 1　Review
1．Ask students to do the exercises of this unit.
2．The teacher checks the answers and shows the fallible words or sentence patterns on the PPT.
(The exercises must include the key and difficult points and fallible points.)
【设计意图】通过练习的形式，学生能够对所学知识进行复习，对易错知识进行总结并强化对易错知识的理解。
Step 2　Presentation(2a～2c)
Work on 2a
Ask students to read Lisa's post and find out her eating habits.
T：Look at the picture.This girl is Lisa.Lisa writes about her eating habits.How many eating habits does Lisa write about？What are they？Read the post and find out the answers.
Work on 2b
Ask students to talk about their eating habits.
T：We know about Lisa's eating habits.Now let's talk about our own eating habits.What good habits do you have？What bad habits do you have？What can you do to improve your eating habits？Here are three questions in 2b.These questions can help you.
Work on 2c
Ask students to use the information from 2b to write something about their eating habits.
【设计意图】通过分享自己的饮食习惯，学生能够对目标语言进行充分的练习并巩固所学知识，为写作作铺垫。
Step 3　Guidance on writing methods
【典型例题】健康的饮食习惯对我们的健康非常重要，它能够帮助人们预防很多疾病。请你根据以下提示，以“Eat healthily”为题，用英语写一篇短文，向大家介绍如何养成健康的饮食习惯。
要求：
(1)包括提示中所有的写作要点；
(2)条理清楚，行文连贯，可适当发挥；
(3)稿件中不能出现真实的人名和地名等信息；
(4)词数：70左右。题目和开头已给出，不计入总词数。
◆◆思路点拨
◆◆范文欣赏
Eat__healthily
Healthy__eating__habits__are__important__to__us.So__how__can__we__develop__good__eating__habits
First of all，we need to know what food is healthy and what food is not.Usually fruit and vegetables are healthy and the food with too much sugar and fat is not healthy.Then we must eat less sweet food and less salt.They may make us put on weight.Keeping a balanced meal is necessary.We should eat not only vegetables but also meat.Also，we must have breakfast every day.Last but not least，we must have our meals on time.
I believe healthy eating is important for a healthy body and mind.
【设计意图】通过一篇典型例题的讲解，用思维导图的形式呈现，学生能够了解如何谋篇布局来完成一篇写作。
Step 4　Writing & Speaking(3a～3d)
Work on 3a
Ask students to work in groups，create a restaurant menu according to different food types，and then take notes.
T：Za Za Bazaar in England offers many dishes from different countries.Now imagine we go to the restaurant.What dishes do you want to order？Now work in groups and talk about the dishes that you want to choose.The dishes you want can be from China or any other country like the United States and so on.
Work on 3b
Ask students to make a menu and add prices or other information.
T：How much is each dish？What ingredients are in the dishes？Which country is each dish from？You can also add more information into the menu.Now make your own menu according to 3b.Here we go.
Work on 3c
Ask students to swap their menus with another group.Then use the questions in 3c to check their menus and make revisions.
T：Now let's enjoy your menus.What do you think of your menus？The four questions in 3c will help you to check how good your menus are.Now swap your menus between Group 1 and 2，Group 3 and 4，and Group 5 and 6.Let's see which group did a good job.
Work on 3d
1．Ask students to work with a partner from a different group.Role－play ordering food at a restaurant.
T：Imagine we're at Bazaar Restaurant.Work in pairs and role－play how to order food in this restaurant.First，you choose your partner from another group.One of you will be the customer and the other will be the waiter or waitress.Create a conversation to order food.Here's an example in 3d.You can also use the expressions or sentence patterns in our books.
2．Pick three or four pairs to share their conversations in class.
【设计意图】通过组内成员角色扮演进行点餐，学生能够充分掌握本单元的目标语言。
Step 5　Summary
Ask students to summarize the key sentence patterns of ordering food.
【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。
Step 6　Homework
1．Write a writing to share different ways to improve eating habits.
2．Do the exercises in students' workbooks.
板书设计
Unit 4　Eat Well 第五课时　Section B(2a～3d) Menu
Cold dishes：Staples：Hot dishes：Drinks：Soups：Desserts：
教学反思第四课时　Section B(1a～1d)
教学内容
1．Talk about people's good and poor eating habits.
2．Talk about the results of poor eating habits and reasons.
3．Advice on improving eating habits.
教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：salt，fat，improve your eating habits，a healthy body and mind，for example，fast food，put on weight，make healthy balanced meals，after all，too…to… Key sentences：①Eating fast food like pizza and hamburgers too often may cause heart problems later.② They are too busy to eat anything.③It is easy to feel sleepy and find it hard to focus on our work or studies if we don't eat breakfast.④ Why don't you…？⑤After all，an apple a day keeps the doctor away.⑥Healthy eating means eating healthy food and having good eating habits.
Learning Abilities ●Learn to master a rich vocabulary related to diet，including the names of various foods，adjectives describing eating habits. ●Learn to use a variety of sentence patterns to elaborate on eating habits. ●Learn to use appropriate sentence structures to express advice.
Thinking Qualities ●Be able to observe the eating behaviours of people around and analyze which ones belong to good eating habits and which ones are bad. ●Be able to analyze the causal connections between poor eating habits and various health problems.Understand why a certain bad habit will lead to a specific result. ●Be able to think and propose effective solutions to the problem of poor eating habits.
Cultural Awareness ●Understand differences in people's eating habits under different cultural backgrounds. ●Understand that the cultural background helps to make the advice more in line with the actual situation and more easily accepted.
重难点
重点：
1．Students are able to use rich and accurate vocabulary and appropriate sentence structures to clearly elaborate on various good and poor eating habits.
2．Students are able to clearly and accurately explain the causal connections between poor eating habits and various health problems or other adverse consequences.
3．Students are able to give targeted advice on different poor eating habits.
难点：
1．Students are able to talk about their good and bad habits and the consequences with the key sentence patterns.
2．Students are able to give proper advice with targeted languages.
教学过程
Step 1　Lead－in
1．Show students a video of a person's eating habits and ask them to talk about his eating habits in the video.
T：These are Tom's eating habits.What eating habits does he have？Now let's watch the video and find out the answers.
2．Ask students to share their eating habits.
【设计意图】通过视频展示一个人的饮食习惯，充分调动学生的积极性；通过让学生谈论视频内容，学生能够对所学知识进行复习巩固，同时引入主题。
Work on 1a
1．Ask students to list what they want to eat tomorrow and discuss if their choices are healthy.
2．Ask students to share their discussion.
T：What are you going to eat tomorrow
Ss：…
T：Which food you eat are healthy？Which food you eat are unhealthy？Now discuss with your partners.
Step 2　Reading(1b～1c)
Work on 1b
1．Ask students to read the article from a clinic's newsletter and find out the numbers of the poor eating habits.
T：This is a web page from Joy Clinic's Newsletter.How many poor eating habits are mentioned？Read the article and find out the answer.
2．Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary.
Work on 1c
1．Ask students to read the article again and complete the table with the information from the article.
T：What poor eating habits are mentioned in the article？What are the results of these bad habits？What are the reasons for these results？Are there any suggestions in the article
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
(Students must share with complete sentences.The teacher shows the key sentence patterns on the PPT.)
3．Ask students to retell the article according to the table.
【设计意图】通过完成阅读任务，学生能够对文本有充分的理解并提高抓取关键信息的能力。
Step 3　Speaking(1d)
Work on 1d
1．Ask students to read the article again and discuss the questions in 1d.
2．Divide the students into some groups and let them share the discussing results.
【设计意图】通过讨论相关话题，学生能够对文本内容进行更深层次的理解。
Step 4　Summary
1．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on the PPT.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
【设计意图】通过查找短语总结本单元所学的目标语言，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Find out three more ways to improve your eating habits.
2．Finish the exercises in students' workbooks.
3．Extended：Introduce your family's eating habits.
板书设计
Unit 4　Eat Well 第四课时　Section B(1a～1d)
Poor eating habitResultReason for the resultIdea/Advicehave fast food too oftenfeel sleepy； hard to focusneed food for energy have fruit for snacks
教学反思第一课时　Section A(1a～1d)&Pronunciation
教学内容
1．Talk about different food students like.
2．Talk about what students like to have for breakfast/lunch/dinner.
3．Talk about the pronunciation of the letter “o” and the combinations “oa，oo，ou，ow.”
4．Talk about the intonation of the sentences.
教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：beef and carrot dumplings，watermelon juice，mutton and onion dumplings，noodles with beef and cabbage，coffee，chicken，bread，milk，cookie，beef，fish and chips，eggs and beans，ice cream，pizza，salad，yogurt，sandwiches Key sentences：①Jane would like to have…②—What do you usually have for breakfast/lunch/dinner？—I usually have…for…
Learning Abilities ●Learn to master a rich vocabulary related to diet and food，including English expressions of different types of foods. ●Learn to describe what students like to eat at these different meals. ●Learn to summarize the pronunciation and intonation，find out the general rules，and form a systematic understanding of their pronunciation and intonation characteristics.
Thinking Qualities ●Be able to categorize the foods according to the types. ●Be able to have a clearer understanding of the characteristics of various eating habits by comparing the differences in the food they eat among different people. ●Be able to analyze the pronunciation rules of letters and combinations in different words and summarize the general pronunciation rules and special cases.
Cultural Awareness ●Understand different characteristic foods and preferences for foods of different countries and regions. ●Understand the inheritance and change of food cultural traditions. ●Recognize that all kinds of dietary cultures have their own rationality of existence and unique values.
重难点
重点：
1．Students are able to express the food they like with the words and phrases：beef and carrot dumplings，watermelon juice，mutton and onion dumplings，noodles with beef and cabbage，coffee，chicken，bread，milk，cookie，beef，fish and chips，eggs and beans，ice cream，pizza，salad，yogurt，sandwiches
2．Students are able to ask and answer what food they have for meals with the sentence patterns：①…would like to have…②—What do you usually have for breakfast/lunch/dinner？—I usually have…for…
3．Students are able to summarize the pronunciation rules of the letter “o” and the combinations “oa” “oo” “ou” and “ow” and correctly read new words by applying these rules.
难点：
1．Students are able to accurately describe their favourite food with related languages.
2．Students are able to use correct sentence patterns to talk about their meals.
3．Students are able to correctly read new words by applying these rules of the combinations “oa” “oo” “ou” and “ow”．
教学过程
Step 1　Lead－in
1．Show pictures of different food and ask students their food preference.
T：What is this
S1：It's a watermelon.
T：Do you like…？
S2：…
2．Lead students to read the new words on the PPT.
(Show new words related to food on the blackboard：watermelon，cabbage，mutton，cookie，onion，dumpling)
Work on 1a
1．Ask students to look at the pictures in 1a and write the foods in the box under the pictures.
2．Ask students to read the words and the teacher helps to correct their pronunciations if necessary.
3．Ask students to talk about the food they like.
T：Which food do you like？Why do you like it
Ss：…
【设计意图】老师通过图片导入新课，让学生对食物有关的单词有了更加直观的认识，帮助学生更快地记住新单词。
Step 2　Listening & Speaking(1b～1d)
Work on 1b
1．Ask students to listen to the first conversation in 1b and tick what Li Meng and Jane would like for lunch.
T：Lunchtime is coming.Li Meng and Jane are talking about their favourite food for lunch.What food and drink would Li Meng and Jane like to have？Now，let's listen to the conversation and find out the answers.
2．Ask students to share the food and drink they would like to have for lunch.
Work on 1c
1．Ask students to listen to the second conversation and find out what Jane has for breakfast，lunch and dinner.
T：Jane is a girl from England.What does Jane like to have for breakfast？What about lunch and dinner？Now let's listen to the second conversation and find out Jane's breakfast，lunch and dinner.Write B for breakfast，L for lunch and D for dinner next to the food you hear.
2．Ask students to share their answers and the teacher helps to correct their mistakes if necessary.
3．Ask students to make a summary about the words and sentence patterns about the food for breakfast，lunch and dinner according to the listening scripts of 1c.
(The teacher writes the key words and phrases on the blackboard：bread and milk，eggs and beans，beef，chicken，fish and chips，sandwiches，juice，yogurt，pizza，salad，ice cream，coffee)
Work on 1d
1．Ask students to make a conversation with their deskmates to talk about the breakfast，lunch and dinner they have.
T：What do you have for breakfast，lunch or dinner？Make a conversation in pairs.The sentence patterns in 1d may help you.
2．Choose three or four pairs of students to share their conversations.
【设计意图】通过听录音查找食物以及两人问答的形式，学生能够在对话中熟练运用目标句型。
Step 3　Pronunciation & Speaking(1～2)
1．Show students the phonetic symbols of the letter “o” and the combinations “oa，oo，ou，ow.”
2．Ask students to read them in groups and find out how these combinations pronounce.
(The teacher shows the phonetic symbols one by one.)
T：Look at these words.How does “o” pronounce in these words
Ss：//
T：How does “oa” pronounce in these words
Ss：…
Work on 1
1．Ask students to listen to the recording and repeat after the recording.
2．Ask students to add one more word to each group.
T：Do you know other words with “o，oa，oo，ou，ow”that have these pronunciations？Please list one in each group.
Ss：…
Work on 2
1．Ask students to listen to the recording and pay attention to the intonation of each sentence.
2．Ask students to read after the recording.
【设计意图】 通过跟读音标及句子，学生能够通过感官理解和掌握音标和语调知识。
Step 4　Summary
1．Ask students to make a summary about what they have learned today.
2．Ask students to do the exercises about what they have learned today.
【设计意图】通过练习和总结，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Finish the task paper.
2．Extended：Ask your parents about their favourite food.
板书设计
Unit 4　Eat Well 第一课时　Section A(1a～1d)&Pronunciation Key words and phrases：beef and carrot dumplings，watermelon juice，mutton and onion dumplings，noodles with beef and cabbage，coffee，chicken，bread and milk，cookie，beef，fish and chips，eggs and beans，ice cream，pizza，salad，yogurt，sandwiches Key sentences：①…would like to have… ②—What do you usually have for breakfast/lunch/dinner —I usually have…for…
教学反思第二课时　Section A(2a～2e)
教学内容
1．Talk about how Tom chooses meals for the family.
2．Talk about how to order food in a restaurant.
3．Know the grammar：alternative questions.
教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：Beijing roast duck，hot pot，strawberry cake，food，cabbage，juice，tea，Dongpo pork，Gongbao chicken，beef noodles，drink，fish soup，salad，yogurt Key sentences：①—What would you like to eat？—Gongbao chicken.②—Would you like a hot tofu dish or a cold one？—A hot tofu dish，please.③Which soup would you like，chicken or fish？—Fish，please！
Learning Abilities ●Learn to grasp key words，phrases and sentences related to food and diet. ●Learn to use sentence patterns with polite language to communicate with the waiter.
Thinking Qualities ●Be able to analyze the factors that Tom may consider when choosing meals for the family. ●Be able to integrate various information such as one's taste preferences，appetite during the process of ordering food.
Cultural Awareness ●Understand that there are differences in the choice of family meals under different cultural backgrounds. ●Aware that restaurant service cultures vary from country to country and region to region.
重点：
1．Students are able to introduce Tom's choices for the family in a restaurant.
2．Students are able to accurately use vocabulary related to food and diet and appropriate sentence structures to describe the selection process.
3．Students are able to understand the basic structure of alternative questions.
难点：
1．Students are able to be familiar with the whole process of ordering food，including asking for the menu，inquiring about dish information.
2．Students are able to accurately identify and correctly use alternative questions to order food.
教学过程
Step 1　Lead－in(Memory test)
The teacher shows a menu of a restaurant and asks students to say the names of the foods on the menu.
T：Look at the picture here.This is a menu from Zhenbutong Restaurant.What food can you see on the menu
Ss：…
【设计意图】老师通过借助生活中常见的菜单来引导学生记忆单词，并有效地引入新课。
Step 2　Listening & Speaking(2a～2c)
Work on 2a
1．Ask students to listen to the conversation and circle the coloured words they hear.
T：Tom's family are at a restaurant.He is talking to a waiter.Now let's listen to the conversation and circle the coloured words you hear.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2b
1．Ask students to read the conversation and complete the table in 2b.
(While reading，the teacher walks around and corrects students' pronunciations.)
T：What do Tom and his parents want to eat for meals？Let's read the conversation plete the table.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2c
1．Ask students to listen to the conversation again and pay attention to the intonation in the alternative questions.
T：Now，let's find out how to order food with the alternative questions.Which group can find the most sentences
2．Ask students to role－play the conversation according to 2b and the teacher helps to correct their mistakes.
(The teacher shows the key sentence patterns on the PPT：Would you like a hot tofu dish or a cold one？Which soup would you like，chicken or fish？)
【设计意图】通过完成表格和role－play，学生能够逐步掌握目标词汇和句型，提升复述文本的能力。
Step 3　Consolidation(2d)
Work on 2d
1．Ask students to discuss the food and drink they like to have in groups and take notes.
2．Ask students to introduce the food they want to order in front of the class.
T：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 in 2d to help you…Now let's share your food and drink together.You can introduce like this：I would like to order…Jim would like to order…
(The teacher writes key points on the blackboard：Beijing roast duck，hot pot，strawberry cake，fish soup，Dongpo pork，Gongbao chicken，beef noodles，would like to…)
Step 4　Practicing(2e)
Work on 2e
Ask students to work in pairs and make up a conversation between a customer and a waiter or waitress at a restaurant.
T：Imagine we're going to order something in a restaurant.One will be the customer and one will be the waiter or waitress.Now you can make up a conversation with your partner.The sentence patterns in 2e may help you.
【设计意图】通过创设情境编对话的形式，学生能够巩固本节课所学的重点句型。
Step 5　Summary
Ask students to make a summary about what they have learned today.
【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。
Step 6　Homework
1．Remember the words and phrases in this lesson.
2．Do the exercises in students' workbooks.
3．Extended：Imagine you're the waiter，and ask your parents what they would like to eat for lunch and make a conversation.
板书设计
Unit 4　Eat Well 第二课时　Section A(2a～2e) Key words and phrases：Beijing roast duck，hot pot，strawberry cake，food，cabbage，juice，tea，Dongpo pork，Gongbao chicken，beef noodles，drink，fish soup，salad，yogurt，would like to… Key sentences：①—What would you like to eat？—Gongbao chicken.②—Would you like a hot tofu dish or a cold one？—A hot tofu dish，please.③Which soup would you like，chicken or fish？—Fish，please！
教学反思

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