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Unit 4 Section B 1a - 1d第四课时教学设计
Teaching Objectives
1. Language competence: Students can understand and use the key words and phrases, such as fast food, put on weight…
2. Learning ability: Students will learn to summarize the main points of the article and draw conclusions.
3. Thinking quality: Students will develop critical thinking ability.
4. Cultural awareness: Students will understand the differences in eating habits between different cultures.
Teaching important and difficult points
1. Master the key words and sentences.
2. Understand the article and answer the questions.
Teaching methods
Task - based teaching method, situational teaching method
Teaching aids
PPT, pictures, videos
Teaching procedures
Step1 Warming - up
1. Show some pictures of different kinds of foods, such as fast food, fruits, vegetables, sweets…. Ask students to classify them as healthy or unhealthy.
Design Purpose: To arouse students' interest in the topic of eating habits and activate their prior knowledge about healthy and unhealthy foods.
Step2 Pre - reading
1. Present the title of the article “Improve Your Eating Habits” and ask students to predict what the article might be about.
Design Purpose: To encourage students to make predictions based on the title, which can activate their thinking and prepare them for the reading.
2. Introduce some key words and phrases related to the topic, such as poor eating habit, result and reason.
Design Purpose: To familiarize students with important vocabulary before reading, reducing difficulties in understanding the article.
Step3 While - reading
1. Skimming
Ask students to read the article quickly and find the main ideas.
Design Purpose: To train students' skimming skill, helping them grasp the general idea of the article efficiently.
2. Scanning
Have students read the article again and find the information to complete the table.
Design Purpose: To develop students' scanning ability, enabling them to locate specific information accurately.
Step4 Post - reading
1. Group discussion
Divide students into groups of 4. Ask them to discuss the poor eating habits mentioned in the article and share their own experiences or observations about these habits.
Design Purpose: To promote students' collaborative learning and oral expression skills, and deepen their understanding of the topic through sharing.
2. Presentation
Invite several groups to present their discussions to the class.
Design Purpose: To provide students with an opportunity to practice public speaking and share their group's ideas with the whole class.
Step5 Language practice
1. Ask students to list what they want to eat tomorrow on a piece of paper.
Design Purpose: To let students apply the learned vocabulary and expressions about food in a practical context.
2. Have students exchange papers with their partners.
Design Purpose: To encourage students to communicate with each other and learn about different food choices.
Step6 Summary and Homework
1. Emphasize the importance of healthy eating and good eating habits.
Design Purpose: To reinforce the key message of the lesson and help students form correct views on eating habits.
2. Write a short paragraph about their understanding.
Design Purpose: To consolidate students' learning by asking them to write about their understanding, practicing their writing skills.
Blackboard design
Unit 4 Section B 1a - 1d
poor eating habit: have fast food too often, don't have breakfast, eat too many sweet things.
result: put on weight, cause heart problems, feel sleepy, hard to focus, cause tooth problems.
reasons for results: have lots of fat, need food for energy, have lots of sugar.
Teaching reflection
In this class, students have shared their ideas about eating habits. Besides, they have extracted main idea, key information from the passage. However, Students find it difficult to express their opinions freely. So we should work more on that.Unit 4 Grammar Focus第三课时教学设计
Teaching Objectives
1. Language competence: Students will master the rules of countable and uncountable nouns.
2. Learning ability: Students can summarize the rules of countable and uncountable nouns.
3. Thinking quality: Students can use context clues to guess the meaning and usage of unknown nouns.
4. Cultural awareness: Cultivate students' healthy eating habits.
Teaching important and difficult points
1. The distinction and usage of countable and uncountable nouns.
2. The correct forms of nouns in different sentences and passages.
Teaching methods
Task - based teaching method, Situational teaching method.
Teaching aids
Multimedia equipment, PPT, blackboard.
Teaching procedures
Step1 Lead - in
Show some pictures of food and drink on the PPT and ask students to name them. Divide the food and drink into two groups: countable and uncountable.
(Design Intent: To arouse students' interest in the class and activate their prior knowledge about food and drink nouns, laying a foundation for the following learning of countable and uncountable nouns.)
Step2 Presentation
1. Present the sentences in Grammar Focus.
Would you like rice or noodles with your meal
Which would you like juice or coffee
2. Ask students to read the sentences aloud and circle all the nouns for food and drink.
(Design Intent: To present the target language in a clear context, helping students notice the nouns and their forms, especially preparing for the learning of countable and uncountable nouns.)
Step3 Practice 3a
1. Students read the sentences in 3a independently and circle all the nouns.
2. Work in groups to discuss whether they are countable or uncountable.
3. Invite some groups to report their results and explain the reasons.
(Design Intent: To provide students with opportunities to identify nouns and discuss their countability, developing their collaborative learning ability and deepening their understanding of the rules.)
Step4 Practice 3b
1. Present the humorous conversations in 3b.
2. Students complete the conversations with the correct forms of the nouns in brackets.
3. Invite some students to share their answers and explain the thinking process.
(Design Intent: To let students practice using the correct forms of countable and uncountable nouns in context, enhancing their application ability and logical thinking.)
Step5 Practice 3c
1. Students read the passage in 3c and complete it with the correct forms of the nouns in brackets.
2. Share the answers in groups and have a discussion if there are any differences.
(Design Intent: To help students apply the knowledge of countable and uncountable nouns in a longer text, improving their reading and writing skills, and promoting peer interaction and discussion.)
Step6 Role - play 3d.
1. Imagine that your friends are at your home. Ask students to work in pairs and offer food and drink to each other.
2. Walk around the classroom and offer guidance and help.
3. Invite some pairs to act out their conversations in front of the class.
(Design Intent: To create a situational context for students to use the target language in real - life - like communication, developing their speaking and interactive skills.)
Step7 Summary and Homework
1. Summarize the distinction and usage of countable and uncountable nouns.
2. Make a dialogue.
(Design Intent: To help students consolidate the key points of the lesson and extend their learning by doing homework, reinforcing their memory and application ability.)
Blackboard design
Unit 4 Grammar Focus
[C]: bean, chip, cookie, dumpling, egg, noodle, strawberry, vegetable
[U]: beef, bread, meat, milk, mutton, pork, rice, sugar, tofu
[C] and [U]: cabbage, cake, chicken, drink
Teaching reflection
In this class, students have learned countable and uncountable nouns. For most common nouns, they can distinguish correctly. But as for some confusing words, students can't tell whether they are countable or uncountable nouns. So that will be the future focus.Unit 4 Eat Well Section B 2a-2b第五课时教学设计
Teaching Objectives
1. Language competence: Students can understand and use the key words and expressions.
2. Learning ability: Students will be able to write a short passage about their own eating habits.
3. Thinking quality: Students will develop critical thinking ability.
4. Cultural awareness: Students will understand the differences in different cultures.
Teaching important and difficult points
1. Guide students to analyze and reflect on their own eating habits.
2. Students will learn to summarize the main idea.
Teaching methods
Task-based teaching method, situational teaching method
Teaching aids
Multimedia equipment, PPT, blackboard.
Teaching procedures
Step1 Warming-up
Show some pictures of different kinds of foods and drinks, such as vegetables, fruits, soft drinks, hamburgers ······ Have a free talk with students about their favorite food and drinks and whether they think they have a balanced diet.
Design Purpose: To arouse students' interest in the topic and activate their prior knowledge about food and eating habits.
Step2 Pre-reading
1. Present the title of the passage "Lisa's Eating Habits" and ask students to predict what they think about the passage.
2. Teach some key words and phrases that may appear in the passage, such as on time, all kinds of, too many ······
Design Purpose: To help students predict the content of the passage and familiarize them with key vocabulary, laying the foundation for reading comprehension.
Step3 While-reading
1. Fast reading
Ask students to read the passage quickly and answer the question "How many eating habits does Lisa write about "
Design Purpose: To train students' skimming skill and help them get the general idea of the passage.
2. Careful reading
Divide the class into groups of 4. Each group is assigned a paragraph of the passage to read carefully and discuss the following questions: What are Lisa's good eating habits What are Lisa's bad eating habits
Design Purpose: To develop students' close reading skill, encourage cooperative learning, and help them analyze details about Lisa's eating habits.
Step4 Post-reading
1. Summary
Ask students to summarize Lisa's eating habits and the main idea of the passage.
Design Purpose: To help students consolidate what they have learned and practice summarizing skills.
2. Discussion
Ask students to think about their own eating habits and compare them with Lisa's.
Design Purpose: To encourage students to reflect on their own habits, connect the text with real life, and develop critical thinking.
Step5 Writing
1. Ask students to write a short passage about their own eating habits based on the questions in 2b.
2. Walk around the classroom and offer help and guidance to students.
Design Purpose: To help students apply what they have learned to write about their own experiences, and provide timely support during the writing process.
Step6 Presentation and Evaluation
1. Invite some students to come to the front and read their passages aloud.
Design Purpose: To provide students with an opportunity to showcase their work and receive feedback, enhancing their confidence in speaking and writing.
Step7 Homework
Revise their writing based on the feedback.
Design Purpose: To help students improve their writing through revision and reflect on their learning.
Blackboard design
Unit 4 Eat Well SectionB 2a-2b
Lisa's Eating habits
Good habits: Eat three meals a day on time, Eat all kinds of vegetables.
Bad habits: Drink too many soft drink. Don't drink enough water.
Teaching reflection
In this class, students have learned Lisa's eating habits. Good habits and bad habits are both included. And students have shown performances of their own.Unit 4 Section B Project第六课时教学设计
Teaching Objectives
1. Language competence: Students can name different kinds of foods drinks and special dishes in English.
2. Learning ability: Through group work and pair work, students can learn to cooperate and communicate with other.
3. Thinking quality: By creating a menu, students can develop their creativity and critical thinking ability.
4. Cultural awareness: Students can build healthy eating habits.
Teaching important and difficult points
1. Enable students to name various foods, drinks and special dishes in English.
2. How to encourage students to make fluent and logical conversations.
Teaching methods
Task-based teaching method, situational teaching method
Teaching aids
Multimedia equipment, PPT, blackboard
Teaching procedures
Step1 Warming-up
Show some pictures of delicious food, and drinks from different countries.
Design Purpose: To arouse students' interest in the topic of food and drinks and activate their prior knowledge.
Step2 Presentation
1. Present some new words and phrases related to food and drinks.
2. Show some examples of restaurant menus and introduce the structure and elements of a menu.
Design Purpose: To introduce new vocabulary and knowledge about menus, providing students with necessary language input and background information.
Step3 Group work - Creating a Restaurant 1. Divide the students into groups of 4. Each group is required to create a restaurant menu.
2. Encourage students to be creative and think about different kinds of dishes, special offers and healthy options.
Design Purpose: To develop students' creativity and cooperative learning skills, and allow them to apply the learned vocabulary and knowledge in a practical task.
Step4 Menu Presentation and Evaluation
1. Each group presents their menus to the class. The other groups listen carefully.
2. After the presentation, the other groups use the following points to check and evaluate.
3. The presenting group takes the suggestions and makes revisions to their menu.
Design Purpose: To enhance students' public speaking skills, listening skills, and ability to give and receive constructive feedback, as well as to improve their work through evaluation.
Step5 Role-play Ordering food and drinks
1. Ask students to swap their menus with another group.
2. Invite some pairs to perform in front of the class. The rest of the students watch and give comments.
Design Purpose: To provide a situational context for students to practice oral English communication about ordering food, and to develop their ability to use language in real-life scenarios.
Step6 Reflection and Summary
1. Ask students to reflect on their learning in this class and complete the self-evaluation form.
2. Summarize the key points of this lesson, including the words, phrases and grammar.
Design Purpose: To help students consolidate what they have learned, develop self-reflection skills, and clarify the key content of the lesson.
Step7 Homework
1. Ask students to improve their restaurant menu.
2. Write a short passage about their favorite restaurant.
Design Purpose: To reinforce students' learning outside class, encourage further improvement of their menu design, and practice writing skills related to the topic.
Blackboard design
Unit 4 Section B Project
Cold dishes: smashed cucumber, salad, smoked fish
Hot dishes: Gongbao chicken, Mapo tofu, Peking roast duck
Soups: fish soup, turkey soup, chicken soup
Teaching reflection
In this class, students have presented their menus and other students listen very carefully and give feedback. However, they have shown the menu not fully and abundantly. So next time, we should polish the project carefully and spend more time on it.Unit 4 Section A 2a - 2e第二课时教学设计
Teaching Objectives
Language competence: Students will master the key words about food and drinks.
Learning ability: Improve students' listening, speaking skills.
Thinking quality: Encourage students to think creatively.
Cultural awareness: Understand the differences in food culture.
Teaching important and difficult points
Master the key words and sentence patterns
The understanding and correct usage of alternative questions.
Teaching methods
Task - based teaching method, situational teaching method.
Teaching aids
Multimedia equipment, blackboard, PPT, audio
Teaching procedures
Step1 Warming - up
Show some pictures of delicious foods and drinks on the PPT and ask them.
Design Intent: To arouse students' interest in the topic of food and drinks, activate their prior knowledge, and create a pleasant learning atmosphere for the new lesson.
Step2 Pre - listening
1. Present the new words and phrases related to food and drinks. Teach the pronunciation and meaning
Design Intent: To help students build a vocabulary foundation related to the topic, ensure they can understand subsequent listening and speaking activities, and improve their language competence.
2. Explain the task of 2a. Ask students to predict what words they might hear.
Design Intent: To guide students to make predictions before listening, activate their thinking, improve listening efficiency, and develop their listening strategies.
Step3 While - listening
1. Play the audio of 2a for the first time. Students listen and circle the colored words.
Design Intent: To train students' ability to catch specific information through listening and enhance their targeted listening skills.
2. Check the answers. Play the audio again if necessary and explain any difficult words.
Design Intent: To help students check their listening results, reinforce their understanding of the listening material, and remove language barriers for further learning.
Step4 Reading
1. Ask students to read the conversation in 2b silently and complete the table.
Design Intent: To develop students' reading comprehension ability, especially the ability to extract key information from the text, and deepen their understanding of content about food choices.
2. Check the answers together. Discuss with students why they made choices and explain any misunderstanding.
Design Intent: To provide feedback on students' reading tasks, clarify confusion, and promote their critical thinking by discussing the reasons for their choices.
Step5 Post - reading
1. Play the audio of 2c again and ask students to pay attention to the intonation.
Design Intent: To help students notice the intonation features in alternative questions, which is beneficial for improving their pronunciation and speaking fluency.
2. Explain the rules of intonation in alternative questions. Let students practice it by repeating.
Design Intent: To explicitly teach intonation rules and provide students with practice opportunities to master correct pronunciation and intonation, thus enhancing their speaking accuracy.
Step6 Role - play
1. Ask students to role - play the conversation in pairs. One student acts out as the waiter / waitress and the other acts as the customer.
Design Intent: To provide students with situational practice opportunities, enable them to use learned vocabulary and sentence patterns in real - life - like situations, and improve their speaking and communication skills.
Step7 Group work
1. Divide students into groups of 4. Ask them to discuss what food and drink they would like to order at a restaurant.
2. Encourage students to use the words and sentence patterns they have learned.
Design Intent: To promote students' collaborative learning, create more speaking practice opportunities, and encourage them to comprehensively use acquired language knowledge in group communication.
Step 9 Summary and Homework
1. Review the new words and sentence patterns.
Design Intent: To help students consolidate key language points learned in this class, strengthening their memory and understanding.
2. Write a short dialogue about ordering food.
Design Intent: To let students apply learned knowledge in writing, reinforce their language output ability, and further master the expression of ordering food.
Blackboard design
Unit 4 Section A 2a - 2e
Person Choice for family meals
Tom
Mum
Dad
Teaching reflection
In this class, we have learned many kinds of foods and drinks. From the listening material, students can extract key information and fill in the table with some details. However, they have found it hard to master the usage of sentence patterns. That's the focus.Unit 4 Section A 1a - pronunciation第一课时教学设计
Teaching Objectives
1. Language competence
Students can master key words: carrot, onion, cookie, mutton····
2. Learning ability
Use listening and speaking strategies to improve language comprehension.
3. Think quality
Cooperate with classmates to complete tasks and learn from each other.
4. Cultural awareness
Develop a healthy eating habit.
Teaching important points
Master the names of different foods and drinks
Teaching key difficult points
Use the sentences to talk about food preferences.
Teaching methods
Task - based teaching method, situational teaching method
Teaching aids
Multimedia equipment, blackboard, pictures of foods
Teaching procedures
Step1 Warming - up
Show some pictures of different foods on the PPT and ask students to write the names of the foods in the box. Invite some students to come to the blackboard and write the words.
(Design Intent: To activate students' prior knowledge about food vocabulary, arouse their interest in the topic, and create a positive learning atmosphere for the new lesson.)
Step2 Presentation
1. Work on 1a.
Show some pictures of foods and ask students to name it.
(Design Intent: To help students recognize and name different foods, building basic vocabulary related to the topic.)
2. Work on 1b
Play the recording of the two conversations for the first time. Students just listen and try to get the main idea. Play the recording for the second time, students tick the subjects Ella and Peter talk about on the worksheet.
(Design Intent: To develop students' listening skills in grasping the main idea, and then train their ability to obtain specific information through repeated listening.)
3. Work on 1c
Play the second conversation again. Students listen carefully and write down what Jane has for breakfast, lunch and dinner.
(Design Intent: To further improve students' listening comprehension by focusing on detailed information about daily meals, deepening their understanding of the topic.)
Step3 Practice
1. Work on 1d
Students write what they eat for breakfast, lunch and dinner.
(Design Intent: To let students apply the learned food vocabulary to describe their own daily eating habits, reinforcing the retention and use of vocabulary.)
2. Pronunciation
Play the recording of the pronunciation part. Ask students to add one more word to each group and write it down.
(Design Intent: To help students master the correct pronunciation of food - related words, pay attention to phonetic patterns, and expand their vocabulary by adding relevant words.)
Step4 Production
1. Group work
Divide the students into groups of 4. Each group designs a menu for a day. They should consider the balance and nutrition of the meals.
(Design Intent: To promote collaborative learning, enable students to comprehensively use the learned language to design a nutritionally balanced daily menu, and develop their ability to think about healthy eating.)
2. Presentation
Each group presents their menu and explains their reasons for their choices. Other groups can give comments and suggestions.
(Design Intent: To provide students with a platform to demonstrate their work, practice their speaking skills, and enhance their communicative competence through peer interaction and feedback.)
Step5 Summary and Homework
1. Review the key points of this lesson.
(Design Intent: To help students recap the key vocabulary and skills learned in this lesson, strengthening their memory and understanding.)
2. Assign homework: Write a short passage about your favorite foods.
(Design Intent: To encourage students to reflect on their favorite foods, practice their writing skills, and extend the learning of food - related language beyond the classroom.)
Blackboard design
Unit 4 Section A 1a - pronunciation
beef bread and milk chicken cookies
eggs and beans fish and chips ice cream juice
pizza salad sandwiches yogurt
Teaching reflection
In this class, students can name many kinds of foods and they have shown great interest in the class. But students can't name foods correctly in English. So expanding vocabulary about foods is the key step in this class.

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