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Unit 4 Eat Well
Section A: What do we like to eat
Period 2: Section A (2a–2e)
Class Type: Listening & Speaking (Functional Focus: Ordering Food)
Duration: 45 minutes
Grade: Grade 7
I. Teaching Objectives
1. Language Knowledge Objectives
To understand and use key vocabulary for restaurant interactions: waiter/waitress, order, menu, dish, salad, taste, anything.
To comprehend and practice functional language for ordering food:
Making requests: “I’d like…, please.” / “I’ll have the…”
Asking for choices: “What would you like (to order) ” / “Would you like A or B ” / “Which soup… ”
Making suggestions: “How about… ”
2. Language Skill Objectives
Listening: To extract specific information (food items ordered by different people) from a restaurant conversation.
Speaking: To perform a short, guided role-play of a customer ordering a meal from a waiter/waitress, with attention to polite intonation.
Pronunciation: To produce the distinctive intonation pattern of alternative questions (rising before ‘or’, falling at the end).
3. Emotional & Practical Objectives
To build confidence and practical competence in a common real-world scenario: ordering food in English.
To develop awareness of polite and clear communication in service situations.
II. Key & Difficult Points
Key Points:
1. Understanding the sequence and key phrases in a restaurant ordering dialogue.
2. Using the target intonation pattern for alternative questions.
Difficult Points:
1. Natural Intonation: Applying the correct rising-falling pattern in alternative questions spontaneously during speech.
2. Fluency in Role-play: Integrating vocabulary, structures, and pronunciation into a smooth, believable short conversation.
III. Teaching Preparation
1. Teacher:
PPT with: restaurant scene picture, audio of the conversation, clear breakdown of the dialogue flow, visual intonation guide (↗ ↘), and role-play instructions.
Simple paper “menus” or a projected menu with a few items from the lesson (Gongbao chicken, Mapo tofu, fish soup, salad, rice, noodles).
2. Students:
Worksheet 1: Listening guide for 2a (circle words) and a table for 2b (Who orders what ).
Worksheet 2: “Our Restaurant Dialogue” script template with sentence starters.
IV. Teaching Procedures
Step 1: Warm-up – Setting the Scene (5 minutes)
1. Activate Schema:
T: Imagine you walk into a restaurant. What happens first What does the waiter say What do you say Brainstorm with the whole class, writing key phrases on the board (e.g., “Here’s the menu.”, “What would you like ”, “I want…”).
2. Introduce the Goal:
T: Perfect! Today, we’ll listen to a family ordering food and then you’ll practice being both the customer and the waiter. Let’s learn the words we need.
Step 2: Pre-listening – Vocabulary & Prediction (5 minutes)
1. Key Vocabulary Input:
Use the picture in 2a to elicit/teach: waiter, menu, order.
Pre-teach key food items in the dialogue: Gongbao chicken, Mapo tofu, cabbage salad, fish soup (use pictures).
2. Prediction:
T: Look at the picture. The waiter is talking to a family. What do you think they are talking about What food might they order (Brief pair discussion).
Step 3: While-listening – Understanding the Order (2a & 2b – 12 minutes)
1. First Listening – For Gist (2a):
T: Listen to the first part. What is the main action (Answer: Ordering food). Also, circle the colored words you hear.
Play 2a audio. Check circled words.
2. Second Listening – For Specifics (2b):
Direct students to Worksheet 1, Table for 2b.
T: Now listen to the whole conversation carefully. Who orders each dish Write the person’s name next to the food. (Play full 2a-2b audio. May play twice).
Pair Check: Students compare their tables.
3. Post-listening Check & Language Focus:
Build the completed order table on the board.
Highlight Functional Language: Point to lines in the dialogue (on PPT or board):
Waiter: “What would you like to order ” (Asking for order)
Customer: “I’d like the Gongbao chicken…” (Stating choice)
Waiter: “Would you like rice or noodles ” (Giving alternatives)
Customer: “Rice, please.” (Making a choice)
Waiter: “How about a chicken and cabbage salad ” (Making a suggestion)
Step 4: Pronunciation Focus – The Music of Choices (2c – 8 minutes)
1. Intonation Demonstration:
Play the line “Would you like rice ↗ or noodles ↘ ” several times. Use a hand gesture (arm rises on “rice”, sweeps down on “noodles”).
Explain simply: “In ‘A or B’ questions, your voice goes UP on A, and DOWN at the end.”
2. Controlled Practice:
Students listen and repeat several alternative questions from the dialogue (hot tofu or cold one ; chicken soup or fish soup ).
Drill chorally and individually.
3. Guided Practice in Pairs:
In pairs, students practice reading a short segment of the dialogue (just 2-3 exchanges) focusing on this intonation. Monitor and give feedback.
Step 5: Speaking – Controlled to Creative Practice (2d & 2e – 13 minutes)
1. Personalized Choice (2d – 3 mins):
T: Look at the menu (projected). With your partner, decide: What would YOU order for lunch today Students discuss briefly.
2. Role-play Preparation (2e – 5 mins):
Distribute Worksheet 2 (Script Template) and assign A/B roles (Waiter/Customer).
Pairs create their own short dialogue (4-6 lines) using the template. They must include:
1. A greeting.
2. The waiter asking for the order.
3. The customer ordering 1-2 items from the menu.
4. One alternative question from the waiter (e.g., “Would you like tea or juice ”).
5. A thank you/goodbye.
Teacher circulates, helping with vocabulary and intonation.
3. Confident Performance (5 mins):
Invite 3-4 volunteer pairs to perform. Encourage them to stand up and use their papers as menus.
After each, ask the class: “What did they order Did you hear the ‘or’ question ”
Step 6: Summary & Homework (2 minutes)
Summary:
T: Fantastic job today, waiters and customers! You learned the script for ordering food and the special ‘up-and-down’ voice for choices. Very useful!
Homework:
1. 必做 (Consolidation): Write down the 4-line dialogue you practiced with your partner. Underline the alternative question and draw arrows (↗ ↘) above it to show the intonation.
2. 选做 (Real-world Connection): If you go to a restaurant or see an English menu this week, try to find one food name from our lesson. Write it down.
V. Assessment
Observational: Teacher assesses listening comprehension through the completion of the table on Worksheet 1. Monitors intonation during drills and role-play practice.
Performance-based: The in-class role-play performances serve as the primary speaking assessment for this lesson.
VI. Blackboard Design
```
Unit 4 Eat Well - Ordering Food (2a-2e)
The Conversation Flow:
Waiter: Hello! What would you like (to order)
Customer: I'd like the _________, please.
Waiter: (Choice) Would you like _________ ↗ or _________ ↘
Customer: _________, please.
Waiter: (Suggestion) How about _________
...Thank you!
Key Words:
waiter/waitress, order, menu, dish
Today's Specials (Menu):
- Gongbao Chicken
- Mapo Tofu (Hot/Cold)
- Fish Soup
- Chicken & Cabbage Salad
- Rice / Noodles
```
VII. Teaching Reflection (Post-Lesson)
Functional Language Acquisition: Did students grasp the logical sequence of a simple ordering dialogue Could they reproduce it in their role-plays
Intonation Training Effectiveness: Did the hand gesture and focused drilling help students internalize the intonation pattern Could they apply it in their self-created dialogues
Role-play Engagement & Challenge: Was the scaffolding (script template, menu) sufficient for students to create successful dialogues Did the task feel achievable yet slightly challenging
Pacing & Transition: Was the shift from listening analysis to pronunciation to speaking smooth Did the role-play preparation time feel rushed or adequate
Real-life Relevance: Did students perceive the lesson as useful for potential real-world application What feedback indicated this

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