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Unit 4 Eat Well
Section A: What do we like to eat
Period 1: Section A (1a–1d) & Pronunciation (1–2)
Class Type: Listening & Speaking
Duration: 45 minutes
Grade: Grade 7
I. Teaching Objectives
1. Language Knowledge Objectives
To identify, understand, and pronounce key vocabulary for common foods: watermelon, cabbage, mutton, cookie, onion, carrot, dumpling, fish and chips, salad, porridge.
To understand and use the target structure to ask and answer about habitual meals: “What do you usually have for… ” “I usually have… for…”
To be introduced to the basic concept of some (affirmative/offers) and any (questions/negatives) in the context of food.
To recognize and accurately produce key English vowel sounds: / /, / /, / /, /u:/, / /, /a /.
2. Language Skill Objectives
Listening: To extract specific information (food choices for specific meals) from short, guided conversations.
Speaking: To conduct simple interviews about personal meal habits using the target structure.
Pronunciation: To distinguish between and practice problematic vowel sounds through guided listening and repetition.
3. Emotional & Attitudinal Objectives
To develop curiosity about discussing food and eating habits in English.
To foster an initial awareness of the variety in personal and cultural diets.
II. Key & Difficult Points
Key Points:
1. Asking and answering questions about one’s usual meals using the target structure.
2. Accurate pronunciation and recognition of the new food vocabulary.
Difficult Points:
1. Processing and noting down multiple food items mentioned in a listening passage (1c).
2. Differentiating between similar vowel sounds in pronunciation, particularly / / vs. /a /.
III. Teaching Preparation
1. Teacher:
PPT with high-quality pictures of all target foods, embedded audio clips, clear pronunciation guides with mouth diagrams, and a timer.
Audio recordings for 1b, 1c, and pronunciation exercises.
2. Students:
Worksheet 1: Vocabulary matching (1a) and listening table for 1c.
Worksheet 2: Prompted interview guide for 1d.
IV. Teaching Procedures
Step 1: Warm-up & Topic Launch (5 minutes)
1. Quick Engagement:
T: Good morning! Let’s start with a ‘Fist to Five’. On my count, show me how much you like pizza. Fist (0) is ‘I hate it’, five fingers is ‘I love it’! 1…2…3… show! (Observe reactions). Now, do the same for ‘vegetables’.
2. Introduce the Topic:
T: We all have different tastes! Today, we’ll learn how to talk about the foods we eat every day – our breakfast, lunch, and dinner. Let’s learn the words first!
Step 2: Vocabulary Presentation & Practice (1a – 8 minutes)
1. Visual Introduction:
Use PPT to vividly present each food item from 1a. Use clear, simple sentences: “This is a watermelon. It’s a fruit. It’s sweet and juicy.”
Drill Pronunciation: Focus on challenging words (cabbage, carrot, mutton). Use choral and individual repetition.
2. Matching Consolidation:
Students complete the matching activity in the book or on Worksheet 1.
Quick Check: T: What’s picture A Ss: Carrot! (Continue).
3. Personalization (Quick Pair Talk):
T: Point to one food in your book you LIKE and tell your partner: “I like (carrots).” (30 seconds).
Step 3: Listening I – Food Choices for a Meal (1b – 7 minutes)
1. Pre-listening (Set the Scene):
T: Li Meng and Jane are deciding on lunch. Look at the food options in 1b. What do you think they might choose Guess with your partner.
2. First Listening (Gist):
T: Listen. What would Li Meng like What would Jane like Just tick the boxes. (Play 1b audio once).
Students compare answers in pairs.
Feedback: Confirm answers.
3. Second Listening (Detail – Optional):
T: Listen again. Why do they choose these Does Jane want a drink too (Elicit: Yes, watermelon juice.)
Step 4: Listening II – A Day’s Meals (1c – 10 minutes)
1. Pre-listening (Predict & Prepare):
Introduce new vocabulary from 1c (porridge, yogurt, salad) using pictures.
Direct students to the table on Worksheet 1. T: Now we’ll hear about Jane’s meals for a whole day. Get ready to write.
2. Listening & Note-taking:
Play the 1c audio. Encourage students to write keywords, not full sentences. Play it twice if needed.
3. Post-listening Check & Language Focus:
Check answers by constructing the table on the board.
Language Spotlight: Point to the list for lunch/dinner. T: Jane has many foods. We can say “She has some beef, some chicken…” We use ‘some’ for positive sentences. For questions, we often use ‘any’: “Do you have any yogurt ”
Step 5: Speaking – Personalizing the Topic (1d – 8 minutes)
1. Model the Q&A:
Write on board: A: What do you usually have for breakfast/lunch/dinner B: I usually have ______.
Demonstrate with a student, giving a true and simple answer.
2. Guided Pair Interview:
Students use Worksheet 2 (with the questions written) to interview their partner about TWO of the three meals.
Encourage them to use words from today’s lesson or their own known words.
3. Report Back (Find Someone Who…):
T: Now, stand up and find one person who has a different breakfast from you. Tell me what you found. (E.g., “I have bread. Wang Li has porridge.”)
Step 6: Pronunciation Focus (7 minutes)
1. Sound Awareness, Not Rules:
Write: go, hot, love on the board. Ask: “Is the ‘o’ sound the same ” (No). “English spelling can be tricky! We learn the sounds by listening.”
Play the pronunciation audio for the first group (o, oa). Students listen and repeat.
2. Contrastive Practice:
Focus on one key pair: / / (go, boat) vs. /a / (house, how). Use gestures (e.g., smooth motion for / /, a “surprised” opening mouth for /a /) to help differentiation.
Practice the words from the book, then add 1-2 common ones (home vs. town).
3. Listening & Repetition (Pronunciation 2):
Play the sentence stress/intonation audio. Students repeat chorally, focusing on the ‘music’ of the sentences rather than individual sounds.
Step 7: Summary & Homework (2 minutes)
Summary:
T: Great work today! Now you can ask about daily meals and name many foods. Remember, listening carefully is the key to both good English and good pronunciation!
Homework:
1. Vocabulary & Speaking: Draw and label your ideal lunch plate with 3-5 foods from today’s lesson. Write one sentence: “For lunch, I would like some ______, some ______, and some ______.”
2. Preview: Look at the pictures in Section A 2a-2d. What other food words can you find
V. Assessment
Observational: Teacher monitors pronunciation during vocabulary drill and speaking activity.
Product-based: Worksheet 1 provides a check for listening comprehension (1c table).
Performance-based: Brief assessment during the “Find Someone Who” reporting activity.
VI. Blackboard Design
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Unit 4 Eat Well - Section A (1a-1d)
Foods:
carrot, mutton, cabbage, watermelon, onion, cookie...
Talking about Meals:
Q: What do you usually have for (breakfast)
A: I usually have (porridge and eggs).
Some & Any (Preview):
+ / Offer: I have SOME milk. Would you like SOME juice
/ - : Do you have ANY fruit I don't have ANY cookies.
Pronunciation: Listen & Repeat!
o → / / (go) / / (hot) / / (love)
ow → / / (show) /a / (how)
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VII. Teaching Reflection (Post-Lesson)
Vocabulary Load: Was the number of new food items manageable Which words were most difficult for students to retain or pronounce
Listening Task Difficulty: How did students cope with the extended, multi-item listening in 1c Was playing the audio twice necessary and effective
Speaking Transition: Did the personal meal interview feel like a natural use of the language, or was it too mechanical How can I make it more meaningful
Pronunciation Priority: Given time constraints, was focusing on the / / vs. /a / contrast the most useful choice Did the visual/gestural cues help
Pacing: Was the shift from vocabulary to listening to speaking smooth Which activity took more/less time than planned

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