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Unit 5 What a Delicious Meal!
Section A 3a-3c
I. Teaching Aims
1. Students can read the sentences in Grammar Focus 3a and find out how exclamatory sentences are made with "what" and "how".
2. Students can change common declarative sentences into exclamatory sentences using "what" or "how" correctly (3b).
3. Students can choose the right exclamatory sentences to complete the conversations in 3c and use them to show their feelings about food and daily life.
II. Key and Difficult Points
Key points: the two structures of exclamatory sentences — "What + (a/an) + adjective + noun (+ subject + verb)!" and "How + adjective / adverb + subject + verb!".
Difficult points: how to decide whether to use "what" or "how", and when to add "a / an" before a countable noun (e.g. What an amazing smell! / What a mess!).
III. Teaching Tools
The textbook (Grammar Focus 3a-3c), the blackboard and coloured chalk, sentence cards with the example sentences, and a simple PPT (optional).
IV. Teaching Procedures
Step 1: Lead-in (5 mins)
1. The teacher shows some pictures of delicious food and says a few exclamatory sentences, e.g. "How delicious the dish looks!" "What an amazing smell!"
2. The teacher writes the two sentences on the blackboard and asks: "What are these two sentences about Do they ask a question "
[Purpose] Lead students into the topic of food and let them feel the tone of exclamatory sentences in a real situation.
Step 2: Grammar Focus — 3a Read and Discover (10 mins)
1. Students read the six sentences in 3a aloud.
2. The teacher asks students to divide the sentences into two groups and discuss: which ones start with "what" and which ones start with "how".
3. Students find out the rules and finish the two structures on the blackboard with the teacher.
[Purpose] Let students discover the grammar rules by themselves through observing and comparing, instead of remembering them by heart.
Step 3: Practice — 3b Change the Sentences (10 mins)
1. Students do 3b by themselves and change the six sentences into exclamatory sentences.
2. Some students read out their answers and the whole class checks them together.
3. The teacher explains the hard points: "terrible weather" needs no "a"; "pretty hat" needs "a".
[Purpose] Consolidate the two structures and help students choose "what" or "how" correctly.
Step 4: Practice — 3c Complete the Conversations (8 mins)
1. Students read the conversations in 3c and match the six exclamatory sentences (A-F) with the blanks.
2. Students read the conversations in pairs and pay attention to the feeling of each sentence.
[Purpose] Train students to use exclamatory sentences in real conversations and feel the emotion they carry.
Step 5: Extension — Make Your Own Sentences (5 mins)
1. Students make exclamatory sentences about their favourite food, their school or a happy day, using "what" or "how".
2. A few students share their sentences with the class.
[Purpose] Move from textbook practice to real use and improve students' ability to express their feelings.
Step 6: Summary and Homework (2 mins)
1. The teacher and students go over the two structures on the blackboard together.
2. Homework: write four exclamatory sentences about the meal at home, using "what" and "how" each twice.
V. Blackboard Design
Unit 5 What a Delicious Meal! (Grammar Focus 3a-3c)
What + (a / an) + adjective + noun (+ subject + verb)!
What an amazing smell (it is)! What a mess (it is)!
How + adjective / adverb + subject + verb!
How delicious the dish looks! How clever you are!
Tip: a noun after "what"; an adjective or adverb after "how".
六、教学反思
本节课以感叹句的构成规则为核心，通过观察、归纳和分层练习，多数学生能区分 what 与 how 两种感叹句并完成 3b、3c。不足之处在于部分后进生对可数名词前 a/an 的取舍仍易出错，且在真实语境中主动运用感叹句表达情感的意愿不强。后续教学可借助对比卡片强化 a/an 判断，并多创设生活化情境，引导学生在交流中自然地用感叹句表达感受。

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