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Unit 4 Eat Well
Section A 1a-1d 教案
Teaching Goals
Language Skills:
(1)Students can name different kinds of foods and drinks in English.
(2)Students can understand and make simple conversations about food preferences and meals.
(3)Students can use sentence patterns like "What do you usually have for breakfast/lunch/dinner "
2. Language Knowledge:
(1)Vocabulary: carrot, onion, cookie, mutton, cabbage, watermelon, etc.
(2)Sentence patterns: What do you like to eat I like...
3. Cultural Awareness:
Understand the differences in food culture between China and Western countries.
Teaching Key Points and Difficult Points
Master the names of different foods and drinks.
Use sentence patterns to talk about food preferences and meals.
Pronounce vowels and vowel combinations correctly.
Understand and express meal information accurately in conversations.
Teaching Procedure
Step1. Warming-up (5 minutes)
Greet the students and ask about their favorite activities on weekends to create a relaxed atmosphere.
Example: "Good morning, everyone! How was your weekend Did you do anything fun "
Show some pictures of delicious foods (including both Chinese and Western cuisine) and ask: "What can you see in the pictures "
Guide students to name the foods in English and introduce the topic of the lesson: "Today, we're going to talk about food and eat well."
Step2.Presentation (15 minutes)
Vocabulary Learning (1a):
(1)Display pictures of different foods on the PPT.
(2)Ask students to write the names of the foods in the box under each picture.
(3)Invite a few students to come to the blackboard and write the words.
(4)Check the answers together and correct any mistakes.
Ask: "Which food(s) do you like " and let students answer in pairs.
Listening Comprehension (1b):
(1)Play the recording of the two conversations for the first time. Students listen and try to get the main idea.
(2)Play the recording again. Students tick the subjects Ella and Peter talk about on the worksheet.
(3)Check the answers with the whole class and explain any difficult vocabulary or sentence patterns.
3. Further Listening (1c):
(1)Play the second conversation again. Students listen carefully and write down what Jane has for breakfast, lunch, and dinner.
(2)Invite some students to share their answers and correct them if necessary.
Step3.Practice (15 minutes)
Pair Work (1d):
(1)Students write what they eat for breakfast, lunch, and dinner on their own.Then, they ask their classmates about their meals using the sentence pattern "What do you usually have for breakfast/lunch/dinner " and make a note of the answers.
(2)Have a few pairs come to the front and have a conversation to show their results. Give praise and encouragement.
2. Pronunciation Practice:
(1)Play the recording of the pronunciation part. Students listen and repeat.
(2)Teacher leads the pronunciation, and students follow. Focus on the correct pronunciation of vowels and vowel combinations.
(3)Divide students into groups. Each group chooses a set of words or sentences to read aloud. Other groups give feedback.
(4)Play the recording again and ask students to imitate, paying attention to changes in intonation.
Step4.Homework (5 minutes)
Ask students to write a short paragraph about their favorite food and why they like it.
Encourage them to use the new vocabulary and sentence patterns learned in class.
Step5.Board Design
Vocabulary List: carrot, onion, cookie, mutton, cabbage, watermelon, etc.
Sentence Patterns: What do you like to eat I like... What do you usually have for breakfast/lunch/dinner
Key Points: Names of foods, conversations about food preferences, and meals.
Step6.Teaching Reflection
After the lesson, reflect on the effectiveness of the teaching methods used.
Note any areas for improvement, such as pronunciation practice or group activities.
Consider how to further engage students and make the lesson more interactive and enjoyable.

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