資源簡介

第二課時　Section A(2a—2e)
Activity 1 Warming up and revision(感知與注意)
T：Let's review what we learned in the last class.First，I'll say a word，and you tell me which vowel sound it has.
T：Onion.
S1：It has the / / sound.
T：Very good.Now，let's look at some pictures of food.Can you remember the English words for the food
(The teacher shows some pictures of food，such as mutton，cabbage，etc.and asks the students to say the English words.)
S2：That's mutton.
…
T：Excellent.Now，we are going to learn more about ordering food in a restaurant today.
設計意圖：通過復習上一節課所學的元音發音，鞏固學生的語音知識，為后續聽力練習中的單詞識別做好準備?；仡櫴澄飭卧~，激活學生上節課所學的詞匯，自然地導入新課關于餐廳點餐的話題，使學生能夠更好地進入學習狀態。
Activity 2 Listening(獲取與梳理)
T：Let's work on 2a.Listen to the conversation and circle the coloured words you hear.(After the audio ends，the teacher checks the answers with the students.)
T：What coloured words did you circle
S1：I circled the words “order” and “salad”．
T：Well done.Any other words
S1：I also circled “noodles”．
T：Great.Let's listen again and check if you missed any.
(Play the dialogue again，and have the students check their own answers.)
T：Now，who can tell me what the conversation is about
S2：It's about a family ordering food in a restaurant.
T：Good job.
設計意圖：聽力練習有助于提高學生捕捉關鍵信息的能力，通過圈出聽到的單詞，讓學生更加專注于對話內容，同時加深對新詞匯的印象。
Activity 3 Reading(獲取與梳理)
T：Let's work on 2b.Read the conversation carefully and complete the table.The table shows the choices of different people in the family for the meal.Look for the information in the conversation and fill in the blanks.
(The teacher circulates around the classroom to monitor students' progress and provides guidance as needed.)
T：Have you filled in all the blanks？Let's check the answers together.What did Tom choose
S1：Tom chose Gongbao chicken and rice.
T：Right.And what about Mum
…
T：Well done.Now，let's read the conversation again and learn how to order food in English.
設計意圖：閱讀練習培養學生在語篇中獲取信息的能力，通過完成表格，讓學生更加系統地梳理對話內容，明確不同人物的飲食選擇。同時加深對食物詞匯和點餐表達的記憶。
Activity 4 Reading(獲取與梳理)
T：Let's work on 2c.Listen to the conversation again and pay attention to the intonation in the alternative questions.(Play the recording again.)
T：Now，find a partner and practise the role play.One of you will be the waiter and the other will be the customer.Try to use the correct intonation.
(Students practise.)
T：Let's see one pair perform.(Ask a pair to role play in front of the class.)
S1(as a waiter)：Hello！What would you like to order
S2(as a customer)：What about Gongbao chicken
…
T：Very good.You both did a great job with the intonation.Let's have another pair.
設計意圖：通過再次聽對話并關注語調，培養學生的語感，讓學生在角色扮演中學會正確運用語調來表達語義，提高學生的口語表達能力。
Activity 5 Practice(概括與整合)
T：Let's work on 2d.Now，think about what food and drink you and your partner would like to order at a restaurant.Take notes and discuss your ideas.You can use the words on the screen to help you.Then share your choices with the class.(Show the list of food and drink words on the screen.)
S1：What would you like to eat
S2：I would like to order Beijing roast duck and a cup of tea.What about you
S1：I want beef noodles and juice.
S2：That sounds good.But you can also try some vegetables with your meal.It's healthier.
(After a few minutes，the teacher asks a few groups of students to share their meal choices.)
T：Which group would like to share your ideas
S3：We would like to order Dongpo pork，fish soup，and some strawberry cake.We also want to have juice and tea.
設計意圖：此活動讓學生將所學知識運用到實際情境中，培養學生的自主思考和合作交流能力。在討論和分享的過程中，學生能夠進一步鞏固食物和飲料的詞匯，掌握單元功能句型，提升語言綜合運用能力。
Activity 6 Practice(內化與運用)
T：Let's work on 2e.Now，it's time to role play a conversation between a customer and a waiter or waitress at a restaurant.One of you will be the customer，and the other will be the waiter/waitress.Use the expressions and words we learned today.Let's see which group can act the best.
(One student acts as a customer，placing an order，while the other acts as the waiter/waitress who provides service and answers the customer's questions.)
For example：
S1(as a waiter)：Welcome to our restaurant.Here is a menu for you.What would you like to drink
S2(as a customer)：I'd like a cup of green tea.
S1：OK.Now what would you like to eat
S2：Do you have dumplings
S1：Yes.Would you like pork dumplings or beef dumplings
S2：Ten beef dumplings，please.
設計意圖：角色扮演活動為學生創造了真實的語言運用情境，讓學生在實踐中提高口語表達和交際能力。通過扮演不同的角色，學生能夠更好地理解餐廳點餐的流程和常用表達方式，增強語言運用的靈活性和準確性。
Activity 7 Homework(分層作業)
必做題：Write down the conversation you had in the role play in 2e.
選做題：Design a menu for your dream restaurant，including at least five different dishes and drinks，with their names and prices in English.
第二課時　Section A(2a—2e) Key words：taste，anything，dish，choice，menu，etc. Key sentence patterns： Welcome to our restaurant！Here is a menu for you. What would you like to eat/order/drink Do you have anything with tofu Would you like rice or noodles I'd like some vegetables.
During the teaching process，it was observed that students have a good grasp of food and drink vocabulary.However，they still have some problems distinguishing countable and uncountable nouns as well as using intonation correctly.For the distinction between countable and uncountable nouns，more comparative exercises and practical examples should be added to future lessons to enhance understanding and mastery in different contexts.As for intonation，more specialized exercises on intonation can be incorporated into future classroom activities，and students should also be encouraged to pay attention to intonation in their daily spoken expressions.第五課時　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn 2a.Before that，let's review what we have learned about food and eating habits.I will show you some pictures of food，and you tell me whether they are healthy or not and why.
(The teacher shows pictures on the screen.)
T：What do you think of this pizza？Is it healthy
S1：I think it's not very healthy because it has a lot of cheese and meat，and it may have a lot of fat and calories.
…
T：Excellent.Now，we know that different foods have different effects on our health.Today we will learn more about how to make healthy eating choices.
設計意圖：通過回顧食物的健康與否，激活學生已有的知識。同時，以圖片展示和問答的形式展開，能夠吸引學生的注意力，激發學生的學習興趣，自然地導入新課關于健康飲食選擇的話題。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 2a.Read Lisa's post and think about the questions：How many eating habits does Lisa write about？What are they
S1：Lisa writes about two good eating habits.She eats three meals a day，and she also eats a lot of vegetables.
T：Very good.Any other habits
S2：She drinks too many soft drinks.
T：Right.Now，let's read the post again and underline the words and phrases that describe her eating habits.
(The teacher checks answers with the students to deepen their understanding of the vocabulary used to describe eating habits.)
設計意圖：通過閱讀他人的飲食習慣分享，讓學生了解不同的飲食模式，同時學習如何用英語描述飲食習慣。
Activity 3 Practice(概括與整合)
T：Let's work on 2b.Write a message using your information and post it on the board.You can write about your good and bad eating habits and what you can do to improve them.
(Students write their messages.)
S1：I have a good habit of drinking a lot of water every day.But I also have a bad habit of eating too many snacks at night.I will try to eat less snacks and have some fruit instead.
T：That's a great message.Let's see another one.
S2：I usually eat breakfast.It is good.But I don't like vegetables very much.I will eat more vegetables to be healthier.
T：Excellent.These messages show that you are thinking about your eating habits.
設計意圖：鼓勵學生反思自己的飲食習慣，并用英語表達出來，鍛煉學生的書面表達能力和自我反思能力。通過在黑板上展示學生的留言，促進學生之間的交流和學習，讓學生從他人的分享中獲得啟發。
Activity 4 Practice(內化與運用)
T：Let's work on 2c.Write about your own eating habits with the information from 2b.You can start with your daily meals，and then talk about your good and bad habits.Finally，mention what you plan to do to improve your eating habits.
(Students describe their eating habits in detail based on the framework and ideas in 2b.)
S1：For breakfast，I usually have bread and milk.I think it's a good habit.But for lunch，I sometimes eat hamburgers.They are not very healthy.I should make some healthier choices like sandwiches or salads.For dinner，I often have rice and vegetables.I want to eat more fish and less meat in the future to make my meals more balanced.
T：Well done.You described your habits clearly and also had good ideas for improvement.Now，let's ask a few more students to share their writing.
設計意圖：在之前活動的基礎上，進一步要求學生系統地描述自己的飲食習慣，培養學生的綜合語言運用能力。通過分享和傾聽他人的文章，學生可以接觸到更多不同的飲食情況和改進措施，豐富自己的知識儲備，同時也能提高學生的批判性思維能力。
Activity 5 Project(概括與整合)
T：Let's work on 3a.In groups，create a restaurant menu.You can choose dishes from China or any other country.First，discuss with your group members what kinds of dishes you want to include.
(Students discuss in groups to determine the style and general content of the menu items.)
S1：I think we can include some traditional Chinese dishes like Gongbao chicken and Mapo tofu.They are very popular.
S2：Good idea.And we can also add some Western dishes like fish and chips and pizza to attract more customers.
T：That sounds great.Remember to consider the variety and balance of the dishes.Now，start to choose the specific dishes and write them down.
設計意圖：引導學生設計餐館的菜單，可以激活學生對食物和飲料的記憶，同時可以幫助學生了解世界不同國家的飲食習慣和飲食文化，有利于培養文化意識。
Activity 6 Make your own menu(描述與闡釋)
T：Now，let's work on 3b.Make a detailed menu.Write down the names of the dishes，their prices，and the ingredients if possible.
(Based on the discussion results，the students create a menu.)
S1：For Gongbao chicken，we can write “Gongbao chicken—$10.Ingredients：chicken，peanuts，green onions，chili pepper”．
S2：And for the spaghetti，“Spaghetti with meat sauce—$12.Ingredients：spaghetti，ground beef，tomatoes，onions”．
T：Very good.Make sure the prices are reasonable and the information is clear.If you have any questions about the English words for ingredients，you can ask me.
設計意圖：通過小組合作設計餐廳菜單，培養學生的團隊協作能力和創新思維。在討論、制作和修改菜單的過程中，學生能夠運用所學的食物詞匯、價格表達方式和健康飲食知識，提高英語的綜合運用能力。
Activity 7 Swap your own menu(內化與運用)
T：Now let's work on 3c.Swap your menu with another group.Now，check their menu according to the four points given in 3c.Give them some suggestions for improvement.
S1：Your menu has a lot of variety，but I think you can add some healthier choices like salads.
S2：Thanks for your suggestion.We will consider adding some salads.And your menu has some interesting special dishes.We like it.
T：Good job，everyone.Listen carefully to the suggestions and make revisions to your menu.
設計意圖：菜單交換檢查環節促進了學生之間的交流與學習，讓學生從他人的作品中獲得啟發，進一步完善自己的菜單。
Activity 8 Pole play(想象與創造)
T：Next，let's move on to 3d.Now，work with a partner from a different group.One of you will be the customer，and the other will be the waiter/waitress.Role play ordering food at a restaurant using the menus you created.
(Students find partners from different groups and begin role playing.)
S1(as a waitress)：Good evening.Welcome to our restaurant.Here is our menu.Would you like something to drink first
S2(as a customer)：Yes，please.What drinks do you have
S1：We have milk，coffee，cola and three kinds of juice：apple，orange and watermelon.
S2：I'd like a glass of orange juice，please.
…
(Then invite several pairs to act it out.After showing，see which pair performs best.)
設計意圖：角色扮演活動為學生提供了真實的語言情境，讓學生在模擬餐廳點餐的過程中，鞏固所學的點餐句型和表達方式，增強口語交際能力，同時也讓學生體驗到合作學習的樂趣。依據表演開展評價，可以引導學生積極反思，發現不足，有利于提升學習能力。
Activity 9 Homework(分層作業)
必做題：Write a short report about the advantages and disadvantages of the menu your group created.
選做題：Plan a healthy meal for your family.Include the menu，ingredients，and the steps of cooking.Share it with the class next time.
第五課時　Section B(2a—Reflecting) Key words：good eating habits，bad eating habits，three meals a day，on time，too many，enough，thirsty，soft，etc. Key sentence patterns： I have some good eating habits. Would you like something to drink first What drinks do you have？
In the sections on describing eating habits and designing menus，students were able to combine their actual situations with the knowledge learned，showing creative learning outcomes.However，some issues were also identified during the teaching process.Some students lack rich language expressions when describing eating habits and need to further strengthen their vocabulary and sentence pattern accumulation.When designing menus，the English expressions for some ingredients were not accurate enough，indicating that related vocabulary teaching should be intensified in subsequent lessons.第四課時　Section B(1a—1d)
Activity 1 Warming up and revision(感知與注意)
T：Class，before we start today's new lesson，let's do a quick review.I will show you some pictures of food on the screen.When you see the picture，please tell me if it is healthy food or unhealthy food and why you think so.
(Show some food pictures，such as hamburgers，apples，fish and chips，vegetable salads，etc.)
S1：That is a hamburger.It is unhealthy food because it has a lot of fat and calories.
T：Very good！What about this one？(Pointing at the picture of an apple)
S2：It's an apple.It is healthy food.It is rich in vitamins and fiber.
T：Excellent！Now，who can tell me what kind of food we should eat more to keep healthy
S3：We should eat more fruits and vegetables.
T：Great！Today we are going to learn Section B，and we will discuss how to make healthy eating choices.Are you ready
Ss：Yes!
設計意圖：通過圖片展示和問答的方式復習已學的關于食物健康與否的知識，激活學生的已有認知，為學習新課做好鋪墊。同時，以問題引導學生思考健康飲食的選擇，自然地導入新課主題。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 1a.Now，please take out a piece of paper.I want you to list what you want to eat tomorrow.After that，discuss with your partner if your choices are healthy.And don't forget to give your reasons.You can start now.
(After discussing)
T：Okay，let's hear some of your choices.Who wants to share
S1：I want to eat fried chicken and ice cream tomorrow.But I know they are not very healthy because fried chicken has a lot of fat and ice cream is full of sugar.
T：Good self awareness！So，what could you choose instead to make it a healthier meal
S1：Maybe I could have grilled chicken and some fresh fruit instead of ice cream.
T：Excellent idea！Any other students want to share
…
設計意圖：讓學生列出自己明天想吃的食物并討論其健康性，促使學生主動思考飲食選擇，將所學知識與實際生活聯系起來。在互動過程中，教師引導學生分析食物不健康的原因，并鼓勵學生尋找更健康的替代品，培養學生的健康飲食意識和解決問題的能力。
Activity 3 Practice(概括與整合)
T：Let's work on 1b.Read the article from a clinic's newsletter carefully.While reading，try to find out how many poor eating habits are mentioned in the article.
(Students look through the article.)
T：Time is up.Who can tell me how many poor eating habits there are
S1：I found three poor eating habits.One is having fast food too often，another is not having breakfast，and the third is eating too many sweet things.
T：Great job!
設計意圖：引導學生帶著問題快速閱讀，初步了解文章的基本信息。培養學生的略讀及快速提取信息的能力。
Activity 4 Practice(概括與整合)
T：Let's work on 1c.Now，let's complete the table on the blackboard together.We will fill in the information about the poor eating habits，results，reasons for the results，and ideas/advice from the article.Please read the article again and find the relevant information.
(Students read the article.)
T：For the first poor eating habit，having fast food too often，what is the result
S1：It can make us put on weight and may cause heart problems later.
T：Good.And what is the reason for this result
S2：Because fast food has lots of salt，fat，and sugar.
T：Right.So，what is the idea/advice given in the article
S3：The advice is to cook our own healthy balanced meals instead.
T：Great！Let's continue with the next one.What about not having breakfast？What is the result
S4：We will feel sleepy and find it hard to focus on our work or studies，because food gives us energy and we need it in the morning.
T：Good.So，what should we do
S5：We should have breakfast on time.
設計意圖：通過表格形式幫助學生梳理文章內容，使學生更清晰地理解不良飲食習慣、結果、原因及建議之間的關系，培養學生的歸納總結能力。在師生互動過程中，教師引導學生從文章中準確獲取信息并進行整合。
Activity 5 Practice(內化與運用)
T：Next，let's move on to 1d.Now，please read the article again carefully and answer the questions on the screen.You can discuss with your partner if you need help.
(After reading and discussing)
T：Okay，let's answer the questions one by one.What foods has lots of salt and fat
S1：Fast food like pizza and hamburgers has lots of salt and fat.
…
T：Excellent explanation！Now，for the last question.
S4：I think they are common.Many young people like to eat fast food because it is convenient and tastes good.And some young people don't like to eat breakfast because they want to sleep more.Also，a lot of young people like sweet things.
T：That's a good point.Any other opinions
S5：I partly agree.But I also think that more and more young people are starting to pay attention to their health and are trying to eat more healthily.
T：Very good discussion.It shows that you have thought about this issue carefully.
設計意圖：要求學生再次閱讀文章回答問題，進一步加深對文章細節和主旨的理解。在回答問題過程中，鼓勵學生發表自己的觀點，培養學生的批判性思維能力。
Activity 6 Homework(分層作業)
必做題：Write a short paragraph about your own eating habits.Include what you usually eat，and how you can improve them if you have any poor eating habits.
選做題：Search for more information about healthy eating on the Internet or in books and make a poster about it.Share it with the class next time.
第四課時　Section B(1a—1d)
Poor eating habitResultReason for the resultIdea/Advicehave fast food too oftenput on weight； cause heart problemsfast food has lots of salt，fat，and sugarcook our own healthy balanced mealsnot have breakfastfeel sleepy； hard to focus on work or studiesneed food for energyhave breakfast on timeeat too many sweet thingscause tooth problemsweet things have lots of sugarhave fruit for snacks
During the teaching process of this lesson，through various teaching activities such as review and introduction，group discussions，reading analysis，and question answering，students actively participated in the class and gained a deeper understanding of healthy eating.Most students were able to master key vocabulary and phrases，understand unhealthy eating habits and their impacts，and complete related tasks based on the article content.Unit 4　Eat Well
The theme of this unit is “Eat Well”．It aims to guide students through a series of activities and dialogues to understand the importance of healthy eating，learn how to discuss their own and others' daily meals，explore the impact of food on health，and cultivate healthy eating habits.This theme is closely related to students' lives，easily sparking their interest and resonance，and helps improve their life skills and health awareness.
Unit Content Analysis(單元內容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It includes a variety of food and drink nouns，such as carrot，onion，mutton，cabbage，watermelon，beef，dumpling，noodle，soup，salad，juice，rice，tofu，etc.
Sentence Patterns：Use sentences like “What would you like to order/eat？” “Would you like…or…？” “I'd like…”，and “What do you usually have for…？” to ask about and express food preferences and meal choices.
◆ Listening and Speaking
Listening Activities：In parts 1b，1c，2a，2c，etc.，students listen to conversations about daily meal discussions and food orders in restaurants.They listen for details such as the types of food people want to eat，the choices they make between different options(e.g.different types of dumplings，drinks)，and what people have for different meals of the day.This helps students understand how to talk about food in real life conversations and improve their listening comprehension skills in this context.
Speaking Practice：1d，2c，2d and 2e，etc.provide speaking opportunities.Students are required to talk about their own meal habits，make food and drink orders in role play conversations(as customers and waiters/waitresses)，and discuss food preferences with partners.They need to use the learned vocabulary and sentence patterns to communicate effectively，expressing their likes and dislikes，and making choices about food and drink.
◆ Reading and Writing
Reading Materials：The reading materials include conversations about ordering food in a restaurant and an article about improving eating habits.The article discusses common poor eating habits(such as having too much fast food，skipping breakfast and eating too many sweets)，their consequences(such as weight gain，heart problems and tooth problems)，and provides suggestions for healthy eating.This helps students understand the importance of healthy eating and the impact of different eating habits on health.
Writing Tasks：Students are asked to write down their daily meal choices，write a message about their own eating habits，and create a restaurant menu in groups.These writing tasks require students to use the learned vocabulary and grammar correctly，organize their ideas clearly，and express their understanding of food and eating habits in writing.
◆ Grammar and Pronunciation
Grammar：The key grammar point is the use of countable and uncountable nouns for food and drink.Students learn to identify which nouns are countable and which are uncountable，and how to use them correctly in sentences.Exercises in 3b，3c and 3d help students practise this grammar rules.
Pronunciation：Pronunciation practice focuses on vowel sounds and intonation.In 1 and 2，students listen and repeat words with different vowel sounds(/ /，/ /，/ /，/u /，/ /，/a /) to improve their pronunciation accuracy.In the conversations，they pay attention to the intonation in alternative questions(Would you like…or…？) to sound more natural in speaking.
Key Points 1.Master food and drink nouns，including the usage of countable and uncountable nouns. 2．Learn to ask and offer food preferences，engage in ordering conversations，understand the importance of healthy eating，and form a healthy diet concept.
Key Difficulties 1.Differentiate between countable and uncountable nouns in food and drink contexts. 2．Use the learned knowledge for ordering conversations，improve oral expression abilities，reflect on personal eating habits，and propose specific improvement suggestions.
Students will be able to master food and drink nouns proficiently，including the usage of countable and uncountable nouns.Students will be able to ask and offer food preferences fluently，engage in ordering conversations，read and understand articles about healthy eating，and extract key information.
Students will be able to understand the eating habits and cultures of different countries and regions，enhancing cross cultural communication skills.Students will realize the importance of healthy eating for physical health and form a healthy diet concept.
Students will develop critical thinking and problem solving abilities by analyzing and comparing the nutritional components and health impacts of different foods.Students will cultivate self reflection and self management skills by reflecting on their own eating habits and proposing improvement suggestions.
Students will enhance learning efficiency and teamwork skills through independent and cooperative learning.Students will improve their ability to solve practical problems using comprehensive knowledge through practice and innovation.
Learning Situation Analysis(學情分析）
Students have some understanding of food and drink nouns but may not clearly distinguish between countable and uncountable nouns.They are aware of the importance of healthy eating but may lack specific practical experiences and improvement suggestions.
Use pictures and real objects to help students distinguish between countable and uncountable nouns in food and drink contexts.Enhance students' oral expression skills and ordering techniques through role playing and situational simulations.Guide students to read articles on healthy eating，extract key information，and engage in discussions and reflections to propose concrete improvement suggestions.
第一課時　Section A【(1a—1d)& Pronunciation 1—2】
第二課時　Section A(2a—2e)
第三課時　Section A(Grammar Focus 3a—3d)
第四課時　Section B(1a—1d)
第五課時　Section B(2a—Reflecting)第三課時　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知與注意)
T：Class，today we are going to learn the grammar focus part.Before that，let's review what we learned in the last class.Who can tell me some of the foods and drinks we talked about
S1：We talked about beef，noodles，juice，and coffee.
T：Great！Now，let's read the new sentences on the screen and find out the rules of sentence structure and the usage of nouns.
設計意圖：通過復習上節課的內容，激活學生已有知識，自然引入新課。引導學生觀察句子中名詞的用法，初步感知可數與不可數名詞的區別。
Activity 2 Presentation(獲取與梳理)
T：Now，let's work on 3a.Read the sentences carefully.Circle all the nouns for food and drink.Then，think about whether they are countable or uncountable in the context.
(After several minutes)
T：Okay，who can tell me the nouns you circled in these sentences
S2：I circled the words “bread”，“milk”，“rice”，“noodles”，“juice”，“coffee” and “tea”．
T：Very good.Is “rice” countable or uncountable
S3：Uncountable.We can't say “a rice” or “two rices”．
T：Exactly！What about “noodles”？
S4：Countable.We can say “a bowl of noodles” or “three noodles”．
T：Great！Let's continue with the other sentences.
設計意圖：讓學生通過自主閱讀和分析句子，明確任務要求，培養學生獲取信息和分析問題的能力。在師生互動中，引導學生深入理解可數與不可數名詞在具體語境中的判斷方法，加深對語法知識的理解。
Activity 3 Presentation(獲取與梳理)
T：Next，let's work on plete the jokes with the correct forms of the nouns in brackets.Pay attention to the nouns.Are they countable or uncountable
(The students read the dialogue and fill in the blanks.)
T：Let's look at the first conversation.What did you fill in the first blank
S5：I filled in “fish” because it's uncountable when we talk about the food.
T：Very good！What about the second one
S6：I filled in “bill” because it's countable.We can say “a bill” or “the bill”．
T：Excellent！Now，let's check the other blanks together.
設計意圖：通過完成幽默對話中的填空練習，進一步強化學生對可數與不可數名詞正確形式的運用能力。幽默的對話內容能夠增加學習的趣味性，激發學生的學習積極性。
Activity 4 Practice(概括與整合)
T：Now，it's time for 3c.Complete the passage with the correct forms of the nouns in brackets.
(The students read the passage and fill in the blanks.)
T：Who wants to share their answers？For the first blank，what did you write
S7：I wrote “vegetables”．Usually we eat different kinds of vegetables，so it's countable in this context.
T：Very good！And for the second one？What did you fill in
S8：I filled in “sweets” because it means candies or desserts，which are countable.
T：Great job！Let's continue with the other blanks.
設計意圖：讓學生在完整的語篇中運用可數與不可數名詞的知識進行填空，培養學生的綜合語言運用能力和對語境的理解能力。通過師生互動，引導學生思考名詞在不同語境中的形式變化，進一步鞏固所學語法知識。
Activity 5 Pair work(內化與運用)
T：Now，let's work on 3d.Imagine that your friends are at your home.Offer them food and drink.You can use the words and phrases we learned.Pair up with your partner and start the conversation.One of you will be the host and the other will be the guest.
(After a while)
T：Okay，let's listen to some of your conversations.Which pair wants to go first
Pair 1：
A：Would you like something to drink or to eat
B：I'd like something to drink.
A：What would you like，coffee or milk
B：Coffee，please.
(Then invite several pairs to act their conversations out.Offer some help if necessary.)
設計意圖：創設真實的情景交際活動，讓學生在小組合作中運用所學的可數與不可數名詞知識進行口語表達，提高學生的語言交際能力和合作能力。通過展示不同小組的對話，為其他學生提供范例，同時給予積極的反饋和評價，增強學生的學習動力，有利于培養學習能力。
Activity 6 Homework(分層作業)
必做題：Write five sentences using countable and uncountable nouns for food and drink correctly.
選做題：Create a short story about a food party.Use at least ten different food and drink nouns(both countable and uncountable) in the story.
第三課時　Section A(Grammar Focus 3a—3d) Countable nouns：bean，chip，cookie，dumpling，egg，noodle，strawberry，vegetable Uncountable nouns：beef，bread，meat，milk，mutton，pork，rice，sugar，tofu Countable & uncountable nouns：cabbage，cake，chicken，drink，fish，food，fruit，salad，sweet，tea Key sentence patterns： 1．—Would you like…or…？ —I'd like… 2．—What…would you like，…or…？ —…，please. 3．—What do you usually have for …？ —I usually have …
During the teaching process，students showed a good understanding of the concepts of countable and uncountable nouns.However，they still faced difficulties in determining the countability of certain nouns in specific contexts，such as “chicken” and “fish”．In future teaching，more examples should be provided for comparative analysis to help students deepen their understanding.Situational communication activities have sparked students' interest in learning.However，some students were still not confident enough in oral expression and were not fluent enough.More opportunities for oral practice should be provided in the future to encourage students to express themselves boldly.第一課時　Section A【(1a—1d)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Unit 4.First，let's look at the title and the picture.And share the following questions.
T：Can you name any of the foods or dishes in the picture
S1：I can see watermelons.(Students may identify some of the foods in the pictures.)
T：Which dish would you like to eat the most
S2：I would like to eat the fish.(Students answer based on their own preferences.)
T：What is your favourite food？Do you often eat it
S3：My favourite food is hamburgers.But I don't often eat them because they're not healthy.(Students are free to answer.)
設計意圖：通過觀察標題和圖片，引發學生對本單元主題“Eat Well”的關注，激發學習興趣。老師提出幾個問題，引導學生思考與食物相關的話題，激活背景知識，為后續學習做鋪墊。
Activity 2 Presentation(獲取與梳理)
T：We are going to work on 1a.Write the foods in the box under the pictures.Which food(s) do you like
(The teacher shows a box filled with various food flashcards.Sequentially，the teacher takes out each card，displays it to the students，and teaches its pronunciation.Then，the teacher places the card under the corresponding picture on the blackboard，guiding students to read the word aloud.)
T：This is a carrot.C A R R O T，carrot.Repeat after me.
(After students repeat the word，they write other food words under the corresponding pictures.)
T：Now，write the words in the box under the pictures.
(Then the teacher asks them about their favourite foods.)
設計意圖：讓學生通過觀察圖片和書寫食物詞匯，進一步熟悉與食物相關的單詞。詢問學生喜歡的食物，引導學生表達個人喜好，并培養語言運用能力。
Activity 3 Listening(獲取與梳理)
T：Let's work on 1b.Listen to the first conversation.Tick what Li Meng and Jane would like for lunch.
(Students listen carefully and tick the answers.)
T：OK，let's check the answers.Who can tell me what Li Meng would like for lunch
S：Li Meng would like noodles with beef and cabbage.
T：Very good.And what about Jane
…
(Play the dialogue again，allowing students to check their answers and ensure they understand the content of the conversation.)
設計意圖：通過聽力練習，訓練學生獲取關鍵信息的能力，即人物午餐想吃的食物，同時加深學生對新學的食物詞匯在實際語境中的理解和記憶。
Activity 4 Listening(獲取與梳理)
T：Let's work on 1c.Listen to the second conversation.What does Jane have for breakfast(B)，lunch(L)，and dinner(D)
(The teacher plays the second dialogue from 1b.While listening，students take notes on the foods Jane eats for her three meals and mark B，L，and D in the corresponding places.After the dialogue，the teacher checks the answers with the students.)
T：Now，let's see what you got.For breakfast，what does Jane have
Ss：Jane has bread and milk for breakfast.
T：Good.And for lunch
…
T：Well done.Listen again if you have any questions.
設計意圖：再次通過聽力練習，讓學生了解Jane的不同餐食的內容，進一步熟悉與飲食相關的表達。在教師的指導下，學生掌握聽力技巧，提升聽力微技能。
Activity 5 Practice(獲取與梳理)
T：Let's work on 1d.Now write the foods you usually eat for breakfast，lunch，and dinner on paper.Then ask your classmates about their meals and record their eating habits.
(Students discuss with each other.)
S1：What do you usually have for breakfast
S2：I usually have porridge and an egg for breakfast.What about you
S1：I usually have bread and juice.
…
(The teacher circulates around the classroom，observing students' interactions and providing timely assistance and guidance.After a few minutes，the teacher invites several students to share the outcomes of their discussions.)
設計意圖：讓學生運用所學知識，寫出自己的一日三餐，實現從輸入到輸出的轉換，鞏固所學的食物詞匯和句型。通過詢問同學的飲食情況，加強學生之間的互動交流，提高口語表達的流利度和交際能力，同時讓學生了解不同人的飲食習慣。
Activity 6 Pronunciation(歸納與應用)
Work on Pronunciation 1
T：We're going to learn about vowel sounds.Let's listen and repeat.Please pay attention to the sounds.
(The teacher plays the listening text for the students.The students try to repeat.)
T：Now，dear students，can you add one more word to each group
(The teacher presents each group of words on the screen，asking students to add a new word based on the phonetic rules they have learned.)
T：Now，let's check each group.Who has an answer for the / / group
S1：We can add “box”．
T：Very good.Keep going.
S2：In the / / group，we can add “boat”．
T：Excellent.
(After the students complete adding words，the teacher gets the students to read all the words together.)
Work on Pronunciation 2
T：Now，everyone.Let's listen to the conversation carefully and then try to repeat.Pay more attention to the intonation.
T：Listen carefully.“Welcome to my home！First，do you want to play football or basketball in the garden？” Notice the rising tone at the end of “football” and the falling tone at the end of “basketball”．Repeat after me.
(After the students have repeated a few times，the teacher asks them to practise the conversations on the screen.Then the students can experience the use of intonation in actual communication.)
設計意圖：通過語音學習，幫助學生掌握元音的發音規律，提高學生的發音準確性。同時，朗讀對話能幫助學生掌握選擇疑問句的語調，增強學生口語表達的自然流暢性。
Activity 7 Homework(分層作業)
必做題：Use the learned sentence patterns to ask your family members about their daily meals and record them.
選做題：Try to make a weekly diet plan in English，including food names and meal times.
第一課時　Section A【(1a—1d)& Pronunciation 1—2】 Key words：cabbage，mutton，salad，bean，chip，etc. Key sentence patterns： What would you like to eat/drink What do you usually have for breakfast/lunch/dinner Would you like…or…？
Pronunciation：vowel sounds o：/ /，/ /，/ / oa：/ / oo：/u /，/ / ou：/a / ow：/ /，/a /
During the teaching process，it is important to pay attention to students' participation and understanding，and adjust teaching methods and pacing accordingly.For the differentiation between countable and uncountable nouns and phonetic knowledge，more examples and exercises can be added to help students master these concepts better.

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