7A Unit 6 Food and lifestyle教 案
task
教学目标：
通过阅读文章了解Siomn的饮食和生活方式。
将关于饮食和生活方式的信息用文章形式表达出来。
四会词汇：whole
句型：
This helps me start the day well.
We need them to keep healthy.
I also drink lots of water every day.
教学重点：
通过阅读文章了解Siomn的饮食和生活方式。
将关于饮食和生活方式的信息用文章形式表达出来。
教学难点：
This helps me start the day well.
We need them to keep healthy.
I also drink lots of water every day.
教学准备：
录音机
多媒体课件
教学步骤：
Part one :预习作业与交流
检查《高效课堂》中第8课时的预习作业。
集体校对答案。
Part two:交流展示与点拨提高
Step one : presentation
Here is an article about Simon’s lifestyle. Please listen to it and answer the questions.
Why does Simon play football?
What helps Simon start the day well?
Which meal gives Simon energy for the whole afternoon?
What does Simon often have for dinner?
Now please read the article. Ask and answer questions about Simon’s lifestyle with your parner. 要求学生仔细阅读文章，鼓励学生就文章提一到两个问题，同座位之间互相回答。然后请两到三组学生提出他们的问题，并请其他学生回答。
Step two: writing
学生根据自身情况完成第79页的信息表，然后模仿Simon的文章写一篇关于自身情况的短文。鼓励学生运用第78页给出的表达或使用更丰富的语言。
作文完成后，教师当堂讲评几篇作文，以鼓励性评价为主。
Step three: language points
动词不定式“to do”
Part three : 当堂检测
完成《高效课堂》中第8课时的当堂检测部分。
校对纠正。
Homework :
让学生课后查阅他们喜爱的运动员或明星的饮食和生活习惯，用英语将他们的生活方式的主要信息写成一篇小文章。可以制作成海报进行评比和展览。
背诵Simon的文章。
完成《高效课堂》中第8课时的拓展延伸部分。
复习完成《高效课堂》中第9课时的预习导学部分，自主复习unit 6的主要内容。
7A Unit 6 Food and lifestyle教 案
Reading 2
Teaching Aims: 1. Of??knowledge：Revise and learn some new words about food and lifestyles. 2. Of??skills： Improve the skills of looking for the main idea and details of an article.
3. Of??emotion:??Know about the relationship between food and health.
key points: fit , meal , pear, sugar, tooth, change, plan, more, pool, swimming pool
sentences :
I need to keep fit.
I always have milk and braed for breakfast.
There is a swimming pool near my home.
I plan to go swimming every week.
Difficult points:
I need to keep fit.
I always have milk and braed for breakfast.
There is a swimming pool near my home.
I plan to go swimming every week.
Teaching preparation : recorder , some pictures, and computer
Teaching design:
Part one : 预习作业与交流
检查校对学生在《高效课堂》中的预习作业。
纠正错误。
Part two: 交流展示与点拨提高
Step one :导入
1 朗读课文，回顾信息，完成B3部分。
2 独立完成B4部分的填写，两人一组完成对话，可对答案，学生不看书本，教师问，学生答，完成该部分对话的复述。
Step two: 练习
1 完成表格，巩固上一课时掌握的课文信息。教师说：fill in the table with the information about Kitty and Daniel.
Kitty
Daniel
What she/he eats
For breakfast
1
He loves:
5
For lunch
2
For dinner
3
He plans to eat:
6
Between meals
4
How she/he eats
How often does she exercise?
7
How often does he exercise?
9
How long does she exercise？
8
He plans to:
10
2 根据上面表格口头复述课文内容，可以不完全按照课文的顺序，只要基本信息包含在内即可。教师说：use the information in the table and retell the articles about Kitty and Daniel.
3 请学生用自己的信息填写上面的表格，并对自己的生活方式进行口头的描述。给学生三分钟的时间准备。教师说：now let’s talk about our own lifestyle. What do we eat and how do we live? Fill in the table with your own information, and then make an oral report for us.
4 用词组翻译、完成句子的方式考查本课的词组和句型。
Step three :知识点的理解和运用
1 名词所有格：kitty’s and Daniel’s 与Kitty and Daniel’s
2 love 与 like
3 need的用法
4 keep fit 和 keep healthy
5 feel 感官动词是系动词的一种。
6 too much, too many 与 much too
Part three :当堂检测
完成《高效课堂》第三课时中当堂检测的部分。
检查校对。
Homework：
记忆本课所学的词汇、词组和句型。
仿照课文内容，请学生就自己的饮食和生活方式写一篇小短文。
完成《高效课堂》第三课时中拓展延伸的部分。
预习完成《高效课堂》第四课时中的预习导学，预习语法。
教后感：
7A Unit 6 Food and lifestyle教 案
Grammar 1
教学目标：
识别并学会使用可数名词
掌握可数名词的复数形式，包括规则变化和不规则变化。
教学重难点：
识别并学会使用可数名词
掌握可数名词的复数形式，包括规则变化和不规则变化。
教学准备：
有关可数名词实物的图片或实物。
教学步骤：
Part one: 预习作业与交流
检查《高效课堂》里的预习导学。
交流校对。
Part two:交流展示及点拨提高
Step one: 呈现
1 用实物呈现可数名词单数及不定冠词修饰单数名词的区别。教师拿出一本书问：what’s this? It’s a book. 将a book写在黑板上。接着拿出一个苹果问：what’s this? It’s an apple. 将an apple写在黑板上。引导学生发现a和an在修饰单数可数名词时的区别。
当单数可数名词一元音音素开头时，使用an来修饰，其他以辅音音素开头的单数可数名词用a来修饰。以元音字母开头的单词，当元音字母发元音音素时，使用an来修饰，否则使用a来修饰，如：
This is an umbrella.
That is a university.
2 用实物呈现可数名词复数。教师拿出两本书问：what are they? They are two books. 将two books下在黑板上，用红色将books 的s标注出来。以此方法再引出pens, rulers, bags等。
教师引导学生发现黑板上列出的名词复数与单数的不同：what is the difference between book and books? 请疑问学生总结：名词复数是在名词单数后面加s。教师带读名词复数，引导学生注意并模仿s的发音。
3 练习可数名词直接加s变复数，如：hamburger, orange, carrot, apple, pear, cake, cabbage, vegetable. 请几位学生将它们的复数形式写在黑板上，并尝试把它们都读出来，教师注意要帮学生纠正发音。
4 呈现可数名词变复数的其它规则。给出名词family， 提问：do you knowhow to change it into plural form? 将family-families写在黑板上，请学生说出这个单词的变化过程。对比boy-boys,请学生思考同样是y结尾的单词，为什么变化方式不同。然后将规律告诉学生，以福音字母加y结尾的名词才去y加ies。
以此方法将名词变复数的其它几条规则教授给学生，然后请学生根据所给例词总结出规则。注意在教授过程中不断强化名词复数的读音。
5 呈现可数名词变复数的不规则变化。将man-men, woman-women, foot-feet, tooth-teeth, sheep-sheep, child-children列在黑板上，让学生们讨论它们变化规律是什么。
告诉学生，我们之所以找不到规律是因为它们是不规则变化，需要我们一个一个单独去记忆。教师带读这些词汇。
Step two: 操练
1 让学生写出下列名词的复数形式，对名词复数的变化进行巩固。
egg story factory class potato knife half tomato picture kilo watch dish sweet drink boy
2 核对答案后，教师带读这些名词的复数形式。答案如下：
eggs stories factories classes potatoes knives halves tomatoes pictures kilos watches dishes sweets drinks boys
Part three: 当堂检测
完成《高效课堂》第四课时中的当堂检测部分。
检查校对。
Homework:
记忆名词变复数的规则和典型例词，以及常用的名词复数不规则变化。
搜集所学过的名词，为它们进行可数或不可数的划分，并将可数名词变为复数。将搜集到的疑问记录下来，与教师讨论。
完成《高效课堂》中第四课时的拓展延伸部分。
预习下一课时的生词，完成《高效课堂》中第五课时的预习导学部分。
教后感：
7A Unit 6 Food and lifestyle教 案
Study skills
教学目标：
认知英语中的部分辅音音素。
能正确读出这些辅音音素。
能根据已学的音标认读新单词。
教学重难点：
认知英语中的部分辅音音素。
能正确读出这些辅音音素。
能根据已学的音标认读新单词。
教学准备：
录音机
单词卡片
教学步骤：
Part one :预习作业与交流
检查《高效课堂》中的预习作业。
集体校对答案。
Part two:交流展示与点拨提高
Step one : presentation
用已经学过的单词呈现辅音音素。教师在黑板上写下five和fat这两个词，并且问学生： how do you read these two words? 鼓励学生朗读单词。教师用彩色粉笔将字母f标注出来问学生： pay attention to the coloured letter in the words. How do you pronounce it? 教师示范f的发音，学生模仿。
教师在黑板上写下every 和have 这两个单词，用同样的方法呈现字母v的发音，并且示范发音，请学生模仿。
在此环节中，要将相应的音标呈现在黑板上，要求学生认知。
采用同样的方法呈现其余的辅音音素，例词参考如下：
Shirt short thank three this that see glass trip true dry drop much lunch jeep gentleman puts gets beds grades those please
Step two: practice
教师带读教材第77页的音标呈现部分，巩固学生对辅音的认知。
完成教材A部分。
教师可以利用前面单元学过的元音音标与本单元学习的辅音音标组合出一些音标词，指导学生拼读这些音标词来巩固已经学习过的音标。
完成教材B部分的练习。
给学生提供更多的练习，让学生将下列词汇按黑体字字母的发音归类。
fine
through
shine
close
does
zero
spends
van
chocolate
three
treat
six
life
drama
then
draw
drive
goods
China
trick
sheep
them
chick
jump
George
visitor
their
sun
rush
television
four
month
usual
traffic
job
gates
students
wish
needs
class
lights
view
完成C部分朗读练习。教师先指导学生说出黑体字母的发音，确认字母发音之后再进入句子的朗读练习。挑选层次不同的学生朗读，注意及时纠正和表扬。
Step three: 语言知识点
in the tree 和 on the tree
hundred 和 hundreds of
Part three: 当堂检测
完成《高效课堂》中第6课时当堂检测部分。
检查交流并且纠正。
Homework:
朗读课本上提供的练习
从本册书中找出含有这些字母组合的单词，每一类写出三个例词。
完成《高效课堂》中第7课时的拓展延伸。
预习完成《高效课堂》中第8课时的预习导学部分，预习task.
教后感：
7A Unit 6 Food and lifestyle教 案
Comic strip and welcome to the unit
Teaching aims:
1、To revise old vocabulary and learn new vocabulary about food.
2、To talk about likes and dislikes with regard to food.
3、To use adjectives to describe different tastes.
Key points:
Words: noon，hamburger, keep, lemon, watermelon, chocolate, beef, carrot, sweet, meat, health
Sentences:
I like/dislike/hate/love
I don’t like
do you like…?
an apple a day keeps the doctor away .
what about you ?
Difficult points:
I like/dislike/hate/love
I don’t like
do you like…?
an apple a day keeps the doctor away .
what about you ?
Teaching preparation: recorder, computer
Teaching design:
Part One: 预习作业与交流
1.Check the prepared work.
检查校对《高效课堂》里第一课时的导学案。
2. Warm-up activity
Brain-storming
Give Ss five questions about the daily diet and ask them to answer them as soon as possible.(show them by ppt.)
1. How many meals do you have a day?
2. What drink do you like best?
3. What fruit do you like best?
4. What is your favourtie meat?
5. What is your favourtie vegetable?
交际法，师生问答, 复习已经学过的有关食物的单词。
2) Ask students to name as much food as possible in English and write them on the blackboard and group them. Teachers can ask the following questions:
What food do you have for breakfast/lunch/supper?
What food do you like? Why?
What food do you dislike? Why not?
What food is good for us?
What food is bad for us?
What Chinese food do you know?
What Western food do you know?
Do you like Chinese food or Western food? Why?
交际法，师生问答, 了解中西方不同的食物并认识哪些是健康食物，
鼓励学生能简单讲出喜欢或不喜欢的原因。
Part Two: 展示探究
Step one : 导入
1 教师将Comic strip 的第一幅图片展示给学生，先遮盖文字部分，问学生： What is Eddie thinking? Do you know his favourite thing ?
2 让学生发挥想象，针对学生的回答回应： yes, he is thinking about having lunch. He likes food best. Today we will talk about food and how to eat healthily.
Step two : 呈现
1 教师利用图片与学生讨论Eddie的午餐，从而引入事物的话题， 并介绍A部分的生词。继续讨论Comic strip第一幅图片，问学生： what’s the time in the picture ? yes ,it’s half past ten. It’s noon . what do you think Eddie wants to have for lunch ? Some meat ? chicken , beef, or pork ? 教师在此过程中用图片呈现这三种肉类食品并分别带读。
2 熟读这三个词汇后，教师与学生进行如下自由交流：
Which meat do you think Eddie likes to have for his lunch ?
Which one do you like to eat ?
Do you think meat is good for our health ?
Do you think we should eat a lot of meat for each meal or each day ?
3 教师利用图片呈现集中蔬菜： Eddie also needs some vegetables for lunch, because sometimes vegetables are more important than meat. They are good for us to keep healthy. What are the vegetables here ? yes, they are potatoes , tomatoes , and carrots.
4 教师带读生词并与学生进行自由交流。
Of the three vegetables , which one do you think Eddie will like to eat ?
And what about you ?
Do you eat vegetables for each meat or each day ?
5 教师利用图片分类介绍各种食品，并与学生进行自由交流，参考问题如下：
What fruit do you see in the picture ?
What fruits do you often eat ?
Do you think fruit juice is better than fruit?
When do you usually eat fruit, before meals or after meals ?
Do you think snacks are delicious ? Are they good for our health? And how often do you have some snacks?
6 完成A部分练习。
7 学习Comic strip。 教师说：just now , we talk about many kinds of food. Now listen to the tape and tell me what Eddie is going to have for his lunch. 教师播放录音并请学生回答问题。
8 学生朗读对话， 教师提出第二个问题：What does Hobo want Eddie to have for lunch ? why? 给学生两分钟自由朗读对话，之后请他们复述对话。
9 提供一篇短文，请学生根据对话填写空缺的词汇，没空一词。
It’s . Hobo and Eddie are talking about what to eat. Eddie would like to have a . but Hobo thinks hamburgers are not for their health, and that Eddie should have an , because an apple a day the doctor away. Eddie agrees, but he needs . do you think he can eat ten apples for just one meal?
10 教师与学生讨论自由讨论Eddie的午餐健康与否问题。教师得出结论： Hamburgers are not good for health . Apples are good but we can not only eat them for lunch. 并提议：Let’s make a healthy diet for Eddie, shall we ? It should be a diet for three meals for each day.
Step three : 操练
1 为Eddie 设计一份健康的一日三餐食谱。学生以四人小组为单位。准备三分钟，然后请学生以报告或对话的形式向全班展示。教师可以给出更多夫人食物词汇作文补充。
2 以B部分对话为范例，操练对话。步骤如下：
听对话，回答问题，如：what does Millie like？ And how about Danile?
朗读对话。
表演对话。
编排新对话并表演。
再此过程中，让学生尽量多运用有关食物的词汇。
Step four : 语言点
1 Be good for
区别：be good at / be good with / be good to
2 eat 与have 的区别
3 keep 的多种用法
4 how about
5 fish
Part three : 当堂检测
完成《高效课堂》中第一课时里的当堂检测部分
Homework
背诵本科室词汇、词组及句型。
完成《高效课堂》中第一课时里的拓展延伸部分。
预习完成《高效课堂》中第二课时reading 里的预习导学部分，预习reading..
学生准备对话表演。情境为班级要举行一次周末聚餐活动，生活委员询问大家喜欢什么食物，以作准备。四人一组完成对话表演。
教后反思
7A Unit 6 Food and lifestyle教 案
Grammar 2
教学目标：
识别并学会使用不可数名词。
学会正确使用量词修饰不可数名词。
四会词汇：piece, glass, salt, cup, kilo, bottle
句型：what do we need to buy?
教学重难点：
识别并学会不可数名词。
学会正确使用量词修饰不可数名词。
教学准备：
有关不可数名词实物的图片或实物。
几个用来装不可数名词实物的容器或容器图片。
教学步骤：
Part one: 预习作业与交流
检查《高效课堂》里的预习导学。
交流校对。
Part two:交流展示及点拨提高
step one :呈现
1 用实物呈现不可数名词。教师拿出一瓶水，问：what’s this? It’s water. But can we say it’s a water? No, because water is uncountable. Water ia an uncountable noun. Now, can you tell me some more uncountable nouns? 结合学生给出的答案，将以下例词写在黑板上：juice, rice, tea, meat, milk, chicken, salt, bread.请学生根据所给例词总结什么是不可数名词。
2 告诉学生，可数名词是可以用来计数的名词，可数名词有单数和复数形式，如：desk-desks, apple-apples等。不可数名词是不可以直接用来计数的名词, 不可数名词没有复数形式。特别要注意的是，有些不可数名词在表达种类或具体情况时可被用作可数名词，如：
There are three hairs in my soup.
There are many different noises in the jungle.
3 教师再次举起那瓶水说：we can’t say it’s a water, but we can say it’s a bottle of water. So, when we talk about the amount of the uncountable nouns, we can use nouns before them. For example, a bag of rice, two cups of coffee and three kilos of beef.
教师给出一些装在容器里的不可数名词的实物或图片，请学生描述。
Step two: 练习
1 朗读第74页的单词和短语。
2 请学生完成该页下半部分的对话填空，核对答案后，请两位学生分别将其中的可数名词和不可数名词总结出来。
3 请学生分角色将对话朗读一遍。
4 在黑板上写出下列单词。
apple cup orange beef dish plate bowl egg pot bread hamburger rice cake juice salt cheese meat tomato cola milk vinegar
请学会告诉教师哪些单词是可数的，哪些是不可数的。将它们整理为两栏，分为可数名词和不可数名词。让学生抄在书上。
Countable nouns
uncountable nouns
Apple bowl cake cup dish egg hamburger orange plate pot tomato
Beef cheese cola juice meat milk rice salt vinegar
Part three: 当堂检测
完成《高效课堂》第5课时中的当堂检测部分。
检查校对。
Homework:
搜集所学过的名词，为它们进行可数或不可数的划分，并将可数名词变为复数。将搜集到的疑问记录下来，与教师讨论。
完成《高效课堂》中第5课时的拓展延伸部分。
预习下一课时的生词，完成《高效课堂》中第6课时的预习导学部分。
教后感：
7A Unit 6 Food and lifestyle教 案
Integrated skills
教学目标：
1 能通过阅读和听录音获取有关信息。
2 了解关于某人生活方式的具体信息。
3 掌握餐厅点餐用语。
四会词汇：less, than, total, number, score, point, more, order, menu,bean, taste
句型：
How long do you sleep every night?
You need to exercise more and eat more healthy food.
What would you like to order?
Would you like some vegetables?
教学重点：
能通过阅读和听录音获取有关信息。
了解关于某人生活方式的具体信息。
掌握餐厅点餐用语。
How long do you sleep every night?
You need to exercise more and eat more healthy food.
What would you like to order?
Would you like some vegetables?
教学难点：
How long do you sleep every night?
You need to exercise more and eat more healthy food.
What would you like to order?
Would you like some vegetables?
教学准备：
录音机
多媒体课件
教学步骤：
Part one :预习作业与交流
检查《高效课堂》中第6课时的预习作业。
集体校对答案。
检查学生单词的预习情况，请学生来读单词，个别纠正错误的发音。
集体朗读单词
Part two:交流展示与点拨提高
Step one : A how to keep fit
leading in
Today we are going to talk about how healthy you are and how to keep fit. Do y第ou think you are healthy? Can you tell me how to keep healthy? 选择几位学生来发表他们自己的意见。
Here is a questionnaire to check if you are healthy. Let’s go through the six questions together.
Step two : presentation
完成问卷，教师与学生一起讨论问题，在讨论过程中教授词组less than, more than以及how long 和how often 开头的句型。
How often do I exercise? I exercise less than three times a week. Only once or twice a week. How long do I exercise every time? I like walking, so I always walk more than an hour, about an hour and a half. 板书：less than < 和more than >.
解释：how long 和how often.: we often use words like sometimes, seldom, often, never and three times a week to answer “ how often” questions. And we answer a “ how long” question with a period of time, such as an hour, two days and three years.
请两位学生回答调查问卷中的第1个问题和第2个问题，看看他们是否明白了这两个词组和句型的意思。
让学生完成调查问卷，如有需要，可以与同桌讨论。完成问卷后，请几位同学来说说他们的选择，进行简单的讨论，评价他们的生活方式是否健康。
Step three: listening
Now let’s see Benny’s lifestyle. Listen to an interview with him and tick the correct boxes. 播放录音，完成Benny的选项，必要时，可以听两遍。
再次播放录音，集体核对答案。请一到两位学生简单评价Benny的生活方式是否健康。
Do you want to know how healthy you and Benny are? The table on page 76 can help you. 请学生完成A3部分的评分，选择几位学生将自己所得分数的对应的评价读出来。再请一位学生将Benny的评分结果读出来。
对全体学生的评分结果进行统计，对健康的学生表示祝贺，建议不健康的学生注意调整自己的生活方式。可以让学生互相给出建议。
Step four: B speak up : what would you like to order?
1. Millie and her cousin Andy are ordering food at a restaurant, listen to their conversation, and tell me what Andy and Mille have for dinner?
2. 再播放一遍录音，先让学生跟读，然后分角色朗读。
3. 让学生两人小组为单位，准备相关话题的对话表演，准备时间为5分钟。
Sample conversation
S1: What would you like to eat?
S2: Some soup first, please.
S1: Would you like some rice?
S2: No, thanks. I’d like some fish.
S1: What about some chicken?
S2: OK, just a little. Mmm, ie tastes good.
S1: Would you like some more chicken?
S2: No, I’d like some vegetables.
S1: OK, anything else?
S2: I’m full, thanks.
Step five: 语言点
how often
would you like
order
taste
by
重点短语：
less than
more than
3 times a week
watch TV
take a walk
not bad
all right
a can of cola
apple juice
no problem
Part three: 当堂检测
完成《高效课堂中》的第5课时的当堂检测。
检查校对答案。
Homework:
让学生参照本课的调查问卷对一名家庭成员或朋友进行采访，将采访结论记录下来并组织成一篇口头报告，下节课向教师汇报。
完成《高效课堂》中第6课时的拓展延伸。
预习完成《高效课堂》中第7课时的预习导学部分，预习study skills.
教后感：
7A Unit 6 Food and lifestyle教 案
Reading 1
Teaching Aims: 1. Of??knowledge：Revise and learn some new words about food and lifestyles. 2. Of??skills： Improve the skills of looking for the main idea and details of an article.
3. Of??emotion:??Know about the relationship between food and health.
key points: fit , meal , pear, sugar, tooth, change, plan, more, pool, swimming pool
sentences :
I need to keep fit.
I always have milk and braed for breakfast.
There is a swimming pool near my home.
I plan to go swimming every week.
Difficult points:
I need to keep fit.
I always have milk and braed for breakfast.
There is a swimming pool near my home.
I plan to go swimming every week.
Teaching preparation : recorder , some pictures, and computer
Teaching design:
Part one : 预习作业与交流
检查校对学生在《高效课堂》中的预习作业。
纠正错误。
Part two: 交流展示与点拨提高
Step one :导入
1 复习：教室请几组学生表演上一节课布置的对话。
2 与学生自由讨论饮食和生活习惯，引入生词。
What do you often eat for three meals a day?
Do you know how to eat healthily?
Do you like eating sugar？ Eating too much sugar is bad for our teeth. Do you think so?
Do you often drink cola? Cola is unhealthy. How to change this bad habit?
If you are not strong or healthy enough, what do you plan to do？
3 教师总结讨论结果，引入课文：to have a healthy lifestyle is very important. For breakfast we can have something like milk and bread. For lunch we should eat more, like beef, fish, rice and some vegetables. They can give us enough energy. We should not eat too much for supper because we do fewer activities in the evening. Doing enough exercise is necessary. Swimming is good exercise.
Step two: 呈现
1 听录音，回答问题。教师说：let’s listen to Kitty’s article about her lifestyle, and answer the questions.
What does she love doing？
How long does she do that every day?
2 朗读课文。
3 阅读课文，完成B2部分Kitty的表格。
4 在本篇课文中找出B1左栏中的前四个词，并在右栏中找出正确释义。
5 听课文录音，回答问题。教师说：now let’s listen to Daniel’s article, and answer the question: what does he like to do, to eat and to drink?
6 朗读课文。
7 阅读课文，完成B2部分Daniel的表格。
8 在本篇课文中找出B1左栏的后两个词，并在右栏中找出正确释义。
Step three: 练习
1 看图说话，复述Kitty和Daniel的食谱。在多媒体课件中准备包括Kitty和Daniel食谱的食物图片，让学生为食物和人物进行匹配，再进一步细致地描述他们分别在哪一餐食用哪一种食物。在此过程中，要求每个学生描述一到两点即可。
2 完整描述Kitty和Daniel的食谱。经过上一个环节的反复练习，学生应有能力比较完整的复述Kitty和Daniel的食谱，请三位学生到讲台上来做报告。
Part three : 当堂检测
完成《高效课堂》第二课时中当堂检测部分。
校对答案。
Homework:
朗读并复述课文。
记忆生词，词组和句型。
完成《高效课堂》第二课时中拓展延伸部分。
预习完成《高效课堂》第三课时中预习导学部分，预习reading 2。
教后感：
