Unit 3 Getting Together
Topic 3 What would you like to drink
教学内容分析及课时分配建议：
该话题通过康康在家招待客人 ( http: / / www.21cnjy.com )，谈论饮食习惯以及人们在饭馆吃饭，学习有关饮食习惯表达及常用的就餐用语，在此基础上了解中西方饮食文化的差异，并注意培养健康的饮食习惯。主要句型及语法有：What would you like to have ” “Would you like something to drink ” “What about/Why not… ” 同时借助图片学习食物的表达，并初步了解可数名词与不可数名词的用法。最后学习字母a及其组合a+ss/st/sk/sp, ar, ai, ay的读音规则，并能根据发音规则进行单词的拼读与拼写。最后通过Project的活动对所学内容进行积极应用。
本话题建议用5个课时来完成：
第一课时：Section A 1a, 1b, 1c, 2, 3
第二课时：Section A 4a, 4b Section B 1a, 1b, 1c, 2
第三课时：Section B 3a, 3b Section C4a, 4b
第四课时：Section C1a, 1b, 1c, 2, 3
第五课时：Section D Grammar& Functions, 1, 2 Project
第四课时（Section C 1a, 1b, 1c,2,3）
教学设计思路：
本课通过就餐的场景继续 ( http: / / www.21cnjy.com )学习就餐时的常用表达法，如Why not have some fish and eggs Good idea! 等。本节课首先复习食物与饮料的名词以及就餐用语。通过讨论外出就餐的图片，并对本节课将学习到的目标语进行简单操练，然后顺利过渡到本节课的教学内容，为后面的阅读扫清障碍。通过让学生为文段选择合适标题，训练学生根据图片猜测文章大意的能力，然后完成相应的阅读任务。最后完成2和3的任务，进一步巩固本话题所学内容。至此完成本节课的学习。
I. Teaching aims
1. Knowledge aims:
能够正确运用常用的就餐用语。
2. Skill aims:
（1）能够听懂关于饮食习惯的表达和就餐用语。
（2）能够根据图片理解有关就餐的对话与小短文，并根据要求进行学习活动。。
3. Emotional aims:
（1）能够积极与同学合作，参与课堂活动。大胆实践。
（2）使学生乐于接触并了解中西方餐饮习惯的差别。
4. Culture awareness:
了解中西方的饮食文化以及中西方文化的差异。
Ⅱ. The key points and difficult points
Key points:
（1）Words and expressions ：eat, out, why
（2） Sentences: ①---Would you like to have dinner with me
---Yes, I’d like to.
②---What would you like to eat
---Let me see.
③---Why not have some fish and eggs
---Good idea!
④---Help yourself to some fish.
---Thanks.
⑤Here you are.
Difficult points：
就餐用语在实际生活中的运用。
III. Learning strategies
培养借助问题来阅读理解故事大意的习惯，提高阅读理解的技能。
培养学生对阅读材料进行寻读的技能。
能够将所学的内容运用到实际的日常生活中。
IV. Teaching aids
录音机/多媒体/小黑板/图片
V. Teaching procedures
Stage 1（5mins)： Revision
Step Teacher activity Student activity Designing purpose
1.(Class activity) Greet and warm up.T: Good morning! T:… Greet and warm up.Ss: Good morning! Ss:…
2.(Group work) Review the words ( http: / / www.21cnjy.com )about food and drink. T: Let’s divide all the students into groups. One says the words of foods, the other says the words of drinks. The group that can say the more words will be the winner. Understand Say the words about foods and drinks as many as possible. Ss: Yes. 复习有关食物与饮料的名词。
3.( Group work ) Present some pictures in restaurants.T: Look at the pic ( http: / / www.21cnjy.com )tures, they are eating out. Can you make up some new conversations for them T：Are you ready Who can act out your conversation Make up some new conversations according to the pictures. Ss: ...Ss: YesPair 1:… 学生自编关于在外就餐的对话，复习就餐用语。
Remark：在竞争中复习及有目的地复习会让学生兴致更高，且能提高学习效果。
Stage 2 （8mins)： Pre-reading
Step Teacher activity Student activity Designing purpose:
( Classactivity) Talk about the pictures with the students. T: What are they doing in the pictures T: Yes, they are ( http: / / www.21cnjy.com )eating out. Do you know “eat out” It means “they are eating in the restaurant instead of home.” So the Chinese meaning of “eat out” is … T: Quite right. If you are eating out, what would you like T: Would you like to eat fish T: Why not have some fish today Talk about the picture and learn new words and sentences. S1: They are eating in the restaurant. Ss: 下馆子。S2:I’d love to eat some fish. S2: Yes, I’d love to. S2: Good idea. 师生就在外就餐的话题继续 ( http: / / www.21cnjy.com )谈论。引出单词eat out, why 的教学。并引出句型Would you like to do sth. Yes, I’d like to… Why not do sth. Good idea 的教学。
2.( Pair work) Ask the students to practice the sentences. T: Class, if ( http: / / www.21cnjy.com )you eat out, I think you can use the sentences. Can you make up some conversations with the sentences T: Are you ready Who can show your conversation to us T: Great! Make up some conversations to practice the sentences. Ss: Yes.Pair 1: --Would you like to have dinner with me ---Yes, I’d love to. ---Why not have some eggs ---Good idea. Pair 2: … 学生与同伴进行操练。
Remark：师生对话中学习新的单词与句型，这样学生更易于理解和接受。
Stage 3（12mins)： While-reading
Step Teacher activity Student activity Designing purpose:
1.(Group work) Present the pictur ( http: / / www.21cnjy.com )es in 1a and get the students to choose a topic for the passage. T: Look at these ( http: / / www.21cnjy.com )pictures, can you guess what they are doing “Visiting a Friend” or “Eating Out”. T:You are right, they are eating out. What may they say when they are eating out Can you make up some conversations for the pictures Choose a topic fo ( http: / / www.21cnjy.com )r the pictures and make up some new conversation for them. Ss: I think they are eating out. Ss: ... 让学生根据图片确定主题，并根据图片自己为图片配上对话。
2.( Class activity ) Present the conversations in 1a. T: Class, these con ( http: / / www.21cnjy.com )versations are about the pictures. Can you match them with the pictures T: Have you finished it T: Which pair would you like to show it to us . Match the conversation with the pictures. Ss: Yes.Ss: Yes.Pair 1:… 图文匹配，更好地理解对话内容。
3.( Group work) Present the question in 1b. T: Please read 1a again and mark true or false. T: Why are No.2 and 3 are false T: Well done. Finish 1b. Ss: No.1 is True, No. 2 and No. 3 are False. S1: They should be: The man in green likes fish or eggs. They don’t want something to drink. 再次阅读1a，完成1b任务，并对不符合文意的表达进行更正。
Remark： 让学生根据图画配文字可以发挥学生的想象力，给对话选择合适的图片，也可以帮助学生进一步理解对话内容。
Stage 4（15mins)： Post- reading
Step Teacher activity Student activity Designing purpose:
1.( Group work ) Ask the students to act out the conversation. T: Now every ( http: / / www.21cnjy.com ) group practice the conversation, and act it out in role after a while. Please prepare for it for five minutes. T： Can you make up a new conversation to act out it in groups Act out the conversation. Ss: Yes. Ss: ... 分角色表演对话，让学生融入情境中去体会语言的使用。
2.(Class activity) Present the sentences in 2. T: Class, please put the following sentences in the correct order. T: Who can tell me you answer T: Is she right T: Practice with your partner. Finish 2. Ss: ...S1: The answer is: 6,1,5,2,4,3 Ss: Yes. Ss:… 本部分在于巩固练习本课的重点句型。
3. ( Group work ) Present the sentence ( http: / / www.21cnjy.com )s in 3. T:Class, please answer the questions May I take your order What do you have for breakfast Would you like to have dinner with me … Please look at the sentences, and choose the correct answers for each question in groups. Finish 3. S1: A glass of apple juice, please. …S2: I often have eggs for breakfast. …S3: Yes, I’d love to. … 师生问答对就餐用语进行一个简单的复习，然后再出示3中的问答句，学生可以准确的找出答语。
Remark：用学生感兴趣的方式复习巩固重点句型，激发学生对英语学习的兴趣。
Stage 5（5mins)：Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose:
1.（Class activity) Encourage the Ss to summarize the key points T:Class will be ( http: / / www.21cnjy.com )over soon. We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them. Summarize the key points.S1:---Would you like to have dinner with me ---Yes, I’d like to.S2:---What would you like to eat ---Let me see.S3:---Why not have some fish and eggs ---Good idea!… 归纳总结本课的知识点。
(Class activity) Assign HMK.T: For today’s HMK. I’d like you to copy the conversation about you have learnt in 1c. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI. Blackboard design
第四课时（Section C 1a, 1b, 1c, 3） Words and expressions：eat, out, why Sentences: ①---Would you like to have dinner with me ---Yes, I’d like to. ②---What would you like to eat ---Let me see. ③---Why not have some fish and eggs ---Good idea! ④---Help yourself to some fish. ---Thanks. ⑤Here you are.Unit 3 Getting Together
Topic 3 What would you like to drink
教学内容分析及课时分配建议：
该话题通过康康在家招待客人，谈论饮食习 ( http: / / www.21cnjy.com )惯以及人们在饭馆吃饭，学习有关饮食习惯表达及常用的就餐用语，在此基础上了解中西方饮食文化的差异，并注意培养健康的饮食习惯。主要句型及语法有：What would you like to have ” “Would you like something to drink ” “What about/Why not… ” 同时借助图片学习食物的表达，并初步了解可数名词与不可数名词的用法。最后学习字母a及其组合a+ss/st/sk/sp, ar, ai, ay的读音规则，并能根据发音规则进行单词的拼读与拼写。最后通过Project的活动对所学内容进行积极应用。
本话题建议用5个课时来完成：
第一课时：Section A 1a, 1b, 1c, 2, 3
第二课时：Section A 4a, 4b Section B 1a, 1b, 1c, 2
第三课时：Section B 3a, 3b Section C4a, 4b
第四课时：Section C1a, 1b, 1c, 2, 3
第五课时：Section D Grammar& Functions, 1, 2 Project
第一课时Section A 1a,1b,1c, 2,3
教学设计思路：
本课通过康康邀请同学就餐的情景呈现 ( http: / / www.21cnjy.com )主要教学内容，学习关于食物与饮料的词汇和就餐用语。学习过程中先通过3的图片学习有食物与饮料的词汇，然后了解可数名词和不可数名词的分类。再进行1a的处理和学习，听录音完成1b表格，帮助学生理解1a的对话大意，训练学生听辨主要信息的能力，并根据表格做出简单陈述。1c 在理解对话的基础上，调查组员喜欢的食物和饮料，在此基础上创设情境，仿编对话，巩固1a所学句型并培养语言运用能力。2则是在1a学习的基础上学习新的句型What about some… 和Good idea!，并在新的语境中运用就餐用语，巩固和拓展1a的句型。至此完成本课的教学任务。
I. Teaching aims
1. Knowledge aims:
（1）能够区分可数名词和不可数名词，并掌握其一般用法。
（2）能掌握含有Would like 表达就餐意愿的表达法。
2. Skill aims:
（1）能够听懂有关饮食习惯的表达和就餐用语。
（2）能够就饮食习惯进行交流并会使用常用的 ( http: / / www.21cnjy.com )就餐用语。 3. Emotional aims:
（1）使学生乐于接触并了解中西方餐饮习惯的。
（2）采用游戏、对话等灵活多样的方式，培养学生对学习英语的兴趣，使其敢于开口，积极参与活动。
4. Culture awareness:
（1）了解西方的饮食文化以及中西方饮食文化的差异。
（2）培养对中国饮食的感情，增强民族自豪感。
（3）对别人的询问和建议等做出适当的反应。
Ⅱ. The key points and difficult points
Key points:
（1）Words and ( http: / / www.21cnjy.com )expressions: yourself, would, fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger, idea
（2） Sentences: ①---Help yourselves!
---Thank you.
②---Would you like some…
---No, thanks.
③---What would you like to have/drink
---I’d like…/Apple juice, please.
④---Milk for me, please.
---Me, too.
⑤---What about some…
---Good idea!
Difficult points：
区分可数名词与不可数名词，并能正确运用。
III. Learning strategies
能够清楚、大声地进行朗读，培养语感和自信心。
培养借助图片等非文字信息帮助理解的习惯。
在交际中，必要时借助手势、表情等进行交流。
IV. Teaching aids
录音机/多媒体/小黑板/图片
V Teaching procedures
Stage 1（4mins)： Revision
Step Teacher activity Student activity Designing purpose
1.(Class activity) Greet and warm up.T: Good morning! T:… Greet and warm up.Ss: Good morning! Ss:…
2.(Group work) Review the words ab ( http: / / www.21cnjy.com )out food and drinks.T: Boys and girls, let’s divide all the students into two groups, and write down the words about food and drink as many as possible. The group that can write most is the winner. Write down the words about food and drink as many as possible. Ss:… 让学生尽可能多地写下他们所学过的表示食物和饮料的名词。激活背景知识。
3.( Class activity) Present the words about food and drink. T: What is your favorite food T: What drink do you like best T: Can you ask and answer like this Talk about their own favorite food or drink. S1: I like eggs best. S2: I like milk best. S3: What is your favorite food, Mike S4: My favorite food is rice. … 让学生讨论最喜欢的食物与饮料，为下面的学习做好铺垫。
Remark：教师复习食物与饮料的方式可以是多样的。
Stage 2 （12mins)： Pre-listening
Step Teacher activity Student activity Designing purpose:
1.(Individualwork) Present the ( http: / / www.21cnjy.com )picture in 3. T: Class, Please ( http: / / www.21cnjy.com )look at the picture. What can you see in this picture T: Which word do you know T: Good, What is ( http: / / www.21cnjy.com )“a” in English I think it is “milk”. Read after me “milk”.…T: Now we have learnt ( http: / / www.21cnjy.com )the words “water, vegetable, bread, hamburger, juice, fish, chicken, milk” and so on. T: Which word ( http: / / www.21cnjy.com )s are countable and which words are uncountable Can you tell me Countable means the word can be counted by numbers. Uncountable is opposite. T: You’ve done a great job! Please pay attention to “bread”. It is uncountable. Learn the word about food and drink. S1: I can see some foods and drinks. S2: I know “egg, rice, bananas…Ss: milk. …S1: I think“ egg, hamburger, banana” are countable. S2: I think“water, ( http: / / www.21cnjy.com )rice, milk, chicken, fish, juice” are uncountable. 学习表示食物的新单词并区分可数不可数。
2. ( Individual work) Talk about the food with the students. T: Now we have know ( http: / / www.21cnjy.com )n many kinds of food and drink. What would you like to eat at noon T: Would you like some milk T: Please practice the conversation in pairs. T: Are you ready Who’d like to show us your conversation T: Well done. Talk about the food with the teacher. S1: I would like some rice and chicken. S2: No, thanks, I’d like some apple juice. Ss:…Pair1: —What would you like to eat —I’d like some bread. —Would you like some milk —Yes, please. … 创设情境，进行简单对话操练，为1a学习做铺垫。
Remark：教师教学时要将关键词、句写在黑板上，这样方便学生根据提示学习。
Stage3（15mins)： While-listening
Step Teacher activity Student activity Designing purpose:
1.(Individual work) Present the pictu ( http: / / www.21cnjy.com )re in 1a. T: What can you see in this picture T: Good. What may they say Can you guess T: You have talked much about the picture. Let’s listen to the tape and check out our guess. Talk about the picture. S1: I can see Kangkang and his friends.S2: I can see some food and drinks.S3:Maybe they are talking about delicious food. S4: Kangkang is offering his friends delicious food. S5: Kangkang is introducing the food and drink. … 预测听力内容，让学生做好听前准备。
2.( Class activity) Play the tape recorder and present the table in 1b. T: Please listen to ( http: / / www.21cnjy.com )the conversation carefully and complete the table in 1b. T: Have you finished it Can you tell me your answers Play the tape and finish 1b. Ss:…S1: Michael would like to have an egg, some fish and milk. S2: Maria would like some chicken and milk. S3: Jane would like rice, chicken and apple juice. 通过听录音完成表格帮助学生理解对话大意，训练学生从听力材料中获取具体食物与饮料信息的能力。
3.(Class activity ) Present the table in 1b. T: Please listen t ( http: / / www.21cnjy.com )o 1a again and repeat the conversation. Pay attention to your pronunciation. T: Look at the table, Can you act out the conversation like them T: Who can come here and act out the conversation. Listen to the conversation again and repeat. And act it out. Ss:…Ss:…… 再次听录音，模仿其语音语调。并根据1b表格操练对话。
Remark： 让学生通过图片先行感知并猜测对话内容。再通过完成表格培养学生理解听力材料的能力。
Stage 4（10mins)： Post- listening
Step Teacher activity Student activity Designing purpose:
1.( Group work ) Ask the students to writ ( http: / / www.21cnjy.com )e down what their group members would like to eat or drink. T: Boys and gir ( http: / / www.21cnjy.com )ls, do you know what your group members would like to eat or drink Please survey them and write them down. T: Have you finished it If you invite your group members to your home for a meal, what do you say Please make up a new conversation in group. Make a survey and finish 1c. Ss:…Ss:… 调查同组同学喜欢的食物和饮料，并根据1a 编写一个新的对话。
2.(Group work) Present the picture in 2. T: Can you make up a conversation according to the picture T: Well done! You can ( http: / / www.21cnjy.com ) use “What about some milk ”“ Good idea”. Who can try it T: Fantastic! Talk about the picture in 2 and make a conversation. Pair 1: --What would you like to have ---I’d like some rice and chicken. ---Would you like some water ---Yes, please. Pair 2: --What would you like to have ---I’d like some rice and chicken. ---Would you like some water ---No, thanks. ---What about some milk ---Good idea! 扩展学习有关就餐的词汇和表达法。
3. (Class activity) Present the co ( http: / / www.21cnjy.com )nversation in 2. T: Now let’s listen to the tape and complete theconversation. T: Who can tell me your answers T: You are right. Let’s listen to the conversation and repeat aloud. Pay attention to your pronunciation. Listen to the conversation and complete it. Ss:…S1: rice, chicken, orange juice, milk. 先预测，后听录音，再核对答案。完成2的练习。
Remark：要学会充分利用书中所给的图片，表格来教学。
Stage 5（7mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose:
1.（Class activity) Encourage the Ss to summarize the key points T:Class will be ove ( http: / / www.21cnjy.com )r soon. We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them. Summarize the key points.S1:---Help yourselves! ---Thank you. S2:---Would you like some… ---No, thanks. S3: ---What would y ( http: / / www.21cnjy.com )ou like to have/drink ---I’d like…/Apple juice, please. S4:… 归纳总结本课的知识点。
2. (Class activity) Assign HMK.T: For t ( http: / / www.21cnjy.com )oday’s HMK, I’d like you to make up a new conversation that you have written in 1c. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI. Blackboard design
第一课时 Section A 1a,1b,1c,1d,2,3a Words and expressions ( http: / / www.21cnjy.com ): yourself, would, fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger, idea. Sentences: ①---Help yourselves! ---Thank you. ②---Would you like some… ---No, thanks. ③---What would you like to have/drink ---I’d like…/Apple juice, please. ④---Milk for me, please. --Me, too. ⑤–What about some… --Good idea!Unit 3 Getting Together
Topic 3 What would you like to drink
教学内容分析及课时分配建议：
该话题通过康康在家招待客人，谈 ( http: / / www.21cnjy.com )论饮食习惯以及人们在饭馆吃饭，学习有关饮食习惯表达及常用的就餐用语，在此基础上了解中西方饮食文化的差异，并注意培养健康的饮食习惯。主要句型及语法有：What would you like to have ” “Would you like something to drink ” “What about/Why not… ” 同时借助图片学习食物的表达，并初步了解可数名词与不可数名词的用法。最后学习字母a及其组合a+ss/st/sk/sp, ar, ai, ay的读音规则，并能根据发音规则进行单词的拼读与拼写。最后通过Project的活动对所学内容进行积极应用。
本话题建议用5个课时来完成：
第一课时：Section A 1a, 1b, 1c, 2, 3
第二课时：Section A 4a, 4b Section B 1a, 1b, 1c, 2
第三课时：Section B 3a, 3b Section C4a, 4b
第四课时：Section C1a, 1b, 1c, 2, 3
第五课时：Section D Grammar& Functions, 1, 2 Project
第五课时 (Section D Grammar& Functions, 1, 2 Project.)
教学设计思路：
本课时主要是复习课。首先通过游戏形式复 ( http: / / www.21cnjy.com )习可数名词和不可数名词，总结本话题中所学的关于询问饮食习惯、就餐和给建议的常用语和表达法。在复习的基础上完成Grammar and Functions，接下来学习英文书信的格式，并给朋友写一封信，写信过程中，教师要给予及时指导并让同伴互评，起到扬长避短的作用。最后通过Project来巩固本话题所学的句型和语法。至此完成本节课的学习。
Ⅰ. Teaching aims
Knowledge aims：
（1）总结可数名词与不可数名词的用法。
（2）复习表示包含习惯，就餐，和给建议的表达法。
（3）学习英文信件的基本格式，并指导回信的写法。
Skill aims:
（1）能够写出食物名词和常用的就餐用语。
（2）能够学会英文信件的格式及如何写回信。
Emotional aims:
通过和他人共同完成任务，培养学生的合作精神。
Culture awareness:
知道中西方饮食文化及差异。
Ⅱ. The key points and difficult points
Key points:
复习可数名词与不可数名词并总结本话题所学的语法。
Difficult points：
掌握书信格式，并能正确运用。
Ⅲ. Learning strategies
1. 能够通过大量阅读总结规律。
2. 逐渐养成预习和复习的好习惯。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V Teaching procedures
Stage 1（10mins)： Revision
Step Teacher activity Student activity Designing purpose
1.(Class activity) Greet and warm up.T: Good morning! T:… Greet and warm up.Ss: Good morning! Ss:…
2.(Group work) Present some countable nouns and uncountable nouns. T: Class, let’s play ( http: / / www.21cnjy.com ) a game. There are some nouns on the blackboard. If you think it is countable nouns, you can plus “s” or “es” behind it. Are you clear T: OK. Please finish the table in grammar. Play a game “a ( http: / / www.21cnjy.com )dding ‘s’ or ‘es’ behind the nouns” to distinguish countable nouns and uncountable nouns. Ss: Yes.Ss: … 以游戏的形式复习可数名词和不可数名词。
3.( Group work) Ask the stud ( http: / / www.21cnjy.com )ents to write the key sentences in this topic as many as possible. T: Please write the ( http: / / www.21cnjy.com )key sentences in this topic as many as possible, The group that write the most sentences will be the winner. Understand T: OK. You did a go ( http: / / www.21cnjy.com )od job. Now please fill in the blanks in Functions. T: Let’s read the sentences aloud together. Review the key sentences in this topic. Ss: …Ss: …Ss: … 复习就餐等重要句型。
Remark：学生游戏通常积极性会比较高， 但教师要有效地控制游戏竞赛的局面，做到有效复习。
Stage 2（10mins)： Task 1
Step Teacher activity Student activity Designing purpose:
1. (Class activity) Present a few letters written in English. T: Here are some le ( http: / / www.21cnjy.com )tters written in English. Can you tell me its form For example, at the beginning of the letter is “Dear …” You can say it in Chinese. T: Well done. Thank you. Learn the letter’s form. S1: The letter begins with “Dear…”.S2:… 教师给出几封英文信件，让学生整体感知。然后教师展示出英文信件的基本框架，让学生学习并掌握dear的用法。
2. (Individual work) Present the letter in 1. T: Please look at the letter. Can you read it and finish it T: Have you got the answer Who can tell me your answers T: OK, your answ ( http: / / www.21cnjy.com )ers are all correct. Now let’s choose the key words in this letter together. T: Can you repeat the letter according to the words T: Who’d like to repeat the letter Finish 1. Ss: …Ss: Jane. kind, nice, China. Ss: be kind to sb., have dinner with, like …very much…Ss: …S1:… 给出1的英文信件，让学生阅读书信内容并完成练习。教师教学kind, be并给出关键词，让学生根据关键词复述句子。
Remark：教师给出多封英文信件，让学生自己总结英文信件的格式。
Stage 3（8mins)： Task 2
Step Teacher activity Student activity Designing purpose:
1.（Class activity） Present the form in 2.T: Please wri ( http: / / www.21cnjy.com )te a letter to your friend. Paying attention to its form. The letter in 1 may help you. T：When you are writing, if you need any help, I can help you. Write a letter to their friend. Ss: …Ss: … 写一封英文信件练习英文书信的写法。
2.(Group work) Ask the students to check the writing with their deskmate.T: Have you finished your writing T:OK. Now please change your writing with your partner and check it. Check the writing with their deskmate.Ss: Yes.Ss: …
Remark：完成写作后，让学生通过同伴互评，起到扬长避短的作用。
Stage 4（8mins)： Project
Step Teacher activity Student activity Designing purpose:
1.(Group work) Ask the students ( http: / / www.21cnjy.com )to make a survey. T: Class, please survey the students in your group about their favorite food, and write the food names on cards. Make a survey in group.Ss: … 调查小组成员所喜欢的食物，为下一步活动做铺垫。
2.(Group work) Present some sentences about eating out. T: Let’s have ( http: / / www.21cnjy.com )a party. You can use the food cards as real food. One student acts as the host, and the others act as guests. Please prepare for it for five minutes. You can use the sentences on the screen. T: Are you ready T: OK. Who’d like to show your conversation to us Have a party. Ss: …Ss: …Group 1: … 通过活动复习所学的有关就餐的重点句型。
Remark：鼓励学生在已经学到的知识的基础上，自行完成本部分的活动。 老师注意角色转换，鼓励学生自由发挥。
Stage 5（2mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose:
1.（Class activity) Encourage the Ss to summarize the key points T: Class will be over soon. I hope you will remember what we have learned in this topic. Summarize the key points. 归纳总结本课的知识点。
2. (Class activity) Assign HMK.T: For ( http: / / www.21cnjy.com )today’s HM. First, review the words and sentences in this topic. Second, preview Section A in U4T1. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多地使用本话题功能语言。
VI. Blackboard design
第五课时（Section D Grammar& Functions 1, 2） Grammar: Countable Nouns and Uncountable Nouns. Functions:1. ---What do you usually have for breakfast --- I usually have milk and bread for breakfast. 2. ---May I take your order, sir ---Fish with vegetables and rice, please. 3. ---Would you like something to drink ---Yes. A glass of apple juice, please./No, thanks. 4. ---What would you like to eat --- Let me see./ I’d like some chicken. 5. ---Why not have some fish and eggs ---Good idea. 6. ---Help yourself /yourselves (to some fish) --- Thank you.7. Milk for me, please.Unit 3 Getting Together
Topic 3 What would you like to drink
教学内容分析及课时分配建议：
该话题通过康康在家招待客人，谈论饮食习 ( http: / / www.21cnjy.com )惯以及人们在饭馆吃饭，学习有关饮食习惯表达及常用的就餐用语，在此基础上了解中西方饮食文化的差异，并注意培养健康的饮食习惯。主要句型及语法有：What would you like to have ” “Would you like something to drink ” “What about/Why not… ” 同时借助图片学习食物的表达，并初步了解可数名词与不可数名词的用法。最后学习字母a及其组合a+ss/st/sk/sp, ar, ai, ay的读音规则，并能根据发音规则进行单词的拼读与拼写。最后通过Project的活动对所学内容进行积极应用。
本话题建议用5个课时来完成：
第一课时：Section A 1a, 1b, 1c, 2, 3
第二课时：Section A 4a, 4b Section B 1a, 1b, 1c, 2
第三课时：Section B 3a, 3b Section C4a, 4b
第四课时：Section C1a, 1b, 1c, 2, 3
第五课时：Section D Grammar& Functions, 1, 2 Project
第二课时Section A4a,4b, Section B 1a,1b, 1c,2
教学设计思路：
通过康康和迈克尔之 ( http: / / www.21cnjy.com )间的对话，学习谈论一日三餐饮食习惯的用语，如What do you usually have for breakfast ” “I usually have…for breakfast.”等。首先复习上节课所学的可数名词和不可数名词以及表达就餐的功能句。在复习的基础上，学习本节课要用到的新单词和功能句，并进行简单的操练。看1a图片预测对话内容，然后通过听录音完成1b的配对活动，让学生在听中掌握一日三餐及主要食物的名词，并训练学生的听力技能。多种形式练习1a对话后，完成1c的填空，进一步加强对1a的理解及转换信息的能力。在1a的基础上，通过调查同学的三餐饮食，进一步练习三餐的用语，并用第三人称向全班汇报，培养学生说的技能，进而完成2。最后完成Section A 4a, 4b的语音学习和训练。从而完成本课的学习。
I. Teaching aims
1. Knowledge aims:
（1）能够运用常用的就餐用语。
（2）学习一日三餐有关的名词。
2. Skill aims:
（1） 能够通过听懂就餐用语。
（2）能使用常用的就餐用语。
3. Emotional aims:
（1）能够积极与他人合作。
（2）能够体会英语学习的乐趣。
4. Culture awareness:
了解西方的饮食文化以及中西方饮食文化的差异。
Ⅱ. The key points and difficult points
Key points:
（1）Words and expressions: usually, breakfast, lunch, dinner, food
（2）Sentences: ①---What do you usually have for breakfast
---I usually have …for breakfast.
②---What about lunch
---I usually have …
Difficult points：
有关就餐用语的学习及应用。
III. Learning strategies
培养借助图片帮助听说。
能够从同伴处获取反馈，合作完成学习任务的能力。
IV. Teaching aids
录音机/多媒体/小黑板/图片
V Teaching procedures
Stage 1（5mins)： Revision
Step Teacher activity Student activity Designing purpose
1.(Class activity) Greet and warm up.T: Good morning! T:… Greet and warm up.Ss: Good morning! Ss:…
2.(Class activity) Review the words about food and drink. T: Let’s play ( http: / / www.21cnjy.com ) a game “Find Friends”. We will divide two groups, One group stands for countable nouns, the other stands for uncountable nouns. One of the first group says a word about food or drink, you can find out one student to spell it. If he/she can spell it, he/she will be your friend. Do you understand T: OK. Let’s begin. Play the game and review the words about food and drink. Ss: Yes.Ss:… 通过游戏的形式复习表示食物和饮料单词。并能区分可数和不可数。
3.(Class activity) Ask the students to go on the game to review the sentences. T: Class, you can ask ( http: / / www.21cnjy.com ) the other students the questions “What would you like to eat/drink ” or “Would you like… ” If they answer the question with “Countable nouns”, they will be the first group, the opposite will belong to the second group. Are you clear T: OK. Begin, now! Continue playing the game.Ss: Yes.Ss: … 继续以游戏的形式复习就餐用语及可数名词和不可数名词。
Remark：本部分的复习主要是为本节课的学习做好铺垫。
Stage 2（10 mins)： Pre-listening
Step Teacher activity Student activity Designing purpose:
1. ( Individual work) Present some food pictures and learn new words. T: What is your favorite food T: Very good. We have ( http: / / www.21cnjy.com )three meals in one day. In the morning we usually have breakfast, at noon, we have lunch, and in the afternoon we have dinner. Talk about favorite food and learn the new words. S1: Bread is my favorite food. S2: Hamburgers are my favorite food. S3：…Ss: … 与学生谈论喜爱的食物，引出生词usually, breakfast, lunch, dinner, food 的学习。
2. ( Group work ) Present some pictures about three meals. T: Class, look at the pictures, What can you see in Picture 1 T: Yes, the boy is hav ( http: / / www.21cnjy.com )ing breakfast. I think he is having a bowl of porridge. What do you usually have for breakfast. You can answer “I usually have…for breakfast”.T: What do you usually have for lunch T: What do you usually have for dinner T: Please practice the conversation like this in pairs. Learn the new sentences about meals. S1: We can see ( http: / / www.21cnjy.com ) a clock. Now it is 7:00 o’clock. A boy is at the table. S2: There is a bowl on the table. S3: I usually have some bread and milk for breakfast. S4: I have rice and chicken for lunch. S5: I have some hamburgers for dinner. Ss: … 用一日三餐的图画或简笔画教学就餐的常用表达法。
Remark：单词的教学要融入句子当中，让学生在语境中运用并感受单词的意义及用法。
Stage 3（10 mins)： While - listening
Step Teacher activity Student activity Designing purpose:
1.(Individual work) Present the picture in 1a. T: Look at the picture. Can you guess what they are talking Guess what they are talking about. S1: I think they are talking about their meals. S2: I think they are talking Michael’s breakfast, lunch and dinner. S3:… 看图片预测对话主要内容。
2. ( Class activity) Play the tape recorder of 1a and finish 1b. T: Boys and girl ( http: / / www.21cnjy.com )s, please don’t look at the book and listen to the conversation. Then match the pictures with each meal. T: Have you got the a ( http: / / www.21cnjy.com )nswer Please talk about your answers in groups and tell me. T: I think you are right. Listen to 1a and finish 1b. Ss: …S1:Breakfast is milk and bread. S2: Lunch is rice and chicken. S3: Dinner is Jiaozi. 播放1a录音，学生不看原文，完成1b，并与同伴讨论核对答案。
3. (Group work) Play the tape aga ( http: / / www.21cnjy.com )in. T: I will play the ( http: / / www.21cnjy.com )conversation again, please listen to it carefully and repeat them. T: Now please answer the questions. What does Michael usually have for breakfast What does he usually have for lunch What does he usually have for dinner T: Let’s read the conversation following the tape. Pay attention to the stress and liaison. Listen to the tape and repeat it. Ss: …S1: He usually has milk and bread for breakfast. S2: He usually has chicken with vegetables and some rice. S3: He usually has Jiaozi for dinner. Ss: … 再听录音并复述句子，回答老师的问题并体会句意。
Remark：听之前，引导学生看图，对所听内容进行猜测。
Stage 4（10mins)： Post- listening
Step Teacher activity Student activity Designing purpose:
1.(Group work) Ask the students ( http: / / www.21cnjy.com ) to read the conversation in roles. T: Please read the conversation in roles. The boys play “Kangkang”, the girls are “Michael”. Then change the role. Read the conversation in roles aloud. Ss: … 分角色朗读对话，进一步熟悉对话内容。
2.(Class activity) Read 1a again and fill in the blanks in 1c.T: Read 1a again and fill in the blanks in 1c.T: Have you got the answer T: OK. Let’s check it. Read 1a again and fill in the blanks in 1c.Ss: …Ss: Yes.Ss: … 再次阅读1a对话，完成1c任务，训练学生信息转换的能力。
3.(Group work) Present the table in 2. T: Please look at t ( http: / / www.21cnjy.com )he table and survey your group members about what they usually have for breakfast, lunch and dinner. You can ask and answer like this:-Hello! What do you usually have for breakfast -I usually have…First, complete the table, then make a short report. You may begin lik ( http: / / www.21cnjy.com )e this: This is my friend… He/She usually has… for breakfast. And…T: Are you ready T: Who wants to have a try Survey your group members about their meals and make a short report. Ss: …Ss:Yes.S1: This is my fri ( http: / / www.21cnjy.com )end, Lily. She usually has eggs and milk for breakfast, And She usually has rice and fish for lunch. She usually has bread for dinner.S2: … 以做调查，并报告的方式，复习巩固本节课所学知识，全面发展学生听说读写的能力。
Remark：根据调查结果，注意引导学生培养健康的饮食习惯。
Stage 5 ( 5mins) Teaching English sounds.
Step Teacher activity Student activity Designing purpose
(Class activity) Present the ( http: / / www.21cnjy.com )words in Section A 4a. T: Please read the words and sum up their sounds.T: Can you find out the words like these as many as possible T: OK. Let’s listen and read the words aloud together. T: Good. Please rea ( http: / / www.21cnjy.com )d and circle the word in 4b with the different sound in each group.T: Let’s listen to the tape of 3b and circle the word with the different sound in each group. Read the words and sum up their sounds. Ss: …S1: taskS2: takeS3:laySs: …Ss: …Ss: … 引导学生通过归纳总结字母组合的发音规律学习音标。并引导学生进行单词拼读，掌握基本发音规则。
Remarks: 音标的呈现需要单词带出，以降低难度。
Stage 6（5mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose:
1.（Class activity) Encourage the Ss to summarize the key points T:Class will be o ( http: / / www.21cnjy.com )ver soon. We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them. Summarize the key points. S1:---What do you usually have for breakfast ---I usually have…for breakfast.S2:---What about lunch ---I usually have… 归纳总结本课的知识点。
2. (Class activity) Assign HMK. ( http: / / www.21cnjy.com )T: For today’s HMK, I’d like you to copy the report that you have written in 2. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI. Blackboard design
第二课时（Section A 3a,3b, Section B 1a,1b, 1c）Words and expressions: usually, breakfast, lunch, dinner, food Sentences: ①---What do you usually have for breakfast ---I usually have…for breakfast. ②---What about lunch ---I usually have…Unit 3 Getting Together
Topic 3 What would you like to drink
教学内容分析及课时分配建议：
该话题通过康康在家招待客人， ( http: / / www.21cnjy.com )谈论饮食习惯以及人们在饭馆吃饭，学习有关饮食习惯表达及常用的就餐用语，在此基础上了解中西方饮食文化的差异，并注意培养健康的饮食习惯。主要句型及语法有：What would you like to have ” “Would you like something to drink ” “What about/Why not… ” 同时借助图片学习食物的表达，并初步了解可数名词与不可数名词的用法。最后学习字母a及其组合a+ss/st/sk/sp, ar, ai, ay的读音规则，并能根据发音规则进行单词的拼读与拼写。最后通过Project的活动对所学内容进行积极应用。
本话题建议用5个课时来完成：
第一课时：Section A 1a, 1b, 1c, 2, 3
第二课时：Section A 4a, 4b Section B 1a, 1b, 1c, 2
第三课时：Section B 3a, 3b Section C4a, 4b
第四课时：Section C1a, 1b, 1c, 2, 3
第五课时：Section D Grammar& Functions, 1, 2 Project
第三课时（Section B 3a,3b Section C4a, 4b）
教学设计思路：
本课时通过看图完成对话，学习顾客在饭店 ( http: / / www.21cnjy.com )点餐时和服务员对话的常用语，如： “May I take your order, sir Fish with vegetables and rice, please.” “Would you like something to drink Yes. A glass of apple juice, please./No, thanks.” 等。首先玩Bingo游戏来复习食物和饮料的单词，并利用上节课中的调查表格再次来做报告，复习所学的功能句。在复习的基础上，引入本节课要新学习的用餐句型，并进行简单操练，进而完成3a和3b，同学两人一组以童话剧的形式表演3b，并再次基础上拓展。最后完成Section C 4a, 4b的相关语音任务，整体复习五个元音字母的发音。至此完成本节课的学习。
I. Teaching aims
1. Knowledge aims:
能掌握表达谈论日常饮食及点餐的表达法。
2. Skill aims:
（1）能够听懂简单的课堂用语并做出适当的反应。
（2）能够在口头表达中做到发音清晰，注意重音和连读。
（3）能够根据字母组合和音标初步地进行单词拼读。
3. Emotional aims:
能够积极与同学合作，参与课堂调查活动。大胆实践。
4. Culture awareness:
了解西方的饮食文化与中国的差异。
Ⅱ. The key points and difficult points
Key points:
（1）Words and expre ( http: / / www.21cnjy.com )ssions：may, take, order, sir, something, glass, mm.
（2） Sentences: ①---May I take your order, sir
---Fish with vegetables and rice, please.
②--- Would you like something to drink
---Yes. A glass of apple juice, please./ No, thanks.
③Let me see.
Difficult points：
关于在饭店就餐时点餐的对话表达。
III. Learning strategies
培养借助图片等非文字信息帮助理解的习惯。
在学习过程中能向老师和同学寻求帮助。
IV. Teaching aids
录音机/多媒体/小黑板/图片
V Teaching procedures
Stage 1（8mins)： Revision
Step Teacher activity Student activity Designing purpose
1.(Class activity) Greet and warm up.T: Good morning! T:… Greet and warm up.Ss: Good morning! Ss:…
2.(Group activity) Review the words about food and drink. T: Let’s pla ( http: / / www.21cnjy.com )y a game named “Bingo”. I read the words about food and drink, you write them down in the table. If the food or the drink is in a line, please say “Bingo”. You will be winner. Understand T: OK. Let’s begin! Play a game to review the words about food and drink. Ss:…Ss:… 以游戏的形式复习食物与饮料的单词。
3.( Class activity) Present the table ( http: / / www.21cnjy.com )in 2. T: Boys and girls, last lesson we have surveyed our group members about what they usually have for breakfast, lunch and dinner. Now please make a short report. Make a short report（注意让上节课没发言的同学发言）. S1: This is my frie ( http: / / www.21cnjy.com )nd, Li Hua. He usually has bread and milk for breakfast….S2:… 用上节课的调查表，让学生做调查报告。复习所学句型。
Remark：复习阶段起到承前启后的作用，是新旧知识的过渡。
Stage 2 （8mins)： Task 1
Step Teacher activity Student activity Designing purpose:
1.(Group work ) Present some pictures ( http: / / www.21cnjy.com )of having meals in restaurants.T: Look at the picture. Where are they T: Do you often eat out on Weekdays. T: How do you take your order What do the waiters ( http: / / www.21cnjy.com )usually say And what do you say in a restaurant Can you talk about it and tell me You can say it in Chinese. T: Yes. You did a g ( http: / / www.21cnjy.com )ood job. When you are in a restaurant, the waiter will say “May I take your order, sir ” or “Would you like something to drink ” You can say the food and drink that you want to have. T: Let’s try it. May I take your order, sir T: Would you like something to drink T: Well done. But you should say “A glass of water, please.” Please pay attention “a glass of “and you should be polite. Talk about the picture. S1: I think they are in some restaurants. Ss: Yes. Ss: Yes, of course. S1:……S1: I would like some fish and rice. S3: Yes, water.Ss: … 呈现就餐场景，让学生说出外出就餐时服务员常说的话，教师用英语呈现，引导学生学习新的表达
2. ( Group work ) Present some key words on the blackboard. T: Suppose you ( http: / / www.21cnjy.com )are in a restaurant, please make up a new conversation according to the words in pairs. T: Are you ready Who’d like to act out your conversation Make up a new conversation and act it out.Ss:… Pair 1:… 教师提供关键词，创设情境，学生上台表演。
Remark：新单词的学习要融入到句子、真实情景中学习。
Stage 3（12 mins)： Task 2
Step Teacher activity Student activity Designing purpose:
1.( Class activity) Present the pictu ( http: / / www.21cnjy.com )re in 3a. T: Look at the picture and can you make up a new conversation according to the picture Make up a new conversation for the picture in 3a.Ss:… 呈现3a中的图片，让学生为图片配上对话内容。
2.( Group work ) Present the conversati ( http: / / www.21cnjy.com )on in 3a. T: Good, now l ( http: / / www.21cnjy.com )et’s complete the conversation in 3a. You can talk about it in pairs. T: Have you got the answer Let’s check out your answers together.T：You are right. Let’s read the conversation in roles. Boys are Mr. Brown, and girls are waitress. Look at the picture and finish 3a. Ss:…Ss: Fish, rice, apple juice.Ss:… 呈现书中对话，让学生完成对话内容。训练学生掌握新的表达法。
Remark：充分运用图片，引导学生利用图片完成对话。
Stage 4（10mins)： Task 3
Step Teacher activity Student activity Designing purpose:
1.( Group work ) Present the conversation in 3b. T: Please complete th ( http: / / www.21cnjy.com )e conversation with correct sentences. You can talk about it with your partner. T: Have you finished it Who can tell us your answers T:Good. Let’s read aloud together. Finish 3b. Ss:…S1: C, A, E, B, D Ss:… 学生分组讨论并选择正确的句子能加深学生对就餐用语的进一步理解和掌握。
2.（Pair work） Ask the students to make a short play according to 3b. T: You can act your fa ( http: / / www.21cnjy.com )vorite animal and your partner acts a waiter. Please make up a new conversation and act it out. Play a short play with your partner. Ss:… 用情景剧的形式增加学生学习英语的兴趣。同时拓展运用所学词汇。
Remark：老师可以针对不同层次的学生，设置不同层次的内容及展示活动。
Stage 5 (3mins) Teaching English sounds
Step Teacher activity Student activity Designing purpose
1.(Individual work) Present all the vowels. T: Let’s review all the vowels. Please read them one by one. T: Good. Let’s read them together. Review the sounds of the vowels. Ss:…Ss:… 复习所有的元音音素。
2.（Class activity） Present 4a in Section C. T: Class, please read them and complete the following words. T: Have you finished it Let’s check them out. T: OK. Let’s read them together aloud. Finish Section C 3a. Ss:…Ss:… 通过根据音标补全单词的活动，复习巩固元音音素的发音。
3. ( Group work) Present the words in 4b. T: First, let’s read them. T: Here is a ch ( http: / / www.21cnjy.com )ant. Please complete it, using the word with the same sound as the letter in each line. T: Have you got the answer Now let’s listen and check our answer. T: Listen to it again and repeat. Finish 4b. Ss:…Ss:…Ss:…Ss:… 复习元音字母的发音。
Remark: 对于音标的复习可以不限于书本的形式，应运用多种方式调动学生学习兴趣，并补充活动对音标进行复习与巩固。
Stage 6（4mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose:
1.（Class activity) Encourage the Ss to summarize the key points T:Class will be over s ( http: / / www.21cnjy.com )oon. We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them. Summarize the key points. S1:---May I take your order, sir ---Fish with vegetables and rice, please. S2:--- Would you like something to drink ---Yes. A glass of apple juice, please./ No, thanks. 归纳总结本课的知识点。
2. (Class activity) Assign HMK.T ( http: / / www.21cnjy.com ): For today’s HMK, I’d like you to copy your conversation that you have written in 3b. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的重要表达法。
VI. Blackboard design
第三课时Section B ( http: / / www.21cnjy.com ) 3a,3b Section C4a, 4b Words and expressions：may, take, order, sir, something, glass, mm. Sentences: ①---May I take your order, sir ---Fish with vegetables and rice, please. ②--- Would you like something to drink ---Yes. A glass of apple juice, please./ No, thanks.
