七年级上Unit 3 Getting Together Topic 1 Do you like the English corner教案[上学期]

新湘教英语七年级上 Unit 3 Getting Together
Topic 1 Do you like the English corner单元教案
I. 教学目标
技能目标 Talk about English cornerLearn to express preference and ask for permissionLearn personal pronounsLearn the use of auxiliary verbs do/does
语言目标 功能句式 Expressing preferenceDo you like the English corner Yes, I like it very much.No, I don’t like it at all.Asking for permissionCould you please … May I …
词汇 1. 四会词汇could, tell, sure, call, for, any, corner, may, study, problem, speak, live, say, want, visit, often, lot, helpful, classmate, all, seldom, poor, so, dog, little, pet, home, them, of2. 认读词汇pen pale3. 短语for short, English corner, the Great Wall, a lot, not … at all, a little, at home
语法 助动词do/does:Do you have any friends here Yes, I do./No, I don’t.Does she like the English corner Yes, she does./No, she doesn’t.人称代词的用法：主格：I, you, he , she, it, we, you, they宾格：me, you, him ,her, it, us, you, them
II. 教材分析
本话题以Do you like the English corner 为教学基础，通过结交或了解新朋友这个话题，学习在英语角如何用英语和陌生人攀谈。情景设定在英语角，人物锁定几个初次相识的学生身上。围绕这一中心话题组织学生进行课堂活动。主要内容是May I…？Could you tell me…？等表示请求允许、Do you like…？I like it very much.等表达爱好的句型。语法内容是要求掌握一般现在时和人称代词主格、宾格的用法。
本课通过英语角这个话题，介绍自己和家人以及就餐等，教材中所设计的对话和课文从多方面联系学生的生活实际，这样可以使学生更多的体会所学知识的实用性，引起学生的兴趣。
III. 分课时教案
Ｓｅｃｔｉｏｎ Ａ
Target language
a. Key words and phrases
may, could, tell, sure, call, for short, any, corner, English corner, much, very much, study, problem, no problem
b. Key sentences
Could you tell me your name Sure.
May I study English with you No problem.
Do you like the English corner Yes, I like it very much.
You can call me Mike for short.
Ability goals
Express preferences and ask for permission.
Teaching aids
Tape recorder, slogan “English Corner”
Teaching procedures and ways
Step I Review
Greetings and have a free talk.
Review the sentence patterns in Units 1 and 2.
T: Hello, boys and girls! Nice to see you again!
Ss: Nice to see you too!
T: How are you today
Ss: I’m fine, thank you! And you
T: Not bad! Thanks. How’re your father and mother
Ss: They’re both fine.
T: Who is your best friend
Ss: …
T: What class is he/she in
Ss: He/she is in Class …
T: Where is he/she from
Ss: He/she is from …
T: What does he/she look like
Ss: He/she is tall with short hair.
Step II Presentation (1a, 1b)
Put a slogan “English Corner” on the blackboard or on the wall. Then write and teach the new words: corner, the English corner. Suppose the classroom is a large English corner.
T: Look, this is our English corner. I like our English corner, because I have many friends here.
Lead-in: I like the English corner.
T: Do you like English corner
Ss: Yes, I like it very much.
T: Now I’m at the English corner. (to a student) Excuse me, could you tell me your name, please
S1: Sure. / Certainly. My name is …
T: May I call you … for short, please
S1: Sure /Of course/Certainly.
T: Do you like the English corner
S1: Yes, I like it very much.
T: Do you have any friends here
S1: Yes, … is my good friend.
T: Are you in the same class
S1: Yes, we are. / No, we aren’t.
T: I think your English is good. May I study English with you
S1: No problem.
…
Write the new words on the blackboard, and let the students read after the teacher: sure, any, very much, study, no problem, could, tell
T: Now look at the picture on page 53. Where are the children
Ss: They’re at the English corner.
T: Yes, they’re talking in English. Class, please read the dialog, and try to find the answers to my questions:
Qs: Who is Mike’s good friend （Kangkang）
Are they in the same class （Yes, they are.）
Does Mike like the English corner （Yes, he likes it very much.）
After 1-2 minutes, let the students answer the questions.
Play the tape and let students read after it.
Let students read the dialog in halves A and B, then exchange.
Then deal with activity 1b. Check the answers.
Step III Group work (2, 3)
Divide the class into some groups. Ask the students to put up their slogans of English corner, practice the simple dialog.
T: Now suppose you are in the English corner. Work in groups of four, practice the dialog in activity 2.
Walk around and offer support if needed.
Then ask some groups to act the dialog out.
T: Now let’s chant. (Activity 3, class activities.)
Let the students hand in hand while they’re chanting.
Step IV Summary
T: Are you more interested in English after joining in the English corner Say something you like best or say the useful expressions.
Model 1:
My name is______. I’m in Class____, Grade ____. I have a good friend. His/her name is_______. We like the English corner.
Model 2:
How are you I’m fine, thank you! Nice to see you. Could you please tell me your name My name is _______. Do you like English Yes, I do.
Summary:
Write down the following sentences on the Bb, practice how to ask for permission:
Could you tell me _______ Sure________.
May I call you__________ No problem.
Language points:
1. Excuse me. Could you please tell me your name
Excuse me，“劳驾，打扰了”是用来向别人询问事情、打断别人的礼貌用语。
2. You can call me Mike for short.
句中call me Mike为“call+宾语+宾语补足语”结构，意为“称……为……”，“把……叫做……”。
e.g. We call that boy Tom.
You can call him Mr. Li.
What do you call this kind of flower We call it Lily.
for short 简称；比较：be short for 是……的缩写、简称
e.g. TV is short for television.
3. Do you have any friends here
一些：some 和any 的用法
some 经常用于肯定句；any 经常用于否定句和疑问句中。
e.g. I have some books on my desk.
Do you have any books on your desk
I don’t have any books on my desk.
4. We’re in the same class.
in the same class 类似结构还有：in the same school/grade/row
same 反义词为different 其后经常接可数名词的复数形式。
e.g. in different classes/grades/schools
5. May I study English with you No problem.
study v. 学习、研究 study + subjects
e.g. study maths/Chinese/ history…
n. 书房 a study; two/some studies
May I do… 我可以做……？表示请求许可，语气比can委婉。
其答语为：no problem=certainly=of course=sure
with prep. with sb 和……一起
e.g. Will you please come with me？
6. help each other（相互帮助）
help sb (to) do sth e.g. He often help us clean the classroom.
help sb with sth e.g. Please help that boy with his English.
learn from each other（相互学习）
e.g. We should help each other and learn from each other. 我们应该互帮互学。
Homework:
Translate the Chinese sentences into English.
1)你能告诉我你的名字吗？——当然可以。（三种）
2)我的名字叫Michael，你可以把我简称为Mike.(TV是 television的缩写)。
3)你喜欢英语角吗？是的，我非常喜欢。/ 我不喜欢。
4)你这儿有一些朋友吗？是的，Lucy是我的好朋友，我们在同一个班。
5)我能和你一起学英语吗？没问题。
6)我们总是相互学习，相互帮助。
Ｓｅｃｔｉｏｎ Ｂ
Target language
a. Key words and phrases
speak, pen pal, live, say, want, visit, the Great Wall
b. Key sentences
Who is the letter from
Does he speak English
Where does he live
What does he say in his letter
Ability goals
Review how to express preferences and ask for permission.
Learn questions and answers with do/does.
Teaching aids
Tape recorder, projector
Teaching procedures and ways
Step I Review
T: Hello, boys and girls! Welcome to my class! Are you happy today （…）First, let’s chant—I have a good friend.
Students chant together.
Then check the homework.
Show the Chinese sentences on the screen, and ask students to translate one by one.
Correct the mistakes.
Step II Presentation
Show a letter to the students. (Maybe it’s from one of your students) Ask and answer.
T: What’s this (…) Yes, it’s a letter. This is my letter. Who is the letter from Just guess.
Ss: Is it from …
After the students guess, focus on one student:
T: Good, you’re right. This letter is from my student Li Ping.
Then ask the student again:
T: Look, is this letter in English or in Chinese
S1: It’s in Chinese.
T: Do you speak English
S1: Yes, I do, but a little.
T: Guess: Does my student Li Ping speak English
S1: Yes, she does.
T: No, she doesn’t. Where does she live
S1: She lives in Shanghai.
T: Yeah, she lives in Shanghai now. What does she say in the letter
Ss: …
T: She wants to visit me next month.
Write the new words on the Bb and teach them: speak, live, say, want, visit
Then help the students practice these new words again.
T: Who’s the letter from
Ss: It’s from Li Ping.
T: Does she speak English
Ss: No, she doesn’t.
T: Where does she live
Ss: She lives in Shanghai.
T: What does she say in the letter
Ss: She wants to visit you.
Step III Listening and speaking (1a)
T: I’ll play a tape for you. You will hear a conversation between Jane and Kangkang. Listen and find the answers to the questions:
Qs: Who is the letter from What does he say in the letter
After listening, let one student answer.
S: It’s from Sam; He wants to visit the Great Wall.
T: You’re right! Very clever! Then who is Sam Listen again and tell me your answer.
Play the tape again, focus on pen pal.
Ask a student to guess the meaning of pen pal. Then explain its meaning in simple English.
Then get the students follow the tape and label the stress and tune.
Ask some pairs act it out.
Useful expressions:
★ pen pal = pen friend
★ want to do sth e.g. I want to watch TV; He wants to play soccer with his friends.
★ visit the Great Wall
visit some place /sb.
Step IV Practice (1b)
Finish activity 1b.
T: Work in pairs, choose the sentences in the box to complete the conversation.
After they have finished, check the answers.
Then let students practice the conversation with their partner.
Ask some pairs to act it out.
Step V Listening (2, 3)
Activity 2, listening practice
T: Now look at the questions in activity 2. You will hear a conversation. Listen and find answers to the questions.
Play the tape twice. Then check the answers.
Activity 3, pronunciation
Then help students with the pronunciations of the explodent: /p/, /b/, /t/, /d/, /k/, /g/
First ask a student to read the words with underlined letters.
Then play the tape and let them focus on the pronunciations of the underlined letters.
Tell them how to pronounce the explodent.
Step VI class activities (4)
Sing the song: The More We Get Together
Summary:
Sum up the use of do/does. Ask and answer using do/does:
1) Does he speak English？ Yes, he does./ No, he doesn’t.
2) Where does he live He lives in England.
3) What does he say in the letter He wants to visit the Great Wall.
Language points:
1. Who is the letter from
be from=come from 来自于……
from…to… 从……到……
2. Does he speak Chinese
a) speak+语言 e.g. He can speak Chinese, English and Japanese .
b) 注意这是一般现在是第三人称单数的一般疑问句，借助does提问,谓语动词还原为speak，答语为：Yes, he does./ No, he doesn’t.
3. —Where does he lives —He lives in England.
live in + someplace e.g. live in Beijing/Zhengzhou
4. —What does he say in his letter —He wants to visit the Great Wall.
a) say/speak/talk/tell 区分
say强调讲话的具体内容；speak+语言
talk交谈，谈话talk with/to sb; talk about sth
tell告诉，讲 tell sb sth 告诉某人某事; tell stories 讲故事
b) want to do sth. 想做某事e.g. I want to play soccer this afternoon.
c) visit the Great Wall
visit + someplace参观某地
the Great Wall 普通名词大写表示专有名词，前加定冠词the
Homework:
I. Recite Section B, 1a.
II. Translation
1. 他说英语吗？不，他说汉语。
2. 你的笔友住在那里 她住在英格兰。
3. Lucy 在中国有朋友吗？是的。
4. 我的妈妈想参观长城。
5. My pen pal lives in Beijing. (划线部分提问)
6. Is Jane from the USA = _____ Jane _____ ______the USA
Ｓｅｃｔｉｏｎ Ｃ
Target language
a. Key words and phrases
often, helpful, classmate, not…at all, seldom, poor, so, lot/a lot, little/a little, pet, home, dog
b. Key sentences
I often go to the English corner.
It is helpful to me.
Liu Ting doesn’t like the English corner at all.
She seldom speaks English.
I often help her.
Ability goals
Review how to ask and express one’s situation.
Learn the questions and answers with do/does in present tense.
Teaching aids
Tape recorder, projector
Teaching procedures and ways
Step I Review
Review Section B. Ask some students to bring the letters from their pen pals or their friends. Then work in pairs, ask and answer the following questions in English:
Who is the letter from Is the letter in English or in Chinese
Where does he/she live Does he/she like China
What does he/she say in the letter
Step II Reading (1a, 1b)
Lead-in. The teacher introduces himself/herself slowly:
I like our school English corner. I often go to the English corner. I like it a lot. Because I have many friends
there, I may study English with them. I like to speak English there. It is helpful to me.
Then ask the students:
T: Do you like the English corner Do you often go there
Ss: Yes, I do. / No, I don’t.
T: Is it helpful to you
Ss: Yes, it is.
T: Do you like to speak English
Ss: Yes, I do.
Then deal with the reading passage on page 57.
T: Now turn to page 57, read the passage in activity 1a.
While the students are reading, write the new words on the Bb and give some explanations:
Often, seldom, helpful, classmate, poor, so
a) be helpful to sb e.g. The English is helpful to us.
b) like a lot= like very much
c) not…at all e.g. He doesn’t like to speak English at all.
d) help sb with sth. e.g. My classmates often help me with my English .
Then let students read the passage again and mark the sentences in activity 1b. For the false ones, correct them.
Step III Pair work (2)
T: Look at activity 2. First discuss with your partners, then write down your answers to complete the conversation.
Check the answers.
Then let students practice the conversations in pairs.
Pay attention to the sentence: Do you have a cat or a dog (该问句是选择疑问句，不能用yes/no作答！)
Step IV Practice (3)
Learn degree adverbs: very much, a lot, a little, (not) at all, (not) very much
Write these adverbs on the Bb and draw different faces to show their different degrees.
T: We use these adverbs after the predicate and the object. That’s different from Chinese. Look at the conversations in activity 3.
Ask two students to read the first conversation.
T: “At all” is usually used for a negative meaning with “not”. To express negative meaning, we can also use “not…very much”. (Highlight the two phrases on the Bb.)
Then let students have a competition to practice these adverbs. Divide the class into two halves—Half A and Half B. Talk about like and dislike.
Half A Half B
I like dogs very much. I don’t like dogs at all.
I like Mr. Chen very much. I don’t like Mr. Chen at all.
… …
Then practice the second conversation. Exchange the given names with real names.
Step V Reading and writing (4a, 4b)
Have the students read the passage in activity 4a. Pay attention to some key information:
Person I Zhou Lan
Verbs used have, like has, likes
T: Pick out the degree adverbs in the passage. What are they
Ss: very much, a lot.
T: Good! Do you have any pets at home Do you like them Now work in groups, talk about your pet.
e.g. I have a pet. It’s a _________. Its name is _________. I like it _________.
Then let students write about pets with the help of some questions.
T: Now let’s write about pets. First answer the five questions in activity 4b. Then put your answers together to form a passage.
After they have finished, ask some students to read their passages to the class.
Language points:
1. I like to speak English there.
like to do sth / like doing sth 喜欢做某事
2. It’s helpful to me.
be helpful to sb.
3. I like it a lot. Liu Ting doesn’t like it at all.
like…a lot/very much/ a little
not like…at all/very much (表示喜好的程度以及不喜欢的程度)
4. She seldom speaks English.
seldom adv. 很少，反义词为often 时常; 表示动作发生的频率。
5. Her English is poor.
poor adj. 不好的，可怜的，贫穷的
此处意为“不好的”，反义词为good
词组：be poor in… be good at…
Grammar: The Simple Present Tense (一般现在时)
一般现在时定义、用法、标志词、谓语动词形式、（行为动词单三变化）、疑问句否定句借助动词，其后还原动词。
Exercises:
1) Jane seldom______(speak) Chinese.
2) Mike’s parents ________（like）China very much.
3) My brother often_______（go）out in the evening.
4) _____ your sister_______（study）in this school Yes, she _____.
5) She _________（not like）bananas, but she ____（like）apples a lot.
6) Where _____they_____（live）
7) What ______Lucy________（say）in her letter
8) My mother______ ____ _____(想参观) the Great Wall.
9) Mary has a pet in her home.（否定句）
10）He often does his homework in the evening.（变一般疑问句）
Ｓｅｃｔｉｏｎ Ｄ
Target language
Personal pronouns
Questions and answers with do/does
Ability goals
Review the personal pronouns.
Review the use of the verb, especially the third single person in the present tense.
Teaching aids
Tape recorder
Teaching procedures and ways
Step I Pronunciation (1, 2)
Listen and follow. Show the pictures and sum up the pronunciation of “o”. Activity 1开音节 / u/ go zero nose phone
闭音节 /ο/ box dog doctor shop
Listening practice. Listen to the tape and fill in the blanks. Activity 2
Then check the answers.
Step II Grammar and expressions review (3a, 3b)
Show the following table on the screen.
Subject pronouns Object pronouns Adj. possessive pronouns Noun possessive pronouns
I me my mine
you you your yours
he him his his
she her her hers
it it its its
we us our ours
you you your yours
they them their theirs
The use of personal pronouns:
a) The use of subject pronouns:
主格句中做主语，谓系之前要铭记；代词并列做主语，人称讲究有顺序。
复数人称一二三（we, you and they）；单数人称二三一 (you, he/she and I)；
自我批评时承担责任I 在前。(Suggestions: Use the capital and small letters).
b) The use of object pronouns: 宾格用在动、介后
e.g. teach sb/know sb/buy sb sth/give sb sth/call sb/help sb/tell sb sth;
be helpful to sb/give sth to sb /… with sb
c) Adj. possessive pronouns + nouns = Noun possessive pronouns
e.g.
my +book your +pet his + name her + pen its +food our +classroom your +book their +teacher
=mine =yours =his =hers =its =ours =yours =theirs
Write some phrases on the Bb, practice personal pronouns like this:
Could … please tell… name
…often help…with…English.
Then go through the useful expressions in activity 3b. Ask students:
Which expressions express preferences
Which expressions are used to ask for permission
Step III Pair work (4)
Let students work in pairs and complete the conversation with proper pronouns.
Check the answers. Then let them practice it with their partner.
Step IV Project (5)
Work in groups. Make a poster: Welcome to our English corner.
T: English corner is a good place to practice English and make friends. Do you know some English corners at your school or in your city
Ss: …
T: Let’s have an English corner at our class, OK First, work in groups and design a poster. Your poster should include title, time, place, topic and host.
Give the students a few minutes to design the poster.
T: Now you are all at the English corner. Suppose one of you is a reporter, you are doing an interview at the English corner. Ask your group members the questions given and take down some notes.
Then ask some reporters to report their interview results. e.g.
Wei Wei likes the English corner very much. But his friend doesn’t like it at all. …
Topic 2 This is a photo of my family.
I. 教学目标
技能目标 Identifying family membersLearn how to talk about jobs.Learn how to talk about workplace Learn the use of what and where
语言目标 功能句式 Talk about jobs—What does she / he do —She / He is a teacher / doctor / worker.Talk about workplaces—Where does he / she work —She / He works in an office.
词汇 1. 四会词汇kid, yourself, place, seat, glad, parent, both, office, worker, driver, farmer, cook, work, farm, hospital, on, drive, aunt, uncle, sofa, grandparent, grandma, grandpa, tree, son, daughter, people, teach, after2. 认读词汇 wow, grandfather, cute 3. 短语come in, at home, make friends, look after, on the farm, have a look / look at, family tree, drive to, in the hospital, in one’s family
语法 What questions about jobsWhat do / does … do Where questions about workplacesWhere do / does … work
II. 教材分析
Topic 2 以family为主题，主要学习一些有关家庭成员及职业的词汇，以及对职业和工作地点进行提问的句型和会面、介绍、问候等交际用语，在此基础上展开各种听、说、读、写的活动，使学生在活动中学习句型词汇，并有效应用各种技能，培养学生的综合能力。
Section A 1以对话的方式引入一个情景，即去别人家做客，为下文介绍家人的职业作了铺垫。2a是本话题中重要句型的呈现，用what提问职业。学生通过读、听这段对话从中获取有关职业的信息，该练习让学生对重要句型有了初步的认识。2b引入更多的有关职业的词汇，学生通过把词汇套入对职业进行问答的句型作替换练习，不仅巩固了该句型也熟悉了新句型。3a和3b是在以上层层铺垫之后对句型的应用性练习，要求学生以结队活动的方式使用what练习职业句型，根据自己实际情况进行问答练习。
Section B 1a和1b是又一新句型的操练，在复习what句型的同时引入新句型：where提问工作地点。学生根据图片对这两个句型进行问答练习。2是描述职业与工作地点的融合。学生根据所给描述猜职业，既巩固了知识，又增添了趣味性。3是对职业和工作地点的听力练习，旨在锻炼学生听的能力。4是学生互动的活动，以调查的方式练习两大句型。5又是一个趣味性的活动，玩转盘，以此来练习使用两大句型。
Section C 1a和1b是对一个家庭照片的描述，输入了关于家庭成员的词汇。2a以家谱的形式使家庭成员关系明确化，学生在阅读之后完成家谱，培养学生获取信息的能力。2b 是在2a基础上的写作训练。3是chant 活动，以轻松愉悦的方式巩固了家庭词汇。
Section D 1是语音训练，让学生掌握字母U在开音节和闭音节中的发音。2是一篇阅读理解，要求学生阅读一篇介绍家庭的文章后回答问题，培养学生的阅读理解能力。3是听力活动，学生听一段对话并根据所听内容判断正误。4a和4b是本topic的一个总结，4a是语法小结，总结了用what对不同人称的职业进行提问及回答；4b是课文中所体现的有用表达。5是一个应用型的写作练习，要求学生根据一张自己家庭的照片向笔友写信介绍家庭成员，学生学习书信的写作形式。
III. 分课时教案
Section A
Target language
c. Key words and phrases
kid, come, come in, yourself, at home, wow, place, seat, glad, parent, both, office, worker, driver, farmer, cook
d. Key sentences
What do you do
I’m a (an) ...
What does he/she do
He/She is a(an) ...
Ability goals
Enable students to ask and answer about jobs.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Revision and lead in
Review Topic 1 “Do you like the English corner ”. The teacher asks some questions, and the students answer the questions.
T: May I know your name
Nice to meet you.
Do you speak English
Do you often go to the English corner
Do you like it Why
S1: I can speak English.
S2: I can make some friends.
T: Good! (to a student) Do you have any friends
S: Yes, I have.
T: Do you ask your friends or your classmates to come to your house
S: Yes, sometimes.
T: What does your mother say to them when they first come to your house
S: Welcome!
T: Yeah. Often your mother says "welcome". Maybe your mother calls them "kids" (on the Bb). That means "children". Because you are so young, you are all kids in my eyes or in mothers' eyes. What else does your mother say to them
S1: Come in!
S2: Sit down, please!
Write down the expressions on the Bb.
T: Well down! "Sit down, please" can be said in another way: "Have a seat, please!” "Seat" is a noun here. Read the sentence after me, please.
Ss repeat.
T: Maybe you can not do something you like to do in front of mothers. Is that right So your mother may say: Make yourselves at home. (on the Bb)That means you can do something just as in your own house. "Yourselves" is the plural of "yourself". Now read the expressions after me.
Ss repeat.
T: How can your mother know your friends' names
Ss: I can tell my mother: This is ...
T: Right. We use "This is ..." to introduce sb.
Step II Function introduction (1)
Talk about the picture on page 61 first. Let Ss describe the picture.
T: Look at the picture first. This boy is Kangkang. This is his mother. These are his friends. They come to Kangkang's house. Listen to the conversation. What do they say to each other
Play the recording twice for the Ss to listen to.
Ask Ss to say some sentences they heard.
T: Now read the dialogue above the picture and find out something you don't understand.
Ss read the dialogue and then raise some questions.
Teacher explains them for the Ss.
wow interj.（感叹词）used to express wonder, amazement, or great pleasure
呀，哇：用来表达惊叹、惊讶或极度高兴
What a nice place! 多漂亮的地方啊!
这是感叹句，构成为：What +(a/an)+ adj.+ n.+主语+谓语!
主语和谓语可以省略。
e.g. What a beautiful picture!
What an interesting book!
What a clever boy!
"glad" means "happy"
"Glad to meat you." is another way of saying "Nice to meat you."
T: Are you clear Now please work in groups to practice the conversation and try to act it out.
Ask some groups to act out the conversation.
Choose the best group and give them a small present.
Step III Presentation (2a, 2b)
T: Sometimes you want to know what somebody does. For example, I am a teacher. How can you know What question should you ask me
Ss suggest some ways.
T: You can ask me: What do you do (Write it on the Bb.)
I answer: I am a teacher.
T: (To a student) What do you do
S1: I am a student.
T: (To another student) What do you to
S2: I am a student.
T: What does he do (point to S1)
S3: He is a student.
T: What does he do (point to S2)
S3: He is a student, too.
T: So they are both students.
Write the word “both” on the Bb and let Ss repeat.
Note: “Both” means “the one and the other”, “两个都”，用在情态动词、助动词和be动词之后，实义动词之前。
Ask some other individual Ss the question.
T: What does your mother do
S4: She is a worker.
T: What does your father do
S4: He is a worker, too.
T: Your parents are both workers. (Write the word “parents” on the Bb.) Parents means a mother and a father. Read after me.
Ss repeat.
Then let students practice reading with the target language.
T: Now you will read a conversation in 2a. Listen first. Then read it and complete the chart on page 62. Find out what Kangkang’s and Michael’s parents do.
Ss do it alone. When they finish, check the answers by calling some pairs to ask and answer the question:
What does … do He/She is a ...
Show a picture of an office worker to the Ss to make its meaning clear.
Step IV Vocabulary (3a)
In this step, students will learn more words about jobs.
T: Look at the pictures. Read the words below them first. Describe it like this:
He/She is a(an) driver/nurse ...
Draw the Ss’ attention to an office worker.
Play the tape for the Ss to listen to and repeat.
T: Work in pairs now. Ask and answer the question:
What does he/she do
He/She is a(an) driver/teacher ...
Call some pairs to present their small conversation to the class.
Then present more pictures for the Ss to practice asking and answering.
.
dancer writer singer lawyer
shop assistant reporter football player actress
Step V Pair work (3b)
In this step, students will make conversations to practice the target language using their real information.
T: Now please work with your partner to ask each other the following questions:
What do you do
I’m a student.
What do your parents do
My father is a(an) ... and my mother is a(an) ...
Allow them several minutes to practice the language. Then call some pairs to say their conversations.
Step VI Homework
Fill in the blanks.
1. Wow! ______ a nice book!
2. Sit down, please! Maria, you can make y_______ at home.
3. Sit down, please! Boys, you can make y_______ at home.
4. What _____ your father _____ He is a teacher.
5. What______ her father He is a teacher.
6. What ______ his father’s ____ He is a teacher.
7. What ______ your parent _____ She is a d_______.
8. What ______ her parents_____
They are _____ office workers.
9. Have a seat, please. =_____________________
Section B
Target language
a. Key words and phrases
work, on, farm, hospital, drive
b. Key sentences
What does he/she do
He/She is a(an) ...
Where does he/she work
He/She works ...
Ability goals
Enable students to ask and answer people’s jobs and workplaces.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Revision and lead-in (1a)
Review the content of last period by playing a guessing game.
Teacher enters the classroom in dancing clothes.
T: What do I do Can you guess
Ss: You’re a dancer.
T: That’s right. You’re great!
Teacher takes off the dancing clothes and then asks:
T: What do I do now
Ss: You’re a teacher now.
T: Where do I work (Write the sentence on the Bb.)
If the Ss can’t answer it, help them.
You work in a school. (Write it on the Bb.)
Call attention to the picture in activity 1a and ask:
T: What does the man do
Ss: He is a farmer.
T: Where does he work
Ss: He works on a farm.
Draw Ss’ attention to the s at the end of works.
Step II Practice (1b)
In this step, Ss will have oral practice with the target language.
Go through the pictures with the Ss.
Play the tape and let students complete the conversations.
T: Now please work in pairs to ask and answer about the pictures.
Allow Ss 2 minutes to practice asking and answering.
Then call some pairs of Ss to present the conversations. Make sure they use an before office worker and office.
Step III Pair work (2)
This is a practice with the vocabulary.
T: You're given five words in the box in activity 2. Read them first.
Make sure Ss know the meanings of these words.
T: You should use them to fill in the blanks of five sentences. Each sentence gives you a clue to guess what job she/he does. Work on it now.
Ss do the work with their partners. Then check the answers. Make sure Ss use a/an correctly in each sentence.
Note: "drive" is a verb. A driver drives a car.
Step IV Game playing
In this step, students will play a guessing game to consolidate the words and the target language.
T: Let's play a game now. Some Ss come to the front to do the actions or draw pictures. The others guess what job he or she does. You can ask questions like this:
Are you a/an...
Do you work in/on...
Call some Ss to come the front to perform. The others guess. The team who gets the most correct guesses wins the game
.
Step V Listening (3)
In this step, Ss will practice listening with the target language.
T: You will hear some conversations. The people are David, Paul, Lisa and Danny. They are talking about what they do and where they work. Listen and fill in the form in activity 3.
Play the tape twice for the Ss to listen to. Check the answers by asking Ss to say complete sentences.
For example: David is a/an ...
He works in/on ...
Step VI Surrey (4)
In this step, Ss will practice speaking with the target language.
T: Now make a surrey. Ask your classmates what their parents do and fill in the chart in activity 4.
Allow Ss several minutes to do the surrey. Then get some Ss to give a report like this:
...'s father is a worker. He works in a shoe factory.
...'s mother is an accountant. She works in a supermarket.
Step VII Class activities (5)
Teacher takes out the tool prepared before. Explain to the Ss how to play the game by doing it with a student as an example. Then Ss play it by themselves to practice the following questions and answers.
A: What do you do
B: I'm a/an ...
A: Where do you work
B: I work ...
Step VII Homework
1. Exercises
1) What ____your parents_______(do)
They______ both teachers.
2) ______does your uncle _____(work)
He ______ ______a farm.
3) I work ____a hospital, but I am not a______. I am a nurse.
4) I work ____ _____ office. I’m a driver.
5) Where _____you _____ (study)
I ______ in a school.
6) Where _____ her sister_____ (study)
She ______ in a school.
2. Put the result of the surrey in activity 4 into a short passage as a report.
3. Bring a photo of your family to school next class.
Section C
Target language
a. Key words and phrases
aunt, uncle, sofa, grandparent, grandma, grandpa, grandfather, tree, son, daughter
b. Key sentences
The young woman in red is my mother.
Her father is an office worker.
Her aunt and uncle are teachers.
Ability goals
Learn words about family members.
Learn to introduce family members.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Revision and lead in
1. Show some famous people’s pictures for the Ss to guess:
T: Do you know his/her name
Ss: He/She is …
T: What does he/she do
Ss: He/She is a/an …
T: Where does he/she work
Ss: He/She works in a/an …
Give the Ss vocabulary support to help them talk about anything they are interested in.
Words may be used: actor/a film studio, scientist/Cambridge University, basketball player/a basketball team, astronaut/CSA (the Chinese Space Agency)
2. Show the Ss some photos of the teacher’s family members. Ask the following questions.
T: What does she do
Ss: She' a teacher.
T: What does he do
Ss: He is an office worker.
T: What does she do
SS: She's a student.
T: These people make a family. It’s my family. How many people are there in my family
Ss: Three.
T: Yeah. It's a small family.
Point to the photo and say,
T: It's me. This is my daughter. I am her mother. This is her father. A mother, a father and a child, they make a small but lovely family.
Step II Presentation
T: Now, boy and girls, you can say something about your families.
S1: There are five people in my family. They’re my …
T: What does your father do
S1: My father is a farmer. He works on a farm.
T: Do you have a sister
S1: I have a little sister. She is 8 years old.
T: What about your grandparents？
S1: My grandma doesn’t have a job. My grandfather works at home …etc.
Then ask the Ss:
Who is your grandfather/grandmother/ uncle/aunt ...
Get Ss to answer:
My father’s mother is my grandmother.
My father’s sister is my aunt.
My mother’s brother is my uncle.
My uncle’s son is my cousin.
T: What about you You are your parents’...
A boy: Son.
A girl: Daughter.
Read these words for the Ss to repeat.
Step Ⅲ Look, listen and say (1a, 1b)
Read and understand activity1a
T: Look at the photo in 1a, how many people are there in the family
Ss: Seven.
T: It's a big family. Right Now listen to the conversation first and then read thought it. Find out who are the people in the family.
Play the tape for the Ss to listen to. Then Ss read it by themselves. When they finish, ask some
questions about it.
T: Who are the people in the picture
Ss: The boy’s aunt.
T: Which person
Ss: The young woman in yellow.
Go though the other people in the same way and make notes on the Bb like this:
aunt: (in yellow)
uncle: (in green)
mother: (in red)
father: (in black)
grandparents: (on the sofa, point to the picture of sofa to explain its meaning)
Explain: in 这里是个介词，表示“穿着”、“戴着”的意思， 指“穿”的状态，可用于穿鞋、戴帽、穿衣服等。如：
The boy in white shirt is my brother. 那个穿白色衬衣的男孩是我的哥哥。
Read the words for the Ss to repeat.
Then deal with activity 1b.
Let students fill in the blanks with suitable words about family members.
Then let Ss check their answers in pairs.
Step IV Reading (2a)
This activity provides reading practice using the target language.
Before reading, get Ss to know what a family tree is. Ask a student about his/her family as an example. Put it into a family tree on the Bb.
T: Jack, how many people are there in your family Who are they
S: My mother and father, my grandfather and grandmother.
If the student can’t say all his family members, ask him some questions to elicit them. For example:
Does your mother have a sister
Does your aunt have a child A son or a daughter
As the student says his family members, teacher draws a family tree on the Bb.
grandfather and grandmother
father and mother uncle and aunt
son daughter
T: Does it look like a tree (…) So we call it Family Tree. We can see family members in it clearly.
Now have a look at Jane’s family tree in activity 2a. There are more people in her family. Who are they
Ss: They are Jane’s father, mother, aunt, uncle and their son and daughter.
T: Now read the passage about Jane’s family and find out the answers to the following questions.
What do her father and mother do
What do her aunt, uncle and their daughter do
Write their jobs below each person.
Ss work alone to finish the task. Check the answers.
Then get Ss to practice reading the article aloud.
Step V Writing (2b)
In this step, Ss will practice writing with the target language.
T: Yesterday I asked you to bring a photo of your family to our class. Did you bring one here
Ss: Yes.
T: Well done! Now please show it to your partner. Your partner asks some questions about your family members and then draws a family tree of yours. Check if your partner gets your family tree right. Clear
Ss work in pairs to draw their partners’ family trees by asking and answering about their family photos.
When they finish, call several Ss to come to the front to introduce their partners’ family trees without saying their partner’s names. Get the other Ss to guess whose family trees they are.
Finally, let students write a passage about their family according to the questions given in activity 2b.
Step VI Class activities (3)
This activity provides practice of vocabulary in an interesting way – chant.
Teacher chants first and Ss follow. Then Ss chant together.
T: Families are so lovely and our family members are always helping us. Love our families. Love each family member. Hand in hand forever.
Section D
Target language
a. Key words and phrases
cute, people, teach, look after
b. Grammar focus
What do/does ... do
I am a/an ...
She is a/an ...
They are ...
C. Useful expressions
Come in and make yourselves at home.
Please have a seat.
What a nice place!
Now we live in Beijing.
My grandma lives with us.
She looks after Rose at home.
Ability goals
Enable students to read and write articles about introducing families.
Enable students to review the grammar and useful expressions in this topic.
Summarize the sound of “u”.
Teaching aids
Tape recorder, some cards.
Teaching procedures and ways
Step I Revision
Show a picture of a student’s family and then ask:
T: How many people are there in your family
S: There are …people in my family.
T: Who looks after you at home
S: My…looks after me at home.
T: Does your grandfather have a job
S: ...
Step II Pronunciation (1)
1. Play the tape. Have the students listen and repeat. Then spell the words out and write them on the blackboard. Then make the letter “u” in each word underlined.
2. Play the tape again. Have the student listen and pay attention to their pronunciation.
3. Help the Ss sum up the pronunciation of “u”.
Show the following:
u开音节[ju: ] cute Cuba student computer
u闭音节[Λ] bus number up uncle
Explain cute. It means lovely, pretty or clever. For example,
Pandas are cute.
4. Show some more words with the letter “u” for the Ss to practice pronunciation.
duck cut us cup
tube huge duty
Step III Reading (2)
In this step, Ss will practice reading with the target language.
T: There is another picture of a family. Whose family is it
Ss: Its Peters.
T: Read this passage and answer the following questions.
Where does Peter live
Where does his father work
What does his mother do
Who is the only student in his family
Who looks after Rose
Ss read the passage and find out the answers. When they finish, check the answers.
Explain some language points:
There be 句型表示某处存在某物或某人。
结构：(1) There is +单数可数名词/不可数名词+地点状语
(2) There are +复数名词+地点状语
主语是某人或某物，谓语动词be要与主语（某人或某物）的数保持一致。当主语是两个或两个以上的名词时，谓语动词要与跟它最近的那个名词一致。
eg. ① There is a bird in the tree. 树上有一只鸟。
② There is a teacher and many students in our classroom.
我们教室里有一位老师和许多学生。
③ There are two boys and a girl under the tree.
树下有两个男孩，一个女孩。
people: a number of persons plural form: people
look after 是固定短语，意为“照顾”、“照看”，此处的after 是介词，后面可以加名词 或代词作宾语。look after 与take care of 同义，可以互换。如：
Please look after your brother, Tom. / Please take care of your brother, Tom.
汤姆，请照看好你的弟弟。
Dave, you must look after your toys. / Please take care of your toys.
戴夫，你必须看管好你的玩具。
Step IV Listening (3)
This step provides listening practice with the target language.
T: Look at the statements in activity 3. You will hear a conversation. What do you think the conversation is about
Ss: Kangkang’s family members.
Help students to predict before listen to the tape.
Play the tape. Students listen and mark the statements.
Play the tape again. Students listen and check the answers.
Step Ⅴ Grammar and expressions review (4a, 4b)
Help students review the grammar points in this topic.
First let students read the sentences in the grammar box. Then make the following summary (on the screen):
1. The use of do and does:
What do you do I am ...
your parents They are ...
does your mother/aunt She is ...
2. Pay attention to the order of the special questions.
In a special question: 疑问词+be动词+主语+其它成分
Then help students summarize the useful expressions. Get Ss to read them.
Expressions to welcome somebody:
Come in and make yourselves at home.
Please have a seat.
Showing exclamations:
What a nice place!
Introducing one’s family:
Now we live in Beijing.
My grandma lives with us.
She looks after Rose at home.
Step VI Project
This procedure provides writing practice with the target language of this topic.
T: Do you have a pen pal
Ss: yes.
T: Would you please send your pen pal a photo and introduce your family to him or her
Please write a letter to him/her.
Ss finish the letter by themselves.
Sample letter:
Hi, Betty!
This is a photo of my family. The man in white is my father. His name is ... He is a lawyer. He has a great job, doesn’t he The woman next to him is my mother. She is a nurse. She is very kind. They are good parents. The woman on the chair is my grandmother. She lives with us. She works at home. Can you find me in the photo Ha, I’m behind my grandmother. I have a nice family.
Welcome to my family!
Yours,
Eva
Step VII Summary
Get Ss to brainstorm the vocabulary.
（1）Occupation: driver, farmer, cook, nurse, teacher, office worker, doctor, student…
（2）Family member: parents, father, mother, aunt, uncle, grandfather, grandmother, grandparent, daughter, son…
（3）—What ____ you do
—I ____ a student.
—Where ____ he / she work
—She / He _____ in an office.
—What _____ she / he do
—She / He ____ a teacher / doctor / worker.
Step VIII Homework
Finish off the exercises in your exercise book.
Have a review of this topic and get ready for a test.
Topic 3 Would you like something to drink
I. 教学目标
技能目标 Learn how to order food and have mealsLearn to offer, accept and refuseWould, what questions.—Would you like some... —Yes, please./ No, thanks.What do you want
语言目标 功能句式 Would do you like… Yes, ... please. / No, thanks. What would you like to have / drink Help yourself. Would you like to have dinner with me OK, I’d love to.May I take your order / May I help you Why not have some ...
词汇 1. 四会词汇well, some, fish, meat, rice, chicken, drink, cup, tea, hamburger, milk, why, idea, vegetable, water, noodle, juice, dumpling, hamburger, take, order, bowl, just, wait, sir, moment, something, dollar, eat, breakfast, bread, lunch, supper, out, dinner, love, more, full, many, friendly, them, kind, hot, be, delicious2. 短语help yourself, I’d like = I would like, a cup of, wait a moment, why not, a bowl of, Let me see. What about ...
语法 Would you like… What questions
II. 教材分析
Topic 3 以“就餐”为主题，不仅学习有关食物的词汇，还要学习使用句型What would you like / I’d like…; Would you like… Yes, please./ No, thanks.表达就餐时愿意提供、乐于接受和拒绝接受的意愿。在各种设计的情景中有意识地培养学生运用本话题所学句型和交际用语等。通过完成本话题中的各个任务活动，学生将能自觉有效地将目标语言运用到一定情景中去，准确地表达出自己对食物的喜好，询问他人的饮食习惯和爱好，他们的听、说、读、写等综合能力将得到锻炼和培养，并了解西方国家的饮食习惯和风俗，更进一步使自己在日常生活中要养成良好的饮食习惯和生活习惯。
Section A 1a 以听读对话的形式呈现在家吃饭的情景，从而引出本话题的目标语言——用would, what 等谈论食物。1b通过完成句子来检测学生的理解程度并锻炼学生获取重要信息的能力。2以1a, 1b为基础，通过完成对话表述自己对食物的喜好。3以听音的方式进行词图匹配，是词汇的输入，并对词汇作了可数名词与不可数名词的分类，为以后的练习奠定了基础。4是一项调查活动。学生通过做调查这种互动方式，获取别人对食物的喜好信息，既联系了目标语言又锻炼了社会实践能力。
Section B 1 以听读对话的方式出现又一语言场景：餐馆点菜，从而引出该场景中的有用表达。2用所给词完成对话，并通过听力检测，这是对所呈现的目标语言的初步练习。3 通过问答匹配练习又一次锻炼了目标语言。4a根据图中所给信息完成一段话。这是练习食物词汇及表述喜好的表达。4b是一个实践活动，学生结队问答一日三餐喜欢哪些不同类型的食物，这是词汇和目标语言的口头练习。
Section C 1a 中图文并茂地呈现出eating out的各种表达。1b要求学生表演1a中的对话，以此来感知目标语言的功能作用。2以两人一组对话的形式谈论自己一日三餐中喜好的食物，是对目标语言和句式的练习。3是一首歌曲包含了本话题所涉及的部分词汇，它把知识与趣味融为一体，以此来提高学生的学习兴趣。
Section D 1a 是一封书信的阅读理解，它不但是对目标语言的阅读训练，而且为下面的写作做了示范。1b要求用所给词汇完成一封书信，它以1a为示例，内容也与1a相近，大大减少了练习的难度，初步锻炼了学生的写作技巧。2是一个听力练习，要求学生通过听一段对话来判断正误，这是对听力技能的培养和锻炼。3a与3b是对本话题的总结，3a是语法总结：用would like 来询问及作答。3b总结了本话题中的有用表达。4要求学生在英语角询问他人家庭成员的职业及对食物的喜好，并根据所得信息进行写作练习，这不仅是对本话题内容的有效检测，而且也是对学生综合技能的训练。
III. 分课时教案
Section A
Target language
a. Key words and phrases
help yourself, I’d like = I would like, well, some, fish, meat, rice, chicken, drink, cup, tea, hamburger, milk, why, idea, vegetable, water, noodle, juice, dumpling, hamburger
b. Key sentences
Help yourself.
Would do you like…
Yes, ... please. / No, thanks.
What would you like to have / drink
Why not have some ...
What about ...
Ability goals
Enable students to ask and answer about what food to eat.
Learn the way of offering, accepting and refusing.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Lead in
T: Hello! Boy and girls! Nice to see you again. You look so healthy. What do you have for your meals I mean what do you eat or drink for breakfast, lunch and supper
(If Ss can not say the names of the food, T gives help.)
S1: For breakfast, I have milk, eggs...
S2: For lunch, I have vegetables, meat, rice or noodles...
While the Ss saying the food, T shows some pictures on the Bb.
eggs milk rice bread noodles
meat chicken vegetables
T: Now I have a good idea. This weekend, let’s have a get-together meal in my home, OK
Ss: Great!
T: I have to buy something for the meal. What would you like to eat (on the Bb)
S1: rice and fish ...
T: What about you
S2: dumplings ...
T: Would you like some hamburgers (on the Bb)
S3: No.
T: To be polite, you should say: "No, thanks!" Would you please try again
S3: No, thanks!
T: Good. What vegetables would you like
S4: tomatoes, mushrooms, broccoli, onions, potatoes, carrots ...
T: Would you like some fruit
S4: Yes, some bananas and oranges, please.
T: What about something to drink
S5: Coca cola ...
T: Would you like a cup of coffee
S6: Yes, please!
T: Okay! I've got what you would like to eat and drink. I'll give you a great meal. Remember to come on time!
Step II Presentation (1a, 1b)
T: Look at the picture. What are they doing
Ss: They're having a meal in Kangkang's home.
T: Yes, Michael, Maria and Jane are having a meal. What do they have for the meal Listen to the conversation first. Write down the food in the blanks in 1b. If you can't do that, after listening you can read the conversation and fill in the blanks.
Play the tape twice.
Then allow them 2 minutes for reading. Check the answers.
T: When you are having a meal with your friends in your home, what do you say to them
Ss: Help yourselves.
T: That's it. That means your friends can eat anything they want. So they could enjoy the meal.
Get the students work in pairs and make some new dialogues with the following structures:
Ask with:
What would you like
Would you like…？
What about you？
Answer with:
I’d like…
Yes, please. / No, thanks. I’d like…
Step III Work alone (2)
In this step, Ss will do listening practice with the target language.
T: Look at the picture. The mom and the boy are talking about what to eat. Listen and fill in the blanks in their conversation.
Play the tape twice for the Ss.
Check the answers.
“Why not... ” is used to give suggestions just like “Why don’t you ... ”
e.g. -You’re so busy. Why not ask Jim to help you
- I’d love to, but he has to look after his sick mother.
idea 意见; 主意;
e.g. That's a good idea. 那是个好主意。
What's your idea 你的意见怎样
I have no idea (as to) what you mean. 我一点儿也不明白你的意思。
Ask some pairs of students to stand up and practice the dialogue before the whole class.
A: What would you like to have
B: I’d like some...
A: What about some...
B: No, thanks. I don’t like ...very much.
...
Step IV Vocabulary (3)
In this step, Ss will learn more words about food and drink and classify them into two parts: countable nouns and uncountable nouns.
T: We know there are so many food and drink to enjoy. In the beginning, you mentioned so many. Now look at the picture in activity 3, match the pictures and the words. Write down the right letters below these words.
Ss work alone then check the answers.
T: Now learn to read the words after the tape.
Play the tape for the Ss to repeat.
Then check Ss' pronunciation by pointing to the picture for the Ss to say its name.
T: All of the words can be divided into two kinds: countable nouns and uncountable nouns. Please write down the words on the correct line after “countable nouns” and “uncountable nouns”.
Check the answers.
Uncountable nouns: water, rice, fish, chicken, meat, milk, tea
Countable nouns: cakes, vegetables, noodles
Step V Project (4)
T: What would you like to eat/drink Please make a survey. Ask your classmates the question and check their answers in the chart.
When they finish, call several Ss to give a report on their survey results:
... would like to eat …
Step VI Homework
1. Write down what you and your parents have for supper tonight and tell us about it tomorrow.
2. Finish the exercises.
1) —What _____ you _____ to eat
—Some bread, please.
2) —Would you _____ some meat
—No, _____. I’d _____some chicken.
3) —Would you _____ something ___ drink
—Yes, a cup of ____, please.
Section B
Target language
a. Key words and phrases
take, order, bowl, a bowl of, just, wait, sir, moment, Wait a moment. something, dollar, eat, breakfast, bread, lunch, supper
b. Key sentences
May I help you, sir/madam / May I take your order
What would you like to eat/drink
Wait a moment, please.
Eight dollars, please.
Ability goals
Learn to order food and have meals in a restaurant.
Learn the way of offering, accepting and refusing.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Revision
Call several students to tell what their family members had for supper last night. T gives them a beginning:
Yesterday evening, my mother had ... She likes it very much. My father had ... But I had ...
I like ...
Then check the answers to homework 2.
Step II New Function (1)
T: Do you often eat out Do you often eat in restaurants
Ss: Yes./Sometimes.
T: What does the waiter/waitress say to you when you sit at the table in a restaurant
Ss: May I help you
T: Yes. If you are a man, they may say: "May I help you, sir " If you are a woman, they may say: "May I help you, madam Or they may simply say: May I take your order
Write down these expressions on the Bb and read them for the Ss to follow.
T: What else
Ss: What would you like
T: I'd like a bowl of rice and a glass of orange juice.
Ss: OK.
T: The waiter could say: Wait a moment, please. Or they may say: "Sixty yuan, please." In the USA, they don't use RMB, but dollars. So they say: "Eight dollars, please." After you give them the money, they will go away and then bring the food.
Write these sentences on the Bb and read them for the Ss to repeat.
May I help you, sir/ madam / May I take your order
What would you like to eat/drink
Wait a moment, please.
Eight dollars, please.
T: Look at the pictures in 1. They’re eating in a restaurant. What would they like to eat and drink
Ss read the conversation and find the answers. Check the answers.
Explain:
a bowl of rice (show a picture)
"just" here means "only"
T: Listen to the tape and read after it.
Play the tape for the Ss to follow.
T: Now work in pairs to role play the conversations.
Get some pairs to act them out.
Step III Work alone (2)
In this step, Ss will do listening practice using the target language.
Call a S to read the five words in the box.
T: You should use them to fill in the blanks. Then you will listen to the tape and check your answers.
When they finish, play the tape for the Ss to check their answers.
Then ask them to read the conversation together.
Step IV Read and Match (3)
T: You can see some questions and answers. Read them first and then match them.
Ss do it alone. When they finish, ask them to check their answers with their partners by asking and answering.
Check the answers together.
Step V Work alone (4a)
This activity provides writing practice with the expressions of likes and dislikes about food.
Get Ss to say the names of the food first. Then ask them to complete the sentences according to the faces next to them.
T: means “like...” means “like... a lot” means “favorite”
means “not like...” means “not like ... at all”
Ss complete the sentences by themselves. Then check the answers by calling several Ss to read their sentences.
Step VI Group work (4b)
T: Ask your partners “What would you like for breakfast/lunch/supper ” Then fill in the form with the answers.
Tell them how to ask and answer:
—What would you like for breakfast/lunch/supper
—I’d like… for breakfast/lunch/supper.
They can add some opinions like this:
—I like …very much.
—It’s good/not bad.
Step VII Homework
1. Some foods are good for us. But some are bad for us. What food we should eat more and what food we can’t eat too much Make a list and tell us tomorrow.
2. Ask what your parents like for breakfast, lunch and supper and write down their answers.
Section C
Target language
a. Key words and phrases
out, dinner, love, more, full
b. Key sentences
Would you like to have dinner with me OK. I’d love to.
Ability goals
Enable students to ask friends to have meals together.
Enable students to use the way of offering, accepting and refusing.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Revision
Check the homework.
Let students tell what foods and drinks are healthy and what are unhealthy.
Healthy foods: vegetables, fruits, rice, noodles and so on.
Unhealthy foods: hamburgers, French fries, chocolate, cola ...
T: (point at the unhealthy foods) They are junk food. We can’t them too much. To keep healthy, we should eat healthy food.
Ask some Ss to tell the others what their parents like for breakfast, lunch and supper.
Step II New Function (1a, 1b)
Call attention to the pictures in activity 1a.
T: What are they doing
Ss: They are eating.
T: Where are they eating
Ss: They are eating in the restaurant.
T: Yes. They are eating out. Now read the conversation. Find out what food they would like to order.
Ss read the conversation. Then check the answer.
Answer: fish, eggs and rice.
T: Read again and find some words or expressions that are new to you.
Then focus on some language points.
dinner: the chief meal of the day, usually in the evening
- Would you like to...
- Yes, I'd love to.
"love” means "like” here.
“Let me see.” means “Let me have a look.”
more: 更多的
She needs some more time. 她需要更多的时间
"I'm full” means "I'm not hungry."
Read the new words for the Ss to follow.
Play the tape. Have the students listen and repeat.
T: Practice reading the conversation with your partners. Then act it out.
After several minutes, ask some pairs to act out conversations.
Step III Practice
In this step, Ss will have some oral practice using the target language.
T: Make up similar conversations. One of you invites the other to have dinner. Make up conversation in the restaurant. If you like, you can ask other pairs to join you to make a group. It's better to use some real things or pictures to make your situation real-to-life. The following expressions may be helpful.
1 Would you like to have dinner with me
2 OK, I’d love to.
3 Let me see.
4 What about the same order as theirs？
5 No, thanks. I’m full. …
T moves around the classroom offering help.
When they are ready, call some groups to act out their conversations in the front. Before they perform, T gets the scene ready by drawing a picture on the Bb and arranging some chairs to make the classroom look like a restaurant.
Step IV Pair work (2)
T: What do you like for breakfast, lunch and dinner Write down your answers in the blanks.
After they have finished, let them check their answers with their partner. Then practice the
conversation in pairs.
Choose some pairs to say their dialogues.
Step V Class activities (3)
This activity provides practice with vocabulary of food in a funny way.
Sing this song: Old McDonald Had A Shop.
T: Can you sing the song, Old McDonald Had A Farm
Ask Ss to sing Old McDonald Had A Farm first. If they can’t sing, ask the one who can sing it to sing for the others.
T: Now let’s change it into a new song, Old McDonald Had A Shop.
Read the lyrics with the Ss. Encourage them to have a try to sing it.
Then play the tape for the Ss to follow.
When they can sing the song, ask them to change the names of the food into the ones they like.
Invite some Ss to the front to sing their own songs.
Step VI Homework
Do you like Chinese food If you introduce Chinese food to foreigners, what would you like to say You can find some information about it after class.
Section D
Target language
a. Key words and phrases
many, friendly, them, kind, hot, be, delicious
b. Grammar focus
What would you like to have
Would you like something to eat/drink
Rice and chicken, please./No, thanks.
Would you like to have dinner with me
I’d love to.
c. Useful expressions
Help yourself (to some …).
May I take your order
What would you like to eat
Why not have some milk
They are very friendly.
Good idea.
Wait a moment, please.
Ability goals
Enable students to read and write articles about introducing families.
Enable students to review the grammar and useful expressions in this topic.
Teaching aids
Tape recorder, some cards.
Teaching procedures and ways
Step I Revision
Check the homework by asking Ss to say something about Chinese food.
T: What do you know about Chinese food What do you like about it Why
Collect the Ss’ answers and make some brief notes on the Bb.
Sample ideas:
In the south of China we usually eat rice. But in the north, most people like noodles. There are many different kinds of noodles with various flavors. Dumpling is one of our traditional foods in China. We usually eat it on Spring Festival.
There are many kinds of Chinese food like Sichuan food, Hunan food, Guangdong food, Shandong food, Zhejiang food and so on.
I don’t like Sichuan food because it’s too hot. I like Guangdong food.
Step II Reading (1a)
T: Do you think foreigners like Chinese food Here is a letter from a foreign girl named Jane. Read her letter to find something about her.
When they finish reading, ask them some questions about it.
Qs: Where does Jane live
Does she have any friends there
Does she like Chinese food
Meanwhile, explain some difficult language points.
★ many: a lot of
★ friendly: being like a friend; showing kindness友好的;有帮助的;好意的
★ them pron. [they的宾格, 用作宾语, 口语中也用作表语]他们, 她们, 它们
e.g. Both of them are the top students in their class.
他们俩都是班上最好的学生。
It was very kind of them. 多谢他们。
That's them. 就是他们。
Step III Work alone (1b)
T: Look at activity 1b. Here is another letter with some blanks. You have to use the words given to fill in them. Read the words first, then work alone to finish the letter.
Call some Ss to read their letters to check the answers.
Explain kind.
T: “Kind” here has another meaning. It’s similar to friendly. We can say “be kind to sb”, which means “be friendly to sb”.
Ask Ss to read aloud.
Step IV Listening (2)
T: You will hear a conversation between two foreigners. Read the four statements. What do you think they are talking about
Ss: …
Get Ss to predict the content of the conversation.
Then play the tape. Ss listen to the conversation and mark True or False.
Play the tape again and check the answers.
Step V Project (4)
This activity provides oral practice using all the target language and vocabulary in this unit.
Put a slogan of English corner on the Bb.
T: Now you are at the English corner. The topic today is “family members”. You ask each other the jobs, workplaces, food and drink about family members. Then fill in the form.
Expressions may be used:
May I know your name
What does your mother do
Where does your mother work
Do you have an aunt/uncle What does she/he do
What’s his/her favorite food
What does your mother /father /aunt etc. like to drink
Whey they finish, ask them to use the answers to write a passage.
Call some Ss to read their passages.
Step VI Grammar and expressions review (3a, 3b)
(1 ) Grammar focus
Help students review the grammar points in this topic.
First let students read the sentences in the grammar box. Then summarize the use of would like.
would like
意为“想要”，表示愿望，用于委婉地提出请求、建议或陈述个人的想法等，第一人称用should like，也可用would like。would like / should like与动词want同义，但语气比want委婉，更客气、更礼貌。would like中like无“喜欢”之意，它和would一起构成“想要”的意思。这是非常客气的用语。would like没有人称和数的变化，如果你自己想要什么就可以说“I’d like…/ I would like…”；如果你问别人要什么时，就用一般疑问句的句型 “Would you like…？”或用特殊疑问句的句型“What would you like…？”。
— Would you like another cup of tea 你还要一杯茶吗？
—No, thanks. / Yes, please. 不，谢谢。/ 是的，请来些吧。
—What would you like, coffee or tea 你想要什么，是要咖啡还是茶？
—I’d like coffee. 我想要咖啡。
（2）Useful expressions
Help students summarize the useful expressions.
Get Ss to read the expressions. Then ask some Ss to explain when they use these expressions by giving examples.
Step VII Homework
Suppose you invite your pen pal form a foreign country to your house. You welcome him/her and introduce your family to him/her. Then you have dinner together. Maybe you have dinner at home or maybe you eat out. Make a short play with your partners and write down your conversations.
教学资源库
I. 语法
1． 询问职业
询问某人现在从事何种职业，常问方式有三种：
[句式1] What +do (does)+某人（主语）+do
①—What does your mother do 你母亲是干什么的？
—She is a doctor, 她是个医生。
②—What do you do 你是做什么工作的？
—I am a reporter. 我是名记者。
[句式2] What + be +主语？
—What is your brother 你哥哥是干什么的？
—He’s a soldier. 他是名士兵。
[句式3] What + is + one’s job
—What is your sister’s job 你妹妹的工作是什么？
—She is a nurse. 她是一名护士。
应答职业
学会了询问职业，就得学会应答职业。回答对职业的提问一般有两种句式：
[句式1] 主语+be+职业名词。这一句式常是直接说出自己的职业。
I am an English teacher. 我是一名英语教师。
He is a police officer. 他是警官。
[句式2] “主语+谓语动词+宾语。” 或 “主语+谓语动词（work）+as…”。
She works in a shop. 她在一家商店工作。
My uncle makes machines.我叔叔制造机器。
Her son teaches English. 她的儿子教英语。
I work as a cook.。我是一名厨师。
注意:
（1）如果你想确认对方的职业时，可用“Are you+职业？”去询问。
（2）和英美人交谈时，可以询问他们的职业和工作地点，但不能问他们的工资是多少。
（3）另外What do you do 不可与How do you do？混淆在一起，注意它们在交际中的区别。
2． 询问工作地
[句式1] Where +do +主语+work (study)
①—Where do you work 你在哪儿工作？
—I work in a factory. 我在工厂工作。
② —Where do you study 你在哪儿学习？
—I study at No. 5 Middle School. 我在第五中学上学。
[句式2] Where + does + 主语（第三人称单数的名词）+work (study)？
—Where does your uncle work 你的叔叔在哪儿工作？
— He works in a school. 他在学校工作。
3．可数名词与不可数名词划分
英语的名词有可数名词与不可数名词之分。我们判断一个名词是可数与不可数是一个很重要的问题，一般来说，可数名词有单、复数之分。像表示人或事物的名词和集体名词等一般都