集体备课教案 Unit 6 Do you like bananas? 说课材料：

一、单元教材分析

本单元的核心项目是"喜欢和不喜欢（like and dislike）"。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定坚实的基础。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答。

二、单元学情分析

本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。

三、单元教学建议

采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。本单元的教学法建议：语音教学--让学生进行模仿操练；词汇教学--采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学--采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；阅读教学--让学生学会抓住主要词汇和句型；听力教学--采取图文配对和对话选择的方式；写作教学--以填空、造句为主；语法教学--比较不同、总结规律、模仿操练。

四、教学重点和难点

教学重点：1、掌握关于食物的词汇。

2、熟练运用所学功能项目谈论喜好和厌恶。

3、能准确地用英语描述一日三餐的食谱。

教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don't.

2、描述一日三餐的方法。

3、一般现在时，主语是三单时，助动词与动词的变化。

4、可数名词和不可数名词的区别。

五、教学方法和学习策略

1、教法

（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。

（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

2、学习策略：

（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。

（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。

六、单元课时分配

本单元可用六课时完成教学任务：

Section A (1a-1d) 用1课时

SectionAl（2a-2d）用1课时

Section A (Grammar Focus-3c) 用1课时

Section B (1a-1e) 用1课时

Section B(2a-2c) 用1课时

Section B(3a-Selfcheck) 用1课时

七、教学过程设计：

The First Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Key vocabulary:hamburgers，tomatoes，broccoli，French fries，oranges，ice cream，salad，bananas，strawberries

Target language:

Do you like bananas？Yes，I do.

Do you like salad？No，I don't.

2.Ability Objects:Train students' listening skill.

Train students' communicative competence using the key vocabulary and the target language.

3.Moral Objects:No matter what food you like or don't like，you should eat something healthy.

Ⅱ.Teaching Key Points

The names of food.Ask and answer questions about likes and dislikes.

Ⅲ.Teaching Difficult Points

Use the key vocabulary and the target language learned in this class to describe situations in one's own lives.

Ⅳ.Teaching Methods

Scene teaching method.Pairwork.

Ⅴ.Teaching Aids

A tape recorder./Pictures of foods.

Ⅵ.Teaching Procedures

Section A

Step Ⅰ Key Vocabulary

Using pictures of foods，teach and practice hamburgers，tomatoes and broccoli.Put the pictures up on the blackboard with its name underneath one next to another.Use the same approach to teach and practise French fries，oranges，ice cream，salad，bananas and strawberries.Remove the pictures，write the food names in a different order from before，then hand the pictures to different students and ask the students match them with the right words.The rest of class watch and check their answers.

（This activity introduces the key vocabulary.）

Step Ⅱ 1a

Ask a more advanced student to say the words in the list and have students repeat.

Call students attention to the pictures and ask.

T:What can you see？Can you see hamburgers？

Ss:Yes，I can.

Point out the sample answer and say d is written on the blank line after the word hamburgers.Now you are asked to match the other words with the pictures.

Students work on their own.

Correct the answers.

Answers:

1.hamburgers d

2.tomatoes g

3.broccoli a

4.French fries h

5.orange e

6.ice cream f

7.salad c

8.bananas b

9.strawberries i

10.pears

（This activity introduces the key vocabulary.）

Step Ⅲ 1b

Point out the boxes where students will write a number for each conversation.The first one is done for you.

Play the recording for the first time.Students only listen.

Play the recording again.This time students listen and number the conversations 1-3.

Check the answers.

Answers （from left to right）:2，1，3

Tapescript:

Conversation 1:

Boy:Do you like bananas？ Girl:Yes，I do.

Conversation 2:

Girl:Do you like salad？ Girl:No，I don't.

Conversation 3:

Girl:Do you like oranges？ Boy:Yes，I do.

（This activity introduces the target language.）

Step Ⅳ 1c

Say the conversations in Activity 1b and have students repeat.

Write them on the blackboard.

Then students practise the conversations in pairs.Deal with any problems the students raise while practising.

Point to the first word on the blackboard.Demonstrate a new conversation with a student，substituting the word hamburgers into conversation 1.

Repeat the same approach with conversation 2.

T:Do you like hamburgers？ S1:No，I don't.

T:Do you like tomatoes？ S2:Yes，I do.

Students work in pairs.Make their own conversations using the names of foods listed in Activity 1a.

（This activity provides students oral practice using the key vocabulary and the target language.）

Optional Activity:

Ask students to draw pictures of the foods which they learned in Activity 1a.Encourage students to draw some extra pictures of foods whose name they know in English.Then students make conversations in pairs using the foods in the pictures as cues.A few minutes later，ask each person to find a new partner and continue the practice.In this way，every person has the opportunity to ask and answer questions.

（This activity gives students a further practice with the key vocabulary and the target language.）

Step Ⅴ Summary

In this class，we've learned the names of foods and practised asking and answering questions about likes and dislikes.

Step Ⅵ Homework

After class，every student makes more conversations with his/her partner and records their conversations.

The Second Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects:Listen and write the key vocabulary.Grammar Focus.

2.Ability Objects:Train students' listening skill.Train students' writing skill.

3.Moral Objects

In China，it's impolite for you to accept food the first time it is offered.But in America，if you say "no" the first time the host offers you something to eat，the host may think that you really don't want the food.So you'd better know some culture about the country when learning a foreign language.Language is closely associated with it.

Ⅱ.Teaching Key Points

Target language:

1.Do you like salad？Yes，I do./No，I don't.

2.Does he like salad？Yes，he does./No，he doesn't.

3.I like oranges.4.He likes oranges.5.I don't like oranges.6.He doesn't like oranges.

Ⅲ.Teaching Difficult Points

Present Tense to like including yes/no questions and affirmative and negative statements.

Ⅳ.Teaching Methods:Pairwork./Summarization.

Ⅴ.Teaching Aid:A tape recorder.

Ⅵ.Teaching Procedures

Step Ⅰ

Ask different students to play their recording for the class.Give praise to those whose pronunciation and intonation are both excellent.

Step Ⅱ 2a

Say the words in the box and have students repeat.Then invite a more advanced student to say them and have the other students repeat.

You will listen to three conversations and circle the names of foods you hear.Point out the sample answer.

Play the recording for the first time.Students only listen.

Play the recording for a second time.This time students listen and circle the foods they hear.

Check the answers.

Answers:circled words:hamburgers broccoli ice cream

Tapescript:

Conversation 1:

Girl:I like hamburgers.Do you like hamburgers？ Boy:Yes，I do.

Conversation 2:

Girl:Do you like broccoli？ Boy:No，I don't like broccoli.

Conversation 3:

Girl:Let's have ice cream. Boy:Oh，no.

Girl:No？ Boy:I don't like ice cream.

（This activity provides practice recognizing the key vocabulary in spoken conversations.）

Step Ⅲ 2b

Call students' attention to the cartoon story.Say the conversations in the speech bubbles aloud，saying blank each time you come to an empty write-on line.

You are to fill in the missing words while listening to the tape.

Play the recording twice.Students listen and write the correct words on the blanks.

Correct the answers.

Answers:

1.hamburgers 2.hamburgers 3.broccoli 4.broccoli 5.ice cream 6.ice cream

Step Ⅳ 2c

Say the conversation in speech bubbles in Activity 2b and have students repeat.Then students practise it in pairs.

Ask students what kind of food they like？What kind of food they don't like？Make two lists on the blackboard under headlines like and don't like.It doesn't matter that some foods may appear on both lists.

Say three new conversations with different students using foods listed on the blackboard in place of the underlined words in the speech bubbles in Activity 2b.

Students then practise the conversations in pairs.Remind students to give answers that are true for himself/herself.As they practise，move around the classroom checking progress and offering pronunciation and intonation support as needed.

Invite pairs of students to act out their conversations for the class.

（This task gives students an opportunity to practise the target language.）

Step Ⅴ Grammar Focus

Ask different students to say the questions and answers the affirmative and negative statements.The following are noteworthy.

（1）The words do，does，don't and doesn't are stressed when saying the short answers.

（2）The third person singular forms all contain an s.Its main verb is likes.Its helping verbs are does and doesn't.

Write some example sentences on the blackboard.

Now ask students to look at the Countable nouns，uncountable nouns，and countable and uncountable nouns columns.Have three students read the words in each column.Tell students that countable nouns can be counted with numbers，and we add-s or -es to make the plural.For example，we say a tomato and two tomatoes.Uncountable nouns can't be counted with numbers and they don't have plurals.For example，broccoli，However，some words can be either countable or uncountable nouns.For example，salad.Encourage students to add more foods to each column.

（This activity gives students a further understanding of the target language.）

Step Ⅵ Summary

In this class，we've learned the Present Tense，including the third person singular form as subject.

Step Ⅶ Homework

After class，students draw a picture of one of his/her classmates.Write down your conversations，and then rewrite conversations in the form of a passage.

Suggested answers:

Conversation 1:

SA:I like oranges.Do you like oranges？ SB:Yes，I do.

Conversation 2:

SA:Do you like French fries？ SB:No，I don't like French fries.

Conversation 3:

SA:Let's have hamburgers. SB:Oh，no.

SA:No？ SB:I don't like hamburgers.

A passage:

My friend（SB' name） likes orange very much.

But he doesn't like French fries or hamburgers.

The Third Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Target language:

Do you like tomatoes？/Yes，I do./No，I don't.

Does Bob like French fries？ Yes，he does./No，he doesn't.

2.Ability Object;Train students' ability of the society practices.

3.Moral Object:It makes you better understand your parents to ask them what they like and don't like.

Ⅱ.Teaching Key Point

Yes/No questions.

Ⅲ.Teaching Difficult Points

Does Bob like French fries？Yes，he does./No，he doesn't.

Ⅳ.Teaching Method:Teaching by demonstration.

Ⅴ.Teaching Aid:Pieces of paper.

Ⅵ.Teaching Procedures

Step Ⅰ

Check homework first.Students exchange their exercise books and help correct each other's work.Then ask different students to report his/her conversations in the form of a passage as in the suggested answers.This task may provide the students a brief review of the target language.

Step Ⅱ 3

Get the students to have a careful look at the chart and name the foods at the top of each column.

Point to the happy face and the sad face and guide the students to say.The former means you like it very much and the latter means you don't like it at all.

Divide the class into pairs.One person in each pair looks at Page 33 and the other Page 83.Each person has only part of the information needed to complete the activity.

Show students how to complete the chart by asking and answering questions.Get a student looking at Page 33 to ask:Does Bill like French fries？Help the students looking at Page 83 find the happy face under the French fries and call a student to answer，"Yes，he does."Then the students looking at Page 33 draw a happy face in their charts under the French fries.

Now change them round.Students looking at Page 83 ask if Bob likes French fries and students looking at Page 33 answer.

Ask students to work in pairs.Your job is to get the rest of the information from your partner.

As the students work together，move around the classroom to make sure that all the students know how to do it.Then draw a simple chart on the blackboard.When students have completed their task，ask two students to fill in the chart on the blackboard.

Go over the answers with the whole class.

Answers:

Give them some more time to practise asking and answering questions.

（This task provides practice talking about foods that people like and dislike.）

Optional activity:

Ask students in pairs to make up two copies of charts，using the ones on Pages 33 and 95 as a model.Ask them to use different food items and leave out half of the information on each copy of the chart.

Ask each pair to exchange their charts with another pair and fill in the charts as in Activity 3.Encourage pairs to present their completed charts to the class.

（This activity gives students further practice using the target language.）

Step Ⅲ 4

Put students in pairs to ask and answer questions about the food items.

A:What are these？

B:They are tomatoes.

A:What's this？

B:It's a hamburger.

...

Ask students to point to the headlines food，like it and doesn't like it to make sure that students know where to write the foods and where to write the names of their classmates.Demonstrate the following:

T:Do you like a hamburger？

Liu Li:Yes，I do.

T:Do you like bananas？

Zhao Jun:No，I don't.

Help the students write a hamburger and bananas under the headline Food，Liu Li likes it and Zhao Jun doesn't like it.Ask the students to interview their classmates and fill in the chart.

As the students work together，walk around the classroom to give them pronunciation，intonation and spelling support where necessary.

When all the students have finished filling in the chart，check the answers.

Ask a student to come to the front and ask.

Student A:Does Liu Li like （tomatoes）？Who knows？Raise your hand.（looking around.）Zhao Jun.Please.

Zhao Jun:Yes，she does.

Student A:Does Zhao Jun like （tomatoes）？Who knows？Raise your hand.（looking around） Tommy，please.

Tommy:No，he doesn't.

Write the conversations on the blackboard.

Have different students ask questions.

（This activity gives the students a chance to practise yes/no questions.）

Step Ⅳ Summary

In this class，we've learned yes/no questions，especially the third person singular form as subject.

Step Ⅴ Homework

Ask students to interview family members outside of class，find out what foods they like and dislike，make a chart similar to the one in Activity 4 and prepare a short oral report on their findings next class.

The Fourth Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects:Key vocabulary:eggs，apples，carrots，chicken，breakfast，lunch，dinner，fruit，vegetable

2.Ability Objects:Train students' listening skill.Train students' writing skill.Train students' ability of classifying.

3.Moral Object:Students should learn to be concerned for their family members.

Ⅱ.Teaching Key Point

Key Vocabulary.

Ⅲ.Teaching Difficult Point

Train students' ability of classifying and analysing.

Ⅳ.Teaching Methods

Illuminative teaching method.Teaching by demonstration.Pairwork.

Ⅴ.Teaching Aids:A tape recorder.A projector.

Ⅵ.Teaching Procedures

Section B

Step Ⅰ

Ask different students to make a report on the findings about their family members like this:

My father is Zhao Jun.He likes meat very much.He doesn't like vegetable.My mother is Liu Li.She doesn't like meat at all.Instead she likes fruit very much.My sister...

（This task gives students a chance to practise affirmative and negative statement when the third person singular forms are used as subjects.）

Step Ⅱ 1a

Show the pictures of eggs，apples，carrots and chicken with each name underneath on the screen by a projector.

Pointing to the items one by one，say its name and have students repeat.Ask students to say the words together，in rows and then individually to check that they pronounce the words accurately.

Write the words on the blackboard while the students practice saying them.

Point to the numbered words in the box in Activity 1a and have the students say them.Let the students have a look at the pictures.

Ask students to write the number of each word in the box next to the picture of that food.

Check the answers with the whole class.

Answers:3，4，7，9，6，8，10，2，5，1

（This activity provides practice reviewing the key vocabulary words presented in section A and introduces some more food names.）

Step Ⅲ 1b

Teach students the words fruit and vegetable.And ask， "What's the difference between a fruit and a vegetable？"

The teacher gives them three minutes.They are to write as many fruits and vegetables as they can within the limited time.If there are too many words to write in the chart，make up a larger one on a piece of paper.

Three minutes later，ask different students to write their words on the blackboard.

Suggested answers:

fruits:pear，peach，grape，apricot，plum，watermelon，lemon，mango，cherry，chestnut，peanut，mulbery

vegetables:potato，mooli，onion，celery，cabbage，cucumber，eggplant，bean，sweetcorn，greenpepper，cashewnuts

Students should list the words they have learned in previous classes.

All the suggested words haven't been presented.

（This activity helps remember and spell the vocabulary words and build vocabulary.It also trains students' ability of classifying.）

Step Ⅳ 2a

Ask students to say the numbered words in Activity 1a again.

Say:You will listen to a conversation.Circle the words mentioned in the conversation while listening.

Play the tape for the first time.Students only listen.

Play the tape again.Students circle seven of the ten words they hear.

Check the answers.

Answers:

broccoli salad ice cream apple banana orange carrots

Tapescript:

Sandra:Do you like carrots？

Tom:Yes，I do.I like all vegetables.

Sandra:How about broccoli？Do you like broccoli？

Tom:Yes，I do.It's great!Do you like vegetables？

Sandra:No，I don't like vegetables.Well，only salad.

I like salad.But I like fruit.I like bananas，oranges...

Tom:How about apples？Do you like apples？

Sandra:Yes，I like apples.And do you know what I really like？

Tom:What？

Sandra:Ice cream!

（This activity provides practice recognizing the key vocabulary in spoken conversation.）

Step Ⅴ 2b

Get the students to have a careful look at the chart and the sample answers.

The four boxes in Column 1 are for foods each person likes and the four in Column 2 are for foods each person doesn't like.

Play the recording again.Students listen and write the names of foods in the chart.If possible，play the recording twice so that students can check their work and disagreements.

Correct the answers.

Answers:

likes doesn't like Sandra apples，salad，bananas vegetables oranges，ice cream Tom carrots apples broccoli （This activity helps students understand the key vocabulary when they hear them in conversations.）

Step Ⅵ 2c

Ask a pair of students to say the speech bubbles.

Please ask and answer questions using information from the chart in 2b in pairs.As students work in pairs，walk around the room to offer any help they need.Give students a little longer time in this part so that they can review the structure "Does Tom like ...？"

Point out the words breakfast，lunch and dinner and teach students to say the words.

Focus students attention on the chart in Activity 2b.Look at the foods each person likes and doesn't like.And then look at the breakfast，lunch and dinner in Activity 1a.Now decide who each meal belongs to.Students may work individually，in pairs or in small groups.

Check the answers.

Answers:breakfast S lunch T dinner T

（This activity provides oral practice using the target language.Meanwhile，it trains students' ability of analysing.）

Step Ⅶ Summary

In this class，we've not only reviewed the vocabulary and the target language presented in Section A，but also learned some more food names.

Step Ⅷ Homework

We've learned many names of foods so far.But what kinds of food do you think are healthy or unhealthy？After class，everyone makes up a chart as this to classify the foods.

Healthy unhealthy The Fifth Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Key vocabulary:Write a passage about what you like for breakfast，lunch and dinner.

2.Ability Objects:Train students' reading skill.Train students' writing skill.

3.Moral Objects:Please choose foods with less calories and fat for your meals.

Ⅱ.Teaching Key Points

Reading an article/Writing a passage about what you like for breakfast，lunch and dinner.

Making a list of food to buy.

Ⅲ.Teaching Difficult Points

Students can use the key vocabulary and the target language they are learning to describe situations in their own lives.

Ⅳ.Teaching Method:Practice method.

Ⅴ.Teaching Aid:A projector.

Ⅵ.Teaching Procedures

Step Ⅰ

Students have a brief review of the names of foods by talking about healthy foods and unhealthy foods.

Show the key vocabulary on Page 35 on the screen by a projector.

runner n.奔跑的人或动物

eat v.吃

star n.星星；明星

running star 赛跑明星

lot n.许多，很多

lots of 大量，许多

healthy adj.健康的，强健的

food n.食物

dessert n.（饭后的）甜食

list n.清单

Say the words one by one and have students repeat.

（This activity introduces the key vocabulary.）

Step Ⅱ 3a

Read the article aloud and deal with any questions students raise in the passage.

Ask students to read the article and underline the fruits and circle the vegetables.Explain underline and circle on the blackboard.

Students work individually to complete the task.

Check the answers by asking a student to write all his/her underlined fruits and another student to write all his/her circled vegetables.

Answers:

underlined fruits:bananas，pears，oranges

circled vegetables:carrots，tomatoes

（This activity helps students review the names of foods.）

Step Ⅲ 3b

Ask students to read the uncompleted article about what Tom likes to eat for breakfast，lunch and dinner.

Call students' attention to the two pictures next to the article and ask，"which picture do you think is lunch？"（The one on the left is lunch because the article says，For lunch，he likes hamburgers.）

Ask students to work individually to complete the task.As they work，walk around the room to give them spelling help as needed.

Ask a student to read the article，filling in the missing words.The rest listen and check their answers.

Check the answers on the blackboard.

（This activity provides a writing practice using the key vocabulary.）

Step Ⅳ 3c

Write the headlines breakfast，lunch and dinner on the blackboard.

Ask different students，"What do you like to eat for breakfast？What about lunch？What about dinner？"List the names of foods students mention under each headline on the blackboard.Help him when someone wants to say noodles，dumplings，rice and so forth.

Ask students to write their own article，using the ones in Activities 3a and 3b and names of food on the blackboard as cues.Walk around the classroom checking progress and offering help as needed.

Get different students to read their work aloud.Collect the writing and write a comment on each paper before returning them.

Answers:

For lunch，he likes hamburgers，carrots，and oranges.

For dinner，he likes chicken，broccoli，and salad.

（This activity allows students to use the key vocabulary and the target language to describe situations in their own lives.）

Step Ⅴ 4a

Ask a pair of students to say the speech bubbles.

Suppose you are going on a picnic with a group of friends.What kind of food would you like to take？Make a list of food.You may use your own questions and answers to help make the list.

Point out the sample answers.

Place the students in groups of four to make the list of food to buy.

As they work together，move around the room checking progress and offering pronunciation and spelling support where necessary.

（This activity asks students to use the vocabulary and the target language in every situations.）

Step Ⅵ 4b

When they have finished making the list of food，ask students from different groups to read their lists of food to the class.

（This activity helps students say the key vocabulary.）

Step Ⅶ Summary

In this class，we've done some practice in reading and writing something using the key vocabulary and the target language.

Step Ⅷ Homework

Students make a survey of how many calories and how much fat different foods contain.Then choose healthy foods for their own breakfast，lunch and dinner.That is to say，choose foods which are poor in calories and fat.

The Sixth Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Review all key vocabulary presented in this unit.Review talking about what someone else likes to eat for lunch.

2.Ability Objects

Train students' ability to use the key vocabulary and the target language in a realistic，conversational setting.

3.Moral Objects:You'd better eat healthy foods and avoid the unhealthy food as possible as you can.

Ⅱ.Teaching Key Points:Key vocabulary.Talk about what someone else likes to eat for lunch.

Ⅲ.Teaching Difficult Points:

Train students' ability to use what they've learned in a realistic，conversational setting.

Ⅳ.Teaching Method:Pairwork.

Ⅴ.Teaching Aid:A drawn chart.

Ⅵ.Teaching Procedures

Self Check

Step Ⅰ

Ask different students to say their chosen healthy foods for breakfast，lunch and dinner.Cola is rich in nothing but calories.You'd better avoid it.

Step Ⅱ 1

Ask students to check all the words they know.

Get students to find out the meanings of the words they don't know by reviewing the lesson，asking you，asking classmates or looking them up in a dictionary.

（This activity helps students review all the key vocabulary presented in this unit.）

Step Ⅲ 2

Ask students to write five new words in their vocab-builder.After that，exchange their books and share their lists with other students.Have a student write his/her five new words on the blackboard to share them with the whole class.

（This activity helps build vocabulary.）

Step Ⅳ 3

Ask students to draw the foods they like to eat for lunch on their books.

Write the names of food underneath.

（This activity helps review the food vocabulary.）

Step Ⅴ 4

Point out the chart.Demonstrate how to fill in the chart with a student.

T:What do you like to eat for lunch？

Liu Li:I like rice，fish and broccoli.

Guide students to write Liu Li and rice，fish and broccoli in the chart.

It's better to draw a simple chart on the blackboard and ask a student to write in the words above like this.

Name Liu Li ... Food rice，fish，broccoli ... Ask students to fill in the chart by asking their classmates what they like to eat for lunch.Try to find someone who likes to eat the same lunch as you.You may use the food vocabulary in Activity 1b in Section B as cues.As the students work in groups，walk around the room to offer help as needed.

Answers:Answers will vary.

（This activty provides practice talking about what someone else likes to eat for lunch.）

Optional activity:

Put your chart created before class up on the blackboard.Ask students to make up a similar one.

Name breakfast lunch dinner food drink Place students in pairs.Let them talk to their partner about some of food he/she likes to eat at each meal and make a list of the food he/she mentions.Please write at least three kinds of food for each meal.

Students work in pairs.

When all the students have finished filling in the chart，ask different students to report what his/her partner likes to eat for each meal and what kind of food he/she and his/her partner both like to eat.

（This activity provides practice using what they've learned in a realistic，conversational setting.）

Step Ⅵ Just for Fun!

Ask all the students to say the conversation in pairs.

Ask，"Why is the cartoon story funny？"Guide the students to say.

After refusing vegetables twice，the girl accidentally accepts them in the form of ice cream.

Invite pairs of students to act out the conversation.

（This cartoon story shows the students how the key vocabulary and the target language are used in realistic setting.）

Step Ⅶ Summary

In this class，we've reviewed the key vocabulary，talked about what others like to eat，and practiced using what we've learned in a realistic conversational setting.

Step Ⅷ Homework：Ask students to help their parents to prepare healthy