Introduction

(5 minutes)

1.The whole   class work.

2.Group work.

3.Individual   work and pair work.

4.Individual   work and pair work.

1.Focus their   attention on the teacher.

2.Do duty   report.

Do   brainstorming. Sit in groups. Discuss in groups first. Then write down the   words of food and drinks as many as you can on the blackboard.The group which   can write the most words in certain time is the winner in this competition.

After that, the   whole class separate the words of food and drinks into two groups: countable   nouns and uncountable nouns.

Countable   nouns: bananas,   vegetables, eggs, hamburgers, bananas

Uncountable   nouns: water, milk,   juice, rice, bread, chicken, fish

3.Match the   sentences in Column A with the ones in Column B. Then check the answers with   your partners.

Column A:

Column B:

4. Choose the   correct

sentences to   complete the conversation individually. Then practice the conversation in   pairs.

e.g.

A: Help   yourselves!

B:_________.

A: Would you   like some rice, B?

B:_________.   I’d like some chicken.

A: _________,   C?

C: Orange   juice, please.

A: OK. Here   you are.

_________,B?

B: Good idea!

1.Greet students   ready for learning.

2.Help the   students to revise the  words of food and drinks in Section A.

3.Check the   answers. Walk around and offer help if the students need.

4. Check   the answers. Correct the students’ pronunciation if necessary.

Presentation

(10 minutes)

1.Individual   work.

2. Individual   work and pair work.

1.Look at the   pictures of clocks. Answer the teacher’s questions and learn the new words.

T: What do   you often/usually have in the morning/for breakfast?

S1: I   often/usually have milk and bread in the morning/for breakfast.

T:What do you   often/usually have at noon/for lunch?

S2: I usually   have rice and chicken at noon/for lunch.

T:What do you   often/usually have in the evening/for dinner?

S3:I   often/usually have noodles in the evening/for dinner.

2.Look at the   picture in 1a. Predict the conversation in 1a. Then listen to the conversation and do 1b. Match the following pictures with each meal. The whole class checks the answers together. Then read 1a after the tape. Practice the conversation in pairs.

1.Use the   pictures to present the new words in conversations.

2.Play the tape.   Check the answers.

Consolidation

(5 minutes)

1. Pair   work.

2.Individual   work.

1. Ask   and answer questions according to 1b, talking about Michael’s eating habits.

A: What does   Michael

usually have   for breakfast?

B: He usually   has milk and bread for breakfast.

A: What does   he usually have for lunch?

B: He usually   has chicken and rice for lunch.

A: What does   he usually have for dinner?

B: He usually   has jiaozi. It’s his favorite food. He likes Chinese food very much.

...

2. Do 1c. Read 1a again and fill in the blanks in 1c. Then report it to the class.

1.Make sure the   students use “does” and “has” correctly.

2.Check the   answers.

Practice

(10 minutes)

Individual work   and pair work.

2. Pair work and   individual work.

1. Do 3a. Look at the picture in 3a. Know the food and drink in the picture. Predict what the conversation in 3a is about. Then complete the conversation. Check the answers in pairs. The whole class checks the answers together. Then practice the conversation in pairs and report   it to the class.

2. Do 3b.   Complete the

conversation   with correct sentences in 3b. Check the answers with your partner. Then   practice in pairs. Act it out. Remember to act like a rabbit or a monkey.

1. Help the   students know the food and drink in the picture and pay attention to the   sentence:

—May I take your order, Sir.

—…, please.

Check the   answers.

Remind the   students to use their body language while acting the conversation.

2.Check the answers. Encourage the students to pretend to be a   rabbit or a monkey while acting out the conversation.

Production

(10 minutes)

1.Group work.

1.Work in   groups. Survey your group members about what they usually have for breakfast,   lunch and dinner.

A: Hello!   What do you

usually have   for breakfast?

B: I usually   have...

A: What about   lunch?

B: I usually   have...

A: And   dinner?

B: I usually   have...

Then fill in the   form in 2.

Then make a   short report.

This is my   friend, Li Hua. He usually has... for breakfast. And ... for lunch. He likes   it very much. He usually has... for dinner. It’s his favorite.

...

1.Help the   students revise and consolidate the expressions about three meals and   ordering in a restaurant in this section. Encourage the students to speak   English loudly and bravely.

2. Assign

homework:

Read 1a fluently and recite it;

Review the words   and expressions in this section;

Do a survey   about what your family members usually have for breakfast, lunch and dinner.   Fill in the form and report it to the class the next day;

Preview Section   C-1a.

Teaching reflection：

      这节课是对已学食物和饮料名词的再现和巩固，同时在此基础上，进一步学习谈论关于一日三餐的饮食习惯以及在饭店用餐时的点餐用语。学生在有例子的对话中进行套用训练会比较得心应手，但是在将调查结果用第三人称转述时易出现实义动词第三人称单数使用的错误，因此教师应该在学生汇报时予以纠正。此外，有的学生因为害怕发音错误，而不敢开口说英语，教师应鼓励其勇敢地开口说，从简单的对话操练开始，不断练习和提高口语水平。