Introduction (5 minutes) |
1.The whole class work. 2.Individual work. |
1.Focus their attention on the teacher. 2.Do duty report. Take out your family photo or your family tree. Show them to the class and talk something about your family members, their jobs, workplaces and so on. e.g. This is my family. I have a big family, my grandparents, my parents, my uncle, my aunt, my cousins, my brother and I. My father is a doctor. He works in a hospital. My mother is a nurse. She works in a hospital, too. My uncle is an office worker. He works in an office. ... |
1.Greet students ready for learning. 2.Help the students to express correctly. Revise the expressions and functions in Topic 2. |
Presentation (10 minutes) |
1.The whole class work, individual work and pair work. 2. Group work. 3. Individual work and pair work. 1. The whole class work. 5. Individual work and pair work. |
1.Look at the pictures of food and drinks and learn to read the new words by yourself. Then check your pronunciation with your partner. Read the new words to the whole class to check the pronunciation. 2.Sit in groups. Discuss in groups. Think of the words about food and drinks you have learned (new words are also OK) and write them down on the paper. Then the students from each group come to the blackboard to write down the words. The group which can write down the most words is the winner in this group competition. apple, pear, banana, orange, rice, water, vegetables, eggs, bread, cake, hamburgers, milk, chicken, fish, juice, watermelons ... 3.Do 3. Look at the pictures in 3. Match the words with the pictures individually. Check the answers with your partner. Then divide the words into countable nouns and uncountable nouns with your partner. Try to find the rules of countable nouns and uncountable nouns. Countable nouns: bananas, vegetables, eggs, hamburgers, bananas Uncountable nouns: water, milk, juice, rice, bread, chicken, fish 4.Look at the pictures of food and drinks. Answer the teacher’s questions about having a meal. e.g. T: Would you like some eggs? Ss: Yes, please. T: What would you like to eat/drink? Ss: I would like some rice/a glass of water, please. 5.Do 1a. Look at the picture in 1a. Try to predict what the conversation is about. Listen to the conversation and complete the table in 1b. Check the answers with your partner. Then read 1a after the tape. |
1.Show some pictures of food and drinks. Help the students to check their pronunciation. 2.Help the students to think of the words about food and drinks. Check the spelling on the blackboard in the group competition. 3.Check the answers in 3 and help students to summarize the countable nouns and uncountable nouns. 4.Use body language to demonstrate how to ask and answer the questions about having a meal. 5.Play the tape. Check the answers in 1b. Correct their intonation and pronunciation. |
Consolidation (5 minutes) |
1.Group work. |
1.Do 1c. Sit in groups. Do a survey about what kinds of food and drinks your group members would like to eat or drink. Fill in the table first and then make up a new conversation in your group. Some groups act out the conversations to the class.
e.g. A: What would you like to eat, B? B: I would like to eat some rice. A: Would you like to drink some juice, C? C: Yes, please. A: What about you, D? D:Some chicken, please! (Don’t forget to use “please” and “thank you” in your conversations.) |
1.Help the students when they do a survey and make up their own conversations. |
Practice (10 minutes) |
1.Individual work and pair work. 2.Group work and the whole class work. 3.Pair work. |
1.Do 2. Look at the picture in 2. Try to guess the missing words in the conversation before listening. Then listen and check the answers. Read after the tape. Practice the conversation in pairs. Learn more about asking and answering the questions about having a meal. A: What about some ...? B: Good idea! 2.Do 4a. Divide the class into six groups. Every group reads one group of words in 4a. Discuss in groups and try to find the rules of sounds about the letter(s) “a”, “ar” , “ai”, “ay” by themselves. Then one student in each group reads out the sounds and teaches the sounds to the whole class. Then the whole class listen to the tape and check the sounds. Read the sounds and words aloud after the tape. “a”: /V/, /2/ “a+ss/st/sk/sp”: /3/ “ar”: /3/ “ai”, “ay”: /V/ 3.Do 4b. Read the words and circle the words with different sounds in each group. Then check the answer with your partner. The whole class check the answers together. |
1.Let the students predict the answers by looking at the picture before listening. Play the tape. 2.Play the tape and help the students check the sounds. Correct their sounds while they are reading. 3.Give the students help when they have difficulties in reading the words. |
Production (10 minutes) |
1.Group work. 2.Group work. |
1.Do brainstorming. Sit in groups. Say the words about food and drinks as many as you can. e.g. Food: egg, rice, noodle, apple, pear, banana, vegetable, bread, fish, chicken, hamburger, dumpling... Drink: apple juice, pear juice, water, coke, coffee, milk... 1.Make up new conversations with the given information in the table, using the expressions about asking and answering the questions about having a meal. Then practice in groups and some groups report to the class.
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1.Help the students revise and consolidate the words about food and drinks in this section. 2.Help the students when they need. Make sure they speak in English and use the countable nouns and uncountable nouns correctly. 3. Assign homework: Read 1a fluently and recite it; Review the words and expressions in this section; Collect more words about food and drinks from books, newspaper, magazines, or the Internet； Preview Section B-1a. |
