七年级英语Unit4 Food and Restaurants教案 冀教版.doc

Unit4 Food and Restaurants
Teaching Content:
Mastery words and expressions: tea, rice, noodle, eleven, twelve, thirteen, banana, fourteen, fifteen
Known words and expressions: fruit, delicious, pear, peach, strawberry
Teaching Aims:
1. know about more words of fruit, vegetables and food;
2. Learn numbers.
Teaching Important Points:
1. Talk about likes and dislikes;
2. Count from 1-15.
Teaching Difficult Points:
Talk about likes and dislikes.
Teaching Preparation: Flashcards
Teaching Aids: Audiotape, Flashcards
Type of Lesson: New Lesson
Teaching Procedure:
Step1.1. Remind the students to talk about their daily life again. When to get up /go to school / have lunch?
2. Make dialogues. “Would you like …?” “Yes, please.” “No, thanks.”
3. Play “race and write”
This is just like “Race and Do”. The students only race to write numbers that you call out. Divide the class into groups of two or three. Each student needs a piece of paper. Call out numbers from one to fifteen. The students try to e the first in their group to write the corresponding digits.
Step2. Use flashcards to learn the words: tea, fruit, rice, vegetables, and noodles. Remind the names of food we learned.
Step3. Practice the dialogues:
The main patterns are: “What would you like…?” “What’s your favourite food?”
Step4.Listen to the tape and answer the questions:
1. Does Li Ming like rice?
2. Does Li Ming like meat?
3. What’s Li Ming’s favourite food?
Step5. Listen to the tape as the students follow in their books. Check the answers. After listening two or three times, let them listen again with their books closed.
Step6. Practice
Teacher: My favourite food is dumplings. What’s your favourite food?
S1: My favourite food is noodles. What’s your favourite food
S2: My favourite food is rice. What’s your favourite food? ...
Step7. The teacher has a race. Let the students to say the numbers from 1-15 one by one. The students who can’t say the correct number sit down. So at last the students who stand are winners.
Step8. Finish the activity book.

Summary
Talking about likes and dislikes is familiar to the students. The numbers from 11-15 are so long words. So spend more time on the numbers.

Lesson 28: What’s for Breakfast?
Teaching Content:
Mastery words and expressions: milk, cake, egg, bread
Known words and expressions: ice cream, cereal, porridge, put, sugar
Teaching Aims:
1. Know about the food and drink habits in western countries.
2. The similarities and differences between China and Canada in the daily life.
Teaching Important Points:
1. Learn more words about food in China and western countries.
2. People in different countries have different food for breakfast.
Teaching Difficult Points:
Patterns:
1. Time for breakfast.
2. I’d like porridge for breakfast.
3. I put milk and sugar on it.
Teaching Preparation: Flashcards
Teaching Aids: Audiotape, Flashcards
Type of Lesson: New lesson
Teaching Procedure:
Step1.
1. Remind the students to count the numbers from 1-15.
2 .Let’s have a short dictation about the numbers.
Step2. Use flashcards or drawings to show the food to the students. At the same time, ask questions: “Do you like this?” “Yes, I do.” “No, I don’t. I like…”
Step3. Drill:
Point to pictures. Teacher asks questions. Let students answer. Then the next students do this one by one.
Teacher: Do you like this?
S1: Yes, I do.
S2: Do you like this?
S3: No, I don’t. I like rice. Rice is okay. …
Step4.Listen to the tape and imitate after it for several times until they can read it correctly and fluently.
Step5 Listen to Part2 “Porridge or Cereal”. Answer the following questions.
1. What are Li Ming and Jenny doing?
2. What would Li Ming like for breakfast?
3. What does Jenny put in the cereal?
Step5 Read the text loudly and check the answers. If they can’t understand “Porridge or Cereal”, the teacher uses the pictures to help them catch the meaning.
Step6.Listen again and try to imitate after it. After a while, they can repeat with their books closed.
Step7. Read the dialogues aloud in roles on pairs. Then change the roles, practice again.
Step8. Ask several volunteers to come to the front and act the dialogue out.
Step9. 1 Finish off the activity book.
1. Make up new dialogues according to the text.

Summary
Some patterns are difficult for students to understand. So practice is the key to grasp them.