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Unit 6 Do you like bananas?
Section A (1a-2d)
Teaching Aims
| Ss are able to talk about likes and dislikes.
banana, hamburger, tomato, ice-cream, salad, apple, strawberry, pear, milk, bread, vegetable, fruit, dinner, birthday, week, food, sure, right, then, think about, How about...?
1. John’s birthday dinner is next week.
2.—Let’s think about the food. —I like hamburgers.
3.—What about the fruit? —I like strawberries and apples.
4.—Do you like tomatoes? —No, I don’t.
| Teaching Difficulties
| Let Ss talk about likes and dislikes.
| Teaching Aids
| multimedia courseware or other realia that the T needs for teaching
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Teaching Procedures
| Tips
| Step 1 Warm up
| | - Show Ss teaching goals in this class.
T: Morning everyone. Today we are going to learn to talk about likes and dislikes.
Warming up & Lead in
- Show Ss pictures and ask them to talk about the things on PPT P5-P9.
T: This is a fruit and vegetable house. What’s in the house?
(Students can brainstorm the fruit and vegetables they know. T writes them down on the blackboard. After that, teacher can show students pictures and ask them to say the words in English. T can ask questions like: What is this in English? and What are these in English? T can teach Ss countable nouns and uncountable nouns. T needs to correct Ss’ grammar mistakes.)
| | Step 2Presentation & Practice (1a-1c)
| | Pre-listening
1a
- Ask Ss to match the words with the things in the picture.
(This part is about words, so T can encourage B level Ss to answer easy questions to build their confidence. Ask Ss to read the words one by one to make sure they can pronounce the words correctly. )
Answers: 1. a, 2. i, 3. f, 4. h, 5. b, 6. g, 7. c, 8. j, 9. e, 10. a
- Ask Ss to read the dialogue in the picture together.
While-listening
1b
- Ask Ss to listen and number the conversations [1-3] in 1b.
T: Some people are buying something in the shop. What are they going to buy? Now let’s listen and number the conversations [1-3] in 1b.
(Tip: After Ss shared their answers, Ss can read the scripts or watch a video to get more familiar with the sentence patterns: Do you like … ? Yes, I do/ No, I don’t. )
Answers: 1 2 3
1c
- In 1c, have Ss act out the scene, imitating the setting and location of the speakers. Arrange the desks in your classroom to resemble cafeteria tables and a food counter. Have some Ss stand in line where the imaginary food counter would be. Have other Ss sit at their desks where the imaginary cafeteria tables would be. Encourage Ss to act out the conversations on location!
| | Step 3Language points learning (1a-1c)
| | 可数名词与不可数名词的用法：
可数名词是能直接以数目进行计算的 名词，如banana, hamburger，tomato, orange, strawberry, pear。可数名词有复数形式。
不可数名词是不能直接以数目进行计算
的名词，如milk，bread。不可数名词一般没有复数形式。
tomato是可数名词，其复数形式是在词尾加-es，即tomatoes。
以-o结尾的需加-es构成复数的可数名词：英雄(hero)爱吃西红柿(tomato)和土豆(potato)。
strawberry是可数名词，其复数形式把y变i，加-es, 即strawberries。
以辅音字母+y结尾的可数名词变复数，要变y为i再加-es；
以元音字母+y结尾的可数名词变复数，直接在词尾加-s。
ice-cream由“ice(n.冰)+cream（n.奶油）”构成，既可作可数名词， 也可作不可数名词。 作可数名词时，意为“一份冰激凌”，如果用不定冠词修饰，需要用an。
salad作名词， 是音译词。泛指沙拉这种食物时，是不可数名词；特指沙拉作为一份食物时，是可数名词。
milk作不可数名词，可以借助量词来表达它的数量。a glass of milk是“一杯牛奶”，two glasses of milk是“两杯牛奶”。
bread是不可数名词，不可直接与不定冠词a或具体的数词连用。 如果需要表达面包的数量，则用piece / slice（片）来修饰。
| | Step 4Presentation & Practice (2a-2d)
| | - Show Ss the pictures on PPT P24 and P25 one by one, and ask them to answer the questions. Remind Ss to pay attention to the singular forms and plural forms.
While-listening
2a
- Ask Ss to listen and circle the food you hear.
As a way to activate vocabulary and to help Ss know what to listen for, dictate a list of target words before the listening activity. In this dictation task, Ss have their books closed. T reads out a list of words. Depending on Ss’ abilities and the complexity of the words, Ss can be instructed to either 1) listen and repeat, 2) listen and draw a picture to represent each word, or 3) listen and write down the words.
Answers: circled: hamburgers, tomatoes, ice-cream
2b
- Ask Ss to listen again and fill in the blanks.
After completion of 2b, have Ss draw their own three-frame comic strips about healthy kinds of food. Have Ss work in small groups to draw their comic strops. When Ss have finished, have one or two groups hold up and present their comic strips to the class. If possible, display the comic strips on the walls of your classroom until Ss have completed Unit 6.
Answers: 1. hamburgers 2. tomatoes, tomatoes 3. ice-cream, ice-cream
- Play the recording for another time and ask Ss to answer the questions.
- Does the boy like hamburgers?
- Does the girl like hamburgers?
- Does the boy like tomatoes?
- Does the boy like ice-cream?
(The task is easy for Ss. After that, Ss can read by themselves to understand the listening scripts more. Or Ss can just read the listening scripts together.)
2c
- Ask Ss to work in pairs to ask and answer questions.
Have Ss create paper props by drawing different kinds of food. Encourage Ss to write the name of food on the back of each picture. Later you can display their pictures in an imaginary cafeteria counter. Ts should keep these props as they may come in useful in future units or activities.
- Ask Ss to do a survey in groups.
(Ss ask their classmates weather they like the things in the table.And do a report in class with the samples: I like ... and ..., but I don’t like ... or ... xxx likes ..., but xxx doesn’t like ... xxx likes ... and ..., but xxx doesn’t like ... or ... ...)
2d
- T asks to role-play a conversation between Jack, Tom and Bill.
T: Now let’s role-play a conversation between Jack and Tom and Bill. Let’s read the conversation first. Group 1&2 will be Jack, Group 3&4 will be Tom, and I will be Bill. Here we go.
(After reading together, T asks Ss to role-play in groups of three. The group leaders can arrange roles for the group members or they can choose the character they like. One or two groups of Ss will be invited to share.)
- T explains the language points in 2d.
| | Step 4 Language points learning (2a-2d)
| | 1) “How about ... ?”用于提出请求或建议，也可用于征求对方的意见或看法，相当于“What about ... ?”。其中about是介词，后接名词、代词或v-ing形式。
2) 常用于提建议的句型还有：
Let’s... 我们……吧。
Why not...? 为什么不……呢？
Why don’t you...? 你为什么不……呢？
Would you like...? 你想……吗？
right作形容词在句中作表语或定语。其反义词为wrong“错误的”。
【拓展延伸】：
1) right作形容词，还可意为“右边的”。其对应词为left “左边的”。
2) right还可作名词， 意为“右边；右方”。on the right意为“在右边”。
3) right还可作副词， 意为“恰好；正好”。
next week 意为“下周”，英语中的 next, last 后跟表示时间的词语构成时间状语，如：next day 第二天 last month 上个月 next month 下个月 last week 上周 next year 明年 last year 去年
think about表示“思考；考虑”, think 为不及物动词， 常与介词 about连用。
Let’s have…意为“让我们吃……”
1) 在英语中“have + 表示一日三餐”的名词，意为“用餐”。
have breakfast / lunch / supper 吃早饭/午饭/晚饭
have dinner 吃晚饭
2）“have + 表示食品、饮料等的名词”意为“吃；喝” (=eat, drink）。如：have (some) bread 吃面包 have eggs (for breakfast) （早餐）吃鸡蛋 have (a cup of ) tea 喝（一杯）茶
| | Step 5Exercises & Homework
| Exercises的任务是对本节课重点句型的总结与回顾，如果学生水平较高，老师也可以根据学生情况适当增加练习量。
| Exercises
- Ask Ss to do the exercises on PPT P43-P44.
- T asks Ss to make a summary about what we have learned today.
Homework
- Read the conversation in 2d.
- Do the exercises in students’ book.
| | Teaching Reflection
| The usage of un. and cn. are the key points in this period, however, I didn't tell the language points form the overall perspective in the class. So, Ss can not understand the grammar in a logical way, they just memorize the specific words. The language points in 2d part should be dictated in the next class because Ss often have problems in these sentences.
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