Unit 6 Do you like bananas?
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和表示食物的可数名词和不可数名词。
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和表示食物的可数名词和不可数名词。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、单元课时分配
本单元可用4课时完成教学任务：
Section A 1 (1a-2d) 用1课时
Section A 2 (Grammar focus-3c) 用1课时
Section B 1 (1a-2c) 用1课时
Section B 2 (3a-Self check) 用1课时
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Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇：banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, How about …?, burger, vegetable, fruit, right, then
2) 能掌握以下句型：
① — Do you like salad? — Yes, I do. / No, I don’t.
② — Does she/he like …? — Yes, she/he does./ No, she/he doesn’t.
③ — I like … /I don’t like …
④ — He/She likes … / He/She doesn’t like …
3) 能通过介绍食物学会询问对方喜欢与不喜欢的食物。
2. 情感态度价值观目标：
该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和偏爱，对学生养成健康的饮食习惯很有帮助，能引起学生的特别关注，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识。
二、教学重难点
1. 教学重点：
1) 学习并积累一些食物的词汇。
2) 名词复数的使用。
3）动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
2. 教学难点：
1) 行为动词like的一般现在时的用法；
2) 使用do和does引导的一般疑问句的构成和使用。
三、教学过程
I. New words
According the pictures, learn the new words.
II. Warming-up
Ask some Ss questions:
T: What’s that?
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S1: It’s _______.
T: What are those?
S1: They are _______.
III. Presentation
1. Show some pictures of food on the screen and learn the new words.
(banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, food, burger, vegetable, fruit)
2. Let Ss read and try to remember the new words.
3. T: Let’s look at the picture in 1a. Match the words with the things in the picture. Then check the answers.
IV. Listening
T: Let’s work on 1b. Listen and number the conversations [1-3].
A: Do you like salad?
B: No, I don’t.
A: Do you like bananas?
B: Yes, I do.
A: Do you like oranges?
B: Yes, I do.
Ss listen to the tape and number the conversations.
V. Pair work
1. Read the conversations in 1b. Let Ss read after the teacher.
2. Now let’s act out the conversations 1-3.
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(Ss work with their partner and act out the conversation 1-3.)
3. Look at the picture and make more conversations using the words in 1a.
4. Let some pairs act out their conversations.
VI. Listening
1. Point to and read each word aloud, Ss only listen. Then let some Ss read the words by themselves. Check that Ss understand the meaning of the each word.
2. Play the recording for the first time, Ss only listen.
3. Then play the recording again Ss circle the words they hear. Play the recording again. Check the answers.
hamburgers pears tomatoes strawberries
oranges ice-cream salad bananas
4. A girl and a boy want to have something in the restaurant. Do they like hamburgers? Does the boy like milk? Does the boy like ice-cream? Now let’s listen to the recording.
For the first time, Ss only listen.
5. For the second time, Ss listen and fill in the blanks.
— I like hamburgers. Do you like hamburgers?
—Yes, I do.
— Do you like __________?
— No, I don’t like ___________.
— Let’s have _________.
— Oh, no.
— No?
— I don’t like __________.
6. Play the recording for the third time, Check the answers.
VII. Pair work
1. Read the conversation in speech bubbles in 2b. Ask Ss to read after the teacher.
2. Ss practice the conversations in pairs.
3. Let some pairs act out the conversations.
4. Ss give answers that are true for them. Then practice their conversations.
5. Ask some pairs act out their conversations.
VIII. Reading
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1. According the pictures, learn the new words.
2. Read the dialogue in 2d. Then answer the questions.
Does John like hamburgers?
What does Jack don’t like?
What fruit does John like?
3. Read the dialogue with your partner. Then role play the conversation.
4. Practice the conversation with your partner.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
IX. Language points
1. tomatoes 西红柿 tomatoes是tomato的复数形式。
e.g. My sister likes tomatoes very much.
我姐姐很喜欢吃西红柿。
拓展：以字母o结尾的有生命词，其复数形式在词尾加-es。
2. John’s birthday dinner is next week.
1) dinner n. (中午或晚上吃的)正餐
dinner 指一日中的主餐，可中午吃，也 可晚间吃。但多用于指宴请客人的正式 的一餐。
e.g. It’s time for ______. 该吃晚饭了。
短语拓展
dinner party 宴会
dinner table 餐桌
dinner time 吃饭时间
2) week n. 周；星期
e.g. Sunday is the first day of the _____. 星期日是一周的第一天。
短语集锦
last week 上礼拜
this week 本周
next week 下周
3. Let’s think about the food.
think about 思考，思索
(一般是短时间的较仔细的考虑)
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e.g. What do you ___________ that? 你认为怎么样？
I’ll have to ____________ it. 我得想一想。
think of 想到；想象；设想 多用来指“想起，认为”。
e.g. I couldn’t _______ the name of that man anyhow.
我怎么也想不出那人的名字来了。
Let’s ________ some questions about life.
让我们对生活设想一些问题吧。
4. Sure. How about burgers, vegetable salad…?
sure adv. (用作副词)当然；肯定；一定常用来回答一般疑问句，意为“当然；的确”，相当于yes或certainly。只是sure 在英国英语中较为常用，而在美国英语中常用certainly。
e.g. — Are you going with us? 你和我们一起去吗？
— ______. 当然啦。
How about相当于 What about …? 意为“……怎么样？”是一个用来征询别人的意见、向别人提建议的交际用语。about是介词，后跟名词、代词或动词-ing形式。
e.g. How about meeting at nine o’clock? 9点钟怎么样?
What about having hamburgers? 吃汉堡包怎么样?
【拓展】
英语中表示提建议的句型还有:
① Let’s ...意为“让我们……吧”。如：
Let’s have some bananas.
② Why not ...?意为“为何不……呢？”。如：
Why not ask our teacher?
vegetable salad
vegetable在这里作定语，名词作定语，通常用单数形式，只有sports 和clothes
例外。
5. Let’s have strawberries and apples then.
Let’s have … 是一个祈使句，表示“让我们吃/喝……吧。”
e.g. Let’s have some ice-cream. 让我们吃些冰激凌吧。
[归纳] have是多义词，归纳如下：
(1) 有，拥有；如：I have a new watch. 我有块新手表。
(2) 吃，喝；如：
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Let’s have some milk and some bread.
让我们喝些牛奶，吃些面包。
(3) 构成固定短语：
have a look 看一看
then adv. 那么
e.g. What shall we do _____? Swim?
那么我们该干什么呢？游泳吗？
X. Exercises
I. Give each picture an English name.
II. 根据汉语意思完成英语对话。
1. — 你喜欢牛奶吗？
—是的，我喜欢。
— _____ you like _______?
—Yes, ________.
2. — 他喜欢面包吗？
—不，他不喜欢。
—_______ he like _______?
— No, ____________.
XI. Homework
1. 复习记忆本课所学的生词。
2. 做个小调查，编写四个问答句：分别询问一下你的家庭成员所喜欢的食物？
— Do you like … ?
— Yes, I do. / No, I don’t.
Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。
2）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
3) 总结复习可数名词复数的知识。
4）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
2. 情感态度价值观目标：
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通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神。
二、教学重难点
1. 教学重点：
1）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
2）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
2. 教学难点：
理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
三、教学过程
I. Revision
Review the new words about food, fruit and vegetables. (Ss may look at the picture in 1a).
II. 可数名词和不可数名词
可数名词
（1）定义：是可以计数的名词。
（2）可数名词前可以用a, an修饰限定，表“一个……”。
（3）可数名词前可以用one, two, three ……等词限定。
（4）可数名词有复数形式。
可数名词复数形式的构成 1
名词特点
词尾加法
词尾读音方法
例词
一般情
况下
以-s, -x, -sh, -ch 结尾的
加-s
加-es
1. -s在清辅音后读[s]
2. -s在浊辅音后读[z]
3. -s在元音后读[z]
4. 以音素
结尾的，读[iz]
desks
apples
pears
classes
dishes
oranges
可数名词复数形式的构成 2
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名词特点
词尾加法
词尾读音方法
例词
以辅音字母加y结尾的
改y为i 再加-es
-ies读[iz]
families
dictionaries
以元音字母加y结尾的
加-s
-s读[z]
boys keys
以“f或fe”结尾的
变f或fe为v,再加-es
-ves读[vz]
knives
以 o 结尾的
有生命的事物加-es
-es读[z]
tomatoes
potatoes
无生命的事物加-s
-s读[z]
photos
radios
不可数名词
（1）定义：是指不能计数的名词。
（2）不可数名词前不可以用a, an限定。
（3）不可数名词没有复数形式。
countable and uncountable nouns
定义：在某些情况下能计数，在某些情况下不能计数的名词。
e.g. (1) a chicken 一只鸡
chicken 鸡肉
(2) an ice-cream 一个冰淇淋
ice-cream 冰淇淋（指成份）
(3) a salad 一碟沙拉
salad 沙拉（指成份）
III. Grammar Focus
一、重点句型
1. 你喜欢色拉吗？
____ you ____ salad?
2. 是的。____, I ____.
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不，不喜欢。_____, I ______.
3. 他们喜欢梨吗？
____ _____ like pears?
4. 是的。____, they ____.
不，不喜欢。___, they ______.
5. 她喜欢西红柿吗？
_____ she _____ tomatoes?
6. 是的。____, she _____.
不，不喜欢。___, she _______.
7. 我喜欢桔子。我不喜欢香蕉。
I ____ _______. I _____ ____ bananas.
8. 我们喜欢米饭。我们不喜欢汉堡。
We ____ ____. We _____ ___ hamburgers.
9. 他喜欢冰淇淋。他不喜欢蔬菜。
He _____ ice-cream.
He _______ _____ vegetables.
含有实义动词的一般现在时
一般现在时表示经常发生的动作或存在的状态，亦可表示主语具备的性格和能力等。本课我们学习含有实义动词的一般现在时。请仔细观察Grammar focus中的重点句型，然后补全结论部分所缺的内容。
【结论】
通过观察上面的例子，我们可以总结出含有实义动词的一般现在时的句型：
肯定句：主语 + 动词原形 / 动词的第三人称单数 + 其他.
否定句：主语 + 1._____________ + 动词原形 + 其他.
一般疑问句：2.________ + 主语 + 动词原形 + 其他?
肯定回答：Yes, 主语（人称代词） + do / does.
否定回答：No, 主语（人称代词） + don’t / doesn’t.
说明：1. 在肯定句中，主语为第三人称单数时，谓语动词用单数；
2. 在否定句和一般疑问句中，do / does根据主语的变化而变化（主语为第三人称单数时用does，主语为其他情况时一律用do）。
【运用】根据汉语意思完成英语句子或对话，每空词数不限。
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1. 艾丽斯经常帮助我们。
Alice often __________.
2. 我父母不认识约翰。
My parents __________ John.
3. —安娜(Anna)喜欢这件夹克衫吗？
—不，她不喜欢。
—_____________ this jacket?
—No, ___________.
IV. Practice
1. Let’s work on 3a. Here are some sentences. Please underline the correct words in the brackets.
1 I like fruit, but I (don’t / doesn’t) like vegetables.
2 She (like / likes) bread, but she (doesn’t / don’t) like salad.
3 He (like / likes) bananas, but he (don’t / doesn’t) like oranges.
4 We (likes / like) hamburgers, but we (don’t / doesn’t) like chicken.
5 They (likes / like) pears, but they (don’t / doesn’t) like strawberries.
Look at the sentences in 3b. Number the sentences [1-4] to make a conversation.
So, let’s get salad.
Yes, I do.
Do you like salad?
OK.
A: Do you like salad?
B: Yes, I do.
C: So, let’s get salad.
D: OK.
V. Pair work
Ask your classmates about the food in the chart. Find out what they like and don’t like.
Do you like ice-cream, Liu Li? Yes, I do.
Do you like ice-cream, Zhang Jun? No, I don’t.
Then make your own dialogue with your partner..
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VI. Exercises
根据句意，用括号内所给单词的适当形式填空。
1. The ________ (apple) on the tree are green.
2. I like ___________ (vegetable), but I don’t like fruit.
3. Here’s some ________ (rice).
4. How about ________ (carrot)? Do you like them?
5. Look! There are five ________ (egg) on the table.
6. Cindy doesn’t like eating ________ (chicken).
根据括号内的要求完成下列各题。
1. Joe and Anna like oranges. (改为一般疑问句并作肯定回答)
—_____ Joe and Anna ________ oranges?
—______, _____________.
2. John plays ping-pong in the morning. (改为一般疑问句并作否定回答)
—______ John _______ ping-pong in the morning?
—_____, ____________.
3. Mike likes blue jackets. (改为否定句)
Mike ______________ blue jackets.
4. We have apples every day. (改为否定句)
We ______________ apples every day.
5. He likes rice. (改为复数形式)
_________ like _________.
单项选择。
1. Wu Ling likes pears but she ___ bananas.
A. likes B. don’t like C. doesn’t like
2. — _____ your brother like hamburgers?
— Yes, ______.
A. Do; they do B. Does; he does C. Are; they are
3. We don’t have ______. Let’s go and buy(买) some tomatoes and carrots.
A. vegetables B. food C. hamburger
4. Look! The chicken ______ on the table and the pears ______ in the bag.
A. is; is B. are; are C. is; are
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5. — Let’s ______ some vegetable salad then.
— Sounds good.
A. like B. have C. find
VII. Homework
1. Talk about your family’s favourite food, write a short passage.
My name is…, I like…, but I don’t like…
My father likes…, but he doesn’t like…
My mother likes…, but she doesn’t like…
2. Review the Grammar Focus.
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 继续学习有关膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables；并能按食品、水果和蔬菜进行分类总结。
2）理解可数名词与不可数名词的概念，并能对所学的词汇进行分辨。
3）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。
2. 情感态度价值观目标：
该部分学习内容涉及学生的饮食习惯和偏爱，对培养学生健康的饮食习惯有很强的指导性，能引起学生的特别关注；同时通过互相询问和谈论，培养对家人和同学、朋友的关怀和友爱之情。
二、教学重难点
1. 教学重点：
1）继续学习运用有关食物的词汇并能按食品、水果和蔬菜进行分类总结。
2）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。
2. 教学难点：
阅读有关饮食方面的材料，并能获得相关信息，提高综合运用英语的能力。
三、教学过程
I. Revision
1. 根据所学单词，说出下来各分类中包括哪些食物。
Fruits
Other food
Vegetables
Food
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2. 将下列单词按要求分类。
milk, orange, food, bread, egg, carrot, vegetable, rice, apple, ice-cream, strawberry, chicken, banana, salad, pear, bread, tomato, fruit
Countable nouns
Uncount-able nouns
Countable and uncountable nouns
II. Presentation
1. T: How many meals do you have every day?
Ss: Three.
T: What are they? (The students can answer them in Chinese.)
Ss: They are “早餐、中餐和晚餐”.
T: Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T, breakfast.
Ss: B-R-E-A-K-F-A-S-T, breakfast.
T: Do you have your breakfast every day?
S1: No, sometimes I get up late. I have no time to eat.
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T: I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
2. Ss read and try to remember the new words.
III. Writing
1. T: Look at 1a, read the words in the box, then write the number in the box next to the correct food.
(The students finish off 1a.)
1. orange 2. salad 3. eggs 4. apple
5. ice-cream 6. hamburger 7. banana
8. chicken 9. rice 10. carrots
T: Look at 1b. How many other food words can you add to the chart?
Try to write them down in the chart.
Fruits:
Vegetables:
(The students write them down as soon as possible and then read them. See who will add most.)
Ⅳ. Listening
1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (Show the picture.)
S1: …
T: How about chicken? Do you like it?
S1: …
T: Can you guess what food I like?
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S1: Do you like …?
T: No, I don’t.
S2: Do you like …?
S3: Do you like …?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you know what food they like? Now, let’s listen and circle the food you hear in 1a.
1. orange 2. salad 3. eggs 4. apple
5. ice-cream 6. hamburger 7. banana
8. chicken 9. rice 10. carrots
(Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
2. T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
Likes
Doesn’t like
Tom
carrots,
Sally
3. Finish the dialogue. Then act it out with your partner.
Sally: Do you like carrots?
Tom: __________. I like all vegetables.
Sally: How about salad? _______________?
Tom: Yes, I do. It’s great! Do you like vegetables?
Sally: _______________________. Well, only salad. _____________. I like bananas, oranges …
Tom: ________________? I don’t like apples!
Sally: Yes, I like apples. And you know what I really like?
Tom: What?
Sally: Ice-cream!
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Ⅴ. Pair work
1. T: Does Tom like carrots?
Ss: Yes, he does.
T: Ask and answer about the chart in pairs.
2. Let some Ss act out their conversation.
VI. Reading
Pre-reading
Which food do you think is healthy? Check (√) Yes, Maybe or No.
First, Ss make a list of food on their workbook. Then discuss with their partners. Check (√) Yes, Maybe or No behind the food on the workbook.
Food
Yes
Maybe
No
fruit
vegetables
eggs
chicken
hamburgers
ice-cream
S1: I think fruit is healthy.
S2: I also think fruit is healthy.
S1: I think …
Make a report, then read the report to their partner.
While-reading
T: Well, let’s see some sports star’s eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now let’s read the magazine article about Cindy Smith. First, read the article and circle the food words.
(Ss read the article and circle the food words quickly.)
阅读指导：
首先，快速阅读本文，圈出食物名称的词汇；
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然后，精读短文，查找对话中表达好恶的句子，I like / love …与 I don’t like … /… no, they’re not healthy可知，将这些食物按好恶分类。
最后，用 Cindy / She likes …和 Cindy / She doesn’t like … 写出完整的句子。
2. Read the article and fill in the blanks.
Cindy is a volleyball star. She has good (1) ___________. She likes fruit for breakfast. She likes (2) _________________, but she doesn’t like bananas. For lunch, she likes (3) _____. For dinner, she doesn’t eat (4) ___________ because (因为) she thinks they’re not (5) ________. She has chicken for dinner. She likes (6) _________, but she doesn’t eat it after dinner because she doesn’t want to be fat.
(Ss read the article and answer the questions. Then check the answers.)
3. We know Cindy has healthy eating habits. What food does she like? What food doesn’t she like? Read the article and write five sentences about Cindy’s eating habits. e.g.
Cindy likes fruit for breakfast.
（注意运用句型：Cindy likes … for … 或Cindy doesn’t like/eat … for …）
4. Let some Ss read their sentences to the class.
5. Then finish 2c.
Write five sentences about Cindy’s eating habits.
Cindy likes healthy food.
1 Cindy _______________________________
2 She _________________________________
3 She _________________________________
4 Cindy doesn’t ________________________
5 She doesn’t __________________________
VII. Language points
1. Sports star eats well!
句中的well用作副词，意为 “好”，用来修饰动词eat，意为“吃得好”。例如：
Peter eats very well at school. 彼得在学校里吃得很好。
Tom likes basketball. He plays it very well. 汤姆喜欢篮球。他打得很好。
辨析：well & good
(1) good 是形容词，常置于名词之前，表示 “好的”。
e.g. Mr. Wang is a good teacher. 王老师是一位好老师。
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(2) well用作副词，常置于动词之后，表示程度“好；满意地”；用作形容词指“身 体好”。
The boy can swim very well.
这个男孩游泳游得很好。
— How is your father? 你的爸爸身体怎么样？
— He’s very well. 他很好。
2. Cindy Smith, about her eating habits.
eating habits 意为“饮食习惯”，其中 eating是动名词作定语，修饰habits。
类似短语还有: swimming pool 游泳池 reading room 阅览室
3. I think it’s healthy.
healthy 是形容词“健康的”，其名词形式为health“健康”。例如：
Tom eats lots of healthy food. 汤姆吃许多健康的食品。
It’s good for your health. 这对你的健康有好处。
4. I like chicken for dinner.
“like + 食品名词 + for + 某餐”表示“某人喜欢吃什么”。如：
— What do you like for dinner?
晚饭你喜欢吃什么？
— I like vegetables and rice for dinner.
午饭我喜欢蔬菜和米饭。
She likes bread and milk for breakfast.
早餐他喜欢牛奶和面包。
for 作介词，表示“对于……，就……而言”。
e.g. for breakfast / lunch / dinner
就早餐/午餐而言
5. I don’t want to be fat.
want意为“需要；想要”。want to do sth. 意为“想要做某事”。如：
我们想去迪斯尼乐园。
We ____________ to Disneyland.
want to be 表示想要成为……，想要变得……，动词be之后接形容词或名词。
你想成为一名老师吗？
Do you __________ a teacher?
6. I really like it.
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really adv. 真正地
主要用于强调与事实或现实不相违背，也可表示不快、惊奇或某种含蓄的怀疑。
e.g. It’s _______ cold today. 今天可真冷。
Did he _____ say so? 他真的那样说吗？
7. Well, one last question …
question n. 问题
通常指用口头或书面提出来要求回答或有待讨论解决的问题。
e.g. After answering his question, she asked back. 回答他的问题之后，她反问他。
VIII. Exercises
Ⅰ. 根据句意及所给汉语提示，写出句中所缺单词。
1. Ma Lin and Wang Hao are ping-pong ________ (明星).
2. Mom, I ________ (想要) that purple ruler.
3. Helen, reading is a good ________ (习惯).
4. Jane always does _____ (令人满意地) in her English tests.
5. Can I ask you some ________ (问题)?
Ⅱ. 根据句意，从方框中选择恰当的单词填空，有的需要变换形式。
fat, really, be, eat, healthy
1. Sports help us to keep (保持) ________.
2. It’s not easy to ________ a good parent.
3. I ________ don’t know who he is.
4. Jack always ________ an apple in the morning.
5. Bill has much chocolate (巧克力) every day and he’s ________.
Ⅲ. 根据汉语意思完成英语句子，每空一词。
1. 我爷爷的饮食习惯很好。
My grandfather’s ______ _____ are good.
2. 你晚饭喜欢吃什么？
_____ do you ___ for dinner?
3. 我可以询问玛丽的家庭情况吗？
Can I ____ Mary _____ her family?
4. 我姐姐想成为一名老师。
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My sister _____ __ __ a teacher.
IX. Homework
用下列句型就你自己的饮食习惯写五到七个句子。
I like …
I don’t like …
I …
I don’t …
Section B 2 (3a-Self check)
一、教学目标：
1. 语言知识目标：
1）复习所学习有关食物的词汇，并在实践活动中能熟练运用。
2）复习用行为动词like一般现在时的肯定句、否定句和一般疑问句来询问、谈论对方或自己一日三餐所喜欢的食物并学会营养配餐；
3）由询问所喜欢的食物再拓展到所喜欢的运动和颜色来进一步复习运用所学习的句型结构。
4）通过写作练习来达到提高学生们的综合表达能力。
2. 情感态度价值观目标：
通过谈论自己与他人早、中、晚餐喜欢吃的食物，养成良好的饮食习惯；通过互相询问和谈论饮食习惯，培养对家人和同学、朋友的关怀和友爱之情并学会营养配餐。
二、教学重难点
1. 教学重点：
1）复习关于各种食物的词汇、运动类的词汇及颜色类的词汇并就对方的喜欢进行问答。
2）复习名词复数的构成。
3）就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
2. 教学难点：
就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
三、教学过程
I. Revision
按要求写出正确的单词、短语或句子。
good (副词) _______
eat (三单) _______
health (形容词) _______
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like (近义词) _______
饮食习惯 ___________
就早餐而言 ______________
就午餐而言 ______________
就晚餐而言 ______________
体育明星 ______________
最后一个问题 _______________
我不想变胖。 _____________________
II. Survey
1. Now let’s make a survey what food you and your partner like for breakfast, lunch or dinner.
Ask and answer with your partners and write down the results in the chart in 3a.
S1: What do you like for breakfast?
S2: I like eggs and milk.
S1: What do you like for lunch?
S2: I like hamburger and salad.
S1: What do you like for dinner?
S2: I like chicken and fruit.
S1: I think your eating habits are healthy.
(Exchange the roles)
2. Ss fill in the chart. If you forget what your partner likes. You may ask him or her a second time.
You: Oh, do you like eggs for breakfast?
Your partner: No, I don’t. I like oranges.
III. Writing
1. Can you introduce yourself for three meals according to the survey result just now? Maybe many friends want to know you. Now let’s write about what you and your partner like and don’t like for breakfast, lunch and dinner. You can look at the chart above. You should use these sentence structures:
For breakfast/lunch/dinner, I like …, but I don’t like …
For breakfast/lunch/dinner, my partner likes …, but he/she doesn’t like …
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(T goes round the classroom and offer helps if it’s necessary.)
2. The students write about themselves as quickly as they can. When they are ready, ask them to introduce.
IV. Self Check 1
1. Do you know the plurals of these words? Put them in the correct columns.
2. Ss work with their partners and put the words in the correct columns. Then check the answers with the class.
3. 规则总结：学生叙述名词复数构成的规则，并说出几个例词。
S1: 一般在词性加-s，apples, bananas
S2: 以“辅音字母+y”结尾，变y为i, 再加-es。families, strawberries
S3: 以s. x. sh. ch结尾的加-es。boxes, watches
S4: 以“f或fe”结尾，变f或fe为v, 再加-es。knives
S5: 以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s。tomatoes, photos
4. 在屏幕上展示可数名词复数的构成规则，学生强化记忆。
V. Self Check 2
1. T: Your friends also want to know what food/sports/colors you like. First, let’s talk about sports. What sports do you like? What sports do you dislike?
T: I like basketball, volleyball, ping-pong, soccer. I don’t like soccer, baseball. What about you?
S1: I like …, but I don’t like …
S2: …
2. Now, let’s talk about colors. I like red, blue, white and green. I don’t like black, brown, purple or yellow. What about you?
S3: I like …, but I don’t like …
S4: ….
3. OK. Now first think and write about what sports/color you like and dislike. Then tell your partner about it.
(Ss work with their partners. T goes around the classroom and offers any helps. )
VI. Self Check 3
1. T: Can you remember what color/sports your parents like and dislike. Write a short report about what color/sports your parents like and dislike. If you have forgotten
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what your parents like and dislike. Ask them again.
1. My father/mother likes …
我爸爸/妈妈喜欢……
2. My father/mother doesn’t like …
我爸爸/妈妈不喜欢……
3. 也可以合在一句话中写，
He/She likes …, but he/she doesn’t like ….
他/她喜欢……，但他/她不喜欢……。
2. Ss write about what your parents like and dislike. Then report to the class.
VII. Exercises
一、单项选择。
1. — Do you have eggs ______ lunch?
— No, I don’t.
A. on B. for C. at
2. He likes salad, but he ____ hamburgers.
A. don’t like B. likes C. doesn’t like
3. He has ___ egg and ___ orange for breakfast.
A. an, an B. a, a C. an, a
4. We need lots of ______ every day.
A. vegetable B. banana C. healthy food
5. Here is some ______ on the table.
A. tomato B. egg C. chicken
6. — Does your son like carrots? — ______.
A. Yes, she does B. Yes, he does
C. No, she doesn’t
7. Her parents ______ breakfast at home.
A. doesn’t have B. haven’t C. don’t have
8. Let’s _____ some hamburgers.
A. eat B. has C. does
二、根据汉语提示，填上正确的单词。
1. 比尔足球踢得很好。
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Bill ______ soccer ______.
2. 你喜欢什么水果？
_______ ______ do you _______?
3. 那听起来很好。That _______ ______.
4. 早餐我喜欢鸡蛋和香蕉。
___ _________, I like _______ and bananas.
5. 我不喜欢桔子，你呢？
I ______ like oranges. _____ ______ you?
三、根据短文内容，选择恰当的单词填空，有的需要变换形式。
milk, strawberry, healthy, hamburger, really
Anna is a singing star. She doesn’t like fruit such as (像) bananas, (1)_____________, pears and apples. She doesn’t like carrots and tomatoes, either (也). She only eats (2)_____________ and ice-cream every day, so she gets (3)________ fat. “Are you sure you want to be so (如此) fat? How about thinking about having a (4)________ eating habit?” I asked. “You are right,” she said. Now she has (5)________ and eggs for breakfast. For lunch, she has vegetables and rice. For dinner, she doesn’t eat too much. She only has some vegetable salad.
How to be healthy?
• eat healthy food
• have good habits
• do some sports
…
VIII. Homework
下面表格是简一日三餐的爱好，请根据此表写一篇50词左右的短文，介绍一下他的饮食习惯。首句已给出，不计入总词数。
Meals
Breakfast
eggs, bananas, bread
pears, milk
Lunch
hamburgers, apples
salad
Dinner
chicken, tomatoes
French fries
Jane has a healthy eating habit. ____________________________________________________
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