1、Unit 9 Food and drink Gangdong Primary School Cai Zhongan Period First Structures (New) Productive : I like (hamburgers). Structures (Review) Receptive :What shape is it Productive : Its a (square). Vocabulary (New) hamburgers, french fries, pizza, chicken, juice, milk, ice cream, rice, noodles Voca
2、bulary (Review) square, circle, triangle, rectangle, star, heart 教学过程： 一、Warmup This warm-up reviews shapes from the previous Unit. Hold up the flashcard for square . Ask, “What shape is it “ Elicit, “Its a square.“ Repeat the step above for circle, triangle, rectangle, star, and heart. 二、Preview Us
3、e the flashcards of food and drink items to present the new vocabulary. Hold up the flashcard for milk. Say, “Its milk.“ Present the word milk. Model the word at least twice. Now have children repeat after you in a choral drill, then elicit the word from individuals. Repeat the step above and presen
4、t the following new vocabulary: hamburgers, french fries, chicken, juice, pizza, ice cream, rice and noodles. Review the nine new words by holding up the flashcards and eliciting the words from the children in a choral drill, then from individuals. Presentation of new language Student Activity Book
5、page 18 Pin up the Poster for this Unit where all the children can see it. Allow a few moments for the children to look at it. Point to the pizza that Ken and Ann are eating. Ask, “What is it “ Elicit, “Pizza.“ Repeat this for hamburgers, french fries, chicken, juice, milk, ice cream, rice, and nood
6、les. Teach the concept of “like.“ Point to the hamburgers on the poster and convey the idea to the children that you like them. Present the structure, I like hamburgers. Model the structure at least twice. Now have children repeat after you in a choral drill, then elicit the structure from individua
7、ls. Repeat the step above and using the food and drink illustrations in the Poster, present the other new structures: I like french fries, I like pizza, I like children, I like juice, I like ice cream, I like rice and I like noodles. Have children open their books and look at the picture. Using Chin
8、ese, discuss the picture. Ask children what the characters are doing, where they are, what they are eating, what Mocky wants to eat, and so on . 三、Touch and say Student Activity Book page19 Have children open their books and direct their attention to the illustrations and words that appear around th
9、e border. Play the tape, and have them point to each picture as they hear the matching word. Replay the tape while displaying your copy of the page. Without the tape, read the words together. Direct the children to look at the photographs. Have them work in pairs, taking turns to point and say the w
10、ords for all the photographs. Provide a teacher-child example: have one child point to a photograph; you respond with the word. As feedback, have pairs volunteer to name the items. Touch the photograph of pizza, say, “I like pizza.“ Repeat this procedure for other photographs. Have children work in
11、pairs. One child points to pictures of food and drink items that he or she likes and produces the structure. The other child looks and listens. Explain to the children that they only point and talk about the pictures of the food and drinks that they like. Check the pair work by having pairs voluntee
12、r to point to and talk about the pictures. 四、Extension Student Activity Book page57 Have the children open to the page of the food and Drink cards(page57) to the class. Allow time for the children to color each item as they wish, then direct them to cut out each picture card along the dotted lines.
13、Call out the names of the food and drink items randomly. Children listen and hold up the item you call out. Period second Structures(Review)： Productive: I like (hamburgers). Vocabulary (Review)： hamburgers, french fries, pizza, chicken, juice, milk, ice cream, rice, noodles 教学过程： 一、Warm-up Hold up
14、the flashcard for milk. With the other hand bounce a ball on the floor and have children produce the word milk each time you bounce the ball. Vary the pace at which you bounce the ball. Repeat the procedure with the pictures for the other vocabulary items. 二、Sing the song Student Activity Book page
15、21 Tell children that they are going to learn a song about food and drink. Say, “Open your books.“ Have children look at the illustrations that accompany the song. Read the words and have children listen and follow the words silently. Explain that only the first three verses are printed on the page,
16、 but that the children will hear about all the food and drink items that are illustrated. Now play the tape without stopping. Have children listen and point to each food or drink item as it is mentioned. Play the song again and have children join in with the words. As they sing, they should point to
17、 the pictures. Say, “Close your books.“ Have children take out their sets of Food and Drink picture cards. Play the tape again and have children hold up the items as they are mentioned. Divide the class into two groups. Have one group sing: I like(pizza), I like(pizza) and the other group respond wi
18、th, (Pizza), please! (Pizza), please! Period third Structures (Review) Productive: I like (hamburgers). Vocabulary (Review) hamburgers, french fries, pizza, chicken, juice, milk, ice cream, rice, noodles Vocabulary (new) quilt , queen 教学过程 一、Warm-up Review the rhyme from the previous lesson. Have ch
19、ildren say the rhyme in a class chorus, then have then say it in teams or chose individual student to say. Ask some volunteers come to the front and stand in a circle with them. Throw a ball to one child and say, “I like (milk).“ The child catches the ball and says, “I like (French fries).“ This chi
20、ld now throws the ball to another child who must produce the structure I like . . . The only rule is that a child cannot repeat the food and drink item that the previous child has just used. Continue until all the children have caught and thrown the ball. Listen and practice Student Activity Book pa
21、ge 22 Have the children open their books and draw their attention to the photograph of the quilt. Point to the picture and say, “This is a quilt.“ Play the tape, pointing to the photograph of the word. Now replay the tape and have children touch the photograph as they listen. Play the tape one more
22、time and have children listen and repeat the word, quilt. Repeat the procedure above for the words queen, rabbit and rice. 二、Say the rhyme Student Activity Book page 22 Tell the children that they are going to learn a rhyme. Play the tape, the teacher acts out the rhyme while listening to it. Try to
23、 make children understand the meaning of the ryhme. Play the tape again, and encourage the children to clap their lands or act out while listening. Play the tape for the third time, have the children listen the tape, and encourage them to say one or two words with the tape. Play the tape again and a
24、gain and have the children act or clap their hands with the rhyme, have them shout out words or phrases. Teacher acts out the rhyme while saying it without listening to the tape. Have the children act out with the teacher while trying to say the rhyme. Ask volunteers to come to the front to act out
25、the rhyme. 三、Read and draw Student Activity Book page 23 Say, “Open your books“ and have children look at their books. Draw their attention to the pictures of food and drink items at the top of the page. Explain that they are going to place the items in the correct category. Point to the two groups
26、headed FOOD and DRINK. Using Chinese, have children explain the difference. Have children look at the pictures of food and drink and elicit the vocabulary, Point to the picture of pizza and ask them which category it belongs to. Repeat this for the other eight items. Allow the children time to draw each item in the appropriate group. Check the answers by having children read out the items they have drawn in the food group and then the items they have drawn in the drink group.
