Step 1 Revision
1 Check the homework the students did during the winter vacation.
2 Have the students talk about their holidays using the language they know. Have them especially talk about the food they ate, even though there might not be an English word for some of the food. Say During the holidays in England, people eat special food too. Let‘s play a game.
3 Game: In groups, students write down the English names of as many different kinds of food as they can within three minutes. They can use their books and dictionaries if they want. See which group can make the biggest list.
4 Ask individual students What’s your favourite food?
Step 2 Presentation
Draw a picture of a cupboard with salt, pepper, oil, sugar, etc. on the Bb. Ask What‘s in this cupboard? Then ask What is in your cupboard at home?
Draw a picture of a table. Ask What is on your table at home during dinner? Draw pictures or stick pictures, or use the colour pictures on page i of the Students’ Book to teach the new vocabulary for this lesson.
Step 3 Look, learn and answer
Note: Kitchens in England and the United States typically have many cupboards on the wall. Usually people keep their dishes, glasses, bowls, etc. in them. They will also put their staple foods such as canned foods, noodles, potato chips (crisps), sweets, etc. in them.
SB Page 1, Part 1. In pairs, get the students to look at the picture on page i. Have them ask and answer questions as in the model. If necessary, remind them of the usage of countable and uncountable noun. Do Wb Lesson 57, Ex. 1.
Step 4 Presentation
Present this dialogue:
A: / eat a lot of pork.
B: Oh, I don‘t. I eat a lot of chicken.
A: So do I.
Explain that / eat a lot of pork means / often eat pork. So do I means / eat a lot of chicken, too. Practise the dialogue with the students, then get them to work in pairs.
Step 5 Learn and discuss
SB Page 1, Part 2. Collect more food words and put them into the table on page i. Discuss the question with several students to give some examples. Then get the students to work in pairs. Call out some of them to demonstrate their conversations. Do Wb, Lesson 57, Ex. 2.
Step 6 Puzzle dialogues
SB Page 1, Part 3. Pairwork. Check the answers as a class. The answers are ID; 2C; 3A; 4B. In small groups, have the students role-play as if they are at a dinner. One student is the host / hostess, the other students are the guests. Have them practise using the expressions in the dialogues. Also encourage them to speak freely as they would at a dinner. Walk around and give help where needed. Encourage the students to use more expressions if they like.
Step 7 Workbook
Wb Lesson 57, Ex. 3 can be used to reinforce the practice in Part 3 on page 1.
Homework
Have the students go home and make a list of some of the things in their kitchens. If the students live on campus, have them make a list of the things they can remember that are in their families’ kitchens.
初二第15單元 What do people eat? Lesson 58
Step 1 Revision
1 Revise the names of the food and tableware in SB Lesson 57.
2 Revise the dialogues from SB Part 3 and Wb Lesson 57, Ex. 3. Choose several groups to share their role-plays.
Step 2 Presentation
Draw this table on the Bb:
Li Lei
Jim
Ann
1 chicken
tomatoes
grapes
2 pork
peas
apples
3 beef
carrots
oranges
Tell the students that this table shows Li Lei's favourite meat, Jim's favourite vegetables and Ann's favourite fruit. Say Li Lei likes pork better. He likes chicken best. Repeat for Jim and Ann. Then get students to listen and repeat the sentences. Ask Which does Ann like better, apples or oranges? Which does she like best? Students work in pairs asking and answering about their favourite foods.
Step 3 Pre-read
SB Page 2, Part 1. In small groups, have students discuss the three questions. Then as a class discuss the questions briefly. If students can't express their ideas in English, they may speak Chinese. Provide them with simple English which they may pick up easily.
Step 4 Reading
Note:薯?xiàng)l is either called french fries or chips. In America and Canada, they are called french fries. In England they are called chips.
SB Page 2, Part 2, Speech Cassette Lesson 58. Have the students look at the picture. Ask What kind of food do you see? (pizza, hamburger, french fries / chips, Japanese sushi, and Chinese vegetables)What countries do these foods come from? (Italy, America, America, Japan, China)
Ask What's the most popular food in the world? The students scan the passage for the answer (American fast food).
Play the tape as a model for the students to practise reading aloud.
Discuss the passage. Ask Do you like fish /pizza /hamburgers? What's your favourite Chinese food?
Note the meaning of kinds of, seem and even. Explain that on the road here means that one eats the food while in their cars, or while going someplace in the subway or on a bus.
Do Wb Lesson 58, Ex. 1 individually. Then check the answers in pairs.
Step 5 Ask and answer
SB Page 2, Part 3. Ask the students the questions and help them answer / think pork/ rice is very popular in China. Do you agree? Explain to the students the difference between / don't really agree and / really don't agree. I don't really agree means that you just disagree a little bit, but are open to hear the other person's point of view, and that you may change your opinion. However, / really don't agree means that you strongly disagree with the other person and nothing will change your mind.
Get the students to ask each other the questions using different food words.
Step 6 Workbook
Wb Lesson 58, Ex. 2. Have the students talk in pairs about the picture. Then if time permits, have a class discussion about healthy / unhealthy foods.
Homework
Have students review the new words for this lesson.
初二第15單元 What do people eat? Lesson 59
Step 1 Revision
1 Write lists of meat, vegetables, fruit and others on the Bb. Ask Whose favourite food is chocolate? etc. Hands up! Students vote on their favourite kind of food.
2 Competition: Ask students to give an example of a verb, a noun, a pronoun, an adjective and an adverb. Then hold a competition. In small groups, the students see which group is the first to write down eight to ten verbs/nouns/adjectives/ pronouns / adverbs. Check the answers.
Step 2 Study
SB Page 3, Part 1. Let the students read through the sentences in the first box carefully. Ask them if they can discover the common feature in the sentences. Point out that all these sentences contain a noun or pronoun denoting the doer (subject) and a verb (predicate). Do the same with the sentences in the rest of the boxes. Point out the different parts of the simple sentence.
Step 3 Presentation
Ask What does your mother /father do at home? Do you help with the housework? In small groups, have the students make a list of what their mothers / fathers / themselves do at home. As a class, discuss the answers.
Step 4 Read and discuss
SB Page 3, Part 2, Speech Cassette, Lesson 59. Tell the students to look at the first passage. Ask them to quickly skim the text and tell you the main idea. (It's about what each family member does to help out at home.) Play the tape and have students repeat.
Tell the students to look at the second passage, Ask Who is the busiest in Indira 's family? Have the students scan the passage for the answer (mum). Play the tape and have students repeat. Explain the use of either... or... and neither... nor....
Step 5 Workbook
Wb Lesson 59, Exx.1-3. Do Ex. 1 in pairs and check the answers as a class.
For Ex. 2, have the students work in small groups.
For Ex. 3, get the students to work in pairs filling in the blanks and reading the passages to each other. Encourage them to use the English phrase / think that....
Homework
Finish off any workbook exercises if needed.
Review the five kinds of simple sentences.
初二第15單元 What do people eat? Lesson 60
Step 1 Revision
1 Revise either... or... by saying, Either I'm at home, or I'm at school. Then ask, What two places are you at usually? Help the students to answer, Either I'm at __ or I'm at ____. Now ask a second student about where the first student usually is, only use two different places. For example:
Student 1: I'm either at school or at home. Teacher: Where does Susan usually stay? Student 2: She usually stays either at school or at home.
Practise neither... nor... in the same way. For example:
Teacher: Are you a doctor or a nurse? Student: I'm neither a doctor nor a nurse. I'm a student. If time permits, you may use this as a drill.
2 Revise the food items in this unit.
Step 2 Presentation
In small groups role-play a parent and a son / daughter who has a foreign friend over for dinner. Remind the students to use the phrases from SB Lesson 57, Part 3. Get several of the groups to share their role-play with the rest of the class.
Step 3 Read and act
SB Page 4, Part 1, Speech Cassette Lesson 60. Books closed! Ask What are they eating for dinner? Play the tape. Check the answer (fish and chips). Play the tape again, students listen and repeat.
Step 4 Listening
SB Page 4, Part 2, Listening Cassette Lesson 60.
Listening text 1
"What's for dinner?" Max asked.
"I'm going to have some fish," Frank answered.
"Fish? I don't want fish. I had it for lunch. Let's go to a restaurant this evening," Max said.
"That's a good idea," Prank answered.
So Max and Frank went to a restaurant. They sat at a table and a waiter came to them.
"What would you two like?"
"I want some roast beef. What do you want, Frank?"
"I'd like chicken with onions," Frank said.
"I'm sorry," the waiter said. "We have neither beef nor chicken. This is a seafood restaurant. We have some nice fresh fish and other seafood."
Fish and chips, and Chinese take-away food are very popular in England, but they are less popular in the USA. In the USA, people like take-away food, too, such as fried chicken, pizza and so on. But the most popular kind of take-away food is the hamburger. It's bread with chopped beef in it. Very often there is cheese and a kind of tomato sauce in it. Hamburgers are delicious. They are not only very popular in the USA, but in many other countries as well.
The answers are: 1B; 2C; 3C- 4A
Step 5 Read and act
Note: In American restaurants, one doesn't usually ask for coffee at the end of the meal. The waitress / waiter will ask the customer if they would like coffee. Also, in an American restaurant, most times, the bill is laid down on the table at the end of the meal, so that customers don't have to ask for it. In England one must ask for coffee at the end of the meal. One must also ask the waitress for the bill.
SB Pages 4-5, Part 3, Speech Cassette Lesson 60. Play the tape while students listen and repeat. Then in groups of three, have the students read and act out the dialogue. Choose several groups to perform their dialogue for the class.
Step 6 Writing
SB Page 5, Part 4. This part is optional. You may want to begin this assignment in class and have the students finish it as homework. See the following as an example:
China is very famous for its food in the world. There are many kinds of food in China. The north part of China is famous for its dumplings. There can be meat such as pork or beef or vegetables inside dumplings. In the south part of China along the Changjiang River, people eat much fish. In Shanghai the food is sweet. But no matter where you are in China, the food is always delicious.
Step 7 Checkpoint
Go through Checkpoint 15 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes on pages 158-159 for Members of the Sentence, Types of Sentences and Five Kinds of Simple Sentences.
Step 8 Test
Write the following on the Bb, but not the italicized words. The students copy it down on a piece of paper and fill in the blanks as you dictate, reading the words in italics along with the sentences.
A: Good evening, Sir.
B: Good evening.
A: May I take your ______(order) now?
B: Yes. We'll have_____ (chicken) with (potatoes), ____ (beef) with some_____ (onions), some _____ (noodles) and _____(some) soup.
A: Would you like anything else?
B: ___ (No), thank you.
Step 9 Workbook
Wb Lesson 60, Exx. 3, 5 and 6. Ex. 3 should be done orally in pairs.
Ex. 5 should be done individually if time permits. If time is limited, assign it as homework. Ex. 6 can be done with the whole class. As a student reads the instructions, the rest of the class acts out the action. Then have the students work in small groups to write instructions for making a vegetable salad. Ask several groups to share their instructions with the class. Ex. 7 is optional. Get the students to discuss the differences and similarities of the two types of money in pairs.