下学期 Unit 23 Mainly revision
下学期 Unit 23 Mainly revision
Lesson 89 教学设计示例（一）
一、教学内容
1．复习表示请求、征求意见用语。
2．复习可数名词的复数形式和不可数名词的用法。
二、教具
录音机；与本课替换词汇有关的图片。
三、课堂教学设计
1．值日生报告。
2．教师出示有关食物等图片，复习这些词汇(可借用第73、74、75课的插图)。
3．放课文录音。教师先板书问题：
How many bottles of orange would Mr Green like?
放录音一遍，学生回答黑板上的问题。再放录音，学生跟读两遍。
4．学生两人一组，练习本课第2部分Make an interview。提示学生就双方的实际情况进行问答。
5．利用107页上所列出表格，教师可允许学生就周围同学的相关情况进行提问，并做一些记录。数分钟后，教师请几位同学介绍自己周围的同学情况。
6．布置作业
1)完成练习册习题；2)温习174页有关名词的内容。
Lesson 89 教学设计示例（二)
●Teaching Objectives
复习关于饮食的单词、交际用语及一些常用短语。
●Main Points
Do you have …? Could I have …? I like …
●Difficult Points
应用所学知识，来订餐、点餐或叙述个人的饮食习惯.
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
Free talk (ask and answer some questions) .
Step 2 Presentation
通过让学生讨论“怎样邀请别人用餐”导入新课。
Step 3 Part 1 Read and act
1. Listen to the tape.
2. Read after the tape.
3. Read the dialogue.
4. Act the dialogue.
5. Make a similar dialogue.
Part 2 Make an interview
1. Listen to the tape.
2. Fill in the blanks:（出示幻灯片）
Peggy’s breakfast
her favourite sports
Jimmy’s breakfast
the thing he likes to do
给出相应答案。
3．引导学生熟悉使用这些交际用语。
4．让学生分组读对话（可先给2分钟准备）。
Step 4 Workbook
Do Ex．1 通过填写对话，使学生注意习惯用语的用法。
让学生两人一组进行对话练习。
Step 5 Summary
让学生归纳、总结本课重点复习内容，培养他们良好的学习方法和动脑习惯。
Step 6 Homework
Do Ex．3 学生自编一个相似的对话。
Writing on blackboard
Lesson 89
1 Can I get you something to. ..?
2 What would you like?
3 talk with
4 What about you?
5 What s your favourite sport?
6 be good at
Lesson 89 教学设计示例（三）
● Teaching aims
1．掌握“四会”单词、词组，同时记忆“三会”词组，了解词义和用法。
2．掌握下列交际用语，并掌握其正确的语音、语调，在合适的语言环境中能够学以致用。
3．掌握现在进行时的陈述句、疑问句及其答语。
● Key points
1．掌握“四会”单词、词组。
2．掌握并灵活运用日常交际用语。
● Difficult points
1．掌握一般现在时的陈述句、疑问句及其答语。
2．掌握邀请及其回答的习惯用语。
● Teaching methods
复习法、情景教学法、归纳法。
● Teaching aids
投影仪、微机、图片、投影片课件Lesson 89教学演示.ppt。
● Teaching procedures
Step 1 Revision
Revise the word “have” and the Present Continuous Tense.
Step 2 Presentation
展示动画《Talk about food and drink.swf》中的listening的场景，回答问题后，展示其他的对话情境，播放顺序根据学生的接受水平而定。
Step 3 Read and act
1. 每个对话在展示时，都先隐藏文字听声音，让学生说出对话的大意。
2. 给出文字，学生理解对话的内容后，分别跟读、朗读。
3．引导学生熟悉使用这些交际用语，静音状态下，让学生看动画，演示对话内容。
4．让学生分组读对话（可先给2分钟准备）。
Step 4 Consolidation
＊根据场景Interview的对话，填写表格Fill in the blanks：
Peggy’s breakfast
her favourite sports
Jimmy’s breakfast
the thing he likes to do
＊用some或any完成下列句子。
1. I have ____milk here, but I don’t have ____tea.
2. —Would you like ____ cakes? —Two, please.
3. Is there ____food on the table?
4 .Can I have ____meat? Sony, you can’t. There isn’t____.
Answers: 1. some, any 2. some 3. any 4. some, any
Step 5 Summary
让学生归纳、总结本课重点句型，培养他们良好的学习方法和动脑习惯。
Can I get something to drink?
What would you like？
Could I have a glass of orange juice？
Here you are．
What about you？
Do you have a big breakfast？
That’s all．
I have some fruit for breakfast．
What’s your favourite sport？
I like swimming, and I am good at basketball．
Step 6 Exercises
翻译下列短语：
1．一篮子苹果__________ 2．一瓶果汁__________ 3．吃的东西__________
4．他最喜欢的运动_______ 5．中国茶__________ 6．与…交谈__________
7．几片面包__________ 8．擅长于……__________ 9．对……太难__________
10．听音乐__________
Answers: 1. a basket of apples 2. a bottle of juice 3. something to eat 4. his favourite sport 5. Chinese tea 6. talk with( to)… 7. some pieces of bread 8. be good at… 9. be hard for… 10. listen to music
Lesson 89 教学设计示例（一）
一、教学内容
1．复习表示请求、征求意见用语。
2．复习可数名词的复数形式和不可数名词的用法。
二、教具
录音机；与本课替换词汇有关的图片。
三、课堂教学设计
1．值日生报告。
2．教师出示有关食物等图片，复习这些词汇(可借用第73、74、75课的插图)。
3．放课文录音。教师先板书问题：
How many bottles of orange would Mr Green like?
放录音一遍，学生回答黑板上的问题。再放录音，学生跟读两遍。
4．学生两人一组，练习本课第2部分Make an interview。提示学生就双方的实际情况进行问答。
5．利用107页上所列出表格，教师可允许学生就周围同学的相关情况进行提问，并做一些记录。数分钟后，教师请几位同学介绍自己周围的同学情况。
6．布置作业
1)完成练习册习题；2)温习174页有关名词的内容。
Lesson 89 教学设计示例（二)
●Teaching Objectives
复习关于饮食的单词、交际用语及一些常用短语。
●Main Points
Do you have …? Could I have …? I like …
●Difficult Points
应用所学知识，来订餐、点餐或叙述个人的饮食习惯.
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
Free talk (ask and answer some questions) .
Step 2 Presentation
通过让学生讨论“怎样邀请别人用餐”导入新课。
Step 3 Part 1 Read and act
1. Listen to the tape.
2. Read after the tape.
3. Read the dialogue.
4. Act the dialogue.
5. Make a similar dialogue.
Part 2 Make an interview
1. Listen to the tape.
2. Fill in the blanks:（出示幻灯片）
Peggy’s breakfast
her favourite sports
Jimmy’s breakfast
the thing he likes to do
给出相应答案。
3．引导学生熟悉使用这些交际用语。
4．让学生分组读对话（可先给2分钟准备）。
Step 4 Workbook
Do Ex．1 通过填写对话，使学生注意习惯用语的用法。
让学生两人一组进行对话练习。
Step 5 Summary
让学生归纳、总结本课重点复习内容，培养他们良好的学习方法和动脑习惯。
Step 6 Homework
Do Ex．3 学生自编一个相似的对话。
Writing on blackboard
Lesson 89
1 Can I get you something to. ..?
2 What would you like?
3 talk with
4 What about you?
5 What s your favourite sport?
6 be good at
Lesson 89 教学设计示例（三）
● Teaching aims
1．掌握“四会”单词、词组，同时记忆“三会”词组，了解词义和用法。
2．掌握下列交际用语，并掌握其正确的语音、语调，在合适的语言环境中能够学以致用。
3．掌握现在进行时的陈述句、疑问句及其答语。
● Key points
1．掌握“四会”单词、词组。
2．掌握并灵活运用日常交际用语。
● Difficult points
1．掌握一般现在时的陈述句、疑问句及其答语。
2．掌握邀请及其回答的习惯用语。
● Teaching methods
复习法、情景教学法、归纳法。
● Teaching aids
投影仪、微机、图片、投影片课件Lesson 89教学演示.ppt。
● Teaching procedures
Step 1 Revision
Revise the word “have” and the Present Continuous Tense.
Step 2 Presentation
展示动画《Talk about food and drink.swf》中的listening的场景，回答问题后，展示其他的对话情境，播放顺序根据学生的接受水平而定。
Step 3 Read and act
1. 每个对话在展示时，都先隐藏文字听声音，让学生说出对话的大意。
2. 给出文字，学生理解对话的内容后，分别跟读、朗读。
3．引导学生熟悉使用这些交际用语，静音状态下，让学生看动画，演示对话内容。
4．让学生分组读对话（可先给2分钟准备）。
Step 4 Consolidation
＊根据场景Interview的对话，填写表格Fill in the blanks：
Peggy’s breakfast
her favourite sports
Jimmy’s breakfast
the thing he likes to do
＊用some或any完成下列句子。
1. I have ____milk here, but I don’t have ____tea.
2. —Would you like ____ cakes? —Two, please.
3. Is there ____food on the table?
4 .Can I have ____meat? Sony, you can’t. There isn’t____.
Answers: 1. some, any 2. some 3. any 4. some, any
Step 5 Summary
让学生归纳、总结本课重点句型，培养他们良好的学习方法和动脑习惯。
Can I get something to drink?
What would you like？
Could I have a glass of orange juice？
Here you are．
What about you？
Do you have a big breakfast？
That’s all．
I have some fruit for breakfast．
What’s your favourite sport？
I like swimming, and I am good at basketball．
Step 6 Exercises
翻译下列短语：
1．一篮子苹果__________ 2．一瓶果汁__________ 3．吃的东西__________
4．他最喜欢的运动_______ 5．中国茶__________ 6．与…交谈__________
7．几片面包__________ 8．擅长于……__________ 9．对……太难__________
10．听音乐__________
Answers: 1. a basket of apples 2. a bottle of juice 3. something to eat 4. his favourite sport 5. Chinese tea 6. talk with( to)… 7. some pieces of bread 8. be good at… 9. be hard for… 10. listen to music
Lesson 90 教学设计示例（一）
一、教学内容
1．复习现在进行时。
2．复习描述人物用语。
二、教具
录音机、几张画有不同人物的图片。
三、课堂教学设计
1．值日生报告。
2．教师请一位女同学到前面来（这位女同学的身材条件要基本符合本课第1部分内容中的描述）。教师与全班同学（或某个同学）进行问答，从而引出本课复习内容。
T：What’s her name？
Ss：Her name is ×××．
T：How old is she？
Ss：She is twelve／thirteen．
T：Is she tall？
Ss：Yes，she is．
（这时，教师请某位学生把这三个问题的答案综合在一起，形成以下内容）：
S1：Her name is ×××. She is twelve／thirteen．She is tall．（教师可多请几位学生这样演练）
继续与学生进行问答：
T：Is her hair long？
Ss：Yes．Her flair is long．
T：What colour is her hair？
Ss：It’s black．
引导学生将这两句说成：
Ss：She has long hair．Her hair is clack．
用同样方法，引导出下面各句：
Her mouth is small．She has long arms and legs．She is wearing…
在此过程中，不断请学生将各个答句组织在一起，形成对这位女同学进行描写的一段短文，可鼓励学生增加其他内容。例如：
Her name ×××． She is twelve／thirteen，She is In Row 5 and her number is 14．She is tall．She has long hair，and her hair is black．Her eyes are big and black．Her mouth is small．She has long arms and legs．She is wearing…She likes singing very much．She can draw pictures， too…
与此同时，可让该学生本人以第一人称形式，利用上述内容，来描述自己。
3．打开书。学生两人一组，描述本课所提供图片中人物，教师予以帮助。教师也可考虑利用自己带来的人物图片，请学生描述。如在描述中学生有困难，教师可采用提问形式，逐步引导出所描述内容。数分钟后，请几位学生试着描述。教师予以讲评。
4．教师采用同样提问方式，与学生进行问答，从而引出本课第2部分内容：
T：Now look at Picture l．What are they doing？
Ss：They’re going to the park．
T：Now look at Picture 2．What are they doing now？
Ss：They’re boating in the middle of the lake．
教师可以将每三张图为一组，要求学生将这三张图的答案集中起来，形成连贯的句子。如：
It’s Saturday．Han Mei and her parents are going to the park．Look！They’re boating in the middle of the lake．Now they’re eating bread，because they’re hungry…．
如果所教学生程度好，整体水平高，可以让学生自行根据图片内容，两人一组进行描述。
数分钟后，请几位同学在班上给出自己的描述，教师予以讲评。
5．要求学生用书面形式，将上面进行的口头描述写出。
6．指导学生做练习册习题（用笔头形式）。
7．布置作业
完成练习册习题。
Lesson 90 教学设计示例（二）
●Teaching Objectives
复习描述人物用语，进一步巩固描述物品、叙述事件的相关知识，以及现在进行时的语法项目。
●Main Points
1．学会“四会”单词。
2．复习、巩固现在进行时的用法。
3．学会描述人物。
●Difficult Points
一般现有时与现有进行时的区别。
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
1. Check the students homework.
Make a short play according to Ex. 3 of Lesson 89.
2 .Ask the students some questions according to the dialogue they played.
Step 2 Presentation
1. Show a picture of a girl, ask the students to describe her.
2. The teacher conclude the sentences.
Step 3 Describe people
1. Show more pictures , let the students describe them.
2. Finish Ex. 1 on page of 108.
Let the students describe one of the classmates.
Step 4 Look and say
1. Show the pictures of Part 2 one by one.
Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher conclude the description.
Step 5 Workbook
Do Ex.2.
Step 6 Practice
The teacher show more pictures with computer and let the students talk about them.
Step 7 Homework
Do Ex. 3.
板书设计：
Writing on blackboard
Lesson 90
in the middle of
throw sth. to
jump into
be worried about
Lesson 90 教学设计示例（三）
● Teaching aims
1．掌握“四会”单词、词组，了解词义及用法。
2．掌握现在进行时的陈述句、疑问句及其答语。
3．学会描述人物。
● Key points
描述人物
描述物品
叙述事件经过
● Difficult points
叙述时所用词汇及时态的选择。
● Teaching methods
复习法，情景演示法。
● Teaching aids
幻灯片、投影仪、微机、课件Lesson 90教学演示.ppt。
● Teaching procedures
Step 1 Revision
Show the sounds Listening can，复习用一般现在时，描述某人能做什么的常用语。
Step 2 Presentation
1.Show the Film <1-23-3describe pictures> People ，Show pictures of persons without any sounds, ask the students to describe them.
2. The teacher play the sounds or show the text to students.
Step 3 Presentation
1.Show the Film <1-23-5go to the park> Pictures, Show the pictures without any sounds,Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher play the sounds or show the text to students.
Step 4 Summary
•The girl has long hair. Her hair is yellow. Her eyes are big and brown. Her mouth is small. She is tall. She is wearing a red dress.
•This box is heavy. It’s too big. It’s light.
Step 5 Practice
Let the students describe one of the classmates, describe her/his favourite things, such as a box, a bag, a building, clothes, etc. Show the Film <1-23-4can not find box> Things, explain the main points of describe something. Let students answer:
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
Step 6 Exercises
根据首字母和句意，填入相应的单词。
1. The homework is e____ . I think you can do it.
2. The shop is closed at half past six. But the supermarket is o ____twenty-four hours.
3. The robot is b____ . It can’t work.
4. My brother h____ two pens.
5. In our class there are five A ________boys.
6. Mum, r m h______ . Can I have supper now?
7. I can see some k____ on the table.
8. All the c_______ are Young Pioneers.
9. The water in the lake is c______ . I can see the fish in it.
10. I have only one p____ of meat for supper.
Answers: 1. easy 2. open 3. broken 4. has 5. American 6. hungry 7. kites 8. children 9. clear 10. piece
Lesson 91 教学设计示例（一）
一、教学内容
复习表示询问，请求帮助等用语。
二、教具
录音机；供表演本课对话的小手提箱（或以书包代替）。
三、课堂教学设计
1．值日生报告。
2．参阅上课教案，对90课第二部分图画进行问答。请几位同学对照图画进行描述。
3．做本课听力练习。根据所听内容，填写109页表格。
4．打开书，学生就本课第 2部分内容中的插图进行问答，使用 What can you see…？/How many…are there in the picure？等提问方式。
教师放录音，学生跟读两至三遍。三人一组进行问答练习。数分钟后，请几组同学表演。
5．指导学生做练习册其他习题。
6．布置作业
1）练习朗读本课对话；2）完成练习册习题。
Lesson 91 教学设计示例（二）
●Teaching Objectives
1．掌握“四会”单词、词组，了解词义及用法。
2．复习“描述人物”。
3．复习有关“帮助”和“求助”的对话。
●Main Points
1．学会“四会”单词。
2．“询问”的习惯表达。
●Difficult Points
1. be going to 表示将来。
2. 事件描述。
● Teaching Aids
a tape-recorder, pictures
● Teaching Procedure
Step 1 Revision
1. Check the students’ homework.
2. Free talk (ask and answer sonic questions) .
Step 2 Presentation
1. Show a picture of a woman and a box.
Let the students describe it.
2. Revise how to ask the address.
Step 3 Read and act
1. Listen to the tape and answer these questions.
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
2. Explain some phrases.
have a look at
be going to do
be full of
look like
Thank goodness!
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and answer
Listen to the tape. Fill in the form on Page 109.Then the teacher check the answer.
Step 6 Workbook
Do Ex. 2.
Step 7 Summary
Let the students conclude how to describe things in our life.
Step 8 Homework
Do Ex.3.
板书设计：
Writing on blackboard
Lesson 91
have a look at
be going to do
be full of
look like
Thank goodness!
Lesson 91 教学设计示例（三）
● Teaching aims
复习关于约定时间、谈论商店开门关门的时间
● Key points
星期几的表达、钟点的表达、约定见面时间
● Difficult points
It’s time to, on的用法
● Teaching methods
复习法，情景演示法。
● Teaching aids
录音机及听力训练磁带、图片、微机、相关动画。
● Teaching procedures
Step 1 Revision
展示关于丢皮箱场景的影片，复习有关描述物品的用语。
Step 2 Presentation
展示动画《Talk about time.swf》Open & Closed, 先隐藏文字播放，让学生填写商店开门和关门的时间表：
OPEN CLOSED
Mon. 9:00 a.m. 9:00 p.m.
Tue. 9:00 a.m. 9:00 p.m.
Wed. 9:00 a.m. 10:00 p.m.
Thu. 9:00 a.m. 8:00 p.m.
Fri. 9:00 a.m. 5:00 p.m.
Sat. 10:00 a.m. 5:30 p.m.
Sun. 11:30 a.m. 4:00 p.m.
再播放一遍声音，然后点击Text, 展示出文字的答案。
Step 3 Presentation
展示动画《Talk about time.swf》What time，然后让学生总结此对话中关于约定时间的说法，或提议约定时间的说法：
May I come on Monday evening?
How about…？
Could you come on Thursday afternoon?
What about…？
What time?
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and sing
Listen to the sounds of 《Talk about time.swf》song, try to follow the words and sing the song.
Step 6 Summary
Let the students conclude how to speak about time.
Step 8 Exercises
完成下列对话：
Mary: ____________ . Do you have a ruler?
Ann: Sorry, I have ______ruler.
Mary: So I must go ______the shop. I want a ruler.
Ann: I _____ the shop is open at this ______of day.
Mary: Yes, I think it s open.
Ann: No, look, it____________ .
Mary: Oh, dear.
Ann: Let’s go and ______ Kate.
Mary: ______she have a ruler?
Ann: I think she ______ one.
Mary: OK. Let's go.
Answers: Excuse me; no; to; think; time; is closed; ask; Does; has
Lesson 92 教学设计示例（一）
一、教学内容
1．复习课文第一部分中列出的元音字母和字母组合的读音。
2．小结现在进行时的陈述句和疑问句形式。
二、教具
录音机
三、课堂教学设计
1．值日生报告。
2．放课文第一部分录音，学生边读边注意观察所列单词中元音字母和字母组合的读音。跟读两至三遍。要求学生将各组单词中的发音部分相同的字母或字母组合用线划出，并注上音标(如果有的音标同学在注音时困难大些，教师要给予帮助，允许学生查书)。
3．给学生几分钟时间，观察课文第二部分列出的单词。教师简单地讲解题目意义。放这部分录音，学生跟读一遍。教师可再给几个例词：1)four----book----let→foot 2)three----girl----bed→third 3)she----know→show
指导学生根据已学过单词的读音，推断出生词的读音。打开练习册，做习题2，尽量让学生试着拼读练习2中列出的生词。可以两人一组相互启发。
4．组织学生两人一组，练习本课第3部分对话。并利用本课插图中所给出的时间替换词，演练新对话。
5．放本课第4段对话录音，学生跟读两遍。两人一组进行练习。数分钟后，请两组同学表演。
6．指导学生填空，并请一位同学公布自己答案，教师予以讲评。
7．学生阅读复习要点（23），教师解答学生问题。并指导学生阅读书后178～179页的相关语法项目。
8．布置作业
1)练习朗读本课短文；2)完成练习册习题。
Lesson 92 教学设计示例（二）
● Teaching aims
1．掌握“四会”单词、词组，了解词义及用法。
2．现在进行时的应用。
● Key points
1．掌握“四会”单词、词组，了解词义和用法。
2．关于时间的交际用语。
● Difficult points
掌握时间的表示法。
● Teaching methods
复习法，情景教学法，归纳法。
● Teaching aids
投影片、投影仪、录音机及听力训练磁带、图片。
● Teaching procedures
Step 1 Revision
Let the students act the dialogue of the homework.
Show a picture and let the students describe it.
Step 2 Presentation
Show some words and let the students read them.
Step 3 Spelling and pronunciation
1. Listen to the tape and find the right pronunciation of each word.
Let the students find different spelling can have the same pronunciation.
Let the students find out the relation between spelling and pronunciation.
2. Give some old words and the new words.
Let the students guess the pronunciation of the new words.
Step 4 Read and say
1. Listen to the tape and let the students answer the questions.
What does A want to do?
What happens to the shop?
2. Let the students look at the form in Part 3 and see if they can understand the meaning.
Step 5 Read and learn
1. Listen to the tape and fill in the blanks.
Jeff on Monday evening
Jeff on Wednesday afternoon
Li Fen on Thursday
Li Fen on Friday evening
2. Check the answers.
3. Explain some words.
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Step 6 Complete and read
Let the students fill in the blanks of Part 5.
Check the answers.
Step 7 Practice & Workbook
1. Let the students make a similar dialogue like Part 4.
2. Do Ex. 1-5 and Ex. 11.
Step 8 Homework
完成练习册上的练习题。
板书设计：
Writing on blackboard
Lesson 92
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
探究活动
设置场景，实现情景教学
教师可以根据第90课第二部分的内容（JOY失足落水，SMITH夫人救女儿）设计一项报道“救出落水儿童” 实际任务：
1）教师设定儿童落水地点和事件经过。
2）教师画出描述儿童落水并被营救的现场“照片”数张。
3）教师分别为各个小组分发打乱次序的现场“照片”。
4）教师向各个小组交代任务：用英语为各张“照片”写说明，以便发给《中国日报》。
5）学生根据交代的任务安排好事件发生的次序。
6）学生讨论对各张“照片”的英语措辞。
7）学生合作完成此项任务。
8）各小组之间互相进行相互评价，选出最好的说明交代《中国日报》。
9）教师进行整体评价。
在小组活动中教师要引导学生尽量使用有限的英语进行交流。
设置对话内容 完成语言教学任务
教师可以设计一项“购买所缺食品”的任务让学生来完成。
先让学生设计出所需的物品，完成下列表格：
THE FOOD AND DRINK
WE NEED
THE FOOD AND DRINK
WE HAVE
OUR SHOPPING LIST
根据上表，要求学生完成以下几个任务：
1）学生反复操练食品的名称。
2）用英语表达自己喜欢和不喜欢的食品。
3）谈谈自己拥有什么食品，缺少什么食品，要购买什么食品。
4）如何表达购买食品。
让学生自己依照上述内容，编写对话，并进行表演。然后教师可以让学生继续就购买所缺食品进行设计，设计去商店购物的对话，教师可以给出地点，购物时间，商店营业时间安排等事项，让学生就这些内容进行类似的对话表演。
读短文，编对话
组织学生阅读下面的短文，分为四个小组，每组阅读一段。让学生根据短文内容来编写对话。
Children of the World
My name is Sanjay．I live in a village in India．My family is very poor，so my brothers all go out to work． But I am lucky－I go to school．I get up early each morning and walk to the school．When it gets very hot，we have lessons outside in the shade（阴影）of a tree．
My name is Inga．I live in a small town in Sweden．The land is very flat（平坦的） here，so I like to go out on my bicycle．When it is snowy，I ski to school．We start lessons very early- at 8 o'clock！Once a week I have dancing lessons．I am also learning to play the violin．
My name is David．I live in a small town in Australia．We are a long way from the nearest（最近的，近的最高级）big city．All the same，there is plenty to do here． I go swimming and surfing in the sea－but not when here are jelly fish（水母，海蜇）around！I also like to play rugby and go fishing．The weather is always warm，and I wear shorts all year round．
My name is Mario．I live in a city in E1 Salvador．This is a very poor country．Our house is made of wood and metal sheets，and we have no bathroom．In the mornings，I work in a carpenter's shop．In the afternoon I go to school．After that，I feel very tired， but I still find time to fly my kite，or practise on my guitar．
范文如下：
— Where’s Sanjay from?
— He’s from India.
— What about his family?
— His family is poor.
— How do you know it?
— You see, most of the children in the family can not go to school.
— How does Sanjay travel to school every day?
— On foot.
— Why so?
— He has no money to pay for the bus.
— But why doesn’t he go to school by bike?
— He’s too poor to have a bike.
— What do you think Sanjay’s school?
— Poor, too.
— Why?
— There’re even no lights in the classroom.