教學目標 知識目標：（四會要求）not…at all different kinds of every meal noodles vegetables

技能目標：會運用 I like …a lot/very much/a little. 進行交際。

情感目標：能激發熱愛美好生活的感情，從而更加堅定信念：為創造未來更美好的生活而努力學習。

教學重點 --Do you like rice? --Yes, I like it a little.

--Do you like noodles? --Yes, I like them very much.

教學難點 She likes fish very much, but she doesn’t like rice or noodles at all.

教學用具 CAI（多媒體輔助教學） Real objects（實物）

教學過程

Step 1 Sing a song “Hello, how are you?”

Step 2 Presentation

Let the students ask some questions first, then the teacher asks the students “What’s my favorite food?” The students guess. The teacher says:

I had noodles for my breakfast . I like noodles very much. I have noodles for breakfast. I have noodles for lunch. I have noodles for supper. I have noodles for every meal. Teach the new word “meal”.

Step 3 Revision (Make an interview)

Teacher:（Action chain）What do you have for breakfast , Student A?

Student A: I have porridge, eggs, milk for breakfast. What do you have for breakfast， Student B?

Student B: I have…. What do you have for breakfast , Student C?

Repeat with What do you have for lunch/supper?

Step 4 Presentation (CAI )

Different kinds of food/drink/fruit

Present different kinds of food/drink/fruit, let the students spell the words. At the same time , teach the new words: grape, peach and so on.

Step 5 Guessing (CAI )

What’s in the box (flash quickly) ? Let the students guess so that

they can remember the words quickly.

Step 6 Exercise

Fill in the blanks with “a kind of” or “different kinds of”

Present a kind of apples and different kinds of apples, have the students compare, then let them understand the differences between “a kind of” and “different kinds of”. Repeat with “flowers” and “animals”.

（CAI） ______apples _______apples

______ flowers _______ flowers

______ animals _______ animals

Step 7 Presentation (CAI)

I like vegetables a little. I like noodles a lot/very much. I don’t like hamburgers at all.

He likes bread a little….

Step 8 Practice

Part 1 Ask and answer in pairs, then fill in the table

Name Rice Noodles Milk Meat Hamburgers Hot dogs Vegetables

Yourself

Partner

Step 9 Reading

Part 2 Speech Cassette Question: How many people are there in Li San’s family?

Listen again , answer the following questions: Where is Li San from? 2.What does Li San have for every meal? 3.What does her father like? 4. What about her mother?

Read the passage again , and fill the blanks

Li San Father Mother

Likes

Doesn’t like

At last let the students ask and answer something difficult.

Step 10 Ask and answer

Part 3 The students work in pairs and make up the dialogue.

Get the students to show their own food/drink/fruit, and make up the dialogue.

Step 11 Competition

Divided the class into four groups, each group chooses one student to come to the blackboard to write the words about food and drink. Write as many as they can.

Homework: Make a survey

Let’s go to the supermarket after class. Write down the names of food and drink which are written in English.

指導思想

1.創設語言交際環境，為學生實際語言運用能力的培養奠定基礎。提供具有時代氣息的語言材料，設置盡量真實的語言運用情景，組織具有交際意義的語言實踐活動，強調從學生的學習興趣、生活經驗和認識水平出發，倡導體驗、實踐、參與、合作與交流的學習方式，并逐漸形成自主學習能力。

2.面向全體學生，為學生今后可持續發展奠定基礎。教案設計力求符合學生生理和心理特點，尊重個性差異，滿足不同層次學生的需求，激勵學生大膽地使用英語，提供自主學習、相互探討，充分表現和我發展的空間，這樣能活躍思維，展現個性，拓展視野，激發創新意識。

3.遵循主體性教學原則、實踐性教學原則、開放性教學原則以及民主型教學原則等。

教學特點

1.教案設計側重知識性和趣味性的統一，利用游戲、比賽、采訪等活動，集中學生的注意力，引導學生積極思考，發展想象能力；知識學習力求系統化，教會學生善于記憶要點，這樣既學得輕松又記得牢。

2.善于抓住用英語交際的機會，使學生逐漸領悟：要注意生活中所使用的英語，并啟發學生要學會觀察，學會運用，以利今后走進生活。

3.注重學習過程評價，重在幫助學生建立學習的成就感和自信心，從而對英語學習有積極的情感，這樣有利于學生綜合語言運用能力和健康人格的發展。