【教学过程】 |
一、Warming-up and revision: |
1. Song& chant:I like…Join inDrinking with Mr Lee |
| 2. Guessing game: |
通过课件，复习有关的单词，适时地呈现新的单词
roast beef ,chicken, chocolate
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Teacher’s talk: What’s this? Yes, it’s a caterpillar. It’s so hungry. What does it like?
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| Language: What does it like? It likes… |
3. 把食物或饮料放在合适的位置（把它们分类），并说说你想吃些什么？ |
TT: From alll the food and drinks here, we know the caterpillar like…for starter… |
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| TT: What about you, what do you like best? What do you want for starters/main course/dessert/drinks? |
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| Starter |
Main course |
Dessert |
Drinks |
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Language focus: Pupils can use these sentences:
A: What do you want for starters/main course/dessert/drinks?
B: I want…for starters/main course/dessert/drinks?
A: Do you like…?
B: Yes/No…
A: What do …like best?
B: I like …best.
A: Why?
B: It’s healthy/harmful delicious/horrible…
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通过老师与学生之间的对话，作为示范作用，老师有意识地引导学生结合话题复习以前学过的旧知识，加强老师与学生之间的交流；激起学生开口说的欲望；用所学的知识引出新的知识，新旧知识紧密结合，学生易于掌握；同时，通过资源和老师地一步步地引导，引出说的内容，让学生有说的内容，为接下来的语言学习和运用做好铺垫。 |
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二.Presentation:
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| TT: Different people like different food. I have some friends, do you want to know them? |
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1.通过老师以故事形式的呈现，以有趣的方式渗透新知，吸引学生的注意力和学习的兴趣。
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| （1）Teacher starts to show some pictures and introduce, pupils listen and watch carefully. |
| I have a friend. He is a boy. He is about 10 years old. His name is Peter. He likes chicken and beef best. He doesn’t like vegetables at all. Guess: How does he look like ? |
| Get the pupils imagine: How does the boy look like? He is very tall /heavy… What is he doing now? |
| (2) Get the pupils continue to listen and watch. |
| I have another friend. He is a boy too. He is about 5years old. His name is Iric. He likes French fries and coke best. He doesn’t like rice at all. Guess: How does he look like ? |
通过老师对自己朋友的介绍，训练学生的集中注意听，同时也渗透给学生有关健康饮食的概念，知道什么是healthy/ harmful
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(3) Get the pupils summarize: 板书重点句型 |
Pay attention to :注意点：
当人是第三人称单数时，后面的动词要加s，否定句时则加doesn’t + 动词原形
Language focus:
I have a…He’s/She’s…
He/She likes…He thinks…
He/She doesn’t like…He thinks…
It’s healthy…/It’s harmful. |
2. 把老师之前对自己朋友的介绍迁移到孩子们自己生活中，让他们联系生活实际说说自己朋友或同学的饮食喜好：Can you tell us something about your friends or classmates, tell us what he likes and he doesn’t like..Is it healthy or harmful?
Language focus:
I have a…He’s/She’s…
He/She likes…He thinks…
He/She doesn’t like…He thinks…
It’s healthy…/It’s harmful. |
3.从上面的说进入66页课文第二题的写 ：Can you tell us something about our friends in the English book? Look at the pictures, who are they?
Languages focus:
He/She likes…He thinks…
He/She doesn’t like…He thinks… |
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(1)学生观看画面，全班口头说，提出注意点
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(2)学生自己写答案 |
(3)同位互相读，互相检查，找出不正确之处 |
(4)自己对照老师的答案，最后一次纠正/检查 |
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按照教师有计划地引导学生，逐步解决本课的教学重、难点，降低学生学的难度；从说进入到写的过渡；说的话题也从自我本身——自己的好友——他人顺利地迁移和过渡；通过老师与学生或生生间之间的对话，加强老师与学生或学生之间的语言交流和情感；激起学生开口说的欲望，能用已学的知识进行交流。学生写的过程中，要循序渐进，慢慢引导，教与方法与策略。
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