中小学教育资源及组卷应用平台
学 科 英语
年 级 五年级
课 题 Unit 3 What Would You Like (Lesson 3)
教材版本 书 名：人教版小学英语（三年级起点）
执教教师
教学目标 一、语言能力目标：1.能够熟练运用对于食物进行描述的单词（fresh，healthy，delicious，hot，sweet）。2.能够听、说、读、写重点句型：- What’s your favorite food -Ice cream. It’s sweet!二、文化意识目标：渗透饮食均衡的意识培养。三、思维品质目标：能够对食物作出正确的评价。四、学习能力目标： 1.能够运用工具书、自然拼读法学习新单词。2.能够运用重点句型在社会情景中进行交流。3.能够正确、规范书写句子。
教学内容 一、教学重点：1.能够听、说、读、写重点单词，并运用这些单词对食物进行简单描述。
二、教学难点：单词favourite的拼写及healthy的发音。
教学过程（微课语音与PPT脚本，不超过15分钟）
教学流程 脚本内容
1.提示课题 P1-P3 图片 视频 Greeting Sing a song What would you like 2.Braintorm ：Free talk with your friends -What would you like -I’d like …【设计意图】：通过热身歌曲和头脑风暴的方式，在实际情景下进行操练，通过食物信息的交互，了解学情，复习旧知，激活课堂。
2情景导入、激活旧知 P4 图片 问题导学，初步感知关键单词favouriteGuessing game: What do I like 出示学习策略：带着问题看图片，猜猜老师喜欢的食物有哪些。【设计意图】：指导学生带着问题看图片，学会提取关键词信息并进行判断，通过与老师的问答，得到关于favourite food的提示。
3学习知识、提升认知 P5 视频 呈现新知，教读重点单词出示重点句型：-What’s your favorite food -Ice cream. It’s sweet.出示学习策略：利用自然拼读法的方式教读重点句型中的难词favorite.，并对其进行解释。通过专业的单词教学视频，引导学生进行模仿和跟读。【设计意图】：进行关键单词的教授，引导学生进行模仿并结合自己的实际情况进行操练。
P6 视频 歌曲跟唱，深入练习关键句型What’s your favourite 学生通过歌曲跟唱，有效练习关键句型 。出示学习策略：Watch and repeat. 根据视频进行重复句式练习。【设计意图】：利用视频歌曲，激发学生兴趣，降低重点句型练习的难度，引导学生在有趣的歌曲中，自信演唱。从而达到句型训练的目的。
P7 图片音频 创设情景，熟练运用、书写重点句型猜测Sarah和ChenJie的对话，引出关于食物口味的描述【设计意图】：利用课本对话，引导学生对不同食物的口味等进行描述。
P8-11 图片 教授重点单词sweet，fresh，delicious，hot 通过自然拼读方式，引导学生学习重点单词，并在理解其含义的基础上，运用所学食物单词进行意义操练。【设计意图】：为落实本学习内容的教学目标，每一个重点单词引导学生通过自然拼读方法自学，在进行简单知识扩展后进一步引导孩子将新单词纳入句型练习中，进行简单的巩固操练。为后续活动奠定基础。
P12-14 图片视频 教授重点单词healthy，拓展单词unhealthy通过自然拼读方式，引导学生学习重点单词。Task 1通过视频歌曲，让孩子初步建立healthy food 和unhealthy food 的概念。Task 2 设置任务，让孩子再次复盘视频里关于食物健康与否的内容，并协助老师完成相关内容，进一步加强对于关键单词的训练。【设计意图】：healthy和unhealthy是本课教学的难点，老师通过视频歌曲，让学生在跟读模仿单词的同时，对健康和非健康食物进行初步感知记忆，接下来再次复盘，加强对于重点单词的操练。
4能力拓展、学用结合 P15 图片 小组合作，实践感知Task 3设置小组活动，对生活中的食物进行分类并与同伴进行信息交流。【设计意图】：进一步巩固学生对于健康和非健康食物的认知，鼓励学生多吃健康食物，远离垃圾食品。出示小组合作策略：1.Well organized组长主持，组织有序。2.Cooperate well合理分工，人人参与。3.Report confident以情景会话的形式进行分享，汇报时自信大方。Task 4 Let’s talk about your favourite food.学生填写worksheet，并将自己最喜欢的食物与同伴进行真实情景交流。【设计意图】：最后学生将所学知识通过小组活动巧妙迁移到日常生活中。有效培养了孩子的英语学科思维。
5作业设计 P31 图片 HomeworkMake a survey
结尾 图片 Today we talk about our favorite food. Please remember favorite food doesn’t mean for healthy food. We need to have more healthy food and get away of unhealthy food.中小学教育资源及组卷应用平台
学 科 英语
年 级 五年级
课 题 Unit3 Part A What would you like Let’s talk
教材版本 书 名：pep人教版小学英语（三年级起点）
执教教师
教学目标 一、语言能力目标：1. "学生能够在语境中理解新单词 “sandwich, drink, thirsty”的意思，并能够正确发音。2. 学生能够熟练、灵活运用：What would you like to eat I’d like a/an/some…. What would you like to drink I’d like some….3. 学生能够在图片和教师的帮助下理解对话大意。4. 学生对核心句型在听觉上有所感知，并完成听录音、选词补全句子的练习。5. 学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色表演。二、文化品格目标： 1. 培养学生与人交往的能力，以及与人交流时应用的礼貌用语。2. 培养学生健康合理饮食的观念。3. 学生明确珍惜粮食的重要性，并养成良好的行为习惯。三、思维品质目标：1. 培养学生能独立思考、敢于表达、勇于创新的思维品质。2. 在“用”中发展思维能力、创新意识和语言应用能力。3.在活动中体会英语学习的乐趣，在小组中积极与他人合作，相互帮助，共同努力完成任务。四、学习能力目标： 1.能够运用提取关键词、联系上下文的策略理解文本。2. 培养学生自主学习能力，能够独立分析、解决问题。3. 能够正确、规范书写句子。
教学内容 一、教学重点：I’m hungry. What would you like to eat I’d like a/an/some…. I’m thirsty. What would you like to drink I’d like some….1.能够听、说、读、写重点句型。2.能够熟读并理解课文文本。二、教学难点：1. 能用 What would you like 征询别人意见，并做出准确的回答。2. 能够在情景中灵活运用所学句型谈论关于“饮食”的话题。
教学过程（微课语音与PPT脚本，不超过15分钟）
教学流程 脚本内容
1.提示课题 P1-P2 出现主题，教学目标，内容及授课教师 呈现课题，授课教师和授课内容。1.Greeting, presenting the class name and the teacher2. A brief introduction about the class objects.3. Main Contents of this class:(1) Let’s review (2) Let’s try (3) Let’s talk (4) Let’s repeat (5) Let’s practiceHello, class. Today we will learn Unit3 Part A “What would you like to eat ” Last class, we learned the words about some delicious food. And in this class, we’re mainly talking about 5 parts. They’re (1) Let’s review (2) Let’s try (3) Let’s talk (4) Let’s repeat (5) Let’s practice【设计意图】：用文字和图片呈现课题、授课教师、教学目标及教学内容，明确教学目标及内容。
2.图片导入、唤醒旧知（看一看、说一说） P3出现食物图片，复习旧知。 flash card 图片导入，唤醒旧知。为句型学习做好准备。Task1: Let’s review.What did we learn in the last class Look at the flash cards and review the words together.What other food do you know 【设计意图】：教师出示有关食物的图片，学生说出对应的单词，唤醒旧知。教师引导学生说出更多PPT上没有的食物，为后续学习提供足够的语言素材，做好铺垫准备。
3．情景导入、提出问题（听一听、说一说） P4播放听力材料、完成填空 音频、填空 情景引入，初步感受新知。播放音频，回答问题。Task2 Let’s try.Just now, we see so many delicious food. I feel a little bit hungry. Look, Sarah is hungry too. What would she like to eat Guess, bread, noodles, or chicken Let’s listen and fill in the blanks.【设计意图】：利用情景，学生初步感受新知。通过听并完成填空，培养学生获取关键信息的能力。为后续的语篇学习做好铺垫。
P5 新知呈现、整体感知 图片、视频 呈现完整的对话，让学生整体感知文本。Task 3 Let’s talkLook! This is Sarah’s family. Sarah’s father comes back home.He is very tired. Is he hungry Let’s listen carefully.Is Sarah’s father hungry 【设计意图】：利用主情景图和听力材料，让学生整体感知文本。通过看视频，获取关键信息，理解文本内容。呈现新知，教读重点句型出示重点句型：What would you like to eat Sarah’s father is hungry. What would he like to eat Let’s watch the cartoon again. Then try to find out the answer. Play the cartoon. Sarah’s father would like_____.Now, I’m Sarah’s mother, and you are her father. I ask and you answer. What would you like to eat (Then exchange the roles. Students read the key sentence aloud.)Sarah’s father is full now. But he is thirsty. What would he like to drink Look! What’s this Yes, water! He is thirsty. What would he like to drink He’s like some water. Say the words “thirsty” and “drink” in a tone of emphasis with some actions.【设计意图】：让学生带着任务观看文本视频，通过找出问题的答案，引导他们学习核心句型，培养他们的阅读技巧。利用听读练习，掌握重点句型，培养学生良好的听说能力。利用肢体语言辅助学生理解重点句型。
P6出现对话内容 图片音频 跟读对话，分角色模仿对话内容Task 4 Let’s repeatRepeat and read in rolesWell done! class. Let’s repeat after the recording. when you are reading, please pay much attention to the stress and tone. 【设计意图】：通过跟读模仿对话人物的语音语调，熟悉对话内容，提高语感。
4能力拓展、学用结合（说一说，做一做）5. 总结梳理 P7-10问卷调查、小组合作对话、核心句型、对话框架等 调查表格 创编对话，拓展延伸Task 5 Let’s practiceDo a survey:Setting: On the weekend, you can go on a picnic with your friends, and n buy some food or drinks in the supermarket. Please ask, what would you like to eat What would you like to drink NameFoodDrinkPrepare to report.出示小组合作策略：(1).Well organized组长主持，组织有序。(2).Cooperate well合理分工，人人参与。(3).Report confident以情景会话的形式进行表演，汇报时自信大方。【设计意图】：让学生展开想象，小组合作创演，每一个孩子都能亲身体验并参与其中，培养学生创造性思维和口头表达能力，让学生在互助互学中共同进步，乐于展示，感受学习的乐趣。总结梳理本课知识点SummaryIn this lesson, we have learned a dialogue of how to ask and answer: What would you like to eat/drink I’d like some…【设计意图】：总结回顾本课重点知识，再次进行梳理。
6.作业设计 P11出现作业图片 图片 Homework1. Listen and read 听读教材P24课文。2. Ask and answer询问家人或朋友，他们喜欢的食物或饮料中小学教育资源及组卷应用平台
学 科 英语
年 级 五年级
课 题 Unit3 What would you like A let’s learn
教材版本 书 名：pep人教版小学英语（三年级起点）
执教教师
教学目标 一、语言能力目标：1.能够熟练运用五个有关食物和饮品的单词：ice cream, tea, hamburger, sandwich, salad.2.能够听、说、读、写重点句型：What would you like to eat/drink I’d like... 并在具体的情境中正确应用。二、文化意识目标：能够保持健康的饮食习惯，坚持绿色生活。三、思维品质目标：通过对中西方食物的学习，了解中西方的饮食文化差异，如：主食差异、餐桌礼仪等。四、学习能力目标： 1.能够在模拟点餐时运用所学食物词汇，或者根据图片的提示填充合适单词描述食物和饮品。2.能够正确、规范书写句子。
教学内容 教学重点：能够听说读写单词:ice cream, tea, hamburger, sandwich, salad.能够听说读写句型：What would you like to eat/drink I’d like...二、教学难点：1.能够在实际情景中用句型What would you like to eat/drink I’d like...点餐和填写菜单。2.根据所学文本创编对话。
教学过程（微课语音与PPT脚本，不超过15分钟）
教学流程 脚本内容
1.提示课题 P1-P2 出现主题，教学目标，内容及授课教师 呈现课题，授课教师和授课内容1.Greeting ,presenting the class name and the teacher2. A brief introduction about the class objects.3. Main Contents of this class:(1) look and say (2) learn and say (3) watch and say (4) ask and orderHello, class. Today we will learn Unit3 Part A “What would you like ” As you know, there are different food and drink in the world. In this lesson ,we are going to learn 5 delicious food,drink and how to order them. And we’re mainly talking about 5 parts. They’re (1)Let’s review (2) Let’s learn (3) Let’s say (4) Let’s watch (5) Let’s order 【设计意图】：用文字和图片呈现课题、授课教师、教学目标及教学内容，明确教学目标及内容。
2情景导入、激活旧知（看一看，说一说） P3出现图片，引入场景。P4呈现图片，学生看图说单词 图片 复习旧知，激活单词Task1: Sharp eyes.Class, today, we’ll have lunch in a new restaurant. There are so many delicious foods and drinks. Let’s look and read it out. 【设计意图】：通过情景创设复习已学过的食物和饮品单词，让学生为下面的内容学习做好铺垫。
3学习知识、提升认知（看一看，学一学，读一读） P5-14出现本文重点单词和句型，让学生边学边操练 图片 创设情景，呈现新知，教读重点单词和句型。Task 2：Let’s learn出示重点单词：hamburger, sandwich, salad, tea, ice cream出示重点句型：What would you like to eat/drink I’d like a/an/ some...利用自然拼读法的方式教读重点难词：hamburger,sandwich, ice cream并利用分类和替换练习，进行核心句型的操练。【设计意图】：学习新句型，并进行分类和替换练习，学习本课的重难点词汇和句型，强化知识与文化理解。
P15呈现本课重点单词，学生边朗读边复习 图片 朗读单词，巩固新知Task 3：let’s say Class, look, there are so many delicious foods and drinks. Let’s read loudly to eat them up!【设计意图】：通过趣味性的朗读
4能力拓展、学用结合（说一说，做一做） P16-17出现本课人物、单词对话 视频图片 利用课本操练句型。Task 4: Watch and say. Look, Sarah and her mum are having dinner, can you guess what would Sarah like You are good guessers! And let’s watch this video to see the answer. Let’s listen and repeat.【设计意图】：利用跟读课文的人物的语音语调来，熟悉对话内容，提高语感。
P18出现对话框架，学生根据框架模拟对话 对话框架 根据课本内容，编创对话Task 5: Make a dialogue Mum: Sarah! What would you like to eat Sarah; I’d like a ______, a _______ and _____.Mum: What would you like to drink Sarah: I’d like some ______. Mum: Would you like ______ Sarah: Yes, please. It’s yummy【设计意图】：根据课文的图片和对话框架让学生合作编创对话，再次巩固本课重点句型，为接下来的产出做好铺垫和准备。
P19出现对话框架 制作菜单，模拟点餐场景Task 6 Let’s order 学生间用本课句型互相调查想吃的食物和饮品，并记录在课本对应出，之后进行模拟点餐的表演。Class, do you know what would your classmates like Please ask them and record their food and drink on paper. And after that, you can have a role play with your classmates. One is waiter, and the other is customer. 【设计意图】：让学生展开想象，小组合作创演，每一个孩子都能亲身体验并参与其中，培养学生创造性思维和口头表达能力，让学生在互助互学中共同进步，乐于展示，感受学习的乐趣。
P20呈现 句子 Summary In this lesson, we’ve learned 5 delicious foods and drinks and the dialogues of how to order them.【设计意图】: 总结本课的重点内容，对新知进行整体巩固。
5作业设计 P21出现作业图片 图片 Homework1. Listen and read 听读教材P25内容。2.Design your own menu设计一份菜单【设计意图】：巩固今日所学内容，通过趣味作业鼓励学生进行创作和输出。
结尾 图片 Today we talk about foods and drinks. And we should eat more fresh food and stay away from junk food.中小学教育资源及组卷应用平台
学 科 英语
年 级 五年级
课 题 Unit 3 What would you like (Lesson 4)
教材版本 书 名：PEP人教版小学英语（三年级起点）
执教教师
教学目标 一、语言能力目标：1.能够听说、读、写重点句型句子：What’s your favourite food/drink I love...It’s /They are... We have...today. 并能在实际情境中灵活运用。2.能够听懂 Let’s try 部分录音，并完成听音连线任务。3.能够熟读并理解课文文本，并根据所学文本创编对话。二、文化意识目标：了解中西方饮食方面的文化差异，了解最受外国人欢迎的中国菜肴,树立文化自信。三、思维品质目标：通过对最喜欢食物的探讨，学生能合理搭配饮食，保持健康饮食习惯，培养和训练学生的逻辑思维和批判思维能力。四、学习能力目标： 1.能够运用工具书、自然拼读法学习新词。2.能够运用提取关键词、联系上下文的策略理解文本。3.能够正确、规范书写句子。
教学内容 一、教学重点：1.能够听、说、读、写重点句型：What’s your favourite food/drink I love...It’s /They are... We have...today.2.能够熟读并理解课文文本。
二、教学难点：根据所学文本创编对话。
教学过程（微课语音与PPT脚本，不超过15分钟）
教学流程 脚本内容
1.提示课题 P1-P2 出现主题，教学目标，内容及授课教师 师生问候，呈现授课内容。Greeting to the students；2. A brief introduction about the class.T: Hello, class. I am Merry. Nice to meet you! Today we will learn Unit3 “What would you like ”Part B. And We will mainly talk about these parts: Let’s try and Let’s talk. 【设计意图】：教师自我介绍拉近师生之间的距离。开门见山说明本节课的教学内容，让学生对本节课所学内容心中有数。
2情景导入、激活旧知（听一听） P3-P16出现歌曲、图片和听力内容，完成听力任务 图片音频 创设情景，引出所学内容。1.Listen to a song；2.Look at some pictures of food and describe them with the sentence: It’s .../They are...; 3. Task1: Listen and matchWhat’s Zhang Peng’s/Sarah’s favourite drink Teach and practice the key sentence pattern:--What’s your favourite drink -- I love...It’s ... 出示学习策略：Listen to the keywords.听关键词T: Boys and girls, let’s listen to a song: “What would you like ” Zhang Peng would like some fish and beef. They are delicious. How about noodles, sandwiches, hamburgers 预设学生回答：They are delicious, too. T：Hot pot and chilli. 预设学生回答：They are hot.引导学生说：Vegetables, salad, they are healthy. Apples, grapes, oranges, they are fresh. Ice cream and Coke, they are sweet. T: How about the milk, it’s healthy. And the grape juice, it is sweet. Zhang Peng and Sarah are thirsty. They would like something to drink. Who would like to drink milk and who would like grape juice Can you guess Now, let’s listen and match. Open your books, turn to Page 27. Do you get the answers 预设学生回答：Zhang Peng’s favourite drink is grape juice and Sarah’s favourite drink is milk. T: “Favourite”read after me. Fa-vou-rite, it means you like it best. For example, I like water, I like coffee better, but I like tea best. So, my favourite drink is tea. What’s your favourite drink Why 预设学生回答：Coke. It’s sweet.T: How about you 预设学生回答：Milk. It’s healthy.T: Now, let’s read the dialogue of this part. 【设计意图】：通过播放歌曲和大量的图片，一方面有效激活了学生的旧知；另一方面给学生创设了一个真实的学食物话题的情境。让学生带着问题听文本，引导学生学会提取关键信息。处理了新句型：--What’s your favourite drink -- I love...It’s... 为后面学习--What’s your favourite food -- I love...It’s /They are...奠定了基础。
3学习知识、提升认知（看一看，学一学，读一读） P17-P19出示对话中的图片：Today’s Menu 图片 图片导学，初步感知对话内容。Task2: Let’s look and answer.Q1:What’s this 预设回答：It’s Today’s Menu.Q2:What do we have on the menu Beef noodles, fish sandwich, tomato soup and milk. 出示学习策略：Find the key words. 找关键信息T: From the dialogue, we know Zhang Peng is hungry, so they go to the lunch room. Let’s go with them.What’s this 预设学生回答：It’s Today’s Menu.T: What do we have on the menu 预设学生回答：Beef noodles, fish sandwich, tomato soup and milk. T:They are all delicious. I love beef noodles. 引导学生一起说：We also have fish noodles and chicken noodles. Fish sandwich is delicious, and we have chicken sandwich, fish sandwich too. How about soup, we have tomato soup, vegetable soup, beef soup, too. T: How about the drink 预设学生回答：We have milk. T: Except milk, we have ...预设学生回答：Coke, water, tea, juice.【设计意图】：利用“菜单”，训练了学生读图提取关键信息的能力。对noodles, sandwich, soup和drink的种类进行补充，有利于学生在练习句型时做替换。同时，通过菜单将学生带入了lunch room点餐情境，为后面的学习Zhang Peng和Sarah点餐做好了充分的准备。
P20-P21出现对话视频和问题 图片视频 问题导学，获取语篇关键信息。Task3: Let’s watch and answer.Q1: What’s Zhang Peng’s favourite food Why 预设回答：Noodles. He loves beef noodles. They are delicious.Q2: What’s Sarah’s favourite food 预设回答：Fish.Q3: Can they order their favourite food Why 预设回答：Yes, because we have beef noodles and fish sandwiches today.出示学习策略：Find the information. 找到关键信息T: What will Zhang Peng and Sarah order Look at the video and find out Zhang Peng and Sarah’s favourite food OK, what’s Zhang Peng’s favourite food Why 预设学生回答：Noodles, he loves beef noodles. Because they are delicious. T: What’s Sarah’s favourite food 预设学生回答：Fish. T: Great! Look at the menu, can they have their favourite food Why 预设学生回答：Yes, they can. Because we have beef noodles and fish sandwiches today. 【设计意图】：利用问题，引导学生寻找对话内容的关键信息，找出了Zhang Peng和Sarah最喜欢的食物。学生初步感知了整个对话内容并掌握了主要信息。
P22-P23出现重点句型 图片音频 学习重点句型，深入理解对话内容。1.Present the whole dialogue;2.Teach the key sentence patterns and practice：—What’s your favourite food —I love...It's/They are...We have ....T: Now, let’s look at the dialogue. “What’s your favourite food ”（播放语音) Can you answer for Zhang Peng 预设学生回答：Noodles. I love beef noodles. They are delicious. What’s your favourite food 播放语音：Fish. T: What’s Sarah’s favourite drink 预设学生回答：Milk.T: What’s Zhang Peng’s favourite drink 预设学生回答：Grape juice.T: Bingo! You have a good memory. And look at the menu, we have beef noodles and fish sandwiches today. We also have tomato soup and milk. Now, please read after me: we have beef noodles and fish sandwiches today. Great! Boys and girls, what’s your favourite food You, please. 预设学生回答：Tomato soup. They are healthy. T: How about you 预设学生回答：Beef sandwiches. They are delicious.【设计意图】：通过多种方式让学生学习了整个对话内容，着重处理并练习了重点句型，有利于学生深入理解对话内容，为后面的灵活运用打下坚实的基础。
P24出现对话内容 图片音频 跟读和角色扮演练习，掌握对话内容。Task 4: Let’s repeat and role play出示学习策略：Try to imitate. 尽量去模仿T: This time, please listen to the tape and follow it, try to imitate. 预设学生跟读对话。T: Well done! Now, boys, you are Zhang Peng. Girls, you are Sarah.预设学生分角色朗读对话。 【设计意图】：通过跟读和角色扮演，有助于培养学生良好的语音语调，养成良好的听读习惯。通过练习，学生进一步掌握了对话内容，为后面的运用环节做好了充分的准备。
P25出现填空文本 图片 填空练习，复习巩固对话。Task5: Fill in the blanks 出示学习策略：Try to remember. 尽量去记忆Sarah: What’s your favourite food Zhang Peng: Noodles. I love beef noodles. They’re delicious.What’s your favourite food Sarah: Fish.Zhang Peng: Well, let’s see. We have beef noodles and fish sandwiches today.Sarah: Great!【设计意图】：通过填空练习，激发了学生记忆课文的意愿，让学生进一步复习和巩固了对话内容，有助于他们更好地内化对话内容，为后面的问卷调查打下基础。
4能力拓展、学用结合（说一说，做一做） P26-P27出现问卷调查表 图片 问卷调查，学以致用。Task6: Do a survey and make a reportT: Look, Sarah’s favourite food is fish. Her favourite drink is milk. How about you What’s your favourite food Why 预设学生回答：Chicken and rice. They are delicious. T:What’s your favourite drink 预设学生回答：Orange juice. It’s sweet.T: Look at this table. What’s Sarah’s favourite food 预设学生回答：Fish.T: Look at this table. What’s Sarah’s favourite drink 预设学生回答：Milk.T: So, Sarah’s favourite food is fish. Her favourite drink is milk. Now, let’s do a survey, ask your friends about their favourite food and drink. And make a report. Time’s up! Who wants to try.预设学生回答：Tom’s favourite food is fish. His favourite drink is milk. 【设计意图】：通过提供大量的菜单，更有效地激活了学生的旧知，为接下来的问卷调查提供了充足的语料。同时，利用问卷调查，将所学知识与生活实际相联系，学生在学中做，做中学，真正实现了学以致用，有效激发了学生学习英语的兴趣和热情。
P28-P30出现任务要求和tips 图片 创编新对话，拓展延伸。1.Task7: Make a new dialogue; 2.Present the popular Chinese food.出示小组合作策略：1.Well organized组长主持，组织有序。2.Cooperate well合理分工，人人参与。3.Report confidently以情景会话的形式进行表演，汇报时自信大方。T: OK, boys and girls, I feel a little hungry. Let’s order something to eat and drink in groups. (PPT上出示对话框架）You have 5 minutes to prepare. Great! You did a good job!对话框架:-- Let’s look at the menu. --What’s your favourite food -- I love________. It’s /They are ________.--What’s your favourite drink --(My favourite drink is) ________.It’s ________.--Well, let me see! We have __________________.--Great!T: Look at this Chinese restaurant, what do we have on the menu 引导学生一起说：Sweet and Sour Pork（糖醋里脊）, Gong Bao Chicken（宫保鸡丁）, Spring Roll（春卷）, Ma Po Doufu（麻婆豆腐）, Jiaozi（饺子）, Peking Duck（北京烤鸭） and so on.T: Yes, they are the traditional Chinese dishes and they are popular around the world.【设计意图】：小组合作制作创编新对话，有利于培养了学生创造性思维和口头表达能力。学生在小组中互助互学，共同进步并乐于展示，感受学习的乐趣。同时，最受欢迎的中国菜肴的展示，有助于学生国际理解意识的培养，树立学生的文化自信。
P31出现重要知识点 图片 总结梳理，内化知识点T: In this lesson, we have learned how to ask and answer your favourite food and drink. And how to read a menu. I hope you can use them in your daily life.【设计意图】：总结回顾本课重点知识，鼓励学生结合生活实际，学以致用。
5作业设计 P32出现作业图片 图片 Homework1.Listen and read 听读教材P27课文。2.Ask your parents their favourite food and drink, then make a menu for your family.询问你家人最喜爱的食物和饮料，并据此制作一份家庭菜单。
结尾 图片 Today we talk about your favourite food and drink. Each kind of food and drinks has its own nutrition. So don’t be a picky eater, and keep a healthy life.
