What do you like? Lesson 97教學設計（精選9篇）

What do you like? Lesson 97教學設計 篇1

　　Lesson 99教學設計示例

　　一、教學目標 

　　1.知識目標

　　（1）掌握句型：Do you like swimming/playing games/reading/cooking?

　�。�2）掌握課文第二部分的意思。

　　2.能力目標

　　熟練運用新學句型：Do you like doing?

　　二、教學重點與難點

　　Do you like doing sth?

　　三、教學過程 

　　Step 1 Revision

　　1 Revise Do you like …? Does he / she like … ? + food. Get a student to answer questions from the class and have the class make a short oral report of the student's likes and dislikes.

　　2 Play the game in Lesson 98, Step 6 of the TB.

　　Step 2 Presentation

　　Teach Do you like cooking? Give other examples of like +doing. Use flashcards, showing e.g. read. Get the students to ask Do you like reading? Practise thoroughly.

　　Divide the class into two groups. Show the flashcards again. One group asks, the other answers.

　　Step 3 Ask and answer

　　SB Page 43, Part 1. Ask a few questions as a model. Then students work in pairs.

　　Step 4 Presentation

　　SB Page 43, Part 2, Speech Cassette Lesson 99. Have the students cover up the reading text, and just look at the picture. Have them brainstorm about the picture. Help them by asking questions like, Who is the man? What is he doing? What is he making? etc.

　　Step 5 Read

　　Note: In this practise, the goal is to have the students begin to learn how to guess the meaning of new words by using context clues, rather than the dictionary, or by the teacher always giving them the meaning. In this way, when the student meets a new word, he/she will be able to guess the meaning quickly without any help, thereby improving their reading skill.

　　With books open, play the tape while the students read along silently. Now read the sentence, Today he is making a machine. Ask if anyone can give the meaning of machine in Chinese. If not, read the other sentences that contain the word machine. Do not give the meaning, rather have the students guess the meaning from the context. If the students still cannot guess, then have them discuss it in pairs, while using the picture to also help. Now have a student read the last paragraph, “I don't think so,” he says. “Not today. Come back tomorrow!” Have the students guess the meaning of tomorrow.

　　Do Ex. 2 of Wb Lesson 99.

　　Step 6 Look and find

　　SB Page 43, Part 3*. This Part is optional. If time permits, have the students look back through the reading and see if they can find any words that are combinations like the examples given (plike). These types of words are not compound words, but rather words that combine parts of words to make new words. Explain that brunch is used for a meal that is eaten around 10:30 in the morning in place of eating breakfast or lunch.

　　Step 7 Workbook

　　SB Page 121, Wb Lesson 99. Ex. 1 shows how to change a verb into the third person singular form and the -ing form. See the grammar notes on SB Page 178. Pay attention to the spelling of watches, does, closes and teaches.

　　Do Ex. 3 in class. Explain the difference between the Simple Present Tense and the Present Continuous Tense.

　　Homework

　　Finish off the Workbook exercises.

What do you like? Lesson 97教學設計 篇2

　　Lesson 98教學設計示例

　　一、教學目標 

　　1.知識目標

　�。�1）復習和食物相關的詞匯。

　�。�2）學習句型：Does Lin Tao like bananas/eggs/bread/meat? Yes, he does. / No, he doesn’t.

　　2.能力目標

　　能夠熟練運用本節課所學到的句型對話。

　　3.情感目標

　　培養學生良好的飲食習慣，不挑食，不厭食。

　　二、教學重點與難點：

　　Does he/she like ___? Yes, he/she does. No, he/she doesn’t.

　　三、教學過程 

　　Step 1 Revision

　　1 Revise What do you like? What does he/she like? by selecting several pairs to present their dialogue from SB Page 41, Lesson 97.

　　2 Ask several students to tell about Li Shan and her family.

　　3 Check the students' dialogues about what they and their families like to eat.

　　Step 2 Presentation

　　1 Revise the names of food, using flashcards.

　　2 Make a chart like the one in WB Lesson 97, Ex.3. Use the names in SB Page 42, Part 1. Ask Does he /she like …? Help the students to answer the questions, Yes, he / she does. or No, he / she doesn't. Then in pairs, have the students ask each other the questions and answers. They can use the answers in the form for help.

　　Step 3 Read and talk

　　SB Page 42, Part 1. Students read the form to their partner. Ask some questions about one of the characters such as, Does Li Ming like milk? Ask the students to look at the chart and help them to answer Yes, he does. / No, he doesn't. etc. Now have the students work in pairs, asking and answering questions about Lin Tao, Fang Lei, etc.

　　Step 4 Read and answer

　　Culture note: What is typical American food? There isn't any! Since Americans come from many different ethnic backgrounds, there are many different tastes. For example, an American family might eat Italian food one night, Mexican food the next and Chinese food on another night. Just as in America, there is also a great variety of food found in Great Britain. However, the British tend to like to eat more Indian food than the Americans.

　　1 SB Page 42, Part 2. Books closed! Ask What do you think American students like to eat? What do you think British students like to eat? etc. Write the answers on the Bb. Teach restaurant. Say, Little Val likes to eat in a restaurant. Ask Why does he like to eat in a restaurant? Open your books and let's scan for the information in Part 2. Give the students one minute to find the answer. (Because he likes the toys.) Check the answer.

　　2 Speech Cassette Lesson 98. Books still closed. Play the tape, students listen. Now ask comprehension questions at the end of the reading. Teach often and well. Books open, play the tape again while the students read and repeat.

　　3 In pairs, have the students practise reading aloud. Have student A read, while student B listens and then switch. Be sure to walk around and give help with pronunciation, intonation and rhythm as needed. Be sure the /J/ of they and the is pronounced correctly, (there should be no /s/ or /d/ sound). Check yourself. As an English teacher, you need to be careful of your own pronunciation. Make sure your pronunciation of /J/ is correct.

　　4 Get the students to ask each other the questions about the passage.

　　Step 5 Ask and answer

　　In pairs, have the students ask and answer questions about the people in the chart. Then you may ask the class questions at a quicker pace.

　　Step 6 Game

　　Tell the students in Chinese that you have a friend who only likes food that contains a certain letter. The students must find out the secret letter. (e.g. your friend only likes food that contains the letter a, so he / she likes apples, pears, bananas, oranges, meat and bread, etc. He / She doesn't like eggs, rice or milk, etc.) Say He / She likes apples, but doesn't like eggs. Get the students to ask Does he / she like …? until they guess the letter. Repeat with other letters. If there is time, talk about clothing, colours, etc. as well as food.

　　Step 7 Workbook

　　SB Page 120, Wb Lesson 98, E. 1-3. Ex. 2 helps students grasp the basic structures of the Simple Present Tense. It can develop students' accuracy in using the language.

　　For Ex. 1, divide the class into groups of four. Each student asks the other three students in his/her group about their likes and dislikes. They should write down their answers in the form. Finally, you may call out some students to report to the whole class. Help the students to answer like Zhuang Hua likes meat. She doesn't like potatoes, etc.

　　Students should give their own answers to the questions in Ex. 3. Encourage them to think up more questions. Ex. 4 — a tongue twister is optional.

　　Homework

　　Finish off the Workbook exercises.

What do you like? Lesson 97教學設計 篇3

　　Lesson 97教學設計示例

　　一、教學目標 

　　1.知識目標

　�。�1）掌握表示食物的單詞：meal, noodle, vegetable, potato等

　�。�2）掌握句型：1)Where are you/they from? 2)Where is he/she from? He/she is from… 3)What about…?

　　2.能力目標

　　熟練運用句型：Do you like ___? Yes, I like it/them very much. No, I don’t like it/them at all.

　　3.情感目標

　　培養學生良好的飲食習慣，不挑食，不厭食。

　　二、教學重點與難點：

　　Do you like ___? Yes, I like it/them very much. No, I don’t like it/them at all.

　　三、教學過程 

　　Step 1 Revision

　　1 Revise the chant from SB Page 37, Lesson 94.

　　2 Check homework.

　　Step 2 Presentation

　　1 Revise colours. Using things in different colours, ask What colour is this …?

　　2 Ask and answer Do I like blue? Yes, I do. 1 like it very much. Ask students Do you like …? Help them to answer Yes, I do. I like it very much.

　　3 Get students to ask and answer each other's questions about things they like.

　　4 Ask and answer Do you like red? Yes, I do. I like it a little. Students practise in pairs. Repeat with No, I don't. I don't like it at all.

　　Step 3 Practice

　　Start an action chain, using free responses:

　　A: Do you like green?

　　B: No, I don't like it at all. What about you, …?

　　C: Yes, I like it very much. Do you like brown, … ?

　　D: Yes, I like it a little. What about you, … ?

　　E: …

　　You may replace colours with sports or animals. The purpose of this drill is to get students acquainted with the structures.

　　Step 4 Look, ask and answer

　　1 Using pictures or the real items teach hot dog, vegetable, dumpling and fruit. Put several of the foods together, like the hot dog, the vegetable and the fruit. Say, These are different kinds of foods. All these foods together make a meal. I eat a hot dog, some vegetables and some fruit every day. You may need to explain every and meal in Chinese.

　　2 SB Page 41, Part 1. Ask and answer questions according to the examples. Take the Part of A and ask Do you like meat? Get one of the students to answer, Yes, I do. What about you? etc. Then make a dialogue using plural nouns, such as hot dogs.

　　Then students work in pairs, talking about the foods and drinks shown in the pictures. Pay attention to the countable and uncountable nouns.

　　Step 5 Presentation

　　Ask What does your mother/father like to eat? In pairs, have students ask and answer this question. Then have the students switch pairs and ask and answer again.

　　Step 6 Read

　　1 With books closed, ask the following questions to get the students thinking about what they will read. Say We are reading about Li Shan. Ask How many people does she have in her family? Do you think they like to eat the same kind of food? What does her mother like? What about her father? And Li Shan? As the students answer, write their answers on the Bb. Later you can compare their answers with the text. (Some answers may not be able to be translated into English, for example, xiao bai cai, because most western countries do not have this vegetable — if this happens, just write the Chinese name in pinyin.)

　　2 SB Page 41, Part 2, Speech Cassette Lesson 97. Tell the students to take out a scrap of paper. Make the following chart on the Bb and have the students copy it on their paper:

　　Say Listen to the tape and fill in the boxes with what the person likes and doesn't like to eat. Play the tape 2 times. Check answers. (Li Shan likes rice. She doesn't like meat. Father likes noodles and dumplings. He doesn't like rice. Mother likes fish, vegetables and fruit. She doesn't like noodles or rice.) Play the tape again. Students listen and repeat. Explain likes, doesn't ( =does not) like, a lot, a little, etc. Read the short passage and then check individual reading aloud.

　　Step 7 Ask and answer

　　1 Revise Do you like …? Writes this question on the Bb. Change you into he / she and then Do into Does. Books closed! Ask What does Li Shan like a lot? Help students to answer She likes rice a lot. Highlight does in the question and likes in the statement.

　　2 SB Page 41, Part 3, Lesson 97. In pairs, have the students ask and answer the questions. Then have students write a dialogue about what they and their own families like to eat.

　　Step 8 Workbook

　　SB Page 119, E. 1-3. Do E. 1 and 2 orally in class. Read aloud the instruction of Ex. 3 and go over the model. Make sure that the students know how to do this exercise. Get them to work in pairs. Then collect the answers by asking the class What does David like? What doesn't he like? How does he like …? What does he like a little?

　　Homework

　　Learn the passage in SB Lesson 97 by heart.

　　Finish off the Workbook exercises.

What do you like? Lesson 97教學設計 篇4

　　Lesson 100教學設計示例

　　一、教學目標 

　　1.知識目標

　　（1）學習不完全爆破音。

　�。�2）復習本單元所學重點句型：Do you like something? Do you like doing something?

　　2.能力目標

　　熟練運用本單元所學句型。

　　3.情感目標

　　培養學生良好的飲食習慣，不挑食，不厭食。

　　二、教學重點與難點

　　Do you like something? Do you like doing something?

　　三、教學過程 

　　Step 1 Revision

　　1 Revise Do you like cooking? etc. Use the flashcards as the cue for the students to ask and answer questions, as in Lesson 99, Step 2 of the TB. Practise Does he/she like cooking? Do they/we (etc.) like cooking? and so on.

　　2 Revise the verb forms.

　　Step 2 Word stress

　　SB Page 44, Part 1, Speech Cassette Lesson 100. Students listen and repeat. Get them to say where the stress lies. Use gestures to show the stress. Note that all the words have three syllables. The stress falls on the first syllable in those words on the top line, and on the second syllable in those words on the second line. Ask students to add similar words to the two lines if possible.

　　Step 3 Fast speech

　　SB Page 44, Part 2, Speech Cassette Lesson 100. Tell the students that some words in English are “bitten off” at the end because the mouth is too busy preparing to say the next word. Play the tape. Get the students to repeat and practise.

　　Step 4 Stress and intonation

　　1 SB Page 44, Part 3. Saying a list: note that the last item in a list has a falling tone, while the previous items have a rising tone. Play the tape. Show the stress and intonation with gestures. Students repeat and practise.

　　2 In small groups, have the students make up their own lists. They could be lists of colours, or food, or lists of things they like to do. Have them practise saying the list as a group, being mindful of the rising and falling intonation. Then have each group say their list together for the class.

　　Step 5 Listen and complete

　　SB Page 44, Part 4, Listening Cassette Lesson 100.

　　Let the students look at the sentences to be completed in Wb Lesson 100, Ex. 3 before playing the tape.

　　Tell the students the meaning of the last sentence in the dialogue. After listening, do Ex. 3 in the Wb.

　　The answers are: 1 milk; 2 rice cakes; 3 bananas; 4 milk; 5 rice cakes and bananas; 6 milk

　　Listening Text

　　LI LEI: Hello, Kate!

　　KATE: Oh, hello, Li Lei! What are those?

　　LI LEI: These? Oh, they're rice cakes. Would you like one?

　　KATE: No, thanks. I don't like rice cakes much.

　　Look! I have some bananas. Would you like one? They're great!

　　LI LEI: Thanks very much. I like bananas.

　　KATE: Would you like a glass of milk, too?

　　LI LEI: No, thanks. I don't like milk.

　　KATE: Don't you? I like it very much — and it's good for you, too!

　　LI LEI: Oh, here are Lucy and Lily. Hi, girls!

　　LUCY: Hi, Li Lei! Hi, Kate! How are you?

　　LI LEI AND KATE: Fine, thanks.

　　LILY: What are those, Li Lei?

　　LI LEI: They're rice cakes. Would you like one?

　　LUCY: Yes, please.

　　LILY: We like rice cakes a lot. They're great!

　　KATE: What about milk?

　　LILY: No, thanks. We don't like milk very much.

　　LUCY: But we like bananas!

　　KATE: Oh dear! Sorry! They're all finished!

　　Step 6 Ask and answer

　　SB Page 44, Part 5. Students ask and answer the questions in pairs.

　　Step 7 Listen and chant

　　SB Page 44, Part 6*. Play the tape. Students listen and repeat. Now divide the class into two parts and have the first group read every other line, beginning with the first line and group 2 read every other line beginning with the second line. Then switch parts.

　　Step 8 Read and answer

　　SB Page 45, Part 7*. Have the students look at the questions first. Now give them 3 minutes to scan the reading for the answers to the questions. In pairs, have the students compare their answers. Then as a class check the answers. Now play the tape and let the students read the text together as a class. After reading ask, Who can cook? What do you like cooking? Have the students volunteer answers.

　　Step 9 Play this game

　　SB Page 45, Part 8*. Have students work in groups of four. Instruct each student to write what they like and don't like doing on a piece of paper like the model in the book. Then have each student pass their paper to the person on the right and ask and answer questions with that person. Give the students two minutes, then tell the students to pass this paper to the right again, and now ask and answer questions according to the new paper, etc.

　　Step 10 Checkpoint 25

　　Go through Checkpoint 25 in the usual way. Explain any problems. If the students are still having problems with the Present Indefinite Tense, add some extra practice and drilling.

　　Step 11 Workbook

　　SB Pages 122-124, Wb Lesson 100, E. 1, 2 and 6. Ex. 1 is a good review of intonation of lists and questions. First read each sentence, then have the class repeat. Do this as much as needed until the intonation is correct. In Ex. 2, have the students ask and answer the questions in pairs. Then ask several pairs to ask and answer their questions for the class. For Ex. 6, have the students fill in the chart, asking three classmates, What do you like to do?/What do you not like to do? Have several students share their answers with the class.

　　E. 7 and 8 are optional.

　　Step 12 Test

　　Dictation. Dictate the following short passage. My friend Han Meimei likes bread very much. She likes eggs a little, but she doesn't like bananas at all. What about milk? She likes it a lot.

　　Homework

　　Finish off the Workbook exercises.

　　Some ideas for extra practice and enrichment

　　Let the students plan a talent show. They can do things that they like to do like singing, and dancing or drawing. Have a host and hostess introduce each performance in English. Invite other English classes to be the audience.

　　Lesson 100教學設計示例

　　一、教學目標 

　　1.知識目標

　　（1）學習不完全爆破音。

　　（2）復習本單元所學重點句型：Do you like something? Do you like doing something?

　　2.能力目標

　　熟練運用本單元所學句型。

　　3.情感目標

　　培養學生良好的飲食習慣，不挑食，不厭食。

　　二、教學重點與難點

　　Do you like something? Do you like doing something?

　　三、教學過程 

　　Step 1 Revision

　　1 Revise Do you like cooking? etc. Use the flashcards as the cue for the students to ask and answer questions, as in Lesson 99, Step 2 of the TB. Practise Does he/she like cooking? Do they/we (etc.) like cooking? and so on.

　　2 Revise the verb forms.

　　Step 2 Word stress

　　SB Page 44, Part 1, Speech Cassette Lesson 100. Students listen and repeat. Get them to say where the stress lies. Use gestures to show the stress. Note that all the words have three syllables. The stress falls on the first syllable in those words on the top line, and on the second syllable in those words on the second line. Ask students to add similar words to the two lines if possible.

　　Step 3 Fast speech

　　SB Page 44, Part 2, Speech Cassette Lesson 100. Tell the students that some words in English are “bitten off” at the end because the mouth is too busy preparing to say the next word. Play the tape. Get the students to repeat and practise.

　　Step 4 Stress and intonation

　　1 SB Page 44, Part 3. Saying a list: note that the last item in a list has a falling tone, while the previous items have a rising tone. Play the tape. Show the stress and intonation with gestures. Students repeat and practise.

　　2 In small groups, have the students make up their own lists. They could be lists of colours, or food, or lists of things they like to do. Have them practise saying the list as a group, being mindful of the rising and falling intonation. Then have each group say their list together for the class.

　　Step 5 Listen and complete

　　SB Page 44, Part 4, Listening Cassette Lesson 100.

　　Let the students look at the sentences to be completed in Wb Lesson 100, Ex. 3 before playing the tape.

　　Tell the students the meaning of the last sentence in the dialogue. After listening, do Ex. 3 in the Wb.

　　The answers are: 1 milk; 2 rice cakes; 3 bananas; 4 milk; 5 rice cakes and bananas; 6 milk

　　Listening Text

　　LI LEI: Hello, Kate!

　　KATE: Oh, hello, Li Lei! What are those?

　　LI LEI: These? Oh, they're rice cakes. Would you like one?

　　KATE: No, thanks. I don't like rice cakes much.

　　Look! I have some bananas. Would you like one? They're great!

　　LI LEI: Thanks very much. I like bananas.

　　KATE: Would you like a glass of milk, too?

　　LI LEI: No, thanks. I don't like milk.

　　KATE: Don't you? I like it very much — and it's good for you, too!

　　LI LEI: Oh, here are Lucy and Lily. Hi, girls!

　　LUCY: Hi, Li Lei! Hi, Kate! How are you?

　　LI LEI AND KATE: Fine, thanks.

　　LILY: What are those, Li Lei?

　　LI LEI: They're rice cakes. Would you like one?

　　LUCY: Yes, please.

　　LILY: We like rice cakes a lot. They're great!

　　KATE: What about milk?

　　LILY: No, thanks. We don't like milk very much.

　　LUCY: But we like bananas!

　　KATE: Oh dear! Sorry! They're all finished!

　　Step 6 Ask and answer

　　SB Page 44, Part 5. Students ask and answer the questions in pairs.

　　Step 7 Listen and chant

　　SB Page 44, Part 6*. Play the tape. Students listen and repeat. Now divide the class into two parts and have the first group read every other line, beginning with the first line and group 2 read every other line beginning with the second line. Then switch parts.

　　Step 8 Read and answer

　　SB Page 45, Part 7*. Have the students look at the questions first. Now give them 3 minutes to scan the reading for the answers to the questions. In pairs, have the students compare their answers. Then as a class check the answers. Now play the tape and let the students read the text together as a class. After reading ask, Who can cook? What do you like cooking? Have the students volunteer answers.

　　Step 9 Play this game

　　SB Page 45, Part 8*. Have students work in groups of four. Instruct each student to write what they like and don't like doing on a piece of paper like the model in the book. Then have each student pass their paper to the person on the right and ask and answer questions with that person. Give the students two minutes, then tell the students to pass this paper to the right again, and now ask and answer questions according to the new paper, etc.

　　Step 10 Checkpoint 25

　　Go through Checkpoint 25 in the usual way. Explain any problems. If the students are still having problems with the Present Indefinite Tense, add some extra practice and drilling.

　　Step 11 Workbook

　　SB Pages 122-124, Wb Lesson 100, E. 1, 2 and 6. Ex. 1 is a good review of intonation of lists and questions. First read each sentence, then have the class repeat. Do this as much as needed until the intonation is correct. In Ex. 2, have the students ask and answer the questions in pairs. Then ask several pairs to ask and answer their questions for the class. For Ex. 6, have the students fill in the chart, asking three classmates, What do you like to do?/What do you not like to do? Have several students share their answers with the class.

　　E. 7 and 8 are optional.

　　Step 12 Test

　　Dictation. Dictate the following short passage. My friend Han Meimei likes bread very much. She likes eggs a little, but she doesn't like bananas at all. What about milk? She likes it a lot.

　　Homework

　　Finish off the Workbook exercises.

　　Some ideas for extra practice and enrichment

　　Let the students plan a talent show. They can do things that they like to do like singing, and dancing or drawing. Have a host and hostess introduce each performance in English. Invite other English classes to be the audience.

What do you like? Lesson 97教學設計 篇5

　　Lesson 97教學設計示例

　　一、教學目標 

　　1.知識目標

　�。�1）掌握表示食物的單詞：meal, noodle, vegetable, potato等

　�。�2）掌握句型：1)Where are you/they from? 2)Where is he/she from? He/she is from… 3)What about…?

　　2.能力目標

　　熟練運用句型：Do you like ___? Yes, I like it/them very much. No, I don’t like it/them at all.

　　3.情感目標

　　培養學生良好的飲食習慣，不挑食，不厭食。

　　二、教學重點與難點：

　　Do you like ___? Yes, I like it/them very much. No, I don’t like it/them at all.

　　三、教學過程 

　　Step 1 Revision

　　1 Revise the chant from SB Page 37, Lesson 94.

　　2 Check homework.

　　Step 2 Presentation

　　1 Revise colours. Using things in different colours, ask What colour is this …?

　　2 Ask and answer Do I like blue? Yes, I do. 1 like it very much. Ask students Do you like …? Help them to answer Yes, I do. I like it very much.

　　3 Get students to ask and answer each other's questions about things they like.

　　4 Ask and answer Do you like red? Yes, I do. I like it a little. Students practise in pairs. Repeat with No, I don't. I don't like it at all.

　　Step 3 Practice

　　Start an action chain, using free responses:

　　A: Do you like green?

　　B: No, I don't like it at all. What about you, …?

　　C: Yes, I like it very much. Do you like brown, … ?

　　D: Yes, I like it a little. What about you, … ?

　　E: …

　　You may replace colours with sports or animals. The purpose of this drill is to get students acquainted with the structures.

　　Step 4 Look, ask and answer

　　1 Using pictures or the real items teach hot dog, vegetable, dumpling and fruit. Put several of the foods together, like the hot dog, the vegetable and the fruit. Say, These are different kinds of foods. All these foods together make a meal. I eat a hot dog, some vegetables and some fruit every day. You may need to explain every and meal in Chinese.

　　2 SB Page 41, Part 1. Ask and answer questions according to the examples. Take the Part of A and ask Do you like meat? Get one of the students to answer, Yes, I do. What about you? etc. Then make a dialogue using plural nouns, such as hot dogs.

　　Then students work in pairs, talking about the foods and drinks shown in the pictures. Pay attention to the countable and uncountable nouns.

　　Step 5 Presentation

　　Ask What does your mother/father like to eat? In pairs, have students ask and answer this question. Then have the students switch pairs and ask and answer again.

　　Step 6 Read

　　1 With books closed, ask the following questions to get the students thinking about what they will read. Say We are reading about Li Shan. Ask How many people does she have in her family? Do you think they like to eat the same kind of food? What does her mother like? What about her father? And Li Shan? As the students answer, write their answers on the Bb. Later you can compare their answers with the text. (Some answers may not be able to be translated into English, for example, xiao bai cai, because most western countries do not have this vegetable — if this happens, just write the Chinese name in pinyin.)

　　2 SB Page 41, Part 2, Speech Cassette Lesson 97. Tell the students to take out a scrap of paper. Make the following chart on the Bb and have the students copy it on their paper:

　　Say Listen to the tape and fill in the boxes with what the person likes and doesn't like to eat. Play the tape 2 times. Check answers. (Li Shan likes rice. She doesn't like meat. Father likes noodles and dumplings. He doesn't like rice. Mother likes fish, vegetables and fruit. She doesn't like noodles or rice.) Play the tape again. Students listen and repeat. Explain likes, doesn't ( =does not) like, a lot, a little, etc. Read the short passage and then check individual reading aloud.

　　Step 7 Ask and answer

　　1 Revise Do you like …? Writes this question on the Bb. Change you into he / she and then Do into Does. Books closed! Ask What does Li Shan like a lot? Help students to answer She likes rice a lot. Highlight does in the question and likes in the statement.

　　2 SB Page 41, Part 3, Lesson 97. In pairs, have the students ask and answer the questions. Then have students write a dialogue about what they and their own families like to eat.

　　Step 8 Workbook

　　SB Page 119, E. 1-3. Do E. 1 and 2 orally in class. Read aloud the instruction of Ex. 3 and go over the model. Make sure that the students know how to do this exercise. Get them to work in pairs. Then collect the answers by asking the class What does David like? What doesn't he like? How does he like …? What does he like a little?

　　Homework

　　Learn the passage in SB Lesson 97 by heart.

　　Finish off the Workbook exercises.

What do you like? Lesson 97教學設計 篇6

　　Lesson 99教學設計示例

　　一、教學目標 

　　1.知識目標

　�。�1）掌握句型：Do you like swimming/playing games/reading/cooking?

　�。�2）掌握課文第二部分的意思。

　　2.能力目標

　　熟練運用新學句型：Do you like doing?

　　二、教學重點與難點

　　Do you like doing sth?

　　三、教學過程 

　　Step 1 Revision

　　1 Revise Do you like …? Does he / she like … ? + food. Get a student to answer questions from the class and have the class make a short oral report of the student's likes and dislikes.

　　2 Play the game in Lesson 98, Step 6 of the TB.

　　Step 2 Presentation

　　Teach Do you like cooking? Give other examples of like +doing. Use flashcards, showing e.g. read. Get the students to ask Do you like reading? Practise thoroughly.

　　Divide the class into two groups. Show the flashcards again. One group asks, the other answers.

　　Step 3 Ask and answer

　　SB Page 43, Part 1. Ask a few questions as a model. Then students work in pairs.

　　Step 4 Presentation

　　SB Page 43, Part 2, Speech Cassette Lesson 99. Have the students cover up the reading text, and just look at the picture. Have them brainstorm about the picture. Help them by asking questions like, Who is the man? What is he doing? What is he making? etc.

　　Step 5 Read

　　Note: In this practise, the goal is to have the students begin to learn how to guess the meaning of new words by using context clues, rather than the dictionary, or by the teacher always giving them the meaning. In this way, when the student meets a new word, he/she will be able to guess the meaning quickly without any help, thereby improving their reading skill.

　　With books open, play the tape while the students read along silently. Now read the sentence, Today he is making a machine. Ask if anyone can give the meaning of machine in Chinese. If not, read the other sentences that contain the word machine. Do not give the meaning, rather have the students guess the meaning from the context. If the students still cannot guess, then have them discuss it in pairs, while using the picture to also help. Now have a student read the last paragraph, “I don't think so,” he says. “Not today. Come back tomorrow!” Have the students guess the meaning of tomorrow.

　　Do Ex. 2 of Wb Lesson 99.

　　Step 6 Look and find

　　SB Page 43, Part 3*. This Part is optional. If time permits, have the students look back through the reading and see if they can find any words that are combinations like the examples given (plike). These types of words are not compound words, but rather words that combine parts of words to make new words. Explain that brunch is used for a meal that is eaten around 10:30 in the morning in place of eating breakfast or lunch.

　　Step 7 Workbook

　　SB Page 121, Wb Lesson 99. Ex. 1 shows how to change a verb into the third person singular form and the -ing form. See the grammar notes on SB Page 178. Pay attention to the spelling of watches, does, closes and teaches.

　　Do Ex. 3 in class. Explain the difference between the Simple Present Tense and the Present Continuous Tense.

　　Homework

　　Finish off the Workbook exercises.

What do you like? Lesson 97教學設計 篇7

　　Lesson 100教學設計示例

　　一、教學目標 

　　1.知識目標

　　（1）學習不完全爆破音。

　　（2）復習本單元所學重點句型：Do you like something? Do you like doing something?

　　2.能力目標

　　熟練運用本單元所學句型。

　　3.情感目標

　　培養學生良好的飲食習慣，不挑食，不厭食。

　　二、教學重點與難點

　　Do you like something? Do you like doing something?

　　三、教學過程 

　　Step 1 Revision

　　1 Revise Do you like cooking? etc. Use the flashcards as the cue for the students to ask and answer questions, as in Lesson 99, Step 2 of the TB. Practise Does he/she like cooking? Do they/we (etc.) like cooking? and so on.

　　2 Revise the verb forms.

　　Step 2 Word stress

　　SB Page 44, Part 1, Speech Cassette Lesson 100. Students listen and repeat. Get them to say where the stress lies. Use gestures to show the stress. Note that all the words have three syllables. The stress falls on the first syllable in those words on the top line, and on the second syllable in those words on the second line. Ask students to add similar words to the two lines if possible.

　　Step 3 Fast speech

　　SB Page 44, Part 2, Speech Cassette Lesson 100. Tell the students that some words in English are “bitten off” at the end because the mouth is too busy preparing to say the next word. Play the tape. Get the students to repeat and practise.

　　Step 4 Stress and intonation

　　1 SB Page 44, Part 3. Saying a list: note that the last item in a list has a falling tone, while the previous items have a rising tone. Play the tape. Show the stress and intonation with gestures. Students repeat and practise.

　　2 In small groups, have the students make up their own lists. They could be lists of colours, or food, or lists of things they like to do. Have them practise saying the list as a group, being mindful of the rising and falling intonation. Then have each group say their list together for the class.

　　Step 5 Listen and complete

　　SB Page 44, Part 4, Listening Cassette Lesson 100.

　　Let the students look at the sentences to be completed in Wb Lesson 100, Ex. 3 before playing the tape.

　　Tell the students the meaning of the last sentence in the dialogue. After listening, do Ex. 3 in the Wb.

　　The answers are: 1 milk; 2 rice cakes; 3 bananas; 4 milk; 5 rice cakes and bananas; 6 milk

　　Listening Text

　　LI LEI: Hello, Kate!

　　KATE: Oh, hello, Li Lei! What are those?

　　LI LEI: These? Oh, they're rice cakes. Would you like one?

　　KATE: No, thanks. I don't like rice cakes much.

　　Look! I have some bananas. Would you like one? They're great!

　　LI LEI: Thanks very much. I like bananas.

　　KATE: Would you like a glass of milk, too?

　　LI LEI: No, thanks. I don't like milk.

　　KATE: Don't you? I like it very much — and it's good for you, too!

　　LI LEI: Oh, here are Lucy and Lily. Hi, girls!

　　LUCY: Hi, Li Lei! Hi, Kate! How are you?

　　LI LEI AND KATE: Fine, thanks.

　　LILY: What are those, Li Lei?

　　LI LEI: They're rice cakes. Would you like one?

　　LUCY: Yes, please.

　　LILY: We like rice cakes a lot. They're great!

　　KATE: What about milk?

　　LILY: No, thanks. We don't like milk very much.

　　LUCY: But we like bananas!

　　KATE: Oh dear! Sorry! They're all finished!

　　Step 6 Ask and answer

　　SB Page 44, Part 5. Students ask and answer the questions in pairs.

　　Step 7 Listen and chant

　　SB Page 44, Part 6*. Play the tape. Students listen and repeat. Now divide the class into two parts and have the first group read every other line, beginning with the first line and group 2 read every other line beginning with the second line. Then switch parts.

　　Step 8 Read and answer

　　SB Page 45, Part 7*. Have the students look at the questions first. Now give them 3 minutes to scan the reading for the answers to the questions. In pairs, have the students compare their answers. Then as a class check the answers. Now play the tape and let the students read the text together as a class. After reading ask, Who can cook? What do you like cooking? Have the students volunteer answers.

　　Step 9 Play this game

　　SB Page 45, Part 8*. Have students work in groups of four. Instruct each student to write what they like and don't like doing on a piece of paper like the model in the book. Then have each student pass their paper to the person on the right and ask and answer questions with that person. Give the students two minutes, then tell the students to pass this paper to the right again, and now ask and answer questions according to the new paper, etc.

　　Step 10 Checkpoint 25

　　Go through Checkpoint 25 in the usual way. Explain any problems. If the students are still having problems with the Present Indefinite Tense, add some extra practice and drilling.

　　Step 11 Workbook

　　SB Pages 122-124, Wb Lesson 100, E. 1, 2 and 6. Ex. 1 is a good review of intonation of lists and questions. First read each sentence, then have the class repeat. Do this as much as needed until the intonation is correct. In Ex. 2, have the students ask and answer the questions in pairs. Then ask several pairs to ask and answer their questions for the class. For Ex. 6, have the students fill in the chart, asking three classmates, What do you like to do?/What do you not like to do? Have several students share their answers with the class.

　　E. 7 and 8 are optional.

　　Step 12 Test

　　Dictation. Dictate the following short passage. My friend Han Meimei likes bread very much. She likes eggs a little, but she doesn't like bananas at all. What about milk? She likes it a lot.

　　Homework

　　Finish off the Workbook exercises.

　　Some ideas for extra practice and enrichment

　　Let the students plan a talent show. They can do things that they like to do like singing, and dancing or drawing. Have a host and hostess introduce each performance in English. Invite other English classes to be the audience.

　　Lesson 100教學設計示例

　　一、教學目標 

　　1.知識目標

　�。�1）學習不完全爆破音。

　�。�2）復習本單元所學重點句型：Do you like something? Do you like doing something?

　　2.能力目標

　　熟練運用本單元所學句型。

　　3.情感目標

　　培養學生良好的飲食習慣，不挑食，不厭食。

　　二、教學重點與難點

　　Do you like something? Do you like doing something?

　　三、教學過程 

　　Step 1 Revision

　　1 Revise Do you like cooking? etc. Use the flashcards as the cue for the students to ask and answer questions, as in Lesson 99, Step 2 of the TB. Practise Does he/she like cooking? Do they/we (etc.) like cooking? and so on.

　　2 Revise the verb forms.

　　Step 2 Word stress

　　SB Page 44, Part 1, Speech Cassette Lesson 100. Students listen and repeat. Get them to say where the stress lies. Use gestures to show the stress. Note that all the words have three syllables. The stress falls on the first syllable in those words on the top line, and on the second syllable in those words on the second line. Ask students to add similar words to the two lines if possible.

　　Step 3 Fast speech

　　SB Page 44, Part 2, Speech Cassette Lesson 100. Tell the students that some words in English are “bitten off” at the end because the mouth is too busy preparing to say the next word. Play the tape. Get the students to repeat and practise.

　　Step 4 Stress and intonation

　　1 SB Page 44, Part 3. Saying a list: note that the last item in a list has a falling tone, while the previous items have a rising tone. Play the tape. Show the stress and intonation with gestures. Students repeat and practise.

　　2 In small groups, have the students make up their own lists. They could be lists of colours, or food, or lists of things they like to do. Have them practise saying the list as a group, being mindful of the rising and falling intonation. Then have each group say their list together for the class.

　　Step 5 Listen and complete

　　SB Page 44, Part 4, Listening Cassette Lesson 100.

　　Let the students look at the sentences to be completed in Wb Lesson 100, Ex. 3 before playing the tape.

　　Tell the students the meaning of the last sentence in the dialogue. After listening, do Ex. 3 in the Wb.

　　The answers are: 1 milk; 2 rice cakes; 3 bananas; 4 milk; 5 rice cakes and bananas; 6 milk

　　Listening Text

　　LI LEI: Hello, Kate!

　　KATE: Oh, hello, Li Lei! What are those?

　　LI LEI: These? Oh, they're rice cakes. Would you like one?

　　KATE: No, thanks. I don't like rice cakes much.

　　Look! I have some bananas. Would you like one? They're great!

　　LI LEI: Thanks very much. I like bananas.

　　KATE: Would you like a glass of milk, too?

　　LI LEI: No, thanks. I don't like milk.

　　KATE: Don't you? I like it very much — and it's good for you, too!

　　LI LEI: Oh, here are Lucy and Lily. Hi, girls!

　　LUCY: Hi, Li Lei! Hi, Kate! How are you?

　　LI LEI AND KATE: Fine, thanks.

　　LILY: What are those, Li Lei?

　　LI LEI: They're rice cakes. Would you like one?

　　LUCY: Yes, please.

　　LILY: We like rice cakes a lot. They're great!

　　KATE: What about milk?

　　LILY: No, thanks. We don't like milk very much.

　　LUCY: But we like bananas!

　　KATE: Oh dear! Sorry! They're all finished!

　　Step 6 Ask and answer

　　SB Page 44, Part 5. Students ask and answer the questions in pairs.

　　Step 7 Listen and chant

　　SB Page 44, Part 6*. Play the tape. Students listen and repeat. Now divide the class into two parts and have the first group read every other line, beginning with the first line and group 2 read every other line beginning with the second line. Then switch parts.

　　Step 8 Read and answer

　　SB Page 45, Part 7*. Have the students look at the questions first. Now give them 3 minutes to scan the reading for the answers to the questions. In pairs, have the students compare their answers. Then as a class check the answers. Now play the tape and let the students read the text together as a class. After reading ask, Who can cook? What do you like cooking? Have the students volunteer answers.

　　Step 9 Play this game

　　SB Page 45, Part 8*. Have students work in groups of four. Instruct each student to write what they like and don't like doing on a piece of paper like the model in the book. Then have each student pass their paper to the person on the right and ask and answer questions with that person. Give the students two minutes, then tell the students to pass this paper to the right again, and now ask and answer questions according to the new paper, etc.

　　Step 10 Checkpoint 25

　　Go through Checkpoint 25 in the usual way. Explain any problems. If the students are still having problems with the Present Indefinite Tense, add some extra practice and drilling.

　　Step 11 Workbook

　　SB Pages 122-124, Wb Lesson 100, E. 1, 2 and 6. Ex. 1 is a good review of intonation of lists and questions. First read each sentence, then have the class repeat. Do this as much as needed until the intonation is correct. In Ex. 2, have the students ask and answer the questions in pairs. Then ask several pairs to ask and answer their questions for the class. For Ex. 6, have the students fill in the chart, asking three classmates, What do you like to do?/What do you not like to do? Have several students share their answers with the class.

　　E. 7 and 8 are optional.

　　Step 12 Test

　　Dictation. Dictate the following short passage. My friend Han Meimei likes bread very much. She likes eggs a little, but she doesn't like bananas at all. What about milk? She likes it a lot.

　　Homework

　　Finish off the Workbook exercises.

　　Some ideas for extra practice and enrichment

　　Let the students plan a talent show. They can do things that they like to do like singing, and dancing or drawing. Have a host and hostess introduce each performance in English. Invite other English classes to be the audience.

What do you like? Lesson 97教學設計 篇8

　　Lesson 98教學設計示例

　　一、教學目標 

　　1.知識目標

　�。�1）復習和食物相關的詞匯。

　�。�2）學習句型：Does Lin Tao like bananas/eggs/bread/meat? Yes, he does. / No, he doesn’t.

　　2.能力目標

　　能夠熟練運用本節課所學到的句型對話。

　　3.情感目標

　　培養學生良好的飲食習慣，不挑食，不厭食。

　　二、教學重點與難點：

　　Does he/she like ___? Yes, he/she does. No, he/she doesn’t.

　　三、教學過程 

　　Step 1 Revision

　　1 Revise What do you like? What does he/she like? by selecting several pairs to present their dialogue from SB Page 41, Lesson 97.

　　2 Ask several students to tell about Li Shan and her family.

　　3 Check the students' dialogues about what they and their families like to eat.

　　Step 2 Presentation

　　1 Revise the names of food, using flashcards.

　　2 Make a chart like the one in WB Lesson 97, Ex.3. Use the names in SB Page 42, Part 1. Ask Does he /she like …? Help the students to answer the questions, Yes, he / she does. or No, he / she doesn't. Then in pairs, have the students ask each other the questions and answers. They can use the answers in the form for help.

　　Step 3 Read and talk

　　SB Page 42, Part 1. Students read the form to their partner. Ask some questions about one of the characters such as, Does Li Ming like milk? Ask the students to look at the chart and help them to answer Yes, he does. / No, he doesn't. etc. Now have the students work in pairs, asking and answering questions about Lin Tao, Fang Lei, etc.

　　Step 4 Read and answer

　　Culture note: What is typical American food? There isn't any! Since Americans come from many different ethnic backgrounds, there are many different tastes. For example, an American family might eat Italian food one night, Mexican food the next and Chinese food on another night. Just as in America, there is also a great variety of food found in Great Britain. However, the British tend to like to eat more Indian food than the Americans.

　　1 SB Page 42, Part 2. Books closed! Ask What do you think American students like to eat? What do you think British students like to eat? etc. Write the answers on the Bb. Teach restaurant. Say, Little Val likes to eat in a restaurant. Ask Why does he like to eat in a restaurant? Open your books and let's scan for the information in Part 2. Give the students one minute to find the answer. (Because he likes the toys.) Check the answer.

　　2 Speech Cassette Lesson 98. Books still closed. Play the tape, students listen. Now ask comprehension questions at the end of the reading. Teach often and well. Books open, play the tape again while the students read and repeat.

　　3 In pairs, have the students practise reading aloud. Have student A read, while student B listens and then switch. Be sure to walk around and give help with pronunciation, intonation and rhythm as needed. Be sure the /J/ of they and the is pronounced correctly, (there should be no /s/ or /d/ sound). Check yourself. As an English teacher, you need to be careful of your own pronunciation. Make sure your pronunciation of /J/ is correct.

　　4 Get the students to ask each other the questions about the passage.

　　Step 5 Ask and answer

　　In pairs, have the students ask and answer questions about the people in the chart. Then you may ask the class questions at a quicker pace.

　　Step 6 Game

　　Tell the students in Chinese that you have a friend who only likes food that contains a certain letter. The students must find out the secret letter. (e.g. your friend only likes food that contains the letter a, so he / she likes apples, pears, bananas, oranges, meat and bread, etc. He / She doesn't like eggs, rice or milk, etc.) Say He / She likes apples, but doesn't like eggs. Get the students to ask Does he / she like …? until they guess the letter. Repeat with other letters. If there is time, talk about clothing, colours, etc. as well as food.

　　Step 7 Workbook

　　SB Page 120, Wb Lesson 98, E. 1-3. Ex. 2 helps students grasp the basic structures of the Simple Present Tense. It can develop students' accuracy in using the language.

　　For Ex. 1, divide the class into groups of four. Each student asks the other three students in his/her group about their likes and dislikes. They should write down their answers in the form. Finally, you may call out some students to report to the whole class. Help the students to answer like Zhuang Hua likes meat. She doesn't like potatoes, etc.

　　Students should give their own answers to the questions in Ex. 3. Encourage them to think up more questions. Ex. 4 — a tongue twister is optional.

　　Homework

　　Finish off the Workbook exercises.

What do you like? Lesson 97教學設計 篇9

　　Lesson98教學教案示例(一)

　　一、教學目標 ：

　　掌握動詞like在一般現在時中單數第三人稱的變化形式及各種句式，學會詢問，并敘述他人的愛好。

　　二、教學用具：

　　錄音機，圖片等。

　　三、教學步驟 ：

　　Step1. Revision

　　1.教師使用圖片來復習有關食品的單詞，并讓學生按可數名詞和不可數名詞進行分類或者讓學生將食品分類歸納。

　　2.教師復習句型Do you like…?yes,I like./ No, I don’t like 與學生反復問答。

　　3.教師就第97課短文提問題： What does Li Shan like to eat? What about her mother / father等�；蛘咦寣W生齊讀一遍課文。

　　Step2. Presentation

　　教師拿一張圖片提問學生

　　T: Do you like bread?問另一個學生：

　　T: Does he/she like bread? 幫助學生回答：

　　S: Yes, he/she doesn’t. He/She doesn’t it/at all.學生分組進行類似的問答練習。

　　Step3. Read and talk.

　　讓學生兩人一組，根據表格進行問答練習。為了增添情趣，也可以幾人一組，每組準備幾個硬紙板，每塊標出一個標識，如:VV, (like …very much)V, (like…a little) X, (not like…) , (not like…at all )? 等.由一個人提問，如：Does Lin Tao like bananas? 另一個人舉牌，如VV等。其它人來回答：Yes, he does. He likes them very much. 然后再輪換進行。

　　Step4. Read and answer

　　教師讓學生觀看第98課第二部分的圖片，提出下列問題：

　　T: Who’s this boy?

　　(Little Val) Where is he?

　　What do you think American students like to eat? 等。

　　并教學新單詞restaurant, because, often, well之后,學生合上書，聽錄音并回答問題:

　　T: Why does little Val like to eat in a restaurant? 幫助學生回答:

　　S: Because he likes the toys. 接著學生打開書跟讀課文。學生分組讀課文并討論課文中的5個問題，最后教師在全班檢查學生答題的情況。

　　Step5. ask and answer

　　學生分組進行問答練習。

　　Step6. Consolidation

　　1. Do wb (P120) Ex1 把學生分成4人一組，每人分別問其它3個同學各自的喜好。并按要求填在表格里，最后找幾個同學談論一下他們組里成員的情況，也可以在作業 本上寫出其中1-2人的喜好情況。

　　2. WB Ex2. 幫助學生先口頭做句型轉換練習，提醒他們注意助動詞的用法，注意動詞形式的變化，然后再做筆頭作業 。

　　3. Wb Ex3. 可鼓勵學生仿照例句想出更多類似的問題。

　　Homework

　　完成課后練習,熟讀課文。

　　Blackboard handwriting

　　Lesson 98

　　Restaurant Does he like eggs?

　　Why Yes, he does. He likes them very much/a lot.(vv)

　　Because Yes, he does. He likes them a little.(v)

　　Often No, he doesn’t like them at all.(x)

　　I don’t know. (?)

　　Lesson98教學教案示例(二)

　�。╬pt多媒體教學演示教案）

　　一、教學目標 與要求

　　通過本課教學，使學生鞏固已經學到的一般現在時態；并運用所學英語，初步表達喜好和厭惡。

　　二、教學重點與難點

　　1.句型：to like sth. 

　　2.語法：一般現在時(主語是第三人稱單數形式時的變化)。

　　3.日常交際用語：表示喜好和厭惡。

　　掌握句型：1)What do you like? 2)What does he/she like? 3)He /She likes/doesn't like…

　　三、教具

　　多媒體課件, 圖片

　　四、課堂教學設計

　　[ppt多媒體課件說明]  

　　ppt多媒體課件分為?個部分：. 其中?畫面展示的是：多幅食品的圖片，讓學生看圖學習和復習有關食物的單詞。畫面是一個男孩和一個女孩在互相詢問喜歡的食品，做肯定與否定的回答。畫面是Li Shan 一家人在吃飯的情景。Questions畫面內容是根據第97課閱讀文所設計的4個問題和答案。

　　Step1. revision

　　教師讓學生寫出已學過的有關食物的單詞。（根據課堂實際情況，教師可開展活動讓學生分成若干組，在最短的時間內寫出最多的食物單詞為優勝者，）通過展開活動，調動學生的學習積極性和活躍課堂氣氛，從而為教好一堂新課作好鋪墊。

　　Step2. look, ask and answer

　　[課件展示1] 動畫課件的foods 畫面中提供十多幅食物圖片，點擊每一幅食物圖片就可以看到食物下方會出現該食物的英文單詞，并伴有聲音。再次點擊該食物，英文單詞會隱藏，圖片縮小。

　　[教學指導] 教師根據課件中所提供的多幅食物圖片，教授學生新單詞hot dog, vegetable, potato，并且也可以通過圖片復習已經學過的有關食品單詞。讓學生反復跟讀。教師對學生說：

　　T: I like rice very much， Do you like rice？并幫助學生回答：

　　S: Yes, I do. I like it very much/ a little

　　S: No, I don’t. I don’t like it at all..

　　教師指著不同的圖片或單詞做問答練習.學生反復操練此句型。教師也可以請幾組學生進行對話演示。在操練過程中，教師可以強調一下a little，very much，not at all 等表示程度的短語的用法。讓學生多演練幾次以便他們掌握好這些日常交際用語。

　　[課件展示2] 動畫課件的dialogue 畫面中的情景是一男孩和一女孩在對話，內容是互相詢問喜好的食物。情境中的對話是課外資料。建議讓學生觀看完動畫演示后進行對話模范演示。給學生創造一個學習英語對話的氛圍。

　　[教學指導]  教師讓學生觀看課件中的dialogue。并讓學生模仿對話。有條件的班級，可以讓學生進行演示。

　　Step3. read

　　[課件展示3] 動畫課件中的read 的內容是根據課文第二部分內容設計的。情景為Li Shan 和她的爸爸媽媽正在吃飯的場面。情境中設有播放，暫停，文字隱藏等按鈕。教師可根據課堂教學的實際情況操作。

　　[教學指導]  教師提問某個學生：

　　T: What do you like to eat? What does your mother/father like to eat?

　　教師幫助學生回答：She/he likes meat very much.等同時提醒學生注意like在單數第三人稱后的變化

　　教師由先前的問題引出：

　　T: We are going to learn a short passage. It’s about Li Shan and her family. Listen to the tape and fill in the boxes with what they like and don’t like to eat. 教師運用動畫課件,使學生聽課件錄音并一句一句地跟讀。之后教師教學短語：different kinds of food, every meal.

　　Step4. Ask and answer

　　[課件展示4] 動畫課件中的questions的4個問題都是根據課文第三部分的問題而設計的。動畫中的4個問題后還設有答案，當教師點擊問題時候會出現答案，以便檢測。

　　[教學指導]  教師讓學生基本讀熟課文后，學生開始分組討論動畫課件questions中的4個問題，并把答案寫在書上，教師在全班范圍內檢查并訂正。

　　Step7 Exercises

　　[教學指導]  教師指導學生完成課后練習。

　　What do you like?-Lesson 98教學設計