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Unit 5 Food I like Tasks in this unit: Use yes/no questions to ask if other people want something Use modelled sentences to express one’s food preferences Language focus: Using nouns to indicate the food items e.g., Sweet jelly ice cream Using yes/no questions to asks if other people want something e.g., Would you like some…? Using modelled sentences to answer the questions about one’s preferences e.g., What do you like? I like… Language skills Listening Identifying the key words by listening to the pronunciation e.g Sweet jelly ice cream Understanding the meaning of yes/no questions What do you like? I like… Speaking Pronouncing the key words correctly e.g., Sweet jelly ice cream Using modelled sentences to ask if other people want something and provide a response e.g., What do you like? I like… Scheme of work: Period Core contents MaterialsGrammar and expressions Vocabulary 1 Do you like …? Yes ./No. Sweet jelly ice cream biscuit SB:pp.20and23 WB:pp.22and23 2 What do you like? I like… SB:pp.21and22 WB:pp.24and25 Period1 Language focus: Using nouns to indicate the food items e.g., Sweet jelly ice cream Using yes/no questions to asks if other people want something e.g., What do you like? I like… Language skills: Listening Identifying the key words by listening to the pronunciation e.g., Sweet jelly ice cream Understanding the meaning of yes/no questions e.g., Would you like some…? Understanding expressions of likes e.g., I like Speaking Pronouncing the key words correctly e.g., Sweet jelly ice cream Using modelled sentences to ask if other people want something and provide a response to questions e.g., Would you like some …? Sure./No, thanks. Pre-task preparations Activity 1 Stick the flashcards of the food items the students have learnt on t he blackboard. Have the students listen to the song “I like ice cream” on the Student’s Book 1B page 23review the words they have learnt. e.g., I like ice cream. I like ice cream. Cold and sweet. Cold and sweet. I like ice cream. I like ice cream. Cold and sweet. Cold and sweet. Activity 2 Show the flashcards of the new words and introduce the food items one by one. When the students are familiar with the words,you may ask them questions. e.g., T:(show the card for jelly) Ss: jelly T; Do you like jelly? Ss:Yes. While-task procedures Activity 1 Have the students listen to the recording for “Let’s talk” on page 20 of the Student’s Book. Then ask them to work in groups of four and act out the dialogue in front of the class. They may use the flashcards. e.g., S1;(show the card for salad)Would you like some salad? S2:Sure.I like salad. S3:(show the card for fish)Would you like some fish? S4:No,thanks.I don’t like fish. Activity 2 Ask the students to work in pairs and make a short dialohue following the example in“Let’s talk”. e.g., S1:Would you like some fish.S2? S2:Sure.Would you like some chicken, S1? S1:No,thanks. Activity 3 Stick the flashcards of the food nouns on the blackboard.Have the students pick out their favourite food and talk about it/them. e.g., S:(take the cards for chicken and salad)I’m …I like chicken and salad. More words about food: bread, candy, chocolate, fish and chips, seafood, sushi Activity 4 Have the students listen to the recording for“Let’s enjoy” on page 23 of the Student’s Book. You may hold up the flashcards for the corresponding food items to help the students. Post-task activities Activity 1 Ask the students to work in pairs or groups of four and create a new rhyme. e.g., I like sweets. Yummy, yummy. I like sweets. Nice, nice. I like sweets. Activity 2 Have the students do “Listen and tick” on page 22 of the Workbook. Check the answers with them.Then have the students circle four pictures of the food they like and ask and answer questions in pairs. 教学反思： 在教学设计开始，我就一直在思考如何设计适当的情景和任务才能很好的 让学生在语境中习得语言，运用语言。基于任务链的教学设计打开了我的思路。 在本单元的学习中，学生将要学习 4个动词，can的一般疑问句和简单回答。 于是我将这个课分为四部分，分别设计了四个活动。即第一 To sing a song 第 二 To learn the new words第三 To play a game第四 To play the roles. 通过教学后本人觉得比较满意有如下几点： 一、学习内容的引出 让学生通过观看歌曲并说出自己能做什么。 二、生动有趣的教学课件 本课时的教学课件中，有视频、音频的插入，还有精美的图片欣赏，给学 生创设了真实的情景。视频也是我平时从网上搜索然后把它下载下来。学生们 在学习的过程中感受到了学习的乐趣，提高了学习的效率。 三、游戏的设计 通过卡片的游戏让孩子们进一步巩固新单词，进而引出本课所学的对话， 让孩子们在玩中学习。提高他们对英语的兴趣。 四、活动的组织形式 本次的教学中，还存在不足之处，学生的语音语调还有待提高，部分学生 在发言时，不能准确发音。尤其是一般疑问句的升调处理，老师没有强调到位， 学生也就无法正确使用升调。由于年龄较低，对于一些活动的组织形式还是不 是很熟悉，所以有时候还未能立刻领会老师的意思，在今后的教学活动中还需 要反复练习不同的活动组织形式，以后在布置任务的时候能够选用适合学生的 课堂用语，一定要以学生为主体，让学生尽可能地使用英语来交流，对所学到 的知识，运用到生活中来。