Food and drink Lesson 75-2教学设计示例（通用15篇）

FoodanddrinkLesson75-2教学设计示例篇1

Lesson76教学设计示例

Step1Revision

1Revisethenamesoffoodsanddrinks.Practiseusingeatanddrink.SayForbreakfastIdrink2glassesofmilk.ForlunchIeatabowlofriceandforsupperIeatsomemeat.Ask:Whatdoyouhaveforbreakfast,lunchanddinner?WritethequestionontheBb.Inpairshavethestudentsanswerthisquestion.

2ReviseWhatwouldyoulike?Wouldyoulikesomebread?etc.

3ReviseHowmanyapplescanyousee?etc.

4CheckHomework.

Step2Spellingandpronunciation

SBPage14,Part1,SpeechCassetteLesson76(PhonicReadingWork).Booksclosed.FollowthesamestepsasinLesson68,Steps2-3,intheTB.Useflashcardsratherthangoingstraighttothebook.

Note:Whenpronouncingthewordsfourteenandfortyitisimportanttomakesurethestudentspronouncethe/n/attheendoffourteenandthe/i/attheendofforty.Also,formanyEnglishspeakers,especiallyAmericans,the/t/infortyispronouncedasa/d/suchas/fordi/.Thisisthesameforallthenumbersendingwith-tyexceptforthenumbertwenty.

Step3Practice

Practisethedifferencebetween-teenand-ty.WritetwocolumnsontheBbasfollows:

ⅠⅡ

1330

1440

1550

1660

1770

1880

1990

Sayanumber(e.g.16）.Thestudentsshouldholduponefinger(because16isincolumnone).Repeatwithothernumbers,thengetthestudentstoworkinpairs.

Step4Sentencestress

SBPage14,Part2,SpeechCassetteLesson76.Booksclosed.Tellthestudentstolistenforthestresses.Playthetape.Thenplayitagainandgetstudentstorepeat,showingthestresswithagesture.Practiseasmuchasnecessary.Pointthatonlykeywordsarestressed.(SeeAppendixinTB1A,Page159.)

Step5Listening

SBPage14,Part3,ListeningCassetteLesson76.WbLesson76Ex:2.Havethestudentsreadthequestionsbeforeyouplaythetape.Checktheanswersorally.

ListeningText

(Doorbell)

TIM:Oh,hello,LiShan.Gladtoseeyou.

LISHAN:Hello,Tim.Gladtoseeyou,too!

TIM:Pleasecomeinandhaveaseat.Wouldyoulikesomethingtoeat?Ihavesomeniceapplesandpearshere.

LISHAN:Thankyouverymuch!I'dlikeanapple,please.

TIM:Hereyouare.Wouldyoulikesomebread,too?

LISHAN:Yes,please.

TIM:Good!Herearesomepiecesofbread.

LISHAN:Thankyou.Twopieces,please.

TIM:Whataboutsomethingtodrink?

LISHAN:Aglassofwater,please.

TIM:OK.Hereyouare.

LISHAN:Thanks.

Theanswersare:1C;2C;3B;4C.

Step6Findthefoodanddrinkwords

SBPage14,Part4.AssignthisasHomework.Answers:(across)1tea;meat;2bread;3orange;pear;4cake;6milk;water;7apple.(down)1rice;17banana.

Step7Readandact

1SBLesson76,Part5*.Teachthephraseorderfood.AskandwritethisquestionontheBb.WhatdoLucyandLilyordertoeat?SayPleaselisten.Playthetape.Checkforthecorrectanswer(ahamburger,potatochipsandicecream).Readthedialoguealoudtogetheraftertherecording.

2Dividetheclassintogroupsoffourandhavethestudentspractiseandactoutthedialogue.Instructthestudentsthatthe“man”isthewaiterinarestaurant.

Step8Readandwrite

Note:Skimmingisareadingstrategythatyouusetoreadoversomethingquicklytogetthemainideaaboutwhatthepassage,storyorbookisabout.Whenskimmingashortpassage,thestudentsshouldonlyreadthefirstcoupleofsentences,asentenceinthemiddleofthepassageandthelastsentence.Whenreadingthesentence,theydon'tneedtoreadallthewords,justthewordsthatcarrythemeaning.

1SBLesson76,Part6*.Thisfirststepisasilentreadingactivity,thatwillhelpyourstudentswiththereading.strategyofskimming.Havethestudentsusethispassagetopractiseskimming.FirstexplainskimminginChinese.Tellthestudentsthatskimmingwillhelpthemtoreadfaster.Whentheyread,theyaretoonlylookforthemainidea,andarenottoreadeveryword.Theyshouldskipover“little”wordssuchasa,and,the,etc.becausethesewordsdonotcarrythemainideaofthetext.SayLet'sskimthispassage.StarttoreadwhenIsay“Go.”StopreadingwhenIsay“Stop.”OK,go.Givethestudentsoneminutetoskim.AskWhatisthepassageabout?(Mike,andwhatheeatsinChina.-Answersmayvary,butaslongasthestudentsgetthemainidea,theanswerisOK.)

2Inpairs,havethestudentsfillouttheform.Walkaroundtheroomandgivehelpwhenneeded.Checktheanswers,writethemontheBb.

3Readthepassagealoudtogetherasaclass.

Step9Checkpoint19

GothroughCheckpoint19.Makesurethestudentsunderstandcountableanduncountablenouns.RefertoSB1BPages174-175,forthenotesonNouns.

Step10Workbook

SBPage86,WbLesson76,E.1and3-6.Ex.1shouldbedoneasaclassforpronunciationpractise.E.4-6canbedoneinpairs.Foreachoftheexercises,havethestudentsworktogethertofillintheblanksandthenpratcisethedialogues.Besuretowanderaroundtheroomandgivehelpasneeded.Foreachexerciseyoumaychooseseveralpairstogivetheirdialoguefortheclass.E.7and8areoptional.

Step11Test

Writethefollowingdialogueontheboard.Havethestudentscopyitdownandfillintheblankswithanappropriateanswer.Instructthemthattheymaynotusethesameanswertwice.Answerswillvary,butaslongastheyareappropriate,markthemcorrect.

A:I'mhungry,what'sforsupper?

B:Iamcooking________,________and________.

A:Mm,itlooksgood!Whataboutsomethingtodrink?

B:Whatdoyouwant?A:Iwouldlike________.

B:I'msorry,wedon'thaveany.

A:That'sOK,thenIwouldlikea_________of_________.

B:Wehavethat.Wouldyoulikesomethingelseforsupper?

A:Dowehaveany________?

B:Yes,Iwouldlikethattoo!

Homework

FinishuptheWorkbookexercises.

RevisethedialoguesintheWbexercises.

Someideasforextrapracticeorenrichment

1Topracticeskimming,bringinextrapiecesofliterature,maybefairytales,orarticlesfrommagazines.Make5or6copiesofthematerial.Dividethestudentsintosmallgroupsof5-6studentsandgiveeachstudentineachgroupthesamematerial.Tellthemthattheywillpractiseskimming.Reviewhowtoskim(seenoteinlesson76,Step8).Thengivetheclassoneortwominutestoskimthematerial(timemayvaryaccordingtothelengthofthearticle).Thenhaveeachgroupdiscusswhattheyskimmed.Studentswillprobablyhaveslightlydifferentideasconcerningwhatthematerialisabout.However,bydoingthisexerciseinagroup,thewholegroupshouldbeabletocomeupwiththemainidea.

2Musicisalwaysgoodtouseto“spiceup”yourlessons.StudentsareveryinterestedinmusicinEnglish,andtherearemanytapesandCDsinChinathathavesongsinEnglishfrompopularsingers.Ifthesongissimple,youcanteachit,orpartofittoyourstudents.Ifthesongismorecomplex,playitforyourstudentsandhavethemuseitforextralisteningpractice,writingdownthewordstheyhear.OryoumaymakealistofseveralofthewordsinthesongontheBbandhavethestudentslistenfortheminthesong.Forthisunit,thesong,“ScarboroughFair”bySimonandGarfunkelworksnicelybecauseitdiscussesherbsthatareusedwhenpreparingfood.YoucanbuythistapeinamusicshophereinChina

FoodanddrinkLesson75-2教学设计示例篇2

Lesson74教学设计示例

一、教学目标 

1.知识目标

（1）掌握句型：1)Whatwouldyou/he/shelike?2)Wouldyoulike…?3)I/He/She'dlike…4)Whatabout…?

（2）语法：继续学习不可数名词的用法。

2.能力目标

（1）能够很快地辨别出哪些是可数名词，哪些是不可数名词。

（2）熟练运用本节课中有关征求意见、表达愿望的用语。

3.情感目标

培养学生爱惜粮食的美德。

二、教具

录音机；一些食物和饮料的图片。

三、课堂教学设计

1.复习。重复上一课步骤4。

2.教师手持食物和饮料的图片，问某个同学：Wouldyoulikesomebread?让学生猜这句话意思。如猜不出，教师可加以解释，并板书这个句子。如果这个同学答：Yes，则请他(或她)站在前面，手持画有几个面包的图片，面向大家。

问答继续进行。先后请4位同学，手里各持一张表示自己想要的食物(或饮料)的图片。这时教师手指这4位同学，向全班提问：

T：Whatwould…like?

让学生猜这句话含义，并板书这句话。启发大家按前面4位同学手中图画的内容，分别答出：

…wouldlikesomebread…wouldlikesomeapples,etc.

教师可以再问这4位同学一次，启发他们分别用以下句型回答问题：

T：…,whatwouldyoulike?

S1：I'dlikesomebread.

3.打开课本，按课文第一部分所列的问题，两人一组先找出答案，然后进行问答练习。请几组同学读出自己的小对话。

4.指导学生看课文第二部分插图，教师解释当时的情景，并教本课生词。

5.放课文录音。教师先板书一个问题：

Whatwouldtheylike?

学生听两遍录音，回答教师的问题。再放录音，学生跟读两至三遍。

6.教师重点讲解本课表示征求意见、表达愿望的几个主要句型。

7.两人一组，用课文第三部分所提供的替换词，编新的小对话。请两组同学表演。

8.指导学生做练习册习题，教师重点讲解习题2的内容。

9.布置作业 

1)抄写生词、练习朗读本课对话，牢记本课主要句型；2)完成练习册习题。

四、交际用语

1.CanIhelpyou?您要点什么？

这是一句服务用语，类似的句子还有：WhatcanIdoforyou?例如：

A：WhatcanIdoforyou?您要点什么？

B：I'dlikesomecakes,please.我要些蛋糕。

2.Whatwouldyoulike?你喜欢要点什么？

这是很客气的用语，来征求对方意见。服务人员，如：售货员、饭店服务员等在工作中经常使用这种语言。

如果家里来了客人，你请别人吃东西时，也可以使用这句话，让客人根据个人爱好去选择食品。询问对方是否喜欢吃某种食品，使用这个句型的一般疑问形式。如：

Wouldyoulikesomebananas?你吃点香蕉吗？

当表示自己想要什么东西时，可以用Iwouldlike…这个句子来表达。例如：

Iwouldlikeacupoftea,andfourcakes,please.我想要一杯茶，四块蛋糕。

在口语中，Iwouldlike通常缩略为：I'dlike…

3.Whataboutsomethingtoeat?来点吃的东西怎么样？

在这个短语中，动词不定式toeat放在something之后，起定语作用。可以理解为吃的东西。而somethingtodrink就是喝的饮料了。

something是不定代词，不定代词被定语修饰时，一般定语要后置。例如：

That'ssomethingveryold.这东西太旧了。

FoodanddrinkLesson75-2教学设计示例篇3

Lesson75教学设计示例

Step1Revision

1CheckHomework.

2RevisetheWhatwouldyoulike?dialogueinSB,Lesson74,Part2andaskstudentsaboutothers'choices:Whatwouldhe/shelike?Whatabouthim/her?etc.

3Revisecountableanduncountablenouns.

Step2Presentation

Askthreestudentsfromtheclasstocomeupandbeanexamplefor“makeasurvey”inSBPage13,Part1.FirsthaveS1askS2,Whatwouldyoulikeforsupper?S2answers,Iwouldlike….Next,haveS3askS1,Whatwould(name)/he/shelikeforsupper?S1answers,He/Shewouldlike….BesurethatS3usesthecorrectpronounforhe/she.

Step3Makeasurvey

1Havestudentsworkinpairstofilloutthesurvey.

2Havestudentsswitchpartnersasintheabovedemonstration,andaskeachotherWhatwouldyourfriendlikeforsupper?Asthestudentsareworkinginpairs,walkaroundandmakesuretheyareusingthecorrectpronounhe/shewhenanswering.

Step4Presentation

1Showthestudentssomefooditems,orpicturesoffoods(e.g.3oranges,4eggs,etc.).AskWhat'stheEnglishforthese?etc.Getthemtotellyouaboutsize,weight,colour,etc.byaskingCanyoudescribethem?Aretheybig/small?Whatcolourarethey?etc.

2AskHowmanyapples(etc.)canyousee?HelpthemtoanswerIcanseefour.Addortakeawayobjectsasyouaskquestions.ExplainthatHowmany:..?isonlyusedwithpluralsofcountablenouns,e.g.apples,cakes,bottles,cups,etc.Teachpiece(s).

Step5Look,askandanswer

1AskHowmany…canyousee?buttheanswershouldbeIcanseeonlyone/two/three….TeachIcan'tseeanyinthesameway.

2SBLesson75,Part2.SayLookatthepictureplease.Howmany…canyousee?HelpthestudentstoanswerIseeonly….andIsee….accordingtothepicture.

3Havestudentsworkinpairsanddescribethepicturetoeachother,usingIcan/can'tsee….Encouragethemtoaskasmanyquestionsastheycan,especiallyaboutthingstheycan'tseeinthepicture.

Step6Practice

Inpairs,havethestudentsdoarole-play.Oneofthestudentswillbeadoctorandtheotherwillbethepatient.Explainpatient.Somethingiswrongwiththepatient'seyes.Thedoctorischeckinghis/hereyes.Ashe/sheischeckingthepatient'seyes,thestudentaskshowmany…doyousee?

Step7Game

Thisgameshouldbeplayedquitefast.Showthestudentssomeobjects(e.g.3bananas)andaskHowmanybananascanyousee?TheymustanswerThreestraightaway.Sometimesshowthemsomeobjects(e.g.4apples)andaskHowmanypearscanyousee?TheymustsayIcan'tseeany.Iftheyarewrongtheymustsitdown.

Step8Workbook

SBPage85,WbLesson75,E.1-3.YoumaystartwithEx.2andreviseallthefoodanddrinkwordstaughtsofar.Drawthestudents'attentiontothecountableanduncountablenouns.E.2and3bothshowhowtoidentifythequantityofuncountablenouns.

Homework

WritedownthesentencesinEx.3intheexercisebook.

FoodanddrinkLesson75-2教学设计示例篇4

Lesson76教学设计示例

一、教学目标 

1.知识目标

（1）学习元音字母e和字母组合ee，ea的发音。

（2）初步接触句子重音练习。

（3）小结表示征求意见、表达愿望的用语。

2.能力目标

（1）能够正确读出含有元音字母e和字母组合ee，ea的单词。

（2）熟练运用本单元中表示意见、表达愿望的用语。

3.情感目标

培养学生爱惜粮食的美德。

二、教具

录音机；音标卡片。

三、课堂教学设计

1.利用第75课图片进行问答练习。(参阅上课教案)

2.教师出示[i：],[e]等音标卡片，学生认读。放课文第一部分录音，学生跟读两遍。让学生自己小结元音字母e及字母组合ee，ea的发音，并让学生举出其他例词，之后做习题2。

3.教师扼要解释句子重音的作用，以及什么词应该在句子中重读。放课文第二部分录音，学生跟读两遍，加强对学生模仿的指导。

4.做课文中听力练习。打开练习册，学生边听录音边做练习1。录音放3遍。最后在全班核对答案。

5.指导学生自己阅读复习要点(19)，教师小结在复习要点中列出的不可数名词，以及征求意见、表示愿望的用语和句型。

6.指导学生做练习册其他习题。

7.布置作业 

完成练习册习题。

8.小测验

1)听写本单元中要求四会的单词和主要句型；2)以练习册7第5课习题4为示例，要求学生编写对话。

四、难点讲解

不可数名词

在英语中，有一部分表示物质或抽象意义的名词，叫做不可数名词。它们没有复数形式。例如：milk,water,tea等。在句中以单数形式出现。但我们可以借助含有量词的短语来表示物质名词的量。(参阅第73课难点讲解部分)

FoodanddrinkLesson75-2教学设计示例篇5

Lesson76教学设计示例

Step1Revision

1Revisethenamesoffoodsanddrinks.Practiseusingeatanddrink.SayForbreakfastIdrink2glassesofmilk.ForlunchIeatabowlofriceandforsupperIeatsomemeat.Ask:Whatdoyouhaveforbreakfast,lunchanddinner?WritethequestionontheBb.Inpairshavethestudentsanswerthisquestion.

2ReviseWhatwouldyoulike?Wouldyoulikesomebread?etc.

3ReviseHowmanyapplescanyousee?etc.

4CheckHomework.

Step2Spellingandpronunciation

SBPage14,Part1,SpeechCassetteLesson76(PhonicReadingWork).Booksclosed.FollowthesamestepsasinLesson68,Steps2-3,intheTB.Useflashcardsratherthangoingstraighttothebook.

Note:Whenpronouncingthewordsfourteenandfortyitisimportanttomakesurethestudentspronouncethe/n/attheendoffourteenandthe/i/attheendofforty.Also,formanyEnglishspeakers,especiallyAmericans,the/t/infortyispronouncedasa/d/suchas/fordi/.Thisisthesameforallthenumbersendingwith-tyexceptforthenumbertwenty.

Step3Practice

Practisethedifferencebetween-teenand-ty.WritetwocolumnsontheBbasfollows:

ⅠⅡ

1330

1440

1550

1660

1770

1880

1990

Sayanumber(e.g.16）.Thestudentsshouldholduponefinger(because16isincolumnone).Repeatwithothernumbers,thengetthestudentstoworkinpairs.

Step4Sentencestress

SBPage14,Part2,SpeechCassetteLesson76.Booksclosed.Tellthestudentstolistenforthestresses.Playthetape.Thenplayitagainandgetstudentstorepeat,showingthestresswithagesture.Practiseasmuchasnecessary.Pointthatonlykeywordsarestressed.(SeeAppendixinTB1A,Page159.)

Step5Listening

SBPage14,Part3,ListeningCassetteLesson76.WbLesson76Ex:2.Havethestudentsreadthequestionsbeforeyouplaythetape.Checktheanswersorally.

ListeningText

(Doorbell)

TIM:Oh,hello,LiShan.Gladtoseeyou.

LISHAN:Hello,Tim.Gladtoseeyou,too!

TIM:Pleasecomeinandhaveaseat.Wouldyoulikesomethingtoeat?Ihavesomeniceapplesandpearshere.

LISHAN:Thankyouverymuch!I'dlikeanapple,please.

TIM:Hereyouare.Wouldyoulikesomebread,too?

LISHAN:Yes,please.

TIM:Good!Herearesomepiecesofbread.

LISHAN:Thankyou.Twopieces,please.

TIM:Whataboutsomethingtodrink?

LISHAN:Aglassofwater,please.

TIM:OK.Hereyouare.

LISHAN:Thanks.

Theanswersare:1C;2C;3B;4C.

Step6Findthefoodanddrinkwords

SBPage14,Part4.AssignthisasHomework.Answers:(across)1tea;meat;2bread;3orange;pear;4cake;6milk;water;7apple.(down)1rice;17banana.

Step7Readandact

1SBLesson76,Part5*.Teachthephraseorderfood.AskandwritethisquestionontheBb.WhatdoLucyandLilyordertoeat?SayPleaselisten.Playthetape.Checkforthecorrectanswer(ahamburger,potatochipsandicecream).Readthedialoguealoudtogetheraftertherecording.

2Dividetheclassintogroupsoffourandhavethestudentspractiseandactoutthedialogue.Instructthestudentsthatthe“man”isthewaiterinarestaurant.

Step8Readandwrite

Note:Skimmingisareadingstrategythatyouusetoreadoversomethingquicklytogetthemainideaaboutwhatthepassage,storyorbookisabout.Whenskimmingashortpassage,thestudentsshouldonlyreadthefirstcoupleofsentences,asentenceinthemiddleofthepassageandthelastsentence.Whenreadingthesentence,theydon'tneedtoreadallthewords,justthewordsthatcarrythemeaning.

1SBLesson76,Part6*.Thisfirststepisasilentreadingactivity,thatwillhelpyourstudentswiththereading.strategyofskimming.Havethestudentsusethispassagetopractiseskimming.FirstexplainskimminginChinese.Tellthestudentsthatskimmingwillhelpthemtoreadfaster.Whentheyread,theyaretoonlylookforthemainidea,andarenottoreadeveryword.Theyshouldskipover“little”wordssuchasa,and,the,etc.becausethesewordsdonotcarrythemainideaofthetext.SayLet'sskimthispassage.StarttoreadwhenIsay“Go.”StopreadingwhenIsay“Stop.”OK,go.Givethestudentsoneminutetoskim.AskWhatisthepassageabout?(Mike,andwhatheeatsinChina.-Answersmayvary,butaslongasthestudentsgetthemainidea,theanswerisOK.)

2Inpairs,havethestudentsfillouttheform.Walkaroundtheroomandgivehelpwhenneeded.Checktheanswers,writethemontheBb.

3Readthepassagealoudtogetherasaclass.

Step9Checkpoint19

GothroughCheckpoint19.Makesurethestudentsunderstandcountableanduncountablenouns.RefertoSB1BPages174-175,forthenotesonNouns.

Step10Workbook

SBPage86,WbLesson76,E.1and3-6.Ex.1shouldbedoneasaclassforpronunciationpractise.E.4-6canbedoneinpairs.Foreachoftheexercises,havethestudentsworktogethertofillintheblanksandthenpratcisethedialogues.Besuretowanderaroundtheroomandgivehelpasneeded.Foreachexerciseyoumaychooseseveralpairstogivetheirdialoguefortheclass.E.7and8areoptional.

Step11Test

Writethefollowingdialogueontheboard.Havethestudentscopyitdownandfillintheblankswithanappropriateanswer.Instructthemthattheymaynotusethesameanswertwice.Answerswillvary,butaslongastheyareappropriate,markthemcorrect.

A:I'mhungry,what'sforsupper?

B:Iamcooking________,________and________.

A:Mm,itlooksgood!Whataboutsomethingtodrink?

B:Whatdoyouwant?A:Iwouldlike________.

B:I'msorry,wedon'thaveany.

A:That'sOK,thenIwouldlikea_________of_________.

B:Wehavethat.Wouldyoulikesomethingelseforsupper?

A:Dowehaveany________?

B:Yes,Iwouldlikethattoo!

Homework

FinishuptheWorkbookexercises.

RevisethedialoguesintheWbexercises.

Someideasforextrapracticeorenrichment

1Topracticeskimming,bringinextrapiecesofliterature,maybefairytales,orarticlesfrommagazines.Make5or6copiesofthematerial.Dividethestudentsintosmallgroupsof5-6studentsandgiveeachstudentineachgroupthesamematerial.Tellthemthattheywillpractiseskimming.Reviewhowtoskim(seenoteinlesson76,Step8).Thengivetheclassoneortwominutestoskimthematerial(timemayvaryaccordingtothelengthofthearticle).Thenhaveeachgroupdiscusswhattheyskimmed.Studentswillprobablyhaveslightlydifferentideasconcerningwhatthematerialisabout.However,bydoingthisexerciseinagroup,thewholegroupshouldbeabletocomeupwiththemainidea.

2Musicisalwaysgoodtouseto“spiceup”yourlessons.StudentsareveryinterestedinmusicinEnglish,andtherearemanytapesandCDsinChinathathavesongsinEnglishfrompopularsingers.Ifthesongissimple,youcanteachit,orpartofittoyourstudents.Ifthesongismorecomplex,playitforyourstudentsandhavethemuseitforextralisteningpractice,writingdownthewordstheyhear.OryoumaymakealistofseveralofthewordsinthesongontheBbandhavethestudentslistenfortheminthesong.Forthisunit,thesong,“ScarboroughFair”bySimonandGarfunkelworksnicelybecauseitdiscussesherbsthatareusedwhenpreparingfood.YoucanbuythistapeinamusicshophereinChina

FoodanddrinkLesson75-2教学设计示例篇6

Lesson75教学设计示例

一、教学目标 

1.知识目标

（1）掌握句型：Howmany…canyousee?

（2）复习基数词。

2.能力目标

能够熟练运用句型Howmany…canyousee?

3.情感目标

培养学生爱惜粮食的美德。

二、教具

录音机；上一课使用过的图片等。

三、课堂教学设计

1.复习。根据第74课第一部分的插图与学生进行问答练习。

2.打开书，学生看图。教师就图片内容与学生进行如下问答：

T：Whatcanyouseeinthepicture?(规定站起来的学生只说出一样东西。)

S：Icanseesome…

T：Howmany…canyousee?(教师解释生词。)

S：Icansee…

学生两人一组，依照上述方法进行问答练习。请几组同学表演自己的答案。教师穿插问几个图上没有的问题，例如：Howmanybagscanyousee(bikes,carsetc.)?指导学生答出：Ican'tseeany.

3.打开练习册，指导学生做练习册习题。要求学生用笔头形式完成习题2、3。4.布置作业 

1)抄写生词；2)完成练习册习题。

四、难点讲解

1.Howmany…?

由Howmany…开头的特殊疑问句，后面要加上相应名词的复数形式。例如：

1)Howmanycakescanyousee?你能看到多少块蛋糕？

2)Howmanybananasarethereonthetable?桌子上有多少香蕉？

如果对不可数名词提问，应借助一些短语。例如：

Howmanyglassesofwatercanyouseeonthetable?在桌子上你能看到多少杯水？

2.some和any的用法。

一般情况下some用在肯定句中，any用在否定句及疑问句中。例如：

1)I'dlikesomeapples,please.我想要些苹果。

2)A：Canyouseeanypearsonthetable?在桌子上你能看到梨吗？

B：No,Ican'tseeany.不，看不到。

some也可用在疑问句中。例如：

Wouldyoulikesomeoranges?你想要点桔子吗？

FoodanddrinkLesson75-2教学设计示例篇7

Lesson73教学设计示例

Note:Tosuittheneedsofdifferentlevelsofstudents,theSBprovidesadditionalwordsintheoptionalpartsmarkedwithasterisks,e.g.Page11,Part3ofSBLesson73.Ifyourclassisnotreadyforthem,donotrequireyourstudentstolearntheoptionalwords.Theadditionalwordsarenotrequiredontheexams.

Step1Revision

1Revisetellingthetime.PractiseWhat'sthetime?It'saquarterto/pastseven.orsixforty-five/sevenfifteen.It'stimefor….It'stimeto….

2Revisefavourite.PractiseWhat'syourfavouritecolour/book?

3CheckHomework.

Step2Presentation

Bringinthefollowingobjects,orpicturesoftheobjects:rice,bread,meat,cake,acupoftea,aglassofwater,abottleofjuiceandabagofmilk.

Booksclosed.DonotopenthemuntilStep4.Teachhungry.Say:Iamveryhungry.Iwouldlikesomerice.Teachrice,bread,meatandcakeusingeitherpicturesortherealobjects.AskAreyouhungrytoo?Whatwouldyoulike?Explainthemeaningofthisquestion.Atthisstageitisenoughtohavethestudentsunderstandit.Theymayanswerthequestionbysayingsomerice/bread.Teachthirsty.NowsayIamthirsty,Iwantabottleofjuice.Teachacupoftea,abagofmilk,aglassofwaterandabottleofjuiceusingpicturesortherealobjects.AskAreyouthirstytoo?Whatwouldyoulike?ThestudentsshouldanswerIwantabagofmilk/aglassofwater.

Step3Practice

Actionchain:

A:What'sthetime?

B:It's12:10.

A:Oh,it'stimeforlunch.I'mhungry.

B:Havesomerice/bread/milk…,please.

A:Thankyou.

B:What'sthetime?

C:It's6:30.

B:Oh,it'stimeforsupper,etc.

Step4Readandsay

1SBpage11,Part1,SpeechCassetteLesson73.Booksclosed!SayPleaselistenfortheanswertothisquestion.AskWhattimeisit?Playthetapeandchecktheanswers.Thenplaythetapeagainforstudentstolistenandrepeat.

2Nowhavethestudentspractisereadingthedialogueinpairs.

Step5Presentation

1Booksclosed!UsingtheobjectsandpicturesagainaskWhat'sthisinEnglish?It'srice.Whatisit?ExplaininChinesethatthearticleaisonlyusedwithacontainer,e.g.abottleof/acupof,etc.,butmeat,bread,etc.havenoabecausetheyareuncountable.SeePages174-175oftheSBforreferenceongrammar.

2RepeatwithWhatarethese?They'recakes/bottlesofjuice.Whatarethey?ExplaininChinesethatwordslikecake,cup,bottle,glass,etc.arecountable.Saytwobottlesofjuice,threecups/glassesofwater,nottwobottlesofjuices,threecups/glassesofwaters.

Step6Readandlearn

1ReadthewordsinPart2.Studentsrepeat.Letthemstudythewordsforashorttime.Thenbooksclosed!AskWhatthingsdoweeat?Whatthingsdowedrink?Helpthestudentstorememberthenewwords.Getthemtoaddmorethings(apples,bananas,etc.)andtousebottles,cups/glassesof,some,etc.Getthestudentstosaybottles,somebottles,threeorfourbottlesofjuice/water,etc.

2Iftimeallows,havethestudentsworkinpairsandwriteadialogueoftheirownusingthedialogueinPart1asamodel.Encouragethemtousethefoodanddrinkintheirowndialogue.

Step7Askandanswer

1SBPage11,Part3*isoptional.Ifyouthinkyourclasscanbenefitfromthis,youmaytakeupthispart.Usepicturesorflashcardstoteachhamburger,noodles,potatochips,dumplings,coke,applejuiceandcoffee.

2Inthisactivity,thestudentsneedtogetoutoftheirseatsandwalkaround.Havethestudentsaskfivestudents,preferably,studentstheydon'tusuallytalktoinclass,whattheirfavouritefoodis.Givethestudentsabout10minutestodothisactivity,thenhavethemreturntotheirseats.Askseveralstudentswhattheydiscovered.Forexample,askLanWei,whodidyouask?Whatishis/herfavouritefood/drink?Havethestudentanswerasfollows:Her/hisfavouritefood/drinkis….

Step8Workbook

SBPage83,WbLesson73.E1-3.Ex.2helpsrevisecountableanduncountablenouns.WhendoingEx.3remindthestudentstousethepluralformofcountablenounstorefertothecategory.Ex.4isoptional.

Homework

DoEx.1ofWbLesson73intheexercisebook.

FoodanddrinkLesson75-2教学设计示例篇8

Lesson73教学设计示例

一、教学目标 

1.知识目标：

（1）掌握表示食物的词汇，如water,meat,milk,rice等。

（2）掌握句型：It'stimetodosth.

2.能力目标：

（1）能够熟练运用本节课中所学到的有关食物的词汇。

（2）初步了解不可数名词的用法。

3.情感目标：

培养学生爱惜粮食的美德。

二、教具

录音机；与本课生词有关的图片；几只茶杯(或瓶子、玻璃杯)。

三、课堂教学设计

1.值日生报告。

2.放课文第一段录音，教师先提一个问题：What'sthetime?放一遍录音，学生回答教师的问题。再放录音，学生跟读两遍。

教师解释对话中It'stimeto…这一句话，并板书以下时间和动词短语：

7∶30gotoschool8∶00gototheclassroom

4∶00playgames5∶00gohome10∶00gotobed

要求学生利用所给时间和动词短语编小对话。例如：

S1：It's7∶30now.

S2：Oh,it'stimetogotoschool.

S1：OK,let'sgo!

S2：Yes,let's.

其他对话形式同上。

3.利用准备好的图片(如果没有，可利用课本中插图)，教本课词汇。在学生基本会读以后，教师解释rice，tea等不可数名词在使用中的注意事项，并借助事先准备好的茶杯等实物，引导出cupsoftea等短语，借助图片，引导出somerice等，以增加直观效果。

打开练习册，指导学生用笔头形式做习题2。

4.教师可反复利用手中实物或图片，不断变换，要求学生用英语表达：

T：(举起一碗米饭的图片)

Ss：somerice

T：(换成几只茶杯)

Ss：threecupsoftea(four,fiveetc.)

这个练习可集体与个人形式相结合。

5.指导学习做练习册其他习题。

6.布置作业 

1)抄写生词；2)完成练习册习题。

四、难点讲解

acupoftea一杯茶

tea,milk,orange,water等词是不可数名词，本身没有复数形式。要表示它的量的多少，可借助acup/bottle/glassof等短语。如果是两杯茶，三瓶牛奶，可将cup,bottle等词变为复数形式。例如：

twocupsoftea两杯茶

fivebottlesofmilk五瓶牛奶

FoodanddrinkLesson75-2教学设计示例篇9

Lesson73教学设计示例

一、教学目标 

1.知识目标：

（1）掌握表示食物的词汇，如water,meat,milk,rice等。

（2）掌握句型：It'stimetodosth.

2.能力目标：

（1）能够熟练运用本节课中所学到的有关食物的词汇。

（2）初步了解不可数名词的用法。

3.情感目标：

培养学生爱惜粮食的美德。

二、教具

录音机；与本课生词有关的图片；几只茶杯(或瓶子、玻璃杯)。

三、课堂教学设计

1.值日生报告。

2.放课文第一段录音，教师先提一个问题：What'sthetime?放一遍录音，学生回答教师的问题。再放录音，学生跟读两遍。

教师解释对话中It'stimeto…这一句话，并板书以下时间和动词短语：

7∶30gotoschool8∶00gototheclassroom

4∶00playgames5∶00gohome10∶00gotobed

要求学生利用所给时间和动词短语编小对话。例如：

S1：It's7∶30now.

S2：Oh,it'stimetogotoschool.

S1：OK,let'sgo!

S2：Yes,let's.

其他对话形式同上。

3.利用准备好的图片(如果没有，可利用课本中插图)，教本课词汇。在学生基本会读以后，教师解释rice，tea等不可数名词在使用中的注意事项，并借助事先准备好的茶杯等实物，引导出cupsoftea等短语，借助图片，引导出somerice等，以增加直观效果。

打开练习册，指导学生用笔头形式做习题2。

4.教师可反复利用手中实物或图片，不断变换，要求学生用英语表达：

T：(举起一碗米饭的图片)

Ss：somerice

T：(换成几只茶杯)

Ss：threecupsoftea(four,fiveetc.)

这个练习可集体与个人形式相结合。

5.指导学习做练习册其他习题。

6.布置作业 

1)抄写生词；2)完成练习册习题。

四、难点讲解

acupoftea一杯茶

tea,milk,orange,water等词是不可数名词，本身没有复数形式。要表示它的量的多少，可借助acup/bottle/glassof等短语。如果是两杯茶，三瓶牛奶，可将cup,bottle等词变为复数形式。例如：

twocupsoftea两杯茶

fivebottlesofmilk五瓶牛奶

FoodanddrinkLesson75-2教学设计示例篇10

Lesson73教学设计示例

Note:Tosuittheneedsofdifferentlevelsofstudents,theSBprovidesadditionalwordsintheoptionalpartsmarkedwithasterisks,e.g.Page11,Part3ofSBLesson73.Ifyourclassisnotreadyforthem,donotrequireyourstudentstolearntheoptionalwords.Theadditionalwordsarenotrequiredontheexams.

Step1Revision

1Revisetellingthetime.PractiseWhat'sthetime?It'saquarterto/pastseven.orsixforty-five/sevenfifteen.It'stimefor….It'stimeto….

2Revisefavourite.PractiseWhat'syourfavouritecolour/book?

3CheckHomework.

Step2Presentation

Bringinthefollowingobjects,orpicturesoftheobjects:rice,bread,meat,cake,acupoftea,aglassofwater,abottleofjuiceandabagofmilk.

Booksclosed.DonotopenthemuntilStep4.Teachhungry.Say:Iamveryhungry.Iwouldlikesomerice.Teachrice,bread,meatandcakeusingeitherpicturesortherealobjects.AskAreyouhungrytoo?Whatwouldyoulike?Explainthemeaningofthisquestion.Atthisstageitisenoughtohavethestudentsunderstandit.Theymayanswerthequestionbysayingsomerice/bread.Teachthirsty.NowsayIamthirsty,Iwantabottleofjuice.Teachacupoftea,abagofmilk,aglassofwaterandabottleofjuiceusingpicturesortherealobjects.AskAreyouthirstytoo?Whatwouldyoulike?ThestudentsshouldanswerIwantabagofmilk/aglassofwater.

Step3Practice

Actionchain:

A:What'sthetime?

B:It's12:10.

A:Oh,it'stimeforlunch.I'mhungry.

B:Havesomerice/bread/milk…,please.

A:Thankyou.

B:What'sthetime?

C:It's6:30.

B:Oh,it'stimeforsupper,etc.

Step4Readandsay

1SBpage11,Part1,SpeechCassetteLesson73.Booksclosed!SayPleaselistenfortheanswertothisquestion.AskWhattimeisit?Playthetapeandchecktheanswers.Thenplaythetapeagainforstudentstolistenandrepeat.

2Nowhavethestudentspractisereadingthedialogueinpairs.

Step5Presentation

1Booksclosed!UsingtheobjectsandpicturesagainaskWhat'sthisinEnglish?It'srice.Whatisit?ExplaininChinesethatthearticleaisonlyusedwithacontainer,e.g.abottleof/acupof,etc.,butmeat,bread,etc.havenoabecausetheyareuncountable.SeePages174-175oftheSBforreferenceongrammar.

2RepeatwithWhatarethese?They'recakes/bottlesofjuice.Whatarethey?ExplaininChinesethatwordslikecake,cup,bottle,glass,etc.arecountable.Saytwobottlesofjuice,threecups/glassesofwater,nottwobottlesofjuices,threecups/glassesofwaters.

Step6Readandlearn

1ReadthewordsinPart2.Studentsrepeat.Letthemstudythewordsforashorttime.Thenbooksclosed!AskWhatthingsdoweeat?Whatthingsdowedrink?Helpthestudentstorememberthenewwords.Getthemtoaddmorethings(apples,bananas,etc.)andtousebottles,cups/glassesof,some,etc.Getthestudentstosaybottles,somebottles,threeorfourbottlesofjuice/water,etc.

2Iftimeallows,havethestudentsworkinpairsandwriteadialogueoftheirownusingthedialogueinPart1asamodel.Encouragethemtousethefoodanddrinkintheirowndialogue.

Step7Askandanswer

1SBPage11,Part3*isoptional.Ifyouthinkyourclasscanbenefitfromthis,youmaytakeupthispart.Usepicturesorflashcardstoteachhamburger,noodles,potatochips,dumplings,coke,applejuiceandcoffee.

2Inthisactivity,thestudentsneedtogetoutoftheirseatsandwalkaround.Havethestudentsaskfivestudents,preferably,studentstheydon'tusuallytalktoinclass,whattheirfavouritefoodis.Givethestudentsabout10minutestodothisactivity,thenhavethemreturntotheirseats.Askseveralstudentswhattheydiscovered.Forexample,askLanWei,whodidyouask?Whatishis/herfavouritefood/drink?Havethestudentanswerasfollows:Her/hisfavouritefood/drinkis….

Step8Workbook

SBPage83,WbLesson73.E1-3.Ex.2helpsrevisecountableanduncountablenouns.WhendoingEx.3remindthestudentstousethepluralformofcountablenounstorefertothecategory.Ex.4isoptional.

Homework

DoEx.1ofWbLesson73intheexercisebook.

FoodanddrinkLesson75-2教学设计示例篇11

Lesson74教学设计示例

Note:Ifyouwantsomething,sayI'dlike…whenaskingforit.I'dlike=Iwouldlike.Ifyouwanttooffersomething,sayWouldyoulike…?Whatwouldyoulike?

Step1Revision

1Revisefoodanddrinkwords.

2Revisebreakfast,lunchandsupper.

3CheckHomework.

Step2Presentation

1Tellthestudentstheyareinarestaurant.Youarethewaiter.AskWhatwouldyoulike?TeachI'dlike…,please.SayHereyouare.Getthestudentstopractiseinpairs.

2Asksomepairstoactouttheirdialogues,thenaskWhatwouldhe/shelike?HelpthestudentstoanswerHe/Shewouldlike….

Step3Practice

Actionchain:

A:I'mhungry/thirsty.

B:Whatwouldyoulike?

A:1'dlikesomerice/bread/meat/abagofmilk/abottleofjuice,etc.

B:I'mhungry/thirsty.

C:Whatwouldyoulike?etc.

Step4Presentation

1TeachWouldyoulikeacupoftea/bagofmilk/aglassofwater?Useflashcards(orrealobjects)andgestures.HelpthestudentstoanswerYes,please.ThenhelpthemtosayNo,thanks.

Note:InanEnglishspeakingcountry,ifsomebodyasksyouWouldyoulikesomethingtoeat/drink?theresponseisYes,please./No,thanks.Theyusuallymeanwhattheysay.ItisunlikeinChinawheretheChinesewouldsayNo,thanks.eveniftheyarehungryorthirsty,toshowpoliteness.

2Repeatusingsomecakes/meat/rice,etc.Explainthatsomeisusedforpluralnounsanduncountablenouns.Explainuncountable.GiveexamplesinChinese.DoWbLesson73,Ex.2againandrevisealltheuncountablenounstaughtsofar.

Step5Askandanswer

1SBPage12,Part1,SpeechCassetteLesson74.Booksclosed!SayListen,please.AskWhatwouldtheboy/girllikeforbreakfast?Playthetape.Checktheanswers(aglassofmilk,somecakesandanegg).

2Playthetapeagainandhavethestudentsrepeat.

3Inpairs,havethestudentsreadthedialogueandsubstitutetheappropriatewordsfromtheboxesforthewordsinitalicsinthedialogue.Besuretowalkaroundtheclassandgivehelpasneeded.Encouragethestudentstosaywhat,theythink.Addmorefoodanddrinkwordsifpossible.Optionalwordsandexpressionsarenotrequiredintheexams.Iftherearedifficulties,avoidtheoptionalvocabulary.

Step6Readandact

1SBPage12,Part2,SpeechCassetteLesson74.Withbooksclosed,havethestudentslistentothetape.SayListen,please.AskWhatwouldthepeopleliketodrink?Checktheanswers(abottleofapplejuice,andaglassoforangejuice).

2Dividetheclassintogroupsofthree.ExplaininChinesethatthewomanisasaleswoman.

3Givethestudentstimetoreadthroughthedialogueandpractiseactingitout.Thestudentsdonotneedtokeepthedialogueexactlyasitis,butmaysubstituteotherfoodsordrinksforthefoodanddrinkwordsinthedialogue.Haveseveralstudentsactouttheirdialoguefortheclass.

Step7Workbook

SBPage84,WbLesson74,E.1-2.AfterreadingthroughthedialogueinEx.1,thestudentsshouldanswerthequestionswithoutlookingatthetext.GetsomepairstogivetheirperformancewhentheyhavepreparedtheirdialoguesasrequiredinEx.2.

Homework

Revisethenewlanguageinthisunit.FinishofftheWorkbookexercises.

FoodanddrinkLesson75-2教学设计示例篇12

Lesson74教学设计示例

Note:Ifyouwantsomething,sayI'dlike…whenaskingforit.I'dlike=Iwouldlike.Ifyouwanttooffersomething,sayWouldyoulike…?Whatwouldyoulike?

Step1Revision

1Revisefoodanddrinkwords.

2Revisebreakfast,lunchandsupper.

3CheckHomework.

Step2Presentation

1Tellthestudentstheyareinarestaurant.Youarethewaiter.AskWhatwouldyoulike?TeachI'dlike…,please.SayHereyouare.Getthestudentstopractiseinpairs.

2Asksomepairstoactouttheirdialogues,thenaskWhatwouldhe/shelike?HelpthestudentstoanswerHe/Shewouldlike….

Step3Practice

Actionchain:

A:I'mhungry/thirsty.

B:Whatwouldyoulike?

A:1'dlikesomerice/bread/meat/abagofmilk/abottleofjuice,etc.

B:I'mhungry/thirsty.

C:Whatwouldyoulike?etc.

Step4Presentation

1TeachWouldyoulikeacupoftea/bagofmilk/aglassofwater?Useflashcards(orrealobjects)andgestures.HelpthestudentstoanswerYes,please.ThenhelpthemtosayNo,thanks.

Note:InanEnglishspeakingcountry,ifsomebodyasksyouWouldyoulikesomethingtoeat/drink?theresponseisYes,please./No,thanks.Theyusuallymeanwhattheysay.ItisunlikeinChinawheretheChinesewouldsayNo,thanks.eveniftheyarehungryorthirsty,toshowpoliteness.

2Repeatusingsomecakes/meat/rice,etc.Explainthatsomeisusedforpluralnounsanduncountablenouns.Explainuncountable.GiveexamplesinChinese.DoWbLesson73,Ex.2againandrevisealltheuncountablenounstaughtsofar.

Step5Askandanswer

1SBPage12,Part1,SpeechCassetteLesson74.Booksclosed!SayListen,please.AskWhatwouldtheboy/girllikeforbreakfast?Playthetape.Checktheanswers(aglassofmilk,somecakesandanegg).

2Playthetapeagainandhavethestudentsrepeat.

3Inpairs,havethestudentsreadthedialogueandsubstitutetheappropriatewordsfromtheboxesforthewordsinitalicsinthedialogue.Besuretowalkaroundtheclassandgivehelpasneeded.Encouragethestudentstosaywhat,theythink.Addmorefoodanddrinkwordsifpossible.Optionalwordsandexpressionsarenotrequiredintheexams.Iftherearedifficulties,avoidtheoptionalvocabulary.

Step6Readandact

1SBPage12,Part2,SpeechCassetteLesson74.Withbooksclosed,havethestudentslistentothetape.SayListen,please.AskWhatwouldthepeopleliketodrink?Checktheanswers(abottleofapplejuice,andaglassoforangejuice).

2Dividetheclassintogroupsofthree.ExplaininChinesethatthewomanisasaleswoman.

3Givethestudentstimetoreadthroughthedialogueandpractiseactingitout.Thestudentsdonotneedtokeepthedialogueexactlyasitis,butmaysubstituteotherfoodsordrinksforthefoodanddrinkwordsinthedialogue.Haveseveralstudentsactouttheirdialoguefortheclass.

Step7Workbook

SBPage84,WbLesson74,E.1-2.AfterreadingthroughthedialogueinEx.1,thestudentsshouldanswerthequestionswithoutlookingatthetext.GetsomepairstogivetheirperformancewhentheyhavepreparedtheirdialoguesasrequiredinEx.2.

Homework

Revisethenewlanguageinthisunit.FinishofftheWorkbookexercises.

FoodanddrinkLesson75-2教学设计示例篇13

Lesson74教学设计示例

一、教学目标 

1.知识目标

（1）掌握句型：1)Whatwouldyou/he/shelike?2)Wouldyoulike…?3)I/He/She'dlike…4)Whatabout…?

（2）语法：继续学习不可数名词的用法。

2.能力目标

（1）能够很快地辨别出哪些是可数名词，哪些是不可数名词。

（2）熟练运用本节课中有关征求意见、表达愿望的用语。

3.情感目标

培养学生爱惜粮食的美德。

二、教具

录音机；一些食物和饮料的图片。

三、课堂教学设计

1.复习。重复上一课步骤4。

2.教师手持食物和饮料的图片，问某个同学：Wouldyoulikesomebread?让学生猜这句话意思。如猜不出，教师可加以解释，并板书这个句子。如果这个同学答：Yes，则请他(或她)站在前面，手持画有几个面包的图片，面向大家。

问答继续进行。先后请4位同学，手里各持一张表示自己想要的食物(或饮料)的图片。这时教师手指这4位同学，向全班提问：

T：Whatwould…like?

让学生猜这句话含义，并板书这句话。启发大家按前面4位同学手中图画的内容，分别答出：

…wouldlikesomebread…wouldlikesomeapples,etc.

教师可以再问这4位同学一次，启发他们分别用以下句型回答问题：

T：…,whatwouldyoulike?

S1：I'dlikesomebread.

3.打开课本，按课文第一部分所列的问题，两人一组先找出答案，然后进行问答练习。请几组同学读出自己的小对话。

4.指导学生看课文第二部分插图，教师解释当时的情景，并教本课生词。

5.放课文录音。教师先板书一个问题：

Whatwouldtheylike?

学生听两遍录音，回答教师的问题。再放录音，学生跟读两至三遍。

6.教师重点讲解本课表示征求意见、表达愿望的几个主要句型。

7.两人一组，用课文第三部分所提供的替换词，编新的小对话。请两组同学表演。

8.指导学生做练习册习题，教师重点讲解习题2的内容。

9.布置作业 

1)抄写生词、练习朗读本课对话，牢记本课主要句型；2)完成练习册习题。

四、交际用语

1.CanIhelpyou?您要点什么？

这是一句服务用语，类似的句子还有：WhatcanIdoforyou?例如：

A：WhatcanIdoforyou?您要点什么？

B：I'dlikesomecakes,please.我要些蛋糕。

2.Whatwouldyoulike?你喜欢要点什么？

这是很客气的用语，来征求对方意见。服务人员，如：售货员、饭店服务员等在工作中经常使用这种语言。

如果家里来了客人，你请别人吃东西时，也可以使用这句话，让客人根据个人爱好去选择食品。询问对方是否喜欢吃某种食品，使用这个句型的一般疑问形式。如：

Wouldyoulikesomebananas?你吃点香蕉吗？

当表示自己想要什么东西时，可以用Iwouldlike…这个句子来表达。例如：

Iwouldlikeacupoftea,andfourcakes,please.我想要一杯茶，四块蛋糕。

在口语中，Iwouldlike通常缩略为：I'dlike…

3.Whataboutsomethingtoeat?来点吃的东西怎么样？

在这个短语中，动词不定式toeat放在something之后，起定语作用。可以理解为吃的东西。而somethingtodrink就是喝的饮料了。

something是不定代词，不定代词被定语修饰时，一般定语要后置。例如：

That'ssomethingveryold.这东西太旧了。

FoodanddrinkLesson75-2教学设计示例篇14

Lesson75教学设计示例

Step1Revision

1CheckHomework.

2RevisetheWhatwouldyoulike?dialogueinSB,Lesson74,Part2andaskstudentsaboutothers'choices:Whatwouldhe/shelike?Whatabouthim/her?etc.

3Revisecountableanduncountablenouns.

Step2Presentation

Askthreestudentsfromtheclasstocomeupandbeanexamplefor“makeasurvey”inSBPage13,Part1.FirsthaveS1askS2,Whatwouldyoulikeforsupper?S2answers,Iwouldlike….Next,haveS3askS1,Whatwould(name)/he/shelikeforsupper?S1answers,He/Shewouldlike….BesurethatS3usesthecorrectpronounforhe/she.

Step3Makeasurvey

1Havestudentsworkinpairstofilloutthesurvey.

2Havestudentsswitchpartnersasintheabovedemonstration,andaskeachotherWhatwouldyourfriendlikeforsupper?Asthestudentsareworkinginpairs,walkaroundandmakesuretheyareusingthecorrectpronounhe/shewhenanswering.

Step4Presentation

1Showthestudentssomefooditems,orpicturesoffoods(e.g.3oranges,4eggs,etc.).AskWhat'stheEnglishforthese?etc.Getthemtotellyouaboutsize,weight,colour,etc.byaskingCanyoudescribethem?Aretheybig/small?Whatcolourarethey?etc.

2AskHowmanyapples(etc.)canyousee?HelpthemtoanswerIcanseefour.Addortakeawayobjectsasyouaskquestions.ExplainthatHowmany:..?isonlyusedwithpluralsofcountablenouns,e.g.apples,cakes,bottles,cups,etc.Teachpiece(s).

Step5Look,askandanswer

1AskHowmany…canyousee?buttheanswershouldbeIcanseeonlyone/two/three….TeachIcan'tseeanyinthesameway.

2SBLesson75,Part2.SayLookatthepictureplease.Howmany…canyousee?HelpthestudentstoanswerIseeonly….andIsee….accordingtothepicture.

3Havestudentsworkinpairsanddescribethepicturetoeachother,usingIcan/can'tsee….Encouragethemtoaskasmanyquestionsastheycan,especiallyaboutthingstheycan'tseeinthepicture.

Step6Practice

Inpairs,havethestudentsdoarole-play.Oneofthestudentswillbeadoctorandtheotherwillbethepatient.Explainpatient.Somethingiswrongwiththepatient'seyes.Thedoctorischeckinghis/hereyes.Ashe/sheischeckingthepatient'seyes,thestudentaskshowmany…doyousee?

Step7Game

Thisgameshouldbeplayedquitefast.Showthestudentssomeobjects(e.g.3bananas)andaskHowmanybananascanyousee?TheymustanswerThreestraightaway.Sometimesshowthemsomeobjects(e.g.4apples)andaskHowmanypearscanyousee?TheymustsayIcan'tseeany.Iftheyarewrongtheymustsitdown.

Step8Workbook

SBPage85,WbLesson75,E.1-3.YoumaystartwithEx.2andreviseallthefoodanddrinkwordstaughtsofar.Drawthestudents'attentiontothecountableanduncountablenouns.E.2and3bothshowhowtoidentifythequantityofuncountablenouns.

Homework

WritedownthesentencesinEx.3intheexercisebook.

FoodanddrinkLesson75-2教学设计示例篇15

Lesson75教学设计示例

一、教学目标 

1.知识目标

（1）掌握句型：Howmany…canyousee?

（2）复习基数词。

2.能力目标

能够熟练运用句型Howmany…canyousee?

3.情感目标

培养学生爱惜粮食的美德。

二、教具

录音机；上一课使用过的图片等。

三、课堂教学设计

1.复习。根据第74课第一部分的插图与学生进行问答练习。

2.打开书，学生看图。教师就图片内容与学生进行如下问答：

T：Whatcanyouseeinthepicture?(规定站起来的学生只说出一样东西。)

S：Icanseesome…

T：Howmany…canyousee?(教师解释生词。)

S：Icansee…

学生两人一组，依照上述方法进行问答练习。请几组同学表演自己的答案。教师穿插问几个图上没有的问题，例如：Howmanybagscanyousee(bikes,carsetc.)?指导学生答出：Ican'tseeany.

3.打开练习册，指导学生做练习册习题。要求学生用笔头形式完成习题2、3。4.布置作业 

1)抄写生词；2)完成练习册习题。

四、难点讲解

1.Howmany…?

由Howmany…开头的特殊疑问句，后面要加上相应名词的复数形式。例如：

1)Howmanycakescanyousee?你能看到多少块蛋糕？

2)Howmanybananasarethereonthetable?桌子上有多少香蕉？

如果对不可数名词提问，应借助一些短语。例如：

Howmanyglassesofwatercanyouseeonthetable?在桌子上你能看到多少杯水？

2.some和any的用法。

一般情况下some用在肯定句中，any用在否定句及疑问句中。例如：

1)I'dlikesomeapples,please.我想要些苹果。

2)A：Canyouseeanypearsonthetable?在桌子上你能看到梨吗？

B：No,Ican'tseeany.不，看不到。

some也可用在疑问句中。例如：

Wouldyoulikesomeoranges?你想要点桔子吗？