一、教学目标
1．知识目标
（1）学习不完全爆破音。
（2）复习本单元所学重点句型：Do you like something? Do you like doing something?
2．能力目标
熟练运用本单元所学句型。
3．情感目标
培养学生良好的饮食习惯，不挑食，不厌食。
二、教学重点与难点
Do you like something? Do you like doing something?
三、教学过程
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, Exx. 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.
Exx. 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教学设计示例
一、教学目标
1．知识目标
（1）学习不完全爆破音。
（2）复习本单元所学重点句型：Do you like something? Do you like doing something?
2．能力目标
熟练运用本单元所学句型。
3．情感目标
培养学生良好的饮食习惯，不挑食，不厌食。
二、教学重点与难点
Do you like something? Do you like doing something?
三、教学过程
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.
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