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《My Favourite Food》说课稿各位尊敬的评委：大家好，我是来自×××××小学的×××。
今天我说课的内容是《My Favourite Food》这一单元中的A部分，我准备从以下几个方面说课。
一、说教材1.教材的地位及作用这一单元重点围绕学生最喜爱的食物这个题材开展多种教学活动。
本单元A部分的语言点可通过复习四年级上册第五单元导入。
通过学习单词tofu ,potato, fish, eggplant, green beans, tomato, cabbage, pork, mutton.和句型"What do you have for lunch ？I’d like…”使学生能够用英语表达出自己的思想和感受。
这一部分在第三单元中占有很重要的地位，它为后两个部分的学习奠定了基础。
2.教学目标知识与能力：学习掌握单词tofu ,potato, fish, eggplant, green beans, tomato, cabbage, pork, mutton.，学习运用句型What do you have for lunch ？I’d like…。
过程与方法：能运用所学句型进行对话表演和口语交际,激发学生学习英语的兴趣,培养学生的英语学习能力。
情感态度价值观：培养学生合理选择和搭配饮食的观念。
确立教学目标的依据：根据《英语新课程标准》的要求，小学阶段的英语课主要是激发学生学习英语的兴趣；培养学生对英语学习的积极态度，使他们建立学习英语的自信心；培养学生一定的语感和良好的语音、语调，为英语的进一步学习打下基础。
3.教学的重点与难点教学重点：掌握tofu ,potato, fish, eggplant, green beans, tomato, cabbage, pork, mutton.，学习运用句型What do you have for lunch ？I’d like…。
Unit5 Favorite Food说课稿各位评委、各位老师：大家好！；我叫刘小玲，很高兴能给大家说课，希望各位老师多批评指正；我说课的题目是中职英语基础模块上册第五单元Food Reading部分；我说课的内容有六部分：分别是教材与学情分析、教法；教学重难点、教学过程和教学反思等六个部分：；My Favorite Food 说课稿一说学生学情与教学策略：职高一年级学生刚经历中考洗礼，成长过程中受到沉重的打击。
而读职高没出息，没面子是很多学生的想法。
部分学生由于学习兴趣不浓，学习能动性不够。
更多学生的学习惰性较强，容易产生厌学情绪，导致恶性循环学习无效果。
学生个体差异也比较大。
所以，激发全体学生学习兴趣，唤起他们的自尊、自信，掌握学习技能是当务之急。
因此，为了学生能切实掌握所学知识，课堂调动学生的学习积极性，在教学设计中我充分利用直观教具和多媒体课件教学，组织了学生记单词并表演对话。
教学方法我则选择使用任务型教学法和情景教学法，在具体教学中适当布置任务，以辅以情景教学。
通过讨论方式培养学生直接用英语表达和思维的能力。
在具体教学过程中力求真正以学生为本，将课堂还原为学生的课堂.二、说教材本课是中等职业教育英语基础模块上册第5单元的第二课时，是一篇介绍食物的文章，内容包括了各个国家人们所喜爱的食物类型的基本内容，着重介绍了中国的北方人所喜爱的食物，当今中国较为流行的食物，以及对快餐的看法。
我在教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入量及学生的语言输出量，提高学生的阅读能力。
三说教学目标：（1) 知识目标，使学生掌握多种常见食物的单词。
其次，学生要学会使用一些和食物有关的句子以及在不同情景下如何进行有关食物的对话。
（2）技能目标：通过朗读提高学生听说能力；通过学习常用句型发展学生英语交际口语技能。
（3）情感目标：引导学生热爱生活，享受与他人交往沟通的乐趣；通过完成练习，增强学生学习语言的自信心。
中职英语说课稿 my favorite food 说课稿中职英语说课稿 My Favorite Food 说课稿 My Favorite Food 说课稿一说学生学情与教学策略:职高高一学生刚经历中考洗礼，成长过程中受到沉重的打击。
而读职高没出息，没面子是很多学生的想法。
部分学生由于学习兴趣不浓，学习能动性不够。
更多学生的学习惰性较强，容易产生畏难情绪，导致恶性循环学习无效果。
学生个体差异也比较大。
所以，激发全体学生学习兴趣，唤起他们的自尊、自信，掌握学习技能是当务之急。
因此，为了学生能切实掌握所学知识，课堂调动学生的学习积极性，在教学设计中我充分利用直观教具和电化教学手段创设情景，利用多媒体课件教学，组织了学生记单词并表演对话。
教学方法我则选择使用任务型教学法和情景教学法，在具体教学中适当布置任务，以辅以情景教学。
通过讨论方式培养学生直接用英语表达和思维的能力。
在具体教学过程中力求真正以学生为本，将课堂还原为学生的课堂、师生共同拥有的精神畅游的场所。
二说教学目标:(1) 知识目标，使学生掌握多种常见食物的单词。
其次，学生要学会使用一些和食物有关的句子以及在不同情景下如何进行有关食物的对话。
(2) 技能目标:通过朗读提高学生听说能力;通过学习常用句型发展学生英语交际口语技能。
(3) 情感目标:引导学生热爱生活，享受与他人交往沟通的乐趣;通过完成练习，增强学生学习语言的自信心。
(4)学习策略目标。
引导学生改变传统的死记硬背，用归纳分类法记忆单词，积极主动地投入到语言的实践中去，从中了解中西文化的差异。
在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆。
三说教学重点和难点1 教学重点:学习掌握一些有关食物的单词，如coffee ,pizza ,hotdog , moon cakes ,hamburger 等。
学习并使用像“What can I do for you?” “Would you like something to eat?” “Which do you prefer, coffee or tea?”等句型，教授学生英语购物,去餐厅吃饭等技能。
职高英语基础模块上册Unit5 《Favorite Food》教学设计Teaching Material1. Teaching contentThis unit is that we have learned about food related many countries. In this unit s tudents will learn more about food vocabulary and describefood. Diet and our life are closely related, so I should pay attention toencourage students to collect all kinds of food pictures and words,and master their correct pronunciation and spelling in class.2.Teaching aims(1). Knowledge aims: Master important words and expressions.Words: favorite, different, hot dog, fried, Japanese, improtant,order, save, health, waiter, potato, Chip .Drills: 1.People in different countries have their different favorite food.2. In fact, it is not good for your health to eat so much fast food.(2) Ability aims:To develop Students' ability to scan through text quickly and findspecific information.Students will be able to express their opinions about fast food(3)Moral aims: Help Ss to know a little foreign culture. Encouragethe students to love Chinese traditional culture.3. Teaching key and difficult pointsKey points Understand the text, and grasp the center accurately.Difficult points How to help students express their opinions about fast food properly.4. Teaching Aids:Multi-media projector,Software: PowerpointTeaching methods:1) the task based teaching method2)the scenario teaching method3) the group discussion method4) the hierarchical approachStudying methods1) independent learning method2)cooperative learning method3)the inquiry learning methodTeaching Aids:Multi-media projector,Teaching processStep1. Lead-inGive students some pictures about different food in different countries. Ask students to guess which country it is and tell me what the favorite food of the people in that country is .Goal: Arouse students’ interests in this topic. And students can learn some foreign cul ture from the video. I am sure they are interested in this.Step2. Fast-readingRead the text as quickly as possible and decide whether the following statements are True or False.( ) 1.Englishmen like to eat hot hogs and fried chicken.( ) 2.People in the north of China usually eat dumplings on important on important festivals or on weekends.( ) 3.Y oung couples want to make dumplings by themselves.( ) 4. Many children in China like hamburgers and potato chip.( ) 5.It’s good for your health to eat too much fast food.( ) 6.Many people think fast food is junk food.Goal: To train students reading strategies and to get the general idea of what it is abou t.Step3. Careful-readingTask 1 (A 层次）Read the first paragraph and then draw lines from the food to the different country’s people.Task 2（B、C层次）Read the second and the third paragraphs and then answer the questions1.What’s the popular food in the north of China?2. When do they eat dumplings?3. Why do they eat dumplings on festivals?4. What do the young couples do when they don’t want to make dumplings by themselves?Notes: Ask the students to watch the different kinds of dumplings in the different regions in order to understand Chinese traditional culture.Task 3 Read the fourth paragraph and complete the two questions.1. Find out the topic sentence (A 层次）.2. Compare the food in western countries with that inChina and fill in the form. （B、C层次）Advantages DisadvantagesChinese traditional foodWestern fast food2.Ask the students about Chinese traditional festivals and their characteristic food.Have the students watch the pictures.Goal: To find detail information. This task can help students understand the text better and improve their reading skills.Step4. ConsolidationIn fact get together have to a way to order from1. ___________, it is not good for our health.2. I think the family ___________ is very important during festivals.3. We _________ ask our teacher to help us answer these questions.4. food a restaurant is _____________save time.Step5. Post-readingIn a restaurant, the Smiths want to order the Chinese traditional food jiaozi. Make up a conversation with your partners.Goals: 1.To express their opinions about fast food in English..2. Give them an opportunity to practise their oral English. Some students will think it’s quite difficult for them to speak English in class, but we have already give them a table what they can copy. And they can ask their friends to help them if he or she has any problem.Step6. SummaryStep7. HomeworkSuppose you are a guider. Consult more materials about other Chinese traditional diets and introduce one of them to the foreign friend, for example: Four Distinctive Cuisines.教学设计与反思：这节课的内容为Unit 5 Favorite Food 中的第二课时Reading。
Unit5 《Favorite Food》The first class speaking lesson draftXiyang V ocational school Zhang YongluGood morning, Dear teachers and all the Judges!. I’m very pleased to be here to share my lesson with you. My content of speaking is English for V ocational school Book one Unit 5 Favorite Food. The speaking lesson is divided into four contents: Teaching materials , Teaching methods, Teaching process and Teaching reflection .Teaching Material1, Teaching contentThis unit of teaching content is that we had learned about food related many countries. After a few minutes,we can see that students are very interested in this teaching content. In this unit students will learn more about food vocabulary and describe food.B. this class is the first lesson of this unit. Learning of this course is expressive language project cola,potato chips, hamburger, hot dog, pizza, ice cream and conversation about asking for help and thanks for help. Diet and our life are closely related,so I pay attention to encourage students to collect all kinds of food pictures and words,and master them the correct pronunciation and spelling in class.2.Teaching aimsThe new English curriculum [kə'rikjuləm] standards pointsout: English teaching is to cultivate ['kʌltiveit] students the comprehensive [,kɔmpri'hensiv] application [,æpli'keiʃən] capability [,keipə'biliti] of language. Based on the above, on the analysis [ə'næləsis] of the teaching content and the teaching material characteristics [,kæriktə'ristiks], I will make teaching aims for:(1). Knowledge aims:A. To listen, speak, read and write the important words: cola,potato chips, hamburger, hot dog, pizza and ice cream.B. To listen, speak, read and replace the sentence patterns: What can I do for you ? Thanks a lot. It’s very kind of you. You are welcome.It’s my pleasure.C. Can understand the definite ['definit] article (the ) and the indefinite [in'definit] article(a, an ), know the difference between them.(2) Ability aims:A: Can listen and understand all kinds of food, simple introduce his love to eat food.B. Can ask others what they like to eat with what questions in real life. And can do the corresponding [,kɔri'spɔndiŋ] answer according to his will. So as to improve the students’ comprehensive[,kɔmpri'hensiv] ability of using language.(3) Emotional, strategy['strætidʒi], culture and other relevant aims:A. Understand all kinds of chinese and western characteristics [,kæriktə'ristiks] of the food, train the students’cross-cultural awareness.B. Pay attention to train the students’ healthy and reasonable diet conception[kən'sepʃən].C. Let students have a sense of achievement in learning English.3. Teaching importance and difficultyImportance：Master the words about food: potato chips, hamburger, hot dog, pizza .And use them to the sentence: What would you like for lunch? I’d like some‥‥Difficulty:The vocabulary is big, it’s hard for students to recite them all.Teaching aids:Some pictures, the multimedia & a blackboardTeaching methods:In the process of teaching design, the students are always the owers of the class. Aimed at children active,aggressive and curious, active thinking, attention short duration and other characteristics, I use the scenario[si'nɑ:riəu] teaching method, direct-viewing teaching method,multi-media teaching method, the task-based teaching method, game teaching method and so on . The application of this method, which can mobilize['məubilaiz] students’ various senses, stimulate the students’active participation in class teaching activities, cultivate students’ bold expression of the good study habits. So as to improve the comprehensive ability of the students.Teaching process1. In order to warm up, sing songs to reviewIn order to create a classroom atmosphere, stimulate students’interest in learning. The students sing the song《What would you like?》2, With the present of courseware(课件), learn words and use them in the sentences.The purpose of learning a language is communication, the environment of communication is life.As Ye Shengtao said: “only the languageoriginates [ə'ridʒi,neit] from the life is their own language.”So I do the following design:Show a picture of twelve o’clock with courseware, after the students tell the time, the teacher say It’s lunch time. Let’s go to the canteen, OK?So import the new teaching. Then show a picture like this, get the students to guess: What’s in the canteen? Borrow students’ imagination to review all kinds of food,fruit they had learned.(1)GuessThe teacher describes his own favorite food and the students guess. First choose the quite simple fish to arouse students’ interest.(2)Using multimedia, present new knowledgeShow the picture and the word of tomato to learn. In the process of reading, use the phonetic symbol memory word teaching method. In the process of spelling the word, let the students memorise spelling. After reading skilled, show some tomato pictures, add red –es after tomato. So as to distinguish and emphasize the difference between singular and plural. Then show the picture of potato, get the students to say what’s this. Next show the word. Its plurality[pluə'ræliti] teaching is the same teaching the same teaching of tomato. Also use the phonetic alphabet spell to memorize new words spelling. Then show the picture and the word of pizza, let the students to learn and memorise the words. Whenteach every new words, use the sentence “What would you like for lunch?” to guide the students with the new words they learned to answer-- I’d like some……So as to train the mainly new sentence patterns in this course.The psychology [sai'kɔlədʒi] research indicated that the initial [ɪ'nɪʃəl] contact with people to material especially vivid physical or imaging will have a deep impression. I according to the psychological characteristics, using multimedia courseware display vivid image pictures, let the students master the basic lesson of key words and sentences.3. With game as the means, consolidate vocabularyIn this course design process, I try to improve, make some variety of game design.A.Play the game to see who response quicklyGet students to take out homemade food card. The teacher sends instructions: show me your tomatoe s…Students take out the corresponding[,kɔri'spɔndiŋ]pictures. Through such rob reaction, avoid mechanical drab reading, active classroom atmosphere. Alsoexercised the students to observe, memory and rapid response capability [,keipə'biliti]B.Open the train(students name )…,…What would you like for lunch? …I’d like some … Other students ask, and clap hands. Who was askedabout classmates, look at the cards or give his answer. The number of the students to participate in the teaching is big, for the attention of students directivity is strong. It’s more popular with the students.4. With scence for window, master the subject thoroughlyIn the dining roo m…The teacher demonstrate.Get four students to be the guest to come forward.…I’m a cooker. I can cook so much food.…What would you like for lunch?…I’d lik e…How much?…Sure. Thank you. / Sorry, no eggplant.Groups of four, make conversation with the images in their hands.5. To interview for auxiliary [ɔ:g'ziljəri], develop students’ ability.(Before class, give everyone a form like this)Teacher demonstrates, ask a teacher behind the class and fill in a form. They can use the sentences: Excuse me, What would you like foe lunch? Do you like fish? Thank you! To have their conversation.This is a collection of communication and the task is a body comprehensive language activities. Form a student subject their operation, yourself to experience, the process of comprehension, finally to develop the students’ comprehensive language skills.6. To study something for practical applications,develop extensions.Where is the end of class? If there is, I think it should be in life. Therefore, I outspread on this lesson. Ecourage the children to be a home nutritionist[nju:'triʃənist] fo one day. Use English to design a recipe ['resipi], but must pay attention to the collocation of nutrition.Teaching ReflectionIn this class, I try to use the new course standard to guide the activities, use multimedia to assist teaching way. In a pleasant, relaxed atmosphere, the teacher trained the students’ English communication skills, educated their cross-cultural awareness.。
《My Favourite Food》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《My Favourite Food》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析本节课选自教材版本名称教材，具体单元中的一课。
这一单元的主题是“Food”，旨在让学生了解不同种类的食物，并能够用英语表达自己对食物的喜好。
《My Favourite Food》这一课是在学生已经学习了一些常见食物单词的基础上，进一步引导学生运用所学语言知识来谈论自己最喜欢的食物，培养学生的语言综合运用能力。
教材内容贴近学生的生活实际，能够激发学生的学习兴趣。
通过学习，学生不仅能够掌握相关的语言知识，还能培养他们的饮食文化意识和健康饮食观念。
二、学情分析本次授课的对象是具体年级的学生，他们已经具备了一定的英语基础知识，对英语学习有较浓厚的兴趣。
在之前的学习中，学生已经掌握了一些常见的食物单词，如“apple, banana, bread”等，并且能够进行简单的日常交流。
但是，他们在语言的综合运用能力方面还有待提高，尤其是在描述自己的喜好和表达原因时，可能会存在一些困难。
此外，这个年龄段的学生活泼好动，喜欢参与各种活动和游戏，因此在教学中可以采用多样化的教学方法，激发学生的学习积极性。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够熟练掌握“favourite”这个单词以及相关的句型，如“My favourite food is” 。
（2）能够正确听、说、读、写一些常见的食物单词，如“hamburger, pizza, noodles”等。
2、能力目标（1）能够用英语流利地表达自己最喜欢的食物以及喜欢的原因。
（2）能够听懂他人关于最喜欢的食物的介绍，并进行简单的交流。
3、情感目标（1）培养学生对英语学习的兴趣，增强学习自信心。
Unit 5 Favorite Food Reading说课稿尚志市职教中心曹凤燕一、教学设计理论依据新课程理念下的课堂教学具有开放性、创造性、不确定性的特点。
英语教学过程就是一个交际活动过程，更是如此。
只有从组织教学活动入手，大量地进行语言实践，发展听、说、读、写的基本技能，使英语真正成为交际工具。
在教学中，我坚持“以学生为中心，以活动为主线，以任务为出发点”的教学原则，创造学习情境，设计创造性思维问题和任务，采用现代化教学手段激发学生的学习兴趣；最大限度地开发学生的潜能。
二、教材分析本课是基础模块上第五单元的阅读部分，以“喜爱的食物”为话题，介绍了不同国家人们所喜爱的食物类型，着重讲述了中国北方的典型食物-----饺子，以及美国快餐食物在中国的流行，表达了对快餐的看法。
本课内容难易适中，食物与人的生活切实相关，是一个很好的话题。
三、教学目标的设计1、知识与技能：会说常见食品名称。
掌握文中的重点词组及语言点;掌握阅读技巧，形成学习策略。
2、过程与方法：通过自主学习和合作学习，提高学生解决问题的能力3、情感态度与价值观：能够对垃圾食品有正确的认识，树立正确的饮食观, 培养良好的饮食习惯。
四、学情分析大部分学生的基础知识较为薄弱，运用英语进行交际活动的能力较差；所以在课堂教学中，尽力激发学生兴趣，因材施教，让每个学生都能参与到教学活动中来。
在教学中我淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，倡导主动参与。
但无论怎样,学生经过了几年的学习,已经具备了最基本的阅读能力，但独立分析问题，逻辑推理和概括能力还较为薄弱,所以训练他们掌握一定的阅读技巧，从而扩大课堂的语言输入量及学生的语言输出量。
五、教学重点、难点：教学重点（1）了解与食物有关的词汇与短语，如何对某些食品发表看法。
（2）掌握知识要点。
（3）帮助学生运用阅读策略，促进学生自主学习。
教学难点：提高学生略读、精读的能力，迅速获取及处理信息的能力，并将这些能力内化成听、说、读、写的语言综合运用能力。
My Favorite FoodThis is a speech about my favorite food in English.下面是本店铺为大家精心编写的3篇《My Favorite Food》，供大家借鉴与参考，希望对大家有所帮助。
《My Favorite Food》篇1Ladies and gentlemen, today I would like to talk about my favorite food. As we all know, food is an important part of our life and culture. It not only nourishes our bodies, but also brings people together and represents different traditions and customs.My favorite food is Chinese cuisine. I love the variety, flavors, and rich history of Chinese food. From spicy Sichuan cuisine to delicate Cantonese dishes, Chinese food has it all.I especially enjoy dishes like Peking duck, hotpot, dumplings, and noodles. These dishes are not only delicious, but also a feast for the eyes.What I love most about Chinese food is the balance of flavors and textures. Chinese cooking techniques such asstir-frying, steaming, and roasting bring out the best in the ingredients, and the use of aromatic herbs and spices add depthto the dishes. The combination of sweet, salty, sour, and spicy flavors creates a harmony that is unique to Chinese cuisine. Another reason why I love Chinese food is the importance it places on family and gatherings. In Chinese culture, meals are a time for family and friends to come together and share stories and laughter. I cherish the memories of celebrating festivals and special occasions with my family and friends over a delicious Chinese meal.In conclusion, Chinese food is not only delicious, but also represents the rich culture and history of China. It brings people together and creates lasting memories. Whether it"s a simple bowl of noodles or a feast for a special occasion, Chinese food is my favorite food and always will be. Thank you for listening to my speech.《My Favorite Food》篇2My Favorite FoodFood is an essential part of our lives, and we all have our unique preferences when it comes to what we enjoy eating the most. For me, my favorite food is without a doubt, sushi.There are many reasons why I love sushi so much. First and foremost, it is delicious. The flavors and textures of thevarious types of sushi are simply exquisite. From the fresh, raw fish to the vinegared rice, and the variety of shapes and sizes, sushi is a feast for the senses.Another reason why I love sushi is the way it is prepared. The skill and precision required to make sushi is impressive, and I have always admired the chefs who can create such beautiful and tasty dishes. The artistic nature of sushi making is also fascinating, and I find it therapeutic to watch.In addition to its delicious taste and impressive presentation, sushi is also healthy. The raw fish is rich in proteins and omega-3 fatty acids, which are beneficial for heart health and brain function. The rice in sushi is also a good source of carbohydrates and other essential nutrients. Lastly, sushi is a social food. Sharing plates of sushi with friends and family is a great way to spend time together and enjoy a delicious meal. The conversations and laughter that accompany sushi nights are some of my favorite memories.In conclusion, sushi is my favorite food for its delicious taste, impressive presentation, health benefits, and social nature. I could eat it every day, and I often do!《My Favorite Food》篇3My Favorite FoodFood is an essential part of our lives, and we all have our favorite dishes that we enjoy consuming. I am no exception, and I have a particular fondness for a variety of foods. However, if I had to choose my absolute favorite, I would have to say that it is sushi.I love sushi for many reasons, but primarily because of its delicate flavors and textures. The combination of raw fish, rice, and seaweed is simply divine. I also appreciate the fact that sushi is a healthy and light dish, which makes it perfect for a quick lunch or a light dinner.Another reason why I love sushi is because of the wide variety of options available. From nigiri to sashimi, and everything in between, there is always something new to try.I also enjoy the social aspect of eating sushi, as it is often served in a group setting, allowing for great conversation and company.In conclusion, sushi is my favorite food due to its exquisite flavors, textures, and health benefits. I also appreciate the vast selection of options available and the social environment in which it is typically consumed. WhetherI"m dining out or preparing it at home, sushi is always a delightful treat that I look forward to enjoying.。
《My Favourite Food》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《My Favourite Food》。
一、说教材（一）教材分析本节课是关于食物主题的英语课程，旨在引导学生用英语表达自己最喜欢的食物，同时了解不同食物的特点和文化背景。
教材内容丰富，涵盖了多种常见食物的词汇和相关句型，为学生提供了良好的语言输入和实践机会。
（二）教学目标1、知识目标学生能够掌握常见食物的英文词汇，如 pizza, hamburger, ice cream 等。
学生能够运用句型“My favourite food is” 来表达自己最喜欢的食物。
2、能力目标提高学生的英语口语表达能力，能够流利地说出自己喜欢的食物及原因。
培养学生的阅读理解能力，通过阅读相关文本获取信息。
3、情感目标激发学生对英语学习的兴趣，增强学习的自信心。
引导学生养成健康的饮食习惯。
（三）教学重难点1、教学重点掌握重点词汇和句型的准确发音和用法。
能够运用所学句型进行口头表达。
2、教学难点如何引导学生准确、流利地用英语表达自己喜欢食物的原因。
培养学生在实际情境中灵活运用所学知识的能力。
二、说教法为了实现教学目标，突破教学重难点，我将采用以下教学方法：1、情景教学法通过创设生动有趣的情景，如美食餐厅、家庭聚餐等，让学生在真实的情境中感受和运用英语。
2、游戏教学法设计有趣的游戏，如猜食物、食物接龙等，增加课堂的趣味性，提高学生的参与度。
3、任务驱动法布置具体的任务，如小组讨论、制作美食海报等，让学生在完成任务的过程中提高语言运用能力。
三、说学法在教学过程中，我将注重引导学生采用以下学习方法：1、自主学习鼓励学生自主预习词汇和句型，培养自主学习的能力。
2、合作学习组织学生进行小组合作，共同完成任务，培养合作精神和沟通能力。
3、探究学习引导学生思考和探究食物背后的文化内涵，培养创新思维和探究精神。
四、说教学过程（一）导入环节（5 分钟）通过播放一段美食视频，引起学生的兴趣，然后提问：“What can you see in the video?” 引导学生回答出各种食物的名称，从而引出本节课的主题“My Favourite Food”。
