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三、 教学流程图：
四、 教学过程 ：
Step1 ：Warm-up(热身入境)
Free talk：
T：Look，there’s so much good food. I‘d like some bread. What about you？
Ss: I‘d like some…
T：Here you are…Do you like some …？
Ss：Yes…
【设计目的】：借助食物图片，师生对话互动，轻松引入话题，复习相关句型，为学生猜故事、学习want句型做铺垫。
Step2:Pre-reading（猜测激趣）
T：We like good food，Zoom and Zip like good food，too. Today，let’s learn a story of Zoom and Zip. One day，Zoom and Zip are hungry. Zoom says：“Let’s eat good food.” What about Zip？Maybe Zip says…
Ss：Good/Great/OK…
【设计目的】：教师一边呈现图片一边介绍故事背景，扩展了文本故事内容，引领学生猜测故事，以激发学生的想象力和主动思维的意识。
Step3 ：While-reading(情景感悟，层层深入)
1. Look and say.
T：What do they see？Oh, a buffet, do you know “buffet”? Do you like the buffet? How much is it? What is “8 dollars”?
【设计目的】：教师呈现文本图一，揭示故事起因，借助幻灯演示，运用描述法、对比法，帮助学生理解生词：buffet、dollar、cheap，突破生词难关。
2. Look and guess
T：Now，they are in buffet. What do they say？Maybe Zoom says…
Ss：I‘d like some…Do you like some …？
T：You have good ideas.
【设计目的】：教师呈现文本图三四，隐去文字，鼓励学生仔细看图，猜测人物语言，发展学生的观察和思维能力。
3. Read and find.
T：Now，read picture3 and picture4，find out what Zoom would like ，underline the words.
Ss: Find out the words，read the words，learn the new words: chicken, hot dog
T：Usually，we say“I‘d like some bread.”，you can also say “I want some ..”Can you play Zoom？
Ss: I want some…
【设计目的】：读文找关键单词，培养学生良好的自主阅读习惯。对比法理解want句型，借助食物图片，形象生动，鼓励学生模仿Zoom 说话，达到巩固的目的。
4. Watch and answer.
T：. Zoom wants so much food.. What about Zip？