（1）《义务教育英语课程标准（2022版）》要求，要坚持以评促学、以评促教，将评价贯穿英语课程教与学的全过程。教师要准确把握教、学、评在育人过程中的不同功能，树立“教—学—评”的整体育人观念。 “教”主要体现为基于核心素养目标和内容载体而设计的教学目标和教学活动，决定育人方向和基本方式，直接影响育人效果； “学”主要体现为基于教师指导的、学生作为主体参与的系列语言实践活动，决定育人效果； “评”主要发挥监控教与学过程和效果的作用，为促教、促学提供参考和依据。 要注重三者相互依存、相互影响、相互促进，发挥协同育人功能。 （2）【中文版】教学目标 ① 语言能力目标：学生能够理解“favourite, stay, help，kitchen”等单词的含义和用法，并掌握句型“—What’s your favourite food? —I like...best.”。 通过课堂活动，学生能够理解对话内容，并能运用文中单词和句型就话题“喜欢的食物”进行简单交流。 ② 文化意识目标：学生能形成正确的价值观和积极的情感态度，乐于助人。 ③ 思维品质目标：学生可以观察、识别、获取信息，积极提出问题。 ④ 学习能力目标：学生乐于参与课堂活动，提高团队协作意识，养成良好学习习惯。 【英文版】教学目标 ① Language competence: Students can understand the meaning and usage of the new words “favourite, stay, help，kitchen”, and master the new sentence patterns “—What’s your favourite food? —I like...best.”. Students can understand the main idea and details of the dialogue and improve integrated language skills through classroom activities, and discuss the new topic of their favourite food by using the words and sentence patterns. ② Cultural awareness: Students can develop correct values and positive emotional attitudes, and enhance their sense of helping others. ③ Thinking quality: Students can observe, distinguish, and gather information, ask questions actively. ④ Learning ability: Students are willing to participate in class activities, improve their teamwork awareness and cultivate good learning habits. （3）教学过程（中文版） 环节一：导入环节 首先，教师会带领学生演唱歌曲Apples Song。再展示关于不同食物的图片，提出问题：What can you see in the picture？学生分享答案后，教师给予反馈，引出本节课的话题。 【设计理由】图片的内容形象、生动，能够吸引学生的注意力，为接下来的活动做好铺垫。 环节二：任务前 预测：请学生根据课文中的标题和图片对文本内容进行预测：如 Who are they? Where are they? What are they going to do? 【设计理由】通过预测，为接下来的听力环节做铺垫，发散学生的思维，提升学习兴趣。 环节三：任务中 ①泛听 a. 学生初听课文，验证预测，并概括文章大意。 b. 教师引导学生利用图片和视频，结合语篇上下文，理解单词“ favourite, stay, help，kitchen”的含义、发音和拼写。 ②精听 请学生再仔细听一遍课文，理解语篇细节，完成判断对错的任务。 Q1： Lingling’s favourite food is jiaozi. ( ) Q2： The mother is making jiaozi in the kitchen.( ) ③跟读 a. 请学生跟随录音进行朗读，注意正确的语音、语调等。 b. 学生在教师的引导下，归纳出对话的核心句型：“-What’s your favourite food? —I like...best.”，并进行结对练习。 【设计理由】帮助学生在语境中理解课文内容，学习核心语言，为语言输出奠定基础。 环节四：任务后 （1）角色扮演。 请学生基于对话内容，学生进行角色扮演。 （2） 做调查。 学生四人一组，用所学的新知识围绕话题“What’s your favourite food? ” 进行调查。调查结束后，每小组选一名学生代表进行汇报，教师给予评价。 【设计理由】上述活动能够帮助学生发展语用能力，形成正确价值观，同时提高合作意识。 环节五：小结作业 （1）一名学生将担任“小老师”，总结今天所学的内容。 （2）听音频并朗读教材中的新单词；并讨论喜欢的食物。 【设计理由】帮助学生养成良好的学习习惯，并加深对所学新知识的印象。 教学过程（英文版） Step 1. Warm-up and Lead-in Firstly, the whole class will sing a song named Apples song. Then the teacher will show the picture of different food and ask a question: What can you see in the picture? After students share their answers, the teacher will give corresponding comments on students’ answers and show the topic of this lesson. 【Justification】The picture is vivid and interesting, which can arouse students’ interest and pave the way for the next part. Step 2. Pre-task Prediction. Let students predict the content of the conversation according to the title and picture. For example: Who are they? Where are they? What are they going to do? 【Justification】By predicting the content of the text, students can prepare for the next listening session, diverge their thinking and boost learning motivation. Step 3. While-task (1) Extensive listening. ① Listen to the text for the first time. Students need to check their prediction and conclude the main idea of the text. ② With the help of some pictures and the context of the discourse, the teacher will present the meaning, pronunciation and spelling of the new words：favourite, stay, help，kitchen. (2) Intensive listening. Ask students to listen to the conversation carefully and do the following task: Q1： Lingling’s favourite food is jiaozi. ( ) Q2： The mother is making jiaozi in the kitchen.( ) (3) Repetition. ① Ask students to read after the tape and pay attention to the pronunciation and intonation. ② Under the guidance of the teacher, students summarize the key sentence pattern:“-What’s your favourite food? —I like...best.” Then students do a pair work to practice the dialogue. 【Justification】These activities help students understand the content, learn core language in context, and lay the foundation for language output. Step 4: Post-task (1) Role-play. Students will work in groups and act out the conversation. (2) Do a survey. Students need to work in groups to do a survey about “What’s your favourite food?” Several minutes will be given. When time’s up, several students will be invited to share their results. Then the teacher will comment on students’ performance. 【Justification】Through these activities, students can develop their pragmatic abilities, form correct values. At the same time, their cooperative awareness can be enhanced. Step 5. Summary and homework ①Summary. Invite one student to act as an assistant teacher to conclude what they have learned today. ②Homework. Listen to the audio and read the new words in the textbook. Talk about different food they like. 【Justification】Students can develop good study habits and deepen their impression of what they have learned.