Unit3 I'd like a large pizza教案
小学英语《Unit3Whatsyourfavouritefood》教案：介绍儿童喜欢的食物
Possible article:Exploring Favorite Foods in Primary English ClassUnit 3 of the primary English textbook asks students to share their opinions about food and learn vocabulary related to different typesof cuisine. In this lesson plan, we will introduce some pedagogical activities that encourage children to talk about their favorite foods, practice basic sentence structures, and develop theircognitive and social skills.Objectives:-To enable students to communicate in English about their favorite foods using simple phrases and expressions-To enrich students' vocabulary and comprehension of food-related terms-To foster students' empathy and tolerance towards different food preferences and cultural backgrounds-To promote students' creativity and cooperation in designing and presenting their culinary creationsMaterials:-The textbook page with Unit 3 topic and vocabulary- A list of food-related questions and prompts-Pictures or samples of various foods (real or virtual)-Recipe cards or templates for a food-making activity (optional)-Feedback sheets for peer assessment (optional)Procedure:1.Warm-up: Food FlashcardsStart the lesson by showing some flashcards or images of different types of food, such as pizza, burger, sushi, noodles, chicken,carrot, apple, ice cream, etc. Ask the students to guess or name the food and tell whether they like it or not. You can also use a 5-star rating system to gather their opinions.2.Vocabulary Practice: Word AssociationUsing the vocabulary list from the textbook, ask the students to brainstorm words that are associated with food, such as taste, smell, texture, ingredients, utensils, cooking methods, etc. Write thewords on the board or on a mind map, and use them to elicit further examples from the students. You can also play a word chain game,where each student has to say a new word that starts with the last letter of the previous word.3.Speaking and Listening: Favorite Foods InterviewPair up the students and give them some interview questions to ask each other, such as:-What's your favorite food? Why do you like it?-Have you ever tried any foreign food? Which one did you like the most?-Do you prefer sweet or salty food? Hot or cold food? Spicy or mild food?-How do you usually eat your favorite food? With whom do you share it?Encourage the students to take turns asking and answering the questions, and to listen actively to their partner's answers. Youcan also provide some sentence patterns for them to use, such as:-My favorite food is ______. I like it because it tastes _______.-I haven't tried ______ before, but I'm curious about it.-I usually eat ______ for _______ meal. I share it with my _______.4. Writing and Reading: Food PoemAs a group activity, ask the students to brainstorm some adjectives that describe different foods, such as yummy, juicy, crunchy, burnt, sticky, sour, etc. Then, model a simple poem structure, such as: (Title) My Favorite Food(Line 1) (Food name) is _______ (adjective).(Line 2) It smells like _______ (noun).(Line 3) It feels _______ (adjective) in my mouth.(Line 4) I could eat it _______ (number) times a day.(Line 5) It reminds me of _______ (memory).Have the students work in pairs or small groups to create their own food poems, using the vocabulary and sentence structures they have learned. You can provide some examples or scaffolding sentences to help them, such as:-Pizza is cheesy and crispy.-It smells like fresh-baked bread.-It feels greasy and hot on my tongue.-I could eat it every day for a week.-It reminds me of my birthday party.5. Project and Presentation: Food FaceThis is a fun and creative art project that also involves some food decoration skills. Give each group a blank paper plate and someedible materials, such as fruits, vegetables, sauces, cheese, bread, etc. Explain that they have to design a face or a character usingthe food ingredients and present it to the class, explaining their choices and creativity. You can use some themes or challenges tomake it more engaging, such as:-Make a healthy food face.-Make a funny food face.-Make a traditional food face from your own culture.-Make a food face inspired by a famous person or character.After the presentations, ask the students to give feedback to each other, using some criteria such as creativity, effort, taste,variety, etc. You can also provide some reflective questions forthem to think about, such as:-How did you feel about making and sharing your food faces?-What did you learn from your classmates' presentations?-Did you discover any new favorite foods or combinations today?-How can you use English to talk about food in your daily life? Assessment:The students' performance can be assessed through various means,such as observation, participation, oral and written tasks, and peer feedback. You can use a rubric or a checklist that includes the learning objectives and some criteria for success, such as fluency, accuracy, vocabulary range, coherence, pronunciation, creativity, cooperation, etc.Conclusion:This lesson plan offers a variety of activities that cater todifferent learning styles and language skills. By exploring thetopic of favorite foods, students can enhance their communicative competence in English, broaden their cultural awareness, and develop their artistic and culinary abilities. Through collaborative and reflective tasks, students can also experience a sense of belonging and achievement in the classroom. The teacher's role is tofacilitate and scaffold the learning process, while encouraging and guiding the students to express themselves and learn from each other.。
五年级上册英语《unit3whatwouldyoulikeC》教学设计
五年级上册英语《Unit 3 What Would You Like? C》教学设计标题Unit 3 What Would You Like? C – Expressing Preferences and Opinions一、教学目标1.1 核心素养•知识与技能：学生能够掌握表达喜好和意见的常用句型，如“I like...”, “I don’t like...”, “I prefer...”等，并能在情境中正确运用。
•过程与方法：引导学生通过小组讨论和角色扮演等活动，培养运用英语表达个人喜好和意见的能力。
•情感、态度与价值观：培养学生的独立思考能力和尊重他人意见的意识，增强自信心和合作精神。
二、教学重点与难点•教学重点：掌握表达喜好和意见的句型，并能在情境中正确运用。
•教学难点：学生在实际情境中灵活运用所学句型，自然流畅地表达个人喜好和意见。
三、教学资源•教材及配套练习册•多媒体课件，包含各种食物和饮料的图片•小组讨论卡片或任务单四、教学方法•小组合作法：通过小组讨论，让学生分享和讨论自己的喜好和意见。
•角色扮演法：学生扮演不同角色，模拟实际情境进行对话练习。
•互动问答法：通过教师提问和学生回答，引导学生思考并表达个人观点。
五、教学过程1. 复习热身（5分钟）•快速复习上节课学习的点餐用语和食物词汇。
•通过问答形式，引导学生回顾并表达自己对食物的喜好。
2. 新课呈现（10分钟）•展示多媒体课件，介绍表达喜好和意见的常用句型，如“I like...”, “I don’t like...”, “I prefer...”。
•通过例句和图片，帮助学生理解句型的用法和含义。
•引导学生模仿例句，练习使用新句型表达个人喜好和意见。
3. 趣味操练（10分钟）•小组讨论：学生分组讨论自己最喜欢的食物和饮料，并说明原因。
教师巡视指导，鼓励学生积极参与讨论。
•角色扮演：学生扮演不同角色（如朋友、家人等），在模拟的情境中运用所学句型表达喜好和意见。
新译林版英语九年级上册unit3复习资料含答案
9A unit3复习班级__________姓名___________词汇默写青少年的______________ 分数______________发疯的______________使人受不了______________考试，测试______________ 或许，可能 ______________处理______________ 处理，对付______________选择______________ 除…之外，只有______________熬夜______________ 醒着的______________几乎不______________ 想象______________怀疑______________ 值得______________值得做某事______________建议（n）______________原因 ______________严格的______________对某人要求严格 ______________ 对某事要求严格______________呆在户外______________ 课业______________宝贵的______________友谊______________清单______________ 算出______________根据______________ 谁（宾语）______________安静______________ 担心______________方法______________ 解决______________字典______________ 青少年辅导员______________答复______________ 化学______________嘲笑______________ 书虫______________进展______________ 担心的______________复习______________ 大声地______________发音（v）______________ 正确地______________发音（n）______________ 提及______________不客气______________ 精神压力______________与…同龄的______________短语1.青少年问题_______________________2.看我们的胃_______________________3.吃太多_______________________4.为什么不少吃多运动？_____________________5.没有足够的睡眠_______________________6.没有足够时间做作业_______________________7.使我受不了_______________________8.感到孤独_______________________9.得低分_______________________ 10.整天工作_______________________11.一直开着_______________________ 12.变胖_______________________13.课上感到疲劳_______________________14.更好的控制你的时间_______________________15. 处理_______________________ 16.别无选择,只能……_______________________ 17. 熬夜到很晚_______________________ 18. 保持清醒 _______________________19. 准时_______________________ 20. 有时间顾及爱好_______________________21. ……值得一做____________________22. 花如此多的时间在家作上_________________23. 梦想_______________________ 24.给我提供一些建议_______________________ 25.对……着迷_______________________ 26.我对足球的热爱_______________________ 27.问题的原因_______________________ 28.陷入困境_______________________29.允许某人做某事_______________________ 30.对某人要求严格_______________________ 31.培养业余爱好_______________________ 32.在外面呆很晚_______________________33.在某事上少花些时间_______________________34.在学习和爱好之间取得平衡_______________________35.表达我自己有困难_______________________36.快速提高我的英语_______________________37. 尖子生中的一个_______________________ 38.嘲笑她_______________________39.担心考试_______________________知识点解析1.You eat too much.too much 太多，修饰不可数名词too many 太多，修饰可数名词much too 太……，修饰形容词e.g. Don’t eat ________ ice cream.There are ________ books on the desk.Lily is ________ fat2.drive sb. mad使某人发疯Too much homework drives us madbe mad at=be angry with 生……的气eg. We are mad at him=We are angry with him3. lonely.作形容词，它在句中既可作定语，也可作表语，表示“孤独的，寂寞的”意思。
Unit 2.《I'd like a hamburger》(教学设计)-2022-2023学年英语五
Unit 2.《I’d like a hamburger》（教学设计）一、教学目标知识目标1.学习并掌握本单元中出现的单词和短语：hamburger, French fries, sandwich, pizza, hot dog, chicken wings, salad, soup, orange juice, lemonade, milk, water。
2.学习并掌握本单元中的句型：I’d like a hamburger/Frenchfries/sandwich/pizza/hot dog/chicken wings/salad/soup/orangejuice/lemonade/milk/water, please.3.能运用所学知识点点餐并回答餐厅服务员。
能力目标1.培养学生的口语交流能力，提高他们的自信心，增强他们与人沟通的能力。
2.培养学生爱好体验跨文化沟通，了解外国餐饮文化。
情感目标培养学生独立的学习能力，从中学会如何制定购物计划未来的生活中所需的英语知识，使他们可以随心所欲地订餐。
同时，也激发学生学习英语的兴趣和热情，愉快地学习并使用英语。
二、教学重难点教学重点1.本单元学习的单词和短语。
2.句型“I’d like a hamburger/French fries/sandwich/pizza/hotdog/chicken wings/salad/soup/orange juice/lemonade/milk/water, please.”。
教学难点如何灵活运用所学内容进行无模板点餐。
三、教学内容与步骤教学内容1.教授单词和短语。
2.教授句型。
3.模拟点餐。
4.订饮料及回答。
5.灵活运用所学内容进行无模板点餐。
教学步骤第一步：引入教师呈现一张充满食物的图片，向学生介绍本课将要学习的单词和短语，同时引导学生学习这些单词和短语的发音和拼写。
第二步：学习句型教师向学生展示通过点餐所使用的句子，“I’d like a hamburger, please.”用生动的形象配以表情进行诠释，并帮助学生弄清楚对话的相关背景。
人教PEP版英语五年级上册 Unit3 partB 配套教案
S1：I like/love chicken. It’s very delicious. What about you?
Ss:Salad.
T: Yes, it’s salad. It’s healthy.
The teacher shows a card with the word “healthy” and reads the word three times slowly. Students read after the teacher. The teacher emphasizesits pronunciation of the end of the word and writes it down on the blackboard.
T:What’s your favourite food?
Ss:______. It’s/They’re ...
Step 3 Consolidation&Extension
1.Look, write and say
完成练习并根据图片造句。Show the picture of“Look,write and say”on the PPT. Lead students to fill in the blanks.
2.能力目标：能用所学的形容词简单描述自己对食物或饮品的喜好。
3.情感目标：教育学生要养成均衡的饮食习惯。
教学重点
掌握Let's learn部分的单词。
Unit3Period 2 Build up your vocabulary课件
新人教版（2019）英语选修性必修二Unit 3 Food and CulturePeriod 2 Build up your vocabulary教学设计_________________．6．He has a bad cold and his nose _________________．Answers:Ⅰ.consists;chefs;with;lambs;exceptional;of; Sausages;consuming;elegantly;hamsⅡ.prior to;consists of;sliced off;consumed away;at aminimum ;is stuffed upDesign in pairs(PPT 30)Put the food into different categories,and add more to each category. Think of more food categories and make your own word bank. In pairs. design a simple menu using the foods in your chart as ingredients, and talk about their flavors and features.pepper, pancake,lamb , garlic ,bacon ,ham ,sausage, cabbage ,mushroom,bean curd ,onion,rice,noodles, spaghetti,bread,potato,chocolate,butter,cream, oil, nut,meat,egg,cheese, milk,bean,pea,cucumber, eggplant,apple,peach,orange,lemonHomework:1.Review the words and phrases of this period.2.Do the exercises on Page 75 of the workbook. Group work todesignsomething.Use the materialsto guide thestudents to designsome differentmenus.课堂小结Summary:Review some important words or phrases. Do some related exercises.Words and phrases learning. IndividualworkGroup workTo train students’ability by furtheranalyzing and。
三年级上册英语教案-Unit3《Food》(StoryTime)｜人教新起点
三年级上册英语教案－Unit 3《Food》（Story Time）｜人教新起点教学内容本单元主要围绕食物的主题展开，教学内容包括Story Time部分的阅读理解，词汇学习，以及相关的语法知识点。
通过Story Time的故事情节，学生能够学习到关于食物的英文表达，以及如何用英语描述自己对食物的喜好。
教学目标1. 知识与技能：使学生掌握本单元的单词和短语，如“noodles”，“rice”，“vegetables”等，并能用英语简单描述自己喜欢的食物。
2. 过程与方法：通过阅读理解，词汇学习，以及角色扮演等活动，提高学生的英语阅读能力，词汇记忆能力，以及口语表达能力。
3. 情感态度价值观：培养学生对英语学习的兴趣，增强学生的合作意识，以及培养学生的健康饮食习惯。
教学难点1. 单词和短语的正确发音和记忆。
2. 句型的正确使用和口语表达。
3. 故事内容的理解和复述。
教具学具准备1. 教师准备：教学PPT，单词卡片，故事书，录音机等。
2. 学生准备：英语课本，笔记本，彩色笔等。
教学过程1. 导入：教师通过展示食物图片，引导学生复习已学的食物单词，激发学生的学习兴趣。
2. 新课内容：教师通过PPT展示Story Time的故事内容，引导学生阅读和理解故事，学习新的单词和短语。
3. 活动设计：学生分组进行角色扮演，模拟故事情节，练习口语表达。
4. 巩固练习：教师设计相关的练习题，帮助学生巩固所学知识。
板书设计1. Unit 3 Food2. 重点单词和短语：noodles，rice，vegetables等。
3. 重点句型：I like作业设计1. 完成课后练习题。
2. 复习本节课所学的单词和短语。
3. 家长签字确认。
课后反思本节课通过故事教学，使学生在轻松愉快的氛围中学习英语，提高了学生的学习兴趣。
在教学过程中，教师应注重学生的个体差异，给予每个学生充分的表达机会，鼓励学生大胆开口说英语。
同时，教师应关注学生的学习反馈，及时调整教学策略，以提高教学效果。
Unit 3 I’d like a large pizza
Unit 3 I’d like a large pizzaUnit 3 I鈥檇like a large pizzaThe plan of the unit:Topic : foodFunctions : Order foodStructures : What questions , modal verb wouldTarget language :1. What size pizza would you like ?I鈥檇like a large /medium / small pizza.2 .What would you like on it ?I鈥檇like cheese , green peppers and mushrooms , please.3. What鈥檚your address?My address is 鈥︹€?Vocabulary : large , medium , small , pizza , pepperoni, green peppers , mushrooms , onions , Cheese , olives , hot dogs , soda , lemonade, iced tea , juice , would like , salad.Learning Strategies : Role playing, listening for key words瀛︿細涓庝汉浜ら檯璇炬椂鍒掑垎锛?诲姟銆?Period One : Section A : 1a 1b 1cPeriod Two : Section A : 2a 2b 2c Grammar FocusPeriod Three : Section A : 3a 3b 4Period Four : Section B 1a 1b 2a 2b 2cPeriod Five : Section B 3a 3b 3c 4 PairworkPeriod Six : Self check 1, 2, 3 Just for funPeriod Seven: TestPeriod 1?閮ㄥ垎鏂板崟璇?Section A 1a 1b 1c?Learn all the new words by heart and copy the sentences according to the tape.锛??锛??锛?澶氬惉澶氱粌Teaching steps :large , pizza ,cheese, mushroom ,green pepper, pepperoni, onion, olive锛?х画瀛︿範鍗曡瘝銆傦紙Match the words with the foods 锛?(Look at the picture on Page 13 and finish 1a )Here are the answers to 1a.1. cheese c2. mushrooms f3. green peppers d4. pepperoni a5. onions e6. olives b7. tomatoes g3銆佸惉褰曢煶(Check the pizza that the person orders )Step 4 : 1c Pairwork(Practice the conversation below, Order the toppings you like.)Ask two students to read the dialogue to the class.Say the conversation with a studentAsk students to work in pairs.(Have students take turns being the pizza maker and the person ordering the pizza Remind students to list the size and the toppings they really like .Students practice both roles.)Ask some students to present their dialogues to the class.Step 5. Look back.Let the students sum up what we learned this class .Step 6 Homework 1) Ask the students to remember the new words.2) Practice the dialogue in pairs.鏁欏悗涓€寰楋細уぇ澶ф?Period 2?Section A 2a 2b 2c Grammar Focus .?New words: express, special, drink, medium ,size ,juice, iced tea , lemonade ,hot dogs, I鈥檇, he鈥檇, they鈥檇.Sentences : What kind of pizza would you like ?I鈥檇like a pepperoni pizza, please.What size pizza would he like?He鈥檇like a small / medium / large pizza.What would they like on their pizza?They鈥檇like mushrooms, tomatoes, and cheese.?. Remember all the key words.2. Grasp the structure.What kind of pizza would you like ?I鈥檇like 鈥︹€?What size pizza would he like ?He鈥檇like 鈥︹€?What kind would they like ?They鈥檇like鈥︹€?1銆乄hat2銆佹儏鎬佸姩璇峸ould 鐨勭敤娉?3.Step 1: GreetingsStep 2: 澶嶄範鍗曡瘝锛歝heese , mushrooms , green peppers, pepperoni, onions, olives, tomatoesAsk some students to read them and say their Chinese meanings. (娉ㄦ剰鎻愰啋)銆?Step3: ?express , special, drink , medium , size , he鈥檇, they鈥檇, juice , iced tea , lemonade , hot dogs.Step4: ?2a . Listen and check (鈭? the names of the foods you hear below.1锛庘垰cheese 2. 鈭?mushrooms3. 鈭?green peppers4.____ pepperoni5. 鈭?onions 6_____ olives7. 鈭?tomatoes2b. Listen again and fill in the blanks below. Ask students to listen and write the missing word in each blank . And then check the answers by having students writethe sentences on the board.Keys : 1. I鈥檇like a large pizza2. I鈥檇like mushrooms, green peppers, onions , andcheese , please3. I鈥檇like a medium .4. I鈥檇like onions and tomatoes , please.? Step 5. Pairwork.Ask student to talk with you like this .鈥?What kind of pizza would you like?I鈥檇like a pepperoni pizza, please.What size pizza would you like?I鈥檇like a small / medium/ large pizza.What would you like on your pizza?I鈥檇like mushrooms , tomatoes and cheese.According to the model , ask the students to practice in pairs .Ask some students to present their dialogues to the class.(Ask a boy ) What size pizza would you like ?I鈥檇like a small / medium / large pizza .( Ask another student ) What size pizza would he like ?He鈥檇like a small / medium / large pizza .Ask a girl the same question , and then ask another student :What size pizza would she like ?She鈥檇like a small / medium / large pizza.(Ask some student.) What would you like on your pizza ?( Ask another student ) What would they like on their pizza ?They鈥檇like mushrooms, tomatoes and cheese .Ask the students to practice in groups.?Step 6: Let鈥檚sum what we have learned this class .Step 7 Homework?鏁欏悗涓€寰楋細?Period 3ection A 3a 3b 4?銆佺啛鎮夊彞鍨?What size pizza would you like?What would you like on it?2銆佺啛缁冨簲鐢ㄥ彞鍨嬭繘琛屼氦闄??銆乄hat size pizza would you like?2銆乄hat would you like on it?3銆乄hat鈥檚your phone number?4銆乄hat鈥檚your address?瀛︿範绛栫暐锛氬垎瑙掕壊琛ㄦ紨锛岃仈鎯?Teaching steps:Step 1:Greetings.Step 2:Practice dialogues like this:Do you like pizza? Yes, I do.What kind of pizza would you like?I鈥檇like a pepperoni pizza.What would you like on it?I鈥檇like mushrooms, tomatoes and cheese.Practice in groups.?Ask another student: What kind of pizza your father/mother would like? He鈥檇/she 鈥檇like...Step 3: Match the questions and answers below and then practice the conversation. Ask one student to read all the questions to the class. Ask another student to read all the answers.Ask students to complete the exercise on their own..Check the answers.1. c2.d3.b4.e5.a4)?Step 4:?娲诲姩涓€锛孫ne student is the pizza maker and asks the questions. The other is the customer and gives the response in the book.娲诲姩浜岋紝3b.PairworkMake your own conversations according to 3a.Step5: Work in small groups. Ask and answer questions.eg. What kind of pizza would you like?I鈥檇like a mushroom , tomato, and cheese pizza.,灏嗗悕瀛楀～鍒板崱鐗囦笂銆傦級Step6 : Look backLet鈥檚sum what we鈥檝e learned this class. Then ask what they haven鈥檛understood.Step7: Homework?鏁欏悗涓€寰楋細уぇ澶ф€?Period 4ection B 1a.1b.2a.2b.2c?銆乀he words about food and drinks.2銆佸彞鍨嬶細I want one medium pizza.I like pizza, salad, juice, and iced tea.I don鈥檛like hamburgers, soda or lemonade .?Teaching steps:1.Greetings:2.?锛?a match the words with the pictures.锛?keys: 1.g orange juice 2. c salad 3. e pizza 4. h iced tea 5. a hamburger 6. b soda 7. f lemonade 8. d hotdogRead the words and ask students to repeat them.3.鏍规嵁瀹為檯鎯呭喌锛岃〃杈捐嚜宸辩殑濂芥伓锛岀粌涔犲彞鍨?锛?b circle the things you like in the picture above, make an 鈥榵鈥?next to the things you don鈥檛like Then tell your partner what you like and what you don鈥檛like.锛?eg: I like pizza, salad, juice, and iced tea .I don鈥檛like hamburgers, soda or lemonade.What about you?42a Listen and circle the words you hear in activity 1a. 2b, Listen again and fill in the order form on page 82.绘潗鏂欑粌涔犮€?5锛?c Pairwork. ?eg锛欼want one medium pizza.What would you like on it?What鈥檚your address?What鈥檚your telephone number?6. Look back. Let鈥檚sum what we鈥檝e learned this class.7锛嶩omework. ?鏁欏悗涓€寰楋細с?Period 5ection B 3a.3b.3c.4??rite the newspaper ad.ow to write the ad.Teaching steps:1. Greetings.2. 3a read the newspaper ad .Use some of these words to fill in the blanks.large lemonade pizza salad have cheeseSpecials on pizza at Pizza Express!At pizza express! We have (1) some great specials .The Californian. pizza has olives and green peppers, and is just 2.75 .The cheapie , for $1.99, has (2)and tomatoes. (3)drinks are only 89锟? The pizza and (4) lunch special is $ 3.50 .Order a (5)today! 3銆?b Fill in the blanks below.4銆?c Write your own ad. for pizza ,drinks, and other foods you know. Pairwork, Read your partner鈥檚ad. Then order food and drink from your partner. eg: I鈥檇like a medium pizza, please.What would you like on it?I鈥檇like mushrooms, tomatoes and cheese.6. Look back. Let鈥檚sum what we鈥檝e learned this class.7. Homework. ?鏁欏悗涓€寰楋細鏂扮洰鏍囪嫳璇璆o for it 鐨勬暀鏉愰€夋潗闈炲父璐磋繎瀛︾敓鐨勭敓娲诲疄уぇ澶ф浣滄柟с€傛€?鏁欏悗涓€寰楋細緞鍜屾妧宸с€?Period 6elf-check 1.2.3 just for fun??2. 澶嶄範鍙ュ瀷Teaching steps:Grectings.?Do 1.key word check, ask the students to read them and say their Chinese meanings. Write five new words in your Vocab-Builder.Make a menu for the week and give reasons for your menu.(?eg: What would you like for breakfast on Monday?I鈥檇like bread, eggs and milk.Just for fun.I鈥檇like a large pizza with mush rooms.I鈥檇like a small lemonade.I鈥檇like a vacation.Ask students to read the cartoon to themselves, and then assign roles and ask three students to read the words. And ask, why is the pizza maker so tired? What does he want?Do the exercises?1銆両want drink some milk for breakfast.2銆乄ould you like come with me?3銆乄hat would you like with the pizza?4銆乀hey鈥檇like to a medium pizza.5銆乀omatos are my favorite food .?1锛嶱lease give me some water to d .2. I鈥檇like a m pizza with green peppers.3. 鈥?What would you like on the pizza ?鈥?鈥淢, please.鈥?4.What s pizza would you like to eat?5.My a is 223 Green Street .鏁欏悗涓€寰楋細с€?Unit Four I want to be an actor.鎵ф暀浜猴細钁涜壋闇?寮犳窇浼?鏉庢澗鐜?鏉ㄩ噾娉?鍗曞厓鏁欐潗鍒嗘瀽锛?Section A, Section B鍜?Self-check.: occupations: Talk about jobs.: What, Where questions; Present tense to want, to work; Affirmative and:What does he do?He is a waiter.What do you want to be?I want to be an actor.Where does she work?She works at a bank.Main vocabulary锛堣瘝姹囷級: doctor, reporter, police, waiter, bank clerk, sales assistant, dangerous???I.叮銆?Language topic: What does she do?She is a doctor ( reporter, waiter-----)What do you want to be?I want to be an actor.Where does he work?He works in a hospital.Language strategies: Talk about occupations.Main vocabulary: sales assistant, doctor, actor, reporter, police officer, waiter, bank clerk, student.II.: what questions and it鈥檚answer銆?III.: ask occupation and it鈥檚answer.IV.?What鈥檚your 鈥? or what do (does)----do? V. Teaching steps:Step 1:Greetings.Step 2: Words: (pictures)Look at this picture. Do you know what this is? Yes, it鈥檚a hospital. This man is a doctor. That man is a police officer. What does he do? Who knows?Very good, he is a reporter.? sales assistant, doctor, actor, reporter,police officer, waiter, bank clerk, student.What does he (she) do? He (She) is a -----.Step 3: 1a Match the words with the pictures. (P19)Step 4: 1b Listen and number the people[1--3] in the picture above.1.What does your father do?He鈥檚a reporter..Really? That sounds really interesting.2.What does your mother do, Kim?She鈥檚a doctor.Really? I want to be a doctor.3. What does your cousin do?You mean my cousin Mike?Yeah, Mike. What does he do?He鈥檚a sails assistant.Step 5: Practice the conversations, and then make your own conversations with the sentences like the ones in 1b..Step 6: 2a Listen again and number the pictures [1--3].Step 7: Listen again and fill in the chart.NameJobWants to be1. Ann鈥檚motherbank clerkpolice officer2. Tony鈥檚fatherwaiteractor3. Susan鈥檚brotherstudentdoctorStep 8: Let鈥檚sum what we have learned this class. Words:Sentences:Something else:Step 9: Homework1. Remember the words in this class.2. Practice the dialogue in pairs.???鎵ф暀浜猴細钁涜壋闇?寮犳窇浼?鏉庢澗鐜?鏉ㄩ噾娉?I.銆?Language topic: What do you do?What do you want to be?Language strategies: Talk about occupations.Main vocabulary: show, star, nurse, money, dangerous, thief, station, TV stations, police station, late, out, go outII.: what questions and it鈥檚answer銆?III.:ask occupation and it鈥檚answer.IV.uess the jobV. Teaching steps:Step 1:Greetings.Step 2: Words: (?(Ask a boy) What does your mother do?She is a police officerWhat do you want to be?I want to be a -----.(Ask another student) What does your father do?He is a bank clerk.What do you want to be?I want to be a -----.Step 3. Ask and answer questions about the pictures in activity 2a and the the chart:NameJobWants to be1. Ann鈥檚motherBank clerkPolice officer2. Tony鈥檚fatherwaiteractor3. Susan鈥檚brotherstudentdoctorWork with their partner: What does she (he) do?She (he) is a ----.What does she (he) want to be?She (he) wants to be a -----.Step 4: 3a This activity introduces the places where people work, and gives reading practice using the target language.ask students to read the name for each place.write the names on the blackboard as they name each place.write the number of each job in the square next to each workplace.Step 5: Pairwork: practice the conversation use the jobs and the places in activity 3a. Where does your sister work?She works at a hospital.What does she do?She鈥檚a doctor.Step 6: Game: Guess the jobAsk a student to draw a picture of someone working. Ask another student to ask questions about the kind of job you are drawing.Step 7: Let鈥檚see what we鈥檝e learned today.Words:Sentences:Something else:Questions:Step 8: Homework.1. Remember the words.2. Practise the dialogue in pairs.借繃绋嬩腑锛屾??I.鏁欐潗鍒嗘瀽锛?Language topic: What do you want to be?Why do you want to be ---?Because it is -------.Language strategies: describe jobs.Main vocabulary: exciting busy, dangerous, difficult, fun, boringII.:Why do you want to be a ---?Because it is --------.III.:琛ㄨ揪瀵逛笉鍚岃亴涓氱殑鐪嬫硶銆?IV. Teaching steps:Step 1:Greetings.Step 2: Practise dialogue like this:(1) Show a picture (picture one on page 22)T: What does the man do?S: He is a police officer.T: It鈥檚an exciting job,isn鈥檛it?S: Yes, I think so. ( I think it is dangerous.)Ask the students to tell what they think of police officer.(2) show the second picture of a doctorT: What does he do?S: He is doctor.T :It is difficult to be a doctor.(3) Ask the students to work in pairs about the pictures in 1a.(4) Name some of the jobs from this unit on the blackboard, then ask students to make statement about jobs using the words in activity 1a.Step 3: Listening practice.So , Betty, what does your father do?He is a police officer.Do you want to be a police officer?Oh, yes, Sometimes It鈥檚a little dangerous. But it鈥檚also an exciting job. Jenny, your father is a bank clerk, right?Yes, he is. DO you want to be a bank clerk too?No, not, really, I want to be a reporter.Oh, yeah, why?It鈥檚very busy, but it鈥檚also fun, too. You meet so many interesting people. What about your father, Sam? What does he do?He is a reporter at the TV studio. It鈥檚an exciting job, but it鈥檚also very difficult. He always has a lot of new things to learn. I want to be a reporter, too. Step 4: 2a Listen and fill in the chart. (P34)wants to bewhyBettyJennySamStep 5: Group work: What do you want to be? Tell your classmates about your ideal job and the reasons you want the job.Step 6: (3a) reading practice: Read the newspaper want ads. Fill in the blanks with the correct answers.Step 7: (3b) Write words for the pictures in the newspaper want ad.Wanted: Do you want a ________but exciting job? Do you want to work with actors,_______ and other interesting people? We need a ______ . Call the Evening _______ at 555-3256.Step 8: Class practice Write your own newspaper want ad.Wanted:______________________________________________________________ _____________________________________________________________________ __________________________________________________________________Step 9: Homework.1. Ask the students to remember the new words.2. Practice the dialogue in pairs.3. Exercises.?Self-check (Revision)I锛庢暀鏉愬垎鏋?: Self-check,鍗虫湰鍗勬垚鐨勩€?1.Key word check. Check the words you know.2.Add five new words to your Vocab-builder.plete the ad.4.Writing practice.II.Step 1:Review words like this:First, let the students check the words by themselves and circle any words that they don鈥檛know.Ask the students to remember them and check up.Step: II. Practice the language topic (P20) Grammar Focus.What does he do?He鈥檚a waiter.What do you want to be?I want to be an actor.Where does he work?She works at a bank.Stop III. 3 Complete the ad.Happy Children SchoolWe are an international school for children of 5-12. We want a cook, a library assistant and a sports coach. You need :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________Step IV. Write practice. Imagine you want one of the jobs at HCS. Write and explain why you are good person for the job.Step V. Exercises:涓€?My uncle works in restaurant . He is a w_______.The boy鈥檚father is a doctor. He works in a h_______.Miss Baker likes to sing and dance. She wants to be an a_______.Do you go to school e______ day?----Is the book i_____ ?----Yes, I like it very much.浜? ?1. My mother works ______ every night because she has a lot of work to do.late B. later C. latest D. latterWhat does your sister do ?She鈥檚_____ .She works for CCTV.A. a shop assistantB. an English teacherC. a reporterD. a doctorHe bring us ________.a piece of good news B .a good newsC. a newsD. a good piece of newsTo be a policeman is a little_______ but quite _______.A. interesting ,boringB. hard , dangerousC. dangerous ,excitingD. safe ,excitedThieves are afraid _______ policeman .A. toB. ofC. inD. at涓夛紟瀹屾垚鍙ュ瓙锛?1. ?His pen is .He can English.2. 濂瑰拰濂圭殑鐖舵瘝涓€璧蜂綇鍦ㄧ編鍥姐€?She the States her parents.3. 鑹剧背18宀侊紝鏉ヨ嚜婢冲ぇ鍒╀簹銆?Amy is eighteen and she comes .4. ? My pen pal is __ . But I can鈥檛.5.ㄨタ鍝ュ煄銆?is your pen pal ? He is from .Where he ? He Mexico city.Step VI. : Sum what we have learned in Unit 4Homework: 闅忓爞缁僓nit 4.。
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Unit 3 I’d like a large pizza 教案示例
教学流程图
教学过程
步骤 教师活动 学生活动
课前活动 Do some research Encourage Ss to find the materials about pizza, especially the history and the
ingredients
1. search for the
materials through
Internet or other
resources
2. classify the materials 课堂活动 Task one Make a delicious pizza
Lead —in: match the countries with the correct foods 1. show the ingredients
they know to the other
students
2. Groupwork: make a
delicious pizza with your
groupmates
3. Introduce your pizza
to your classmates
Keep some of the pizzas in the front and ask Ss to
vote which is
their favorite pizza
1. listening: listen to
the tape and do P13 1b
2. interview: suppose you are the customers and you
want to order a pizza by phone, which one do you
课后反思：
本节课属于第三单元的导入课。
由于本单元的内容和学生的实际生活息息相关，所以在课程的设计上给了教师更多的设计空间。
同时在实际的操作中也显得流畅、自然。
首先，采用给出不同国家的特色食品，让学生进行连线。
这样不仅可以让学生了解到更多的关于饮食文化的内容，而且将学习的基点定在对文化的了解上，可以不断提高学生对于不同文化的了解和重视。
在教学活动的设计上采用以学生动手为主的活动课，能够更好地调动学生学习的积极性。
通过调查，学生先以小组的方式向大家展示本组对于比萨的研究成果。
然后通过组活动，让小组的同学在自己制作比萨的时间活动中运用到关于比萨配料的不同单词，可以帮助学生更加生动地掌握单词。
在教学的整个过程中，充分发挥学生主动性，并鼓励学生体现个性化。
得到了学生的热情响应，取得了很好的教学效果。
但是由于是活动课，在课堂秩序的维护和时间的有效利用上仍然需要近一步地改进。
教案点评：
本节课属于第三单元的导入课。
由于本单元的内容和学生的实际生活息息相关，所以在课程的设计上给了教师更多的设计空间。
同时在实际的操作中也显得流畅、自然。
在教学活动的设计上采用以学生动手为主的活动课，能够更好地调动学生学习的积极性。