冀教版(一起)三上Lesson20HamburgersandFrenchfries课件1
三年级上英语教案-第四单元Lesson20-冀教版
教案：三年级上英语教案第四单元Lesson 20冀教版一、教学目标1. 知识目标：（1）能够听懂、会说、会读本课的生词和句子。
（2）能够用英语简单描述动物的特点。
2. 能力目标：（1）能够运用所学的词汇和句型介绍动物的特点。
（2）能够通过图片、词语卡片等辅助材料，提高学生的观察力和表达能力。
3. 情感目标：（1）培养学生热爱动物的情感。
（2）培养学生的团队协作精神。
二、教学内容1. 词汇：cat, dog, bird, fish, turtle, panda, tiger2. 句子：What does it look like? It looks like a…What does it sound like? It sounds like…What does it like? It likes…三、教学重点与难点1. 重点：词汇的学习和运用，句型的掌握。
2. 难点：动物特点的描述。
四、教具与学具准备1. 教具：图片、词语卡片、录音机、磁带。
2. 学具：书本、练习本、彩笔。
五、教学过程1. 热身（5分钟）（1）教师与学生用英语进行简单的交流，提问学生关于动物的知识。
（2）学生自由讨论自己喜欢的动物及其特点。
2. 导入（10分钟）（1）教师出示各种动物的图片，引导学生说出动物的名称。
（2）教师播放录音，学生跟随录音朗读单词和句子。
3. 新课展示（15分钟）（1）教师出示各种动物的词语卡片，引导学生朗读并拼写单词。
（2）教师用课件展示本课的句子，引导学生跟读并理解句子的含义。
4. 课堂练习（10分钟）（1）学生分成小组，每组选择一种动物，用彩笔在练习本上画出这种动物。
（2）学生用英语描述自己所画的动物的特点，其他组的学生听后猜猜是哪种动物。
（2）学生自由发言，分享自己喜欢的动物及其特点。
六、板书设计1. 板书单词：cat, dog, bird, fish, turtle, panda, tiger2. 板书句子：What does it look like? It looks like a…What does it sound like? It sounds like…What does it like? It likes…七、作业设计1. 抄写单词和句子。
冀教版(一起)三年级英语上册教案Unit3Lesson20(1)
冀教版（一起）三年级英语上册教案Unit 3 Favourite foods of Jenny’s familyLesson 20 Hamburgers and French fries一、教学设计思路先由大家较熟悉的肯德基和麦当劳导出本课新词及句型；然后通过情景会话巩固知识并锻炼口头交际；最后再通过小游戏进一步巩固本课新词及前几课单词，并培养学生的合作精神(teamwork)。
二、教学目标（一）知识1．四会单词：hamburger, French fries, pop2．了解pepper 胡椒粉salt 食盐sugar 糖3．巩固句型“What would you like?” “I’d like…”（二）能力1.能够用英语表达一些典型的西方快餐（western food）。
2．能够运用为别人提供或请别人吃东西的简单日常用语进行交流；在餐厅用餐时能够顺利交流。
（三）情感1.培养学生珍惜粮食，珍惜劳动成果的情感。
2.使学生养成良好的饮食习惯，了解到常吃西方快餐是不营养的，应多吃蔬菜水果。
三、教学重点单词：hamburger 汉堡包(可数名词) a hamburger/hamburgersFrench fries 炸薯条pop 汽水(不可数名词) a bottle of pop/bottles of pop四、教学媒体电脑课件（录音机、磁带）、字母卡片、单词卡片、教学图片或实物。
五、教学过程1．导入借助于小学生们所熟悉的麦当劳，肯德基，引出本课新词的学习：教师呈现肯德基和麦当劳的标志，让学生辨认，并让学生讲述他们去那的经历，里边都有什么好吃的，他们分别最喜欢吃什么……“Who knows these two pictures?”方案一：如果学生知道这两个标志，教师可以接着问“Do you like to go there to have hamburgers?”/ “What do you like best?”/ “Who want to share your experience in KFC (Kentucky Fried Chicken)”（“谁愿意给大家讲一讲你去肯德基的经历呀？”）方案二：如果学生不知道这两个标志，教师可以借助图片给学生简单讲解，让学生了解到这两家在中国很流行的快餐店，里边主要经营hamburger, French fries, fried chicken…2．呈现新课1) “Ok. Let go to KFC.” 呈现下面图片“What are they doing there?” 让学生自由发挥。
三年级下英语教案-Lesson20HamburgersandHotDogs-冀教版
教案：三年级下英语教案 Lesson 20 Hamburgers and Hot Dogs冀教版教学目标：1. 能听懂、会说、会读本课的生词和句子。
2. 能用英语简单描述自己喜欢的汉堡和热狗。
3. 能够运用本课所学内容进行简单的日常对话。
教学内容：1. 单词：hamburger, hot dog, cheese, tomato, lettuce, onion, mustard, ketchup。
2. 句子： I'd like a hamburger.I'd like a hot dog.With cheese?With tomato?With lettuce?With onion?With mustard?With ketchup?教学重点与难点：重点：单词hamburger, hot dog, cheese, tomato, lettuce, onion, mustard, ketchup的认读及句型的运用。
难点：单词cheese, tomato, lettuce, onion, mustard,ketchup的准确发音。
教具与学具准备：1. 教学课件2. 单词卡片3. 食物图片4. 作业本教学过程：Step 1: 热身 (5分钟)1. 教师与学生用中文进行简单的对话，询问学生喜欢的汉堡和热狗。
2. 学生用中文回答，教师用英文进行翻译，引入本课主题。
Step 2: presentation (10分钟)1. 教师展示本课的生词卡片，引导学生一一读出单词。
2. 教师用中文解释单词的意思，然后用英文解释。
3. 教师展示食物图片，引导学生用英文描述自己喜欢的汉堡和热狗。
Step 3: Practice (10分钟)1. 教师组织学生进行小组活动，让学生用英文进行自我介绍，并描述自己喜欢的汉堡和热狗。
2. 学生互相练习，教师巡回指导。
Step 4: Production (10分钟)1. 教师出示情景：在一家汉堡店，学生需要用英文点餐。
冀教版(一起)三年级英语上册教案Unit3Lesson20(2)
冀教版（一起）三年级英语上册教案Unit 3 Favourite foods of Jenny’s familyLesson 20 Hamburgers and French fries 教学目标（一）知识1．四会单词：hamburger, French fries, pop2．了解pepper 胡椒粉salt 食盐sugar 糖3．巩固句型“What would you like?” “I’d like…”（二）能力1.能够用英语表达一些典型的西方快餐（western food）。
2．能够运用为别人提供或请别人吃东西的简单日常用语进行交流；在餐厅用餐时能够顺利交流。
（三）情感1.培养学生珍惜粮食，珍惜劳动成果的情感。
2.使学生养成良好的饮食习惯，了解到常吃西方快餐是不营养的，应多吃蔬菜水果。
Advance preparation(1) Prepare for today’s lesson by bringing a pair of salt and pepper shakers to class. Display these items at the front of the classroom.(2) See required materials listed below for the game in today’s student book section.GREETINGGive the standard greeting to welcome students to English class.Introduce today’s lesson by telling the class that today they will learn som e more about North American food. Tell the students the title of today’s lesson: Hamburgers and French fries. Does everybody know what these food items are?LET’S LOOK AT OUR BOOKSGive the standard command for students to take out their student books.Note that the word like has various meanings. For example, in the sentence I like French fries, the word like indicates a preference for French fries, while in the sentence What would you like?this verb means “choose to have.” Decide whether or not you would like to share this information with your students.1. I like French fries.Discuss pictures on page 40 in the student book. What food items do students recognize? Who has eaten any of these items? Did they like it? How is this type of Western food different from or similar to Chinese food?If students are unfamiliar with the food illustrated here, describe it for them. French flies are deep-fried strips of potato. A hamburger is a disc-shaped piece of ground beef served on a bun (similar to bread) with lettuce, cheese, tomatoes, sauces and sometimes other vegetables.Have the students match the food in the small pictures with the food in the big picture. Say each word with the class a few times.Give the “listen” command. Ask the students to listen the fir st time, then say the words along with the audiotape the second time. The audiotape says:[female vendor]What would you like? What would you like?[Jenny]I’d like some French fries, a hamburger and a bottle of pop.I’d like some French fries, a hamburger and a bottle of pop[Li Ming]Hamburger. French fries. Pop.Hamburger. French fries. Pop.2. Salt or pepper？Introduce the words salt and pepper using pictures, or even better, with the saltand pepper shakers that you brought to class. Write the words on the blackboard and say them a few times with the class.Give the “listen” command. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape[Jenny]I like salt on French fries.I like salt on French fries.[Li Ming]Do you like pepper, too?Do you like pepper, too?[Jenny]Not on French fries. I like pepper on eggs.Not on French fries. I like pepper on eggs.[Li Ming]I don’t like pepper… but I like salt on porridge!I don’t like pepper… but I like salt on porridge![Jenny]Salt on porridge! Yecch! I like sugar on porridgeSalt on porridge! Yecch! I like sugar on porridgeDiscuss the audiotape. For example, ask the students Do you like salt/pepper? What food does Jenny like with salt or pepper? What food does Li Ming like with salt? What food does he like with pepper?3. Let’s play a game.Game: Guess the WordRequired materialsprinted worksheets with the letters of the alphabet, from a to zflippcharts or a blackboard display showing several words with blanks (similar to the illustration at the bottom of page 41 in the student book)Divide the class into small groups. Ask a couple of volunteers to distribute the alphabet worksheets to each group. Each group should have one worksheet for each round of the game. Use the illustration in the student book to explain the game. Complete that example as a class.Using your flipcharts or blackboard display, present your first fill-in-the-blank word with all the letters missing. Challenge the groups to try to figure out what word it is. To do this, they will have to figure out which letters belong in the blanks.Have the groups take turns guessing a letter that might be in the fill-in-the-blank word. If a group guesses correctly, fill in that letter in the appropriate blank and circle it on your alphabet chart. If a group guesses incorrectly, cross out that letter on your chart. Each group can keep track of the letters that have been guessed on their own alph abet charts, so that they don’t repeat a guess.Whenever a group guesses a correct letter, they get another turn. Whenever a group guesses incorrectly, they lose their turn and the next group has a go. Whichever group guesses the last letter to complete the word wins a point.If a group thinks they have the answer before their turn, they should raise their hands. Whichever group’s turn it is now has the chance to guess the word. If they answer incorrectly, the group with the raised hands has the chance to win the point. If they are correct, they win double points. But if they answer incorrectly, they are out of the game the remainder of this round.Remember to keep track of each group’s points. One point is awarded for each completed word. A group that guesses out of sequence wins double points.Continue with other words, some long and some the most points at the end of the game wins.LET’S DO SOME EXERCISESGive the standard command for students to take out their activity books.PAGE 40. Talk and point. May I have____? The students work in partners. One of them says one of these sentences“May have a hamburger?”“May have some French fries?“May have some pop?”“May have some pizza?”“May have a hot dog?”The other partner points to the correct turns asking questions and pointing to “Yes!” They take picture and says, the answers.PAGE 41. Find the letters. Write the words. The students write the words in the spaces provided. As they write each letter, they find the letter in the space above and draw an X through it.CLASS CLOSINGToday have students number off using some of the vocabulary from today’s lesson: hamburger, French fries, pop. Have the class say the words together, then have individual students number off by saying the words in order, from hamburger to pop, until all students have a word. Remind the students to remember their words.When today’s class is over, have the students stand by word. You might say “Now all students with the word pop may stand,” and then move on to another word until all students are standing. Wave and say “Good-bye” to signal that class is over.。
冀教版小学四年级英语Lesson20_Hamburgers and_Hot Dogs教案
Lesson 20.Hamburgers and Hot DogsTeaching Goals1.Students will be able to understand, orally use, recognize and spell the following words:hamburger/hot dog/donut/ice cream2.Students will be able to recognize, understand and use the basic sentence construction:What would you like?-----I’d like….May I have…-----Sure..3.Students can understand: everyone should eat healthy food for our healthy food.Teaching important points:Students will be able to recognize, understand and use the basic sentence constructionTeaching Preparation:1..book2. PPT3.pictures and cardsTeaching Process:Step1: Greetings and warming up1.Greetings: Good morning, boys and girls. How are youtoday? Welcome to our English class.2.Warming up: sing a songDo you like song?Let’s listen to music and sing a song together.Today we are going to learn Lesson20. Hamburgers and Hot DogsStep2: presentation1.learn the new words: hamburger/hot dog/donut/ice cream.①show the pictures of the four words②students read after the teacher③students read the words one by one2.Find friends-----Show and say.Teacher says find friends and students show the same words and say the word.3.What’s missing?Show the ppt, ask and answer: What’s missing?4.study the sentences:①Students read after the teacher②Students ask and answer with the teacher③Students make a dialogue with partnerStep3: practicePairwork: Students make a dialogue with partners by using the sentence learned . Teacher invites several students to act it out on the stage.Step4. Let’s chant together.What would you like?What would you like?A hamburger and a hot dog.That's what I'd like.What would you like?What would you like?A donut and some milk.That's what I'd like.Step5. summarizeWhat have we learned today？Step6 :homework1.Draw your favourite food and introduce it.2.Make up a dialogue with your partner.Class Closing：Good work today,class. Good bye, my dear students.Blackboard design:Lesson 20.Hamburgers and Hot Dogs hamburger/hot dog/donut/ice creamWhat would you like?-----I’d like….May I have…-----Sure..。
三年级下册英语教案-Lesson20HamburgersandHotDogs｜冀教版(三起)
教案：三年级下册英语教案－Lesson 20 Hamburgers and HotDogs ｜冀教版（三起）教学目标：1. 能够听懂、会说、会读本课的生词和句子。
2. 能够用英语简单描述自己喜欢的食物。
3. 能够通过图片和单词卡片，正确识别和说出食物名称。
4. 能够运用所学知识，进行简单的日常英语交流。
教学内容：1. 教学单词：hamburger, hot dog, pizza, cookie, milk, orange juice, water。
2. 教学句子：1. I'd like a hamburger. 2. I'd like some hot dogs.3. What would you like?4. Here you are.5. Thank you.教学重点与难点：1. 重点：单词hamburger, hot dog, pizza, cookie, milk, orange juice, water的读音、拼写和意思。
2. 难点：句子结构I'd like a/some + 食物名称的运用。
教具与学具准备：1. 教师准备单词卡片、食物图片、菜单等教具。
2. 学生准备课本、练习本、笔等学具。
教学过程：Step 1: 热身（5分钟）1. 教师与学生用英语进行简单的问候和交流。
2. 学生集体做英语歌曲或简短的游戏，活跃课堂气氛。
Step 2: 引入（10分钟）1. 教师出示食物图片，引导学生说出食物名称。
2. 教师引导学生用英语描述自己喜欢的食物。
Step 3: 生词学习（10分钟）1. 教师出示单词卡片，引导学生读、拼写和理解单词。
2. 学生跟读，模仿发音。
Step 4: 句子学习（10分钟）1. 教师出示句子卡片，引导学生读、理解句子。
2. 学生跟读，模仿发音。
Step 5: 小组活动（15分钟）1. 学生分成小组，每组选出一个组长。
2. 组长根据菜单，用英语为本组成员点餐。
冀教版(三起)英语三年级下册Lesson 20 Hamburgers and hot dogs课件
What would you like? I'd like ____.
milk
hot dog
fish
egg
soupbreadice 源自reamvegetables
Lesson 20 Hamburgers and Hot Dogs
③ You’re welcome.
Look, Danny.Donuts!
donut
Lesson 20 Hamburgers and Hot Dogs
ice cream
Play a game
Lesson 20 Hamburgers and Hot Dogs
What’s missing?
Lesson 20 Hamburgers and Hot Dogs
What’s missing?
②Let’s chant
Lesson 20 Hamburgers and Hot Dogs
What would you like ？
What would you like ？
a hamburger and a hot dog
that’s what I’d like
②Let’s chant
Lesson 20 Hamburgers and Hot Dogs
Lesson 20 Hamburgers and Hot Dogs
What’s missing?
Lesson 20 Hamburgers and Hot Dogs
① Wha t would you like?
What would you like?
I’d like a hamburger and some juice, please.
What would you like ？
三年级英语上册Lesson20HamburgersandFrenchfries PPT精品课件冀教版(一起)
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1、只要有坚强的意志力，就自然而然地会有能耐、机灵和知识。2、你们应该培养对自己，对自己的力量的信心，百这种信心是靠克服障碍，培养意志和锻炼意志而获得的。 3、坚强的信念能赢得强者的心，并使他们变得更坚强。4、天行健，君子以自强不息。5、有百折不挠的信念的所支持的人的意志，比那些似乎是无敌的物质力量有更强大 的威力。6、永远没有人力可以击退一个坚决强毅的希望。7、意大利有一句谚语：对一个歌手的要求，首先是嗓子、嗓子和嗓子……我现在按照这一公式拙劣地摹仿为：对 一个要成为不负于高尔基所声称的那种“人”的要求，首先是意志、意志和意志。8、执着追求并从中得到最大快乐的人，才是成功者。9、三军可夺帅也，匹夫不可夺志也。 10、发现者，尤其是一个初出茅庐的年轻发现者，需要勇气才能无视他人的冷漠和怀疑，才能坚持自己发现的意志，并把研究继续下去。11、我的本质不是我的意志的结果， 相反，我的意志是我的本质的结果，因为我先有存在，后有意志，存在可以没有意志，但是没有存在就没有意志。12、公共的利益，人类的福利，可以使可憎的工作变为可 贵，只有开明人士才能知道克服困难所需要的热忱。13、立志用功如种树然，方其根芽，犹未有干；及其有干，尚未有枝；枝而后叶，叶而后花。14、意志的出现不是对愿 望的否定，而是把愿望合并和提升到一个更高的意识水平上。15、无论是美女的歌声，还是鬓狗的狂吠，无论是鳄鱼的眼泪，还是恶狼的嚎叫，都不会使我动摇。16、即使 遇到了不幸的灾难，已经开始了的事情决不放弃。17、最可怕的敌人，就是没有坚强的信念。18、既然我已经踏上这条道路，那么，任何东西都不应妨碍我沿着这条路走下 去。19、意志若是屈从，不论程度如何，它都帮助了暴力。20、有了坚定的意志，就等于给双脚添了一对翅膀。21、意志坚强，就会战胜恶运。22、只有刚强的人，才有神 圣的意志，凡是战斗的人，才能取得胜利。23、卓越的人的一大优点是：在不利和艰难的遭遇里百折不挠。24、疼痛的强度，同自然赋于人类的意志和刚度成正比。25、能 够岿然不动，坚持正见，度过难关的人是不多的。26、钢是在烈火和急剧冷却里锻炼出来的，所以才能坚硬和什么也不怕。我们的一代也是这样的在斗争中和可怕的考验中 锻炼出来的，学习了不在生活面前屈服。27、只要持续地努力，不懈地奋斗，就没有征服不了的东西。28、立志不坚，终不济事。29、功崇惟志，业广惟勤。30、一个崇高 的目标，只要不渝地追求，就会居为壮举；在它纯洁的目光里，一切美德必将胜利。31、书不记，熟读可记；义不精，细思可精；惟有志不立，直是无着力处。32、您得相 信，有志者事竟成。古人告诫说：“天国是努力进入的”。只有当勉为其难地一步步向它走去的时候，才必须勉为其难地一步步走下去，才必须勉为其难地去达到它。33、 告诉你使我达到目标的奥秘吧，我唯一的力量就是我的坚持精神。34、成大事不在于力量的大小，而在于能坚持多久。35、一个人所能做的就是做出好榜样，要有勇气在风 言风语的社会中坚定地高举伦理的信念。36、即使在把眼睛盯着大地的时候，那超群的目光仍然保持着凝视太阳的能力。37、你既然期望辉煌伟大的一生，那么就应该从今 天起，以毫不动摇的决心和坚定不移的信念，凭自己的智慧和毅力，去创造你和人类的快乐。38、一个有决心的人，将会找到他的道路。39、在希望与失望的决斗中，如果 你用勇气与坚决的双手紧握着，胜利必属于希望。40、富贵不能淫，贫贱不能移，威武不能屈。41、生活的道路一旦选定，就要勇敢地走到底，决不回头。42、生命里最重 要的事情是要有个远大的目标，并借助才能与坚持来完成它。43、事业常成于坚忍，毁于急躁。我在沙漠中曾亲眼看见，匆忙的旅人落在从容的后边；疾驰的骏马落在后头， 缓步的骆驼继续向前。44、有志者事竟成。45、穷且益坚，不坠青云之志。46、意志目标不在自然中存在，而在生命中蕴藏。47、坚持意志伟大的事业需要始终不渝的精神。 48、思想的形成，首先是意志的形成。49、谁有历经千辛万苦的意志，谁就能达到任何目的。50、不作什么决定的意志不是现实的意志；无性格的人从来不做出决定。我终 生的等待，换不来你刹那的凝眸。最美的不是下雨天，是曾与你躲过雨的屋檐。征服畏惧、建立自信的最快最确实的方法，就是去做你害怕的事，直到你获得成功的经验。 真正的爱，应该超越生命的长度、心灵的宽度、灵魂的深度。生活真象这杯浓酒，不经三番五次的提炼呵，就不会这样可口！人格的完善是本，财富的确立是末能力可以慢 慢锻炼，经验可以慢慢积累，热情不可以没有。不管什么东西，总是觉得，别人的比自己的好！只有经历过地狱般的折磨，才有征服天堂的力量。只有流过血的手指才能弹 出世间的绝唱。对时间的价值没有没有深切认识的人，决不会坚韧勤勉。第一个青春是上帝给的；第二个的青春是靠自己努力的。不要因为寂寞而恋爱，孤独是为了幸福而 等待。每天清晨，当我睁开眼睛，我告诉自己：我今天快乐或是不快乐，并非由我所遭遇的事情造成的，而应该取决于我自己。我可以自己选择事情的发展方向。昨日已逝，