2019年北师大版(一起)小学英语三年级下册《Unit 7 At the restaurant》教案 (17)
最新北师大一起英语小学三年级下册Unit 7 At the restaurant优质课教案 (6)
(北师大版)三年级英语下册教案Unit7The first periods: smart, what’s, name, birdDialogues:Good morning. I’m Ms Smart.What’s your name?一、教学目标1、听懂、会说、初步能认读：chicken,vegetables,noodles,fruit，能理解:restaurant.听懂、会说、初步能认读：Do you like……？Yes, I do. / No, I don’t.听懂、会说What do you like…?I like….I don’t like ….2、能比较熟练地应用所学的语言知识进行初步交际。
3、把语言训练融于各种情景及活动中，营造一种轻松愉快的教学氛围，促进学生充满乐趣地学习，并在活动中学会合作。
二、教材分析本课是北师大版《小学英语》（一年级起点）三年级下册Unit 7第一课。
本课的教学内容是童话故事，整个故事包含本单元的核心单词和句型。
其故事情节是活泼可爱的小动物Mocky和Ann及她的家人在餐厅里发生的事，并配有生动活泼、富有情趣的插图，其旨在有意义的语言环境中呈现新知，感受新知并运用新知。
根据《英语新课程标准》精神，结合学生的身心特点及英语基础，本课主要采用情景教学法、活动教学法以及任务型教学，创设生动、真实的语言环境，意义呈现，意义训练，学用结合。
通过猜谜、唱歌等，把书本知识融进各种活动中，让学生在活动中不断吸收，内化所学的语言材料。
但由于本课新词较多，对某些接受能力差的学生而言，有点困难。
因此，我在设计时，先用句型I like…/I don’t like….教学三个单词chicken,vegetables,noodles，然后将page 11的chant 提前于此对上述内容加以巩固，再教学fruit和Do you like…及其回答。
最后将本课的童话故事和一个调查作为拓展运用的活动材料，这种由浅入深的内容安排与活动的设计正体现了三年级学生的认知规律。
2019年春学期小学英语(北师大版)三年级下册《Unit 7 At the restaurant》教案 (3)word版教案
Lesson 61.Uncle Booky’s storytimeStudent Book page 12•Tell the children that they are going to listen to a story.•Play the tape, ask the children to listen to the story with their books closed. •Have the children open their books, and look at the pictures.•Ask them to look for familiar words in the story.•Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.•It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story.2.Spelling gameUse the following game to review some of this Unit’s core vocabulary words and their correct spellings.•Ask the children to tell you the English name for a place where people go when they want to eat out. Elicit the word restaurant.•Write the word on the board. Now spell the word aloud as you point to each letter in turn (r-e-s-t-a-u-r-a-n-t).•Ask the children to look in their books and find a word beginning with each letter. For example:•After you have elicited a word, write it in its correct place on the board. Then spell the word aloud for the children, pointing to each letter as you do so.•You can extend this game by eliciting another core vocabulary word from this Unit and repeating the procedure.3.BingoThis is a vocabulary drill in the form of a game.•Have each child draw a Bingo gameboard (3×3 boxes), and take out their small cards for this Unit.•Tell the children to put nine cards onto the box of their game board. •Tell the class that you will call out a word. The children must find the correct card in their set.(Make sure that you call out the words in a random order.)The children then turn over the card and say the word aloud.•Have the children call out “Bingo!” each time they have turned over a full column down their Bingo boards. Continue until all the cards have been turned over.•At the end of the game, review all the vocabularies in a class drill.4.Snap!This game reviews new vocabulary introduced in this Unit. It is best played in pairs.•Ask the children to take out their small flashcards for this Unit.•See previous unit, for the rules and procedure.5.Self-assessmentStudent Book page 13In self-assessment children need to assess themselves by their own so that they can have an idea of what they have achieved. Children can do this part by their own after class or the teacher can choose to assess the children within class time.•Ask the children to look at the pictures in the first activity. Ask if they know all of these food. Say, “I like vegetables.”“I don’t like noodles.”Have children to work in pairs to talk about their preference of food with the help of the pictures. If necessary ask a confident pair to give one more example. At the end of the activity ask several pairs to check how well they could finish it.•In the second activity children need to finish the sentences. Say, “We are going to write out what we said just now.” Draw the children’s attention to the sentences under the pictures. Tell them to finish the sentences. The children can read out their sentences and check in pairs.6.My notes and teacher’s notesStudent Book page 13•This activity helps children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores.•The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resouce Book can be used here.7.Set homeworkStudent Book page 12Tell the children to read the story again with their parents.。
北师大小学一起点英语三年级下册《Unit 7 At the restaurant》教案 (19)
北师大小学英语一起点三年级英语知识需要巩固背诵单词和课文，不要粗心大意。
北师大小学英语一年级起点伴你成长快乐学习！Unit 7 At the restaurantLesson 3教学内容：Structures:Do you like (chicken)?Yes, I do. / No, I don’t.Vocabulary:Core: a menu, fruit, vegetables, chicken, a hot dog, French fries教学目标：掌握一般疑问句询问对方是否喜欢某物的句型。
教学重点：询问对方是否喜欢某物的一般疑问句。
教学难点：do和don’t的用法。
教具准备：本单元的教学卡片教学过程：1．复习（1）复习本单元的教学卡片。
拿着restaurant的卡片，提问：“What’s this?”引导学生回答：“It’s a restaurant.”（2）用同样的方法学习menu, hot dog, fruit（3）拿出vegetables的卡片，提问：“What are these?”引导学生回答：“They are vegetables.”2．一起说学生用书第6页（1）让学生翻开书，看上方的图。
把这一页给学生展示，指着第一幅提问：“Who are they?”引导学生回答：“Ken and Ann.”接着提问学生Ken 和Ann在看什么。
引导学生说出单词menu.（2）指着Ann的对话框，朗读句子。
同样完成Ken的对话框内容。
（3）让全班学生重复问题并回答。
（4）让学生看第二幅图片。
依次指着每一个食物的图，问：“What’s this?”引导学生说出正确的单词。
（5）把学生分成两人一组，练习提问和回答。
鼓励学生用第二幅图中的食物替换chicken，然后根据真实情况作出回答（Yes, I do. 或者No, I don’t.）3．听一听，标顺序学生用书第6页（1）让学生打开书第6页，把这一页展示给学生。
三年级英语下册 Unit 7 At the restaurant教案1 北师大版(一起)
Unit 7 At the restaurant教案教学目标：A. 知识目标：1）进一步认读重点句型：Do you like ....? Yes, I do. / No, I don’t.... I like (I)don’t like…. 拓展语句：What do you want to eat? 和I will have some fried rice. 2）在情景中运用重点句型及与食物话题相关的单词。
B. 能力目标：1）能对食物的喜好表达个人观点，并能针对这一话题进行简单交流。
2）能在情景中使用简单对话进行交际。
3）能听说句型What do you like? 并能用I like … I don’t like …介绍自己喜欢或不喜欢的食品。
C. 情感态度目标：通过对话的学习与练习，引导学生尊重别人的饮食习惯，主动询问获取信息。
能够合理表达自己的意愿。
教学重难点:重点：在情景中运用重点句型及与食物话题相关的单词。
难点：句型在情景中的简单运用。
教学准备：A）课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等。
B）教具学具：光盘、大卡片等。
教学过程：一、热身与复习Activity 1: Chant: I Love Noodles (Noodles, noodles. Yummy, yummy. I love noodles.) 师生共同表演英语歌谣I Love Noodles。
师: “I like noodles. Yummy! I like them very much.”设计意图：教师通过语言，表情和动作帮助学生理解句型I like them very much. 为后面理解对话做铺垫，为学生营造快乐的学习气氛，帮助学生进入课堂学习状态。
揭示本课时的主体，引出主题故事。
Activity 2: Ask and answer1. 师：“I like noodles. Does Mocky like noodles?” 引出主题故事，让学生观看主体故事。
2019年北师大版(一起)小学英语三年级下册《Unit 7 At the restaurant》教案 (5)
Lesson 1PreparationPrepare student cards.You will also need:flashcards for this Unit.1.Set the sceneAsk the children if they have a favorite restaurant. Then ask them what dish they usually order. Try to elicit the words for chicken and vegetables in Chinese. Write the words on the board.Point to the word for chicken and say, “The English word for this food is chicken.” Write the English word next to the word you have already written. Model the word for the children and have them repeat it after you.Repeat the procedure for vegetables.Now explain the meaning of the word food. Write the word on the board. Read the word aloud and have the children repeat it after you.Present the flashcards for this Unit. Hold up the flashcard for restaurant. Model the word for the children and have them repeat it after you.Repeat the procedure for menu, fruit, fried rice, corn, noodles, and hot dog.2.Model the dialogWrite the question What food do you like? on the board. Read the question aloud to the children, pointing to each word as you do so. Explain its meaning and have the children repeat the question after you.Now present the structures “I like (hot dogs).” and “I don't like (chicken).” Repeat the procedure used to model the question.Present the question “Do you like (fruit)?” and the answers “Yes,I do./No, I don't.”Repeat the procedure used to present the other structures.3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Who can you see in the pictures?”“Where are they going?”Picture 2: “What are they reading?”Pictures 3/4/5: “What do you think Mocky, Ken, and Annaretalking abo ut?”Picture 6: “Does Mocky look happy?”Pictures 7/8: “Do you think Mocky likes the food on the menu?”Picture 9: “What is happening now?”4.StoryStudent Book pages 2 and 3Say, “Now we're going to hear what the characters said.” Play the tape without stopping. Have the children look at the pictures as they listen.Play the tape again, pausing after each new picture. Have the children repeat the words each time.5.Set homeworkEncourage the children to tell the story to their families.。
北师大小学一起点英语三年级下册《Unit 7 At the restaurant》教案 (18)
北师大小学英语一起点三年级英语知识需要巩固背诵单词和课文，不要粗心大意。
北师大小学英语一年级起点伴你成长快乐学习！Unit 7 At the restaurant教学目标： 知识目标： 1. 继续复习、巩固、运用有关食物的单词、词组：chicken, noodles, corn, fruit, vegetables, hamburger, hot dog, French fries, fried rice, lemon. 2.通过Talk together的学习及以下在场景中的运用：Do you like (hot dogs)? Yes , I do./ No, I don’t. What do you like? I like (noodles). / I don’t like (fried rice)，进一步巩固本单元单词及核心句型。
技能目标： 1.能够迅速、准确地说出本单元呈现的几种食物的英文名称。
2.能够对食物的喜好表达个人观点并对相关的话题进行简单的交流。
3.能够正确阅读并理解Talk together中的对话内容，并能在适当的情境中进行情境表演。
情感目标： 1.培养学生大胆开口，勇于表达自己观点以及合作的意识。
2.培养学生珍惜别人劳动成果的好习惯。
教学重点：学习理解朗读Talk together教学难点：朗读与理解：What do you want to eat? I like them very much. I will have some fried rice .教学准备：光盘、单词卡片、录音机教学过程： 一、热身： 1.Let’s sing. 随录音一起演唱书中P5的歌曲。
2.复习单词： (1)师举卡片提问:What’s this? /What are they?引导生回答：It’s a （hamburger）. They are（ French fries）. (2)师说生举卡片 3.复习句子 (1)师拿卡片noodles与学生进行对话，并板书主要句型。
2019年春学期小学英语(北师大版)三年级下册《Unit 7 At the restaurant》教案 (10)word版教案
Lesson 3PreparationYou will need:•flashcards for this Unit.1.Review•Review the flashcards for this Unit. Hold up the flashcard for restaurant. Ask, “What’s this? Elicit, “It’s a restaurant.”•Repeat for menu, hot dog, and fruit.•Now hold up the flashcard for vegetables. Ask, “What are these?” Elicit, “They are vegetables.”2Talk togetherStudent Book page 6•Have the children open their books at page 6. Draw their attention to the top of the page. Show your copy of the page. Point to the first picture. Ask, “Who are they?” Elicit, “Ken and Ann.” Now ask what Ken and Ann are reading. Elicit the word menu.•Point to Ann’s speech bubble. Read the question aloud to the children. Repeat for Ken’s answer.•Have the children repeat the question and answer in a class drill.•Draw the children’s attention to the second picture. Point to each food item in turn and ask, “What’s this?” Elicit the correct words.•Put the children into pairs to practice the questions and answers. Encourage them to substitute the foods illustrated in the second picture for chicken. Tell them that they can answer truthfully for each kind of food (Yes, I do./No, I don’t.)Student Book page 6•Have the children open their books at page 6. Show your copy of the page. Point to the food in each picture and elicit its correct name.•Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture.•Play the tape. Have the children point to the matching picture.•Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the corresponding picture. •Have the children repeat the sentences in a class drill.4Trace, match, and copyStudent Book page 7•Have the children open their books at page 7. Show your copy of the page. Draw the children's attention to the first picture. Point to the hot dog. Ask, “What's this?” Elicit, “It's a hot dog.”•Now point to Ann's speech bubble and read the words to the children. Have them repeat the words after you. Ask the children which word is missing. They should answer, “Hot dogs.”•Have the children find the correct word in the box and trace it. Then have them copy the word in the space provided to complete the sentence. •Repeat the procedure for the other pictures and words.•Check that all the children have completed the sentences correctly.5Set homeworkStudent Book page 6Tell the children to color the pictures on the page.。
北师大小学一起点英语三年级下册《Unit 7 At the restaurant》教案 (13)
北师大小学英语一起点三年级英语知识需要巩固背诵单词和课文，不要粗心大意。
北师大小学英语一年级起点伴你成长快乐学习！北师大版三年级下册教案Unit 7 At the restaurant第二课时Teaching content 教学内容 A drill: I like …..I don’t like…..Ken likes ……..Words: food fruit vegetable chicken a hot dog French fries fried rice hamburger corn restaurant menuTeaching aims 教学目的Structure:学生能够利用I like …..I don’t like…..Ken likes …1. 这个句型进行对话,r让他们明白当想表达喜欢或是不喜欢某物的时候就要用这些句型。
2. 流利的朗读对话的内容,并可以自创情景进行表演.3. 通过教师的手势使学生了解I like /I don’ t like……的含义。
. .Teaching important 教学要点 重点学习的内容：.1. I like …..I don’t like…..Ken likes…..2.学会认读words：food fruit vegetable chickena hot dog French fries fried rice hamburger corn restaurant menu3.一般教学内容会朗读本单元的故事,并灵活使用文中出现的询问别人是否喜欢某物的日常用语.Teaching period课时6课时Lesson One (II )Teaching Content 教学内容A drill: I like …I don’t like…..Ken likes…..Words: food fruit vegetable chicken a hot dog French fries fried rice hamburger cornrestaurant menuText: read this text fluentlyTeaching aids 教学准备教学卡片：the picture……. 教学磁带，录音机Teaching procedure 教学过程Items 项目Teacher’s Activity教师活动Student’s Activity学生活动Medium媒体方式1.Warm up 1. Read the new wordstogether.2. make somedialogues accordingto the drillsThey can say as theyknow.-answer the teacher’squestions.Listen and say2.new lesson1.Look at thepictures and Listen tothe recorder for threetimes.2. answer teacher’squestions:1) who can you see inthe pictures?Where are they going?2) what are theyreading?3.4.5): what do youthink Mocky, Ken,and Ann are talkingabout?6):Does Mocky lookhappy?7/8): do you thinkMocky likes thefood on the menu?9): what’s happeningnow?1) answer teacher’squestions.2) Choice some pupils toread.3) Read after the textagain.Flash cardsLearn to say3 make a game 11.Read this text in a role.2.Make some dialoguesfor four pupils. Learn to say4.evaluation Evaluation pupils’ action: good /pretty good/ok5.Homework Read the text to theirparent s, check theresult for next time.Evaluation （自我评价）相信自己，就能走向成功的第一步教师不光要传授知识，还要告诉学生学会生活。
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（北师大版）三年级英语下册课外拓展Unit 7 At the restaurant教学目标：1.知识与技能：1）能够听懂、说出、认读本课与表达对食物喜好相关的词汇并扩展学习词汇：popcorn, chocolate。
2）能够在情境中模仿和运用表达对食物喜好的交际用语：Do you like …?Yes, I do. /No, I don’t.What do you want to eat？I want to eat ….3) 能够运用所学过的词语及句型就对食物喜好进行实际对话交流。
2.过程与方法：1）学生观看有关食物的词汇，快速操练并拓展本课所涉及的词汇，为后面交流作语言铺垫。
2）利用动画创设情境，用“I like … Do you like …?”的问题及回答“Yes, I do. I like them very much. /No, I don’t. I like …”来进行实际交际。
3）学生能够在“Bingo”活动中，有趣味地操练本课的句型“What do you want to eat? I want to eat …”4）创设情景，学生运用所学词汇和句型来对话讨论对食物的喜好完成改编对话的任务，在此基础上进行对话表演的实际交流。
3.情感态度与价值观：1）学生运用多种感官感知学习内容，接受语言信息，体验学习的乐趣。
2）在询问和表达对食物喜好的同时，鼓励学生大胆陈述自己的观点，勇于创新。
教学重点：句型：Do you like …? Yes, I do. /No, I don’t. What do you want to eat ？ I want to eat … 单词：popcorn, chocolate 。
教学难点：学生在情景对话中，熟练运用所学句型。
What do you want to eat? I want to eat …教学准备：教学课件，单词卡片，电脑。
教 学 过 程 教师活动 学生活动教学意图及效果分析一、Warm up 热身1.出示PPT ，学生看图快速说词汇T: Hello, children. Let’s play a game. You can see some pictures and words, 学生观看PPT 中的图片，准确、清楚、快速地说出已学有关食物的词汇。
总结出vegetables, fruit,意图：在快速说单词游戏中引导学生步入学习状态，利用学生已有知识经验，为新知学习作铺垫。
please read them out. Let’s see who h as sharp eyes.二、新授阶段： 1.学习新词T: In our daily life, we can eat so many delicious food. Now, here are many other kinds of food to eat. Do you know them?T: Ok, great! You all have sharp eyes!2. What’s missing? 游戏，巩固单词的掌握。
观看PPT ，学生理解并认读扩展词汇chicken, hot dogs, fried rice, noodles, Frenchfries, popcorn, chocolate 。
并由学生将图片贴与黑板上效果分析：学生比较感兴趣，而且能够快速、准确地说出所出示的单词。
意图：通过学生对已有词汇的输出，促使学生复习巩固已学知识,在此基础上将新词加以呈现，以旧带新，促使学生学习的积极性持续保持。
效果分析：学生注意力比较集中，几乎全体同学都积极参与其中，开口说英文。
先利用词卡操练，帮助学生认读，而后让学生将图和词T: Now, boys and girls. You can see 3 words each group, and then one word is missing. Please tell me which is missing. T: You did a good job!3.创设情景，学习重点句型： 1) T: Look at this picture; do you know where they are? In the restaurant, Ken and Ann are talking about food they like to eat. Now, we’ll watch the video and then tell me what you have heard.T: What do you like?T: Let’s try to ask this question together.看PPT 认读单词，而后找出缺少的词汇。
1) 学生回答： Theyareina restaurant. Do you like chicken? Do you like hot dogs? Do you like French fries? 2) 学生根据自己对食卡相配，都能够正确完成任务，检测了学生的理解，有意义。
意图：教师的示范引导学生在活动中对食物单词进行操练,在活动中学，又检测学生对重点词汇的理解和掌握。
效果分析：学生对此活动非常感兴趣，对所给词汇准确认读和朗读。
但是在形式上略显单一，可以单一的操练，既复现词汇又检测学生掌握的情况，一举两得。
意图：观看对话，呈现讨论食物喜好的表达T: I give a card for each group. You pass it and ask “Do you like …?”And then other one answers: “Yes, I do/ No, I don’t.” 教师小结T: I think this is a interesting game, I’m happy, are you happy?2) Watch the video again and find out a question with “wh”. If you can or you like, please try to read this dialogue follow the video.再看可以跟读，找出wh 的问句。
教师出现卡片认读重点句型 T: Here are so many food to eat. What do you want to 物的喜好进行回答。
S1: Yes, I do.（教师板书） S2: No, I don’t. I like noodles.3) 运用单词卡片操练问答Ss ：Do you like ____ ? S1: Yes, I do.S2: No, I don’t.4) 小组问答：Pass and say in group ：传单词卡片并读问答，看哪组又好又快。
学生回答问题，将食物方式，同时训练学生听的能力。
运用图片操练提问的方式促进学生能够迅速掌握。
效果分析：学生很好的听出对话中的语言，但是不知如何来表达，这方面的训练比较少。
另外，在放动画时不出文字就让学生来听，既是听力的训练，学生又容易表达。
意图：利用小组活动反复巩固对食物喜好表达的方式，同时促进学生熟练运用来交流。
eat? I want to eat some ____. （出示卡片） 教师示范回答。
4.Let’s play a game -------Bingo 师生示范操作方法：教师询问学生“I want to eat some noodles, what do you want to eat?”学生答“I want to eat some noodles.”T: We are friend. Let’s go.师生成为好朋友。
找到3位就完成Bingo 任务了。
Give you 3 minutes.词汇和讨论食物喜好的句型复现巩固，并说出重点句型What do you want to eat? （出示卡片）集体读，小组读，个别读 S1: I want to eat some fried rice.S2: I want to eat some chicken.S3: I want to eat some noodles.Ask and answer in pairs.学生小组活动，2人一组，互问互答。
S1: What do you want to eat?S2: I want to eat some apples. 3组展示问答效果分析：教师通过语言和实际示范操作，让全体学生明白要做什么，要求明确、到位，因此学生做起来也很清楚，都在运用语言交际，而且使得课堂气氛非常好，学生真正在活动中学习。
意图：通过观看对话的动画片将学生引入重点句型What do youwant to eat?的学习，并问题的引领下，在师生共同交流中，呈现出答语，运用各种方式的操练活动促进学生快速认读并独立问答交流，为自编对话做好准备。
5.朗读对话Take out your paper and we’ll read this dialogue. Pay attention to listen to the dialogue and point each sentence.三、对话T: Look at this picture, could you tell me where it is? Now they are MacDonald,学生在全班范围内进行操练重点句型的询问与回答。
S1: I want to eat some popcorn. What do you want to eat? S2: I want to eat some popcorn.S1 and S2: We want to eat some popcorn. What do you want to eat?S3: I want to eat some popcorn.S1, S2 and S3: We want to eat some popcorn. What do you want to eat?S4: I want to eat some popcorn.效果分析：学生对新知识点What do you wanto eat? I want to eat …训练不够充分，并且对时间把握方面出现了问题，造成教师对学生理解句子意思方面的辅助—肢体语言等都忽略了。
意图:通过“Bingo”活动，让全体学生参与到学习中来，在活动中互帮互学，促进学生对重点句型What do you want to eat? I want toeat ___.问答方式的掌握，让学生体会学习的乐趣和学习有所得成功体验，进而对学习保持较高的热情和学习动力。