粤人版三年级英语下册Culture、2、Eating教案
三年级下册英语第二单元教案
三年级下册英语第二单元教案Title: My Family and Daily RoutineGrade: 3rd GradeUnit: 2nd UnitObjectives:1. Learn and recognize vocabulary related to family members and daily routine.2. Practice using present simple tense in sentences.3. Develop listening, speaking, reading, and writing skills in English.4. Cultivate an understanding and appreciation for different family structures and routines.Materials:- Flashcards of family members and daily activities- Worksheet with exercises for vocabulary and sentence formation- Whiteboard or blackboard- Colored markers- A projector or screen (optional)Warm-up (5 minutes):Start the lesson by asking students to name different family members. Write their answers on the board. Then, ask students to share a daily activity they do with their family. Write these activities on the board as well.Presentation (10 minutes):1. Introduce the new vocabulary (family members and daily routines) using flashcards. Show each flashcard to the students, say the word out loud, and ask them to repeat. Repeat this process a few times to ensure comprehension.Practice (15 minutes):1. Divide the students into pairs. Give each pair a set of family member flashcards.2. One student from each pair picks a flashcard, shows it to their partner, and says, \。
广州版三年级英语下册全册电子教案(教学设计)
⒈看投影，听录音。
⒉看课文，听录音。
⒊学生跟读。（先跟录音后跟教师）
⒋全班齐读。
⒌小结：学生小结后，教师再补充。
⒍Game :“找朋友”
让学生找自己的friends（五人以上），用彩带拼出kite。看哪组快，并给每人1个苹果贴纸。
（四）作业：
1．抄新单词一个一行。
2．听录音读课文3次。
三、巩固运用：
1.归纳学过含有元音a的单词，让学生拼读。
2.出示含有元音a的新单词，尝试让学生去拼读。
3.让学生总结发音的规律。
四、作业
1．读书本P7的sound family, Rhyme.
2.与同桌自编对话。
板书设计：
Unit 1 Colour
A: What colour is it?
B: It’s yellow\...
(利用实物或图片做对话)
A: Do you have a…?
B:Yes,I do.
No,I don’t.
A:What colour is it?
B:It’s…
4、Colour and say
（先让学生将物体涂自己喜爱的颜色，再与同桌对话）
四、Development
1．让学生对自己喜爱的颜色作综合的陈述。如：I like red, I like blue, I likeyellow, I don’t like white…
随堂
备注
教学目标：
Can speak objects and sentences with colours.
教学重点：To improve students’listening,speaking,reading and writing abilities.
三年级下英语教案-Module2Unit2IHaveCutePets_广州版
U5 I Have Cute Pets (第一教时) Contents: Dialogue & New WordsObjectives:To give further practice in asking “Do you have…?” questionsTo introduce pet vocabulary.Teaching steps:RevisionListen to the teacher and point to the animalsRecite unit 4Presentation1) Look at the pictures and listen to the tape2) Learn the new words:pet Do you have any pets?cat dog Yes, I have a cat and a dog.don’t I don’t have any pets..turtle He has a turtle.frog She has a frogguinea pig Guinea pig is small. It has four legs and a short tail.tail goldfish These are goldfish. They are red and yellow.3) Learn dialogueListen to the tape and read after the tape.Understand the meaning of the dialogue.Change the animals in the dialogue and act it out.Summing upNew words2) Sentences patterns : I/We/You/They have …He/she has…I/We/You/They don’t have…Do you have any …? Yes, I do . / No, I don’t. PracticeMake sentence with “ I don’t have…” / Do you have …Homework1) Listen to the tape and read after the tape2) Copy the dialogueU5 I Have Cute Pets (第二教时)Content : Work With LanguageObjectives:To reinforce animal/pet vocabularyTo give opportunities to practice animal vocabulary in EnglishTo identify the single from and the plural form.Teaching steps:Leading inListen and sing << Bingo>>Listen and chantRevisionRead the new words and dialogueFree talk: with sentences “ Do you have any pets?”“What is it ?”“ I don’t have (I)have …”PresentationSubstitution drills:I/You/They/We have…Do you have …? …don’t have …He/She/It has …4) PracticeWork With LanguageRead t he animals names and stick the pictures above the names.In groups talk about your pets..For example- Do you have any pets ? - Yes. I have a dog . and you ? - I have a rabbit.c) Sentence : He/She/It has …5) Check & Comment6) Homeworka) Recite Unit 5 Dialogueb) 《技能训练》 U 5U5 I Have Cute Pets (第三教时)Content: Fun with Language & ExercisesObjectives:Words about animals and understand body of animals.Work in pairs and match the drawings.Describe each animal.Teaching steps:1) Leading inListen and Sing “ Biogo”Listen and Chant2) RevisionRead the dialogue and act outTo have a game: Guess “ What animal is this ?”( Learn by imitation of duck, cat, frog, …3) White-taskShow the pictures and match the drawings. Then describe the drawings.For example; A bull has long hornsPractice in pairs4) Post-taskDraw a picture of your pet. In a group of six put your pictures in a the middle. De- scribe your pet and ask, “ Which is my pictures”5) Summing up6) Homeworka) Recite vocabulary and dialogueb) 《技能训练》Unit 5。
三年级英语教案Unit2I'meatinghamburgersandchips.-冠军奖
Module 1 unit 2 I'm eating hamburgers and chi eating hamburgers and chi art带着Daming和Amy在公园游玩，Daming问Amy是否想吃面条。
Amy说想。
于是Ms Smart给他们买了面条，可是Amy不太会用筷子，把面条弄得到处都是。
Daming问Amy英国人用不用筷子，Amy告诉他英国人使用刀叉。
Unit 2的课文情境是Daming问Amy在吃什么，Amy回答说汉堡包和薯条，并告诉Daming这是快餐。
Daming告诉Amy他喜欢吃面条。
面条是中式快餐。
三、学情分析：三年级学生已经初步掌握了一定英语知识，有着一定的英语学习能力，能积极参与对于英语课堂活动，但是他们好动、易兴奋，易疲劳，注意力容易分散。
所以要根据他们的实际情况设计合适的教学方案。
在教师的引导下，学生通过自主学习，掌握grass, hamburger, chi eating hamburgers I’m using my hands等重点句型，并能够感知中国人使用筷子、英国人使用刀叉的饮食文化差异，乐于接触外国文化，能够运用所学的知识调查全班秋游需要准备的食物和用品，列出购物清单，谈论自己喜欢的食物与饮食习惯。
四、设计理念：本课的设计在学生已经掌握了之前所学的食物和餐具的基础上，紧紧围绕着食物和饮食习惯层层深入。
根据学生的性格特点，增强学生对所学内容的理解，设计有趣新颖的教学游戏，激发学生的学习兴趣。
创设各种形象生动的情境，促成交际活动，活动的设计要体现学习语言是为了做事情，在做事情的过程中学习语言的原则，让学生积极参与，大胆开口。
五、教学目标1、听懂，会认读，能运用grass, hamburger, chi eating hamburgers I’m using my hands等新句型。
3、感知饮食文化差异，乐于与朋友分享喜欢的食物与饮食习惯。
广州版新教材三年级下学期英语教案
三年级下学期英语课教案2013年2月21日Teaching PlansModule 1 Colours1. Units and thematic contentThis module is about colours. In Unit 1, Xiaoling invites Janet to play. Janet tells her that she has a kite, and it is red in colour. Xiaoling likes the colour. They go out to play happily. In Unit 2, Jiamin and Janet have the picture of a clown. They have fun colouring the picture with different colours. They use their crayons to colour the pictures.2. Teaching Objective of the module:Grammar and communicative functionsAsking and answering about the colour of an object:----What colour is …?----It’s …Stating the colour of an object:(The ruler) is (blue).Asking and answering about favourite colours:Do you like (red)?----Yes, I do. / No, I don’t.----I like (red).Making suggestions: :et’s…Agreeing with a suggestion: That’s good.Subject-verb agreement: The (eyes) are…3. VocabularyKey words: red, blue, yellow, white, black, orange, green, purple, brown ---- pencil, bag, ruler, pencil-box, crayon, hatWords in context: sun, sea, cloud, tree, desk, funny, puppet, parts, now, new4. Phonics: Pronunciation represented by:----“a” as in “cat”----“b” as in “bus”----“c” as in “car”----“d” as in “dog”----“a-e” as in “name”5. Learning outcomesPupils will be able to:(1)Use some common colour words in talking about colours;(2)Ask about the colour of an object: What colour is …?(3)Tell the colour of an object:It’s …The nose is …The eyes are …(4)Ask Yes/No questions about others’ favourite colours: Do you like …?(5)Give short answers to Yes / No questions about one’s favourite colour:Yes, I do. No, I don’t.(6)Ask about possession: Do you have…?(7)State possession: I have…(8)Use colour words in noun phrases: a red pen, a yellow ship, etc.(9)State their favourite colour: I like…(10)Sound out words containing “a” , “b”, “c”, “d”, and “a-e”.Unit 1 I like red1.Learning objectivePupils will learn how to ask and answer about colours, and how to state their favourite colours. They will also learn to suggest an activity.2.Learning and teaching focus:(1)new words: go to, idea, colour, red, great, like, yellow, blue, white(2)new patterns: Good idea. Let’s go to play. I like red. What colour is it? It’sred. I have a kite.3.Design of the blackboard:Unit 1 ColourWhat colour is it? It’s (red). 单词和图片4.Steps：（1）P reparation：Song：Do you have a little plane?Free talk and lead into the lesson: I have a kite…What colour is it? (Use all the transport and goover the sounds of the colours.)(2)Presentation:Presenting the dialogue:Ask pupils to look at the picture on page 2. Invite pupils to recall the names of the two children (Janet and Xiaoling).Tell pupils that Janet and Xiaoling want to go out to play.Draw pupil’s attention to the kite in the picture, and present the word kite.Use the kite to present the word red. For example, talk to the pupils, “Look at the kite. What colour is it? It’s red.”Motivate interest in the listening by asking: Does Xiaoling like the colour red?Play the recording all the way through.Play the recording, pausing after every speech bubble for pupils to repeat in chorus , and to clarify meaning if necessary.Presenting the vocabulary itemsLead-in: This is a kite. Let’s look at some other things / objects / toys.Ask pupils to look at the 4 pictures on the right of page 3. Present the name of each object, e.g. This is (a car). What is this? It’s a (car).For further practice, you could point at the objects ramdomly for pupils to name them.Present the colour words, making use of the printed colours at the top of page 2 and page 3. You could begin by saying, “This is a car. What colour is it? Let’s learn some colour words.”Go through the colour words with the pupils one by one, inviting them to repeat after you.Point to a colour randomly, and ask pupils to name the colour.(3)PracticePractice the dialogue by substituting the 4 objects (car, plane, ball, boat) and colour words (yellow, blue, white, red) for kite and red in the dialogue.(4)Development:Finish the exercises in the Fun With Langusge.Go further with the pictures and the objects.(5)Homework and end the lesson.教学反思：词汇教学和颜色、交通工具、家具、文具都是学生很熟悉的话题，而且对于词汇学习有了一定的学习经验，所以课堂上学生表现还是很好。
广州版英语三年级下册教案 Module 2 Unit 4(1)
广州版三年级英语下册教案Module 2 AnimalsUnit 4 We Like Your Farm教学内容分析由于本节课有关动物的单词较多，对学生来说记忆和辨认有一定的难度，所以我的处理是先把有关动物的单词和句型Do you have…..?放在第一课时，而本节课是本单元的第二课时。
本节课在进一步复习和上节课所学的单词和重点句型的基础上，要求学生能流利地朗读和理解课文内容。
有能力的学生要求能表演课文，教学对象分析学生在第一课时以初步掌握有关动物的单词及重点句性，本课要求学生能巩固已有知识的基础上理解和记忆课文。
教学目标1.语言知识1)Do you have……?2）I have…….2.语言技能能理解对话内容，并连贯朗读。
语音、语调、和停顿基本正确，基础好的学生能表演对话3.情感态度激发学生亲近、保护野生动物，热爱大自然的思想情感4.学习策略1）充分利用书中插图、歌曲、游戏等资源，优化课堂教学2）鼓励学生积极运用本课所学的句型进行交流和表达教学重、难点课文的理解和记忆教学媒体图片实物投影仪录音机教学过程（一）Warm-upSing a song:<Bingo>（二）Revision and Practice1．游戏：炸弹游戏（复习有关动物的单词）设dog\cat\goose为炸弹，分组轮流快速地读出卡片上的单词，见到炸弹时，轮到的组不能出声，否则将会被炸倒。
2．听声音或看拼图猜动物3．出现农场情景，引出句型Do you have…?4．“金太阳”课件呈现课文1次，学生带着问题整体感知课文内容。
Question :What animals can you hear?5．利用实物投影仪把课文6幅插图逐一投影出来，配上适当的提示词，鼓励学生通过观察和回忆把课文对话说出来。
6．学生朗读和挖空词语背诵课文。
（三）Development1．学生表演课文，并且看图描述农场2．出示十二生肖，认识更多动物3．观看动物世界引发学生保护野生动物、保护地球资源的感情（四）Homework1．把你见过的或想象中的农场画下来，并向你的家人介绍农场里面有什么动物。
开心英语三年级下册Culture 2：Eating 教案
Culture 2 : Eating一、教学分析（一）内容分析Friends with English《开心学英语》是根据 2012年教育部颁发的《英语课程标准（实验稿）》中课程改革的新理念和教学目标要求编写出版的。
强调从学生的学习兴趣、生活经验和认知水平出发,让学生主动有效地参与学习过程.为了发展学生跨文化交际的意识和能力，特意在每册书的后面增设两课文化课，帮助学生提高理解和恰当运用英语的能力，拓展文化视野。
本节课所选取的正是《开心学英语》第二册的Culture 2 : Eating二、案例背景题目： Eating所用教材： Friends with English (开心学英语)Book 2, Culture 2 : Eating授课年级：三年级（一）教学内容和目标：1．知识：使学生认识中西方食品的单词，会谈论食品，能根据自己的喜好安排一天的菜肴，以及使用的餐具。
（ words: Chinese food: rice,noodles,mantou,congee,dumplingsWestern food: cheese,sandwich,salad,patato.sentences: I have ... for breakfast/lunch/dinner. I use...）2．能力：学习食品单词，以及在日常生活中的运用。
3．情感：通过对授课内容的学习，教育学生要珍惜粮食、节约粮食和关爱他人。
4．文化：让学生了解中西方的饮食文化的差异。
（二）教学重点：能运用食品单词，根据自己的喜好安排一天的菜肴，以及用餐时使用什么餐具。
（三）教学难点：在生活中的餐厅的体验中习得食品单词。
（四）教学用具：Powerpoint幻灯片多张（包括有中、西餐厅的图片、中西方食品的图片、作业纸多张。
）三、教学过程Step 1:Greeting& Sing a songT: Well, Today let’s learn Culture 2 Eating.T: Look, many food here.What are they?S: Pear,orange,apple,banana,watermelon,strawberries,cherries,cookies, bread,cake,ice cream,nood les,rice,fish,juice,milk.T: You did a good job. I like hamburgers. What do you like?S: I like...T: Let’s sing a song: What do you like?Step 2: Presentation1.Lead inT:Children’s Day is coming. Are you happy on Children’s Day?S:Yes,I am.T:On Children’s day,most of you have a big meal in the reataurant.You don’t know restaurant? Le t me show you. 2.Talk about the restaurantT: This is a restaurant. There are two kinds of restaurant.One is Chinese restaurant.The other is we stern restaurant.There are many Chinese restaurant arond us. This restaurant is in USA.This restau rant is in Hong Kong. This restaurant is in Macao. This restaurant is in Jiangmen. It’s famous for n oodles.T:These are western restaurant.Look,this is a western restaurant in USA. This is a western restaura nt in UK. This is a western restaurant in Hong Kong. This is a western restaurant in Jiangmen. Yo u can eat steak.3. Teach mantou,congee,dumplingsT：Look at the menu. Let’s read together.T: Here are some new food. Can you guess what are they? Now,listen and repeat.S: mantouT:mantou, man-tou, mantouS:mantou,man-tou,mantou.T:Who like mantou? Please raise your hand ,OK,stand up,please.T:Let’s say mantou,mantou,I like mantou.S:mantou,mantou,I like mantou.T:If you don’t like mantou,please say I don’t like mantou.S: I don’t like mantou.T:How about the second one? Listen carefully.S:Congee.T:If you like congee,please stand up and say I like congee.S1：congee,congee,I like congee.T:If you don’t like congee,please stand up and say I like congee.S2:congee,congee, I don’t like congee.T: And this? Listen!S:DumplingsT:If you like congee,please stand up and say I like congee.S1：congee,congee,I like congee.T:If you don’t like congee,please stand up and say I like congee.S2:congee,congee, I don’t like congee.4.Practice:①Let’s read the menu again.②Group work:What do you like?A：What do you like?B: I like...A: Here you are.B: Thank you.5. Teach salad,cheese,hamburger.T: It’s 10:30. I am hungry. But I don’t like mantou. I don’t like congee. I don’t like dumplings. I li ke western food. Let’s go to the western restaurant.T: Look at the menu. hamburger ,cheese,salad is popular.T:Wow, I like hamburger.T:Ham-bur-ger,hamburger.S:hamburger.T：Look at the hamburger.This is bread. Follow me,bread.S:Bread.T:This is cheese./meat/vegetables/bread.S:cheese./meat/vegetables/bread.T:How to make it?We should prepare bread/vegetables/meat/cheese.T:But we don’t have real materia here. Now let’s make paper hamburger.OK?T: White is for bread. Green is for vegetables.Brown is for meat. Yellow is for cheese.OK?T: Show me bread/vegetables/meat/cheese.T: Take a piece of bread.Put some vegetables.Put some meat./Put some cheese.Put a piece of brea d. A hamburger is done.Steps:Take a piece of bread—put some vegetables—put some meat—put cheese-put bread- A hamburger is done.T:Here is cheese. Also when we make a hamburger,we should use some cheese.T: Ch-ee-se, cheeseS:Cheese.T: How about this? Salad.There are three kinds of salad here.Fruits salad is made of apple,banana,pear,watermelon and so on.and we also put some salad jam. Vegetable salad is made of some vegetables and salad jam.Meat salad is made of some meat. Such as chicken,beef,pork.They are healthy and yummy. I like them.Step 3: ConsolidationT: Boys and girls, I like Chinese food. Also I like western food. do I have for a day?T: Look, at 7:00 in the morning. I have mantou for breakfast. Read after me，breakfast.T:I have mantou for breakfast.T: Here you are. S: Thank you.T：Look, it’s 12:00 in the afternoon. I have dumplings for lunch.T: I have dumplings for lunch.T: I have a hamburger and salad for dinner.T: Let’s read my menu.OK?T: OK,please take out your worksheet and write down your menu for a day. I like yummy food.I have_____ ________ for breakfast.I have ______ _________ for lunch.I have _______ _________ for dinner.Step 4: Homework1.Finish the worksheet.2.Read your menu for a day to your parents and your friends. Write on the blackboard:Culture 2 : EatingChinese food: rice,noodles,mantou,congee,dumplingsWestern food: cheese,sandwich,salad,patato.I have ... for breakfast/lunch/dinner.。
粤人2011课标版三年级起点三年级下册《Culture2Eating》说课稿
粤人2011课标版三年级起点三年级下册《Culture2Eating》说课稿一、教材简介粤人2011课标版三年级起点三年级下册是广州市教育局根据教育部课程标准编写的小学三年级语文教材。
本册教材名为《Culture2Eating》，主要围绕食物文化展开，通过多样的读物和活动，培养学生的阅读和写作能力，增加对食物和饮食习惯的了解。
二、教学目标1.掌握关于食物的基本词汇和表达方式。
2.了解不同地方和国家的饮食文化，增加学生的文化视野。
3.培养学生的阅读理解和写作能力，提高综合语言运用能力。
三、教学重点和难点1. 教学重点•学生能够熟练掌握与食物相关的基本词汇。
•学生能够理解并运用所学内容，介绍不同地方和国家的饮食习惯。
2. 教学难点•学生能够进行阅读理解，把握不同地方和国家的饮食文化差异。
•学生能够在书面表达中运用所学内容，进行简单的写作。
四、教学内容和教学过程安排1. 教学内容本单元的教学内容主要包括以下几个方面：1.不同地方和国家的食物文化介绍。
2.食物相关的基本词汇学习和运用。
3.对所学内容进行阅读理解和写作练习。
2. 教学过程安排第一课时：食物文化介绍1.自我介绍和课程目标提示（5分钟）–让学生了解本节课的内容和目标，激发学生的学习兴趣。
2.食物文化影像展示（15分钟）–呈现一些关于不同地方和国家的食物文化的影像。
–引导学生观察并讨论这些食物文化的特点。
3.文化差异讨论（20分钟）–引导学生讨论不同地方和国家的食物文化差异。
–引导学生思考食物与文化之间的联系。
第二课时：基本词汇学习和运用1.复习上节课的内容（5分钟）–复习上节课讨论的不同地方和国家的食物文化差异。
2.基本词汇学习（20分钟）–教授与食物相关的基本词汇，如食物名称、食物口味、食物制作方法等。
3.词汇运用练习（15分钟）–培养学生的词汇运用能力，通过问答、填空等形式进行练习。
第三课时：阅读理解和写作练习1.复习基本词汇（5分钟）–复习上节课学习的与食物相关的基本词汇。
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Eating
Exercises
A.
Fill the lacks of letter , and write Chinese meaning .
1. r___ c___ ( )
2.
d___ ____pl__
___
___( ) 3. c___ ___ g___ ___( ) 4.n___ ___ d___ ___s ( ) 5. m___ ___ t ___ ___( )
6.br__ ___kf__ __t ( )
7. d___ ___ n__ __ ( ) 8. l___ ___ ch ( )
B. Fill blanks according to the pictures.
1.I have ______ , _______ and _____
for breakfast.
2.I have ______ and ______ for lunch.
3.I have ______ and ______ for dinner.
4.I use _____ , ______ and _____. Homework
A.Review the new words and the sentences.
Read and copy them , and use the words to make sentences .
B . Make your own menu.
I have ...
for breakfast______________________________
I use _________________________________
for lunch______________________________
I use _________________________________
for dinner______________________________
I use _________________________________
Writing on board.
Culture 2 Eating
What do you eat?
I have ... for breakfast/lunch/dinner.
congee mantou noodles I use ....
dumplings rice bowl /chopsticks/spoon
Exercises
A.
Write Chinese food to use what cutlery and Western food to use what cutlery.
Chinese food :_____________________________________
Western food : _____________________________________
B.Make sentences . 1. do , what, eat , you ( ? )
2. have , breakfast , I , and, cheese , sandwiches ( . )
3. lunch, two , for , I , hamburgers , have ( . )
4. for, have , I , dinner , salad , potatoes , and ( . )
5. fork, plate , knife , a, a, a, and , use , I ( . )
6. chopsticks, I , and ,a , a, use , plate , spoon ( . )
Homework
1.Introduce your menu , and show it to your families or your
friends .
2.Read and copy the new words .
3.Make dialog with your partner .
Use : What do you eat ? I have ... I use ...
Writing on board .
Culture 2 Eating
What do you eat ? I have ... for breakfast / lunch / dinner .
cheese hamburger sandwich I use ...
salad potato fork/plate/knife/spoon
The
knowledge
point combs
1. Master the words. Chinese food , Western food , eat , menu , breakfast ,
lunch , dinner .
2. Be able to use the sentences . What do you eat ? I have ... for breakfast
/ lunch / dinner . I use ...
Practice
design
A.Listen and number the pictures .
( ) ( ) ( ) ( )
( ) ( ) ( ) ( )
( ) ( ) ( ) ( )
B. Listen and fill in the blanks. (The listening material：
1. What do you eat, Gogo ? I have bread , cheese and sand
-wich or breakfast . I use a fork , a plate ,a knife and a spoon . 2.What do you eat , Jenny ? I have milk , mantou and congee
for breakfast. I use a spoon , a bowl , a glass and chopsticks.。