《快乐英语》第二册UnitTwoFood教学案例
大学英语unit2food
大学英语U n i t2F o o da n d(总3页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除Unit 2 Food and DrinksPart AYou are going to hear eight short conversations between two speakers. Listen carefully and write down “Yes” or “No” to each of the following questions.1. Q: Does the woman enjoy the food in that restaurantYes2. Q: Is the man satisfied with the restaurant’s service No3. Q: Do the children like the cake Yes4. Q: Does the man like chicken best No5. Q: Does the woman like the wine Yes6. Q: Does John want a soda No7. Q: Does the man like the fish No8. Q: Will Sue eat out with the man tonight NoScript:1. M: Have you ever been to that big restaurant opposite the school gate?W: Yes, man y times. Whenever my friends come to visit me, I’ll take them there to eat.2. W: Is there something wrong, sir?M: My wife and I have been kept waiting for nearly an hour for our meal.3. W: Where is the cake I made this morning?M: We ate it, mom. Can you make another one for us?4. W: I hear you like chicken very much.M: Next to beef.5. M: Have you tried this wine before?W: No, never. It’s my first time, but it’s really to my taste.6. M: John, do you want a soda?W: SodaI think it tastes like medicine.7. W: Why, the fish is left almost untouched.M: Well, it would be good if it were less salty.8. M: Hi, Sue, would you like to eat out tonight?W: Oh, I’d really like to, but my sister may come to visit me this evening.Part BListening TasksWhat about Dining Out?Script:Peter: Hi, Kate.Kate: Hi, Peter. How have you been?Peter: Oh, OK, I guess. And you?Kate: Not too bad. We haven’t seen each other for a while, have we?Peter: No, we haven’t. So that makes me as k. Do you have any plan for this Saturday?Kate: No, not yet, I don’t think so. Why?Peter: What do you think about getting together and going out to dinner this weekend?Kate: That would be great. Do you have any particular place in mind?Peter: Well, I think I’d like to eat something that’s not too heavy. I’ve been eating a little too much lately.Kate: Me too.Peter: I love Italian food, but maybe we should skip that this time. They always seem to serve so much food in Italian restaurants, and you end up eating more than you wanted to.Kate: Chinese food would be good.Peter: Yes, or maybe some Japanese sushi. That style uses a lot of natural flavors, and not much oil or cream or heavy sauces.Kate: Yes, either of those choices would be good. Let’s just meet on Saturday night, and decide then where to eat.Peter: That’s fine by me.Exercise 1Listen to the conversation and complete the following sentences.1. Peter and Kate haven’t seen each other for a while.2. Kate doesn’t have any plans for this Saturday.3. Peter suggests to Kate that they have dinner together during the weekend.4. Peter loves Italian food, but he thinks they serve too much food in Italian restaurants.5. Both Peter and Kate like Chinese food and Japanese food.Exercise 2Listen to the conversation again and write down answers to the following questions.1. What does Peter say about Japanese food?It uses natural flavors, not much oil or cream or heavy sauces.2. When and where will Peter and Kate have dinner together?They will have dinner on Saturday either at a Chinese or a Japanese restaurant.Part CTest Your ListeningA ConversationListen to the conversation and choose the right answers to the questions.1. What is the relationship between the two speakers?a. Classmates.b. Co-workers.c. Waiter and diner.d. Strangers.2. Where does the conversation take place?a. At McDonald’s.b. At Kentucky Fried Chicken.c. At an Italian restaurant.d. At Pizza Hut.3. What will they order?a. Pizza, salad and iced water.b. Soup, hamburger and coffee.c. Sandwich, spaghetti and red wine.d. Spaghetti, salad, coffee, Coke and iced water.Script:A: Well, here we are, not too crowded.B: Great! Let’s order quickly so we can chat a little.A: OK. What are you in the mood for?B: Something light. I had a huge breakfast and I’m still full. A: There are three salads. Or you could have soup and a sandwich. B: What are you havingA hamburger, I suppose.A: No, actually I ate out last night. We had pizza at Pizza Hut, then a late snack at Kentucky Fried Chicken.B: Oh, dear. Well, maybe you should have a salad.A: Yes, I think so. Look, the daily special is spaghetti. That sounds good.B: Oh, the prices are great too. I’ll have that as well.A: Now let’s deci de on drinks.B: I’ll just have coffee and a glass of iced water.A: Italian food needs red wine, you know.B: But we have to go back to work.A: OK, a Coke for me then.B: Here comes the waitress. Let me order first.。
UNIT 2 Food and nutrition 教案
UNIT 2 Food and NutritionUNIT 2 Food and Nutrition1. Teaching Objectives:1.Ss can read about calorie postings in fast-food restaurants2.Ss can read about food and health in ancient documents and modern science3.Ss can use words and expressions to talk about calorie counting4.Ss can use words and expressions to talk and write about health benefits of food2. Time Allotment:1st Period: Pre-reading Activities (Warm-up; Group discussion; Background information introduction)2nd Period: Words & expressions3rd Period: While-reading Activities (Global-reading: understanding TextⅠas a whole+detailed reading)4th Period: Detailed reading+exercises5th Period&6th Period: Text II and related exercises7th Period& 8th Period: listening exercise3. Teaching Procedures:3.1 Pre-reading ActivitiesStep 1 Warm-up questions:1) Is McDonald’s or Starbucks your favorite fast-food restaurant? Why or why not?2)How can kids cope with the trouble of obesity?Step 2 Research1. Food SecurityFood security is the most basic problem of p eople’s livelihood, and it has become the focus of the global concern. The food safety incidents that have occurred in China over the past few years are still fresh in people’s minds: melamine-tainted milk powder, gutter oil and dyed steamed buns. Incidents like these are a source of constant public concern. Please go to interview at least 10 consumers in such fast-food restaurants as McDonald’s and Starbucks to see whether they are worried about food security there and ask them why or why not?2.Fresh Fruits and Vegetables and the Frozen CounterpartsSurf the Internet to find the real truth about the nutrition of fresh fruits and vegetables and their frozen counterparts.3.2 While-reading ActivitiesStep 1. Global reading: understanding Text I as a wholeAsk the students to read the text first and then finish the comprehension questions and text structure on page 27-28.Step 2. Detailed reading: learning TextⅠin detailStudents are asked to read the passage carefully again and discuss the difficult sentences and sentence structures.Purpose: Further understand the text （Train further reading ability）to find out some difficult sentences and details of the text.Method:Reading the text together; Using task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.Difficult sentences:1.Given widespread public concern over obesity in recent years, and the rise of a hugeweight-loss industry that encourages people to be careful about how much they eat, … (Para. 1) 本句中的given 是介词，意为“考虑到”，其后接两个宾语：widespread public concern 和the rise of a huge weight-loss industry, 而that 引导的则是一个定语从句，修饰先行词industry, 关系代词that 在定语从句中做主语。
一年级快乐英语下册教案(全英)
一年级快乐英语下册教案(全英)第一章：Unit 1 Hello, How Are You?教学目标：1. 能听懂、会说、会读“Hello, How are you?”及其回答。
2. 能听懂、会说、会读“I'm fine, thank you. And you?”及其回答。
3. 能用英语进行简单的自我介绍。
教学内容：1. 单词：hello, how, you, I, fine, thank you, and, too2. 句型：Hello, How are you? I'm fine, thank you. And you?教学步骤：1. 热身活动：唱英文歌曲"Hello"2. 引入新课：展示图片，引导学生说出hello, how, you等单词。
3. 教授句型：通过情景模拟，让学生练习说“Hello, How are you? I'm fine, thank you. And you?”4. 小组活动：学生分组，用英语进行自我介绍。
5. 总结：教师引导学生复述所学内容。
第二章：Unit 2 What's Your Name?教学目标：1. 能听懂、会说、会读“What's your name?”及其回答。
2. 能听懂、会说、会读“I'm ”表示姓名。
教学内容：1. 单词：name, what, your, I, am2. 句型：What's your name? I'm教学步骤：1. 热身活动：唱英文歌曲"What's Your Name?"2. 引入新课：展示图片，引导学生说出name, what, your等单词。
3. 教授句型：通过情景模拟，让学生练习说“What's your name? I'm ”4. 个人活动：让学生写出自己的名字，并说一遍。
5. 总结：教师引导学生复述所学内容。
一年级快乐英语下册教案(全英)
一年级快乐英语下册教案(全英)第一章：Unit 1 Greetings and IntroductionObjective:Students are able to introduce themselves and greet others in English. Content:Learning to introduce oneself: "Hello, my name is "Learning to greet others: "How are you?" and "I'm fine, thank you." Activities:1. Warm-up: Sing a greeting song together.2. Teacher demonstrates how to introduce oneself and greets the students.3. Students practice introducing themselves and greeting each other in prs.4. Group activity: Students form groups and practice introducing themselves to the whole class.5. Homework: Students write a short conversation about greetings and introductions.Chapter 2: Unit 2 Colors and ClothesObjective:Students are able to name colors and describe clothes in English. Content:Learning colors: red, blue, yellow, green, white, blackLearning clothing words: shirt, pants, skirt, dress, shoes, hat Activities:1. Warm-up: Play a color game with flashcards.2. Teacher shows pictures of clothes and asks students to name the colors.3. Students practice describing clothes using color words.4. Group activity: Students create a fashion show using the clothing words they have learned.5. Homework: Students draw and label clothes in different colors. Chapter 3: Unit 3 Numbers and CountingObjective:Students are able to count from 1 to 10 and recognize numbers in English.Content:Learning to count from 1 to 10: one, two, three, four, five, six, seven, eight, nine, tenLearning to recognize numbers 1 to 10Activities:1. Warm-up: Count with the teacher using fingers.2. Teacher shows number cards and students repeat the numbers.3. Students practice counting objects in the classroom.4. Group activity: Students form groups and practice counting together.5. Homework: Students plete a number maze activity.Chapter 4: Unit 4 Animals and PetsObjective:Students are able to name mon animals and describe their pets in English.Content:Learning animal names: cat, dog, fish, bird, mouse, cow, horse, elephant, lion, tigerLearning to describe pets: "I have a It is "Activities:1. Warm-up: Watch a video of animals and guess their names.2. Teacher shows pictures of animals and students name them.3. Students practice describing their pets using the template "I have a It is "4. Group activity: Students create a mini-zoo with animal cutouts and describe their animals to the class.5. Homework: Students draw and label their favorite animal.Chapter 5: Unit 5 Family and RelationshipsObjective:Students are able to name family members and describe their relationships in English.Content:Learning family member names: mother, father, sister, brother, grandmother, grandfather, cousinLearning relationship words: mother, father, sister, brother, grandma, grandpa, cousinActivities:1. Warm-up: Discuss the students' families through pictures.2. Teacher shows pictures of family members and students name them.3. Students practice describing their family members and relationships.4. Group activity: Students create a family tree using cutouts of family members.5. Homework: Students write a short paragraph about their family and relationships.第六章：Unit 6 Food and MealsObjective:Students are able to name different foods and describe their favorite meals in English.Content:Learning food names: apple, banana, orange, rice, bread, milk, water, cake, ice creamLearning meal words: breakfast, lunch, dinnerActivities:1. Warm-up: Discuss the students' favorite foods through pictures.2. Teacher shows pictures of food and students name them.3. Students practice describing their favorite meals.4. Group activity: Students create a restaurant menu using the food words they have learned.5. Homework: Students write a short story about their favorite meal.第七章：Unit 7 Seasons and WeatherObjective:Students are able to name the four seasons and describe weather conditions in English.Content:Learning season names: spring, summer, autumn, winterLearning weather words: sunny, cloudy, rny, windy, snowyActivities:1. Warm-up: Discuss the current season and weather through pictures.2. Teacher shows pictures of seasons and students name them.3. Students practice describing weather conditions.4. Group activity: Students create a weather report using the season and weather words they have learned.5. Homework: Students draw and label different weather conditions.第八章：Unit 8 Jobs and OccupationsObjective:Students are able to name different jobs and describe what people do inEnglish.Content:Learning job names: doctor, teacher, nurse, police officer, firefighter, pilot, engineerLearning occupation words: doctor, teacher, nurse, police officer, firefighter, pilot, engineerActivities:1. Warm-up: Discuss the students' dream jobs through pictures.2. Teacher shows pictures of jobs and students name them.3. Students practice describing what people in different jobs do.4. Group activity: Students create a job poster using the job words they have learned.5. Homework: Students write a short paragraph about their dream job. 第九章：Unit 9 Actions and VerbsObjective:Students are able to name different actions and describe actions being performed in English.Content:Learning action words: run, jump, swim, walk, dance, read, write, draw Learning verb tense: present tenseActivities:1. Warm-up: Discuss the actions being performed in a picture.2. Teacher shows pictures of actions and students name them.3. Students practice describing actions being performed.4. Group activity: Students create a short play using the action words they have learned.5. Homework: Students plete a worksheet where they draw and label actions.第十章：Unit 10 Animals and the EnvironmentObjective:Students are able to name different animals and describe their environments in English.Content:Learning animal names: panda, tiger, giraffe, elephant, zebra, gorilla, penguinLearning environment words: forest, jungle, savannah, Arctic, ocean Activities:1. Warm-up: Discuss the students' favorite animals and their environments through pictures.2. Teacher shows pictures of animals and students name them.3. Students practice describing the environments where different animals live.4. Group activity: Students create a diorama using the animal and environment words they have learned.5. Homework: Students write a short paragraph about their favorite animal and its environment.重点和难点解析在上述教案中，有几个环节是值得重点关注的，因为它们可能包含对学生来说较为困难的概念或是需要深入理解和练习的部分。
Unit2FoodIlike
2、我能运用yes或no回答是否喜欢
3、我能运用恰当的语句来表达提供给他人 某一食物
jelly ice cream sweets biscuits
Do you like sweets? No.
Do you like jelly? Yes, I like jelly.
one for me.
very much.
小组活动：
以小组为单位选择一 种食物，创编新的小短 剧。比比哪个小组表演 的最棒！
Good food, but moderation. 美食虽好，也要节制。
1.听、读本课课文。 2.询问家人喜欢的食品，并用英
文表达家人最喜欢的食品。
例：Do you like jelly? Do you like ice cream? Do you like sweets? Do you like biscuits?
Do you like …?
for you 给你
for me 给我
Do you like biscuits? Yes.
Tea time
One for you and one for me.
One for you and one for me.
Байду номын сангаас
One for you and Sorry. I like biscuits Oh, Danny.
Thank you
Unit 2 Is your food and drink healthy_教案
M4U2 Is your food and drink healthy?Teaching goals 教学目标1. Language focus语言目标a. Words and phrases 生词和短语bread fish hamburger ice cream noodle ricesugar egg cheese healthy1. be good for2. be bad for3. a bit4. get fatb. Key sentences重点句子1. A: Is …healthy(健康的)?B: No,…is not healthy./ Yes,…is healthy but too much …is not healthy.2.…is/are good for me.2. Ability goals 能力目标Enable Ss to know the food names.3. Learning ability goals 学能目标Help students ask and answer about some food.Enable Ss to write a composition about healthy and unhealthy food and the reasons. Teaching important and difficult points教学重难点The use of "be healthy", “be good/bad for〞, “imperative sentence〞.Teaching aids 教具准备multi-mediaTeaching procedures and ways 教学过程Step I：Lead inShow a picture of a picnic. Let the students guess the topic and the food we will learn today.Step II ：Learn the new wordsShow some pictures. Say what you know about the food.Food: fish, rice, bread, ice cream, sugar, candies, eggs, noodles, hamburgers…Picture flash: Let Ss guess the food according to the pictures as quickly as possible.Then let the students guess and remember the words.Group work:A: My favorite food is ice cream. What’s your favorite food?B: My favorite food is cola. What’s your favo rite food?C: …There are some words of food can be offered.Step III Label the pictures with the words and expression from the box.Make a conversation.S1: Is …healthy(健康的)?S2: No,…is not healthy./ Yes,…is healthy but too much …is not healthy.Step IV: Fast reading and check the true sentences.1. A lot of ice cream, hamburgers and cola is not healthy.k, cheese and fish are good for your eyes.3.Drink juice, water, tea, milk and cola.StepⅤ: Detail reading complete the table.Make a conversation like this:1.….. is/are good for your health.2.….. is/are bad for your health.Step VI: Write a composition.What kind of food do you want to take for your picnic and give reasons.Like this:1 …is/are my favourite food.2 …is/are healthy food.3 …is/are good for me.4 …….StepⅧ: Enjoy a video about food.An apple a day keeps the doctor away!Homework:Write a composition to introduce healthy food and unhealthy food and give reasons.。
《快乐英语》(三年级起点第二册第一课)教案
《快乐英语》（三年级起点第二册）教案【课题名称】LESSON 1【授课时间】40分钟【学生分析】三年级学生,对英语的学习已经有两年的经验，，语感和英语知识都有一定程度的积累。
基本很容易适应40分钟课堂的持续学习训练，喜欢游戏方面表现的还很明显,对所有新奇的东西依然有着极高的兴趣,不喜欢一成不变的模式,渴望参与,渴望被赞赏。
个人认为我们小学英语教师依然应该把培养学生对英语对学习的兴趣放在教育教学的首位，其次培养学生的一定自学能力。
【教材分析】处于本书的第一单元第一课，邀请朋友一起上学。
【教学目标】知识目标:学会并运用“Let’ s go to school./All right. ”听懂、会说、认读单词cat, dog, rabbit.能力目标:能在恰当的语言环境中使用Let ’ s go to school./All right.情感态度价值观:培养学生礼貌地邀请他人一起做事，学会与人合作。
【教学重点】学会使用Let ’ s go to school./All right.【教学难点】cat,rabbit的准确发音。
【教学方式】竞赛，游戏，示范，TPR等。
【教学准备】教学挂图，磁带，卡通文具卡片，动画人物头饰（Bob，Xiaohui）等。
【教学过程】Step1. Greetings and warm-up.Free talk.T: Hello, children!Ss: Hello, Sandy!T: Nice to meet you.Ss: Nice to meet you, too.T: How are you?Ss: Fine, thank you. How are you?T: Very well, thanks. Let ’ s sing a song. OK?Ss: OK.Sing “ Let ’ s play. Let ’ s sing. ”Step3. New items.1. Lead in.T:同学们，这首歌曲里的Let ’ s play. Let ’ s sing.是什么意思？Ss: 我们一起玩吧。
英语洪恩升级版2
英语教学计划表校区School Beida KG北大公学班别Class No.Small class小班教师姓名FT Name Liandi日期Date2018.3.5-3.9教材BookHello Teddy 2 (new) 洪恩2 （升级版）主题Topic Unit 1 clothes 第一单元衣服热身歌曲TPR/Warm-upSong Teddy wears a T-shirt 泰迪穿了件T恤Teddy wears a T-shirt, 泰迪穿了件T恤，Blue T-shirt ,blue T-shirt ,蓝色的T恤，蓝色的T恤，Teddy wears a T-shirt, 泰迪穿了件T恤，Blue T-shirt ,blue T-shirt ,蓝色的T恤，蓝色的T恤，单词WordsT-shirt T恤shoe 鞋句子SentencesIt 's my T-shirt 这是我的T恤It's my shoe. 这是我的鞋歌曲/童谣Song/Chant One mouse in a sock 一只老鼠在袜子里One mouse in a sock.一只老鼠在袜子里。
One mouse in a sock..一只老鼠在袜子里。
Hi-ho the derry-o,One mouse in a sock.一只老鼠在袜子里。
One mouse in a sock.一只老鼠在袜子里。
One mouse in a sock.一只老鼠在袜子里。
Hi-ho the derry-o,One mouse in a sock.一只老鼠在袜子里。
字母LettersI i i for ice creamRemarks/备注我们的小宝贝要开始学美语了！为了让我们的宝贝学得既有兴趣又具效果，请爸爸妈妈帮我们的宝贝在家里制造一个美语环境，并好好利用生活周遭的学校，教师，教材所能善用的资源，大家一起来学英语啰！英语教学计划表校区School Beida KG北大公学班别Class No.Small class小班教师姓名FT Name Liandi日期Date2018.3.12-3.16教材BookHello Teddy 2 (new) 洪恩2 （升级版）主题Topic Unit 1 clothes 第一单元衣服热身歌曲TPR/Warm-upSong Teddy wears a T-shirt 泰迪穿了件T恤衫Teddy wears a T-shirt, 泰迪穿了件T恤衫Blue T-shirt ,blue T-shirt ,蓝色的T恤衫，蓝色的T恤衫Teddy wears a T-shirt, 泰迪穿了件T恤衫Blue T-shirt, blue T-shirt ,蓝色的T恤衫，蓝色的T恤衫单词Wordssock 袜子hat 帽子dress连衣裙句子Sentences It 's my T-shirt 这是我的T恤It's my shoe. 这是我的鞋It's my sock.这是我的袜子It's my hat. 这是我的帽子It's my dress.这是我的连衣裙歌曲/童谣Song/Chant One mouse in a sock 一只老鼠在袜子里One mouse in a sock.一只老鼠在袜子里。
儿童快乐英语课堂第二册
儿童快乐英语课堂第二册第01课-Eat Fruit吃水果本集必会英语单词：grape 葡萄apple 苹果orange 桔子lemon 柠檬peach 桃cherry 樱桃pear 梨banana 香蕉mango 芒果strawberry 草莓pineapple 菠萝watermelon 西瓜英语儿歌：红红的apple大又圆，黄黄的banana弯又弯，紫紫的grape一串串，粉粉的peach香又甜。
pear pear水分多，lemon lemon味酸酸，watermelon大西瓜，orange剥开一瓣瓣。
英语对话：What fruit do you enjoy eating?你喜欢吃什么水果？Apple. 苹果。
Do you like bananas? 你喜欢香蕉吗？第02课-My Body我的身体本集必会英语单词：head 头neck 脖子shoulder 肩膀arm 胳膊hand 手waist 腰leg 腿foot 脚skin 皮肤finger 手指knee 膝盖toe 脚趾英语儿歌记单词：head头脑反应快，neck脖子真灵活。
shoulder肩膀挑重担；hand双手把活干。
leg, foot腿和脚，用它走路用它跑。
伸伸arm做体操，waist摇摇我的腰。
快速反应：大家一起做早操，天天锻炼身体好。
Touch your head, 摸摸你的头。
Move your legs，动动你的腿。
Clap your hands, 拍拍你的手。
Tap your feet on the floor, 跺跺你的脚。
第03课-My mood我的情绪本集必会英语单词：happy 高兴smile 笑sad 悲伤cry 哭angry 生气surprise 吃惊afraid 害怕本课少儿英语口语句子：A: Are you sad?你不开心吗？B: I'm very angry.我很生气。
A：Don't cry.别哭情绪单词英语儿歌：happy happy真高兴，smile smile挂笑容。
快乐英语第二册全册备课
如有你有帮助，请购买下载，谢谢！辽师大出版社《快乐英语2》
兴开街中心小学
2011.3.1
教学进度
《快乐英语》第二册全册备课
教学目标：
1、使学生获得一些英语的感性知识，激发学习英语的兴趣，
掌握基本的英语交际用语，培养学生初步运用英语进行交
际的能力。
2、培养学生一定的语感，打下良好的语音语调和书写基础。
3、培养学生学习英语的自觉性，养成良好的学习习惯。
4、遵循英语教学规律，寓思想教育于语言教学之中，促进学
生良好品德的形成。
适时介绍中外文化差异，尽力使学生
感兴趣。
培养学生创新精神和实践能力，努力为学生的终
身发展奠定语言基础和思想基础。
教学原则：
1、思想性原则
2、趣味性原则
3、实践性原则
4、交际性原则
5、准确性原则
6、灵活性和创造性原则
教学要求：
一、会话部分（Learn to say）
要求听懂、会说并能运用对话进行交际。
根据学生的实际水平，。
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读书破万卷 下笔如有神
《快乐英语》第二册 Unit Two Food教学案例
一、教材分析
本节课是小学三年级的一堂英语课，本堂课主要是掌握6个表示食物、蔬
菜的单词，学会运用学过的单词和句型对别人进行询问，并在真实的情景中恰
当地进行口语交际。通过课件，为学生提供比课本更生动更丰富的资源，更容
易激发学生的学习兴趣，吸引学生的注意力，有助于培养学生观察、推理的能
力，激发学生的想象力。
二、教学目标
1、知识目标：
（1）词汇目标：noodles, rice, hamburber, chicken, vegetables, soup
（2）语音目标：I like noodles. What about you? I like rice.
And you? I like soup and vegetables, too.
2、能力目标：能运用所学有关询问他人喜欢何种食物的句型进行交流。
3、情感目标：培养学生积极学习英语的态度，使学生能团结协作发扬合作精
神
三、教学重点及难点：
I like soup and vegetables, too.句子朗读及单复数运用。
soup和vegetable的认读及I like…句型的问答及运用。
四、教具准备：
多媒体课件、卡片、食物、
五、教学过程：
Step1 Revison/Warm up情境创设猜谜游戏
1. T: Look, it’s a rainbow. Oh, it’s beautiful!
What colour do you like? I like purple.(师举例，引导学生用I like ….
回答)
读书破万卷 下笔如有神
S1: I like yellow. -------pears
(T: What are they? Ss: pears. T How many pears can you see? S: I can
see……
T: Do you like pears? Ss: Yes, I do./ No, I don’t.)
S2:I like green.------watermelons
S2:I like orange.-----oranges
T: Look, I like pink. Can you guess? What are they? Ss: peaches.
这一部分，吸引学生的注意力，并通过学生已学的颜色，自然而然地通过猜
谜游戏，过渡到学生学过的水果，以及会起到过渡作用的”I like……”句型。
2. Chant : pears, pears, I like pears. Peaches, peaches, I
like peaches
Oranges, oranges, I like oranges. Watermelons, watermelons, I like
watermelons.
这个环节通过师生互动式的热身活动带领学生进入了英语学习的氛围又
复习了旧知识为后面的新知教学打下了扎实的铺垫。
Step 2 Presentation
1、师出示多媒体课件并在黑板上贴上自制餐厅图，学生抢答学过的食物，
然后教师捂着肚子，装作饥饿状说：
T: Oh.I’m hungry. Shall we go to the restaurant?
Ss:OK.
T:(师指着自制餐厅图上的实物说) Look, so much good food.(闻)Yummy. I
like hamburgers.（同时取下汉堡包图片说）What do you like?
S1: I like…（按行依次说出自己喜欢的食品。）
读书破万卷 下笔如有神
（设计意图）调动了孩子们的积极性，通过师生对话，让学生自由选择自
己喜欢的食品，从而让学生从中体验学习成功的喜悦。
2、讲授单词soup
师出示课件soup说I like soup. Soup(边做喝的动作边说)唔唔太烫了，
师领读单词soup
T: I like soup. What about you?
S: I like soup, too.
3、教学句型I like soup and vegetables, too.
T: Look at the food. What do you like?
S1: I like soup. What about you?
S2: I like vegetables. What about you?
S3: I like soup and vegetables. And you?
T: I like soup and vegetables, too.
S: Me too ,Yummy!
师领读句子I like soup and vegetables, too.领读几遍，然后逐行依次
说出此句型。
（设计意图）此句是本课的难点，学生在活动中，将句型和单词学习相结
合，培养了学生语言表达能力，激发了他们用英语进行交流的兴趣。
4、学习chant
T:I like noodles. What about you?I Like …，What about you? 生跟
着节拍用道具小手边打着节拍边跟读。
（设计意图）小学三年级学生注意力很短，师用响板和小手道具伴着节拍
说，可增强学生的学习兴趣，为学生营造轻松、愉悦的学习环境。
Step 3 Practice
读书破万卷 下笔如有神
争当优秀服务员 :师出示多媒体课件说：“明天有很多外国小朋友来学
校参观，需在学校就餐。老师要挑选餐厅服务员，条件是要先说熟chant。”
学生争先恐后纷纷举手，然后两人一组到前面用道具小手表演chant。
（设计意图）通过到前面表演，不仅能满足学生表现欲，增强学生自信心，
也对本课内容有了进一步掌握。同时学生在表演中培养了他们的语言表达能
力，激发了用英语交流的兴趣。
九、教学反思
本堂课设计的教学内容和环节都是比较贴近学生生活的，但教学设计不够
平均，前半部分过于简单，后半部分对一部分学生来说比较难以在短时间内消
化，所以在教学设计时应根据学生的接受能力进行合理的配置；评价方式注意
了个人评价，但缺少小组合作的评价方式，这样很难将整个课堂的气氛调动到
最高程度，容易造成忽略学困生的情况；整堂课的任务型教学模式有三个，在
操作的时候会显得有点混乱，对于学习能力不是很强的学生容易造成混乱的现
象，所以在执 行任务的过程中，应待时机成熟时创设真实的活动场景，使学
生学之能用，学之即用，既可以培养学生在逼真的情境中自编对话、相互交际
的能力，又可以培养学生的 协作精神，充分发挥他们的各项职能特征，真正
体现英语学习的交际性。