深圳市碧波小学英语第七册第七课教学设计

深圳市碧波小学英语第七册第七课教学设计
单位及作者：碧波小学全泓英
教材版本：Primary English For China ( Longman)
课题名称：Book 7 Unit 7 Eating out The first period-The sixth period 授课年级：小学四年级
教学内容及学生情况分析：
教学内容：本课时的教学内容没有过于强调学生死记硬背。

机械模仿的教学倾向而是重视了科学地创设真实情景把知识内容，技能实践和语言学习的实践很好地结合起来以营造启动学生用英语思维的良好教学环境。

帮助学生通过身临其境的感受和体会获取知识从而达到熟练掌握交际性用语并能用英语交流的过程。

本课是第7册第7课，所学内容与前面第六课有一定的联系，第六课所学的是在商场购物，其中有一个快餐店和本课所学的快餐店里所需要购买的食物和饮料都有内在的联系，同时与即将要学的第八课购物也是有相关的联系，因为6，7，8这三课所学的中心内容都是人们所需要的食物名称，都涉及到可数名词和不可数名词的用法。

学生分析：四年级的学生年龄大都在9-10岁左右，他们所具有的词汇量和对句型的积累量已经逐渐增多，4-5年级的学习目标是以任务为基础，主题为线索、活动为方式的会话阅读阶段，学生们能通过图片，课件，听录音，简短的指令，歌曲，游戏及教师给定的情景（可用文字或图片提示）或话题，在老师的示范指导下提高实际口语表达与交际能力，从中掌握和积累更多的词汇量。

虽然学生们年龄小，但他们的思维非常活跃对听，说，游，玩，话题谈论学习很感兴趣。

教材的建议：从语法角度来讲比较难，偏杂，中等及偏差的同学很难掌握好这些食物名称的单，复数的单词，词组在句子中的正确表达法和运用，远远超过多数学生实际水平，建议调整购物单上单词的排列顺序，其次在句子操练中所采用的单词及词组能够和菜单上提示的一致以免学生混淆。

存在的问题：记忆单词的能力较差，对课文中出现的语法知识接受很慢，效果欠佳。

学习需要和行为：学生需要老师的激励和不断的鼓励调动学习英语的积极性，课堂上多采用游戏方式和角色表演以及歌曲，情景对话，小组讨论激发学生的学习热情，学生才乐学，爱学，好学。

此外，要注重培养学生良好的学习习惯和听，说，读，写四会技能的全面提高
总体课标分析：
从英语课程分级目标结构来看，4-5年级有明确的级别要求，根据罗湖区英语教研中心的教学剃度要求：一年级为活动游戏为主要形式的英语口语家字母（以语音为序）的家学阶段，2-3年级为“字母、音素、音标三位一体”的英语一体化学习阶段。

因此，四年级学生重点应以任务为基础，主题为线索、活动为方式的会话阅读阶段。

通过游戏，诗歌，歌曲，话题类表演，观看英语动画片及英语教学节目，在听听猜猜，做做，画画中激发小学生学习英语的兴趣。

基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，强调课程从学生的兴趣，生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的学习方式和任务型的教学途径，发展学生综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践，提高人文素养和形成自主学习能力的过程。

教材分析：
Longman Primary English For China教材是由深圳市基础教育英语教材编写组和朗文香港教育合作组织编写，全面体现《国家英语课程标准》和国外先进的中小学英语教学思想。

供中小学教学使用的英语教材。

这套教材采用“以题材为纲的功能—结构—运用性任务体系”编写。

着重培养学生运用英语的能力。

同时体现外语教学的跨文化教育本质，坚持兴趣第一的原则，做到现实与未来相接合。

教学设计说明：
教学目标：
Teaching Plan of Primary English For China
Unit 7 Eating out
The first Period （Part A&G）
一、Teaching Materials：Book 7 Unit 7 Eating out Part A & G
二、Teaching Aims：(1). Learn to identify different kinds of names of food.
(2).Asking and answering questions about a person’s favorite food
and drinks.
(3).Learn to use noun phrases to refer to quantity.
(4). Learn to use auxiliary verbs to make questions in the present
tense. “Do, A re”
(5). Grasp and can use interrogative: What , How
(6). Adjectives: hungry, thirsty
(7).Use the simple present tense to express hobby and need
三、Main Points：(1). Be able to communicate with others on familiar topics by using verb
“Are& Do”
(2). Learn to identify different kinds of names of food and some
common noun phrases.
(3). The correct pronunciation about some names of food.
四、Difficult Points: ：(1).How to use the verb ‘Are & Do” to make questions in the simple
present tense correctly.
(2). Ask and answer questions about all kinds of names of food
which is put in the different kinds of containers.
五、Teaching Aids：Word and picture cards, Book Cassette, two plastic trays
A multimedia computer, some real food and others
六、Teaching Methods:(1) Task-based language teaching method
(2) Cooperation and communication each other
(3) Classroom activities method, TPR method
七、Arrangement of the periods:
Period 1: Part A &G Period 2: Part B1,B2 & B3
Period 3: Part C& D Period 4: Part E & F
Period 5: Part H& I Period 6: Revision
Unit 7 Eating out
The First Period
A:Teaching contents: (a). Introduce the new vocabularies of Unit 7 Part A & G.
(b). Question sentences and answers.
Koko, are you hungry/thirsty? (Are you hungry, Koko ? )
Yes, I am. ( Well, yes, a little.)
Do you like sandwiches?
Yes, I do.
No, I don’t.
B: Teaching Aims: (a). Introduce new vocabularies and common noun phrases.
(d). Asking and answering questions about a person’s favorite food.
( c ).Learn to use auxiliary verbs to make questions in the present
tense. ‘do, are”
C: Focal Points: (1) Koko, are you hungry/thirsty? (Are you hungry/thirsty?)
Yes, I am.(Well, yes, a little.)
Do you like sandwiches?
Yes, I do. No, I don’t.
(2) Topic vocabularies: a sandwich, a hamburger, dumplings
a packet of fries, a bowl of noodles, a piece of cake
a cup of tea
D: Difficult Points: (1).How to use the verb s “Are & Do” to make questions in the
simple present tense correctly.
(2). Ask and answer questions about the favorite names of food
of others which is put in the different kinds of containers.
(3). The different usage between tea and a cup of tea.
E: Teaching Aids: Picture and word cards, Book Cassette, multimedia computer, real plastic
food and other things
F: Teaching Methods: Classroom activities and TPR methods
Cooperation and communication each other
G: Teaching Steps and Procedure:
Warm-up: Hello, children. Glad to meet you. Are you happy today? Let’s s ing a
song together. Sing on the music by looking at the Power
Point.(通过课前的歌曲活跃气氛，吸引学生的注意力，
引导学生自然地进入学习状态)
anization and greetings: T: Class begins. Good morning, boys and girls. How
are you? Is everyone here? What day is it today?
What’s the weather l ike today? Pupil A answers these questions one by one.
T: Thank you. Sit down, please.
T: Can you ask the other pupils some questions? P(a):Yes, I can.
Free talking by playing trains. A asks B. B asks C. C asks D.
2. Revision:
. (a).To revise the names of the food that pupils know by showing some pictures.
T: What’s this in English? ( showing pictures ). P(a): It’s a glass of water.
P(b). It’s a cup of coffee. P(c). It’s a cake. P(d). It’s a glass of milk.
T: Do you like water? Do you like milk? Do you like coffee?
Ps: Yes, I do. No, I don’t.. ( elicit pupil to learn to answer.)
(b). Review words by playing games: Listening and doing by modeling.
First the teacher put some food that pupils are quite familiar with on the desk ,Then the teacher speaks one food . Invite one pupil to pick one food and put it on the trays.
Teacher: I’m hungry .Please pick up a cake, please, Charlie. Charlie looks at the teacher and does the action. T: Put it on one tray, please. Then the teacher asks: Are you
hungry, Charlie? Yes, I am. Charlie answers. Teacher retells the sentence. Are you hungry, Charlie? Yes, I am. No ,I am not. Ask pupils of group one to make dialogues in pairs. The next the teacher speaks another word : I’m thirsty . Pick up water , please, Mary. Mary looks at the water and pick it up and put it on another tray. Then the teacher asks: Are you thirsty, Mary ? Elicit pupil to answer: Yes, I am. No I am not. Ask the pupils of group two to make dialogues in pairs. The teacher writes the sentences on the blackboard. First teach the class to read the sentences on the blackboard once. And ask the whole pupils to repeat the sentence together once. Just the same way to present the new vocabularies and point out that when we are in a fast food restaurant, the food of the same kind should be put in the trays together. Then read and spell the sentences together once. The next, the teacher will present the topic unit 7 eating out on the blackboard and tell the pupils .In this period ,we are going to learn unit 7 eating out . Ask pupils to read the topic together once. After that, the teacher shows a picture card and introduce. What’s this? It’s a cake. a piece of cake .Introduce the new words and noun phrases.
3.Presentation and leading in
(a). Making a dialogues with the pupils.
T: Hello, everyone S: Hello.
T: I’m Miss Chuan . I like English very much. Do you like English?
S: Yes, we do.
T: Good. I’ m thirsty now. I want to drink some water.
(b). Ask to borrow a glass of water, (a glass of juice. a glass of milk)
S: Yes. Here you are.
T: Thank you. T: Showing a glass of water and introduce. This is a glass of water. Then
one to repeat the phrase one by one. Next learn another noun phrases. ( a piece of cake )
T: Go on asking: Have you a piece of cake? ( Asking to borrow a girl’s piece of cake )
S: Yes. Here you are.
T: Thank you very much.().
T: Showing paper to class and introduce. This is a piece of paper. Exchange paper into cake and explain we can also say: a piece of cake. Invite the pupils of group two to repeat the noun phrase step by step. To learn : a packet of fries/two packets of fries T: Showing a picture of tea and introduce. I like tea. I can say: a cup of tea. Encourage pupils of group three to repeat the phrase one by one. Replace: a cup of coffee
( Using the same way to teach the rest words and noun phrases. Such as: a sandwich,
a hamburger, a packet of fries, a bowl of noodles, dumplings.)
( c ). Asking pupils by holding the things high and reading. Power Point(小节本节课的词组，能正确朗读词组和造句)
(d). After that, ask the pupils to look at the computer screen and read the useful
phrases again chorus. For example: a sandwich/three sandwiches ,a cup of tea/two cup of tea
(e ). Turn on the multimedia computer and display the pictures by asking as following:
Power Points ( 通过看图对话帮助学生掌握所学的单词在句子中的正确运用)
T: Look! This is a sandwich. Then add another sandwich. Tell pupils to count two sandwiches. And ask questions: Do you like sandwiches? Elicit pupils to answers correctly. Yes, I do. No, I don’t. Let’s look at the pictures and make dia logues in pairs.
Then invite pupils of group four to make dialogues freely.
Sally: Do you like hamburgers? Pat: Yes, I do.
Mark: Do you like tea? John: No , I don’t, but I like juice.
Teacher: Oh! Well done. It’s your turn to make dialogues in pairs.
(Ask the other pupils of group to make dialogues again freely with pictures shown.)
.Teacher: P at’s mother and the children are outside a restaurant. What can she ask the children Let’s play the Pupil’s Book cassette and imitate part A once. Open PBP45 listen and repeat carefully. Then the whole class read the conversation together once.
(d) Think/Pair/Share work
Four pupils form a group. Divide pupils into eight groups and discuss the dialogues with their favorite food for five minutes. Five minutes later invite some volunteers to act out the dialogues group by group.( Two groups work)
(e ). Practicing by playing a guessing game ( Listen, identify and pick up)
T: I have some food in the packet .I have also some water, milk, juice, coffee and tea in the bottle. Who can guess what in the packet and what is in the bottle . Finally let the pupils guess If you are right, you will choose one food and put it in one tray. The pupil who guesses right can ask one question.? Are you hungry? Invite another pupil answers. Yes, I am. (Well, yes, a little.). Do you like dumplings? Yes, I do. No I don’t.
Then exchange. The teacher says one phrase. Invite one pupil to pick one food and show it to the class. At last, guide the pupils to read the main sentences on the blackboard together once by replacing the different phrases.
(f). Situational conversation: Power Point（通过幻灯片展示的情景对话图为学
生创造习得新语言的机会，从而培养学生的观察能力及认知能力，提
高语言表达力）
Display two lists of menu for the pupils. First let pupils listen to the tape about the dialogues ‘Eating out”. Then ask pupils to look for their partners to practice the
dialogues for several minutes. Finally invite volunteer group to role-play the
dialogues by looking at the pictures given on the computer screen.
Pat’s mother: Koko, are you hungry?
Koko: Well, yes, a little.
Jenny: Do you like sandwiches?
Pat’s mother: Yes, I am.
Jenny: Do you like tea?
Pat’s mother: No, I don’t, but I like juice.
4.Consolidation and group work.
(a). Listen , sing and do actions: learn part G : Power Point (通过歌曲的巩固，寓学
于乐。

该活动有利于引导和培养学生课堂上说英语，用英语的学习习惯)
The teacher shows the song by looking at the computer screen. Teacher says:
Boys and girls. Let’s sing a song together by doing some actions. First let’s listen to
the music once .After a while listen ,sing and do actions on the music of the tape.
( b). Do some writing exercises by looking at the computer screen. Look and do. Then check. their own answers. After that, make dialogues again.
( c). Play a whispering game by making the sentences of Part A.
5.Summing up
First ask the pupils to read the main sentences on the blackboard again. I’m very
glad to see that you can use the sentences of are you hungry/thirsty? (do you like
sandwiches?) and the other phrases. You can also understand how to use verbs
‘do, are and like” in the different sentences. Thank you very much. I hope all of you
can often help your parents to do more housework at home. Be good children for
ever. At last and ask: Which group is the winner? The winner group will get one big
red star.
6.Homework: (1). Listen, read and imitate part A once at home. Power Point
(2). Copy the phrases of part A twice.
(3). Try to communicate with your family members about food and drinks. 教学后记：( Notes: )
Pupils could take active part in all kinds of activities in reading, listening, playing and singing. They were very glad to act Pat’s mother and their children to talk about their favorite food and drinks in English within some
certain time. They did very well in class. They were good at situation performance and topic talking .They could read the useful expressions and main sentences quite fluently and clearly. They are excellent pupils in deed.
Teaching Plan of Primary English For China
Unit 7 Eating out
The Second Period ( Part B1, B2& B3)
A: Teaching contents: (a). The sentences structures of Unit 7 Part B1,B2,B3 .
(b). Question sentences and answers.
What would you like , Jenny?
I’d like a bowl of noodles, please.
How about you, Koko?
I’d like a sandwich and a packet of fries.
B: Teaching Aims：(1). Learn to asking and answering questions about the request of a
person’s favorite food and drinks.
(2). Use the simple present tense to express interests, favorite and
opinions
(3). Identifying interrogative: What
(4). Learn key sentence structures: What would you like?
I’d like a cup of tea.(We would like…)
(5). Understand the meaning “I’d like and get to know how to use it in
the sentences correctly.
(6). Be able to communicate with others freely.
C: Main Points：(1). Be able to communicate with others on familiar topics by using verb
“would like”
(2). Ask ‘What” questions to find out the person’s request and need
about all kinds of food and drinks.
(3). Ask ‘ How” questions to make and respond to suggestions.
D : Difficult Points: ：(1).How to use the verb ‘would like” to reply request and receive
suggestions from others correctly.
(2). Asking and answering questions about all kinds of the food &drinks.
(3). Be able to communicate with partners with the topic given.
E: Focal Points: What would you like?
I’d like a bowl of noodles, please.
How about you , Sam?
I’d like a sandwich and a packet of fries.
F : Teaching Aids：Word and picture cards, Book Cassette, a big bag multimedia computer, G: Teaching Methods:Task-based language teaching method. Cooperation and
communication
H: Teaching Steps and Methods:
1.Warm-up: Hello, children. Glad to meet you. Are you happy toda y? Let’s sing a song
together. Power Point （通过课前歌曲增添课堂情趣，同时也起到活跃课堂气氛）
Organization and greetings: Teacher : Class begins. Good morning, boys and girls. How are you today? Is everyone here? What day is it today? What’s the date today?
What’s the weather li ke today? What’s the season now? Thank you. Sit down, please.
2. Revision: (a). Making a dialogue with the pupils.
T: Hello, everyone S: Hello.
T: I’m Miss Chuan . I like English very much. Do you like English?
S: Yes, we do.
T: Good. Let’s play a gam e. Are you happy?
(a). Listening and doing. Simon says: Stand up. Point to the windows, please. Touch your nose. Don’t touch your ears. Eat, please. Drink, please. Look at the blackboard. Sit down , please. Well done.
(b). Review words and sentences by playing speaking & guessing game:
(1). First let each group leader to one piece of paper written one question sentence on .
Then make dialogues in pairs freely with item given. Power Point （复习词组）
(2). Secondly the teacher shows pupils two big bags with food and drinks. Pupils guess
what it is and make one sentence with it. Just the same way to review the rest name s of food. Then read and spell the words and noun phrases together once by looking at the flash cards. The next, the teacher will show pictures one by one and ask: What would you like in Picture One (Two, Three)? Encourage pupils to answer: I’d like a bowl of noodles. How about you, Mary? Elicit her to answer: I’d like a sandwich and a packet of fries. Practice Picture Two and Picture Three in the same way. Write the main sentences on the blackboard. Ask the whole class to read the sentences on the blackboard once. Explain: I’d like is the short form of I would like. Teach pupils to read twice.
3. Presentation and leading in
After that, ask the pupils to look at the computer screen and make dialogues again For example: Sam/Mary ( a sandwich& a cup of tea/ a piece of cake& a glass of juice)
Sam: What would you like?
Mary: I’d like a sandwich and a cup of tea.
Sam: How about you, Sam?
Sam: I’d like a piece of cake and a glass of juice.
When the answer with food items reformulate his answer to I’d like is the short form of I would like… Explain: How about you means: What would you like?
Then write the response on the board. Ask several pupils to make dialogues in the same way.
(3). Ask pupils to read the questions and answering sentences once. Pupils read
together once.
(4). Practicing by playing a game: Hold a line race
Tell the pupils to think of one type of food or drink they would like to order. Show the pupils how to hold a line race. Demonstrate with a few pupils. Tell the one at the front o turn around and ask the pupils sitting behind him/her: What would you like?
The pupil behind answers I’d like…,please. Then this pupil turns round to the one behind asks the same question. This continues until the pupil at the back has finished ordering. Then he or she puts up his hand. The row which finishes the drill first is the winner.
4. Extension and role-play of part B. Say and act.
(1). Let pupils open books and point to the thought bubbles and play the Pupils’ Book
Cassette once. Power Point（通过学生们的唱、游、玩和对话练习起到使学生们主动地学习新句型，自然地导入新课的作用）
(2). Read the conversation and ask the class to read it after the teacher again. Get
the pupils to tell the teacher what Pat’s mother asks and what Pat replies.
(3). Choose some pupils act Sam, Mary, Mark and Bob to make dialogues freely
according to the information of picture(2).
(4). Situational conversation: Power Point（通过创设情景活用语言，激发兴
趣，鼓励学生在真实生活情景中用所学语言进行交流并及时肯定学生的语言组织及表达能力）
Divide pupils into group of four to role-play Sue and her family are at a restaurant.
The pupils do asking answering by situation show.
Waiter: Good afternoon. What would you like?
Sue’s dad: I’d like a hamburger and a p acket of fries.
Sue’s Mum: I’d like a sandwich and a glass of juice.
Sue’s brother: I’d like a bowl of noodles too, please.
Pupils can practice the conversation within five minutes. After group activities the
teacher will invite five volunteers to act Pa t’s Mum, Pat’s Dad, Pat’s Brother and Pat
herself. One pupil can act waiter to role-play the conversation. The groups which
performance best will get one flag and one prize.
2.Consolidation and group work.
(a). Do listening exercises about Part B3: let pupils open PBP47B3 and listen to the
tape once and tick one correct answer. After that check pupils answer by showing the key for the pupils. Power Point（通过练习巩固所学新知识）
(b). Do some consolidation exercises by looking at the computer screen. Look and do.
Then check.
( c). Play a whispering game by spelling the sentences of Part B.
3.Summing up
I’m very glad to see that you can use the sentences of what would you like? I’d like…to find the person’s favorite food and drinks. Well, you also know how to ask and how answer it correctly. Thank you very much. Now time to sing:
Do you like rice and fish? I don’t like rice and fish. It’s not my favorite dish. Do you like rice and fish? Yes, I like fish and rice. Fish and rice is nice. I’d like some fish and rice.
At last and ask: Which group is the winner? The winner group an get one big red star.
6. Homework: (1). Listen, read and imitate part B.
(2). Learn the key sentences by heart and do Workbook Unit 4.
(3). Learn to communicate with others by using learned expressions and
sentence structures.
7. Blackboard Design
Unit 7 Eating out
What would you like, Jenny?
I’d like a bowl of noodles, please.
How about you, Pat?
I’d like a sand wich and a packet of fries.
教学后记：
Pupils did very well in all kinds of activities. They were very glad to tell their favorite food and drinks in English .They like talking about their
interests, request and favorite within some certain time. They did very well in making dialogues. They were good at situation performance and topic talking .They could read the useful expressions and main sentences quite fluently and clearly. They are excellent pupils in deed.
Teaching Plan For Unit 7 Eating out
The Third Period ( Part C & D)
A: Teaching contents: Book 7 Unit 7 Eating out Part C& D
(B): Language functions and focus
1. Ask “WH-“questions to find out things:
E.G: What’s the matter, Miss Cow?
You don’t look very well.
2.To enable students to pronounce the new words
(matter, another, feel, roast pig, real beef, great.) and identify different names of some
animals
3. Use the simple present tense to describe a good restaurant for all of them.
E. G : Let’s go to that restaurant.
Can we go to another restaurant?
Look at that restaurant. The food there is great.
That’s a good restaurant for all of us.
4. To develop Ss’ abili ties of reading and understanding the story.
Let pupils know the ways about how to choose their favorite restaurant.
(B): Topic vocabulary
Grasp some additional sentences and useful expressions.
(a). What’s the matter, Miss Cow? (b). That’s a good restaurant for all of us.
©. The food there is great. (d). You don’t look very well.
real beef, roast pig, look at, for all of us, go to another restaurant
(C): Task objectives:
What’s the matter?
You don’t look very well. I don’t like hamburger. I don’t feel hungry, now.
Would you like a hamburger?
The food there is great. That’s a good restaurant for all of us.
(D): Important Points:
1 .Ask “WH-“questions to find out things: E.G: What’s the matter?
2. Learn to use the negative in the simple present tense to express request.
E. G : You don’t look very well. I don’t like hamburgers.
I don’t feel hungry, now.
(E): Difficult Points:
(1).Learn to identify the poster and can understand clearly:
E.G: real beef, roast pig , roast chicken, roast duck
(2). Be able to read and understand the main idea of the story.
(F): Teaching Aids:
Over-head transparencies, CD/Cassette Tape. Picture cards, multimedia computer (G): Methods:
Classroom activities method, Task-based teaching method, TPR method
A: Organization
(1): Warming up by greetings and talking freely by P,T each other.
(2): Sing a song together: Ten little ducks: Power Point
(3) : Daily report by the whole class. 。

(4): Listen and pick up the correct pictures.
Beeno says: cow, please. (The pupil who picks up the correct picture will
take down the picture. He/she will get one star.)
Beeno says: Horse, please. Pig, please. Rabbit , please.
教学意图：唱歌, 游戏，猜谜目的是吸引学生的注意力,从而引导学生自然进入学习状态. 通过复习旧知识称呼的正确读音引出新知识复习相关句型、词汇引入新课词汇，以旧带新，自然导入新课。

B: Revision and dialogues: Playing a game and making dialogues.
(a). Making dialogue by Ss in pairs freely
Group One: Sally: Are you hungry? Peter: Yes, I am. (Well, yes, a little.)
Group Two: Mike: Are you thirsty? Alice: No, I am not. ( Well, yes, a little.)
Group Three: Sam: Do you like hamburgers? Pat: Yes, I do. ( No, I don’t.)
Group Four: Bob: What would you like? Grace: I’d lik e a glass of juice.
(b). Guess the names of animals by listening the sound and showing
cow, pig, and horse by looking at the colored pictures on the screen.
Explain : We can call these animals Miss/ Mr./ Mrs. E. G: Miss Cow
E.G: Mr. Horse and Mrs. Pig
Pra ctice the calling names by replacing the person’s names:
Mr. Zhang, Miss Sue, Mrs. Li
Sum up: Read the calling names phrases together once.
Presentation & Practice
(1).Present the teaching task. Look at the picture of the story and listen to the tape.
The teacher points to pictures step by step while pupils are listening.
(2). Tell the pupils about the story again and write the key phrases and main sentences
on the blackboard. E.G: real beef, roast pig, roast chicken/duck
What’s the matter, Miss Cow/ Mrs. Pig? You don’t look very well.
I don’t like hamburgers. I don’t feel hungry, now.
The food there is great. That’s a good restaurant for all of us.
(3). Guide the pupils to read the main sentences, their speech bubbles and captions
aloud once. Then ask the pupils to read the story again.
(4). Asking and answering questions: The teacher points to the characters in the
pictures and ask some questions, the pupils answer one by one. Then exchange
the pupils ask and choose some volunteers to answer the pupils’ questions. After
that choose several pupils to tell the teacher what kind of food they can eat at the
restaurant in Picture 4.
(5). Retell the story: Choose some able pupils to retell the story by looking at the
pictures on the computer screen. Power Point
(4). Play a guessing game: The teacher does some actions and let pupils guess their
meaning and put the picture cards on the blackboard . Pupils repeat the phrases by playing trains and make one sentence with theses phrases. The next Listen and turn over the pictures and make dialogues with these phrases.
教学意图：布置本节课的任务目标，让学生带着任务进行有目的的学习并理解故事的大意。

以听故事，讲故事和复述的形式呈现新知，通过讲故事。

游，玩学
习新词组和新句子以达到词不离句。

通过理解、听音模仿、复述故
事及时训练巩固新知。

Consolidation & Extension
(1). Role-play the story by different characters.
(2). Dialogues in pairs group by group. Mr. Horse, Miss Cow, Mrs. Pig
(3). Listen to the tape and repeat the story together again.
Then read together once. After that , sing a song.
(4). Do a topic talking exercise : First discuss the topic group by group. The choose some
volunteers to talk about the topic. A good restaurant for all of us
Do LS: Part D P49 Power Point
教学意图：利用学生好动爱玩的性格，通过听、说、唱、游、玩、做来巩固所句型，寓学于乐。

通过创设情景活用语言，激发兴趣，培养用英语交际的能力。

通过
小组讨论，情景交际对话表演培养学生自主学习，主体探究，合
作与交流的精神。

从而提高语言表达能力。

Summing up：(1) .Reading the main sentences in Part C on the board together once
(2). Count which group have got the most stars, they are the winners in
this period , each pupil of this group will get one prize after class.
(3) .Leave five minutes for pupils to raise any questions freely and the
teacher will work out these problems one by one.
Homework: (1). Read Part C and imitate each phrase and sentence after the tape and copy Part C sentences once.
(2). Learn the new phrases by heart and do Ex in R&W.
(3). Learn to write a new story and tell you parents or your friends.
教学意图：由学生介绍自己进行小结，在分享的气氛中培养独立思考和
总结的能力。

养成课后听音模仿的学习习惯。

Writing on the blackboard
Unit 7 Eating out
What’s the matter, Miss Cow?
You don’t look very well.
I don’t feel hungry, now.
The food there is great.
That’s a good restaurant for all of us.
教学后记：
In this period, pupils learned Part C a story: A good restaurant for all.
Pupils could understand the meaning and main idea of the story. They also could answer the questions according to the story quite clearly. They were very interested in retelling and acting the story. Well done.
Teaching Plan of Primary English For China
Unit 7 Eating out。