北师大版三年级英语下册Unit7 At the restaurant教案
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。
北师大版三年级英语下册 Unit7 At restaurant教案
北师大版三年级英语下册 Unit7 Atrestaurant教案内容（题）Grade3Unit7Atrestaurant?第1时教学目标知识、技能1、学习功能句型：Dulie…?es,Id/N,Idn’t2、能够初步感受和理解故事内容。
过程、方法1、ar-up2、Presentatin3、Extendinglistening4、Usinglanguage情感、态度、价值观通过询问和表达对食物的爱好，鼓励学生大胆陈述自己的观点。
教学重点1、学习句型：Dulie…?es,Id/N,Idn’t2、理解故事内容。
教学难点进一步体会功能句型的具体使用情境。
教学准备教师准备教材、多媒体学生准备教材教学用时一时教学方法多媒体教学法、小组合作法教学过程教师活动学生活动备注1、ar-up2、Presentatin3、Extendinglistening4、Usinglanguages1、FreetalT:Dulieeating?T:hatfddulie?ThenI’llritetherdsthatthestudentssantheblabardThenI’llreadtheserdsaludandhavethehildrenrepeataftereT:he reduftentg？1、T:GdAnnftengestFailrestaurantithherparentsandenneda,gesthereiththeLet’ssee,hatillhappen?Thenasthetlatthesreenandlistentth estrT:hataretheding?T:hanuseeinthepiture?T:herearet heging?T:hatarethereading?T:hatduthin,enandAnnareta lingabut?T:Deslhapp?T:Duthinliesthefdntheenu?T:hati shappeningn?2、T:N,let’slistentthestrandreadafteritAfterthat,e’llplaagae配音活动。
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.。
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 (3)
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 s in the story.•Have children read the story silently, encourage them to try to guess the meaning of unfamiliar s.•It doesn’t matter if they don’t know the s. 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 s 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 restaurant.•Write the on the board. Now spell the 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 beginning with each letter. For example:•After you have elicited a , write it in its correct place on the board. Then spell the aloud for the children, pointing to each letter as you do so. •You can extend this game by eliciting another core vocabulary 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 . The children must find the correct card in their set.(Make sure that you call out the s in a random order.)The children then turn over the card and say the 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.。
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。
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。
最新北师大(一起)小学英语三下册《Unit 7 At the restaurant》教案 (12)-优质教案
(北师大版)三年级英语下册教案Unit7Unit 7 At the restaurantThe fourth period一、教学目标：知识目标：1.能够理解并在情境中运用与食物话题相关的单词：chicken, noodles, corn, fruit,vegetables, hamburger, hot dog,French fries,fried rice,lemon. 2．熟练运用：you like (hamburgers)? Yes, I do. / No, I don’t. What do you like? I like (French fries). / I don’t like (fried rice)等句型进行交流对话。
3. 能在小组内进行“Talk together”对话练习表演。
能力目标：1.通过询问学生喜欢吃什么，使学生学会询问别人对事物的喜好，也会表达自己对事物的喜好，并会用肯定或否定的回答陈述自己的观点。
2.通过Listen and Number展示的几种不同的食物，训练学生的听力。
情感、态度、价值观：1. 通过“吹气球”方式，训练学生大胆表演、说唱英语的习惯，并在此过程中，体验学习的快乐。
2. 通过A、B组的竞赛，培养学生的小组合作意识。
二、教学重点：1. 使大部分学生都能准确运用功能句型进行交流、对话。
2. Talk together的学习。
三、教学难点：使大部分学生都能准确运用功能句型进行交流、对话。
教学准备：光盘、单词卡片、多媒体四、教学过程：Step1. 复习：1．师出示教学卡片，提问：What’s this ? 引导学生答出：It’s a restaurant\menu \hot dog.谁还能用这个形式进行提问并回答？A、B等生说一说，C等生和其他学生用“吹气球”的方式跟读，强化训练，达到整体全都会读。
2. 师出示教学卡片，提问： What are these? 引导学生答出：They are vegetables\French \fruit.谁还能用这个形式进行提问并回答？A、B等生说一说，C等生和其他学生用“吹气球”的方式跟读，强化训练，达到整体全都会读。
北师大版三年级英语下册Unit7 At the restaurant教案
北师大版三年级英语下册Unit7 At therestaurant教案北师大版三年级英语下册Unit7Attherestaurant教案各位老师，大家好！以下是我修改的北师大版小学英语三年级下第七单元Attherestaurant第三课时对话教学的教学设计,希望各位老师多提宝贵意见，及时与我进行交流。
北师大版小学英语三年级下第七单元Attherestaurant 第三课时对话教学指导思想与理论依据：《新课标》倡导以“主动、探究、合作”为主要特征的学习方式，倡导学生的积极参与，让学生在学习的过程中建构知识，提高语言的能力，通过感知、体验、实践、参与和合作等活动方式，完成任务，实现目标。
教学背景分析：、备教材：本节课的教学内容是北师大版小学英语三年级下第七单元Attherestaurant第三课时，主要教学内容包括Talktogether、Listenandnumber和Read,Trace,andcopy 三个板块，Talktogether中重点语句是Doyoulike….？yes,Ido.\No,Idon’t.Ilike…Idon’tlike….拓展语句是whatdoyouwanttoeat?和Iwillhavesomefriedrice.Listenandnumber是让学生听句子给图片标顺序。
检查学生对句子和对单词的听力理解。
Read,Trace,andcopy检查学生对单词的书写，和句子在不同情景的运用。
在学习了本单元的故事和重点句型结构Doyoulike….后，学习此对话，学生能够在语境中理解对话的意义，并通过初步朗读、表演对话的形式强化对话的应用，再通过Listenandnumber的操练与巩固，学生能在教师设置的相似情景中，初步简单使用对话进行交际。
所以，结合对教材的分析，我认为第三课时应属于一节操练巩固课。
2.备学生：A.学生情况分析：三年级的学生，正处在从低年级向高年级过渡阶段，整体特点较活跃，思维活泼富有表现力。
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 (17)word版教案
（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热身学生观看PPT中的图片，意图：在快速说单词游戏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, 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。
北师大小学一起点英语三年级下册《Unit 7 At the restaurant》教案 (4)
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 1教学内容：Structures (New)：What food do you like?I like (chicken).Do you like (fruit)?Yes, I do. / No, I don’t.Vocabulary：Core: a restaurant, a menu, food, fruit, vegetables, chicken, a hot dog,French fries, a hamburger, fried rice, noodles, a cornContextual: Here’s the restaurant.教学目标：掌握询问对方喜欢什么食品的句型。
教学重点：（1）掌握句型的正确运用。
（2）熟练读出单词。
教学难点：（1） like的正确理解。
（2）个别单词的发音及意思。
教具准备：1.学生卡片2.准备本单元的教学卡片教学过程：一、情景引入1.问学生，他们是否有最喜欢的餐厅。
问他们通常会点什么菜。
试着引导学生说出“鸡肉”和“蔬菜”，把汉字写在黑板上。
2.指着“鸡肉”说：“这个词对应的英语是chicken”，并写在旁边。
给学生示范，让学生跟读。
3.用同样的方法学习vegetables。
4.给学生解释“food”的意思，把单词写在黑板上，示范朗读，让学生跟读。
5.展示本单元的教学卡片。
拿出教学卡片restaurant。
给学生示范朗读，让学生重复。
6.用同样的方法学习单词menu, fruit, fried rice, corn, noodles, hot dog。
二、示范句型1.在黑板上写出句子What food do you like?指着每个单词给学生示范朗读这个问句。
解释句子的意思让学生跟读。
北师大版三年级英语下册Unit7 At the restaurant教案
北师大版三年级英语下册Unit7 At therestaurant教案北师大版三年级英语下册Unit7Attherestaurant教案各位老师，大家好！以下是我修改的北师大版小学英语三年级下第七单元Attherestaurant第三时对话教学的教学设计,希望各位老师多提宝贵意见，及时与我进行交流。
北师大版小学英语三年级下第七单元Attherestaurant 第三时对话教学指导思想与理论依据：《新标》倡导以“主动、探究、合作”为主要特征的学习方式，倡导学生的积极参与，让学生在学习的过程中建构知识，提高语言的能力，通过感知、体验、实践、参与和合作等活动方式，完成任务，实现目标。
教学背景分析：、备教材：本节的教学内容是北师大版小学英语三年级下第七单元Attherestaurant第三时，主要教学内容包括Taltgether、Listenandnuber和Read,Trae,andp三个板块，Taltgether中重点语句是Dulie…？es,Id\N,Idn’tIlie…Idn’tlie…拓展语句是hatduantteat?和IillhavesefriedrieListenandnuber是让学生听句子给图片标顺序。
检查学生对句子和对单词的听力理解。
Read,Trae,andp检查学生对单词的书写，和句子在不同情景的运用。
在学习了本单元的故事和重点句型结构Dulie…后，学习此对话，学生能够在语境中理解对话的意义，并通过初步朗读、表演对话的形式强化对话的应用，再通过Listenandnuber的操练与巩固，学生能在教师设置的相似情景中，初步简单使用对话进行交际。
所以，结合对教材的分析，我认为第三时应属于一节操练巩固。
2备学生：A学生情况分析：三年级的学生，正处在从低年级向高年级过渡阶段，整体特点较活跃，思维活泼富有表现力。
但是，学生在堂学习中依赖心理还较强，所以，教师在教学实施过程中，应处理好“主导与主体”的关系。
Unit7Attherestaurant(教学设计)北师大版(一起)英语三年级下册
Unit 7 At the restaurant 教学设计北师大版（一起）小学英语三年级下册教学目标知识目标:1.进一步认读重点句型。
2.在情景中运用重点句型及与食物话题相关的单词。
学情分析三年级的学生,正处在从低年级向高年级过渡阶段,整体特点较活跃,思维活泼富有表现力。
但是学生在课堂学习中依赖心理还较强,所以,教师在教学实施过程中,应处理好“主导与主体”的关系。
而学生已有语言知识能力分析:本课时是三年级下学期第七单元第三课时对话教学,在一年级中学生已经初步学习了French fries, chicken, noodles ,I lik e ….在前面两课时的学习中,学生能听说句型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。
重点难点重点: 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。
教学过程学时重点重点: 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。
学时难点难点: 句型在情景中的简单运用。
教学活动【讲授】talk together一、Warming-upGreeting,师生问好。
炸弹游戏复习单词。
复习句型:What do you like? I like……完成P4.Listen to this.二、talk together请孩子观察图,回答下列问题。
Q1: What is the girl’s name?/the boy’s name?Q2: Can you guess what are they talking about? 引导学生回答The y are talking about food。
听录音,请孩子们回答Ben和May分别喜欢什么食物。
Q1: What does Ben like? And how about May? 播放录音,请学生回答,并在书上进行标记。
最新北师大(一起)小学英语三下册《Unit 7 At the restaurant》教案 (5)-优质教案
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 Annare talking 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.” Pl ay 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.。
北师大版三年级英语下册Unit7Atrestaurant教案
北师大版三年级英语下册 Unit7 Atrestaurant教案内容（题）Grade3Unit7Atrestaurant?第1时教学目标知识、技术一、学习功能句型：Dulie…?es,Id/N,Idn’t二、能够初步感受和明白得故事内容。
进程、方式一、ar-up二、Presentatin3、Extendinglistening4、Usinglanguage情感、态度、价值观通过询问和表达对食物的爱好，鼓舞学生斗胆陈述自己的观点。
教学重点一、学习句型：Dulie…?es,Id/N,Idn’t二、明白得故事内容。
教学难点进一步体会功能句型的具体利用情境。
教学预备教师预备教材、多媒体学生预备教材教学历时一时教学方式多媒体教学法、小组合作法教学进程教师活动学生活动备注一、ar-up二、Presentatin3、Extendinglistening4、Usinglanguages一、FreetalT:Dulieeating?T:hatfddulie?ThenI’llritetherdsthatthestudentssantheblabardThenI’llreadtheserdsaludandhavethehildrenrepeataftereT:her eduftentg？一、T:GdAnnftengestFailrestaurantithherparentsandenneda,gesthereiththeLet’ssee,hatillhappen?Thenasthetlatthesreenandlistentthe strT:hataretheding?T:hanuseeinthepiture?T:herearethe ging?T:hatarethereading?T:hatduthin,enandAnnaretali ngabut?T:Deslhapp?T:Duthinliesthefdntheenu?T:hatis happeningn?二、T:N,let’slistentthestrandreadafteritAfterthat,e’llplaagae配音活动。
北师大【一起】小学英语三下册《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 Annare talking about?〞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.。
北师大版(一起)三年级英语下册教案Unit 7 At the restaurant教案2
Unit 7 At the restaurant教学设计第1课时教学目标：1. 知识目标：能听懂、会说、并初步认读常见的食物词汇；在情景中听说操练句型What do you like? 用I like …/ I don’t like …介绍自己喜欢或不喜欢的食品。
2. 能力目标：能理解并在情景中运用与食物相关的词汇；能在上节课跟唱的基础上创编本单元歌曲。
3. 情感态度目标：鼓励学生大胆表述自己食物喜好的同时，教育学生不要偏食，多吃蔬菜和水果。
教学重难点：1. 能听懂、会说、并初步认读常见的食物词汇。
2. 在情境中运用What do you like? 询问对方喜爱的食品，并作简单回答。
教学过程：Step 1: Warm – up1. 复习以前学过的有关食品的词汇：apple banana egg grapes milk orange onion peach tofu noodles meat vegetables2. 教师出示故事课件Listen to the story, try to answer the questions:Are they at the FAMIL Y RESTAURANT?Yes, they are.What food are there on the menu?chicken hot dogs noodles vegetables fruit ...（Fried rice French fries 这两个单词学生比较陌生，如果有学生回答，要大力表扬，让该生教大家。
如果没有人回答教师带读这两个单词）设计意图：通过复习小故事，让学生了解饭店的名称，通过读菜单复习以前学过的有关食品的词汇。
学生说出一个单词，教师拿出单词图片和学生交流：Do you like chicken? 问过两种食品后指导学生用图片互相交流。
Step 2: Presentation1. T: Hi, children. Do you like to eat at the restaurant? First, let’s read the menus.（教师出示演示文稿，指导学生看食品选菜单）PPT: 第一张幻灯片出现九种食品（以前学过的）教师提问：What do you like? 每个小组长用I like … 选择喜欢的食品。
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 (8)word版教案
Lesson 2PreparationYou will need:flashcards for this Unit.1.ReviewReview the flashcards for this Unit.Hold up the flashcard for restaurant.Ask, “What's this?” Elicit, “It's a restaurant.”Repeat for menu and hot dog.Now hold up the f lashcard for vegetables.Ask, “What are these?” Elicit, “They are vegetables.”Hold up the flashcard for fruit and elicit the correct word from the children.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the pictures at the top of the page. Show your copy of the page.Point toeach picture in turn and elicit the words the children already know (food, fruit, vegetables, chicken, noodles, French fries, restaurant, and menu).Now point to the picture of the hamburger. Model the word and have the children repeat it after you.Repeat the procedure for fried rice, hot dog, and corn.Play the tape and have the children touch the matching pictures asthey hear them mentioned on the tape.Replay the tape.Pause after each word. Have the children repeat the word each time.3.Listen to thisStudent Book page 4Have the children look at the pictures at the bottom of page 4. Point to the picture of Ken. Ask, “Who's this?” Elicit, “It's Ken.”Now point to the bowl of fruit in the same picture. Ask, “What's this?” Elicit the word fruit.Repeat the procedure for the other pictures.Tell the children that they will hear each picture described on the tape. They must match each sentence to the correct picture.Play the tape, stopping after each sentence, and have the children point to the corresponding picture. Make sure they are all doing this correctly.Play the tape again, stopping after each sentence. Explain that thistime you want the children to write the sentence number in the box next to the matching picture.Check the answers in a class drill.4.Let' s singStudent Book page 5Have the children open their books at page 5. Show your copy of the page. Point to the train. Ask, “What's this?” Elicit, “It's a train.”Repeat the procedure for hot dog and soup.Point to the French fries. Ask, “What are these?” Elicit, “They're French fries.”Now point to the song' s title, The Food Train. Read the words aloud to the children.Read the words of the first verse to the children, pointing to each word as you read.Have the children repeat the words, touching them in their books as they do so.Play the song without stopping. Have the children clap along.Now play the tape again, stopping after each line. Have the children echo each phrase after hearing it on the tape.Play the song again from the beginning. Encourage the children to touch the words in their books as they sing along.Divide the children into three groups. Play the tape again. Have each group sing a different verse.Have the groups change verses so that all the children have a chance to sing each verse.5.Set homeworkStudent Book page 5Explain to the children that you want them to sing the new song to their families.。
Unit 7 At the restaurant 第1-6课时教案 北师大版三年级英语下册
cicken fried rice
nodles a hamburger
ahot dog
教学反思
内容（课题）
Grade3 Unit7 At the restaurant第3课时
教
学
目
标
知识、
技能
1、能对食物的喜好表达个人观点、并能对这一话题进行简单的交流。
2、巩固句型：Do you like…?
T: What food do you like?
Then I’ll write the words that the students say on the blackboard. Then I’ll read these words aloud and have the children repeat after me.
They do the exercises.
S: He likes fruit.
S: This is a train.
They sing the song.
板书设计
Unit7 At the restaurant!
What food do you like?
I like French fries corn
Yes, I do./ No, I don’t.
What food do you like?
I like…./ I don’t like….
过程、
方法
10、Warm-up
11、Presentation
12、Listen and number
13、Trace, match and copy
情感、
态度、
Then ask them to look at the screen and listen to the song. Then let’s sing it together with it.
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北师大版三年级英语下册Unit7 At the
restaurant教案
北师大版三年级英语下册Unit7 Aaurant教案
各位老师，大家好！以下是我修改的北师大版小学
英语三年级下第七单元Aaurant第三课时对话教学的教
学设计, 希望各位老师多提宝贵意见，及时与我进行交流。
北师大版小学英语三年级下第七单元Aaurant第三
课时对话教学
指导思想与理论依据：
《新课标》倡导以“主动、探究、合作”为主要特征的学习方式，倡导学生的积极参与，让学生在学习的过
程中建构知识，提高语言的能力，通过感知、体验、实践、参与和合作等活动方式，完成任务，实现目标。
教学背景分析：
1、备教材：本节课的教学内容是北师大版小学英语三年级下第七单元Aaurant第三课时，主要教学内容包
括Talk together、Listen and number和Read, Trace, and Copy三个板块，Talk together中重点语句是Do you like ….？Yes, I do. No, I don’t. I like… I don’t like…. 拓展语句是What do you want to eat? 和I will havd rice. Listen and number是让学生听句子给图片
标顺序。
检查学生对句子和对单词的听力理解。
Read, Trace, and Copy检查学生对单词的书写，和句子在不同情景的运用。
在学习了本单元的故事和重点句型结构Do you
like ….后，学习此对话，学生能够在语境中理解对话
的意义，并通过初步朗读、表演对话的形式强化对话的
应用，再通过Listen and number的操练与巩固，学生能在教师设置的相似情景中，初步简单使用对话进行交际。
所以，结合对教材的分析，我认为第三课时应属于一节
操练巩固课。
2.备学生：
A.学生情况分析：三年级的学生，正处在从低年级向高年级过渡阶段，整体特点较活跃，思维活泼富有表
现力。
但是，学生在课堂学习中依赖心理还较强，所以，教师在教学实施过程中，应处理好“主导与主体”的关系。
B.学生已有语言知识能力分析：本课时是三年级下
学期第七单元第三课时对话教学，在北京版一年级中学
生已经初步学习了Fdles 。
在攀登英语中，学生也已经
学习了I like ….在前面两课时的学习中，学生能听说
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。
3.备教法：
为顺利实现本课的教学目标，突破教学重难点，我
在设计本课的教学环节与活动时，从学生的年龄特点和
认知水平出发，在复习旧知识中帮助学生理解Do you
like ….的意义，而后，在观察图片，理解情景环节中，自然的让学生初步感知对话中的关键语Do you l?等等，让学生深刻体会对话运用的背景，为顺利突破本课重点
做好充分准备。
在模仿操练与理解对话环节中，以小梯度，层层递进的方式，为突破难点即：语言的输出打好
扎实的基础。
4.技术准备：
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。
5、教学目标设计：
A. 知识目标：
1）进一步认读重点句型。
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。
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。
6、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。
教学过程描述：
一、热身与复习
Activity1: Chant: I Love Noodles (Noodles, noodles. Yummy, yummy. I love noodles.)
师生共同表演攀登英语歌谣I Love Noodles。
师: “ I like noodles. Yummy! I lvery 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 lvery 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。
Activity2: Ask and answ、师：“I like noodles. Dlike noodles?”引出主题故事，让学生观看主体故事 2、Ken ’s family are aaurant wHow dask whalat? How danswer?
设计意图：通过观看故事唤起学生对故事的回忆，能够询问别人对食物的喜好, 稳固故事中的重点单词和
句型.
Activity3: Ask one b、师：“I like noodles? Do you like noodles?”如果学生用No来回
答, 继续用：“What do you like?”进行提问。
2、学生回答后板书重点句型, 之后进行跟读练习。
3、学生拿出小卡片在小组里一个挨一个地进行问答练习。
设计意图：复习第二课时的重点单词, 进一步认读本单元的重点句型，并能初步地进行问答练习。
为对话的学习作铺垫。
过渡：Do you waw what Ann and Ken like?
二、自主理解与运用
Activity1: 认真观察，理解情景
1、Yesterday Ken’s family waurant.教师呈现这张图片，提问： Where aw?
2、引导学生猜一猜What are Ann and Ken saying。
引导学生看图回答问题。
设计意图：以旧引新，在学生思考的基础上，看图练习说话，理解对话发生的情景，为学完对话后学生的语言运用初设铺垫。
Activity2: 模仿操练，理解内容
1．师：“What does Ann like? What dlike?”学生
带着问题自己读对话。
然后，回答问题。
2．学生听两遍录音，第一遍一句一句跟读；第二遍，全班分成两组，分角色跟读。
最后，全班分成两组分角
色朗读表演对话。
设计意图：在反复地模仿表演中，让学生深刻体会
对话运用的背景，熟悉、巩固重点句型在真实语境中的
运用，为输出环节做好语言输出准备。
Activity3: 选择情景，创编对话
1、教师播放课件，学生选择情景进行小组创编对话。
2、个别小组进行展示。
设计意图：让学生根据已有知识水平，综合运用所
学的语言知识与别人进行交流，体现语言学以致用的原则。
过渡句：Do you waw whalikes?
三、情景再现与评价：
Activity1：Listen and numb、学生观看Listen and number中的图片，说出相应单词。
2、听音标序号。
3、逐图播放录音，问：“ Wu?”进行反馈．
设计意图：检测学生对单词和句型Do you like fruit? Yes, I do. No, I don’t. 的听力理解。
通过活动对学生学习策略进行指导。
让学生体验成功，感受喜
悦，建立自信。
Activity２: Trace, Match, and、学生边读边描Trace, Match, and Copy中的单词。
2、T:“ What dose he (she) say?”引导学生读出每幅图中的句子。
3、把单词写在相应的横线上。
4、个别展示，进行反馈。
设计意图：由听说读到最后的写，符合学生的学习规律。
检测学生对单词的书写和在不同情景中使用I l
和I don’t ldog.表达自己对食物的喜好。
四、课后巩固与运用：
布置作业:
1、Listen and repea( 听录音跟读对话3遍.)
设计意图：巩固所学对话。
2、Ask your parents what they like?
(问一问你的父母喜欢吃什么？)
设计意图：在渗透情感教育的同时，使学生能在实际生活中运用所学的语言知识。
Unit7 AauraWhat do you like?
I lDo you like fruit?I do. No, I don’I don’t ldog。