Unit 3 Food Lesson 1 教学设计 3-公开课-优质课(人教一年级起点精品三上)
Unit3AtthetableLesson1(教案)-2023-2024学年重大版英语五年级上册
- Chopsticks: Chopsticks are two long, thin sticks used for eating food, especially in Asian countries like China and Japan.
- Knife: A knife is a tool used for cutting food. It is usually used with a fork.
- Fork: A fork is a utensil used for eating food. It is usually used with a knife.
- Thank you: Thank you is a polite word used to express gratitude or appreciation for something someone has done for you. It shows appreciation and respect for others.
Unit 3 At the table Lesson1（教案）-2023-2024学年重大版英语五年级上册
主备人
备课成员
教学内容分析
本节课的主要教学内容来自于2023-2024学年重大版英语五年级上册的Unit 3 At the table Lesson 1。本节课将围绕着餐桌礼仪进行教学，包括介绍各种餐具的名称、使用方法和餐桌上的礼貌用语。具体的教学内容包括：
其次，在课堂活动中，我应该给予学生更多的选择权，让他们根据自己的兴趣和需求选择参与的活动。这样，学生能够更加投入，提高参与度。例如，在设计实践活动时，我可以提供多种活动选项，让学生根据自己的兴趣选择参与。这样，学生能够在自己喜欢的活动中发挥自己的优势，提高学习效果。
【人教版】六年级上英语《Unit3》优质精品公开课教学设计
Unit 3 My weekend planPart A教学内容Let's learn,Make a plan,Let's try,Let's talk教学目标【知识目标】1.四会词汇：visit, film, see a film, trip, take a trip, supermarket, evening,tonight, tomorrow, next week2.三会词汇：lesson3.重点句型：—What are you going to do? —I'm going to…【能力目标】1.能够听、说、读、写四会词汇，能够听、说、认读三会词汇。
2.了解一般将来时的基本结构。
3.能够理解并熟练运用重点句型，学会询问和回答打算做什么事情。
【情感目标】培养学生做一个能规划自己时间的人。
教学重点 1.Let's learn中的几个动词词组，以及evening、tonight、tomorrow、next week这几个时间标志词。
2.be going to结构表一般将来时。
教学难点be going to结构表一般将来时的用法。
课时安排2课时教学准备课件、录音机和磁带（或其他课本配套音频设备）、课本挂图、小奖品等第一课时教学过程批注一、Warm-up & Revision1.教师播放歌曲“What are you going to do？”。
2.教师带学生跟唱歌曲。
用歌曲活跃课堂气氛。
二、Presentation & PracticeLet's learn1.教师询问一名或几名学生：“What a re you going to do thismorning/this afternoon/evening?”学生答：“I'm going to…”教师讲解一般将来时常见时间标志词this morning,this afternoon,this evening,再引出tonight，tomorrow,next week几个词。
人教版小学英语二年级下册《Unit 3 Seasons Story Time》优质课公开课课件、教案
人教版小学英语二年级下册《Unit 3 Seasons Story Time》优质课公开课课件、教案Unit3 Seasons Story time教学设计一：教学目标1知识与能力：a:能借助图片，录音，文字和教师的讲解读懂本单元的小故事；b:能根据录音模仿并跟读故事；c:能尝试小组合作表演故事；2过程与方法：a利用图片和教师的讲解让学生理解每一幅图片的意思；b借助动画让学生理解整个故事的大意；c能在动画中进行角色扮演，内化语言。
3情感态度与价值观：引导学生理解一份耕耘一份收获，没有付出就没有收获，必须通过自己的努力才能得到想要的事物。
二：教学重难点1教学重点：a:能借助图片，录音，文字和教师的讲解读懂本单元的小故事；b:能根据录音模仿并跟读故事.2教学难点：a: 能小组表演故事；b: 能理解故事的思想主旨：No pain,no gain.三：教学方法任务型教学法和PWP阅读教学模式四：学法小组合作法，讨论法，五：教具教学光盘，花生实物，自制单词条，动物头饰等六：教学过程Step1:Sing together.Sing the seasons song and review the four seasons.【设计意图：通过歌曲的唱演复习本单元有关四季的重点单词及句型。
】Step2:Warm-up1.Greeting and self-introduction.T:good morning,boys and girlsSs:good morning,Miss Wang.T:nice to meet you.Ss:nice to meet you, too.T:which season is it now?Ss:......T:It’s spring now.It’s warm and sunny. I want to fly a kite and ride my bike.Do you want withme?Ok,now, first let’s review.【[设计意图：通过师生热身对话活跃气氛，使学生进入一个英语的语境中，同时通过对话引入本节课的相关单词。
Unit 1 Teaching Design 教学设计-公开课-优质课(人教必修4精品)
Unit 1 Teaching Design 教学设计Part 1: Teaching Design(第一部分：教学设计)Section 1: A sample lesson plan for reading(A PROTECTOR OF AFRICAN WILDLIFE)AimsTo develop reading abilityTo learn some useful expressions in the textTo learn about women of achievementProceduresI. Warming upWarming up by describingGood morning ， class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first ， I’d like to kn ow if you have ever heard of women like Elizabeth Fry ， Soong Chingling ， Jane Goodall ， Jody Williams ， Joan of Arc and Lin Qiaozhi. Now turn to page 1， look at the photos ， read the captions and describe to your neighbor the women in focus. Who is she ？ What is she ？ What did she do to benefit the world ？Warming up by discussingHi ， every one. How did you spend your winter vacation ？ Did you read anybooks ？ Did you read any women of achievement ？ What makes a womanof achievement？Now in pairs discuss the women on page one. Which of these women do you think is a great woman？And may I have your reasons for your choice？Warming up by reading aloud and translatingNice to see you back at school，boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one to see how you’ve understand these women. Zhao Yanfei，would you try reading aloud and translating the first caption？Well done！Next let’s have Ju Xiaohong do the second one.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready，join another pair and compare your predictions and the clues that helped you to make the predictions.2. Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.III. Reading1. Listening and reading aloudNow please listen and then read the text aloud. Pay attention to thepronunciation of each word and the pauses within each sentence. I will playthe tape twice and you shall read aloud twice，too.樊锦诗：敦煌女儿守望敦煌2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning，the middle or the end of the paragraph.4. Reading and transferring informationRead the text again to complete the table，which list what Jane does to protect African wildlife. What does Jane do？5．Reading and understanding difficult sentencesAs you have read the text times，you can surely tell which sentences are difficult to understand.Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises 1 and 2.Closing down by having a discussionDo you agree with Jane’s ideas？Why or why not？What do you think is the best way to protect wildlife？Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the blackboard. You are to retell the story of Jane Goodall according to these words.Period 2: A sample lesson plan for Learning about Language(Subject-verb agreement)AimsTo learn about subject-verb agreementTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises 1，2，3 and 4. Check your answers against your classmates’. II. Learning about grammar1. Reading and thinkingTurn to page 2 and read the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on，pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.2. Doing exercises 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And our group includes six boys and five girls. Have you noticed any difference between them？Yes. If the word “group” refers to different members，use a plural verb. If the word “group” is considered as a whole，use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise 2 on the same page，that is，fill in the correct verb form in the letter.III. Ready used materials for Subject-verb agreementWe all know these meanings of "agree，" but when we talk about subject-verb agreement，we're talking about something different: matching subjects and verbs according to number. That is，when you have a singular subject，you have to match it with a singular verb form: The boy plays.When you have a plural subject，you must have a plural verb form: The boys play.In short，simple sentences，you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong，it just sounds funny.However，there are four potential problem spots that you need to watch carefully:●stuff in between the subject and verb●reversed sentence order●"-body，" "-one，" and "-thing" words●"who，" "which，" and "that"Stuff in between subjects and verbsThe stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject？Do the same thing if you're having problems with agreement. Now，look at the following sentence and decide what's wrong with it:The dishes in the kitchen is dirty.Good guess！The subject and the verb don't agree. What's the probable cause for the problem？Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject，that would be okay. But，it's not. Cross out the prepositional phrase and you're left with:The dishes in the kitchen is dirty."The dishes . . . is dirty？" sounds wrong，doesn't it？The subject is plural，but the verb is singular. They don't agree. The correct version is:The dishes in the kitchen are dirty.Once you know how to look for this problem，it shouldn't be too hard to get rid of it when you proofread your paper.Reversed sentence orderThe normal pattern for English sentences is subject-verb. However，there are a few situations where this order is reversed (like this sentence):●There are snacks on the laundry-room table.●Where are they？●On the table are the goodies！See how the subject comes after the verb in each of these？If you can remember how to locate subjects and verbs，you shouldn't blunder into mistakes when writing reversed-order sentences. "-body，" "-one，" and "-thing" wordsThe correct term for these words is indefinite pronouns，but if you remember them as "-body，" "-one，" and "-thing" words，you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody，everyone，anyone，anything，etc.)，it is always singular！You can also include each，either，and neither in this group. Look at the following:1. Everyone is going on a picnic.2. Each of the boys is taking his own lunch.3. If anyone drops something to eat，I'll grab it before he can pick it up.You shouldn't have problems with these if you simply memorize the endings of words that are always singular.NOTE: We said that either and neither are always singular；however，if you have two subjects in an either . . . or neither . . . nor construction，getting the agreement right may give you fits. To get it right，just locate the subject closest to the verb and make the verb agree with it:●Either the mailman or the construction workers are causing Peggy to bark like crazy.●Neither the dogs down the street nor the one next door pays any attention.Compare this with the following:●Either the construction workers or the mailman is causing Peggy to bark like crazy.●Neither the one next door nor the dogs down the street pay any attention.Agreement，in this case，depends on the placement of the subject. "Who，" "which，" and "that"Remember dependent clauses？They have a subject and a verb，but they can't stand alone. That's what we're dealing with here，but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it，usually in the same clause or one very close to it.Peggy is a troublemaker. She bites my ears and steals my food."Who，" "which，" and "that" are pronouns. When they take the place of a singular noun，they are singular；when they take the place of a plural noun，they are plural. This is important toremember when they are the subject of a clause. Compare the following sentences:1. Big Dog is one of those animals who are very intelligent.2. Big Dog is an animal who is very intelligent.In both，who is the subject of a dependent clause. In number 1，ittakes the place of animals (a plural form). That's why "are" is the correct verb choice. In number 2，who takes the place of animal (a singular form)，and that's why "is" is correct.This may seem a bit confusing at first，but there's a way to get it right every time. If you find "who，" "which，" or "that" introducing a dependent clause (like in the examples above):1. Look at the word right in front of it (usually that's the word it takes the place of).2. Decide if the word is singular or plural (that will tell you whether "who，" "which，" or "that" is singular or plural).3. Make the verb agree！That's all there is to it！IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.Period 3: A sample lesson plan for Using Language(A GOOD EXAMPLE FOR ME)AimsTo read and enjoy the passage A GOOD EXAMPLE FOR METo learn to use the language by reading，listening，speaking and writingProceduresI. Warming upLet’s listen to the recording of the text first and then read the passage aloud.II. Guided reading1. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.1. Doing exercisesNow you are going to do exercises 1 and 2 on page 6.2. ListeningTurn to page 7 and do exercises 1，2 and 3.3. ActingNext we are going to put the text A GOOD EXAMPLE FOR ME on stage. Now Zhu Qing and Zhang Qiang，please！III. Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello，doctor. I need your help. …2. Writing a descriptionTurn to page 8 and follow the direction to write a description of a woman’s character. You may use the information，structures and expressions from the unit.III. Further applyingFinding informationGo to the library to read or get online to search in order to find moreinformation on wildlife protection. Take notes of your finding and reportto your group mates next Monday morning.Writing lettersWrite a letter either to Jane Goodall or Lin Qiaozhi，telling her about your life and hope. Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.IV. Closing downClosing down by filling a formMake use of the text and other information you’ve got to fill in the form.Closing down by describing a personI am going to have two of you stand up to describe to the class a person whom he admires. Who’d like to speak first？。
人教版小学英语一年级起点三年级上册 lesson 2-全国优质课一等奖
人教版（一起点）三年级上册Unit3 Food第2课时教学实录佳木斯光复小学刘畅一、教学目标（Teaching aims）:1、能够听懂、会说用来询问一日三餐想吃什么的功能句：What do you want for... 及其答语：I want ... 并在恰当的情境中运用。
2、通过描摹句子来体会句子的书写规范，为正确抄写句子和独立写句子打基础。
二、重点、难点的确定（Teaching main pointand the difficulty）：能够听懂、会说用来询问一日三餐想吃什么的功能句：What do you want for... 及其答语：I want ... 并在恰当的情境中运用。
运用任务教学法创设有趣情景，让学生进行有意义的口语交际，在实践中熟练运用功能句。
三、教学准备（Teaching tools）1. 教师准备多媒体课件、土豆、西红柿、面包等实物和轻泥捏成的实物。
2. 课前微课链接,自检测试题单,食物，磁铁贴等。
四、教学步骤（Teaching design）Step 1 Warm-up⑴ Free talkT:What’s the weather like Ss: It’s sunny today.T:What day is it today Ss: It’s Thursday.A. Look, listen and repeat.（一）独学生独学Revision(1) 唱歌谣。
引导学生说唱第一课的歌谣，复习第一课学过的单词。
(2) 复习单词。
看图说单词。
设计意图：(通过歌曲和图画帮助学生复习新单词，更直观有利于知识的迁移和内化。
)自检测学生根据微课学习，独立完成检测单上的自测题，师巡视后简单讲解。
设计意图：(微课具有很强的知识性、创新性、灵动性和趣味性，突破了时间、空间的局限性。
课上自测题的设计有效检测和巩固了课前资源的学习效果。
)（二）展学质解疑2. 呈现新的学习内容(1) 引导学生观察本课A项图中的人物和场景，并进行简单的交流。
人教版一年级起点小学三年级上册英语《Unit 3 food》课件
But his parents say, “No ice-cream and cola! They
are not good for you.”
Read and number
BilBl’es gfaomodilyfoirs swbr.i意tin为g“a 对sh某op人pi有ng好l处ist”. His mother wan要ts记so住mfeobr的re固ad定, e搭gg配s哦an！d juice. His father wants sicoem-思cerec考aamk：e,a黄引fnrd色用uict的别oala短人n.d语的m是话ilk什时. B么应il意注l w思意an呢什ts？么so呢m？e apples, But his parents say, “No ice-cream and cola! They are not good for you.”
are not good for you.”
1.这里意为“不能，不要”； Read and number 2.这句话是祈使句；
3.构成：no+名词。“不要做某事”。 Bill’sEfga:mniolyruisnwnirnitgi不ng要a 跑sh步opping list. His mother
wants some bread, eggs and juice. His father wants some思ca考ke：, f这ru里it a的ndnom怎ilk么. B翻il译l w呢an？ts句so子m中e apples, ice-cr没ea有m谓an语d 宾co语la.成分，如何解释呢？
Bill想要一些苹果，冰淇淋和可乐。
Bill’s family is writing a shopping list. His mother wan但可ts是乐soB！mil他le的们b爸r对e爸a你d说,的e，g身g“体s a不不n能好d 吃j。u冰i”ce淇. H淋i和s father wants some cake, fruit and milk. Bill wants some apples, ice-cream and cola. But his parents say, “No ice-cream and cola! They are not good for you.”
人教版小学英语三年级上册《Unit 3 Food Revision 1》优质课公开课课件、教案
人教版小学英语三年级上册《Unit 3 Food Revision 1》优质课公开课课件、教案英语教学设计The Fox and the Crow教学设计教学目标：1.通过学习小故事，学生能够用流利的英语进行朗读。
2.通过学习小故事，学生能够体会故事的寓意：不要被花言巧语所迷惑，要对自己有清醒的认识，做更好的自己。
二．教学重难点：故事中出现的动词短语的汉意及发音为本课难点。
（shake one’s head, sing a song, drop, pick ...up, run away quickly）引导学生体会故事中角色的语气去朗读小故事为本课教学重点。
三．教学准备：PPT课件四．教学过程Step1. Warm up:1. Sing the song : Head, shoulders, knees and toes.2. Free talk：What food does Susan like? ---Susan likes...What animal do you like?---I like...(设计意图：新课伊始，英文歌曲活跃课堂氛围，使学生进入学习英语的状态。
师生互动的自由问答能够拉近师生距离，从而使学生课堂表现更踊跃，思维更活跃，为学生营造了一个轻松的学习英语的氛围。
)Step2. Lead in:激趣导入。
1.以简笔画的形式呈现本课故事人物，让学生猜测，从而巧妙自然地导入本课主题：The Fox and the Crow.2. 课件音素替换法学习单词：yellow-ow-row--crow. box--ox--fox.3. 蝴蝶结巧妙区分Mr 和Miss的用法。
(设计意图：此环节根据三年级学生的年龄特点设计了guessing game，生动而直观地以简笔画的形式呈现本课主题。
采用以旧引新的方式以音素替换法快速拼读习得新词，并以蝴蝶结的位置来区分学生易混淆的Mr 和Miss的用法，形象有趣，极大地调动了学生对本课学习的兴趣。
人教版小学英语二年级下册《Unit 3 Seasons lesson 3》优质课公开课课件、教案
人教版小学英语二年级下册《Unit 3 Seasons lesson 3》优质课公开课课件、教案人教版小学英语（一年级起点）五年级下册Unit 3 Making ContactLesson 4 Fun Time一、单元与本课的内容分析：本单元的主题是Making Contact,通过通讯方式与他人建立联系，联络感情，是二单元Special Day的延伸内容。
第一课时是词汇教学，呈现了现代的通讯方式。
第二课时是功能句型教学，引导学生了解沟通方式。
第三课时是实践应用课，属于语篇的学习。
第四课时是拓展课时，Fun Time短文呈现了信息传递方式的变革，属于知识拓展层面的内容。
第五课时故事教学。
第六课时是复习检测和综合语言运用课。
基于对教材的分析和主题单元的思考，本单元呈现的通讯方式，需要补充学习资源，并且设计引发学生深度思考的问题，培养学生的创新意识，丰富学生的认知，促进学生思维发展，培养学生学科核心素养。
二、学情分析：本科的学习者为五年级学生，他们善于思考，具备一定语言基础。
我校的五年级学生兴趣广泛，喜欢与同伴交流和小组合作，具备一定的抽象逻辑思维能力和阅读能力。
可以进行适当的拓展和延伸。
三、本课教学目标、重难点。
1．能够在复习巩固本单元语言知识基础上，综合运用语言进行话题表达。
2．能够读懂短文，了解中国古今通讯发展历史以及未来通讯方式的畅想。
3．能够通过对比、分析、概括、归因等多种思维活动，积极参与讨论，发展思维能力。
4．能够体会通讯的发展对人们的重要意义，并对未来通讯充满期待。
5．能够在不同的情境下选择合适的通讯方式。
重点：复习和巩固本单元重点词句的基础上，结合教学活动对词句的综合运用。
难点：在阅读文段中对古今通讯方式的理解。
四、教学过程一、歌曲热身，情境引入，提出问题，解决问题。
1.演唱本单元歌曲，唱出本单元部分已学的通讯方式。
2.幻灯片呈现情境：教师的外国朋友即将过生日，教师想要送出祝福，询问同学有哪些通讯方式可以选用。
人教鄂教版科学三年级上册一单元第3课《食物的消化》教案 (表格式)
教学过程：（问题引领下的主要学习任务、师生活动及设计意图）含时间分配问题引领下的主要学习任务、师生活动及设计意图一、情景导入提出问题（4分钟）1、前测：我们吃的食物到身体内的什么地方去了？学生：自己想一想，说一说，写一写。
2、谈话：我们吃的食物是不是像大家说的到身体的这些地方去了呢？这些食物如何被人体消化吸收了呢？今天我们和食物一起当个旅行者来了解一下：“食物的消化”吧。
板书【设计意图】学生了解本课的学习主题。
二、科学实践：食物在人体内的“旅行”（30分钟）1、吃一口馒头，慢慢咀嚼，体会并交流馒头在嘴里发生的变化。
（5）谈话：请同学们想一想，我们把食物吃下去，食物旅行的第一站是哪里？板书：食物。
学生发言，了解学生已知。
预设：如果学生说不上来启发：我们吃食物时，先把食物放到哪里？学生可能说出嘴里。
【设计意图】引导学生思考。
用“第一站”来增加学习的趣味性。
引导：食物到达嘴里会有什么变化呢？咱们亲自吃一口馒头，慢慢咀嚼，体会并交流馒头在嘴里发生的变化。
可以互相看一看咀嚼后食物的变化。
学生充分咀嚼，可以慢慢感受，互相看看有什么变化。
学生交流、发言预设：学生会说：变小了，变碎了。
追问：怎么变小的？食物第一站到达的是我们的嘴，通过咀嚼，食物变小了。
嘴里面有牙齿有舌有唾液我们把它叫做口腔。
板书：口腔。
口腔是人体的消化器官。
再强调，食物第一站到达哪里？口腔。
【设计意图】亲自的体验会有更直观的感受。
为了解其他消化器官奠定感性基础。
引导学生进一步分析，培养思维能力。
2、把食物经过人体哪些消化器官画下来。
食物经过口腔后，下一站要到哪里？然后又要到达哪些消化器官呢？我们把食物教学过程经过的消化器官按顺序画下来。
要求：这些消化器官在身体的什么位置？长什么样子，叫什么？并在边上注明它的名称。
请同学把它们画在活动手册上。
学生尝试画食物经过口腔后经过了哪里。
学生展示。
实物投影展示。
请同学们要说出它们长什么样子，在身体什么位置？学生发言【设计意图】通过画一画的方式，呈现学生的想法。
人教版(新起点)英语三上Unit 3《Food》(Lesson 1)优秀课件
Lead-in
Let’s chant
Presentation
New words.
cake
Presentation
New words.
bread
Presentation
New words.
ice cream
Presentation
New words.
meat
Presentation
New words.
potato
potatoes
Presentation
New words.
tomato
tomatoes
Presentation
New words.
fruit
Practice
Point and say.
meat
bread
potatoes
ice cream potatoes
fruit
cakeLead-in人教版新起点三年级上册
Unit3 Food Lesson 1
成都双语实验和悦分 李莜
Warm-up
head arm leg
hair
hand body foot
Warm-up
Let’s chant.
·
supermarket
Lead-in
Look and answer
Who are they? They’re Lily and her mother. Where are they? They’re in the supermarket.
Let’s chant
Practice
给老师推荐一下食物吧！ I’m hungry. I want some …
Practice
人教版(2019)选择性必修第二册Unit 3 课件(共24张PPT,内嵌视频)
Video Time
Learning objectives
By the end of the lesson, you will be able to
1. figure out the new cuisine appearing in the video; 2. infer people’s attitudes towards new cuisine; 3. develop critical thinking about different preference for food; 4. express your viewpoints on attitudes towards different preference for food.
1. What is his identity? A diner. 2. What’s his attitude towards this new cuisine? How do you know that? He enjoys eating it.
After you watch
Discuss the following questions with your partner. 1.Have you ever eaten an insect? What was it like?
Which one do you like most? Which one will be your last choice?
Making prediction
1. How do you think the man feels? What food is the man looking at? He feels hesitant. He might look at some food that he never tastes before.
人教版一年级起点三年级上册英语《Unit 3 Food lesson 1》(一等奖课件)
No, I don’t.
Do you like chicken?
Yes, I do.
Do you like
eggs?
Do you like …? Yes, I do. / No. I don’t.
Let's write.
• bread 面包
• cake
蛋糕
• ice-cream 冰淇淋
• fruit
Unit 3 Food
fruit
--Do you like ...... ? --Yes, I do. /No, I don't.
vegetable rice
chicken
fish
noodles eggs
bread
cake
ice-cream
meat
fish
chicken
fruit
egg/eggs
potatoes potato
tomato
tomatoes
Look, listen and chant.
cake
bread
meat potatoes
ice cream
tomatoes fruit
Round 1
游戏规则：老师指定黑板上的任意一个单词作 为bomb，然后开始带读，当学生读到是 bomb的那个单词时，就“砰”的一声爆炸了， 学生出局。
Round 2
游戏规则：老师大声说时，学生小声说，老 师小声说时，学生大声说。说错出局。
Round 3
游戏规则：火眼金睛，快看快说。
做得真棒！
Let’s watch and discuss
√ ×
Do you like fruit?
Yes, I do.
人教版小学英语三年级上册《Unit 3 Food lesson 1》优质课公开课课件、教案
人教版小学英语三年级上册《Unit 3 Food lesson 1》优质课公开课课件、教案Unit 3 Food Lesson 1 教学设计Teaching aims：W ords: bread, cake, fruit, ice-cream, potato, tomato, meatSentences:1) Do you like bread/ cake/…?Yes, I do. /No, I don’t.2) Improve abilities of listening and speaking.Teaching points:To use the sentences: Do you like bread/ cake/…?Yes, I do. /No,I don’t.Teaching aids:computer, ppt, some picturesTeaching steps:Step 1 Reviewing and leading in(1) Greetings: T: Good morning, boys and girls.Ss: Good morning Miss Jing.T: Are you ready for classSs: Yes.T: Are you happy today?Ss: Yes.T: I will divide all of you into six groups. Miss Jing has prepared some food for you.Y ou should try your best to get it and glue them on the prize paper. Who get the most, who is NO.1.(2) Let’s listen a song “apple tree”. Listen and sing together, OK?…T: What’s this?Ss:It’s an apple.T: Do you like apples?Ss: Yes.T: Miss Jing also likes apples, too. Because apple is red, appleis round, apple is juice. SO,we love apples, right? Of course,apple is one kind of food. Today we are going to learn Unit3 food. There are a lot of food in the supermarket.Let’s go to supermarket buy food, ok?Step 2 LearningT: Teaching new words: bread, cake, fruit, ice-cream, potato, tomato, meat1) Look and guess2) Read it after the teacher and repeat.3) Practice new words according bomb game and what’s missing game. Step 3Reading timeP ut the new words into the sentence “I like…”and letthe students read togetherPoint to the pictures on the ppt and ask partners one by one in groups. Step 4 Sentences(1)T: I like bread. Do you like bread?S1: Yes, I do. /No, I don’t.T: I like cake. Do you like cake?S2: Yes, I do. /No, I don’t.S3: ...(2) Role-play(3) Let students read the sentences “Do you like bread/ cake/…?Yes, I do. /No, I don’t.”together.(4) Let students work in pairs:Finish the questionnaireS how the content ofthe questionnaire（通过对课文的学习，巩固新知，在情境中分角色表演，使句子运用的机动灵活。
小学英语人教(精通)版五年级上册《Unit3RevisionFunstory》优质课公开课教案获奖教案比赛观摩课教案B001
小学英语人教（精通）版五年级上册《Unit3RevisionFunstory》优质课公开课教案获奖教案比赛观摩课教案五年级英语上册Revision Fun story教学设计学习目标：1、学习小故事，复习所学的句型2、准确说出表示职业的单词。
3、学会合作学习教学重点：1、看故事视频，理解故事的内容，并能准确朗读。
2、通过练习，能准确应用句子进行交流。
教学难点：独立思考，能解决在练习中出现的问题。
教学准备：１、学生准备表演的卡片。
２、ＰＰＴ课件的制作。
教学过程：一、Warm up. Greeting each other.二、复习：1、出示学习目标，并指名学生读。
2、课前学习任务检查：课前学习任务单：1 What’s Micky’s job?2 Is he a good tailor? 学生回答问题通过故事回答问题：（1）衣服为什么不合适？用故事中的句子来回答。
（2）小动物们在请做制服时，是以什么样的态度说的？（有礼貌的，命令的）学生试着用这些语气来表达。
3、小结故事的主题：Not "best" but "bad".4、学生分组准备表演小故事，要求分好角色，表演时不要看书。
三、复习职业的词,句子。
（多媒体课件展示）1、看图片：actor, actress用句型提问：What's her/his job? She/ He is an______.2、看图片：dancer, policeman, policewoman用句型提问：What does she/he do? She/ He is a ________.3、学生看图片，看谁能最快说出图片中的单词，并自问自答。
图片：reporter, singer, dancer, writer, teacher可以用上面复习过的句型进行问答。
对于速度快，回答准确的给予奖励。
四、练习。
小学英语人教新起点三年级上册Unit3FoodUnit3FoodLesson2教学设计
2文化意识目标
（1）能够通过主题学习，了解中西方饮食习惯的差异。
（2）能够了解食物对身体的重要性，学会节约粮食。
3思维品质目标
（1）能够通过对文本的学习，培养学生观察，猜测，分析等思维品质。
（2）4学习能力目标
（1）能将所学英语食物单词与相应事物之间建立联系。
---rice, chicken and potatoes.
T: Look there is a form.
What food can you see?Ss:…
---They want to know yourfood for breakfast, lunch and dinner. Then you tick themonthe form.
Drills: 1. Finish the sentences.
2. Train game.
3. Inviteindividualstudent to read.
4. Read together.
Activity 1:
初步聆听，抓住主题food for dinner。
2-4次聆听，抓关键信息，增加语音的输入，为输出做准备。
Activity 2:
学习对话，在情境中理解对话含义。
聆听对话，教师教读，模仿语音语调。
多种形式练习，突出重点，突破难点。
Step 4:Consolidation
Activity 1: Role Play
T: Open your book, listen, point and repeat.
T: Work in groups and role play the dialogue.
三年级上册英语导学案-Unit 3 Food Lesson 1｜人教新起点
三年级上册英语导学案-Unit 3 Food Lesson 1|人教新起点
课程目标
1.学生能够根据图片和单词正确发音
2.学生能够听懂并理解课文
3.学生能够熟练掌握单词meat、vegetables、fruit、egg的发音和写法
4.学生能够通过听、说、读、写四个方面提高英语能力
课前准备
1.教材：人教版三年级上册英语课本
2.学具：幻灯片、图片卡片、水果、蛋、肉等食品样品
3.学生：基本的英语读写能力
教学过程
Step 1 导入新课
1.入门热身
教师播放一段简单而欢快的英语歌曲，激发学生学习英语的兴趣和热情。
2.今日话题
教师拿出一盘美味的水果，引导学生回忆并描述这些水果，如外形、颜色、味道等特点，并问：“Do you like fruit?” “What’s your favourite fruit?”帮助学生进入今日课程主题：“Food”。
Step 2 学生学习
1.听课文录音并跟读
教师播放课文录音，让学生跟读。
提醒学生注意发音和语调。
然后让学生再跟读一遍，以熟悉课文内容，增强记忆。
2.认识单词
教师出示单词卡片，例如meat、vegetables、fruit、egg等，让学生跟读，认真感知发音和音形的组合。
然后让学生描述卡片上的图片，巩固单词的记忆。
3.复习问答
教师教导学生用英语简单地问答，例如。
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Unit 3 Food Lesson 1 教学设计3
Teaching aims：
Words: bread, cake, fruit, ice-cream, potato, tomato, meat
Sentences:
1)Do you like bread/ cake/…?
Yes, I do./ No, I don’t.
2)Improve abilities of listening and speaking.
Teaching points:
To use the sentences: Do you like bread/ cake/…?
Yes, I do./ No, I don’t.
Teaching aids:
a tape, a recorder, ppt, some pictures
Teaching steps:
Step 1 Reviewing and leading in
(1) Greetings: T: Hello, boys and girls. How are you?
Ss: Hello, teacher. I’m fine, thanks. And you?
T: I’m fine, too. Thank you very much.
(2) I will sing a song for you. An apple a day keeps a doctor away. Listen to me carefully and answer my questions. OK?
…
T: Do you like cake/ fruit/…?
Ss: Yes, I do./ No, I don’t.
Step 2 Learning
T: Please open your book. Look at part A.
1)Listen for 2 times.
2)Read it after the teacher and repeat.
3)Students practice in work pairs.
Step 3 Drilling
Point to the pictures on the ppt and ask partners one by one in groups.
S1: Do you like …?
S2: Yes, I do./ No, I don’t..
S3: ...
Step 4 Consolidating
(1) Look at the book, listen to part B carefully. Repeat it after the tape. Then read it together.
(2) Listen and speak. (If you know you can stand up and speak.)
(3) Play a game: Choose 8 students and act in role-play.
（通过对课文的学习，巩固新知，在情境中分角色表演，使句子运用的机动灵活。
）Step 6 Homework
(1) Listen to the tape and read after it.
(2) Copy new words and sentences.。