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Possible article:Exploring Favorite Foods in Primary English ClassUnit 3 of the primary English textbook asks students to share their opinions about food and learn vocabulary related to different typesof cuisine. In this lesson plan, we will introduce some pedagogical activities that encourage children to talk about their favorite foods, practice basic sentence structures, and develop theircognitive and social skills.Objectives:-To enable students to communicate in English about their favorite foods using simple phrases and expressions-To enrich students' vocabulary and comprehension of food-related terms-To foster students' empathy and tolerance towards different food preferences and cultural backgrounds-To promote students' creativity and cooperation in designing and presenting their culinary creationsMaterials:-The textbook page with Unit 3 topic and vocabulary- A list of food-related questions and prompts-Pictures or samples of various foods (real or virtual)-Recipe cards or templates for a food-making activity (optional)-Feedback sheets for peer assessment (optional)Procedure:1.Warm-up: Food FlashcardsStart the lesson by showing some flashcards or images of different types of food, such as pizza, burger, sushi, noodles, chicken,carrot, apple, ice cream, etc. Ask the students to guess or name the food and tell whether they like it or not. You can also use a 5-star rating system to gather their opinions.2.Vocabulary Practice: Word AssociationUsing the vocabulary list from the textbook, ask the students to brainstorm words that are associated with food, such as taste, smell, texture, ingredients, utensils, cooking methods, etc. Write thewords on the board or on a mind map, and use them to elicit further examples from the students. You can also play a word chain game,where each student has to say a new word that starts with the last letter of the previous word.3.Speaking and Listening: Favorite Foods InterviewPair up the students and give them some interview questions to ask each other, such as:-What's your favorite food? Why do you like it?-Have you ever tried any foreign food? Which one did you like the most?-Do you prefer sweet or salty food? Hot or cold food? Spicy or mild food?-How do you usually eat your favorite food? With whom do you share it?Encourage the students to take turns asking and answering the questions, and to listen actively to their partner's answers. Youcan also provide some sentence patterns for them to use, such as:-My favorite food is ______. I like it because it tastes _______.-I haven't tried ______ before, but I'm curious about it.-I usually eat ______ for _______ meal. I share it with my _______.4. Writing and Reading: Food PoemAs a group activity, ask the students to brainstorm some adjectives that describe different foods, such as yummy, juicy, crunchy, burnt, sticky, sour, etc. Then, model a simple poem structure, such as: (Title) My Favorite Food(Line 1) (Food name) is _______ (adjective).(Line 2) It smells like _______ (noun).(Line 3) It feels _______ (adjective) in my mouth.(Line 4) I could eat it _______ (number) times a day.(Line 5) It reminds me of _______ (memory).Have the students work in pairs or small groups to create their own food poems, using the vocabulary and sentence structures they have learned. You can provide some examples or scaffolding sentences to help them, such as:-Pizza is cheesy and crispy.-It smells like fresh-baked bread.-It feels greasy and hot on my tongue.-I could eat it every day for a week.-It reminds me of my birthday party.5. Project and Presentation: Food FaceThis is a fun and creative art project that also involves some food decoration skills. Give each group a blank paper plate and someedible materials, such as fruits, vegetables, sauces, cheese, bread, etc. Explain that they have to design a face or a character usingthe food ingredients and present it to the class, explaining their choices and creativity. You can use some themes or challenges tomake it more engaging, such as:-Make a healthy food face.-Make a funny food face.-Make a traditional food face from your own culture.-Make a food face inspired by a famous person or character.After the presentations, ask the students to give feedback to each other, using some criteria such as creativity, effort, taste,variety, etc. You can also provide some reflective questions forthem to think about, such as:-How did you feel about making and sharing your food faces?-What did you learn from your classmates' presentations?-Did you discover any new favorite foods or combinations today?-How can you use English to talk about food in your daily life? Assessment:The students' performance can be assessed through various means,such as observation, participation, oral and written tasks, and peer feedback. You can use a rubric or a checklist that includes the learning objectives and some criteria for success, such as fluency, accuracy, vocabulary range, coherence, pronunciation, creativity, cooperation, etc.Conclusion:This lesson plan offers a variety of activities that cater todifferent learning styles and language skills. By exploring thetopic of favorite foods, students can enhance their communicative competence in English, broaden their cultural awareness, and develop their artistic and culinary abilities. Through collaborative and reflective tasks, students can also experience a sense of belonging and achievement in the classroom. The teacher's role is tofacilitate and scaffold the learning process, while encouraging and guiding the students to express themselves and learn from each other.。
Unit 3 Look at my nose.Lesson 18第周第课时冀教版三年级英语下册复习重点Unit 1 Animals on the Farm1. What’s this? It’s a sheep.单词：farm, farmer, pig, cow, sheep2.Is it/this/that a duck?Yes, it is. / No, it isn’t. It’s a chicken.单词：cat, dog, chicken, duck3. What animals can swim/fly?Fish can swim / birds can fly.4.Can you dance / sing? Yes, I can. / No, I can’t.5.Can a horse run / fly? Yes, it can. / No, it can’t.单词：fish, bird, horse, rabbit swim, fly, run, jump, dance, sing 6.Where is it? / Where is the rabbit?It’s on / in / under the box / desk.7. What’s in the box? An animal. (a, e, i, o, u)Story time:•Help!•What happen? •I’m stuck.•Can I help (you)? •Yes, please. •Pull! Pull!•Ouch! My ears!•I’m out! Thank you!•You’re welcome. We’re friends.Unit 2 Animals at the Zoo•The elephant is big •The bird is small •The panda is fat •The Monkey is thin.单词：elephant, panda, monkey, tiger, wolf, bear, snake big, small, fat, thin, long, short banana, meat •How many monkeys are there?•There are ten monkeys. / there is one …•One, two, three, four, five•Six, seven, eight, nine, ten•Where does a fish live? •In a forest/river/ tree •Monkeys eat bananas. •Tigers eat meat. •Cats eat fish. •Cows eat grass.名词复数：(1) + s (2) s, x, ch, sh: +es (3) 同形：meat, fish, grass, sheep Story time:•Please help me!•Pull me out!•You will eat me.•I will not eat you.•I’m out. Now I’ll eat you.•What happened? •I helped the wolf.•But now he wants to eat me.. •Do it again!•No! He is a bad wolf. •Oh, I see.Unit 3 Food and Meals•I’m hungr y! I want to eat. •I’m thirsty! I want to drink.•Let’s eat! This juice is good!•Are you hungry? Yes, I am. •Would you like some soup? •Yes, please. / No, thanks单词：table, food, eat, drink, noodles, dumplings, soup, rice chicken(鸡肉), fish, fruit, vegetables milk, egg, bread •I like chicken, I don’t like fish.•I like fruit, I don’t like vegetables.•What’s your favourite food? My favourite food is noodles.•Good morning / afternoon / evening / night!•In the morning / afternoon / evening•I go to school•I have breakfast / lunch / dinner•I read a book•I like noodles for breakfast.•Milk and bread•put your hands on your head / legs / eyesStory time:•There is no food for dinner. •I have a... /we have …•It makes soup. •Let’s have a look.•The soup is re ady. Let’s eat!•I like it.•There is no magic stone. •You are the magic.Unit 4 Food and Restaurants•I like watermelon. What do you like? I like oranges.•What would you like? I’d like a hamburger and some juice, please.( I’d like=I would like ) That’s what I’d like.单词：apple, pear, orange, watermelon, hamburger,hot dog, donut, ice cream, tea, water•Donut! My favourite!•May I have one / a… / some…•Sure.•sixteen, seventeen, eighteen, nineteen, twenty•How much for one donut? •How much is a hot dog? 5 yuan. •I’ll take twelve, please•I’ll take six, please•Do you have any apples? Yes. •How much are they? Two yuan.•How much are the oranges? One yuan.Story time:•I’m hungry. Me too.•….I’ll get some fruit for you.•Hooray! •The apples look good! •I’ll get some.•I’ll get a big one.•Time for dinner.How much is this (pencil) ? One yuan.故事串讲Story1:Liming: What’s this? Is it a chicken?Jenny: No, it isn’t, it’s a duck.Liming: Can a duck fly?Jenny: No, it can’t, a bird can fly. But duck s can swim. Liming: What animals can run?Jenny: Horse can run.Liming: I can’t run fast, but I can dance and sing.Story2:Liming: Hi, Jenny, what happened?Jenny: I can’t find my dog? Where is it?Liming: Is it on the box?Jenny: No, it isn’t.Liming: Is it under the desk?Jenny: No, it’s not under the desk.Liming: Is it in the box?Jenny: Yes, it is. Thank you, Liming.Liming: You’re welcome. We’re friends.Story3:Jenny: Hi, Liming, how many animals are there?Liming: There are ten animals.There are four elephants, they are big.There are three birds, they are small.There are two monkeys, they’re thin.There is one panda, it’s fat.Jenny: Where does a tiger live?Liming: In a forest. Tigers eat meat.Jenny: Yes, and monkeys eat bananas.Liming: I’m hungry now, I want to eat bananas.Jenny: I’ll get you some. Are you thirsty?Liming: Yes, I am.Jenny: Would you like some juice?Liming: No, just water, thanks.Jenny: What’s your favour ite food?Liming: My favourite food is noodles.Jenny: I don’t like noodles, I like dumplings. Dumplings are good for meStory4:Liming: Hi, Jenny, there is no food for dinner.Jenny: Let’s buy some food in the afternoon.Assistant: What would you like?Jenny: I’d like a hamburger and some juice, please.Liming: How much for one donut? （How much is it?）Assistant: Five yuan.Liming: I’ll take twelve, please.Liming: I like watermelon, what do you like?Jenny: I like oranges.Liming: Let’s bu y some.Jenny: No problem, we also need some milk and bread.Liming: I’ll get them for you.说明：四个简短对话，几乎包括了课文中所有的句型。
单元（组）教学计划单元（组）序号Unit 3单元（组）名称My favorite food ishamburgers.课时数 4学习目标一、能听、说、读、写有关一日三餐的词汇：China，the USA, fruit, drink, food, chocolate, hamburger, coffee 和 delicious;二、能听懂、会说、会读、会用下列句型：1. What’your favorite food?2. My favorite food is …/ I like … best.3. Mom is drinking coffee. That’s her favorite drink.情感目标一、培养学生用英语交流自己喜欢的食物、饮品的意愿。
二、鼓励学生和他人进行小组合作，培养学生的合作能力。
教材分析本单元讨论和学习的话题是饮食，在以前所学的相关食物话题的基础上引入对西餐的介绍，以及对饮食喜好的讨论。
本单元出现的主要的四会词汇有China， the USA, fruit, drink, food, chocolate, hamburger, coffee 和 delicious; 本单元的功能结构是就他人的喜好进行问答以及表述：What’your favorite food? My favorite food is …/ I like … best. Mom is drinking coffee. That’s her favorite drink. 等。
课时教案教学内容Unit 3 My favorite food ishamburgers.第几课时一共几课时四学习目标能听、说、读、写有关一日三餐的词汇：China， the USA, fruit, drink, food, chocolate, hamburger, coffee 和delicious;教学重、难点教学重点：能听、说、读、写单词China， the USA, fruit, drink, food, chocolate, hamburger, coffee 和 delicious;教学难点：能根据教师指令灵活运用上述单词。
三年级英语上册Unit 3 Ｍy Food（leｓｓon16－18)教案人教新起点编辑整理：尊敬的读者朋友们:这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的,发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方,但是任然希望(三年级英语上册Uｎｉt 3 My Foｏd(lｅsson16-18）教案人教新起点）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈,这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅,最后祝您生活愉快业绩进步，以下为三年级英语上册Uｎit ３My Ｆooｄ（lｅsｓon１６-1８）教案人教新起点的全部内容。
Unit ３Ｍy FｏｏdLｅssoｎ1６教学内容:1.P26A2.Ｐ27Ｂ: Ask aｎd ａnｓwer。
3.P27 Ｃ:Listeｎand chanｔ.D:Put in ｔhｅmiｓsing leｔｔes.教学目标：通过学习英文小故事,你从中学到了什么？对!吃早餐有益于身体健康。
教学重点:通过学习英文小故事，懂得早餐对身体健康很重要。
教学用具：录音机，磁带,铅笔,单词卡片。
教学过程：你们好，今天我们谈一谈和生活习惯有关的话题，你能猜一猜是什么话题吗？对！和饮食有关。
（I eat breaｋｆaｓt eｖery ｄｙ。
Ｄo ｙｏu ｅaｔｂreakfasｔeveｒｙday？If ｎｏt。
I think you’ｄbｅtter ｅat brｅaｋｆasｔevｅrｙdaｙ。
Ｉt’s good f ｏr ｙoｕr heａｌth. )我每天都吃早餐,你每天吃早餐吗?如果不是,我想你最好每天吃早餐。
对你的健康有好处。
一、１．请你把书打开翻到26页,带着以下几个问题去看A部分:Ｗhat tｉｍｅiｓｉt? Where ｉｄhｅgoing? Does ｈe eａｔbreakfaｓｔ? Whａｔ's the ｍatｔeｒwiｔh him? What does the ｔｅaｃher say? Dｏes ｈe waｎt a zero?(现在是几点?他去哪儿了？他吃早餐了吗？他怎么了?老师对他说了些什么？他想得零分吗？）２.看完了吗？现在请你听录音,给图片排列顺序。
UNIT 3Food and Meals一、核心词汇1.食物类juice果汁soup汤rice米饭noodle面条chicken鸡;鸡肉vegetable蔬菜fruit水果milk牛奶egg鸡蛋bread面包2.动词eat吃;进餐drink喝like喜欢3.其他I我food食物good好的二、了解词汇1.三餐名称breakfast早餐lunch午餐dinner晚餐2.时间名词morning早上;上午afternoon下午evening傍晚;晚上night晚上3.其他食物类dumpling饺子meat肉fish鱼肉4.形容词hungry饥饿的thirsty口渴的favourite最喜欢的5.动词及动词短语have吃;喝want想要gotoschool去上学readabook看书havebreakfast吃早餐havelunch吃午餐havedinner吃晚餐6.时间短语inthemorning 在早上intheafternoon在下午intheevening在晚上7.其他单词table桌子some一些for为;作为三、核心句型1. I’m hungry. I want to eat. 我饿了。
我想吃东西。
解读:此句是描述自己感受和自己想要做某事的句型。
举一反三: I’m thirsty. I want to drink. 我渴了。
我想喝东西。
I’m tired. I want to sleep. 我累了。
我想睡觉。
2. —Would you like some dumplings?你想来一些饺子吗? —Yes, please. /No, thanks. 好的,请来一些。
/不了,谢谢。
解读:这是询问对方是否想要某物的句型及答语。
举一反三: —Would you like some noodles?你想来一些面条吗?—Yes, please./No, thanks. 好的,请来一些。
/不了,谢谢。
—Would you like some soup?你想来一些汤吗?—Yes, please./No, thanks. 好的,请来一些。
PEP小学英语三年级下册Unit 3 At the zoo教学设计（2012-2013学年度第二学期）赵晓燕第一课时一、教学内容A Let’s learn/Let’s do二、教学目标1. 能够听、说、认读thin, fat, tall, short四个形容词。
注意告知学生它们是两对反义词。
2. 能够在教师提供的语境中运用这四个词来描述动物外形特征。
3. 能够在图片的帮助下听懂指令并做出相应的动作。
三、教学重、难点分析1．重点是能够听、说、认读thin, fat, tall, short四个形容词；注意告知学生它们是两对反义词；能够在图片的帮助下听懂指令并做出相应的动作。
2．难点是能够在教师提供的语境中运用这四个词来描述动物外形特征。
四、教学准备单词卡片、PPT。
五、教学步骤Step 1 Warm ─up(热身)1、Let's chant课件显示，伴音吟唱2、Revise the numbers from 1 to 99 .并且以此来引出159、160等数字的读法。
3、出示几幅人物图，T:Who’s he/she? What’s he/she like ?引导学生用学过的形容词“tall，short, old, young, strong, thin, long, big, small”来描述人物。
（在描述中复习了旧知识，为将要学的的新知识做好铺垫。
）Step 2 Presentation(新课呈现)1、Let's start(1)、T: How old/ tall/heavy are you?教师提供量身高和体重的工具让学生量度自己的身高和体重，并将其结果和自己的年龄记录在小卡片上。
2、Let's learn(1) 让学生根据自己制作的小卡片学会用英语来表达自己的年龄、身高和体重。
如：I’m 11 years old. I’m 164 cm tall. I’m 48 kg. （注意cm和kg的读法）（2）Pair work：用句子How old/ tall/heavy are you? 来询问同桌的年龄、身高、重量并进行回答。
This unit is the food as the main line, around like and don't like, and the language function such as three meals a day projects launched a series of tasks. According to the characteristics of the language course, I will play with listening, speaking, reading and writing and a series of activities to cultivate the students' observation, memory, thinking, imagination, innovation ability and cooperation ability, complete knowledge of the reserves and the improvement of ability.In order to effectively implement the development of students' comprehensive ability, I will this class target design is as follows: 本单元是以食物为主线，围绕着喜爱与不喜爱和每日三餐等语言功能项目展开的一系列任务活动。
依照语言学科的特点，我将用听说读写玩等一系列活动培育学生的观看，经历，思维，想象，创新能力与合作能力，完成知识的储蓄和能力的提高。
为了有效的实现学生综合能力的进展，我将本课目标设计如下：1. The knowledge and skills goal: to learn new words this unit; To master the Do you like... ? The pattern and implement into daily life English communication; Can distinguish between countable anduncountable nouns2. The process and method goal: use of situational teaching, from the perspective of the audio-visual, through a series of auxiliary means, creating context, give priority to with practical training, training students' ability of using language, form language skills.(3) emotional goalsBy asking others to be fond of food and things, learn to care aboutothers, enhance mutual feelings.Teaching difficult point: the difference between countable anduncountable nounsStep1 warm-up before class (2-3 minutes)By using multimedia to importUse powerpoint presentation this class related food pictures, and ask the students to know these food is how to express yourself in English? Pictures give a person a kind of intuitive feeling, and this lesson is closely related to life, so that they can mobilize students' learning enthusiasm and stimulate interest in learning to learn the content ofthe lessonStep 2 new knowledge import (20-22 min)Use import before class demonstrated the picture bring students intoa formal learning new contentLearning new words - by watching the picture and then play the correct pronunciation, let students follow to readConsolidate the new words after the complete Section A 1 A andproofreadingListen to the listening material to complete Section A 1 b andproofreadingIntroduce sentence patterns do you like... ? Yes, I do/no, I don 'tStep 3 practice (13-15 min)Using the new words and sentence patterns, establishment situation, each group separately conversation practice. In preparing at the same time, I will give the students some hints of eg: greetings and patterns (good morning, how do you do, spell it, both please, etc.) so that the students will be new knowledge combined with what they have learned before, to consolidate the learned knowledge and goodwill to join.Step 4 summary and assignments (2-3 min)To review and encourage team performed by team hasn't come yet show next class more active; To complete this unit corresponding practice and added new words this unit so as to expand students'vocabulary.三年级英语上册unit3 Look at me 第二课时教案Teaching methd:一.直观法直观教学是采纳如图片、实物、玩具、幻灯片、多媒体等一系列辅助教具及手势、动作、表情开展的手腕，关于一些表示具体事物的名词、表示具体动作的动词、表示情感的动词及形容词一样可采纳直观教学。
教材版本陕西旅游出版社课题Unit3 My favorite food is hamburgers第（1 ）课时教材分析本节课的主要教学内容为陕西旅游版《英语》（三年级起点）五年级上册Unit3 My favorite food is hamburgers Part A主要学习四会词汇China，the USA, fruit ,drink, food, chocolate, hamburger favorite为了让学生更好地掌握这些词汇，我将结合Let’s talk里的重点句型Wh at’s your favorite food? My favorite food is…。
来进行教学。
通过引导学生使用所学词汇与重点句型进行有意义的表达，让学生在用中学，在学中用，培养学生的语言运用能力。
学情分析本节课的授课对象是小学五年级学生，他们活泼好动、思维活跃，争强好胜，他们具有一定的英语基础和初步的单词拼读能力，敢于用英语进行表达，对学习内容能积极思考、主动参与，有一定的合作探究能力，能很好地完成教师指派的两人活动和小组活动等任务。
前期他们已掌握了一些有关食物、饮料和水果的词汇，能简单地用英语表达对事物的喜好，教师能很好地引导学生进行新知识的学习、理解及融会贯通。
理念与方法贯彻以学生为中心，寓教于乐，培养学生语言综合运用能力，发展学生英语学科核心素养的教学理念。
本节课围绕在超市选购野餐食材的主题情景，展开对饮食喜好的讨论，并在此基础上展开他人的喜好的调查与汇报。
课堂中教师利用多媒体课件和电子白板创设出了逼真的超市购物情景，以情景带动词句教学。
在教学的过程中教师结合学生的生活经验，引导学生学习新词汇、新句型，并通过师生间、生生间对各种食材的喜好的交流，让学生在用中学、在学中用，发展学生思维，巩固内化所学内容。
此外教师还在课堂中采用了分组对抗赛等活动，激励学生主动参与并享受学习的乐趣。
本节课主要运用了多媒体辅助教学法、情景教学法、任务型教学法和交际法等三种教学方法。
冀教版小学三年级英语下册全册教学设计冀教版小学三年级英语下册全册教学设计冀教版三年级下册英语教案篇一：冀教版小学三年级英语下册全册教学设计Lesson1I’mHungry!一、教学目标：知识目标1、要求学生掌握下列单词eat、drink、table、food2、能理解并能口头运用句子I’m(hungry/thirsty)。
Iwantto(eat/drink)；能力目标：能够在真实的环境中表达自己的需求。
情感目标：初步了解中西方饮食差异，注意饮食卫生及营养。
二、教学重点和难点：本课的四个单词和句子。
三、教具：录音机和磁带，手偶，教师用卡片和张贴画，实物，奖励用的金星。
四、学具：学生用小卡片。
五、教学过程：Step1、（1）Greeting:Hello,boysandgirls!Howareyoutoday？（2）师生同唱“ILoveYou”，（可以边做动作边唱）Step2、引入课题：用张贴画出示本课主题图，引导学生：Whoarethey?学生可以说出一些家庭成员的身份，（比如daughter,father,mother,son）.Whataretheydoing？学生可以用汉语回答，从而引出本课要学的有关饮食的内容。
（板书课题：Lesson1）Step3、利用卡片出示桌子，放录音。
学生模仿读音，找同学领读，分组读。
依次学习food,eat,drink,(在学习eat,drink时教师可以加上动作,板书eat,drink)鼓励发音不标准的学生多练习几遍，至读音标准。
采用多种形式全班练习，利用小卡片组长组织练习，直至读熟。
Step4、Game：（1）Quicklyanswer.（快速抢答）（2）Guessingwords.（猜单词）Step5、Practiceingroups（小组之内组长组织练习上面游戏）。
Step6、Demonstrate：(Introduce:want)T:Iwantapencil.Iwantapencil.MayIhaveapencil?Iwantabook,s aytogether,class!Ss:Iwantabook.(Learntosay:want)Step7、(板书Iwantto?)Useactionstodemonstratethenewphrases。
新修订小学阶段原创精品配套教材Unit3MyFood教材定制 / 提高课堂效率 /内容可修改Unit3MyFood教师：风老师风顺第二小学编订：FoonShion教育Unit3MyFood教学目标1．能够在本单元涉及的情景条件下听懂，并说出与食品有关的17个单词。
2．能够在本单元涉及的情景条件下用英文说出一小段有关食品的话语。
3．能够在本单元涉及的情景条件下初步用英文询问别人想要吃什么，在别人询问时能用英文给以正确回答。
4．能够用学到的有关食品的英文具体做一件事，如在餐馆点菜，帮助制定学校营养餐食谱等。
5．能够初步认读教材中的主要文字，如有关食品的单词和语句。
6．能够按顺序背诵、默写英文26个字母。
7．能够正确抄写单词。
8．能够通过学习英文小故事懂得吃早饭有益于身体健康。
9．能够在教师的帮助下初步读懂英文故事。
lesson13课前准备1．教学录音磁带。
2．各种食品的组合图片。
3．单词图片和卡片（师生各自准备）。
4．食品贴画（学生准备）。
5．字母卡片（师生各自准备）。
6．课堂学习评价表。
教学内容a look, listen and chant．1．本课通过歌谣引入有关食品单词的学习。
本课的新单词为：food, fridge, beef, bread, sausage, meatball, pancake, sandwich, tomato, potato, carrot, mantou．本课学生曾经在一至四册感知过的单词有：chicken, milk．2．本部分图画呈现的场景为一个打开的冰箱，冰箱里储存着各种食品。
这一情景与实际生活较接近，因学生有一定的生活经验，接受起来比较容易。
3．本部分学习重点是感知有关食品的单词。
4．关于可数和不可数名词仅给学生一个模糊概念，不要给学生讲过多的语法，因为学生年龄小，不理解也记不住。
讲到什么程度视学生的接受能力，如果学生不能接受，只要记住具体的词在表达复数的时候是否加s即可。
5．在所学过的食品单词中，不可数名词有：beef, bread,mantou, rice, jiaozi, tofu, meat, milk, fish, chicken, juice, water．在可数名词中词尾加s后发生变化的词有：sandwiches / iz / , tomatoes / z / , potatoes / z / ．特别要注意单数名词变成复数名词后词尾的发音, 如sausages / iz / , carrots / ts / 等。
b stick and ask．1．本部分为a项的巩固练习。
2．本部分图画呈现的是一个空冰箱，学生将食品的贴画贴在冰箱里，然后两人一组询问对方冰箱里有什么。
3．本部分学习重点是熟练有关食品的单词。
4．本部分学习难点是有关食品的单词的认读和记忆。
要求学生能将单词的音和相应的图形联系起来，并能看图用英文说出单词。
5．本部分使用的语言在前四册的学习中已有所接触，此处为正式学习。
本部分还可以使用的语言是：do you have ... ? yes, i do．/ no, i don’t．c fill in the small letters．1．本单元字母学习的重点是：1）复习字母的音、形、义；2）熟练字母在字母表中的顺序；3）字母大、小写的对应关系。
2．本部分呈现的是按字母表顺序排列的前13个字母，要求学生根据这13个大写字母，填写出相应的小写字母。
教学建议1．建议教师利用学生已有的生活经验，帮助学生感知单词。
以下步骤供参考：1）教师在黑板上画一个冰箱，边画边问“what's this?”请学生猜，从而导出单词“fridge”的学习。
2）教师指冰箱与学生做对话：t: we usually put the food and drink in the fridge．what are they? ss: they are .... 学生每提到一样食品，教师就出示相对应的图片贴在黑板上的冰箱里（冷冻室ice box，冷藏室cold box）。
此时可以复习已经学过的关于食品的单词，并且教师可以从中知道学生对已学单词掌握了哪些，哪些单词是学生在课外学到的，对本课的新单词有多少学生已经掌握了，掌握了其中的哪几个。
3）教师出示其它食品图片（新词），边贴边说：i also have ... in my fridge．每出示一个新词就带读几遍，然后接着问：what do you have in your fridge? do you have ... ? 此处问新词，以加深学生对新词的印象，教师要帮助学生说出答语，尽量引导学生说新词。
此处为感知新语言，不要求学生有高质量的回答。
4）学生在感知了新语言的基础上，教师请学生带着问题听录音：t: i have another fridge．（教师在黑板上画另外一个冰箱）what food is in it? please listen to the chant．5）学生听录音后回答问题：what food is in this fridge? 学生在回答的同时，教师示意学生从食品组合图片中选出相应的图片贴在新的冰箱里。
6）学生看图再听录音并学说歌谣。
2．另一种呈现新内容的方法供参考：1）此步骤与上条第1小项相同。
2）教师出示新词食品组合图片，边贴边说：there are some food in this fridge．bread, sandwich, ... 此步骤为学生感知新词，但是学生只是听着感知，不如实践着感知效果好。
3）呈现新词后，学生听录音学说歌谣。
4）教师与学生对话巩固新词，如问：what can you see in the fridge? what food is in this fridge? 可以渗透新语句“what do you have in your fridge?”等。
3．学生在学说歌谣的时候，教师要提示学生认真听单词变成复数形式后的发音，要求学生尽量将歌谣说清楚，如果说不清楚也不要强求，在以后练习的过程中再进一步加强。
4．学生在学说歌谣的基础上做b项练习。
此练习为一个学习任务，学生在课前调查自家冰箱内食品，课上（或课前）按照调查的结果将食品贴画贴在冰箱内（如果教材提供的食品贴画不够全面，可以请学生画图表示），然后与同伴进行问答练习。
5．学生在做b项活动的时候，考虑到活动的趣味性和实用性，建议学生以组为单位边问边填写调查表（见表格，表格中项目可以自定），然后将各组调查结果汇总在一起，看一看人们储存在冰箱里的哪种食品多。
what do you have in your fridge?namebeefbreadsausagemeatballpancakesandwichtomatopotat ocarrotmantou6．教师在帮助学生复习字母时，应把重点放在字母在字母表中的顺序上。
先口头复习，然后做书上的练习。
下面几则字母教学游戏供参考。
1）点名列队目的：复习字母顺序方法：将全班分为两个大组，把两套字母卡片分发给学生。
游戏开始后，教师任意说出两个字母，学生以这两个字母为首尾，迅速按顺序占成一横排，并大声念出字母顺序，快者为胜。
例：teacher: j, qgroup 1: （迅速排好队）j, k, l, m, n, o, p, qgroup 1: we have finished．teacher: ok．group 1 wins．2）找朋友目的：辨认字母大小写方法：将分别写有字母大小写的卡片发给参加游戏的学生每人一张。
游戏开始后，请一位手持大写字母的学生站起来，用问话寻找与自己相对应的小写字母，然后手持小写字母的学生站起来回答。
例：h: i'm h．i'm big letter h．where is my friend？h: i'm here．i'm here．i'm small letter h．这个游戏也可以全班一起做。
方法是游戏开始后，大家齐唱《找朋友》这首歌，在唱的过程中，大小写字母互找，歌声停，请每一对好朋友把自己介绍给大家。
例：a: i'm big letter a．a: i'm small letter a．aa: we're good friends．3）谁是我的妈妈目的：复习字母发音方法：学生手持字母卡片一张，确认手持a，e，i，o，u字母的学生为“mother”。
游戏开始后请“mother”们站在教室前面，一字排开，其他学生用问句寻找自己的“mother”，找到后站在“mother”身后。
k: i'm k．i'm k．who's my mother?a: i'm a．i'm a．i'm your mother．游戏中如果“mother”回答错了，将另换学生来当“mother”。
7．录音材料：a项：chantwhat do you have in your fridge?i have carrots and tomatoes．meatballs and sausages．i have pancakes and sandwiches．bread, beef and mantou, too．new words: food, fridge, beef, mantou, bread, sausage, meatball, pancake, sandwich, tomato, potato, carrotb项：dialogueboy: what do you have in your fridge?girl: i have beef, mantou and bread in my fridge．what do you have in your fridge?boy: i have sausages, meatballs, pancakes and sandwiches in my fridge．c项：monologuea, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z8．补充材料：b项：dialogueboy: do you have tomatoes in your fridge?girl: yes, i have．do you have potatoes in your fridge?boy: no, i haven't．i have some carrots．课堂学习评价1．引导学生把掌握本课学习内容的情况用和记入学习档案。
