三年级英语上册 Lesson 20 Hamburgers and French fries课件 冀教版(一起)

Lesson20 Hamburgers and Hot dogs教学设计教学分析1、学情分析本课教学对象是三年级学生通过前面的学习，已经了一些有关food、drinks等的词汇。

从认知特点看，他们喜欢求新求异，对西式食品感兴趣。

但对英语食品名词数的表达缺乏了解。

基于这些，教学中，教师在学习点餐过程中，引导学生练习使用a\an\some表述学过的食品名词，为后面的点餐扫除障碍。

2、教材分析本课选择冀教版小学英语第二册第四单元第二课。

讲述Jenny和Li Ming在餐厅点餐的情景。

通过对话学会如何用英文点餐。

教学目标·知识与技能1、学生能听懂、会说、认读和书写词汇：ice cream2、学生能认读、理解并使用句式：What would you like? I‟d like…3、学生能唱歌谣：What would you like?·情感目标学会使用礼貌用语: May I have …？Thanks.You‟re welcome. 来表达请求、致谢等，懂得用餐礼貌用语，养成好的用餐习惯。

教学重难点使用What would you like? I‟d like…点餐。

教学设计Lesson20 Hamburgers and Hot dogs教学过程一、Class Opening and Review1、Sing a song: Delicious Food2、Review the vocabulary about food.T: There‟re some food on the table. What is it? Let‟s look and say. First, let‟s divided into two teams. Who is fast will get one point.( Show the pictures one by one.)Students say it loudly and quickly. What would you like?I’d like a\ an\ some hamburger hot dog donut ice cream , please.Then ask the students more questions: What do you like to eat? What do you like to drink?二、New Concepts1、What would you like?⑴Learn the new vocabulary: hamburger, hot dog, donut, ice cream.①Learn the new vocabulary by showing the pictures on the screenT: There are something different. Let‟s see. Show the pron unciation of each word, ask the students to repeat.②Play a game: What‟s missing?T: In this game, one food was missing. Please find it.T: What …s missing?S3: …Use this game to help the students to remember the new vocabulary.③Le‟s guess. a. It‟s cold and sweet. What is it? ( ice cream) b. The dog is hot. What is it? ( hot dog) c. It‟s round and sweet. What is it? (donut) d. It‟s round. There is some chicken in it. What is it? ( hamburger)⑵What would you like?①Show the picture of Part1.T: Jenny and Li Ming are hungry. They want to order s ome food. (Point to the clerk) Who is she?Ss: The shop clerk.T: How to order some food in Canada？Let‟s listen. Play the audiotape and ask the students foll ow along. Then ask the questions: What does the clerk s ay? What does Jenny say? Write the sentences on the board. Ask the students opening their books, Read Part 1 follow the tape.T: Let‟s role play. Boys will be the clerk. Girls will be Jenny. Boys: What would you like? Girls: I‟d like…T: In KFC or MacDonald, the clerk can ask you: What would you like? You can answer: I‟d like…to order. Write the sentences on the board. Then read it.②Introduce a\ an\ some.T: How to use a\ an\ some? Please look at these words. T: ( Point to P3）These words area, an都用在可数名词的单数前，表示数量“一”。

三年级《Lesson20：Hamburgers and Hot dogs》教学设计1、教学目标●语言知识（1）学生能听懂、会说、认读和书写下列西餐词汇：humburger，hot dog，donut，ice cream。

（2）学生能听懂、会说下列句子：What would you like？I’d like….May I have…? Sure. Thanks! You are welcome!●语言技能（1）通过创设情境，使学生感受并学会运用语言，进一步培养学生的口语表达能力。

（2）通过探究式的学习方式，发展学生自主学习的能力和合作精神。

●情感态度（1）通过营造真实的情境等多种活动，调动学生学习英语的兴趣，让学生乐于开口说英语，增强其学好英语的自信心。

（2）了解西方文化和习惯，树立乐观向上的学习态度，进行德育渗透。

（3）懂得用餐礼貌用语，养成好的用餐习惯。

●学习策略（1）在课堂交流中，注意倾听，积极思考。

（2）遇到问题时，能主动向老师或同学请教，取得帮助。

2、教学重点学生能听懂、会说、认读、和书写下列西餐词汇：humburger，hot dog，donut，ice cream。

3、教学难点：学生能听懂、会说下列句子：What would you like？I’d like….May I have…? Sure. Thanks! You are welcome!4、教学准备：录音机、实物卡片、课件三、教学步骤：StepI：Class Opening and Revision.1、Greeting.T: How are you? How are you? How are you today?Ss: I’m fine, thanks .I’m fine, thanks . Have a lovely day!(设计意图：利用歌曲进行师生间简单的问候，营造了和谐的英语学习氛围，增进了师生间的情感交流,提高学生学习兴趣。

冀教版（一起）三年级英语上册教案Unit 3 Favourite foods of Jenny’s familyLesson 20 Hamburgers and French fries一、教学设计思路先由大家较熟悉的肯德基和麦当劳导出本课新词及句型；然后通过情景会话巩固知识并锻炼口头交际；最后再通过小游戏进一步巩固本课新词及前几课单词，并培养学生的合作精神(teamwork)。

二、教学目标（一）知识1．四会单词：hamburger, French fries, pop2．了解pepper 胡椒粉salt 食盐sugar 糖3．巩固句型“What would you like?” “I’d like…”（二）能力1.能够用英语表达一些典型的西方快餐（western food）。

2．能够运用为别人提供或请别人吃东西的简单日常用语进行交流；在餐厅用餐时能够顺利交流。

（三）情感1.培养学生珍惜粮食，珍惜劳动成果的情感。

2.使学生养成良好的饮食习惯，了解到常吃西方快餐是不营养的，应多吃蔬菜水果。

三、教学重点单词：hamburger 汉堡包(可数名词) a hamburger/hamburgersFrench fries 炸薯条pop 汽水(不可数名词) a bottle of pop/bottles of pop四、教学媒体电脑课件（录音机、磁带）、字母卡片、单词卡片、教学图片或实物。

五、教学过程1．导入借助于小学生们所熟悉的麦当劳，肯德基，引出本课新词的学习：教师呈现肯德基和麦当劳的标志，让学生辨认，并让学生讲述他们去那的经历，里边都有什么好吃的，他们分别最喜欢吃什么……“Who knows these two pictures?”方案一：如果学生知道这两个标志，教师可以接着问“Do you like to go there to have hamburgers?”/ “What do you like best?”/ “Who want to share your experience in KFC (Kentucky Fried Chicken)”（“谁愿意给大家讲一讲你去肯德基的经历呀？”）方案二：如果学生不知道这两个标志，教师可以借助图片给学生简单讲解，让学生了解到这两家在中国很流行的快餐店，里边主要经营hamburger, French fries, fried chicken…2．呈现新课1) “Ok. Let go to KFC.” 呈现下面图片“What are they doing there?” 让学生自由发挥。

冀教版（一起）三年级英语上册教案Unit 3 Favourite foods of Jenny’s familyLesson 20 Hamburgers and French fries 教学目标（一）知识1．四会单词：hamburger, French fries, pop2．了解pepper 胡椒粉salt 食盐sugar 糖3．巩固句型“What would you like?” “I’d like…”（二）能力1.能够用英语表达一些典型的西方快餐（western food）。

2．能够运用为别人提供或请别人吃东西的简单日常用语进行交流；在餐厅用餐时能够顺利交流。

（三）情感1.培养学生珍惜粮食，珍惜劳动成果的情感。

2.使学生养成良好的饮食习惯，了解到常吃西方快餐是不营养的，应多吃蔬菜水果。

Advance preparation(1) Prepare for today’s lesson by bringing a pair of salt and pepper shakers to class. Display these items at the front of the classroom.(2) See required materials listed below for the game in today’s student book section.GREETINGGive the standard greeting to welcome students to English class.Introduce today’s lesson by telling the class that today they will learn som e more about North American food. Tell the students the title of today’s lesson: Hamburgers and French fries. Does everybody know what these food items are?LET’S LOOK AT OUR BOOKSGive the standard command for students to take out their student books.Note that the word like has various meanings. For example, in the sentence I like French fries, the word like indicates a preference for French fries, while in the sentence What would you like?this verb means “choose to have.” Decide whether or not you would like to share this information with your students.1. I like French fries.Discuss pictures on page 40 in the student book. What food items do students recognize? Who has eaten any of these items? Did they like it? How is this type of Western food different from or similar to Chinese food?If students are unfamiliar with the food illustrated here, describe it for them. French flies are deep-fried strips of potato. A hamburger is a disc-shaped piece of ground beef served on a bun (similar to bread) with lettuce, cheese, tomatoes, sauces and sometimes other vegetables.Have the students match the food in the small pictures with the food in the big picture. Say each word with the class a few times.Give the “listen” command. Ask the students to listen the fir st time, then say the words along with the audiotape the second time. The audiotape says:[female vendor]What would you like? What would you like?[Jenny]I’d like some French fries, a hamburger and a bottle of pop.I’d like some French fries, a hamburger and a bottle of pop[Li Ming]Hamburger. French fries. Pop.Hamburger. French fries. Pop.2. Salt or pepper？Introduce the words salt and pepper using pictures, or even better, with the saltand pepper shakers that you brought to class. Write the words on the blackboard and say them a few times with the class.Give the “listen” command. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape[Jenny]I like salt on French fries.I like salt on French fries.[Li Ming]Do you like pepper, too?Do you like pepper, too?[Jenny]Not on French fries. I like pepper on eggs.Not on French fries. I like pepper on eggs.[Li Ming]I don’t like pepper… but I like salt on porridge!I don’t like pepper… but I like salt on porridge![Jenny]Salt on porridge! Yecch! I like sugar on porridgeSalt on porridge! Yecch! I like sugar on porridgeDiscuss the audiotape. For example, ask the students Do you like salt/pepper? What food does Jenny like with salt or pepper? What food does Li Ming like with salt? What food does he like with pepper?3. Let’s play a game.Game: Guess the WordRequired materialsprinted worksheets with the letters of the alphabet, from a to zflippcharts or a blackboard display showing several words with blanks (similar to the illustration at the bottom of page 41 in the student book)Divide the class into small groups. Ask a couple of volunteers to distribute the alphabet worksheets to each group. Each group should have one worksheet for each round of the game. Use the illustration in the student book to explain the game. Complete that example as a class.Using your flipcharts or blackboard display, present your first fill-in-the-blank word with all the letters missing. Challenge the groups to try to figure out what word it is. To do this, they will have to figure out which letters belong in the blanks.Have the groups take turns guessing a letter that might be in the fill-in-the-blank word. If a group guesses correctly, fill in that letter in the appropriate blank and circle it on your alphabet chart. If a group guesses incorrectly, cross out that letter on your chart. Each group can keep track of the letters that have been guessed on their own alph abet charts, so that they don’t repeat a guess.Whenever a group guesses a correct letter, they get another turn. Whenever a group guesses incorrectly, they lose their turn and the next group has a go. Whichever group guesses the last letter to complete the word wins a point.If a group thinks they have the answer before their turn, they should raise their hands. Whichever group’s turn it is now has the chance to guess the word. If they answer incorrectly, the group with the raised hands has the chance to win the point. If they are correct, they win double points. But if they answer incorrectly, they are out of the game the remainder of this round.Remember to keep track of each group’s points. One point is awarded for each completed word. A group that guesses out of sequence wins double points.Continue with other words, some long and some the most points at the end of the game wins.LET’S DO SOME EXERCISESGive the standard command for students to take out their activity books.PAGE 40. Talk and point. May I have____? The students work in partners. One of them says one of these sentences“May have a hamburger?”“May have some French fries?“May have some pop?”“May have some pizza?”“May have a hot dog?”The other partner points to the correct turns asking questions and pointing to “Yes!” They take picture and says, the answers.PAGE 41. Find the letters. Write the words. The students write the words in the spaces provided. As they write each letter, they find the letter in the space above and draw an X through it.CLASS CLOSINGToday have students number off using some of the vocabulary from today’s lesson: hamburger, French fries, pop. Have the class say the words together, then have individual students number off by saying the words in order, from hamburger to pop, until all students have a word. Remind the students to remember their words.When today’s class is over, have the students stand by word. You might say “Now all students with the word pop may stand,” and then move on to another word until all students are standing. Wave and say “Good-bye” to signal that class is over.。

教案：三年级英语下册U4 Lesson 20 Hamburgers and Hot Dogs冀教版（三起）教学目标：1. 能够听懂、会说、会读本课的生词和句子。

2. 能够用英语简单描述食物和饮料。

3. 能够用英语进行简单的购物交流。

4. 培养学生的观察能力和表达能力。

教学内容：1. 教学课文：Hamburgers and Hot Dogs。

2. 生词：hamburger, hot dog, cheese, tomato, ice cream, cold drink等。

3. 句子：What would you like? I'd like some hamburgers and hot dogs. How about you?等。

教学重点与难点：1. 重点：掌握本课的生词和句子，能够用英语简单描述食物和饮料。

2. 难点：能够用英语进行简单的购物交流。

教具与学具准备：1. 教具：PPT、图片、食物模型等。

2. 学具：课本、练习册、笔等。

教学过程：Step 1: 热身（5分钟）1. 老师与学生用英语进行简单的问候，营造轻松的课堂氛围。

2. 老师引导学生复习上节课学过的内容，如食物和饮料的词汇。

Step 2: 引入新课（10分钟）1. 老师通过PPT展示本节课的生词和句子。

2. 老师引导学生跟读生词和句子，确保学生能够正确发音。

Step 3: 课堂讲解与实践（10分钟）1. 老师讲解本节课的生词和句子，解释单词的含义和用法。

2. 老师用PPT展示食物和饮料的图片，引导学生用英语描述。

3. 老师组织学生进行小组活动，用英语进行简单的购物交流。

Step 4: 课堂练习（10分钟）1. 老师发放练习册，引导学生完成相关的练习题。

2. 老师巡回指导，解答学生的疑问。

2. 学生进行课堂小结，分享学习心得。

Step 6: 课后作业（5分钟）1. 老师发放课后作业，要求学生巩固本节课所学内容。

2. 学生认真完成作业，家长签字确认。

冀教版三年级下册英语- Unit 4 Lesson 20 Hamburgers andHot Dogs课文简介本节课程介绍了两种美食：汉堡和热狗。

通过对话的形式，学生们可以了解汉堡和热狗的外观和制作方法，以及它们在美国文化中的重要性。

同时，本节课程还能够帮助学生们学习相关的单词和语法知识。

词汇和表达以下是本节课程中出现的一些单词和表达：1.hamburger （汉堡包）2.hot dog （热狗）3.bread （面包）4.meat （肉）5.lettuce （生菜）6.ketchup （番茄酱）7.mustard （芥末）8.onion （洋葱）9.tomato （西红柿）语法知识本节课程涉及到的语法知识包括：名词单复数在本节课程中，学生们可以学习到汉堡和热狗的英文名称：hamburger和hot dog。

此外，还可以学习到和这两种食物相关的其他单词，如bread、meat、lettuce等。

在英语中，名词单复数有着明显的变化规律。

一般而言，单数名词后加-s或-es可以构成复数形式。

比如，单词bread是单数形式，而breads则是复数形式。

连词and的用法在本节课程中，学生们可以学习到and这个常用的连词。

and表示连接两个相同的或者相似的事物。

比如，在汉堡和热狗的描述中，可以用and连接面包和肉这两个词语，形成“bread and meat”的短语。

文化背景本节课程所介绍的汉堡和热狗是美国文化中非常重要的食品。

它们不仅可以在餐馆和快餐店中被找到，而且在一些大型活动中也是必不可少的。

比如，在美式足球比赛中，热狗就是一个非常受欢迎的美食。

同时，汉堡和热狗在不同国家和地区的制作方法也有所不同。

比如，在中国，可以将热狗放在煎饼里制作出属于中国特色的美食。

教学建议在教学本节课程时，老师可以采用以下教学方法：1.利用图片或者实物向学生们展示汉堡和热狗的外观，并用英文单词解释它们的组成部分。

2.通过对话的形式，让学生们模仿表达汉堡和热狗的过程，并且在对话中学习到相应的单词和语法规则。

三年级下册英语-Unit 4 Food and Restaurants Lesson 20Hamburgers and Hot Dogs课文内容本课是关于汉堡和热狗的介绍。

学生们将学会如何用英语来描述汉堡和热狗的制作过程。

New Words•hamburger: 汉堡包•hot dog: 热狗•tasty: 美味的•lettuce: 生菜•sauce: 酱汁•mustard: 芥末酱•ketchup: 番茄酱Pair Work学生们将分成小组，根据课本上的图片和描述来描述如何制作汉堡和热狗。

•A: What do we need to make a hamburger?•B: We need a bun, a beef patty, lettuce, sauce, mustard and ketchup.•A: What do we need to make a hot dog?•B: We need a hot dog bun, a sausage, ketchup and mustard.学生们可以模仿以上对话，自由展开对话，练习口语表达。

Listening and Speaking教师可以播放学生们熟悉的英语歌曲，例如《Old McDonald Had a Farm》等，让学生边唱边跟着舞蹈动作，同时活学活用本课所学词汇和表达方式。

Role-play教师可以与学生们进行小角色扮演，例如：•A: Can I have a hamburger, please?•B: Sure. Would you like fries with that?•A: No, thank you. Can I have some ketchup on my hamburger, please?•B: Of course. Here you go.学生们可以根据课本中的对话情境，自由展开角色扮演，练习英语对话。

难点本课最大的难点是英语词汇和表达方式的学习，学生需要通过多次练习才能掌握和运用这些词汇和表达方式。