北师大版一起小学英语三年级下册Unit 7 At the restaurant教案 2

(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。

Lesson 41.Introduce hard /c/and soft /c/Student Book page 74 (Uncle Booky ,s ABC)•Write the letter c on the board. Explain that you are going to say two words with the letter c in them. One word has a hard /c/ sound (cat) and the other word has a soft /c/ sound (cent). Ask the childrento listen and watch as you model hard /c/ and soft /c/. Ask them to listen for the difference between the two sounds, and then have them repeat the two sounds after you.•Turn to Uncle Booky ,s ABC at the back of the Student Book and point to the hard /c/ and soft /c/ words. Say each word in turn and model the hard and soft sounds.•Repeat the procedure with the letter k.2.Sounds and lettersStudent Book page 8•Draw the children ,s attention to the pictures at t he bottom of the page. •Play the tape for kite and camera. Ask, "Do these words have a hard /c/ sound or a soft /c/ sound?〞•Play the tape again and have the children say the words aloud. •Repeat the procedure for the soft/c/words.3.Listen for /c/Student Book page 8•Direct children ,s attention to the middle of the page. Show your copy of the page and point to the first row of words. Say that one of the words have a different /c/ sound.•Play the first four words on the tape and have the chil dren point to each word as they hear it.•Play the tape again. This time the children cross(×)the word that has a different /c/ sound.•Repeat the procedure for the second row.4.Read with Uncle BookyStudent Book page 8•Direct children ,s attention t o the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words.•Play the tape for the first 5 words. Have the children point to each word that they hear in the tape.•Ask the children if they can find that the letter c in all the words has the same sound.•Tell the children to find out how to read the last two words.•Play the tape for the last two words and have children repeat after thetape.•Repeat the procedure for the second row of words.5.Model the structures•Hold up the flashcard for hot dog. Ask one of the children, "Do you like hot dogs?〞 The child should answer either, "Yes, I do.〞 or "No, I don ,t.〞•Pin up the necessary drillcards on the board to form the question and answer. Read the sentences aloud to the children, pointing to each word as you do so. Have the children repeat the question and answer after you.•Now ask another child the same question. Continue until you find a child who gives a different answer from the first child.•Subst itute the necessary drillcards to form the new answer. Repeat the procedure used to model the first answer. Then have the children repeat the question and answer after you.•Now review the question, What food do you like? Pin up the necessary drillcards on the board. Repeat the procedure used to model the first question.•Repeat the procedure for the sentences, I like (fruit). and I don ,t like (vegetables).6.Uncle Booky ,s blackboardStudent Book page 9•Have the children open their books at page 9. Mo del the structures on Uncle Booky ,s Blackboard by reading them aloud to the class. •Have the children repeat the structures in a class drill. Use all possible combinations.7.Touch, ask, and answerStudent Book page 9•Draw the children ,s attention to the pictures at the bottom of the page. Show your copy of the page. Point to Ken ,s name and the six pictures below it. Explain that Ken likes all the foods with a black check (??) next to them. He doesn ,t like the foods with a red cross (×) next to them. •Review the names of each kind of food pictured (chicken, hotdogs,corn,apples, watermelon, and French fries).•Now point to the question, Does Ken like apples? Read the question aloud. Point to the picture of the apples. Then elicit the answer, "Yes, he does.〞 Have the children read the answer.•Substitute the other foods pictured for apples and repeat the procedure.•Draw the children ,s attention to the second collection of pictures (beans, hot dogs, bananas, pears, chicken, and corn).•Repeat the procedure used for the first question and picture.•Put the children into pairs to practice the questions and answers。

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。

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.This 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.-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.。

(北师大版)三年级英语下册教案Unit7Unit 7 At the restaurantThe second period一、教学目标与要求能听懂会说:I like milk and eggs. Me too. Do you like fruit? Yes, I do. I like oranges. What about you? I li ke hamburger.并能根据实际情况向别人表达自己真实的想法。

能听、说、读 hamburger, fruit ,通过 Let's do 熟练掌握本课句型及单词的读音.二、教学重、难点分析1．重点：能听懂，会说：like milk and eggs. Me too. Do you like fruit? Yes, I do. I like oranges. What about you? I like mangoes. 句型和单词hamburger, fruit,2. 难点：能听懂，会说：I like milk and eggs. Me too. Do you like fruit? Yes, I do. I like oranges. What about you? I li ke mangoes句型和单词hamburger, fruit,对话与自己的实际情况结合起来。

三、课前准备教师准备录音机。

四、教学步骤和建议1. 热身学生听录音表演以前所学的chant和英文歌曲。

全体同学齐读lesson1，要求最齐、最快、最大声。

2、新授学生跟读，教师纠正部分单词的发音hamburger, fruit,学生分组分角色朗读，做到最快、最清晰、最大声试着请部分学生到前面表演对话，让学生为教学片配音用挂图展示生词hamburger, fruit, 然后清部分学生到教室前面边指边说.说的又快又好的同学将得到一朵小红花。

五、巩固与延伸教师请部分同学到挂图前,扮演图中的小朋友.然后向同学表演对话. A: I like milk and eggs.B: Me too. Do you like fruit?A: Yes, I do. I like oranges. What about you?B: I like mangoes.打开质量监测完成对应的练习（教师给予一定的指导）家庭作业：跟读课文及单词.。

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。

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 flashcard 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 to each 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 as they 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 this time you want the children to write the sentence number in the box nextto 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.。

(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 …?〞的问题及答复"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,在此根底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 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 has 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 ,稳固单词的掌握 . T: Now, boys and girls. You can see 3 words each group, and then one word is missing. Please tell me which is missing. T: You did a good job! 3.创设情景 ,学习重点句型： 1) T: Look at this picture; do you 学生观看PPT 中的图片 ,准确、清楚、快速地说出已学有关食物的词汇 . 总结出vegetables, fruit, 观看PPT ,学生理解并认读扩展词汇 chicken, hot dogs, fried rice, noodles, French fries, popcorn, chocolate .并由学生将图片贴与黑板上 看PPT 认读单词 ,而后找出缺少的词汇 . 意图：在快速说单词游戏中引导学生步入学习状态 ,利用学生已有知识经验 ,为新知学习作铺垫 .效果分析：学生比拟感兴趣 ,而且能够快速、准确地说出所出示的单词 .意图：通过学生对已有词汇的输出 ,促使学生复习稳固已学知识,在此根底上将新词加以呈现 ,以旧带新 ,促使学生学习的积极性持续保持 .效果分析：学生注意力比拟集中 ,几乎全体同学都积极参与其中 ,开口说英文 .先利用词卡操练 ,帮助学生认读 ,而后让学生将图和词卡相配 ,都能够正确完成任务 ,检测了学生的理解 ,有意义 .意图：教师的示范引导学生在活动中对食物单词进行操练,在活动中学 ,又检测学生对重点词汇的理解和掌握 .know where they are? In the restaurant, Ken and Ann are talking about food they like to eat. Now, we ,ll watch the video and then tell me what you have heard. T: What do you like? T: Let ,s try to ask this question together. T: I give a card for each group. You pass it and ask "Do you like …?〞 And then other one answers: "Yes, I do/ No, I don ,t.〞 教师小结T: I think this is a interesting game, I ,m happy, are you happy? 2) Watch the video again and find out a question with "wh 〞. If you can or you like, please try to read this dialogue follow the video.再看可以跟读 ,找出wh 的问句 . 教师出现卡片认读重点句型 T: Here are so many food to eat. What do you want to eat? I want to eat some ____. (出示卡片 ) 教师示范答复 . 1) 学生答复： They are in a restaurant. Do you like chicken? Do you like hot dogs? Do you like French fries? 2) 学生根据自己对食物的喜好进行答复 . S1: Yes, I do. (教师板书 ) S2: No, I don ,t. I like noodles. 3) 运用单词卡片操练问答 Ss ：Do you like ____ ? S1: Yes, I do. S2: No, I don ,t. 4) 小组问答： Pass and say in group ： 传单词卡片并读问答 ,看哪组又好又快 . 学生答复下列问题 ,将食物词汇和讨论食物喜好的句型复现稳固 ,并说出重点句型 What do you want to eat? 效果分析：学生对此活动非常感兴趣 ,对所给词汇准确认读和朗读 .但是在形式上略显单一 ,可以单一的操练 ,既复现词汇又检测学生掌握的情况 ,一举两得 .意图：观看对话 ,呈现讨论食物喜好的表达方式 ,同时训练学生听的能力 .运用图片操练提问的方式促进学生能够迅速掌握 .效果分析：学生很好的听出对话中的语言 ,但是不知如何来表达 ,这方面的训练比拟少 .另外 ,在放动画时不出文字就让学生来听 ,既是听力的训练 ,学生又容易表达 .意图：利用小组活动反复稳固对食物喜好表达的方式 ,同时促进学生熟练运用来交流 .效果分析：教师通过语言和实际示范操作 ,让全体学生明白要做什么 ,要求4.Let ,s play a game - - - - - - -Bingo 师生示范操作方法： 教师询问学生 "I want to eat some noodles, what do you want to eat?〞 学生答 "I want to eat some noodles.〞 T: We are friend. Let ,s go.师生成为好朋友 . 找到3位就完成Bingo 任务了 . Give you 3 minutes.5.朗读对话 Take out your paper and we ,ll read this dialogue. Pay attention to listen to the dialogue and point each sentence. 三、对话 T: Look at this picture, could you tell me where it is? Now they are MacDonald, Origus and Pizza Hut. (出示卡片 )集体读 ,小组读 ,个别读 S1: I want to eat some fried rice. S2: I want to eat some chicken. S3: I want to eat some noodles. Ask and answer in pairs. 学生小组活动 ,2人一组 ,互问互答 . S1: What do you want to eat? S2: I want to eat some apples. 3组展示问答 学生在全班范围内进行操练重点句型的询问与答复 . S1: I want to eat some popcorn. What do you want to eat? S2: I want to eat some popcorn. S1 and S2: We want to eat some popcorn. What do you want to eat? S3: I want to eat some popcorn. S1, S2 and S3: We want to eat some popcorn. What do 明确、到位 ,因此学生做起来也很清楚 ,都在运用语言交际 ,而且使得课堂气氛非常好 ,学生真正在活动中学习 .意图：通过观看对话的动画片将学生引入重点句型What do you want to eat?的学习 ,并问题的引领下 ,在师生共同交流中 ,呈现出答语 ,运用各种方式的操练活动促进学生快速认读并独立问答交流 ,为自编对话做好准备 .效果分析：学生对新知识点What do you wan to eat? I want to eat …训练不够充分 ,并且对时间把握方面出现了问题 ,造成教师对学生理解句子意思方面的辅助 -肢体语言等都忽略了 .意图:通过 "Bingo 〞活动 ,让全体学生参与到学习中来 ,在活动中互帮互学 ,促进学生对重点句型What do you want to eat? I wantto eat ___.问答方式的掌握 ,让学生体会学习的乐趣和学习有所得成功体验 ,进而对学习保持较高Would you like to talk about food you like with your friend in MacDonald or other places? 四、Homework ： Prepare a piece of paper, please write out 3 sentences about food you like and you dislike. You can decorate it - - - draw some pictures or put down some stickers on the paper. you want to eat? S4: I want to eat some popcorn. S1, S2, S3 and S4: Bingo. 找2 - -3组汇|报 拿出材料 ,听录音 ,指读对话 Work in pairs. 2组展示 学生3 -4人一组改编或创编对话关于自己对食物喜好的表达 . 小组活动 表演展示 的热情和学习动力 .效果分析：学生乐与参与 ,也能够运用语言来问和答 ,但是不够熟练 .意图：通过听录音指读 ,一方面再次认读原文字材料 ,另一方面帮助学生建立正确的语音语调和语感 .效果分析：学生朗读的语音语调、认读文字很准确 .但对 "Well, I will have some fried rice.〞掌握的不好 .应再对跟读几遍 .而且应该将此环节提前进行 ,促进学生连续学习 .意图：让学生在真实的情景中 ,操练所学句型 .通过学生改编或创编对话关于自己对食物喜好的表达 ,提高学生综合运用语言交际的能力 .效果分析：学生能够积极参与组成小组来交流 ,并且能够对范例进行改编 ,表达出自己真实的对食物喜好的感受 .。