1、人教精通版（2024）三年级上册英语Unit6 Food 教案（共3课）Unit6 Food Lesson 1 教案一、核心素养目标（一）语言能力1. 学生能够准确听、说、认读单词“cake”（蛋糕）、“bread”（面包）、“hot dog”（热狗）、“hamburger”（汉堡包）以及句型“I like.”（我喜欢）和“I dont like.”（我不喜欢）。2. 学生能够在实际生活情境中运用所学单词和句型表达自己对食物的喜好。（二）文化意识1. 了解中西方常见食物的差异，培养学生对不同文化的认知和尊重。2. 通过学习食物相关的英语表达，拓展学生的国际视野。（三）思维品质1. 培养学生的观
2、察能力，能够通过观察图片、实物等快速识别不同的食物。2. 引导学生在学习过程中进行思考和比较，如比较不同食物的特点、自己对不同食物的喜好等，培养学生的逻辑思维能力。（四）学习能力1. 激发学生学习英语的兴趣，培养学生积极参与课堂活动的意识和习惯。2. 帮助学生掌握单词的发音规律和记忆方法，提高学生自主学习英语的能力。二、教学重难点（一）教学重点1. 掌握单词“cake”、“bread”、“hot dog”、“hamburger”的发音、拼写和意义。2. 熟练运用句型“I like.”和“I dont like.”进行表达。（二）教学难点1. 单词“hamburger”的发音，以及“hot do
3、g”中“hot”的正确读音。2. 引导学生正确区分和使用“I like.”和“I dont like.”这两个句型，并且能够根据实际情况进行真实、流畅的表达。三、教学准备1. 多媒体课件，包含相关的图片、动画、音频等。2. 单词卡片、实物食物模型（蛋糕、面包、热狗、汉堡包）。3. 奖励学生的小贴纸、小奖品。四、教学过程（一）Warming-up1. GreetingsT: Hello, boys and girls. Nice to meet you!Ss: Hello, teacher. Nice to meet you, too!T: How are you today?Ss: Im fi
4、ne, thank you. And you?T: Im very well, too. Are you hungry?Ss: Maybe a little. (Some students may answer like this with a smile.)设计意图：通过日常问候，拉近师生距离，营造轻松愉快的课堂氛围。以“Are you hungry?”这个问题引发学生对食物的关注，自然地导入本节课的主题。2. Sing a songPlay the song If Youre Happy and You Know It on the multimedia. Let the students
5、 listen and sing along with the music. While singing, encourage the students to do some simple actions like clapping their hands, stomping their feet or nodding their heads.设计意图：利用歌曲活跃课堂气氛，激发学生的学习兴趣，让学生在欢快的氛围中放松心情，为接下来的学习做好准备。同时，歌曲中的互动动作可以增强学生的参与感和课堂的趣味性。（二）Presentation1. Lead-inShow a short video c
6、lip of a childrens party with a table full of various foods on the multimedia and ask: What can you see in the video? Do you like parties with lots of delicious food?Ss may answer in Chinese or try to say in English.T: Yes, there are many kinds of food at the party. Today we are going to learn some
7、English names of common food.设计意图：通过播放视频片段，吸引学生的注意力，让学生在生动的情境中初步感知食物的多样性，从而引出本节课的主题“食物”。提问学生是否喜欢这样有很多美食的派对，激发学生的兴趣和好奇心，使他们更积极地参与到课堂学习中来。2. Learn the new wordsTeach the word cakeTake out a cake model or show a picture of a cake and say: Look, this is a cake. Cake, cake. kek. Let the students repeat t
8、he word several times, paying attention to the pronunciation of the letter a.Ask a student to come to the front and pretend to blow out the candles on the cake (if its a birthday cake picture or model) and say: I like cake. Its yummy. to help the students understand the meaning and usage of the word
9、 in a context.Teach the word breadShow a loaf of bread or a picture of bread and say: This is bread. Bread, bread. bred. Let the students touch the bread model (if available) or imagine touching it and say the word. Explain that bread is a common food we can eat for breakfast or make sandwiches with
10、.Have the students imitate the action of cutting bread with a knife (in the air) and say bread while doing it to reinforce the memory of the word.Teach the word hot dogTake out a hot dog model or show a picture of a hot dog and say: Look at this. Its a hot dog. Hot dog, hot dog. ht d. Emphasize the
11、pronunciation of hot and let the students feel the heat by pretending to blow on their hands as if the hot dog is hot.Ask a student to hold the hot dog model and walk around the classroom like a vendor selling hot dogs, saying: Hot dog! Hot dog! I like hot dogs. to create a lively atmosphere and mak
12、e the learning more fun.Teach the word hamburgerShow a hamburger picture or a hamburger model and say: This is a hamburger. Hamburger, hamburger. hmb(r). Let the students observe the layers of the hamburger (the bun, the patty, the vegetables, etc.) and say the word.Have the students pair up and one
13、 student acts as a customer ordering a hamburger from the other student who acts as a cashier. The customer says: I want a hamburger. and the cashier replies: Here you are. Do you like hamburgers? The customer answers: Yes, I like hamburgers. They are delicious. or No, I dont like hamburgers. I thin
14、k they are too greasy. to practice the word and the sentence patterns in a role-play situation.设计意图：运用实物展示、图片展示、情境创设、动作模仿和角色扮演等多种方式教授新单词，让学生通过视觉、听觉、触觉等多种感官来感受和理解单词的含义、发音和用法。这样的教学方法可以使学习过程更加生动有趣，提高学生的学习积极性和参与度，同时也有助于学生更好地记忆单词和运用所学知识进行实际交流。（三）Practice1. Listen and repeatUse the multimedia to play the
15、recordings of the new words cake, bread, hot dog, hamburger. Let the students listen and repeat carefully, paying attention to the correct pronunciation and intonation.T: Listen carefully and repeat after the recording. Cake, cake. kek.Ss: Cake, cake. kek.设计意图：让学生通过听录音跟读，纠正发音，培养良好的语音语调习惯，加深对单词的记忆。这是
16、语言学习的基础环节，对于学生准确掌握单词的发音非常重要。2. Game: Flashcard RaceDivide the students into two teams. Show the word cards of the new words one by one quickly on the multimedia. The first student from each team who stands up and says the correct word correctly gets a point for their team. If a student says the wron
17、g word or is too slow, the other team gets a chance.Continue showing the flashcards until several rounds have been completed. The team with the most points wins the game.设计意图：通过游戏的方式巩固所学单词，增加学习的趣味性和竞争性。这种快速反应的游戏可以激发学生的学习热情，提高他们的注意力和对单词的识别能力。同时，团队竞赛的形式可以培养学生的团队合作精神和竞争意识。3. Group work: Food Preference
18、s SurveyDivide the students into groups of four. Each student takes a piece of paper and writes down the names of the four new foods (cake, bread, hot dog, hamburger). Then they go around the group and ask their groupmates: Do you like. (e.g., cake)? Yes, I like it. / No, I dont like it. They record
19、 their groupmates answers on the paper.After finishing the survey in the group, each group chooses a spokesperson to report the results to the class. For example, the spokesperson may say: In our group, two students like cake, one student doesnt like cake. Three students like bread, one student does
20、nt like bread.The teacher can write the results on the blackboard and have a brief discussion with the students about the different preferences in the class.设计意图：让学生在小组中进行调查活动，通过询问和回答关于食物喜好的问题，巩固所学的句型“I like.”和“I dont like.”，提高学生的口语表达能力和语言运用能力。同时，小组合作可以培养学生的合作意识和交流能力，让学生学会倾听他人的意见和分享自己的想法。调查结果的汇报和讨论可
21、以让学生了解班级同学的不同喜好，增强学生之间的互动和对课堂的参与感。（四）Production1. Lets talkShow some pictures of different people eating different foods on the multimedia. Point to the pictures and ask the students: Look at these pictures. What are they eating? How do you think they feel about the food? Can you make a dialogue wit
22、h your partner using the words and sentences we learned?Encourage the students to answer in complete sentences and have a dialogue. For example:A: Look at this picture. The boy is eating a hamburger. I think he likes it because he looks happy.B: Yes, maybe he says I like hamburgers. They are delicio
23、us.A: And in this picture, the girl is eating cake. Do you think she likes it?B: Yes, she might say I like cake. Its sweet and yummy.Then ask the students to work in pairs and create their own dialogues based on the pictures or their own imaginations. They can use the sentence patterns I like., I do
24、nt like. and also add some other words and sentences to make the dialogue more interesting.After a few minutes, ask some pairs to come to the front and act out their dialogues for the class. The other students can listen carefully and give comments or suggestions.设计意图：通过创设真实的情境，让学生观察图片并进行对话练习，培养学生的观
25、察力和语言组织能力。引导学生运用所学的单词和句型进行创造性的表达，提高学生的语言运用能力和交际能力。让学生在课堂上展示自己的对话，可以增强他们的自信心和表演能力，同时也为其他学生提供了学习和模仿的机会。2. Make a MenuAsk the students to imagine they are running a small restaurant and they need to make a menu for it. They should write down at least five items of food on the menu, including the foods
26、they learned today (cake, bread, hot dog, hamburger) and some other foods they know. They also need to write a short description for each food item, such as Our delicious cake is freshly baked and very sweet. or Our hot dogs are made with fresh sausages and served with various toppings.After they fi
27、nish making the menu, ask the students to show their menus to their partners and explain their choices. They can also ask for their partners opinions and make some improvements if necessary.Then choose some students to share their menus with the whole class and have a brief discussion about which me
28、nu sounds the most attractive and why.设计意图：通过让学生制作菜单的活动，综合运用所学的知识和语言技能，培养学生的创造力和书面表达能力。同时，让学生在想象经营餐厅的情境中，更加深入地理解食物的特点和表达方式，增强学生对英语学习的实用性和趣味性的体验。分享菜单和讨论的过程可以促进学生之间的交流和学习，拓宽学生的思维和视野。（五）Summary1. Review the words and sentencesT: Today we have learned some new words about food. What are they? Lets revie
29、w together.Show the pictures of the new words cake, bread, hot dog, hamburger on the multimedia one by one and ask the students to say the words aloud.Then ask the students to make sentences with the sentence patterns I like. and I dont like. using these words. For example:T: Whats this? (Point to t
30、he picture of cake.)Ss: Its a cake.T: Can you make a sentence with cake?Ss: I like cake. / I dont like cake.Review the pronunciation and spelling of the words with the students, emphasizing the difficult points such as the pronunciation of hamburger and hot dog.Ask the students to summarize the diff
31、erences between using I like. and I dont like. and give some examples to illustrate.设计意图：通过复习单词和句型，巩固本节课所学的重点内容，帮助学生加深记忆。同时，引导学生回顾单词的发音和拼写要点，以及两个句型的用法和区别，培养学生的总结归纳能力和语言运用意识。让学生自己举例说明可以加深他们对知识的理解和掌握，提高学生的自主学习能力。2. Cultural AwarenessT: We learned about some Western foods today, like hamburgers and hot
32、 dogs. In different countries and cultures, people have different favorite foods. For example, in China, we have many delicious traditional foods like dumplings, noodles and rice. Do you know any other differences in food between China and Western countries?Encourage the students to share their know
33、ledge or guesses. Then briefly introduce some other cultural differences in food, such as the way of eating (using chopsticks in China vs. using forks and knives in Western countries) and the common meal times and customs.Emphasize the importance of respecting and understanding different cultures an
34、d their food traditions.设计意图：在教学过程中渗透文化意识的培养，让学生了解中西方食物文化的差异，拓展学生的国际视野，增强学生对不同文化的认知和尊重。通过提问和讨论，激发学生的思考和探索欲望，培养学生的跨文化交际意识和能力。同时，引导学生认识到文化的多样性和丰富性，培养学生的包容心态和全球视野。（六）Homework1. Listen to the recording of the new words and sentences for at least five times and repeat them aloud to your parents or friend
35、s.设计意图：通过听读练习，巩固学生的发音和对单词、句子的记忆，培养学生的语感。同时，让学生将所学知识展示给家长或朋友，增强学生的学习成就感和自信心，也促进了家庭与学校的教育互动。2. Draw a picture of your favorite food and write a short paragraph about it using the words and sentences we learned today. You can describe its appearance, taste and why you like it.设计意图：让学生将所学知识运用到实际生活中，通过绘画
36、和写作的方式加深对所学单词和句型的理解和记忆，同时培养学生的动手能力和创造力。描述自己喜欢的食物可以让学生更加关注自己的兴趣和感受，提高学生的语言表达能力和个性化思维。3. With the help of your parents, make a simple Western-style food (such as a sandwich with bread, ham and vegetables) or a Chinese-style snack (like a fruit salad with local fruits) at home and tell your parents the
37、 English names of the ingredients you used in the process.设计意图：通过实践活动，让学生亲身体验制作食物的过程，培养学生的动手能力和生活技能。同时，让学生在实践中运用英语，增强学生的语言运用能力和实际操作能力，让学生感受到英语在日常生活中的实用性，提高学生学习英语的兴趣和积极性。此外，制作中西方不同风格的食物也可以让学生进一步感受中西方饮食文化的差异和魅力。五、作业布置1. 基础作业听读课文：学生跟随课文录音，认真听读单词“cake”、“bread”、“hot dog”、“hamburger”以及句型“I like.”和“I dont
38、like.”至少五遍，模仿正确的语音语调，家长签字确认。单词拼写：学生在作业本上抄写每个单词五遍，边写边读，注意字母的大小写和笔画顺序，然后默写一遍，自我检查并纠错。设计意图：巩固课堂所学的单词和句型的发音和拼写，培养学生的听读习惯和书写能力，通过家长的监督签字，加强家校合作，确保学生按时完成作业。2. 拓展作业制作食物卡片：学生选择自己喜欢的三种食物（可以是本节课所学的食物，也可以是其他常见食物），为每种食物制作一张卡片。卡片正面画出食物的简笔画，背面用英语写上食物的名称和自己对该食物的简单评价，如“I like apples. They are sweet and healthy.”或者“
39、I dont like onions. They smell bad.”然后在卡片上装饰一些图案或颜色，使卡片更加美观。食物调查小报告：学生在家人、朋友或邻居中进行一个简单的食物喜好调查，询问他们喜欢和不喜欢的食物是什么，并记录下来。然后根据调查结果，用英语写一篇小报告，报告中要包含被调查人的基本信息（如姓名、年龄等）、他们喜欢和不喜欢的食物以及自己的一些发现或感受。例如：“I asked my mom about her favorite foods. She is 35 years old. She likes vegetables and fruits because they are
40、good for health. But she doesnt like spicy food. I found that most people in my family like healthy foods.”设计意图：通过制作食物卡片，培养学生的动手能力和创造力，同时加深学生对食物名称和相关知识的了解。Unit6 Food Lesson 2 教案一、学情分析三年级的学生经过几个月的英语学习，已经对英语有了一定的兴趣和基础，具备了初步的听说能力和简单的日常交流能力。他们活泼好动，好奇心强，喜欢通过直观形象的方式学习新知识。在生活中，学生对食物有一定的认知和体验，这为本课关于食物的学习提供了
41、丰富的背景知识和生活经验。然而，他们的注意力集中时间较短，自主学习能力和抽象思维能力有待进一步培养。在语言表达方面，可能还存在一些发音不准确和表达不流畅的问题，需要教师给予耐心的指导和鼓励。同时，学生之间的英语水平可能存在一定的差异，教师在教学过程中要关注个体差异，因材施教，让每个学生都能在课堂上有所收获。二、教学目标（一）知识目标1. 学生能够准确听、说、认读单词：cake, hamburger, hot dog, egg，并理解其含义。2. 学生能够掌握句型“I like.”“I dont like.”来表达自己对食物的喜好，并能在实际情境中熟练运用。（二）能力目标1. 学生能够在实际生活
42、场景中准确运用所学单词和句型描述自己对食物的喜好，提高语言表达能力和交际能力。2. 通过观察图片、小组讨论、角色扮演等活动，培养学生的观察力、想象力、合作学习能力和创新思维能力。（三）情感目标1. 激发学生学习英语的兴趣，培养学生积极参与课堂活动的意识和团队合作精神。2. 引导学生了解不同食物的营养价值，培养学生健康的饮食习惯和正确的饮食观念。三、教学重难点（一）教学重点1. 掌握单词cake, hamburger, hot dog, egg的发音、拼写和意义。2. 熟练运用句型“I like.”“I dont like.”表达对食物的喜好。（二）教学难点1. 单词hamburger和hot
43、dog的发音，学生容易将其发音不准确或混淆。2. 让学生理解并正确运用“I like.”和“I dont like.”来表达自己的真实情感和喜好，注意语言表达的准确性和流畅性。3. 培养学生在实际情境中运用英语进行交流和表达的能力，以及将所学知识与生活实际相结合的能力。四、教学过程（一）Warming-up1. GreetingsT: Hello, boys and girls. Nice to see you again.Ss: Hello, teacher. Nice to see you, too.设计意图：通过简单的问候，拉近师生距离，营造轻松愉快的课堂氛围，为新课的学习做好准备。2.
44、 Sing a song教师播放歌曲Apple Song的改编版Food Song，将歌词中的“apple”替换为各种常见食物，如“cake, hamburger, hot dog, egg”等，带领学生一起唱，边唱边做简单的动作。设计意图：利用歌曲激发学生的学习兴趣，活跃课堂气氛，同时通过歌曲中的食物词汇，自然地引出本节课的主题“食物”，为新单词的学习做好铺垫。（二）Presentation1. Lead-inT:（歌曲结束后）Boys and girls, we sang a song about many delicious foods. Do you like the song?Ss:
45、 Yes.T: Great! What foods did you sing in the song?Ss: Cake, hamburger, hot dog, egg.（学生可能会说出歌曲中听到的食物名称）T: Yes, these are all kinds of foods. Today we are going to learn more about them. Look at this picture.（教师展示一幅美食图片，图片中有蛋糕、汉堡、热狗、鸡蛋等食物）What can you see in the picture?Ss: 食物。（学生可能用中文回答）T: Yes, the
46、re are many foods in the picture. Lets learn some new words about them.设计意图：通过提问学生对歌曲的感受和回忆歌曲中的食物名称，引出本节课的主题，再展示美食图片，激发学生的学习兴趣和好奇心，为新单词的学习创造情境。2. Teach the new words-Cake教师拿出一个蛋糕的模型（或图片），展示给学生看。T: Look, whats this? Its a cake.（边说边指着蛋糕，强调“cake”的发音，将单词写在黑板上）Cake, cake, this is a cake. The cake is very
47、 delicious. We often eat it on birthdays or special occasions.（描述蛋糕的特点和常见的食用场景）教师带领学生读单词cake，采用多种方式读，如全班齐读、小组读、个别读等，确保学生发音准确。教师问学生：“Do you like cake? What kind of cake do you like? Chocolate cake or fruit cake?”（引导学生用简单的英语句子回答自己对蛋糕的喜好和喜欢的蛋糕种类）然后让学生用句型“I like cake. Its sweet.”来表达自己对蛋糕的喜爱。设计意图：通过实物（或图
48、片）展示和互动提问，让学生直观地感受单词“cake”的含义和特点，加深学生对单词的记忆，同时引导学生用英语进行简单的表达，培养学生的语言运用能力和对生活的观察能力。-Hamburger教师拿出一个汉堡的玩具（或图片），展示给学生看。T: Now, look at this. Whats this? Its a hamburger.（将汉堡举起来，让学生看清，强调“hamburger”的发音，注意“ham”的发音和“burger”的连读，将单词写在黑板上）Hamburger, hamburger, this is a hamburger. A hamburger usually has a piece of beef or chicken, some veget
