冀教版（一起）三年级英语上册教案 unit 3 lesson 20(2)

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冀教版（一起）三年级英语上册教案
Unit 3 Favourite foods of Jenny’s family
Lesson 20 Hamburgers and French fries
教学目标
（一）知识
1．四会单词：hamburger, French fries, pop
2．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.
GREETING
Give the standard greeting to welcome students to English class.
Introduce today’s lesson by telling the class that today they will learn some 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 BOOKS
Give 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 first 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 salt and 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 porridge
Salt on porridge! Yecch! I like sugar on porridge
Discuss 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 Word
Required materials
printed worksheets with the letters of the alphabet, from a to z
flippcharts 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 plete 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 alphabet 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 EXERCISES
Give 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 CLOSING
Today 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.
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