冀教三起小学英语三年级下册全册
Lesson 1 On the Farm
一. 教学目标：
知识目标：1.能正确地听、说、读、写农场中的动物单词 farm ,farmer ,pig，cow，sheep，a.
2.能综合运用所学的语句进行交际。
— What’s this? — It’s a …
二. 能力目标：通过活动培养学生能够运用所复习的词汇和句子来正确表达周围的具体实物。
情感目标：促使学生积极运用所学知识进行表达与交流。
三.教学重、难点：能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复习的句型进行语言交际。
四、教具：录音机和磁带，课件，教师用卡片和本课农场的背景图画，奖励用的小星和实物。
学具：学生用小卡片。
五. 教学过程：
1.Greetings
T: Good afternoon, boys and girls.
S: Good afternoon, Miss Wang…
T: Let’s sing a song, Old MacDonald Hand a Farm. OK?
S: OK!
(设计意图: 营造活跃轻松的课前气氛，使学生带着积极的心态投入到学习中去，英文歌曲也为下面的复习做铺垫。)
2.Review the animals
Step1. Show the animals.
T: Do you want to visit Old MacDonald?
Now, let’s go to his farm.
（课件出示Old MacDonald图片和农场里的动物们。）
T: Look! Old McDonald is coming! Say hello to him.
Ss: Hello, MacDonald!
T: Look! There are a lot of animals on his farm,
what are these?
Step2. Ask and answer to review the animals.
T: What’s this?
Ss: It’s a sheep/cow/pig…
板书：—What’s this?
—It’s a pig.
Ask the student to spell the important words.
Step3.Practice in pairs and present the dialogues.
What’s this? It’s a…
Step4.Play games（课件展示游戏）
1. What’s missing?
2. Match the animals and the pictures.
Step5.Take out the text paper and finish number 1.
(设计意图：这四个步骤，通过课件给学生创设去农场参观的情境，自然引入到本课的复习中；通过学生认读，师生对话，同桌互练，做游戏和完成练习题一等活动方式，扎扎实实的进行动物单词的听、说、读、写训练，帮助学生巩固已学知识。)
3.Review the sentences
六、板书:
Lesson 1 On the Farm
farm ,farmer ,pig，cow，sheep，
— What’s this? — It’s a …
课后反思：
Lesson 2 Cats and Dogs
一. 教学目标：
知识目标：
1.能正确地听、说、读、写农场中的动物单词cat, dog, chicken, duck
2.能综合运用所学的语句进行交际。
— What’s this? Is it a duck?
— No,it isn’t. Yes, it is. It’s a …
二. 能力目标：通过活动培养学生能够运用所复习的词汇和句子来正确表达周围的具体实物。
情感目标：促使学生积极运用所学知识进行表达与交流。
三.教学重、难点：能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复习的句型进行语言交际。
四、教具：录音机和磁带，课件，教师用卡片和本课主题图的张贴画。
学具：学生用小卡片。
五. 教学过程：
Step1. Let’s sing a song, Bingo, OK?
(设计意图: 营造活跃轻松的课前气氛，使学生带着积极的心态投入到学习中去，英文歌曲也为下面的复习做铺垫
Ask and answer to review the animals.
T: What’s this? Is it a duck?
Ss: No,it isn’t. It’s a sheep/cow/pig…
板书：—What’s this?
—No,it isn’t. It’s a chicken.
Is this a duck? Yes, it is.
Ask the student to spell the important words.
Step2.Practice in pairs and present the dialogues.
What’s this? Is it a duck? Yes, it is.
Step3.Play games（课件展示游戏）
1. What’s missing?
2. Match the animals and the pictures.
Step4.Take out the text paper and finish number 1.
(设计意图：这四个步骤，通过课件给学生创设去农场参观的情境，自然引入到本课的复习中；通过学生认读，师生对话，同桌互练，做游戏和完成练习题一等活动方式，扎实的进行动物单词的听、说、读、写训练，帮助学生巩固已学知识。)
Step5.Review the sentences
六、板书 Lesson 2 Cats and Dogs
cat, dog, chicken, duck
—What’s this?
Lesson 3 Fish and Birds
一. 教学目标：
知识目标：1.能正确地听、说、读、写Swim,fly,dance,sing,see
2.能综合运用所学的语句进行交际。
Can a chicken fly? Yes, it can./ No, it can’t.
Can you sing? Yes, I can. No, I can’t.
二. 能力目标：通过活动培养学生能够运用所复习的词汇和句子来正确表达周围的具体实物。
情感目标：促使学生积极运用所学知识进行表达与交流。
三.教学重、难点：能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复习的句型进行语言交际。
四、教具：录音机和磁带，课件，教师用卡片和本课主题图的张贴画。
学具：学生用小卡片。
五. 教学过程：
Step1.Play a game. Let’s do it.
(教师出示英语单词卡片，学生起立，做错动作的学生坐下。
看有几个学生留到最后。教师可以找部分学生到前面来做.)
Swim/fly/dance/sing/see…板书几个动词。
(设计意图：通过看卡片做动作，让学生动起来，使他们在玩中复习这些动词短语，最后胜利的学生还有机会优先参加下一个游戏，这中竞争机制对学生也是一种激励和鼓励.)
Step2.Ask and answer
T: You’re very good, now let’s look at the animals,
what can they do? What’s this?
Ss: It’s a chicken.
T: Can a chicken fly?
Ss: Yes, it can./No, it can’t.
板书：
---Can a chicken fly? Yes, it can/No, it can’t.
Step3: Practice in pairs and present their dialogues
—What’s this? —It’s a …
—Can you …? —Yes, I can. / No, I can’t.
Step4.Review: Can you…? Yes, I can/No. I can’t.
T: Good work, boys and girls.
The animals can do many things, but what can you do? Can you sing?
S1: No, I can’t/Yes, I can.
T: Can you sing? S2: Yes, I can.
T: Show me…
板书：Can you sing ? Yes, I can./ No, I can’t.
Step5.Practice and present their dialogues
Can you dance? Yes, I can./ No, I can’t.(设计意图：这五个步骤将动物单词和句型有机的结合在一起，让学生用英语谈论他们喜欢的小动物，之后从谈论动物之中自然的过度到谈论自己，培养学生语言综合表达的能力。)
Ⅳ. Consolidation
Step1.Demonstrate
T: What’s this? S1: It’s a chicken.
T: Can a chicken fly? S1: Yes, it can.
T: Can you fly? S1: No, I can’t.
Step2. Take out the text paper and finish number 2.
（设计意图：这几个步骤设计的目的是从短语到句子，即部分到整体循序渐进，创设真实的语言情境，让学生把复习过的动物和句型整合在一起，以对话形式展示学生综合表达的能力，同时，完成练习题二，在学生能用英语对话的基础上又考察了学生认读句子的能力。）
Ⅴ.Class Closing
T: Are you happy? let’s chant !I can dance
六、板书：
Lesson 3 Fish and Birds
dance sing swim fly
Can a duck fly? Yes, it can.
No, it can’t.
课后反思：
Lesson 4 Horses and Rabbits
一. 教学目标：
知识目标：1.能正确地听、说、读、写animals, horse, yes, no.
2.能综合运用所学的语句进行交际。
Horse can run. Rabbits can jump. Can a horse run?
二. 能力目标：学生能说出哪些动物可以swim, jump, fly, run.
情感目标：促使学生积极运用所学知识进行表达与交流。
三.教学重、难点：能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复习的句型进行语言交际。
四、教具：录音机和磁带，课件.
五. 教学过程：
Step 1、（1）Greeting:
Hello, boys and girls! How are you today ？
（2）师生同唱“Old MacDonald Hand a Farm”，（可以边做动作边唱）
Step 2、引入课题：用张贴画出示本课主题图.
引导学生：What’s this? It’s a horse.
Step 3、学生模仿读音，找同学领读，分组读。
依次学习Horse can run. Rabbits can jump.
Can a horse run?
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，直至读熟。
Step 4、Game：（1）Quickly answer.（快速抢答）
（2）Guessing words.（猜动物）
Step 5、小组之内练习句子。表现好的一组奖励金星。
What animals can fly ? Birds can fly.
Step 6、小组讨论对本课内容总结汇报，完成《活动手册》，练习
完成写单词的部分。
Step 7、Class Closing
T: Are you happy? Now, let’s sing a song.
六、板书 :
Lesson 4 Horses and Rabbits
animals, horse, yes, no.
swim, jump, fly, run.
Horse can run. Rabbits can jump.
Can a horse run?
What animals can fly ? Birds can fly.
Lesson 5 where?
一. 教学目标：
知识目标：1.能正确地听、说、读、写on in under box
2.能综合运用所学的语句进行交际。
Where is the cat ? It’s oninunder the box.
What’s in the box? It’s aan...
二. 能力目标：学生能了解字母m, n, l, i 在单词中的发音极其规则。
情感目标：促使学生积极运用所学知识进行表达与交流。
三.教学重、难点：能够运用介词on in under 来正确表达动物在什么地方。
四、教具：录音机和磁带，课件.
五. 教学过程：
Step 1、（1）Greeting: Hello, boys and girls!
（2）师生同唱“Let’s chant”，（可以边做动作边唱）
Step 2、引入课题：用张贴画出示本课主题图.
引导学生：on in under
Step 3、学生模仿读音，找同学领读，分组读。
学习in the box, on the box, under the box.
Step 4、What’s in the box?
What’s in the box? An animal.
Is it a cat? No, it isn’t.
Can it swim ? Yes, it can.
Step 5、Letters and sounders练习单词的读音部分。
m mouth swim
n dance nose
l leg lake
i nine five
Step 6、练习
师生互动，采取不同的形式做本课句型的练习。如分组说，男女生交换说等。
设计意图：使学生能比较熟练地说句型。
Step 7、Class Closing
六、板书:
Lesson 5 where?
on in under
Where is the cat ? It’s on the box.
What’s in the box? An animal.
Is it a cat? No, it isn’t.
Can it swim ? Yes, it can.
Lesson 6 Can I Help You?
一、教材分析
本课故事讲述了一只兔子陷进了淤泥里，其他动物来帮忙，终于把兔子拉出来的事情，教育学生在生活中要互相帮助。
本单元的主题是Animals on the Farm，故事中出现的动物名称均是学生在本单元中接触到的新词汇，故事中重复使用的What happened? I’m stuck. The …pulled the … 等用语学生可以借助老师的表情、动作，课件的演示进行猜测、理解。英语课程标准一级目标要求学生能看图识字，能在指认物体的前提下认读所学词语，能在图片的帮助下读懂英语小故事，因此我将本节课的教学重点设为：读懂故事，理解并能表演故事。
二、学情分析
通过本单元的学习，学生已能较熟练地认读一些常见农场动物，能介绍它们的一些特征。本课的动物话题是他们比较感兴趣的内容，学生会有较高的学习热情。
三、教学目标
1.知识与技能目标
（1）通过对故事的学习，复习巩固本单元的动物词汇；
（2）学生能理解故事内容，并在教师引导下讲述故事、表演故事；
（3）学生能利用上下文、借助课件及肢体语言推测生词yelled, heard, asked, said, ouch, out.的意思，培养学生初步的阅读能力。
2.情感目标
培养学生乐于助人的品德；培养学生的阅读兴趣。
3.学习策略目标
通过对故事的学习，渗透阅读策略培养，训练学生根据上下文推测生词的能力。
四、教具和学具
1.故事材料《 Can I Help You?》；
2.多媒体课件及动物图片、头饰；
五、教学过程
（一）导入
1.师生互致问候，然后齐唱歌曲 Old MacDonald Had a Farm。
2.教师利用歌曲与学生进行如下对话：
T: What animals did you hear in the song?
（引导学生用I heard… 回答）
S: I heard…
3.出示谜语：
It is white and small. It has four legs and a short tail.
It has two red eyes and two long ears.
T: Guess. What is it?
4.继续引导学生进行如下对话：
T: It’s a lovely rabbit. Can you say something about the rabbit?
S1: It is white.
S2: It has fur.
…
（二）呈现故事
1.播放卡通片，学生看故事。
学生看故事前，教师提出以下问题：
How many characters are there in this story? What are they?
2. 学生看完故事后，完成Exercise1的练习，选出故事中出现的角色。
（三）阅读故事，完成Exercise2。
学生开始阅读故事，读完后分组讨论，将Exercise2中的八个句子按照故事的内容重新排序。
① The rabbit came out.
② The farmer pulled the rabbit.
③ The horse pulled the cow.
④ The mouse pulled the duck.
⑤ The cow pulled the farmer.
⑥ The duck pulled the pig.
⑦ The rabbit was stuck.
⑧ The pig pulled the horse.
展示学生的排序结果，帮助学生理清故事的脉络。
（四）学讲故事
带领学生，利用图片将故事讲一遍。（要求学生注意语气、语调的变化）
（五）小组练习和表演
学生自己练习讲故事并在组内进行表演。
请学生表演故事。
（六）布置作业（学生二选一）
A.将故事讲给父母听或表演给父母看。
B.仿照故事的结构,扩写一段故事。
六、板书：
Lesson 6 Can I Help You?
yelled, heard, asked, said,
ouch, out, welcome, stuck,
What happened? I’m stuck.
Can I Help You?
The … pulled the …
Again, Please!
一、教学目标：
复习本单元重点词汇和句型。
知道并能运用本单元所学知识。
培养学生及时总结复习的良好学习习惯。
二、教学重点、难点：
复习本单元重点词汇和句型。
学生能了解字母m, n, l, i 在单词中的发音极其规则。
三、教具准备：单词卡片，录音机。
四、教学过程：
Class opening and review
1、问候。
2．唱Let’s sing a song, Old MacDonald Hand a Farm.
Bingo. I can dance.
3. 游戏：What’s missing. (复习本单元词汇)
4．复习本单元句型。用角色扮演形式。学生能理解故事内容，并在教师引导下讲述故事、表演故事；《 Can I Help You?》。
五、 Class closing
唱一首他们喜欢的歌曲。
六、板书：
Again, Please!
farm ,farmer ,pig，cow，sheep，
cat, dog, chicken, duck, dance ,
sing swim fly
animals, horse, yes, no.
swim, jump, fly, run. on in under
—What’s this? Is this a duck?
Yes, it is.
—No,it isn’t. It’s a chicken.
Can a duck fly? Yes, it can/No, it can’t.
What animals can fly ?
Birds can fly.
Where is the cat ?
It’s on the box.
What’s in the box? An animal.
Can I Help You?
Yes, I can.
Lesson 7: At the zoo
一. 教学目标：
知识目标：能正确地听、说、读、写zoo, panda, monkey,
elephant, big, small
二. 能力目标：学生能用The......is........来描述动物
情感目标：促使学生积极运用所学知识进行表达与交流。
三.教学重、难点：能够运用形容词来正确描述动物。
四、教具：录音机和磁带，课件.
五. 教学过程
1、导入 Greeting.
T: Hello boys and girls.
Ss: Hello Miss Wang.
T: Are you ready for English class?
Ss: Yes.
T: Ok, let’s go.
2、新授,出示实物或挂图
T: What’s this?(指panda)
Ss: panda 板书并领读，生拼读
(学生可能读音不准，教师适当纠正。)
T: What’s this?(指monkey)
Ss: monkey.This is ...
T: What’s this?(指elephant)
Ss: elephant.This is ...
T: The......is........
3、围绕四个单词（big, small ,fat, thin ） 师生进行对话练习。The......is........
还可以举起不同的图画。每举起一张问Big or small?
Thin or fat?给学生时间回答，必要时进行纠正。
4、游戏（猜单词，用手语表示）
zoo, panda, monkey, elephant, big, small ,fat, thin
看一看哪个同学反应最快，回答最准确。
5、Class closing
唱一首他们喜欢的歌曲。
六、板书设计:
Lesson 7: At the zoo
zoo, panda, monkey, elephant, big,
small ,fat, thin
The......is........
Lesson 8: Tigers and Beats
教学目标:
一.知识目标
1. vocabulary: tiger ，wolf, bear, snake, long, short
2. sentence: It’s--------. Its-------is ------.
3. Song: Big and Small
二、能力目标
通过学习本课知识，学生能够熟练运用句型“It’s--------. It’s-------is ------.
并用有趣、恰当的动作演唱歌曲“big and small.”,从而培养学生运用英语的能力。
Emotional Attitude:
培养学习英语的兴趣，能积极的学习英语，养成爱听、爱说英语的习惯。
Teaching Key Points:
1. Students can listen, speak, read and write the words: tiger ，wolf, bear, snake ,
2. Students can use the sentences: It’s--------. It’s-------is ------.
4. Students can sing the song: “Big and Small.”
Teaching Difficulties:
Students can use the sentences: It’s--------. It’s-------is ------.
三、Teaching Preparation: 教学准备
Some pictures, ppt.
四、Teaching Procedure: 教学步骤
（一）. Lead in导入
1. Greeting.
2. Review.
1. sing the song “ big and small”
2. game: the missing game
What do you see? I see____. Now, what’s missing?
(二). New concepts
Step1: 1. tiger ，wolf, bear, snake,
当学生找不到再有什么动物有皮毛的时候，引出 wolf
T: look, this is a wolf. 在四线格里板书wolf, 领读并安排学生不同形式的读，
强调“l” 在单词中的发音。 渗透这个单词复数的特殊变法。
T: look, who is coming? 引出tiger
S: 板书并领读
T: what do you see? I see a tiger
T: is it thin?
Ss: No. it’s fat.
（三）Riddle: it’s brown or black. 学生试着猜一猜。
It’s very fat.
引出bear 板书并领读，生拼读，用手盖上字母“b”,帮助学生记忆。
Step2: practice
Game: 教师准备一组动物的单词条和一组身体部位的单词条，让生分别抽出一个，组成句子， (教师引导学生自己问一些问题，开动脑筋，结合以前学过的知识，教师可以提示tail, paws, wings, feathers, beak…培养学生综合语言运用能力)
Step3: pair work:
完成书上的表格，教师先与生做示范。
T: does a wolf have
小组合作时，教师监督生用英语交流，培养学生爱说英语的习惯。
Step 4. 学习歌曲big and small
Homework:
1. 制作其他身体部位的表格，和同学交流。
2. 把歌曲唱给同伴或家人。
五、板书设计:
Lesson 8: Tigers and Beats
tiger ，wolf, bear, snake, long, short
It’s--------. Its-------is ------.
Lesson 9 How Many？
一. 教学目标：
知识目标：能正确地听、说、读、写one---ten
How many...are there?
二. 能力目标：学生能用How many...are there? 句型交流。
情感目标：促使学生积极运用所学知识进行表达与交流。
三.教学重、难点：能够运用How many _____ are there?
来正确问动物的数量。
四、教具：录音机和磁带，课件.
五. 教学过程：
(一)、1、导入 Greeting.
T: Hello boys and girls.
Ss: Hello Miss Wang.
T: Are you ready for English class?
Ss: Yes.
T: Ok, let’s go.
2.复习以前学过的有关数字的单词。
3、新授介绍句型How many _____ are there?
There are_____(数字) _____。
T: What’s this?
S1:
T: How many _____ are there?
S1: Ten.
T: There are ten monkeys.
4.同学二人之间对话练习
T: How many _____ are there?
S1: Ten.
T: There are …
5、教师边读单词边在黑板上进行板书：
How many _____ are there?
There are_____(数字) _____.
(二)、Chant:“The Zoo Is Fun”
1、听录音
让学生不看歌词听录音。让学生认真听并尽力找出他们已知的英语单词。
设计意图：练习学生的听力，复习学过的单词。
2、看书
让学生看着图画和歌词。让他们找出他们刚才在这首歌谣中听到的单词。
教学生说几个出现的生词。
设计意图：学生进一步熟悉歌谣的内容。
3、跟读
再次播放录音，学生一起跟读，学习歌谣。
4、练习
师生互动，采取不同的形式做第二部分的chant练习。如分组说，男女生交换说等。设计意图：使学生能比较熟练地说歌谣。
六、板书设计:
Lesson 9 : How Many？
One --- ten
How many _____ are there?
There are_____(数字) _____。
Lesson 10 Where Do you live?
一. 教学目标：
知识目标：能正确地听、说、读、写river, tree, grass, forest,
二. 能力目标：学生能用Where does a... live? In a... 句型交流。
学生能了解字母s, z, x, o 在单词中的发音极其规则。
情感目标：促使学生积极运用所学知识进行表达与交流。
三.教学重、难点：能够运用Where does a... live? In a...
来正确问动物住在哪里。
四、教具：录音机和磁带，课件.
五. 教学过程：
1、Greeting.
T: Hello boys and girls.
Ss: Hello Miss Wang.
开始上课与复习 。
2、出示动物图片复习学过的动物名称和上节课学过的数词的单词卡片。
设计意图：复习学过的内容，为本节课的学习做准备。
3、新授，引入课题：用张贴画出示本课主题图。
引导学生：学生看着图画能说些什么？老虎生活在哪里？
鱼生活在哪里？ Where Do they live?
学生可以说出一些动物，也可以用汉语回答，从而引出本课要学的内容。（板书课题：Lesson 10）
4、图1，手指鱼，说Where does a fish live? In a river.
重复这个句子，让学生跟读。
图2，手指鸟，说Where does a bird live? In a tree.
重复这个句子，让学生跟读。
图3，手指熊猫，说Where does a panda live? In a forest.
重复这个句子，让学生跟读。再次听录音，教师读句子，让学生跟读。
5. Let’s do it.
让学生连线同时用Where does a _____ live? In a _____.练习造句
六：板书设计:
Lesson 10 Where Do you live?
river, tree, grass, forest,
Where does a... live? In a...
Lesson 11 What Do They Eat?
教学目标：
知识与能力：掌握单词banana , meat的拼读。学生能了解字母s,z,x,o在单词中的发音极其规则。
过程与方法：设计请客的情景展开教学。
情感、态度与价值观：让学生体会学英语的乐趣。
教学重难点：运用句型 What do they eat? _____ eat____来讨论动物的食物。
教具准备：bananas、grass、meat、fish的词卡及动物的卡片。
教学过程：
一、开始上课与复习
1、Greeting.
T: Hello class!
Ss: Hello Miss Wang.
T: Are you ready for English class?
Ss: Yes.
T: Ok, let’s go.
2、出示动物图片复习学过的动物名称和上节课学过的数词的单词卡片。
设计意图：复习学过的内容，为本节课的学习做准备。
二、新授
1、设置情景：今天，老师邀请了小猴子弟弟、牛伯伯、可爱的小猫、老虎大王会餐，嘉宾门都到齐后请小熊开始给每个来宾分配午餐，把bananas放到了小猫面前，把grass放到了老虎面前，把meat放到牛前面，把fish放到了猴子的面前。可四位客人都没有吃，而是皱起了眉头。（在黑板上画一个足够大的table ）把四个动物的卡片贴在饭桌的周围，像上面的对应关系在饭桌上贴上食物。)
2、以这种情景展开本课教学并提问学生：为什么动物们不吃东西？学生会说小熊把食物分错了！接下来教师和同学展开讨论：
Teacher: Does a cow eat meat?
Class: No.
Teacher: What does a cow eat?
Class: Grass.
Teacher: Yes. A cow eats grass. Say it, please.
Class: A cow eats grass.
依次完成其他动物的讨论。
设计意图：用情景开展教学可以吸引学生的注意，激发学生的学习兴趣，而且比较形象生动，有利于达到较好的教学效果。
三、练习
让学生认真听，努力思考，然后回答问题。引导学生进行如下讨论：
教师：What does a cow eat?
全班：Grass或A cow eats grass.
教师：What do they eat? _____ eat____
horse,sheep,elephant.cow尽量多的讨论各种动物吃什么。
设计意图：在讨论中熟悉、使用本课所学的知识，但不能只局限于课本上的四种动物，要让学生也描述出其他动物的食物。
四、Letters and sounders练习单词的读音部分。
五、 Class closing
六、板书设计 : Lesson 11 What Do They Eat?
banana , meat
What do they eat? _____ eat_____
lesson12 The Clever Monkey
教学目标：掌握clever bad nice
能力目标：通过情景表演感知故事 wolf sheep and monkey 之间发生了什么事情。
教学重点：学生能在图片和教师的帮助下读懂，表演故事。
教学过程：
一． Greet with the students .
二． Review .
复习方位词 in , on , under ,
动物的名称 ; sheep , monkey , wolf.
Give word card questions?
What is this？ Is this a _______ or a _______?
Where is the __________? Is the _________ in the _________?
三、New Concept
1. Greeting.
T: Hello class!
Ss: Hello Miss Wang.
学习新单词 clever bad nice
Play the tape with read and understand the meaning of these words
2.出示图片Discuss the picture
T: What can you see? Do you like the picture?
Use images let students see three heroine .
3. See illustrations, guess storyline, let students discuss monkeys, sheep and Wolf between what happened.
4. Let the students say he think the story is what
5. The teacher read each painting of sentences,
the explanation is next to mean
6.领读。
7.practice in pairs
8. Discuss story ：提出 How dose the sheep help the wolf ?
What does the monkey do?
Act out the part of the story you like.
检查他们对故事的理解能力，激发学习兴趣，想象这个故事告诉了我们什么。
8..Homework 画一幅他们认为下一步会发生什么情况的图画。
7.板书：
lesson12 The Clever Monkey
clever bad nice
Again, Please!
一、教学目标：
复习本单元重点词汇和句型。
知道并能运用本单元所学知识。
培养学生及时总结复习的良好学习习惯。
二、教学重点、难点：
复习本单元重点词汇和句型。
三、教具准备：单词卡片，录音机。
四、教学过程：Class opening and review
1、问候。Greeting:
Hello, boys and girls! How are you today ？
2．唱Let’s sing a song, Big and small.The zoo is fun.
3. 游戏：What’s missing. (复习本单元词汇)
4. 学生能了解字母s, z, x, o 在单词中的发音极其规则。
5．复习本单元句型。用角色扮演形式。
The......is........
It’s--------. Its-------is ------.
How many _____ are there?
There are_____(数字) _____。
Where does a... live? In a...
What do they eat? _____ eat_____
6、Class closing
六、板书： Again, Please!
zoo, panda, monkey, elephant, big,
small ,fat, thin, river, tree, grass, forest, banana , meat clever bad nice one---ten
The......is........
How many _____ are there?
There are_____(数字) _____。
Where does a... live? In a...
What do they eat? _____ eat_____
Lesson 13 I’m Hungry!
一、教学目标：
知识目标
1、要求学生掌握下列单词eat、drink、table、food
2、能理解并能口头运用句子 I’m (hungry/thirsty)。
I want to (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：
Step 1、（1）Greeting: Hello, boys and girls! How are you today ？
Step 2、引入课题：用张贴画出示本课主题图，引导学生：What’s this?
从而引出本课要学的有关饮食的内容。（板书课题：Lesson 13）
Step 3、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。
Step 4、Game：
（1）Quickly answer.（快速抢答）
（2）Guessing words.（猜单词）
Step 5、Practice in groups（小组之内组长组织练习上面游戏）。
Step 6、Demonstrate： (Introduce: want)
T: I want a pencil.
I want a book, say together, class!
Ss: I want a book.(Learn to say: want)
Step 7、(板书I want to…)
Use actions to demonstrate the new phrases。
T: I’m hungry. I want to eat .
(揉搓自己的肚子，装出吃东西的样子)Eat ,eat.
I’m thirsty .I want to drink .
(摸着自己的喉咙，装出喝水的样子)Drink, drink.
(Learn to say : hungry and thirsty).
Step 8、Drill：
练习举着有食物和饮料的卡片，引导学生完成下列句子。
T: (举着有食物的卡片)I’m hungry. I want to … Ss: Eat.
T: (举着有饮料的卡片)I’m thirsty .I want to… Ss: Drink.
Step 9、Let’s sing!
Step 10、小组讨论对本课内容总结汇报，完成《活动手册》。
练习完成写单词的部分。
六、板书: Lesson 13 I’m Hungry!
eat、drink、table、food
I’m (hungry/thirsty)。 I want to (eat/drink)；
Lesson 14 Would you like some soup ?
一、教学目标：
1.要求学生掌握下列单词 noodles、dumplings、 soup、rice
2.能理解并能口头运用句子 Would you like some … ?
Yes, please./ No, thanks.
3.能在真实地环境中进行会话。
4.注意用餐中的礼节。
二、教学重点和难点：本课的四个单词和句子。
三、教具、学具： computers, radio, pictures, cards
四、教学过程：Step 1 Warm-up /Revision
(1) Let’s chant. OK? Table food , table food，
I’m hungry. I want to eat.
Table food, table food,
I’m thirsty. I want to drink.
Table food, table food,
Let’s eat. Let’s drink.
(2) Play a game: Race and Write the numbers (from one to fifteen)
(3) Make a dialogue using the food pictures they have:
A: I’m hungry. I want to eat fish/chicken/meat. What about you?
B: I’m hungry, too. I want to eat …
Step 2 Presentation
(1) Says: I have much food. Mm …good! Do you want to eat .OK? Let’s eat. Let’s learn.
(2) Show the pictures: noodle, dumplings, soup, rice
Let them read after you several times.
(3)Ask: What’s your favourite food?
noodles, dumplings, soup or rice?
(4) Play a guessing game: Guess, what’s this?
If you are right, the picture is for you. OK?
(5) Present the dialogue by using computer and say:
Today Jenny comes Li Ming’s house for supper.
What do they eat? Let’s look. Then let them act it out.
Step 3 Practice
(1) Practice the dialogue in three:
A: Would you like some …? B: Yes, please. /No, thanks.
A: Are you hungry now? B:
No.
(2) Act it out. At last you may find out which is the best gust.
Give them some flowers.
Step 4 Assessment
(1) To have an interview with their families and friends using
the dialogue we have learned.
(2) Draw and write down the food you like.
五、板书: Lesson 14 Would you like some soup ?
noodles dumplings soup rice
Would you like some _____ ?
Yes, please./ No, thanks.
Lesson 15: What’s your favourite food?
一、教学目标：
1.知识目标：vegetables fruit
What’s your favourite food?
My favourite food is ________.
2、能力目标
能把所学单词、句子运用到日常生活之中，做到学以致用。如在向他人介绍自己最喜爱的食物，和父母一起讨论彼此喜爱的食物……
二、教学重难点
What’s your favourite food?
My favourite food is ________.
三、教具准备
多媒体课件、幻灯片、录音机、学生自带的食物、食物的卡片
I like________. (微笑，点头)
I don’t like________. （皱眉，摇头）
能力目标：能够表达自己喜欢或不喜欢的食物。
情感目标：培养学生健康饮食，不偏食的习惯。
二、教学重难点：学会使用句子： I like/ don’t like ______. 表达自己喜欢什么食物。
三、教具学具：蔬菜水果粘贴画，哭脸和笑脸卡片，学生自画的喜欢的食物图片，单词卡片等。
四、教学过程：
Step I：Greeting and Revision:
1. Greeting
2.Ask students to introduce their food pictures to their partners to exercise “Would you like _______?
Yes, please! / No, thanks!”
If necessary, the teacher should give an example.
Step II: New class
Part I : Do You Like This?
1.T: This is my picture. This is _____.
(Point to one fruit in the picture)
I like _____.(Show the happy face to explain “like”.)
Would you like ______?
S: Yes, please./ No, thanks.
T: I like ______.(Show happy face)
I don’t like______.(Show the sad face)
2.Ask students to exercise with their pictures in pairs like the teacher, then show in front.
3.Game named “Finding Friends” 用两套相同的食物卡片发给同学们，请他们用What’s your favourite food? My favourite food is ________.
I like/ don’t like ______.句型问其他的同学,当问到和自己手里卡片食物名称一样的同学时就找了到自己的朋友。
4.T: What’s your favourite food?
(从上一游戏自然导入，同时举起一种食物，或指向图片，向全班发问，并微笑点头。语调中Favourite food要有所突出，应起孩子们的注意——现在游戏有所变化了！)
S3: My favourite food is ________.(举起自己的食物或指大挂图)
T：Good! My Favourite Food. Say it ,please.全班读数遍。
5 .Play a game:
每行第一个同学一个单词，然后传到最后一个同学，再请最后一个同学在黑板上画出他所听到的，请第一个同学猜，当然最后一个同学不能说。看哪组同学传得快，猜得准。（可使用我们已学过的蔬菜水果的单词，重点复习本课学的单词）
五、Blackboard:
Lesson 15: What’s your favourite food?
vegetables fruit
I like _______. I don’t like ______.
What’s your favourite food?
My favourite food is ________.
Lesson16 Breakfast Lunch and Dinner
一、教学目标
1、知识目标
(1) 能正确的说、认识和口头运用下列单词：good，breakfast, lunch
dinner, morning , afternoon , evening , night
(2)、能力目标
能把所学单词、句子运用到日常生活之中，做到学以致用。
二、教学重难点
Good， breakfast、 lunch 、dinner
morning afternoon evening night
实际生活中的灵活运用。
三、教具准备
多媒体课件、幻灯片、录音机、
四、教学过程
Part1:Greetings!
(师生互相问候)师生问候，使课堂气氛温馨，拉近师生距离。
Part II:
1. Please look at the book and guess what the picture are about.
(The teacher say the sentences and do the action to help students understand the Chinese meaning of morning, afternoon, evening .
If necessary, we can explain in Chinese.)
2. Play the audiotape as the students follow in their book.
3. Work in pairs:
Talk about what they do in the morning, afternoon and evening.
Sing a song: I’s time for lunch(活跃课堂气氛，使孩子们情绪高涨，主动投入到学习中。)
4 .利用多媒体课件，学习第二部分：breakfast, lunch, dinner
①放光盘，并让学生观察图片，理解breakfast, lunch, dinner的含义，
并跟读几遍。
②用P41页第二部分的内容做歌词，教授歌曲。
Part5:Class-Closing
（１）做活动手册——学生自我检测本课所学。让学生了解自己在课堂上的所得和不足，以便及时的进行自我提高和更正。使孩子们能不断进步。
（２）唱歌结束课堂，Sing an English song. 整堂课在轻松愉快的歌曲中结束.
五、Blackboard:
Lesson16 Breakfast Lunch and Dinner
breakfast lunch dinner
morning afternoon evening night
Lesson17 What’s for breakfast?
教学目标：
一、知识与技能：
认知词汇 egg bread milk
能够运用句子What’s for ____ ? I like ____ for breakfast.进行问答。
二、过程与方法：
创设情景，使学生在语言情境中体会并使用语句。学生小组合作， 给学生更多的交流机会。运用事物或图片，学生更直观的理解认知词汇。
态度与价值观：培养学生大胆自信地运用英语进行交流。提高学生的学习兴趣，调动学生学习的积极性。
三、教学重难点：理解认知本课词汇及句子。
学生能了解字母h,w,r,u在单词中的发音极其规则。
四、教具学具：与本课教学相关的实物及图片，单词卡片等。
五、教学过程：
1、Greating .
Hello , boys and girls ! Did you eat your breakfast?
2、Review
I like ____. I don’t like ____.
二、New concepts
What’s this ?In the morning ,I eat breakfast. What’s for breakfast？
Look, ask and answer“What’s this？”.
出示实物及图片，演示词汇milk, eggs bread
Listen to the radio ,read these words a few time.
Play “What’s missing？”Porridge or cereal?
(1). 利用手偶演示
板书I like ____ . I like ____ for breakfast.
(2). Ask and answer in pairs.
What’s for breakfast ?I like ___ for breakfast.
(3)小组创编对话 use these sentences:
I like ___ for breakfast. Would you like some ____ ？
Yes, please.No, thanks.
三、Letters and sounders练习单词的读音部分.
H hungry hand
W worker window
R ruler river
U student compter
四、Class closing
做活动手册——学生自我检测本课所学。让学生了解自己在课堂上的所得和不足，以便及时的进行自我提高和更正。使孩子们能不断进步。
五、板书：
Lesson 17 What’s for breakfast?
eggs bread milk hungry hand
worker window ruler river
student compter
What’s for breakfast?
I like ____ .I like ____ for breakfast.
Lesson 18: The Magic Stone
一、教材分析：
The Magic Stone这个故事让孩子们初步以为有魔力的石头可以变出很多食物，鼓励孩子们说出更多的食物，复习了整个单元的重点词汇，故事的最后每个人都付出一点就可以做出一锅美味的汤，魔石不能真正的变出食物，真正有魔力的是人们自己。
二、教学目标
1.知识与技能目标
（1）通过对故事的学习，复习巩固本单元的食物词汇；
（2）学生能理解故事内容，并在教师引导下讲述故事、表演故事；
（3）学生能运用句型May I use it? We have 。I have 。
2.情感目标
培养学生乐于助人的品德；培养学生的阅读兴趣。
3.学习策略目标
通过对故事的学习，渗透阅读策略培养，培养学生的阅读兴趣。
三、教具和学具
1.故事材料《The Magic Stone》；
2.多媒体课件及图片、实物；
四、教学过程
1、导入 Greeting.
T: Hello boys and girls.
Ss: Hello Miss Wang.
T: Are you ready for English class?
Ss: Yes.
T: Ok, let’s go.
【设计意图】简单的问候拉近与学生之间的距离。
2. Review
T: Boys and girls, I have some food, do you want to know?
Let’s look at these cards. (Show the cards)
T: What’s this?
Ss: Chicken.
T: Good, it’s chicken.
T: What are they？
Ss: Vegetables.
T: Good, vegetables, they are vegetables.
(Teacher uses the same way to review other words)
【设计意图】在复习单词的同时，深化上升到句子，在练习的过程中，深入对单词单数和复数的了解。
T:Boys and girls, let’s play a game, guess what’s missing?
Ss: (Chicken, noodles, dumplings, rice, meat, fish, soup , vegetables,)
T: What’s missing?
Ss: Soup.
【设计意图】在游戏的最后，让学生猜出“汤”这个单词，很自然的过度到下面要讲的内容。
T: Today I want to make some soup, but I have no Vegetables, no chicken,
no fish, I have nothing. I’m sad. But a boy make soup with a stone.
(Show the stone) what’s this? Ok, 石头 Let’s read. Stone, stone.
Ss: Stone, stone.
T: Very good.
【设计意图】通过做汤需要食物，引出一个小男孩做汤需要石头，提前接触石头这个单词，通过操练，让学生熟悉，在进一步引出魔石—本课题目
T: This stone is a magic stone. What is the meaning of magic?
Look at the blackboard. Magic, 神奇的，有魔力的。
The magic stone. 魔石.Read after me, the magic stone.
Ss: The magic stone.
T: The magic stone can make soup, do you believe?
S: Yes/ no.
3、let’s come into our story. （Show the first picture and ask)
1）、 Who is in the picture?
Ss: An old woman and an old man. (put the pictures on the blackboard)
2）. Are they happy?
Ss: No.
T: Oh, they are sad. The next picture,
3）、Who is coming?
Ss: A little boy.
4）. What’s in his hand?
Ss: A stone.
T: Good, the next one. What are they doing?
Ss: They are talking.
【设计意图】通过张贴人物图片，让学生更好的了解故事中所出现的人物，并更容易通过人物对应情节。
T: Do you want to know what happen, and what are they talking? Let’s listen. Open your book at page 44.
T: why is the old woman sad?
S1: Because she is hungry.
S2: They have no food.
T: Yes, they have no food.
T: This picture, what’s the boy saying?
Ss: Magic stone， magic stone, I have a magic stone.
T: What’s magic stone? Magic stone makes soup.
Let’s look at the picture. three people and a stone, what will happen?
What are they doing?
Ss: They are making soup.
T: What do they need when they are making soup, let’s listen.
Ok, first what do they need?
Ss: Vegetables. Fish and noodles，chicken.
And the little boy put the stone into the pot.
T: Look at the last picture. All the people around the soup,what are they doing?
Ss: They are eating and laughing.
设计意图：通过提问，回答，深化主题。在故事中体现的互相帮助的深层含义。
T: Ok the story is over, look at the blackboard if without the stone can you make delicious soup?(Put the hand on the stone)
Ss: yes.
T: Good if they don’t have the food, only have the stone, Can make soup? so do you think the stone is magic?
Ss: No.
T: What is the magic in the story?
S1: …
T: I think everyone is magic. They make the soup together and help each other. (Help each other. write on the blackboard).互相帮助。
T: Do you like the story?
Ss: Yes
T: After the class listen the story again, and tell the story to your father and mother. Can you?
Ss: Yes.
T: Ok class is over, thank you, bye.
Ss: Bye.
【设计意图】通过练习，巩固所学故事。通过向父母以及朋友叙述这个故事，加深学生对所学故事的印象，以及对故事内容的理解。
板书设计
Lesson15: The Magic Stone
Magic stone ready may use
May I use it? We have 。I have 。
Again , please!
教学目标：
一、知识与技能：
能够听、说、读、写本单元词汇breakfast lunch dinner chicken dumplings fish fruit juice meat noodles rice soup vegetables drink eat hungry thirsty morning afternoon evening milk egg bread good
会唱本单元英文歌曲“It’s time for lunch”。
二、过程与方法：
运用游戏，调动学生积极参与。创设情境，创编对话。
三、情感态度与价值观：
小组合作的形式培养学生的团结协作的精神。
提高学生的学习兴趣，树立学生学习的自信心。
教具学具：与本课教学相关的实物及图片，单词卡片，录音机等。
教学过程：
一、Greating .
（1）Free talk.
How are you ? How old are you ?
What’s this ? How many ____ ?
What’s for breakfast/lunch/dinner？
（2）Sing an English song you have learned.
唱歌曲It’s time for lunch.Drink and Eat.
Are you hungry?milk and bread.
二、Review
1、 Guessing game “What’s this?”
教师将所学过的表示食物的卡片背面展示给学生，请他们猜测What’s this? （本单元要求掌握的单词：chicken dumplings fish fruit juice meat noodles rice soup vegetables）当学生回答正确后，教师作为奖励将卡片赠送给学生。
2、全班活动
将所学的单词分类，
如：1—三餐（breakfast lunch supper） ，
2—时间（morning afternoon evening），
3—食品（chicken dumplings fish fruit juice meat noodles
rice soup vegetables），
4---状态(hungry thirsty),
5---动作(eat ,drink)各组选择一个，重组新句。
I eat 三餐 in the 时间 .
I like 食品 for _三餐 .
I like食品.I don’t like食品.
I’m _状态 . I want to _动作_.
3．Talk about “My day.”学生自由发言
use the words and sentences we have learn.
如： In the morning ,I eat breakfast. What’s for breakfast？
I like ___ for breakfast.Then I go to school.In the afternoon,
I eat lunch. Now, it’s Lunch-time!
Let’ eat lunch！What’s for lunch? I like ____ .
I don’t like ____ . I like ____ for dinner.What about you？
对学生的表现给与积极的评价与鼓励。
4. 学生能了解字母h,w,r,u在单词中的发音极其规则。
三、Class closing
Let’s sing a song:It’s time for lunch.
四、Homework
Write “My day”on your practice book.
板书： Again , please!
breakfast lunch dinner
chicken dumplings fish fruit meat noodles rice vegetables juice soup
drink eat hungry thirsty
morning afternoon evening milk egg bread good
Lesson 19 : I like Fruit!
一、教学目标
1、知识
（1）听懂会说单词apple , pear, orange , watermelon, eleven, twelve, thirteen, fourteen, fifteen,
（2）听懂会用句子：
How many ____ ? There are_____(数字)
What do you like? I like ____.
2、能力
（1）能够听懂会说本课会话，做到学以致用。
（2）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。
3、情感
使同学们了解多吃蔬菜水果的好处，养成多吃水果蔬菜的好习惯。
二、教学重点、难点
1、教学重点：
(1)听懂会说apple , pear, orange , watermelon, eleven, twelve, thirteen, fourteen, fifteen,
(2)听懂会说How many ____ ? There are_____(数字)
What do you like? I like ____.
2、教学难点
听懂会说apple , pear, orange , watermelon, eleven, twelve, thirteen, fourteen, fifteen,
How many ____ ? There are_____(数字)
What do you like? I like ____.及相关句型。
三、教具、学具
1、教具
有关本课水果的挂图及幻灯片、音机。
2、学具
（1）学生准备apple , pear, orange , watermelon图片。
（2）水果实物。
四、教学过程
1、复习以前学过的有关食物的单词。
Bread chicken cookies dumplings eggs fruit juice meat noodles rice soup drink eat
(采用拼读方法)教师出示图片让同学进行拼读练习。
2、新授
（1）出示挂图或幻灯片，apple , pear, orange , watermelon, eleven, twelve, thirteen, fourteen, fifteen,
T: Look, so many nice fruit. Do you want to eat?
Ss: Yes.
T: OK, Let’s have a fruit party.
Ss: Great.
（2）教师指着图上的水果或实物与同学对话。
T: Would you like to eat apple?
S1: Yes, please.
T: apple……(教师领读几遍)
Ss: apple……
T: Would you like to eat pear?
S2: Yes, please.
T: pear……
Ss: pear……
(3)同学二人之间对话练习
S1：Would you like to eat watermelon?
S2: Yes, please.
S1: Here you are.
S2:Thank you.
S1: You’re welcome.
(4)教师边读单词边在黑板上进行板书：
apple , pear, orange , watermelon,
(5)游戏：听音乐传水果。学生坐成环状，教师分别将两个水果交给两头的两名学生，音乐响起后，两头同时向里传水果，音乐停止后，拿水果的两名学生走到前面进行会话表演。
（6）水果传到教师手中，教师和学生进行会话表演。
（7）介绍句型How many ____ ? There are_____(数字)
教师手指书中挂图提问。
T: What’s this?
S1: watermelon.
T: Yes, It’s a watermelon.
T: How many watermelons?
S1: eleven.
T: There are eleven watermelons.
(8)播放课文录音，让学生看书跟读。
(9)Class closing
Let’s sing a song: Delicious Food
五、板书设计
Lesson 19 : I like Fruit!
apple , pear, orange , watermelon, eleven, twelve, thirteen, fourteen, fifteen,
How many ____ ? There are_____(数字)
What do you like? I like ____.
Lesson20:Hamburgers and Hot Dogs
一、教学目标
1、知识
（1）听懂会说单词 hamburger, hot dog, donut, ice cream,may,welcome,
（2）听懂会用句子What would you like?
I’d like ________.May I have one?
Sure. Thanks。
You’re welcome.
2、能力
（1）能够听懂会说本课会话，做到学以致用。
（2）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。
3、情感
了解中西餐的相同和不同之处，进一步了解西方人的饮食文化，为进一步学好外语打下坚实的基础。
二、教学重点难点
（1）听懂会说hamburger, hot dog, donut,
ice cream ,may, welcome,
（2）听懂会说有关What would you like?
I’d like _______. May I have one?
Sure. Thanks。
You’re welcome.
三、教具学具
1、教具
（1）有关本课的教学挂图或幻灯片。
（2）hot dog, donut, ice cream, hamburger实物。
（3）录音机。
2、学具
画一些实物卡片。
四、教学过程
1、复习bread chicken cookies fruit juice meat milk sandwich soup
教师出示挂图与学生问答练习。
T: Would you like to eat fruit? S2: Yes, I would like.
T: Would you like hamburger? S3: No, I would not.
2、新授
(1)出示实物或挂图
T: What’s this?(指hamburger)
Ss: Hamburger.(学生可能读音不准，教师适当纠正。)
T: Yes, it’s a hamburger.
T: What’s that?(指hot dog)
Ss: hot dog .教师给予纠正发音)
T: What’s this?(指donut)
Ss: donut.(纠正读音)
T: What’s that? (指ice cream)
Ss: ice cream.(这个词学生读起来可能容易些)
（2）围绕四个单词（hamburger, hot dog, donut,
ice cream）师生进行对话练习。
教师站在讲台桌前利用食物或包装盒与自告奋勇的学生进行表演。
教师扮演售货员，学生扮演顾客。
T: What would you like Hamburger or hot dog?
S1: Hamburger, please. Oh, my fvourite. May I have one?
T: Sure.
S1:Thanks.
T: you’re welcome.
然后师生互换角色。
S1: What would you like donut?
T: donut, please. I’d like donut.
（3）游戏（猜单词，用手语表示）
Hamburger hot dog, donut, ice cream,
看一看哪个同学反应最快，回答最准确。
五、板书设计:
Lesson20: Hamburgers and Hot Dogs
hamburger, hot dog, donut,
ice cream, may, welcome,
What would you like?
I’d like _______.
Oh, my fvourite.
May I have one?
Sure.
Thanks.
you’re welcome.
Lesson21: In the Restaurant
一、教学目标
1、知识
（1）听懂会说单词 数字16—20。
（2）听懂会用句子：What would you like ? Would you like some tea?
I would like some ____.
2、能力
（1）能够听懂会说本课会话，做到学以致用。
（2）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。
3、情感: 养成在家帮助父母做家务，饭后洗餐具的好习惯。
二、教学重点难点
（1）听懂会说单词16--20
（2）听懂会用句子：What would you like ?
Would you like some tea?
I would like some ____.有关的句型。
三、教具、学具
1、教具
有关本课餐具的挂图或实物,录音机。
2、学具：学生准备（五人一组）一个餐具。
四、教学过程
1、复习数字1—20让全班每个学生数1—20，然后让他们一个接一个站起来，按正确顺序每人说出一个数字。
2、新授
（1）出示实物或挂图
T: Look, what are these?
Ss:tables.
T: Yes, They are tables.
T: How many tables are there?
Ss: Sixteen tables.
T: Yes, sixteen tables.领读几遍
T: What are those? (指chairs)
S1:Chairs.
T: Yes, chairs. How many chairs are there?
S1:Seventeen chairs.
T: Yes, there are seventeen chairs.领读几遍。
T: What are these?(指hot dogs)
S2: Hot dogs.
T: Yes, hot dogs. How many hot dogs are there?
S2: Eighteen.
T: Yes, there are eighteen hot dogs.领读几遍。
T: What are those?(指hamburgers)
S3: Hamburgers.
T: Yes, spoons. How many hamburgers are there?
S3: Nineteen.
T: Yes, there are nineteen hamburgers.(领读几遍)
T: What are these?(指donuts)
S4: Donuts.
T: Twenty.
T: Yes, twenty donuts. There are twenty donuts.
（2）同学二人之间对话练习。
S1: How many tables are there?
S2: There are sixteen tables.
S3: How many chairs are there?
S4: There are seventeen chairs.
S5: How many hot dogs are there?
S6: There are eighteen hot dogs.
S7: How many hamburgers are there?]
S8: There are nineteen hamburgers.
S9: How many donuts are there?
S10: There are twenty donuts.
(3)教师边读单词边在黑板上进行板书
(4)教师扮演饭店服务员与学生对话：
T: What would you like?
S1: I would like somr noodles.
S2: I would like some chicken and rice, please.
S1: What would you like?
S4: I would like a bowl of rice, please.
S5: Would you like some tea?
S6: No, thanks.I’d like some water.
(5)听录音学生看书跟读。
五、板书设计
Lesson21: In the Restaurant
Sixteen tables seventeen chairs
Eighteen hot dogs nineteen hamburgers
Twenty donuts
What would you like?
Would you like some tea?
I would like ________.
Lesson 22 : How much is it?
一、教学目标
1、知识
听懂会说并会灵活运用 How much is it?
How much for one ____? _______ yuan.
I’ll take _______, please. Thank you.
2、能力
（1）能够听懂会说本课会话，做到学以致用。
（2）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。
3、情感
懂得在购买商品时应该使用的文明礼貌用语，做到讲文明懂礼貌。
二、教学重点、难点
听懂会说How much is it?
How much for one ____? _______yuan.
I’ll take _______, please. Thank you.及正确使用。
三、教具、学具
1、教具
（1）有关课文里出现的hot dog donut 实物，托盘。
（2）有关课文的课件。
（3）录音机。
（4）挂图
2、学具
服装（售货员用的帽子、围裙）
四、教学过程
1、复习以前学过的句型及单词。
教师用托盘端着donut hot dog走到同学面前
T: Would you like Hot dog or donut?
S1: Hot dog, please.
T: Oh, here you are.(递给)
S2: Thanks.
T: You’re welcome.
2、新授
（1）让学生头戴售货员帽子，腰围着围裙与教师展开对话：
教师走到同学面前问：
T: How much for one donut?
Ss: One yuan.
T: Oh, one yuan.(琢磨一下) I’ll take twelve, please.
(掏钱并递给同学，接过托盘)Thanks, I’d like two donuts.
教师板书：
How much for one _______?
I’ll take ______, please.
教师领读几遍。
（2）同学二人用How much for one _______?
I’ll take ______, please.展开对话。
S1: How much for one hot dog?
S2: Five yuan.
S1: I’ll take five, please.
S2: How much is it?
S1:Tow yuan.
S2: I’ll take six, please.
(3)听录音，同学看书跟读。
(4) Let’s sing . Do you know the donut man?
(5) Class Closing
Say“Goodbye！”to the students.
五、板书设计
Lesson 22: How much is it?
How much is it?
How much for one _______?
I’ll take ______, please.
Lesson 23: How Much Are They?
一、教学目标：
1 认识词汇any
2学习新句型How much is/are the ___?能运用新句型。
3 培养学生爱学英语，热爱生活的感情。
二、教学重点、难点：学生能了解字母c,y 在单词中的发音极其规则。
句型How much is/are the ___?
三、教具准备：
一些食物，录音机。
四、教学过程：
Class opening and review
Greeting
Sing: Do you know the donut man? (边唱边复习食物词汇)
Practice in pairs
How much for one ____? _____ yuan.
I’ll take _____, please.
New concepts
1. How much is the ____?
How much are the ____?
Demonstrate
教师示范拿起一件东西，先用How much for one ___?
来提问价格，然后再用新句型How much is the ____? 来提问价格。使同学们明白这两句话的意思相同。
Drill
板书新句型并操练。
Demonstrate
继续演示买东西，教师指着一对东西说：
How much are the ____?
使同学们理解要问多的东西的价格应使用这一句型,板书新句型并领读.
Compare
让同学们比较这四个句型，然后再说一说。
T: How much are the ___? How much for one ___?
How much is the ____? How much is it?
P: ____yuan.
T: Hmmm. No, thanks.
P: Yes.
T: Oh, I’ll take ___, please.
2.letters and sounds.
C rice juice
Cold cow
Y yellow yo-yo
cry fly
3、Class closing
Say“Goodbye！”to the students.
五、板书：
Lesson 23: How Much Are They?
How much for one ____? ____ yuan.
How much is the ____? I’ll take ___, please.
How much are the ____? How much is it？
Lesson 24: A little monkey
教材分析 ：本课属于阅读课，学生可以通过本课的练习培养自己的综合能力。使学生更深的感受英语氛围。
设计理念： 在本课讲授过程中，主要通过看光盘来实现，大大加强视频效果。以至于降低难度从而提高学生学习英语的兴趣。
一、 教学目标
（一）知识目标
1、 认读单词：pick fruit peach hurt watermelon
2、 掌握句型：me to.
Would you like some fruit?
I hurt my leg..
Time for supper.
（二）、能力目标
能会用本课单词和句型，并将其运用到实际生活中。
（三）、情感目标
大胆交流，培养自信的交际能力。
二、教学用具
教学卡片 光盘
三、教学过程
（一）、师生互相问候。
（二）、新授单词pick fruit peach hurt watermelon
1、教师做出“摘”的动作，说出“pick”学生和老师一起做。
2、同样的方法讲授“hurt”
3、教师出示“peach”“watermelon”的图片，然后读出单词。
4、教师总结：“They are fruit.”由此引出“fruit”领读这四个单词。
（三）、播放本课光盘。
1、播放第一遍光盘，学生大概了解本故事的内容。
Picture 1
T :what do you see in the picture?
Who is hungy? What do they want to eat?
Picture 2
T:what would the monkey on the left say?
Picture 3
T:Are the monkeys happy? Why ?
Picture 4 5
T:what do you see in the picture?
What will the monkey pick?
Picture 6
T: What is the matter?
Does the monkey have any fruit now?
What will the monkey do?
Picture 7 8 9
T: what does the monkey find?
What does the monkey do?
Picture 10
T: does the monkey have any fruit? Why?
Picture 11
T:Are the monkeys happy ? what will the monkey say?
（英语故事对于三年级的学生有一定难度，所以先让学生看一遍光盘，让学生感觉像是在观看动画片而不是在学英语。）
2、播放第二遍光盘，在播放的同时，让学生跟读简单的句子：I am hungry.
Would you like some fruit? Yes ,please! Thank you ! let`s play! Where is fruit?
3、播放第三遍光盘，教师对复杂的句子: I`ll get some fruit for you. I`ll pick some.
I hurt my leg. Time for supper.进行讲解并领读。
4、播放第四遍光盘，对本课内容进行整体熟悉。(再放第四遍光盘时，学生对
本课内容已经比较熟悉，也就可以跟着光盘朗读了。)
（四）拓展练习
1、教师把本课光盘再放一遍，这次播放的时候只在屏幕上出现图片而不出现
文字。学生跟着老师一起来复述本课故事内容。
2、一些表现好的学生可以单独复述，教师对他们进行鼓励。
3、组织学生分角色朗读，一个学生扮演monkey，一个学生扮演rabbit，其他
学生扮演monkeys.
四、结束教学:
1、问学生“what have you learnt in the class?”引导学生做小结
2、The students sing a song "Good-bye."
五、板书设计：
Lesson 24: A little monkey
pick fruit peach hurt watermelon
me to.
Would you like some fruit?
I hurt my leg..
Time for supper.
Again, Please!
一、教学目标：
1. 复习本单元重点词汇和句型。
2. 知道并能运用本单元所学知识。
3. 培养学生及时总结复习的良好学习习惯。
二、教学重点、难点：
复习本单元重点词汇和句型。
学生能了解字母c,y 在单词中的发音极其规则。
三、教具准备：
单词卡片，录音机。
四、教学过程：
Class opening and review
1. 问候。
2．唱: Delicious food. What would you like ?
Do you know the donut man?
3. 游戏：What’s missing. (复习本单元词汇)
4．复习本单元句型。用角色扮演形式。
How much is it? How much for one ____?
How much is/are the ___? ____ yuan.
I’ll take ____, please.
Thanks. You’re welcome.
What would you like? I’d like ___ and ___.
Test
学生独立完成测试。
Class closing
唱一首他们喜欢的歌曲。
五、板书：
Again, Please!
apple , pear, orange , watermelon, eleven, twelve, thirteen, fourteen, fifteen,
hamburger, hot dog, donut, ice cream, may, welcome,sixteen tables seventeen chairs eighteen nineteen Twenty
How How many ____ ? There are_____(数字)
much is it? How much for one ____?
How much is/are the ___? ____ yuan.
I’ll take ____, please.
Thanks. You’re welcome.
What would you like? I’d like ___ and ___.
