仁爱版英语教学案例七上Uni3 Topic3

(老师总结)

T: Different people like different foods and drinks. I like Jiao zi. It’s my favorite

food.

(板书并解释该生词。) favourite=like very much (问学生) T: S3, what’s your favorite food?

S3: My favorite food is rice/chicken … T: S4, what’s your favorite drink? S4: My favorite drink is milk/juice …

2. (播放2a录音，完成下列表格，板书。) Name Michael For Breakfast For Lunch For Supper 3. (重放2a，学生跟读，模仿语音语调。完成2a。) 4. (连线配对，完成4。)

Step 5 Project 第五步 综合探究活动(时间:7分钟)

1. (学生分组，调查组内同学的用餐习惯，运用2b的示范，完成2b之表格，然后每组选一个代表，汇报调查结果，完成2b。)

2. (观察3之图片，先各自填好内容，然后两人交换，分别用第三人称转述同伴的生活习惯。)

(例如：老师拿一个学生的课本，用第三人称转述。)

××× likes fish, milk and hamburger. He/She likes … He/She doesn’t like … His/Her favorite food is …

(学生们照示范，完成该活动，完成3。) 3. Homework:

(1)把section A，B中表示提供，接受，拒绝的语句抄在练习本上。

(2)把section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。 板书设计： Would you like something to drink? Section B Wait a moment, please. favorite=like very much have breakfast May/Can/Could I…? have lunch Would you like something to drink? have supper What do you usually have for…?

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Section C

The main activities is 1a. 本课重点活动是1a。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some useful words and expressions:

eat, out, eat out, dinner, have dinner, love, let, why, why not…? 2. Learn more expressions about offering, accepting and refusing: (1)—Would you like to have dinner with me? —Yes, I’d love to.

(2)—Why not have some fish and eggs? —Good idea. (3)—Here you are. —Thanks.

3. Review offering, accepting and refusing: (1)May I take your order? (2)Help yourself to some fish.

(3)Would you like something to drink? Yes, please./No, thanks. Ⅱ. Teaching aids 教具

录音机/图片/投影仪/小黑板/宣传单/麦当劳和肯德基的标识 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

1. (师生问候，活跃气氛。) T: Good morning, everyone. Ss: Good morning, Mr./Miss … T: Do you have a good breakfast? Ss: Yes.

T: Do you want to study English well? Ss: Yes.

T: Good. Let’s study Section C. (板书于黑板正中央。) Section C 2. (听歌曲《Old McDonald Had a Shop》，复习单词，提高学习兴趣，听两遍。完成3。)

第一遍：正常速度，把歌曲中所提到的食物/饮料名称写下来。 第二遍：慢速逐句听，补充第一遍没有听到的词汇。

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(老师提问)

T: What do you hear?(手指耳朵，帮助学生理解。) S1: Rice, hamburger.

S2: Fish, … (学生不会说有些食物名称。)

(老师出示图片，无需板书，学生只要知道即可。) T: Hot dog, coke and French fries. Do you like them? Ss: Yes.

(老师展示麦当劳和肯德基的标识。) T: Do you know them? Ss: Yes.

T: Can you find them in …(说出当地城市名称。) Ss: Yes./No.

T: Where are they from?

Ss: The U.S.A. .(也许学生不知道，此时老师应帮助他们回答。) 3. (快速提问，利用学生的思维定势，从他们的错误中引出新内容。) T: S3, would you like some apples? S3: Yes, please./No, thanks.

T: S4, would you like some chicken? S4: Yes, please./No, thanks.

T: S5, would you like to have breakfast with me?

S5: (不假思索) Yes, please./No, thanks. (老师及时引导学生)

T: I’m afraid, you can’t answer the question like this. You can say “Yes, I’d love to.”

or “Sorry, I…”. (老师板书) Would you like to do sth.? (老师解释)

T: We usually say “Yes, I’d love to.” to answer(用汉语解释该词) “Would you like

to do sth.?”

(把答语板书在问句之下。) Would you like to do sth.? Yes, I’d love to. (老师解释) T: “Love” means (用汉语解释该词) “like”. (板书) love=like (老师举例，加深理解)

T: I like apples. I love apples.

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I like chicken. I love chicken. (师生操练)

T: Would you like to have a glass of milk? Ss: Yes, I’d love to.

T: Would you like to help me? Ss: Yes, I’d love to.

T: Would you like to have chicken for supper? Ss: Yes, I’d love to.

Step 2 Presentation 第二步 呈现(时间:10分钟)

1. (老师拿一张当地酒店/饭店宣传单问一学生。)

T: S1, do you usually have supper here? (手指宣传单) S1: No, I don’t.

T: Where do you often have supper? S1: At home. (老师总结)

T: We often have supper at home. We don’t have enough money, (老师做没有钱的

提示性动作。) but sometimes (用汉语翻译该词) we don’t eat (做吃饭动作) at home. We eat (重复动作，让学生理解更深入。) in a hotel like … (列举几个学生知道的酒店/饭店名称。) (问学生，看他/她是否理解eat)

T: S2, do you eat your supper in …(列举几个学生熟悉的酒店/饭店名称) S2: No, I don’t. (老师板书eat) eat eat out (教师解释)

T: “Eat out” means (用汉语翻译该词) “Not eat at home, but in a hotel like …(列举

名称).”

(叫一学生，翻译老师说的话。)

T: S3, please translate my words into Chinese. S3: OK.

T: I often eat out. S3: 我通常在外吃饭。(老师鼓掌给予鼓励，其他人也明确地知道了eat out的意思。) 2. (教师板书一个句子，叫成绩稍好的人翻译，以旧带新。) (板书) A: What about some milk?

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