小学英语：《Food and drink》课文教学资源（电子教案）My Food 1.pdf_大学文库

Teaching Goals 1.Ask the students to learn the words of the unit by heart to the extent to be able to understand when listening,recognize when reading,spell them correct when writing. 2.Enable the students to make conversations 3.Enable the students to understand the English story 4.Enable the students to understand a little knowledge about health and food Before-Class Preparation 1.Tapes 2.Pictures of different kinds of food 3.word-cards and picture (both teacher and students) 4.stickers of food (students) 5.letter-cards(both teacher and students) 6.In-class evaluation form Teaching Content A Look,listen and chant. 1.Introduce new words:food,fridge,beef,bread,sausage,meatball,pancake,sandwich,tomato,potato,carrot,mantou. Revise old words from Book One to Book Four:chicken,milk 2.Draw a picture of a fridge,with various kinds of food inside.It is supposed to give students a sense familiar to their daily life,so as to make it easier for them to understand. 4.Roughly introduce the concepts of countable and uncountable nouns.Given their young age,it's hard for them to memorize these,and harder to understand,so it's not necessary to go too far on this.simplely knowing when to add an s to a word is good enough to them. 5.Among all the new words,those that are uncountable are:beef,bread,mantou,rice,jiaozi,tofu,meat,milk,fish,chicken, juice,water.Those that are countable and take plural form by adding s are sandwiches/iz/,tomatoes/z/,potatoes/z/. Special attention needs to be paid to the change in pronunciation after a countable noun taking plural form,such as sausages iz/,and carrots /ts / B Stick and ask. 1.This is a revision section of Section A 2.Present a picture of an empty fridge,let students stick pictures of different kinds of food on it and then ask them to form groups of two and make conversation about what is inside of the fridge. 3.This section centers in getting students familiar with words about food 4.Difficulties in this section lie in the recognition and memorization of words about food.It's required for the students to connect the sound of a word to the picture of it,and to be able to say the word when respective picture is presented. 5.The languages used in this section appear in the previous four books.Students should have made several encounters with them although maybe unaware or inattentively.This section serves to make the learning of them formal.Other suitable languages are:Do you have...Yes,I do./No,I don't. C Fill in the small letters. 1.The key points of letter-learning of this section are;1.Revise how to pronounce and how to write letters learnt.2.Get familiar with the order of letters in the alphabet.3.Connect capital letters with small letters. 2.The first 13 letters are presented in alphabetic order in this section.It's required for the students to be able to fill in small letters based on the 13 given capital letters. In Class Study Evaluation 1.Direct the students to evaluate their learning of the class,and put their own evaluation in their work file.Prepare a Self- Evaluation Form for every student.Color the mark wherever the student has it right. 2.Keep a record of students'in class performance: How many of the students keep their interest in the class? How many of them can name all the food in English? How many of them know the order of letters in the alphabet?And who are they? How many of them can put consonants into different kinds?Who are they? 3.Methods of evaluation The teacher makes observation and keeps a record when the students are acting When the students fill out the form,The teacher walks around the class making observation and keep a record of their progress. Lesson 14 Teaching plan Content of Teaching Words:chocolate pie Coke breakfast lunch supper picnic Sentences: What do you want for breakfast/lunch/supper/the picnic I want

Teaching Goals 1. Ask the students to learn the words of the unit by heart to the extent to be able to understand when listening, recognize when reading, spell them correct when writing. 2. Enable the students to make conversations 3. Enable the students to understand the English story 4. Enable the students to understand a little knowledge about health and food Before-Class Preparation 1. Tapes 2. Pictures of different kinds of food 3. word-cards and picture (both teacher and students) 4. stickers of food (students) 5. letter-cards (both teacher and students) 6. In-class evaluation form Teaching Content A Look, listen and chant． 1. Introduce new words: food, fridge, beef, bread, sausage, meatball, pancake, sandwich, tomato, potato, carrot, mantou. Revise old words from Book One to Book Four: chicken, milk. 2. Draw a picture of a fridge, with various kinds of food inside. It is supposed to give students a sense familiar to their daily life, so as to make it easier for them to understand. 4. Roughly introduce the concepts of countable and uncountable nouns. Given their young age, it's hard for them to memorize these, and harder to understand, so it's not necessary to go too far on this. simplely knowing when to add an s to a word is good enough to them. 5. Among all the new words, those that are uncountable are: beef, bread, mantou, rice, jiaozi, tofu, meat, milk, fish, chicken, juice, water. Those that are countable and take plural form by adding s are sandwiches / iz / , tomatoes / z / , potatoes / z /. Special attention needs to be paid to the change in pronunciation after a countable noun taking plural form, such as sausages / iz /, and carrots / ts /. B Stick and ask． 1．This is a revision section of Section A 2．Present a picture of an empty fridge, let students stick pictures of different kinds of food on it and then ask them to form groups of two and make conversation about what is inside of the fridge. 3．This section centers in getting students familiar with words about food. 4．Difficulties in this section lie in the recognition and memorization of words about food. It's required for the students to connect the sound of a word to the picture of it, and to be able to say the word when respective picture is presented. 5．The languages used in this section appear in the previous four books. Students should have made several encounters with them although maybe unaware or inattentively. This section serves to make the learning of them formal. Other suitable languages are: Do you have ... ? Yes, I do． / No, I don’t． C Fill in the small letters. 1．The key points of letter-learning of this section are; 1. Revise how to pronounce and how to write letters learnt. 2. Get familiar with the order of letters in the alphabet. 3. Connect capital letters with small letters. 2．The first 13 letters are presented in alphabetic order in this section. It's required for the students to be able to fill in small letters based on the 13 given capital letters. In Class Study Evaluation 1. Direct the students to evaluate their learning of the class, and put their own evaluation in their work file. Prepare a SelfEvaluation Form for every student. Color the mark wherever the student has it right. 2. Keep a record of students' in class performance: How many of the students keep their interest in the class? How many of them can name all the food in English? How many of them know the order of letters in the alphabet? And who are they? How many of them can put consonants into different kinds? Who are they? 3. Methods of evaluation The teacher makes observation and keeps a record when the students are acting When the students fill out the form, The teacher walks around the class making observation and keep a record of their progress. Lesson 14 Teaching plan Content of Teaching Words: chocolate pie Coke breakfast lunch supper picnic Sentences: What do you want for breakfast/ lunch /supper/the picnic ? I want…

3.Present a picture showing a group of children having a day trip.Introduce the word "want"in a conversation in this scene. The main character Andy says to the boy sitting across him:I want...Please pass them.The boy says:here you are.This conversation made clear the context expression with "want"should be used in. 4.Students match a character and the item he/she wants with a link after listening to the conversation and reading the words. 5.Students take a look at the picture,then give description of picture using "He/She has/wants...." B Play a snowball game. 1.This game serves to further students'familiarity with expressions using the word "want" 2.The game is played as everyone adding a word to the sentence built by the person that comes before. C Let's talk. 1.This section serves to help students practice languages learnt in this unit by providing a fitful context. 2.Present a picture showing two students talking about food they'd want over their school healthy meal menu. 3.Words need reviewing are days of the week and food learnt in the previous 4 books. 4.The students read a menu,then talk about what they want to have for meal on different days of the week. 5.Students forms up groups to make a weekly healthy menu 6.Students writes their favorite food on the line. D Find and colour 1.This part is to practice Matching capital letters with small letters. 2.Students take a look at the capital letters and find the respective small letters in the picture,and paint the small letter the same color as the capital letters. In-Class study Evaluation 1.Direct the students keep a record of words or phrase they've master and those they haven't using a smiling face and a sad face as markers.The teacher should prepare a self-evaluation form for the students. 2.Keep a record of students'in-class performance How many of them can introduce themselves using the 6 English sentences learnt?Who are they? How many of them can talk more about themselves?Who are they? When making up activities,who shows a creative instinct? How many of them can pronounce the letters correctly?Who are they? 3.Evaluation methods on students'learning of this lesson. Take in-class learning into account.If students are to make self-introduction,asks them to make presentation of their own work.The teacher should keep a record of whatever activities the students have been in. Lesson 16 Teaching Plan Teaching Content: 1.P26A 2.P27B:Ask and answer.3.P27 C:Listen and chant. D:Put in the missing lettes. Teaching goals Through reading the English story,what did you learn?Yes!Having breakfast everyday is good for your health. Key Points Through reading the English story,The students should understand having breakfast everyday is good for health. Teaching Tools Tape recorder,cassette,pencils,word-cards Teaching Procedure: Hello everyone,today we are going to talk about a topic related to our daily life.Can you guess what the topic is?That's right!It's food.(I eat breakfast every dy.Do you eat breakfast every day?If not.I think you'd better eat breakfast every day. It's good for your health.) A 1.Open your book,turn to page 26,think about the following questions while reading Section A.What time is it?Where is he going?Does he eat breakfast?What's the matter with him?What does the teacher say?Does he want a zero? 2.Are you finished?Now let's listen to the tape,and put the picture in the right order. 3.The right order is 3.1.2.4.Did you have it right? 4.Now,please listen to the recorder and repeat after it.(three times) 5.Please say out loud what Lucky says,and put a mark on Y or N B.Now!please turn to page 27 Section B,Listen to the conversation between Joy and Yaoyao,and discuss it with your classmates about what kinds of food is healthy as breakfast,then write your name on it,mark the right answer with a""in the form.Put words on the line on the bottom of the form. C.Are you finished?Let's relax a bit,but not too much.Please listen to Page 27 Section C:There is something special about Listen and chant,and I won't tell you what it is.You need to find it for yourself.Now!let's do it.I will tell you the right answer next class. C.We have done something similar to this when learning Lesson 13 and Lesson 14.This time,the only thing different is that the letters are different.Isn't that a piece of cake for you?I hope so.Remember,do not be careless.Today's class is over.See you next time

3. Present a picture showing a group of children having a day trip. Introduce the word "want" in a conversation in this scene. The main character Andy says to the boy sitting across him: I want… Please pass them. The boy says: here you are. This conversation made clear the context expression with "want" should be used in. 4. Students match a character and the item he/she wants with a link after listening to the conversation and reading the words. 5. Students take a look at the picture, then give description of picture using “He / She has / wants ....” B Play a snowball game． 1. This game serves to further students' familiarity with expressions using the word "want". 2. The game is played as everyone adding a word to the sentence built by the person that comes before. C Let's talk． 1. This section serves to help students practice languages learnt in this unit by providing a fitful context. 2. Present a picture showing two students talking about food they'd want over their school healthy meal menu. 3. Words need reviewing are days of the week and food learnt in the previous 4 books. 4. The students read a menu, then talk about what they want to have for meal on different days of the week. 5. Students forms up groups to make a weekly healthy menu 6. Students writes their favorite food on the line. D Find and colour 1. This part is to practice Matching capital letters with small letters. 2. Students take a look at the capital letters and find the respective small letters in the picture, and paint the small letter the same color as the capital letters. In-Class study Evaluation 1. Direct the students keep a record of words or phrase they've master and those they haven't using a smiling face and a sad face as markers. The teacher should prepare a self-evaluation form for the students. 2. Keep a record of students' in-class performance How many of them can introduce themselves using the 6 English sentences learnt? Who are they? How many of them can talk more about themselves? Who are they? When making up activities, who shows a creative instinct? How many of them can pronounce the letters correctly? Who are they? 3. Evaluation methods on students' learning of this lesson. Take in-class learning into account. If students are to make self-introduction, asks them to make presentation of their own work. The teacher should keep a record of whatever activities the students have been in. Lesson 16 Teaching Plan Teaching Content： 1．P26A 2．P27B： Ask and answer.3．P27 C:Listen and chant. D：Put in the missing lettes. Teaching goals Through reading the English story, what did you learn? Yes! Having breakfast everyday is good for your health. Key Points Through reading the English story, The students should understand having breakfast everyday is good for health. Teaching Tools Tape recorder, cassette, pencils, word-cards Teaching Procedure: Hello everyone, today we are going to talk about a topic related to our daily life. Can you guess what the topic is? That's right! It's food. (I eat breakfast every dy. Do you eat breakfast every day? If not. I think you’d better eat breakfast every day. It’s good for your health. ) A. 1. Open your book, turn to page 26, think about the following questions while reading Section A. What time is it? Where is he going? Does he eat breakfast? What’s the matter with him? What does the teacher say? Does he want a zero? 2. Are you finished? Now let's listen to the tape, and put the picture in the right order. 3. The right order is 3, 1, 2, 4. Did you have it right? 4. Now, please listen to the recorder and repeat after it. (three times) 5. Please say out loud what Lucky says, and put a mark on Y or N B. Now! please turn to page 27 Section B, Listen to the conversation between Joy and Yaoyao, and discuss it with your classmates about what kinds of food is healthy as breakfast, then write your name on it, mark the right answer with a “√” in the form. Put words on the line on the bottom of the form. C. Are you finished? Let's relax a bit, but not too much. Please listen to Page 27 Section C: There is something special about Listen and chant, and I won't tell you what it is. You need to find it for yourself. Now! let's do it. I will tell you the right answer next class. C. We have done something similar to this when learning Lesson 13 and Lesson 14. This time, the only thing different is that the letters are different. Isn't that a piece of cake for you? I hope so. Remember, do not be careless. Today's class is over. See you next time

5.Homework: 1.Write the 26 English letters on your workbook 2.Think of what is special about page 27 Section C 3.Listen to the words on page 82 Unit 3 Lesson 17 Teaching Plan Teaching Content: The Story of Nail Soup Teaching Goals: Through reading this English story,revise the content of this unit. Key Points After reading this English story,what did you learn from the story? Teaching Tools Tape recorder,cassette Teaching Procedure Remember our homework from the last class?What's special about page 27 Section C?that's right!Every word there has an vowel sound "E"in it. A.Please turn to page 28,29,first let's listen to the tape(two times) B.Listen to tape and repeat after it(two times) C.new words:soup汤nail钉子salt盐taste betterl味道不错onions洋葱头cook faster做得快一些afew一些 D.do you understand the story now?do you like the story? E.Self-Evaluation Form,Mark"" 1.I like this story:Yes No 2.I can understand the story.Yes No 3.I can read the story out loud.Yes No Lesson 18 Teaching Plan Teaching Content: 1.P30 A:Listen and number.2.P30 B:Let's play.3.P31 C:Read,tick or cross.D:Say,number and write. Teaching Goals:Through Listening.Making conversations.and words practice.revise the content learnt from this unit. Key Points:Listening and Making Conversations Teaching Tools:tape recorder,cassette,pencils Teaching Procedure: Hello everyone,this is going to be our last class and it's a revision class.I hope you pay as much attention as you did the previous classes.Please turn to page 30,be ready to do the exercise in Section A.listen and mark.Are you ready?Let's start. Please make a conversation with your classmate based on the menu in Section B.for example:A:what do you want?B:I want some fish and jiaozi. Please read the 5 sentences on page 31 Section C,choose the healthy food among them.Mark""and"to show the diference Please read the words on page 31 Section D,and number the words in an alphabetic order,then write the words on the workbook,be careful with your writing. Homework: 1.Listen to and read lesson 13.14.15.16. 2.Learn words about food by heart 3.be ready to ask what other people want to eat and make correct answer

5. Homework: 1. Write the 26 English letters on your workbook 2. Think of what is special about page 27 Section C 3. Listen to the words on page 82 Unit 3 Lesson 17 Teaching Plan Teaching Content: The Story of Nail Soup Teaching Goals: Through reading this English story, revise the content of this unit. Key Points After reading this English story, what did you learn from the story? Teaching Tools Tape recorder, cassette Teaching Procedure Remember our homework from the last class? What's special about page 27 Section C? that's right! Every word there has an vowel sound "E" in it. A. Please turn to page 28, 29, first let's listen to the tape (two times) B. Listen to tape and repeat after it (two times) C. new words: soup汤nail钉子salt盐taste better味道不错onions 洋葱头 cook faster 做得快一些 a few 一些 D. do you understand the story now? do you like the story? E. Self-Evaluation Form, Mark “√” 1. I like this story: Yes No 2. I can understand the story. Yes No 3. I can read the story out loud. Yes No Lesson 18 Teaching Plan Teaching Content: 1. P30 A：Listen and number. 2．P30 B：Let’s play. 3．P31 C：Read, tick or cross. D：Say, number and write. Teaching Goals：Through Listening, Making conversations, and words practice, revise the content learnt from this unit. Key Points: Listening and Making Conversations Teaching Tools: tape recorder, cassette, pencils Teaching Procedure: Hello everyone, this is going to be our last class and it's a revision class. I hope you pay as much attention as you did the previous classes. Please turn to page 30, be ready to do the exercise in Section A. listen and mark. Are you ready? Let's start. Please make a conversation with your classmate based on the menu in Section B. for example: A: what do you want? B: I want some fish and jiaozi. Please read the 5 sentences on page 31 Section C, choose the healthy food among them. Mark “√” and “╳” to show the diference. Please read the words on page 31 Section D, and number the words in an alphabetic order, then write the words on the workbook, be careful with your writing. Homework: 1. Listen to and read lesson 13, 14, 15, 16. 2. Learn words about food by heart 3. be ready to ask what other people want to eat and make correct answer