小学英语人教精通版（2024）三年级上册（2024）Unit 6 Food教案

这是一份小学英语人教精通版（2024）三年级上册（2024）Unit 6 Food教案，共13页。教案主要包含了教材内容，核心素养目标，教学重难点，教学准备，教学过程等内容，欢迎下载使用。
本课时是新教材人教精通版（2024）小学英语三年级上册Unit6《Fd》中的《Lessn3》。教材内容围绕食物的数量表达以及进一步拓展食物相关的词汇和句型展开。通过图片、对话等形式，呈现了单词“egg”（鸡蛋）、“ice cream”（冰淇淋）、“juice”（果汁，此单词在Unit5已学，本课时作为复习和拓展）以及句型“Hw many...”（多少……）来询问食物的数量，还有“Yes, please.”（好的，请。）和“N, thank yu.”（不，谢谢。）用于回应他人的提供或邀请。
二、核心素养目标
（一）语言能力
1. 学生能够准确听、说、认读单词“egg”、“ice cream”，并能熟练运用单词“juice”进行交流。
2. 学生能够理解并运用句型“Hw many...”来询问食物的数量，并能用“Yes, please.”和“N, thank yu.”进行正确回应。
3. 学生能够在实际生活情境中运用所学语言进行关于食物数量和喜好的简单对话，提高语言表达的准确性和流利性。
（二）文化意识
1. 了解中西方在食物数量表达和饮食礼仪方面的一些差异，增强跨文化交际意识。
2. 通过学习不同的食物词汇，拓展对多元饮食文化的认识，培养尊重和包容不同文化的态度。
（三）思维品质
1. 培养学生的观察能力，能够从图片、对话等情境中获取关于食物数量和相关信息的关键要素。
2. 引导学生在学习过程中进行分析和推理，如根据对话内容推断人物的需求和意图，培养逻辑思维能力。
3. 鼓励学生在小组活动中积极思考，创新对话内容，培养创新思维能力。
（四）学习能力
1. 激发学生学习英语的兴趣和积极性，培养自主学习的意识和习惯，如主动记忆单词、模仿对话等。
2. 帮助学生掌握有效的学习方法，如通过实物演示、情景模拟等方式学习语言知识，提高学习效率。
3. 培养学生的合作学习能力，在小组活动中学会与他人沟通、协作，共同完成学习任务，提升团队意识。
三、教学重难点
（一）教学重点
1. 掌握单词“egg”、“ice cream”的发音、拼写和意义，复习巩固“juice”的用法。
2. 熟练运用句型“Hw many...”进行提问，并能根据实际情况用“Yes, please.”或“N, thank yu.”以及具体数字进行回答。
（二）教学难点
1. 单词“ice cream”的发音，以及“egg”的复数形式“eggs”的正确使用和发音。
2. 让学生能够在实际情境中灵活、准确地运用所学句型进行关于食物数量的交流，注意语言的得体性和逻辑性。
四、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（鸡蛋、冰淇淋、果汁）、数量卡片（1 10）。
3. 奖励学生的小贴纸、小奖品。
五、教学过程
（一）Warming-up
1. Greetings
T: Hell, bys and girls. Nice t see yu again!
Ss: Hell, teacher. Nice t see yu, t!
T: Hw are yu tday?
Ss: I'm fine, thank yu. And yu?
T: I'm very well. Are yu ready fr ur English class?
Ss: Yes!
设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂氛围，使学生迅速进入学习状态，为新课的开展做好准备。
2. Revisin
Shw the pictures f the fds learned in Unit6 Lessn1 and Lessn2, such as “cake”, “bread”, “ht dg”, “hamburger” n the multimedia quickly and ask the students t say the wrds as fast as they can.
Then ask sme students t use the sentence patterns “I like...” and “I dn't like...” t talk abut their preferences fr these fds. Fr example:
S1: I like cake. It's sweet.
S2: I dn't like ht dgs. They are nt very healthy.
设计意图：复习旧知，巩固已学食物单词和表达喜好的句型，激活学生的相关知识储备，为新知识的学习做好铺垫。同时，通过快速反应和口语表达练习，活跃课堂气氛，提高学生的参与度和积极性。
（二）Presentatin
1. Lead-in
Shw a picture f a picnic n the multimedia and ask: “What can yu see in the picture? D yu like picnics? What fds d yu usually take fr a picnic?”
Ss may answer in Chinese r try t say in English.
T: Yes, there are many delicius fds at the picnic. Tday we are ging t learn sme new wrds abut fd and hw t ask abut the number f fds.
设计意图：通过展示野餐的图片，引出本节课的主题“食物数量”，激发学生的兴趣和好奇心，让学生在情境中自然地进入新知识的学习。同时，引导学生思考野餐中常见的食物，为后续学习新单词和句型做好铺垫。
2. Learn the new wrds
Teach the wrd “egg”
Take ut an egg (r shw a picture f an egg) and say: “Lk, this is an egg. Egg, egg. [eɡ].” Let the students repeat the wrd several times, paying attentin t the prnunciatin f the letter “e”.
Hld up tw eggs and say: “These are eggs.” Explain the plural frm f “egg” and let the students see the difference between the singular and plural frms. Have the students cunt the eggs and say “ne egg, tw eggs...” t practice the plural frm.
Ask a student t cme t the frnt and hld an egg, and then ask the thers: “What's this? Hw many eggs des he/she have?” Guide the students t answer: “It's an egg. He/She has ne egg.”
Teach the wrd “ice cream”
Shw an ice cream cne (r a picture f an ice cream) and say: “This is an ice cream. Ice cream, ice cream. [ˈaɪs kriːm].” Pay attentin t the prnunciatin f the wrds “ice” and “cream”. Let the students watch the muth shape f the teacher carefully when prnuncing.
Ask the students t imagine the cld and sweet taste f the ice cream and say the wrd with a feeling. Then shw several ice creams and ask: “Hw many ice creams are there?” Help the students t answer: “There are... ice creams.”
Have the students pair up and rle-play a scene f buying ice cream. One student acts as a seller and asks: “D yu like ice cream? Hw many d yu want?” The ther student acts as a custmer and answers: “Yes, I d. I want... (a number) ice creams.”
Review the wrd “juice”
Take ut a bttle f juice and say: “We als have juice. Juice, juice. We learned it befre. D yu remember?” Let the students repeat the wrd and recall its meaning.
Ask the students sme questins abut juice, such as: “What kind f juice d yu like? (apple juice, range juice, etc.)” and “D yu ften drink juice?” t reinfrce the usage f the wrd.
设计意图：运用实物展示、图片展示、情境创设、角色扮演等方式教授新单词，让学生直观地感受和理解单词的含义、发音、单复数形式以及用法。通过多种互动活动，提高学生的参与度和学习积极性，培养学生的口语表达能力和语言运用能力。同时，复习已学单词“juice”，巩固旧知，加强知识的连贯性和系统性。
（三）Practice
1. Listen and repeat
Use the multimedia t play the recrdings f the new wrds “egg”, “ice cream” and the review wrd “juice”. Let the students listen and repeat carefully, paying attentin t the crrect prnunciatin and intnatin.
T: Listen carefully and repeat after the recrding. Egg, egg. [eɡ]...
Ss: Egg, egg. [eɡ]...
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。这是语言学习的基础环节，有助于学生准确掌握单词的发音，提高语言表达的准确性。
2. Game: Cunt and Say
Divide the students int grups f fur. Each grup is given a set f pictures f different fds (including eggs, ice creams, and ther fds learned befre) and sme number cards (1 10). The teacher shws a picture f a fd n the multimedia and asks: “Hw many... (e.g., eggs) are there?” The students in each grup need t quickly cunt the number f the crrespnding fd in their pictures and use the number card t shw the answer. Then ne student in the grup stands up and says: “There are... (a number) eggs.” The grup that answers crrectly and quickly gets a pint.
Cntinue with ther fd pictures and repeat the game. After several runds, the grup with the mst pints wins the game.
设计意图：通过游戏的方式巩固所学单词和句型“Hw many...”，增加学习的趣味性和竞争性。让学生在小组合作中进行计数和表达练习，培养学生的观察能力、团队合作能力和语言运用能力。同时，这种快速反应的游戏形式可以激发学生的学习热情，提高他们的注意力和对知识的掌握程度。
3. Pair wrk: Ask and Answer
Give each student a piece f paper with sme pictures f fds (eggs, ice creams, juice, etc.) n it. The students wrk in pairs. One student pints t a picture n their partner's paper and asks: “Hw many... (e.g., ice creams) d yu want?” The ther student answers: “I want... (a number) ice creams.” Then they switch rles and cntinue the practice.
Walk arund the pairs and ffer help and guidance if necessary. Encurage the students t use different fds in their questins and answers and t make mre creative dialgues. Fr example, they can add sme reasns r preferences fr their chices. Such as: “I want three eggs because I like t make an melette fr breakfast.” r “I dn't want t much juice because it's t sweet.”
设计意图：让学生在小组合作中进行实际的交流练习，运用所学句型“Hw many...”询问对方想要的食物数量，并进行回答。通过这种方式，学生可以更好地掌握句型的用法，提高口语表达能力和语言运用的灵活性。同时，鼓励学生创造性地运用语言，培养学生的思维能力和创新意识，增加练习的趣味性和实用性。
（四）Prductin
1. Let's talk
Shw a picture f a small grcery stre n the multimedia with varius fds n the shelves. Pint t the different fds and ask the students: “Lk at this stre. What fds can yu see? If yu are in the stre and the shpkeeper asks yu ‘D yu want sme... (e.g., eggs)?’ What will yu say? Hw many d yu want?”
Encurage the students t answer in cmplete sentences and have a dialgue. Fr example:
A: I can see eggs, ice creams, and juice. If the shpkeeper asks me if I want sme eggs, I will say, “Yes, please. I want five eggs.”
B: I might say, “N, thank yu. I dn't need eggs. But I wuld like tw ice creams.”
Then ask the students t wrk in pairs and create a dialgue between a custmer and a shpkeeper based n the picture. They can use the sentence patterns “D yu want ”, “Hw many... d yu want?”, “Yes, please.”, “N, thank yu.” and the fd wrds they have learned.
After a few minutes, ask sme pairs t cme t the frnt and act ut their dialgues fr the class. The ther students can listen carefully and give cmments r suggestins.
设计意图：通过创设真实的购物情境，让学生运用所学的单词和句型进行对话练习，提高学生的语言运用能力和交际能力。引导学生在实际情境中思考如何表达自己的需求和对食物数量的要求，培养学生的语言组织能力和应变能力。让学生在课堂上展示对话，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. Grup activity: Picnic Planning
Divide the students int grups f five r six. Tell them that they are ging t plan a picnic and need t decide what fds t bring and hw many f each. Each grup is given a piece f paper and a pen t write dwn their plans.
They can use the wrds and sentence patterns learned in this lessn t discuss and make their decisins. Fr example: “We shuld bring sme eggs. Hw many eggs d we need? Let's have six eggs.” “D we want juice? Yes, we can take three bttles f juice.” “I think we need five ice creams. D yu agree?”
After they finish their plans, each grup presents their picnic plan t the class. They can say smething like: “Fr ur picnic, we are ging t bring six eggs, three bttles f juice, and five ice creams. We als want t take sme bread and cakes...” The ther grups can ask questins r give suggestins.
设计意图：通过小组活动，让学生综合运用所学知识，培养学生的团队合作能力和实际解决问题的能力。在野餐计划的制定过程中，学生需要运用关于食物和数量的词汇和句型进行交流和协商，这不仅可以加深学生对知识的理解和掌握，还可以提高学生的语言运用能力和沟通能力。同时，展示小组计划可以让学生分享彼此的想法和创意，促进学生之间的交流和学习。
（五）Summary
1. Review the wrds and sentences
T: Tday we have learned sme new wrds abut fd and hw t ask abut the number f fds. What are the new wrds? Let's review tgether.
Shw the pictures f the new wrds “egg”, “ice cream” n the multimedia ne by ne and ask the students t say the wrds alud. Then review the plural frm f “egg” and ask the students t remember hw t use it crrectly.
Review the sentence pattern “Hw many...” and ask the students t make sme sentences with it using the fd wrds. Fr example:
T: Hw can we use “Hw many” t ask abut the number f eggs?
Ss: Hw many eggs d yu have? / Hw many eggs d we need? etc.
Als review the respnses “Yes, please.” and “N, thank yu.” and ask the students t give sme examples f when t use them.
Summarize the key pints f this lessn with the students, emphasizing the imprtance f using the crrect wrds and sentences t express the number f fds and respnd apprpriately in different situatins.
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。引导学生回顾单词的形式和用法，以及句型的结构和应用场景，培养学生的总结归纳能力和语言运用意识。让学生明确在不同情境下如何正确运用所学知识进行交流，提高语言表达的准确性和得体性。
2. Cultural Extensin
T: In different cuntries, peple may have different ways f expressing the number f fds and different eating habits. Fr example, in sme Western cuntries, it's cmmn t have eggs fr breakfast, and they may ask fr “Hw many eggs wuld yu like?” when rdering in a restaurant. In China, we als have many delicius egg dishes, but the way we ask abut the quantity might be a little different smetimes. D yu knw any ther differences in fd culture between different places?
Encurage the students t share their knwledge r guesses. Then briefly intrduce sme ther cultural differences related t fd quantity and eating custms, such as the prtin sizes in different cuntries r the way peple celebrate festivals with special fds.
Emphasize the imprtance f understanding and respecting different cultural traditins and hw learning English can help us cmmunicate and learn abut different cultures better.
设计意图：在教学过程中渗透文化意识的培养，拓展学生的国际视野，让学生了解不同国家在食物数量表达和饮食文化方面的差异。通过提问和讨论，激发学生的学习兴趣和探索欲望，培养学生的跨文化交际意识和能力。引导学生认识到语言学习不仅仅是学习词汇和语法，更是了解不同文化的窗口，增强学生对文化多样性的尊重和理解。
（六）Hmewrk
1. Listen t the recrding f the new wrds and sentences fr at least five times and repeat them alud t yur parents.
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，增强学生的学习成就感和自信心，促进家庭与学校的教育合作。
2. Make a shpping list fr yur family's next meal r a small party. Write dwn the fds yu want t buy and the number f each item using the English wrds and sentence patterns we learned tday. Yu can als decrate yur shpping list with sme pictures r drawings.
设计意图：让学生将所学知识运用到实际生活中，培养学生的生活实践能力和语言运用能力。通过制作购物清单，学生需要思考家庭用餐或聚会的需求，并运用英语表达食物的种类和数量，这有助于加深学生对知识的理解和记忆，提高学生的学习兴趣和积极性。同时，装饰购物清单可以培养学生的创造力。