设计理念：
本课内容选自人民教育出版社出版的PEP第3册第5单元,三年级的学生所掌握的语言知识不多,所以在本课的学习中,我把教学重点放在实用的句型上,既激发学生的兴趣又培养学生运用语言的能力.
教学内容: 1 单词：rice, fish, beef, soup, noodles, vegetable, juice, bread, milk, chicken, hot dog, hamburger.
2句子：Can I have some …., please?
Sure. Here you are
教学目标
（—）认知目标
1. 认读单词：rice, fish, beef, soup, noodles, vegetable, juice, bread, milk, chicken, hot dog, hamburger.
2. 认读句子：Can I have some …., please?
Sure. Here you are.
（二）能力目标
1.能将各种食物灵活运用于实际生活中。
2.能使用用餐时的基本用语：Can I have some …., please?
Sure. Here you are.
（三）情感目标
激发学生学习英语的兴趣，培养学习英语的积极态度，使学生乐于合作参与，勇于进行交际实际。
三、教学重点
1. 掌握食物单词
2. 理解并灵活运用句型Can I have some …., please?
Sure. Here you are.
四、教学难点
1. 部分单词rice, vegetable, bread的发音的准确性
2. 灵活运用句型
五、教学准备
1. CAI(录音机)
2. 食物（实物）及菜单一份
3. 小奖品（flags, stickers）
六、教学方法
TBL, CA, A-L A
七、教学过程
Step One: Warm up
1. Greetings
T: Good morning, boys and girls.
Ss: Good morning, Miss Tan.
T: Nice to meet you.
Ss: Nice to meet you, too.
2. Sing a song-Ice-cream
Ss sing with gestures.
Ss: Ice cream, ice cream, for you and me. Ice cream, ice cream, for you and me. Ice cream, ice cream, for you and me. Yummy, yummy, yummy.
（设计意图：用歌曲拉近和学生之间的距离，不仅可以激发学生的学习兴趣，使他们很快进入下一个环节，而且也可以自然的进入新课。）
Step Two: Presentation
1. T: Today, I’ll invite you to go to a restaurant.(CAI) Look, there are so many food. (Ss watch CAI)
(Show CAI—fish, noodles, juice, milk, chicken, hot dog, hamburger, vegetable, soup, bread, rice, beef)
T: What do you like?
Ss: I like hamburger, hot dog and beef.
T: Oh, I see.
Ask some Ss, give stickers to the Ss who can answer the questions.
（设计意图：用CAI在情景中复习单词，避免了枯燥，单调的复习，让学生学的有趣。）
2. T: What do you like, Song Jingyi?
S: I like vegetable and soup.
T: Oh, you like vegetable and soup. Do you know vegetable? Look!
Show CAI. Ss read after Song Jingyi then read after the teacher.
Ss read one by one.
3. Ask individual Ss to spell the word, give stickers according to other Ss evaluation.
S1: Vegetable, V-E-G-E-T-A-B-L-E, vegetable.
T: What about him? Good or great?
S1: Good!
T: OK, get a sticker for good.
（设计意图：在复习单词的过程中自然的引出新单词，学生在不知不觉中不仅复习了旧单词，也学习了新词。对学生的评价一改课堂上老师一个人评价的局面，让学生评价拼读的单词，把权利给学生充分放权。）
Step Three: Consolidation
1. Sow CAI again, Ss watch pictures and say them one by one.
2. Play a game—Read the words in low-loud voice. Then check.
3. Read the words.
（设计意图：用游戏复习所学单词，学生兴趣高，
把图画和单词分开练习让学生掌握单词的图画与拼写对应，复习效果也比较理想。）
Step Four: Presentation
1. T: I’m hungry, now. S1, can I have some…., please?
S1: Sure. Here you are.
(Help the Ss to answer.)
T: Thank you.
S1: You’re welcome.
Ask several Ss. Ss read after the teacher.
T: Look, I have some delicious food. Are you hungry now? Who want to eat? ( with a apron)
Ss: Me.
S2: Can I have some ….., please?
T: Sure. Here you are.
S2: Thank you.
T: You’re welcome.
Ask several Ss to say.
2. Read after the teacher and read after some top Ss.
（设计意图：师用形象的动作和神态,还有逼真的服装引出要教学的对话，不仅过渡自然，学生也会觉得有趣，自然而然想去模仿。练习时不仅让学生跟老师读，也让一些说的好的学生当小老师来带读，不仅可以激发学生的求知欲，也能给top students成就感。奖励学生的小帖画并不是由老师一人说了算，而是根据学生的评价，充分体现了让学生评价的思想。）
Step Five: Consolidation
1. Tt and Ss role play.
2. Boys and girls role play.
3. Read after the tape.
4. Ss practice one bye one, then check some Ss.
（设计意图： 巩固练习不是机械的跟磁带读，而是学生和老师，男生跟女生对话，这样把枯燥的机械性的练习变得生动了。）
Step Six: Acting
1. T: OK, next. Work in groups, make a dialogue. You can act in a restaurant, at home or picnic. Are you clear?
2. Ss prepare for the acting.
3. Act.
4. Sing a song(with “Twinkle Twinkle Little Star’s tune”)
T: Can I have some chicken, please? Can I have some chicken, please?
Sure, here you are. Sure, here you are.
Sure, here you are. Sure, here you are.
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