小学英语北师大版 (一年级起点)三年级下册Unit 9 Hot soup教案

这是一份小学英语北师大版 (一年级起点)三年级下册Unit 9 Hot soup教案，共6页。

教学目标：
知识目标：
1. 常用形容词ht, cld, big, small等的用法。
2. 简单描述事物特征的常用句型：The water/ milk is ht/ cld. The jug/ bwl is big/ small.
3. 表达饥渴，提出相应建议的句型：I’m hungry/ thirsty. Have sme …
能力目标：
1. 能用英语简单描述食物、餐具的特征。
2. 通过试读、分角色读、齐读、自读等多种方式培养学生的阅读能力。
情感目标：
通过谈论食物话题，提醒Mcky小心热汤，为烫着的Mcky提供帮助，培养学生良好的餐饮习惯和关心他人、帮助他人的良好品德。
教学重难点：
1. 形容词hungry, thirsty, ht, cld的词意及正确读音。
2. 故事中对话的朗读与理解。
3. 图1对饥渴I’m hungry, I’m thirsty.的表达，及图9对Have sme(milk).的表达。
教具准备：
图片、牛奶、果汁、热水、冰激凌、录音机、磁带、多媒体课件等。
教学过程：
Step 1 热身激趣
1. Greetings
T: Hell, bys and girls! Hw are yu? Nice t meet yu.
Ss: Hell, Mr. Yin. Nice t meet yu, t.
2. Let’s d
T: Let’s d the warming-up exercise.
Jump, please.
Run, please.
Eat a banana, please.
Drink, please.
Ss: Jump/ run/ eat/ drink（同时做出相应的动作）
（设计意图：jump/ run两个动作的使用为呈现情景I’m thirsty.作好准备；eat/ drink与食物话题紧密相连，通过TPR活动创设英语学习气氛，活跃课堂，拉近师生间距离。）
Step 2 情景引入
T: Sit dwn, please. Hw d yu feel? Well, I’m thirsty（声音沙哑，作口渴状）. I’m very thirsty. I want sme water.
T: Oh, there are sme water. But it’s ht. The water is ht. Hw abut this ne? Oh, it’s cld. I’m OK nw. Hw abut yu? Are yu thirsty?
Ss: I’m thirsty.（带动作）
T: Hw abut yu, XX?
S: I’m thirsty.
T: What d yu want? Water? juice? milk? I want…(教师引导学生用I want …表达自己的需求。)
S: I want sme water/ juice/ milk…
T: Have sme water/ juice/ milk…
T: Are yu OK nw?
Ss: Yes.
T: We are OK nw. Hw abut ur friends?
Picture 1
T: Lk! Wh is he?
Ss: He is Bbby.
T: Bbby is thirsty, t. What des he want?
Ss: He wants sme water.
T: Wh is he?
Ss: He is Mcky.
T: Mcky is nt thirsty. He is hungry. What des he want?
Ss: He wants sme sup.
T: What will happen next? D yu want t knw?
Ss: Yes.
T: Tday we’ll talk abut the stry---Ht Sup. 板书课题。
（设计意图：通过真实语境的创设，老师的表情、肢体语言和描述，让学生感知与食物话题相关的新的语言，为故事学习作准备。）
Step 3 故事学习
1. 师生同讲故事
Picture 2-5
T: What’s that in Ann’s hands?
Ss: It’s a …
T: It’s a jug. This is a jug.(呈现jug图片)What clr is the jug?
Ss: It’s white and green.
T: Guess! What’s in the jug?
S: There is sme water.
S: There is sme juice.
S: There is sme milk.
T: Lk! I have tw jug.(两个jug，一大一小进行比较)Is this jug big r small?
Ss: Big./It’s big.
T: Yes, the jug is big.
T: Lk! What’s that in Ken’s hands?
Ss: It’s a bwl.
T: Is the bwl big r small?
Ss: The bwl is small.
T: What’s in the bwl?
S: There is sme water.
S: There is sme milk.
S: There is sme sup.
（设计意图：通过学生的猜测活动，在自然交流中加深对新词汇jug和bwl的理解和对核心语言结构的感知，并在猜测中自然过渡到Picture6/7/8。）
Picture 6/ 7/ 8
T: Yes, there is sme sup in the bwl. Yum! Sup is Mcky’s favrite fd. He likes sup best. Is the sup ht r cld?
S: It’s ht/ cld.
T: Maybe it’s ht/ cld.
What des Ann say t Mcky?
S: Wait! / Dn’t drink!
T: Des Mcky listen t Ann?
Ss: N.
T: What des Mcky d? Des Mcky drink the sup?
Ss: Yes, he des.
T: Mcky likes sup very much. He drinks the sup s quickly. But wait! The sup is ht!
What des Mcky say?
Ss: Help! It’s ht! It’s ht!
T: What’s the matter with Mcky? Mcky hurts his …
Ss: Mcky hurts his tngue.
T: Pr Mcky! What can we d fr him? Can we help him?
S: Mcky, have sme milk/ juice/ water.
T: Gd idea! Thank yu fr yur help. Remember! Never have ht fd.
（设计意图：教师辅以适当的动作展现Mcky喝热汤的情景，以便学生理解故事，并适时引导学生对Mcky提供必要的帮助,从而实现情感、态度、价值观目标，培养学生乐于助人的品质。）
Picture 9
T: Yu are s kind. Lk! What is Ann ding?
Ss: Ann is giving Mcky sme milk.
T: Is the milk ht r cld?
Ss: Cld.
T: Yes, the milk is cld.
Picture 10
What d yu think Mcky is saying nw?
Ss: Thank yu./ I’m better nw.
2. 观看故事
T: Wuld yu like t watch the stry?
Ss: 学生不带任务，完整地欣赏故事。
T: Let’s watch the stry again. But there are sme exercises fr yu, Ture f False.
Ss:
The milk is cld.( T )
The bwl is big.( F )
The sup is ht.( T )
（设计意图：借助多媒体的动画效果吸引学生注意力，让学生整体感知故事。视听结合，使学生大脑的形象思维和抽象思维活动同时协调进行，进而实现英语语言的图像信息和语音信息的自然连结和相互转换，有利于培养小学生逐步用英语思维的习惯和能力。）
3. 跟读故事
T: Wuld yu like t listen t the stry? Nw, pen yur bks t page 26 and 27. Let’s read the stry after the tape recrder. Yu must pint at the sentences.
Ss: listen, pint, and repeat.
4. 试读故事
T: Nw can yu read the stry? Dn’t wrry. Just have a try. Maybe there are sme difficulties. Circle the new wrds. Learn the wrds in yur grups.(必要时，教师可用中文表述。)
Ss: Try t read the stry with partner. Learn the new wrds in their grups.
T: Des yur grup have any new wrds?
Ss: We dn’t knw …
5. 自读故事
T: D yu have any questins? But I have a questin: What is Mcky’s favrite fd?
Ss: 带着问题自读故事。
T: What is Mcky’s favrite fd?
Ss: Sup is Mcky’s favrite fd.
（设计意图：通过不同形式的读，帮助学生初步理解故事内容，并通过判断正误、回答问题等方式检验学生的理解程度。）
6. 故事配音
T: Well, yu did a very gd jb! Nw we are ging t play a game Dubbing Pictures. Wh’d like t be Mcky/ Bbby /Ken/ Ann?
Ss: 看课件配音。
（设计意图：教师用课件播放图片，但去掉课件中的声音，让学生为课件配音，以帮助学生记忆和内化所学故事，并进行初步的表达。）
7. 表演故事
T: Let’s try t act ut the stry.
Ss: rle play.
Step 4 小结反思
T: What have yu learnt frm the stry? Share yur ideas in yur grup.
Ss: Grup wrk.
S1: 我们学习了Ht sup这个故事。
S2: 我明白了一个道理：心急吃不了热豆腐。
S3: 我学到了新单词jug, bwl, favurte.
（设计意图：培养学生反思的学习习惯，关注学生知识的积累和情感、态度、价值观的发展。）
Step 5 家庭作业
T: Fr yur hmewrk, listen t the stry, yu can get ne star. Tell the stry t yur parents, tw stars. That’s all fr tday. Gdbye, bys and girls!
（设计意图：拓展英语学习的时空和渠道，鼓励学生在生活中用英语。）