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1、Unit 9 Hot soup!
一、指導思想：
基礎教育階段英語課程的總體目標是培養(yǎng)學生的綜合語言運用能力。
在設計本課時，教師遵循的教學原則是：活動力求以學生為主體，面向全體學生，以話題為線索，以活動為中心，并借助靈活多樣的教學形式，使學生對教學過程產生直接興趣，從而加深印象，提高學習效率。本節(jié)課還通過聽、說、讀等多種形式引導學生學習語言知識，感悟語言功能，在教學中關注學生的情感態(tài)度、學習策略等多方面的發(fā)展。
二、教學背景：
（一）教學內容分析：
3B Unit 9 第二課時的核心內容是運用所學的詞匯對食物的主要特征進行簡單的描述。對于與本課內容相關的食物的單詞，學生在本冊的第
2、七單元已經學習過，并不陌生。而對于本單元出現的句型Is it...學生在二年級Unit 7也已經學過，具有一定的語言基礎?？梢哉f，本課是以前知識的延伸。本課的新知識點在于hotcoldfreshsweetsour五個形容詞的進一步學習，而hot/cold在課文中也學習過了。
（二）學生情況分析：
本課的教學對象三（1）的學生，針對本課他們具有以下特點：
1. 從知識儲備來看：學生對水果類單詞及常見食物類單詞掌握熟練，能初步運用句型Is it…?；
2. 從話題興趣來看：水果、食物接近學生實際，學生很感興趣；
3. 從學習態(tài)度來看：學生沉穩(wěn)而自信，善于表達自己的觀點，學習英語的熱情高。
3、
三、教學準備：
教學課件、PPT、實物卡片。
四、教學目標：
（一）知識技能目標：
1. 能聽說、認讀Words to Learn中的短語；
2. 能獨立完成Listen to This中的小題；
3. 能聽說、認讀句型：I want… Is it…? Yes, it is.No, it isn't.
（二）能力目標：
能夠在游戲中及提供的做客、買東西的情景中，運用所學的形容詞對水果、食物的主要特征進行描述。
（三）情感目標：
形成多吃新鮮水果有益健康的意識。
五、教學重點：
sweet，sour，fresh 三個詞以及含有這三個詞的短語的聽說、認讀及運用。
六、
4、教學難點:
體會識別some 和a的用法，在提供的情景中正確運用所學的形容詞以及句型。
七、教學過程:
教學階段
教師活動
學生活動
Step 1
Warming-up
Ⅰ Warm-up
? 出示圖片： “What′s this?” Elicit, “It is a hamburger.” Now say, “Is this a hamburger?” Elicit, “Yes, it is.” Say, “Is this an orange?” Elicit, “No, it isn′t.”
? Repeat the procedure using the
5、other flashcard.
? Hold up the soup flashcard. Ask, “Is this soup hot?” Elicit, “Yes, it is.” Now ask., “Is this soup cold?” Elicit, “No, it isn′t.”
Repeat the procedure for ice cream, rice, milk, etc.
設計意圖：用本單元的教學卡片復習上一課學過的句型結構和詞匯。
Step 2
Presentation
1.?????? Set the scene
What is your favo
6、rite food?
What is your favorite drink?
Repeat the procedure for the other flashcard.
設計意圖：通過學生的自身感受來引出、學習詞匯，使學生易于接受。
2.?????? Model the dialog
Ask the children to imagine that they want a drink on a very hot day. Ask, “How do you feel?” Explain to the children that in English we use the word t
7、hirsty. Say, “I am thirsty.”
設計意圖：讓學生們想象各種情景，通過情景創(chuàng)設來學習詞匯，便于學生理解
Have the children repeat.
Now ask the children how they feel when they have missed lunch. Introduce the word hungry. Repeat the procedure used to present thirsty.
Hold up the soup flashcard. Review the word cold, hot. Ask, “Is this
8、soup hot?” Elicit, “Yes, it is.” Now ask, “Is this soup cold?” Elicit, “No, it isn′t.” Repeat the procedure using the flashcards.
設計意圖：把反義詞成對復習，加深學生的印象。
3. Story
? Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen.
? Play th
9、e tape again, pausing at each picture. Have the children repeat the words each time.
設計意圖：呈現原音，讓學生跟讀，糾正錯誤的發(fā)音。
Step 4
Practice
1.?????? Talk about the story
Picture 1: What are Mocky and Bobby Bear doing?
Picture 2/3: What is Ann holding? (jug)
?What do you think is inside? (milk)
Picture 4/5
10、: What is Ken holding? (bowl)
What do you think is inside the bowl?(soup)
Picture?6/7/8: What is happening?
Picture 9: What is Ann doing?
Picture 10: What do you think Mocky is saying now?
設計意圖：根據回答問題的情況檢測學生的理解、掌握程度。
2.?????? Trace, match and copy
Have the children open their books at page 31
11、. Show your copy of the page. Draw the children′s attention to the first picture. Ask them what Mocky is holding. Elicit, “A cup.”
? Read the words in the speech bubble to the class. Have them repeat the words after you. Ask which word is missing. Elicit, “Small.”
Have the children trace the word
12、and then copy it to complete the sentence in the speech bubble.
Repeat the procedure for the other pictures and words.
設計意圖：通過描寫、連線、抄寫的練習鞏固學生對詞匯的掌握，對句型的理解，加深印象。
Step 6 Homework
Read the text, Review the words.
板書設計
Unit9 Hot soup
Some cold water??? a sweet orange???? a sour lemon
Some? fresh fruit?? some fresh vegetables???? a cold ice cream?? some hot noodles? some cold milk? some hot soup
教學反思
2022春四年級英語下冊 Unit 9《Hot soup》教案 北師大版
