先鋒英語3B-Unit-9-Hot-soup教案

Unit 9 Hot soup一、 單元概述1. 單元是北師大版先鋒英語一年級的第三單元,本單元主要的語言現(xiàn)象是對食物特征進行詢問。2. 本課需要六課時。二、 教學目標1.知識與技能:1)語音：能夠準確朗讀字母f, v 在不同單詞中的發(fā)音。2)詞匯：學習表達饑渴的單詞：hungry, thirsty, cold, hot, sweet, sour, fresh。2.過程與方法：1) 能夠簡單描述事物和生活用品的特征。2）能表達饑渴和對食物的喜好。3）能夠在情景交流中正確運用本單元的主要功能結構：Im thirst/hungry. Have some water/fruit. Is it fresh？ Yes, it is./No ,it isnt.3）情感態(tài)度與價值觀：通過讓學生反思Mocky 由于心急而被熱湯燙到的情節(jié)，培養(yǎng)他良好的用餐習慣。三、教學重難點：1 、學習表達饑渴的單詞：hungry, thirsty, cold, hot , sweet, sour, fresh.2 能夠運用主要句型進行交際，表達自己的需要。3 掌握表達饑渴的常見單詞。五、學習者特征分析：經(jīng)過前幾單元的學習，學生基本對于用餐常用用語有一定的了解，能基本用對話表達自己對食物的喜好，對學習英語有一定的興趣，樂于用英語表達自己的觀點。六、本單元易出現(xiàn)的問題及策略：問題： 1不能區(qū)分字母f, v的區(qū)別。 2較長的單詞記憶困難。 3同學對在具體情景下句型的運用，存在一定困難。策略：多聽多練，讓學生在較為真實的情景中運用、體會現(xiàn)在進行時的用法。多聽多練，抓基礎，使學生在一點一滴中理解記憶。七、教學資源配套資源，錄音機，磁帶八教學過程教學主題：Unit 9 Hot soup授課課時第一課時教學目標:一、知識與技能:1.理解故事內容，初步學習朗讀故事。2學習”Do you like?” “what do you like?”句型， 并理解其在日常生活中的意義。二、過程與方法1、觀察故事插圖，聽故事錄音理解故事內容。2、能夠在理解的基礎上嘗試以小組的形式表演全部或部分故事內容。三、情感態(tài)度與價值觀： 通過主人翁心急而被熱湯燙到的故事教育學生做事要耐心、不莽撞,培養(yǎng)學生良好的進餐習慣。教學重點1.理解故事內容，初步學習朗讀故事。2培養(yǎng)學生學習英語的興趣。教學難點能在理解的基礎上朗讀故事，并嘗試表演故事。教學用具配套資源，課件，圖片，教 學 過 程教 學 階 段教 師 活 動學 生 活 動設 計 意 圖Step 1Warming-up1.演一演，說一說: A chant-My favorite food2.Free talk: Do you like.? Does she/he like.? What food/fruit/vegetables do you like? (目標：通過說chant,既復習了關于food 的單詞和句型，又活躍了課堂氣氛。)Step 2Free talkset a sense: Today ,I dont have my breakfast, now, Im very hungry,(point to a picture about restaurant)ask, where is it? Lets go to the restaurant, what do I like? Can you ask me? Ask some questions to teacher to use , “Do you like?”1. guess2. draw a big jug, whats this?( Its a jug) Guess: whats in it ?”（soup）設計意圖：通過創(chuàng)設情景，引導學生用前一單元學習的舊句型橡膠是提問，引出新單詞，favorite Soup, jug等.Step 3Presentation1、 Lead in: present title- Unit 9 Hot soup (板書)T：Do you like drinks, children? I have some drinks , do you want to try? 一生上前嘗杯中飲料，并用表情表達出其味道，其他學生觀察。（目標：由一生體驗，其他學生觀察、猜的形式引入新課，引起學生興趣。）T: Is it hot? /Is it sour? (師邊問邊做出酸的表情) S1: Yes. 呈現(xiàn)新單詞卡片sour，教學操練新單詞。（運用肢體、面部語言，其他新單詞相同。）（幻燈出示一瓶醋），教學新句型。T: Is it sour? Yes, it is. (板書) （幻燈出示一紅色蘋果），教學否定句。T: Is it sour? No, it isnt. (板書)T: What sour food do you like? Ss:I like sour（目標：通過讓學生介紹自己喜歡的酸的食物，操練新單詞及以前的句型，擴充信息量。）2、 T:I have another drink, who want to try? 另一生上前嘗試，并做出相應表情。T：Is it sour? No, it isnt. (如果因為此學生表情含蓄，其他學生猜不出，師可嘗后做出夸張點的表情)并說：oh, its sweet. （目標：繼續(xù)讓學生在猜的過程中提高興趣，并愿意參與其中的心情。）呈現(xiàn)單詞卡片，教學、操練sweet(板書)，（幻燈出示一只蜜蜂正在花中采蜜），T: Is it sour? Ss: No, it isnt. T: Is it sweet? Ss: Yes it is.T:你們想象一下，little bee 在采蜜時會說些什么呢？（目標：發(fā)揮學生想象力，并體會小蜜蜂在采蜜過程中的美好享受，體會小蜜蜂的辛勤勞動，從而更熱愛動物。）3、 T:I like sweet ice cream very much. What about you? (指任意兩個學生)(幻燈出示一個涼的冰淇淋)Its sweet and cold . 呈現(xiàn)單詞卡片，教學、操練cold(板書)(圖片展示)Do you like cold.?T: What cold food do you like? I like cold（目標：通過讓學生介紹自己喜歡的甜的食物，操練新單詞及以前的句型，擴充信息量。）4、 T: I like soup, but I dont like cold soup. (幻燈出示冒著熱氣的湯)I like hot soup.呈現(xiàn)單詞卡片,教學、操練hot(板書)T: What hot food do you like? I like hot(目標：通過讓學生介紹自己喜歡的熱的食物，操練新單詞及以前的句型，擴充信息量。)(幻燈出示熱的薯條和漢堡)，Do you like hot French fries and hamburgers?(目標：引出新單詞fresh.)5、T：如果food放置時間長了,可能會過期變質，所以我們一定要吃fresh的食物。呈現(xiàn)單詞卡片，教學、操練fresh.(幻燈展示新鮮的水)T: Is it fresh? Do you like fresh water?T: What fresh food/thing do you like? Ss :I like fresh fruit/vegetables.T：我們怎樣才能享受到新鮮、純凈的water、fruit.?（目標：滲透德育，保護環(huán)境，減少污染，熱愛大自然。）iTJJY/87Hd=e/L小學教案課件網(wǎng)Www.Jkedu.Net通過觀察主題了解故事發(fā)生的時間，地點人物，猜測可能會發(fā)生什么事。逐圖了解故事內容，體會故事情節(jié)及主要句型。整體上認識故事內容，和學生共同建構故事內容。Xc.?ni6,w y/(h小學教案課件網(wǎng)Www.Jkedu.Net:vxwZE#&Z?p9TSB+b!小學教案課件網(wǎng)Www.Jkedu.N朗讀故事，強調原聲錄音和學生的跟讀訓練。Step 4Practice 1、唱一唱、做一做:“Please follow me”師生用不同的聲調、表情、語速及動作表示hot/cold/sweet等詞。（目標：學生在唱一唱，做一做中復習、鞏固新單詞，并伸展手腳，調節(jié)較長時間的坐態(tài)和緊張的神經(jīng)，調節(jié)情緒。）2、猜一猜，說一說：看口型說單詞。師只做口型，不出聲，學生根據(jù)師口型判斷出單詞和詞組。（目標：因為本班楊晨同學是一名聽殘學生，可以說此活動是專門為他復習、鞏固而設計的，同時讓其他學生也體驗楊晨在學習過程中遇到的困難，體諒并更加關懷他）.3、檢測評價，反饋教學：聽音標號-P28 。學生根據(jù)錄音內容標號。師須將口型對著楊晨同學。（目標：照顧個體差異）4、Guessing game: What is it? 幻燈逐一出示謎底，每條謎底第一條提示由師閱讀，第二條及第三條提示自己閱讀。（目標：初步培養(yǎng)學生的閱讀能力，并將學生的興趣提到最高點。同時鞏固本堂課的句型：Is it.?）小組互相學習，提高學生的語言表達能力和表演能力。激發(fā)學生的興趣.Step 5 Homework Tell the story to your parents by yourself.板書設計Unit 9 Hot soupHungry thirsty jug favorite hot cold 教學主題：Unit9 Hot soup授課課時第二課時教學目標一、知識與技能:學習Words to learn 中出現(xiàn)的單詞和詞組，要求學生掌握。二、過程與方法：能夠運用所學單詞，表達自己對食物的喜好。三、情感態(tài)度與價值觀：讓學生在愉快的歌聲中體會學習的快樂，并加深對詞匯的記憶。教學重點.學習掌握Lets learn部分單詞詞組。教學難點掌握Lets learn部分單詞。教學用具教具：配套資源，錄音機，卡片。教 學 過 程教 學 階 段教 師 活 動學 生 活 動設 計 意 圖Step 1Warming-up Warm-up 出示圖片： “Whats this?” Elicit, “It is a hamburger.” Now say, “Is this a hamburger?” Elicit, “Yes, it is.” Say, “Is this an orange?” Elicit, “No, it isnt.” Repeat the procedure using the 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 isnt.”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 2Presentation1. Set the sceneWhat is your favorite 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 dialogAsk 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 thirsty. 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 soup hot?” Elicit, “Yes, it is.” Now ask, “Is this soup cold?” Elicit, “No, it isnt.” 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 the tape again, pausing at each picture. Have the children repeat the words each time.設計意圖：呈現(xiàn)原音，讓學生跟讀，糾正錯誤的發(fā)音。Step 4Practice 1. Talk about the storyPicture 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: 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(jù)回答問題的情況檢測學生的理解、掌握程度。2. Trace, match and copyHave the children open their books at page 31. Show your copy of the page. Draw the childrens 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 and then copy it to complete the sentence in the speech bubble. 新課標第一網(wǎng)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 soupSome 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 教學主題：Uni t9 hot soup授課課時第三課時教學目標知識與技能：通過Talk together 的學習，要求學生學會詢問別人對食物的喜好，和表達自己對食物的需求。過程與方法：綜合運用語言與別人交流。情感態(tài)度與價值觀：增加學生對中餐和西餐中不同事物的認識。教學重點學習Talk together 內容，并嘗試談論對話內容。教學難點朗讀對話，嘗試談論對話內容。教學用具教具：配套資源，錄音機，圖片，教 學 過 程教 學 階 段教 師 活 動學 生 活 動設 計 意 圖Step 1Warming-up Sing a songSing a song.設計意圖：激發(fā)學生的學習興趣。Step 2Preview1. Im thirsty, I want to drink something.2. Show some picture have the students ask, “ do you like?”Answer the questions.設計意圖：復習舊知，學習運用主要基本句型進行交際。Step 3PresentationActivity1: show the picture about this talk together.Questions: what do you know from this picture?Who are they? Where are they?What are they want to do ?Think : Who is Mocky thirsty? There are some drink in the kitchen, which one can drink?Activity2: have the children open their books read the dialogue and answer. Read this picture by themselvesListen to the dialog and point to each wordActivity3: play the tape. Have the students listen and repeat.Activety4:Draw a cap and a glass in the blackboardSay to the students. “Im thirsty, is that water colder?”“Do you like hot water?”Look and think and answer the questions.Read again Read after teacher and understand .設計意圖：學生觀察回答問題，提高學生觀察能力、想象能力和語言組織能力。通過自讀課文回答問題，培養(yǎng)學生閱讀能力。在聽和練的過程中，熟悉課文，學習朗讀。培養(yǎng)學生語言運用能力。Step 4Practice 1Read this dialogue in groups.2.Read it by yourself3.Listen and Number4.Trace, Match, and copy5.Set the home work Practice in groups.Read this dialogues.設計意圖：練習朗讀課文，完成課后練習。Step 6 Homework Read this dialogues and try to member it.板書設計Unit 9 hot soupIs that water cold? No, it isnt.I dont want 教學主題：Unit9 Hot soup授課課時第四課時教學目標：1. 知識與技能：1)學習字母f.v在單詞中的不同讀音。2)學習7個新的語音單詞。 2. 過程與方法：找出發(fā)音規(guī)律,提高學生的認讀能力。3. 情感態(tài)度與價值觀體會知識間的聯(lián)系，學習靈活應用知識。教學重點學生字母”f”和”v”在單詞中的不同讀音。教學難點找出單詞發(fā)音規(guī)律,提高學生的認讀能力。教學用具教具：錄音機，卡片。教 學 過 程教 學 階 段教 師 活 動學 生 活 動設 計 意 圖Step 1Warming-up1. Play the CAI , and let the students read the text with it .設計意圖：利用課件使學生復習課文和對話。并練習在具體的情境中使用恰當?shù)木渥印?. Play the dialogue in the Talk together , and let the students read after it 3. Try to say the sentences in roles .4. What do you like ? My favorite food is .Is that orange sweet ?Step 3Presentation1. Play the CAI , and ask the students :What is this ? Its a fish .What is this ? Its a family 新課標第一網(wǎng)What are these ? They are fruit .Who can tell me the regularity of the pronunciation ? 設計意圖：在學習語音的同時注意復習所學過的單詞的拼寫。(review the pronunciation of i and a . ).2. What is this ? Its a video. What is this ? Its a violin .What is this ? Its a vest .What is this ? Its a van .Now tell me , what does “v” pronounce here ? yes, / v /設計意圖：使學生在讀的過程中發(fā)現(xiàn)規(guī)律，并練習拼寫記憶單詞。Step 4Practice 1.Listen and write A . Try to fill in the blanks .B . Read them and try to think how to remember these words .C . Cross the word doesnt belong .2. Read with Uncle Booky .a. Try to read by the students themselves .b . Try to tell me what does the letter “f” and letter “v” pronounce .設計意圖：通過讓學生觀察說出規(guī)律，并使學生回憶自己學過的發(fā)同樣音的單詞使學生加深印象。3. Say some words that you know it is the same regulation with here .1 Read after one pointed student . 2 Try to recite the spelling of the words and write them down in pairs .3 Make some exercises and let your partner to do them . 4 Cross the word that doesnt belong .fish five fan van vest fan violin video van video vest five 5 Homework Read the words after your tapes .板書設計Fish family fruit violinUnit9 hot soupf-/ f / fruit family fishv-/ v / video vest van violin教學主題：Unit9 hot soup授課課時第五課時教學目標：知識與技能：1學習本單元歌曲韻文。2鞏固本單元舊知。過程與方法：訓練學生聽力，在故事中復習所學單詞。情感態(tài)度與價值觀：利用所學的知識在日常生活中靈活運用，并能與人合作的精神。 教學重點學習Lets chant內容熱，鞏固所學句型。教學難點靈活應用本單元重點句型。教學用具配套資源教 學 過 程教 學 階 段教 師 活 動學 生 活 動設 計 意 圖Step 1Warming-upSing a song.設計意圖：以歌激趣,激發(fā)熱情。Step 2Preview1Show some pictures about food ,ask some questions: what do you want?Is it hot? Is it sweet? And so on.1. Read the uncle books blackboard.2. Read the talk together.設計意圖：復習本單元句型，培養(yǎng)英語交際能力。Step 3Presentation1 Tell the children we will to learn a new chant.2 Play the tape ,have the children listen and answer, “ what did you hear from this chant?”3 Have the children open their books and resd the words.4 Try to say this chant.5 Say the chant in the groups.設計意圖：利用游戲激發(fā)興趣鞏固舊知。學習韻文，聯(lián)系吟唱。Step 4Practice 1 Read and check2 Touch ask and answer.設計意圖：鞏固練習。5 Homework Practice say the chant.板書設計What do you like?Is it sweet?Is it hot?教學主題：Unit9 Hot soup授課課時第六課時教學目標：1.知識與技能：1、學習story故事內容，理解的基礎上嘗試表演。 2完成自我評價內容。2.過程與方法：培養(yǎng)學生閱讀理解能力。3.情感態(tài)度與價值觀：通過小組活動,培養(yǎng)學生小組合作精神。教學重點理解故事內容。教學難點難點是學生發(fā)音的準確性，和應用語言進行交際的能力培養(yǎng)教學用具教具：錄音機，卡片。教 學 過 程教 學 階 段教 師 活 動學 生 活 動設 計 意 圖Step 1Warming-up1. Say the chant with the CAI.2.Rewrite a chant according to your thoughts : I am hungry , so I want to eat . .Some food hot , yes some food hot .How about noodles ?Noodles hot , Noodles hot , very hot .I am thirsty , so I want to drink . Something sweet , yes something sweet .How about juice ?Juice is sweet , Juice is sweet , very sweet .設計意圖：通過改寫歌謠使學生運用所學單詞描述自己喜歡的食物。3. Whats your favorite food ? Do you like orange ?