Unit9Hotsoup!教学设计新部编版1.doc
北师大版四年级下册英语unit9 hot soup 优秀教案.doc
北师大版四年级下册英语Unit9 Hot soup优秀教案北师大版四年级下册英语Unit9Hotsoup优秀教案Unit9Hotsoup一、教学目标1・知识与技能：1）理解故事内容，初步学习朗读故事。
2）学习"Doyoulie…？” "whatdoyoulie?” 句型，并理解其在日常生活中的意义。
2 •过程与方法:1）观察故事插图，听故事录音理解故事内容。
2）能够在理解的基础上尝试以小组的形式表演全部或部分故事内容。
3 ）能够在情景交流中正确运用：I' thirst/hungry. Havesoewater/fruit. Isitfresh ? yes,itis./No,itisn' t.3.情感态度与价值观：通过主人翁心急而被热汤烫到的故事教育学生做事要耐心、不莽撞，培养学生良好的进餐习惯.二、教学重难点：重点：1.理解故事内容，初步学习朗读故事。
2. 学习表达饥渴的单词：hungry,thirsty,cold,hot,sweet,sour,fresh.难点：1.能够运用主要单词、句型进行交际，表达自己的需要。
2.培养学生学习英语的兴趣。
三、教学用具配套资源，课件，图片、教学过程SteplWaring-up1.演一演，说一说：Achant-一yfavor it efood2.Freetal：Doyoulie・・?Doesshe/helie・・?Whatfood/fruit /vegetablesdoyoulie?(目标：通过说chant,既复习了关于food 的单词和句型，又活跃了课堂气氛。
)Step2Freetalsetasense：Today,Idon ' thaveybreafast,now,I ，veryhungry,(pointtoapictureaboutrestaurant)as,whereisit?Let‘ sgototherestautant,wha/tdol1ie?canyouase?Assoequestionstoteachertouse, "Doyoulie…？”1.guess2.d rawabigjug,whasthis?(It' sajug)Guess：what/ sinit?” (soup)设计意图：通过创设情景，引导学生用前一单元学习的旧句型橡胶是提问，引出新单词，favoriteSoup, jug等.Step3Prese nta/tion1、Leadin：presenttitle--Unit9Hotsoup（板书）Doyouliedrins, children?Ihavesoedrins, doyouwan ttot ry? 一生上前尝杯中饮料，并用表情表达出其味道，其他学生观察。
三年级英语 3B Unit9 Hot soup(1)教案 北师大版
在情景中理解I’m hungry .
1）、由TPR活动，创设情景T作口渴状引出I’m thirsty。
2）、T范读（语速慢清晰）
3）、游戏巩固
T通过手势引导学生做大小声游戏
4）、T评价并引导新语言点
Have some…
5）、T示范
I’m thirsty .
设
计
理
念
1、围绕“话题”进行教学。本课话题为谈论食物特征（语法），利用话题创设真实语境，增强学生在语境中的语用能力。
2、 本课时设计力图打破传统的“单词句子课文”的教学流程，体现“整体呈现，分步技能训练”最新教学理念。让学生先整体感知，激发学习热情，产生学习需求和动力，再进一步巩固学习。
教Байду номын сангаас
学
目
标
情感
小组交流
个别展示
T通过图片、肢体语言讲述故事梗概
T播放多媒体动画要求学生仔细观察认真聆听
T巡视
T放录音
T用多媒体出示问题让学生带着问题读并小组讨论
T示范
借助图片、肢体语言、多媒体的动画效果等吸引学生注意力，通过不同形式的读，帮助学生初步理解故事内容，并通过自我练习、小组讨论、简述图片内容检验学生的理解程度
2）、学生间的相互问好和自由交谈
学生仔细听口令，一边说一边做动作
教师热情地和学生打招呼，与学生问候
T：Good morning, boys and girls How are you? Nice to meet you
教师发令：
Jump —— Stop
Run —— Stop
I can run .
Stop
北师大版三年级英语下册Unit9 Hot soup! 教案
北师大版三年级英语下册Unit9 Hot soup! 教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如工作总结、工作计划、实习报告、自我鉴定、幼儿教案、小学教案、初中教案、高中教案、教学设计、其他范文等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!And, this store provides various types of practical materials for everyone, such as work summaries, work plans, internship reports,self-evaluation, early childhood lesson plans, primary school lesson plans, junior high school lesson plans, high school lesson plans, teaching designs, other sample articles, and so on. If you want to learn about different data formats and writing methods, please pay attention!北师大版三年级英语下册Unit9 Hot soup! 教案内容（课题）Grade3 Unit9 Hot soup! 第1课时教学目标知识、技能1、Can say the words fro this unit.2、Can ask and answer the questions.3、Can understand the story.过程、方法1、 War-up2、 Presentation3、 Playing a gae4、 Extending listening情感、态度、价值观通过让学生反思故事中ocky由于心急被热汤烫到的情节，培养他们良好的进餐习惯。
四年级下册英语教案-Unit 9 Hot Soup Lesson1 I'm thirsty
(6)学习单词hungry.I’m hungry. I want some _____.
（设计意图：通过各种形式的操练，和chant的巩固，以及自由选择自己想要的食物,将本课重点句型“I want some _____.”进行练习巩固，引导学生在实际生活中运用句型。学习单词hungry，帮助对picture6的理解）
(设计意图：简单亲切的问候，拉近了师生间的情感距离，复习第7单元的单词和句型，并练习新课中的picture3的句型，为学习新知做铺垫)
Step2：Presentation（呈现新知）
1、Listen the story
(设计意图：初步感知，为进一步理解课文做铺垫)
2、创设情境导入picture1: Listen carefully and repeat.
能力目标：（1）通过学习活动，提高学生听读能力。（2）发展学生的观察能力和合作能力，培养学生的竞争意识。
情感、态度、价值观目标：
（1）培养学生爱学习、善思考、乐合作的意识，培养学生浓厚而持久的英语学习兴趣。（2）渗透德育教育，培养健康饮食的的意识。
4．教学重点、难点分析
教学重点：能认读单词：cola, iced tea, juice, water, milk等。运用“Do you have any _____?”\“I want some ______.”询问别人是否有某物。
7.板书设计：Unit9 Hotsoup
lesson1 I’m thirsty
water
cola
juice
milk
iced tea
I want some ______.
四年级英语下册Unit9HotSoup教案【DOC范文整理】
四年级英语下册Unit9HotSoup教案Unit8HotSoup单元教学目标技能目标能询问别人是否有某物，说明自己有什么；能表达自己对食物的喜好；能说明食物或物品的特征；能结合插图和录音理解故事内容；能朗读故事。
知识目标语音能区别辅音字母f和v在单词中的发音。
词汇话题词汇：能指认、说出：soup，ater，il，cola，tea，juice等饮料名称；能运用：hot，healthy，fresh，cold 等形容词描述食物。
情景词汇：能够在语境中理解ant，any,idea,favorite,trythis,ait,Ifeelbetter,tired,thi rsty等词汇。
句型能够运用“Doyouhave....？”询问别人是否有某物；能用“Bobbylies…/Bobbydoesn’tlie….”说明他人对食物的喜好；能用“hat’syourfavorite…?yfavorite…is….”询问别人、说明自己喜好的物品。
情感、策略、文化意识目标能通过故事中对饮料的讨论，培养健康饮食的意识。
能通过故事中ocy由于心急喝汤被烫到的情节，培养良好的进餐习惯。
课时教学目标能读懂故事主要内容，利用插图理清故事情节；能模仿人物对话，正确朗读故事；能借助图片正确指认饮料名称；能在情境中询问或说明是否有某物；培养健康饮食的意识。
教学重点结合插图理解并正确朗读故事；运用“Doyouhave....？”询问别人是否有某物。
教学难点理解“Doyouhave....？Iantsoe….”的意义。
教具准备配套教学光盘，自制，教学卡片。
教学过程GetRead准备几张表示天气热的图片。
逐一出示图片，询问学生“Hodoeshe/shefeel?”引出单词hot。
引导学生思考“hatdotheyant?”,引导学生用Theyant…回答，也可以用中文，师呈现相应的饮料图片。
ListenandRead导入故事呈现故事幅插图，让学生观察插图的场景是哪里、有哪些人物。
北师大英语四下Unit 9 Hot soup Lesson 1 教案 (上课自用)
Unit 9 Hot soup Lesson 1 教案一、教学目标：1．读懂故事主要内容，利用插图理清故事主情节；2．模仿人物对话正确朗读故事；3．在图片的帮助下正确指认饮料名称；4．在情景中询问是否有什么饮料；5．培养健康饮食的习与意识。
二、教学重点难点重点：1．借助图理解并朗读故事；2．运用“ Do you have…－？”询问对方是否有某种饮料。
难点：创设适当的情景，使用“ Do you have…？／I want some…”询间别人有什么并说明自已的意愿。
三、教学过程1. Warm up准备几张表示天气热的图片，逐一出示创设语境，使用图片，问学生“ Is it hot”引出单词hot，让学生说一说在这种天气里，他们会想吃什么、唱什么。
T: I want some water. What do you want?用PPT呈现学过的食物图片，学生说名称。
T: Look at the pictures. What are they?2. Listen and Read.呈现第一幅图，请学生观察插图展现的观察图片，场景是哪里、有哪些人物。
T: Who can you see in the picture? Where are they?引导学生观察图中的人物，动作和表情，让学生猜一猜他们想喝什么、带了什么饮料。
3. 播放第一幅图的录音，让学生说一说Bobby想什么，喜欢什么，并让学生预测，他们是否带了这种饮料。
T：What does Bobby want？Do they have the drink?4. 完整播放故事动画，学生观看动画，说一说Bobby喜什么饮料、最后了理解有关Bobby的内容。
T：What does Bobby like？What does Bobby drink at last?学生完整看连环画故事，说一说每个人都带了什么饮料，结合插图呈现词汇，结合插图理解，在呈现时可以让学生指认描图中的饮料。
北师大【一起】小学英语三下册《Unit 9 Hot soup》教案 (8)
Lesson 3PreparationYou will need:•flashcards for this Unit.1.Review•Divide the class into two teams. Put all the food and drink flashcards for this Unit face down on a table between the teams.•Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, "What ,s this?〞 Together, Team B must answer, "A (hamburger).〞 or "Some (milk).〞 Then the child in Team A should ask, "Is this (hamburger) (hot)?〞 The children in Team B should answer, "Yes, it is.〞 or "No, it isn ,t.〞•Have the teams change roles after every child in Team A has had a turn asking questions.•Points are scored for every correct question and answer.2.Talk togetherStudent Book page 30•Draw the children ,s attention to the top of the page. Show your copy of the page. Have the children look at the second picture. Ask, "What is Peter doing?〞 Elicit, "He is eating.〞 Ask, "What is he eating?〞Elicit, "A hamburger.〞•Now say, "He is eating a hamburger.〞 Have the children repeat the sentence after you.•Repeat the procedure for a lemon, French fries, and an ice cream. •Point to the speech bubbles in both pictures and read the words aloud. Have the children repeat the sentences after you.•Divide the class into two groups. One group is Wang Ling and the other is Peter. Have each group repeat their character ,s dialog.•Repeat the procedure substituting a lemon, French fries, and an ice cream for a hamburger.3.Listen and numberStudent Book page 30•Have the children open their books at page 30. Show your copy of the page. Point to the picture and ask the children to describe what they see.•Explain to the children that they will hear a sentence on the tape, and that they must match it to the correct picture.•Play the tape for the first sentence. Have the children point to the matching picture. Repeat for the other sentences.•Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture.•Have the children repeat the sentences in a class drill.4.Trace, match, and copyStudent Book page 31•Have the children open their books at page 31. 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 and then copy it to complete the sentence in the speech bubble.•Repeat the procedure for the other pictures and words.5.Set homeworkStudent Book page 31Tell the children to color the page of 31.。
北师大【一起】小学英语三下册《Unit 9 Hot soup》教案 (4)
Lesson 1PreparationYou will also need:•children ,s Opposites Master from Unit 8•flashcards for soup, hamburger, rice, water, milk from this Unit.1.Review•Have the children take out their Opposites Master. Use them in a quick class drill to review structures and vocabulary from Unit 8 (tall/short, big/small, young/old, good/bad, long/short).•Show your Opposites Master. Point to the first picture and elicit the correct sentence, "He is a tall boy.〞•Point to the picture again and ask, "Is he a short boy?〞 Elicit, "No, he isn ,t.〞 Ask, "Is he a tall boy?〞 Elicit, "Yes, he is.〞2.Set the scene•Ask the children about their favorite food. Then ask them about their favorite drink. Explain to the children that in English we use the word favorite. Write the word on the board. Read the word aloud and have the children repeat it after you.•Present the flashcards listed. Hold up the flashcard for hamburger. Say, "This is a hamburger.〞 Repeat the word hamburger. Have the children repeat the word after you.•Repeat the procedure for the other flashcards.•Draw a picture of a jug on the board. Say, "This is a jug.〞 Write the word next to the picture and read the word aloud. Have the children repeat the word after you.3.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 thirsty. Say, "I am thirsty.〞 Write the sentence on the board. Point to the words as you say them. Have the children repeat them after you.•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. Ask the children in their own language, "Is this soup hot or cold?〞 Elicit the answer, "It ,s hot.〞 Introduce the word hot. Repeat the procedure used to present thirsty.•Ask, "What is the opposite of hot?〞 Elicit cold. Present the English word cold as before.•Hold up the soup flashcard again. Ask, "Is this soup hot?〞 Elicit, "Yes, it is.〞 Now ask, "Is this soup cold?〞 Elicit, "No, itisn ,t.〞 Repeat the procedure using the flashcards for ice cream, rice, and water.4.Talk about the storyStudent Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures:Picture 1: "What are Mocky and Bobby Bear doing?〞Pictures 2/3: "What is Ann holding?〞(Elicit jug.)"What do you think is inside?〞(Elicit milk.)Pictures 4/5: "What is Ken holding?〞(Elicit bowl.)"What do you think is inside the bowl?〞(Elicit soup.)Pictures 6/7/8: "What is happening?〞Picture 9: "What is Ann doing?〞Picture 10: "What do you think Mocky is saying now?〞5.StoryStudent Book pages 26 and 27•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.6.Set homeworkAsk the children to look in the fridge at home and tell their families the English words they know for the food and drink。
四年级英语下册Unit 9 Hot Soup教案
四年级英语下册Unit 9 Hot Soup教案本资料为woRD文档，请点击下载地址下载全文下载地址www.5y Unit8HotSoup单元教学目标技能目标.能询问别人是否有某物，说明自己有什么；2.能表达自己对食物的喜好；3.能说明食物或物品的特征；4.能结合插图和录音理解故事内容；5.能朗读故事。
知识目标.语音能区别辅音字母f和v在单词中的发音。
2.词汇话题词汇：能指认、说出：soup，water，milk，cola，tea，juice等饮料名称；能运用：hot，healthy，fresh，cold等形容词描述食物。
情景词汇：能够在语境中理解want，any,idea,favorite,trythis,wait,Ifeelbetter,tired,th irsty等词汇。
3.句型能够运用“Doyouhave....？”询问别人是否有某物；能用“Bobbylikes…/Bobbydoesn’tlike….”说明他人对食物的喜好；能用“what’syourfavorite…?myfavorite…is….”询问别人、说明自己喜好的物品。
情感、策略、文化意识目标.能通过故事中对饮料的讨论，培养健康饮食的意识。
2.能通过故事中mocky由于心急喝汤被烫到的情节，培养良好的进餐习惯。
第一课时教学目标.能读懂故事主要内容，利用插图理清故事情节；2.能模仿人物对话，正确朗读故事；3.能借助图片正确指认饮料名称；4.能在情境中询问或说明是否有某物；5.培养健康饮食的意识。
教学重点.结合插图理解并正确朗读故事；2.运用“Doyouhave....？”询问别人是否有某物。
教学难点理解“Doyouhave....？Iwantsome….”的意义。
教具准备配套教学光盘，自制，教学卡片。
教学过程GetReady（1）准备几张表示天气热的图片。
逐一出示图片，询问学生“Howdoeshe/shefeel?”引出单词hot。
小学英语三年级下册《Unit 9 Hot soup》教案 (15)
Unit9 Hot soup（第一课时）教学目的：1听懂会说部分相关单词hungry, thirsty, want, favorite, cold, hot, milk, water, some，bowl2通过体验、参与活动让学生能用英语表述饥渴，并做出回应。
3 能在图片的帮助下读懂主题故事教学重点：1词汇：hungry、thirsty、favorite、hot cold want2结构：I'm hungry/thirsty...have a /some...3主题故事理解，培养学生模拟情景对话，自编对话的能力。
教学难点：1可数名词与不可数名词在句式中的运用。
2 新词较多。
教具准备：实物（玻璃杯、热水、汉堡包，牛奶，罐子，碗，纸，彩笔等）配套课件课时安排：第一课时教学过程：一口语练习1歌曲、歌谣2 自我介绍3自编对话内容二新课1.导入t: what do you like ?p: i like…把你喜欢的食物画在纸上，边画边说i like …2.I got up late this morning. so i didn’t have breakfast. i’m hungry .i want a hot dog .1)加动作学习单词hungry 出示句型i’m hungry. i want a hot dog . 学生大声朗读。
2)找一学生重复句型，并说出想要的食物。
老师从学生作品中或食物中找到所要东西，然后说have some 。
3)模拟真实情景练习a: i’m hungry. i want…b: have some…4)学习i’m thirsty. i want some milk\water .(方法同上)3.指一学生图片soup is my favorite food.出示句型卡片。
学习单词favorite 学生用所学新词说一句话。
…is\are my favorite food \drink\animal.4.1）自问自答。
Hot soup教学教案
Hot soup教学教案1、能在图片的帮助下读懂主题故事2、听懂会说局部相关单词hungry、thirsty、favorte、hot、cold3、通过体验、参与活动让学生能用英语表述饥渴，并做出回应。
构造：Im hungry/thirsty...Have a /some...主题故事理解，培养学生的模拟情景创作意识。
T；who s that?(头饰）P：Thats mockey.T:who is my good friend?P:gussT：At weekend , we are going to shopping ,we want to buy something for uncle booky. will you join us?T：what do you want? ken Ann (播放去商店的过程)What does Ann/ken say?P:repeatT：what do you want?P:I want a...(板书) a ...T：I want a hambuger I want some...Lets sing English song and go!(课件)P：sing a song<>(歌曲 food train )T:唱完:I m hungry. I like hot dog hambuger and apple.Apple is my favorite food. ( 板书) Apple is my favoritefood.T：where is Mocky?(播放课件)whats wrong with him?Are you thirsty?P：listen and repeat Yes ,I m thirsty .I wantsome ......T：I m thirsty .I want some milk.(喝奶,oh Its cold)I want some hot tea.what do you want?P：I want some hot /cold.......T：we are gong to Uncle Bookys home lets go!(课件)<>(带Booky头饰)Hello children.P：Hello Uncle BookyT:Wele to my home.what do you want ?Have some/a (给学生发实物)P:Have some...T：(介绍booby)播放what does booby say?T:逐图播放P:listen an repeat read togetherT：work in groups read the story or make a dealgueP：分角表演T：(课件音乐)Today is Anns birthday,what do they talk?P:编故事分角色读表演T:Oh Its twlve.lili and Tom What are you doing?.what are talking?P:配音分组表演T:Oh Its twlve,I m hungry ( 下课)。
小学英语三年级下册《Unit 9 Hot soup》教案 (13)
Unit 9 hot soup 第一课教学指导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 thirsty. Say, “I am thirsty.” Write the sentence on the board. Point to the words as you say them. Have the children repeat them after you.•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. Ask the children in their own language, “Is this soup hot or cold?” Elicit the answer, “It’s hot.” Introduce the word hot. Repeat the procedure used to present thirsty.•Ask, “What is the opposite of hot?” Elicit cold. Present the English word cold as before.•Hold up the soup flashcard again. Ask, “Is this soup hot?”Elicit, “Yes, it is.” Now ask, “Is this soup cold?” Elicit, “No, it isn’t.” Repeat the procedure using the flashcards for ice cream, rice, and water.4.Talk about the storyStudent Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures: Picture 1: “What are Mocky and Bobby Bear doing?”Pictures 2/3: “What is Ann holding?”(Elicit jug.)“What do you think is inside?”(Elicit milk.)Pictures 4/5: “What is Ken holding?”(Elicit bowl.)“What do you think is inside the bowl?”(Elicit soup.)Pictures 6/7/8: “What is happening?”Picture 9: “What is Ann doing?”Picture 10: “What do you think Mocky is saying now?”5.StoryStudent Book pages 26 and 27•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.6.Set homeworkAsk the children to look in the fridge at home and tell their families the English words they know for the food and drink.。
Unit9Hotsoup!教学设计新部编版1
精品教学教案设计| Excellent teaching plan教师学科教案[20 -20学年度第—学期]任教学科： __________________ 任教年级： __________________ 任教老师： __________________xx市实验学校精品教学教案设计| Excellent teaching planUnit 9 Hot soup!教学设计教学目标：知识技能目标：1. 能听说、认读Words to Learn 中的短语。
2. 能独立完成Listen to This 中的小题。
3.能听说、认读句型：I want …Is it …? Yes/ iNis.it isn . 't能力目标：能够在游戏中及提供的做客、买东西的情景中，运用所学的形容词对水果、食物的主要特征进行描述。
情感目标：形成多吃新鲜的水果有益健康的意识。
教学重难点：1.掌握sweet，sour，fresh 三个词以及含有这三个词的短语的听说、认读及运用。
2.体会识别some 和a 的用法，在提供的情景中正确运用所学的形容词以及句型。
教学过程：一、情景导入：1.T: Last class we have learned the story “Hot soup ”, yes?Ss: Yes.T: Now let ' s watch again. And you follow it, please.Ss: OK. 师生活动：教师播放故事课件，学生跟着故事内容说。
（设计意图：复习故事，由故事导入词汇的学习）2.教师出示故事图片2：T: Do you remember this picture? In the story, Mocky and Bobby are in Ann and Kens house. Ann gives Mocky and Bobby some ___________ .Ss: Milk.T: Yes, some cold milk.（设计意图：通过复现故事的这个小环节复习单词cold. ）3.教师出示故事图片5：T: Ken gives Mocky and Bobby some ________ .Ss: Soup / Hot soup.T: Yes, some hot soup.（设计意图：通过复现故事的这个小环节复习单词hot。
Unit 9 Hot soup第一课时教学设计1
1、学生试着自读课文
2、学生分角色跟读课文动画
3、小组内齐读课文
整体感知故事
教师根据动态情景图，逐步提问并帮助学生理解第一张图片的内容。
让学生练习表达自己渴了或饿了，表达自己想吃什么食物。
教师根据动态情景图，逐步提问并帮助学生理解第二到第七张图片的内容。
通过设计练习突破单词favorite的发音难点
引导学生理解图片10 T:Ann helped Mocky . Nowis Mocky OK? Let’ssee!引导学生读对话。
练习：Let’s help Mocky.
Have some ____ ?
It’s cold.
提问：Ann helped Mocky. Is Mocky OK now?让学生看图片十的内容并试读。
三、情感渗透、意识培养。
故事是儿童重要的精神食粮。本故事除了呈现新的语言工程，还包含了一定的教育意义。本节课故事呈现Mocky在喝汤时心太急被热汤烫着，教师设置让学生选择几种cold的东西为Mocky解困，表达学生团结友爱、互帮互助的精神，同时渗透良好的饮食习惯。在学习cola时，教师解释其意思并让学生大声读出来，引导学生体验感悟，拓展延伸教育学生不能买也不能喝碳酸饮料。对学生进行情感、态度、价值观教育。
教授favorite
出示图片提问：Is cola/ soup /milk good？
适时对学生进行食品平安及健康教育：cola是碳酸饮料，是不健康的饮料，孩子们是少喝或尽量不喝。
提问：Is that milk/soup cold/hot/fresh？并板书
出示比照图片，教授：fresh
出示食物图片，举例练习句型：Is that ___ cold/hot/fresh?
Hot soup教学设计.
Hot soup教学设计教育指导思想与理论依据：英语教学提倡创设真实的情景，提高英语交际能力。
要求学生参与语言实践，而语言交际活动总是在一定的情景中进行的。
学生只有在真实的语言环境或模拟情景中才能更好的理解、运用信息；身置此景，才能激发学生的表达欲望。
而利用多媒体将学生感兴趣的生活情景引进课堂，缩短了课堂与生活的距离，使学生回到真实的现实，帮助学生更好的理解语言含义的同时，给学生提供了语言交流的好机会。
如此这样，他们的求知欲被激发，在自我探究，自我寻找的教学方式和轻松的环境中，主动参与探索知识的过程，品尝学习的成功和乐趣，增强了自主学习的信心。
在整个教学中，主要想体现“教学活动化活动交际化交际创新化”这一理念。
新课导入自然、活泼，以旧引新，从易到难；操练、扩展、探究部分的充分发挥学生的自主运用语言的能力，运用多媒体搭建恰当的学习平台、提供适度的学习内容、创设较为真实的情景,设计学生感兴趣的、贴近生活的实践活动，让学生能活学活用，举一反三，综合运用语言。
教学背景分析：北师大版第四册Unit9 Hot Soup的话题是“food and drink”. 从教材角度看，本单元主要是学习关于渴了、饿了、想要什么及介绍自己喜爱的食物的表达方式。
考虑到本单元的内容贴近学生的生活和学习实际，与学生的实际生活息息相关，是学生所感兴趣的话题。
并且，在第七单元就已经学过近十种食物的词汇，了解了去饭店用餐的基本用语，有利于学生积极的运用学过的知识。
因此，我把第一课时的内容定为以故事教学为主，从故事教学入手，突破新词及功能句型。
根据学生的年龄特点和接受能力,仅仅学习好课本上的语言知识有些过于简单。
因此，教师在本课的最后环节安排了创编小短剧这一活动，目的在于为学生提供自主学习和互相交流的机会以及充分表现自我发展的空间，让学生在创设的较为真实的情境中，使用语言、运用语言，提高综合语言的运用能力。
本节课的主要媒体是电脑课件，教师自制课件，在导入新课时，运用课件创设情景，呈现了新单词hungry 、thirsty 和favorite ，让学生在生动画面的的提示下，理解、学习新单词。
北师大【一起】小学英语三下册《Unit 9 Hot soup》教案 (1)
Lesson 41.introduce /f/and /v/Student Book page 74 (Uncle Booky’s ABC)•Write the letters f and v on the board. Explain that you are going to say one word with the letter f in it (fish) and one word with the letter v in it (video). Ask the children to listen and watch as you model the /f/ and /v/ sound. Have them repeat the sound after you.•Turn to Uncle Booky’s ABC at the back of the Student Book and point to the /f/ and /v/ words. Say each word in turn and model the sound.2.Sounds and lettersStudent Book page 32•Draw the children’s attention to the pictures at the top of the page. Play the tape for the words fish and family. Have the children say the words aloud.•Then play the tape for the /v/ words and have the children say the words aloud.•Ask, “Do /f/ and /v/ sound the same?” If the children are unsure, play the tape again.3.Listen and writeStudent Book page 32•Direct the children’s attention to the middle part the page. Show your copy of the page. Point to the first row of words and pictures. Tell the children that one letter is missing in each word, and you want them to write out the missing letter.•Play the tape for the word fish. Have the children say it aloud. Ask, “Is it a f or v?” Elicit the correct answer.•Play the tape again. This time have children write out the letter f to complete the word.•Repeat the procedure for other words and pictures.4.Read with Uncle BookyStudent Book page 32•Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. •Play the tape for the first four words. Have the children point to each word that they hear in the tape.•Ask the children if they can find that the letter f in all the words has the same sound.•Tell the children to find out how to read the last two words.•Play the tape for the last two words and have children read with the tape. •Repeat the procedure for the second row of words.5.Model the structures•Hold up the flashcard for hamburger. Say, “I am eating a hamburger.”Point to the hamburger flashcard. Ask, “Is it hot?” Elicit, “Yes, it is.”•Pin up the relevant drillcards on the board to form the structures, “I am eating a hamburger.”, “Is it hot?”, and “Yes, it is.”•Point to each word as you read the structures aloud to the class. Have the children repeat the words after you.•Now ask a boy to come to the front of the class. Have him hold up the orange flashcard. Gesture towards the child. Say, “He is eating an orange.” Have the children repeat the sentence.•Ask the child, “Is it sour?” Elicit, “No, it isn’t.” Now ask, “Is it sweet?” Elicit, “Yes, it is.”•Change the drillcards to form the new structures. Read the questions and answers aloud to the class as you point to each word. Have the children repeat the words after you.•Ask a girl to come to the front of the class. Have her hold up the soup flashcard. Say, “She is eating some soup.” Repeat the procedure used for hamburger, but this time ask, “Is it hot/cold?” Elicit, “Yes, it is./No, it isn’t.”6.Uncle Booky’s blackboardStudent Book page 33•Have the children open their books at page 33. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class.•Have the children repeat the structures in a class drill. Use all possible combinations.7.Touch, ask, and answerStudent Book page 33•Draw the children’s attention to the pictures at the bottom of page 33. Show your copy of the page.•Point to the picture of Mocky and Ken. Point to Ken’s speech bubble. Read the words aloud to the children. Repeat for Mocky’s answer. Have the children repeat the question and answer.•Now point to the picture of the glass of water. Say, “Is that water hot?” Elicit, “No, it isn’t.”•Then ask, “Is that water cold?” Elicit, “Yes, it is.”•Have the children repeat both the questions and the answers. •Repeat the procedure for hamburger, lemon, milk, and rice.•Divide the class into two groups. One group is Mocky and the other group is Ken. Have the groups repeat the dialog in a class drill, using all the substitutions. Then have the groups change roles.。
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精品教学教案设计| Excellent teaching plan教师学科教案[ 20–20学年度第__学期]任教学科： _____________任教年级： _____________任教老师： _____________xx市实验学校育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计| Excellent teaching planUnit 9 Hot soup!教学设计教学目标：知识技能目标：1.能听说、认读 Words to Learn 中的短语。
2.能独立完成 Listen to This 中的小题。
3. 能听说、认读句型：I want Is it? Yes,/ itNo,is. it isn.’t能力目标：能够在游戏中及提供的做客、买东西的情景中，运用所学的形容词对水果、食物的主要特征进行描述。
情感目标：形成多吃新鲜的水果有益健康的意识。
教学重难点：1.掌握 sweet，sour， fresh 三个词以及含有这三个词的短语的听说、认读及运用。
2.体会识别 some 和 a 的用法，在提供的情景中正确运用所学的形容词以及句型。
教学过程：一、情景导入：1. T: Last class we have learned the story“ Hot soup” , yes?Ss: Yes.T: Now let’ s watch again. And you follow it, please.Ss: OK.师生活动：教师播放故事课件，学生跟着故事内容说。
（设计意图：复习故事，由故事导入词汇的学习）2. 教师出示故事图片2：T: Do you remember this picture? In the story, Mocky and Bobby are in Ann and Ken’ s house. Ann gives Mocky and Bobby some_______.Ss: Milk.T: Yes, some cold milk.育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计| Excellent teaching plan（设计意图：通过复现故事的这个小环节复习单词cold.）3.教师出示故事图片 5：T:Ken gives Mocky and Bobby some ____.Ss: Soup / Hot soup.T: Yes, some hot soup.（设计意图：通过复现故事的这个小环节复习单词hot。
）4.教师出示水果图片：T:Now Ken and Ann give them some__________.Ss: Fruit.T: Mocky is thinking: I want some fruit . It sweet’.师生活动：教师展示图片并读出上面的句子。
学生通过看图片体会、感知sweet 的含义。
之后教师出示词卡sweet并强调ee的发音。
学生跟读。
5. T: And Mocky is thinking: I don’ t want a lemon. It’ s sour.师生活动：教师出示图片并读出上面的句子，学生体会感知、体会sour 含义。
之后教师出示卡片 sour，强调 s 和 our 组成 sour 学生试读单词。
（设计意图：用图片呈现词义和读音，用词卡呈现词形，做到音、义、形的统一。
让学生整体学习记忆词汇。
）二、新知学习：1.T: Do you like fruit?Ss: Yes.T: What is it? What are these?Ss: It ’ s/ They. are.（设计意图：教师出示各种水果图片，并根据学生的回答贴到黑板上画好的水果盘里，目的复习水果类单词并扩大信息量。
）2. T: I like fruit, too. Now I want an apple. It( 板书 sweet’sweet.)It.’ s big. And it’ s red. Whatfruit do you want? Why?Ss: I want. It 学’生s随 (发言，表明自己的观点。
意)3. T: ( 拿出柠檬的图片)It’ s a lemon, yes? Is it sweet?板书(这句话。
)Ss: No, it isn板书’这t.句(话)T: It’ s .育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计| Excellent teaching planSs: Sour. (板书 sour 并把 lemon 贴到黑板上。
)T: It’ s a sour lemon.4. T:（出示两根香蕉，一根新鲜的，一根蔫的) What are these?Ss: They are bananas.T: Which one do you like? Which one do you want? Why ?Ss: The yellow one. / The big one. /The long one.新鲜的那个T: ( 拿着新鲜的一根香蕉)I like this one, too. Because it’ s yellow. It’ s long重读. And it’ s fresh fresh，让学生理解并引出新词fresh.)T:(拿出两个苹果，一个鲜的，一个蔫的 ) Which one do you want?( 拿蔫的问 )This one?（拿鲜的问） This one?Ss: (看着蔫苹果 )No. (看着新鲜的苹果)Yes.T:（拿着新鲜的苹果带学生说：）It’s big. It’ s red. It’ s sweet.在And水果it盘上方’板s书fresh.(fresh，并出示卡片fresh，让学生读。
)5. T: ( 指着板书上的水果盘)Look at the fruit, they are all fresh. We should say: I want some freshfruit. ( 教师板书I want some fresh fruit. )Ss: I want some fresh fruit.（设计意图：在情景中学习词汇，并能够学用结合。
适时渗透德育：在生活中多吃新鲜的水果有益健康。
）三、操练新知：1.T: Can you say some other sour or sweet fruit?Ss: The kiwifruit is sweet./ The2.T: Can you say some other sour or sweet food?Ss: Sour and hot soup./ Yogurt is sour./...(设计意图：拓展生活中的水果、食物哪些是酸的或甜的，发散学生的思维去联想身边的事物并应用。
)3. T: Now I have some delicious food, fruit and drink for you. Let’ s see what they are?（教师出示words to learn 部分，学生重复words to learn 中的内容。
）4. T: ( 电脑上出示Words to learn 完整的图片 )What do you want?Ss: I want some hot soup/ I want a cold ice cream./...5. T: Do you remember “a”?(电脑出示a)育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计| Excellent teaching planSs: a sour lemon/ a sweet orange/ a cold ice creamT: Do you remember “some”? (电脑出示 some)Ss: some6. 教师电脑出示Words to learn 图片，布置任务：根据 a 和 some 给短语分类。
学生完成任务后核对答案并朗读。
（设计意图：用探究、归类方法感知体会 a 和 some 的用法。
）7.处理 Listen to this.A. 预测图片T: Can you say something about the pictures?Ss: Some hot soup学生.(有的能说完整的句子，有的能说一些词组。
)B.完成听音标号的任务C.核对答案并描述图片T:Which picture is Number One? Can you tell me the sentence?Ss: Picture F is Number One. The milk is cold.四、巩固发展新知：1. Play a guessing game.师生活动：根据教师提供的形容词yellow/ big/ small/ cold/ hot/ sweet/ sour/ fresh等学生用Is it ?句型猜水果、蔬菜和饮料。
例如：S1: Is it sour?T:Yes, it is. S2:Is it yellow?T: Yes, it is.S3: Is it a lemon?T: Yes, it is..（设计意图：通过游戏情境让学生应用所学词汇和句型，促进知识的内化吸收。
）2.学生自主选择一幅图进行对话表演。
蓝色字体部分为学生的表达提供语言支持。
T: Where are they?T: Who are they?育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计| Excellent teaching planAt the zoo? At the restaurant?At the fruit shop?Ss: They are at the fruit shop.T: What are they talking about?Ss: They are Ann, Mocky andBobby.T:Where are they?Ss: They are at home.（设计意图：在提供的做客、买东西的情景中，运用所学的形容词对水果、食物的主要特征进行描述。
强调对语言的应用。
）五、 Homework:Draw some food and write:E.g. I like sweet watermelon.I don’ t like sour lemon.育人犹如春风化雨，授业不惜蜡炬成灰。