Unit 9 Hot soup教学设计

Unit 9 Hot soup教学设计
教学目标
1. 能正确理解、朗读Talk together部分的对话，在情景中灵活运用句型“I’m thirty. Have some water. Is it hot Yes, it is. No, it isn’t”表达自己的需求。
2. 能正确理解并使用形容词sour, sweet, cold, hot, big, small。
3. 能够在情景交流中正确运用本单元的主要结构:
4围绕本课内容，引导学生合理饮食，保持健康。
学情分析
本次授课的对象是北京景泰小学三年级1班的同学，他们思想活跃，对英语学习兴趣浓厚，基础扎实，具有较强的英语听、说能力。在二年级的英语教学中学生已经学习了一些有关食物的英文单词；同时在本册书的第七单元中接触了What do you want to eat Do you like../I like../ I don’t like…句型和食物的表达。本单元前两课时接触了I want...Is that.. 本课时将继续深入学习并加以练习，通过多种形式的教学，使学生掌握和运用该功能句的表达法。
重点难点
教学重点：
能够在情景交流中正确运用本单元的主要结构:I’m thirty. Have some water. Is it hot Yes, it is. No, it isn’t.
教学难点：
提高运用知识、解决问题的能力，发展与提高语言综合实践的能力。
教学过程
【导入】一、Warning　up
1. Brain storming:
T: What place is it
S: It is a kitchen.
T: There is a lot of food in the kitchen. Can you say them quickly
S: Cold ice cream, sweat oranges, hot soup, sour lemon, fresh vegetables…
设计意图：
教师带领学生走进厨房，发现里面有很多食物，于是要求学生伴随着钟表的滴答滴答的声音，快速捕捉图片，用英语说出食物的名称，既复习了第二课时所学习的有关食物和形容词，又迅速进入学习英语的状态。
2. Play a game:
T：What is this
S: It’s a food train.
T: There are some food in the food train. What drink do you like What drink do you dislike
S: I like cold milk. I dislike hot soup.
T: What fruit do you like What food do you dislike
S: I like cold watermelons. I dislike sour lemons. Because I don’t like sour fruit.
T: What food do you like
S: I like hot dogs. They are delicious.
T: I don’t like hot dogs. Last year I had a lot of hamburgers and dogs. Now I am so much fatter than before. So fast food is unhealthy. I like vegetables, but I don’t like hot dogs. Let’s play a game, please make a sentence with my last words.
设计意图：
教师和学生用英语谈论自己喜欢和不喜欢的食物，充分练习了孩子们的口头表达能力，
教师又能及时指出吃一些快餐是不好的，要吃一些健康的食物，引导学生合理饮食。
S1: I like hot dogs but I don’t like sour lemons.
S2: I don’t like sour lemons but I like sweat apples
S3: I like sweat apples but I don’t like hot soup…
设计意图：
开火车游戏不仅复习了旧知，增加了学生们开口说英语的机会，对程度较低的学生来说，说一说他们较熟悉的句子，可以提高他们的自信心。这个活动，由老师先说，第一个同学接着老师最后一个词组进行表达，第二个同学接着第一个同学的最后一个词组再说出自己的喜好，这样，就会使每一个学生都能集中注意力。
【讲授】二、Presentation
1.T: Who’s that in the kitchen Is he hot Is he thirsty Look at the picture and answer the question: Is there anything to drink for Ken
S1:There is some juice.
S2: There is some tea in the kitchen.
S3: There is some cola in the kitchen.
T：If you are Ken , what do you want
设计意图：
教师把书上的原图进行了修改,加上了一些学生已经学过食物的图片,如：hot tea, cold cola, milk and coffee, 然后让孩子们仔细观察图片,问Ken怎么了,他很热很渴吗 那么厨房里有什么喝的给Ken吗？如果你是Ken，你想喝些什么？这么做的目的是有意识地帮助学生了解对话背景和目的,培养学生观察图片的能力，提高了学生发散思维，还锻炼了他们的口语表达能力。
2. Listen to the recording and answer the questions: What does Ken want
3. Have the students read after the recording.
4. Have boys read A. Girls read B.
5. Work in pairs and then act out.
设计意图：
引导学生带着任务整体输入对话，帮助学生了解对话内容，培养听力技巧。最后让学生通过模仿书中人物的对话，教师板书句型，为后面运用做铺垫。教师播放录音，学生跟读模仿进一步熟悉文本，培养他们正确的语音、语调和良好的英语语感。角色扮演不仅能够帮助学生在模拟的情景中学习和运用语言，而且还锻炼了他们的表演能力。
【活动】三、Practice
Make a dialogue:
T: Boys and girls, look ! There are some drinks. What is it
S: It is..
T: Is it cold milk Touch it.
学生用手摸了摸说：Yes, it is cold. 接着教师让学生感受water, cola，tea的温度。
设计意图：
教师用推车将很多种饮料推上讲台，用英语询问这些是什么饮料，并让学生亲自用手去摸一摸，感受饮料的温度，激发学生的好奇心和求知欲。
T：We drink these in a restaurant or on the plane. Now we are on the plane. Ladies and gentlemen, our plane is taking off, please hold your salt belt. We are in the sky. We will be serving you coffee, tea, and some soft drinks. Welcome to make your choice. Are you thirsty Do you want to drink I am a stewardess. I can help you. 让学生观看ppt上出示的句型，并和一名学生进行对话，给其他学生做示范。Now, Please make a dialogue, one is stewardess, one is passenger.
Have the students work in pairs and act out.
设计意图：
引导和鼓励学生利用所学知识参与语言实践，让学生通过体验、感知、交流与实践，自然，流畅，熟练地运用语言。
2. Let’s chant.
1) T: If you are hot, what do you want ？
S: I want cold milk.
教师引出歌谣的第一句话：I am hot, so I want cold
2) T: If you are cold, what do you want
S: I want hot soup.
教师引出歌谣的第二句话：I am cold , so I want hot.
3) 教师播放课件，让学生尝试着一起跟着课件拍着手朗读歌谣。.
3) T：Tea is hot, coffee is hot. Which one do you want
S: I want hot tea.
T: Try to change the words and read the rhyme.
The students read it.
4) Try to make a new chant.
T: Coffee is hot. What is hot
S: Soup is hot. Milk is hot. Juice is hot…
T：Who like juice Stand up. Let’s chant.教师让学生根据自己的喜欢的热饮，站起来
编唱歌谣。
设计意图：
通过让学生边朗读边拍掌，让孩子们感到歌谣明快的节奏，抑扬顿挫的语调。最后让学生自己创编歌谣，激发学生思维，使学生不但能熟练地运用词汇，句式，而且他们的观察能力，思维能力，想象能力和创新能力都得到了很好的培养。
3. Guessing game:
1) T: There is a kind of fruit in the basket. What is in the basket Can you guess
教师引导学生根据这种水果的颜色，大小，味道向老师进行提问并猜测。
S: Is it red Is it sweet Is it sour Is it a lemon
教师把猜对的学生叫到前面来，给他一个小礼物作为奖励。
T: Do you like sweats Have it , please .
当这个学生吃下去后，教师接着问Is it good Who can ask him
S: Is it sweet Is it hot
S1: It’s sour, but now it is sweet.
2) T:It is a kind of fruit. It is yellow. It is sweet. What is it
教师示范小谜语，让学生以组为单位共同编一个小谜语，然后派一个代表说出来，让大家猜。
设计意图：
教师通过让学生猜测老师水果篮子里的水果，让孩子学会如何用学过的单词和句型
进行问题，然后叫猜对的孩子上前品尝水果糖作为奖励。但是老师并没有让孩子回到座位上，而是通过他的表情变化，让其他学生带着疑问问他水果糖的味道如何，进一步复习巩固了本课学过的形容词，然后教师做示范，让学生自己编出小谜语，最后进行交流。这样一步一步地进行引导，孩子们就会很自然地编出谜语。在活动的过程中学生不仅学会利用所学知识使用语言，而且在谜语的描述中，更深入地了解到事物的特征，让学生对单词及句型有更好的接触与思考，提高英语水平。
【活动】四、Production
T: Do you know what fruit your mother likes
S: My mother likes pears. My mother likes watermelons.
T: Your mother works hard. She cooks for you every day. She is very tired. Do you want to buy some fruit for her
Do you want to buy fruit for your mother Let’s go to the fruit shop. One student will be salesgirl or sales boy. Two students will be customers. Take out the beautiful pictures and work in groups.
Have the students make the dialogue.
The students show their dialogues.
教师总结：You will say “Thank you ,mum. Have the fruit, please.”I think your mother will be happy.
Show tips: Fruit and vegetables are healthy. Fast food is unhealthy.
设计意图：
为学生创造综合运用语言、表达自我的机会。在学生间无拘无束的交流过程中，不仅运用了本课所学的知识，还运用到了以前学过的知识，有效地提高了综合运用语言的能力。
本节课结束前教师给了学生一些小提示，引导孩子合理饮食，保持身体健康。