冀教版（一起）三年级英语上册教案 unit 2 lesson 15(2)

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冀教版（一起）三年级英语上册练习题
Unit 2 Food I like
Lesson 15 Making soup
教学目标
（一）知识
知道借东西的句型：May I borrow ______, please
复习学习过的单词chicken, fish ,meat, dumplings , noodles, vegetables, and rice
（二）能力
能根据实际情况运用所学的句型。
（三）情感
对于自己喜爱的食物，要有节制，合理膳食，以利于身体健康的成长。
教学重点
要掌握句型May I borrow ______, please ；We need…
GREETING
Give the standard greeting to welcome students to English class.
Tell the class that today we are going to learn words about making soup. Have a brief discussion about soup: who likes soup, what kind of soup, what goes into soup, and so on.
Quickly review some related vocabulary from previous lessons. Who can remember English words for things that might go in soup
LET'S LOOK AT OUR BOOKS
Give the standard command for students to take out their student books.
1. Let's cook！
Give the "listen" command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:
[girl]
I am making soup. I put vegetables in the soup.
I am making soup. I put vegetables in the soup.
[Miss Zhang]
You need vegetables for your soup.
You need vegetables for your soup.
Be careful! It's hot！
Be careful! It's hot！
[boy]
I put noodles in the soup. I like noodles in my soup!
I put noodles in the soup. I like noodles in my soup!
Have a brief discussion as a class to check comprehension. Ask questions such as What did the boy put in the soup What did the girl put in the soup What did Miss Zhang say to put in the soup
2. What do you put in the soup
Give the "listen" command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:
[Jenny]
Danny, can you make soup
Danny, can you make soup
[Danny]
Yes. Yes.
[Jenny]
What do you put in the soup
What do you put in the soup
[Danny]
I put ... I put ...
Briefly discuss as a class. What do the students think Danny will put in his soup What are some other things that he could add
3. Let's read a story.
Story: "The Magic Stone"
This story is a fun way to review vocabulary and enhance understanding.
Tell the students to get out their storybooks and turn to page 10. Tell the students that today's story is about a magic stone.
Discuss the idea of a "magic stone." What special powers do the students think a magic stone might have Tell the students that the magic stone in the story can make food appear from nothing.
Introduce these words using pictures and some translation (where necessary): everyone, magic, neighbor, pot, stone.
Discuss the story. Ask the students to look at the pictures for "The Magic Stone" in the storybook. Ask the students what they can learn about the story from looking at the pictures. For instance, with the first picture, ask questions such as: Who is in the picture Where do the man and woman live Are they rich or poor
Now ask the students to look at the second picture. Ask questions such as: What are they doing Why are they doing this What do you think is wrong with the man and woman What do you think will happen next
Divide the class into pairs. Then ask the students to examine Other pictures with their partner, and to try to figure out as much of the story as they can. Encourage the students to first look at the picture for clues and then to look at the text beneath the picture to see if they can recognize any words. Ask for volunteers to state something they know about the story from the pictures.
Play the audiotape. Have the students follow along in their storybooks as they listen.
TEACHING TIP
Story time
Remember, your students need to understand the main ideas of the story, not every word. They should understand the central theme and some of the main words. They should recognize certain words and understand related ideas. They should also understand the basic plot and what the characters are trying to accomplish, Stop the audiotape at least twice during the story and ask the students a few questions to check their comprehension. The students need to understand only the main ideas of the story. For instance, they need to know the answers to questions such as:
Why is the stone important
Who owns the stone
Why does the old woman ask the little boy for help
What does the little boy do for the old man and woman
Who are Mrs. Guo, Mrs. Yang and Mr, Zhu
What does each of the neighbors contribute to the soup
Why do the neighbors agree to give food for the soup
Is the stone really magic
After each discussion, before you restart the audiotape, ask the class to guess what will happen next.
LET'S DO SOME EXERCISES
Give the standard command for students to take out their activity books.
PAGE 30. Circle and write. Which ones are vegetables The students circle only the pictures of vegetables. (There are three: corn, carrot, lettuce.)
Then they write the words vegetables and soup in the spaces provided.
PAGE 3I. Match the words. The students draw lines from the words listed in the first column to 'the matching words in the second column.
CLASS CLOSING
Today have students number off using some vocabulary from this unit: chicken, fish, meat, dumplings, noodles, vegetables and rice. Have the class say the words together, then have individual students number off by saying the words in order, from chicken to rice, until all students have a word. Remind the students to remember their words.
When today's class is over, have the students stand by word. You might say "Now all students with the word fish may stand," and then move on to another word until all students are standing. Wave and say "Good-bye" to signal that class is over.
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