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1、Unit 9 Hot soup!
一、指导思想：
基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
在设计本课时，教师遵循的教学原则是：活动力求以学生为主体，面向全体学生，以话题为线索，以活动为中心，并借助灵活多样的教学形式，使学生对教学过程产生直接兴趣，从而加深印象，提高学习效率。本节课还通过听、说、读等多种形式引导学生学习语言知识，感悟语言功能，在教学中关注学生的情感态度、学习策略等多方面的发展。
二、教学背景：
（一）教学内容分析：
3B Unit 9 第二课时的核心内容是运用所学的词汇对食物的主要特征进行简单的描述。对于与本课内容相关的食物的单词，学生在本册的第
2、七单元已经学习过，并不陌生。而对于本单元出现的句型Is it...学生在二年级Unit 7也已经学过，具有一定的语言基础。可以说，本课是以前知识的延伸。本课的新知识点在于hotcoldfreshsweetsour五个形容词的进一步学习，而hot/cold在课文中也学习过了。
（二）学生情况分析：
本课的教学对象三（1）的学生，针对本课他们具有以下特点：
1. 从知识储备来看：学生对水果类单词及常见食物类单词掌握熟练，能初步运用句型Is it…?；
2. 从话题兴趣来看：水果、食物接近学生实际，学生很感兴趣；
3. 从学习态度来看：学生沉稳而自信，善于表达自己的观点，学习英语的热情高。
3、
三、教学准备：
教学课件、PPT、实物卡片。
四、教学目标：
（一）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, it is.No, it isn't.
（二）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。
（三）情感目标：
形成多吃新鲜水果有益健康的意识。
五、教学重点：
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。
六、
4、教学难点:
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。
七、教学过程:
教学阶段
教师活动
学生活动
Step 1
Warming-up
Ⅰ Warm-up
出示图片： “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.
设计意图：用本单元的教学卡片复习上一课学过的句型结构和词汇。
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.
设计意图：通过学生的自身感受来引出、学习词汇，使学生易于接受。
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.”
设计意图：让学生们想象各种情景，通过情景创设来学习词汇，便于学生理解
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.
设计意图：把反义词成对复习，加深学生的印象。
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.
设计意图：呈现原音，让学生跟读，纠正错误的发音。
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?
设计意图：根据回答问题的情况检测学生的理解、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.
设计意图：通过描写、连线、抄写的练习巩固学生对词汇的掌握，对句型的理解，加深印象。
Step 6 Homework
Read the text, Review the words.
板书设计
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
教学反思
2022春四年级英语下册 Unit 9《Hot soup》教案 北师大版
