Hot soup L1 教学设计.doc

北师大版小学英语（一年级起点）三年级下册Unit 9 Hot soup Lesson 1 一、教学内容本课Hot soup Lesson 1是北师大版小学英语三年级下册的第九单元的故事教学部分。故事主要讲述了Mocky因为心急而被热汤烫到的一次就餐经历，和孩子们的现实生活结合紧密。就语言知识而言，主要涉及Im thirsty. /Im hungry. /Have some milk.及对事物特征的描述The jug is big. The soup is hot.等。就情感态度价值观方面而言，要培养学生良好的进餐习惯，如不要急着吃过热的食物，同时培养学生关心他人、帮助他人的良好品德。第九单元Unit9 Hot soup，主要围绕食物及其特征这一话题展开，是本册第七、八单元教学内容的延续。本单元教学内容贴近学生生活，有利于培养他们在真实情景中用英语进行交际的能力。本课时为第一课时，属于故事教学，旨在通过故事创设真实的情景，自然导入单元核心语料，并为本单元后面几个课时的教学作铺垫。二、学情分析1在学习习惯方面：经过两年年多的英语学习，绝大部分学生对英语仍然持有较浓厚的兴趣，养成了善于倾听、积极模仿、大胆开口、勇于实践的好习惯。2在学习能力方面：经过长期的培养，学生具备了观察、预测、推理、朗读、表演和小组合作能力。 3在生活经验方面：授课前，对授课班级做了“最喜欢的食物/饮料，是否喜欢吃/喝特别烫的东西，有无急着吃/喝被烫到的经历”的分项数据调查：（调查问卷见附表一）班级人数35最喜欢的食物(比较普遍的)最喜欢的饮料(比较普遍的)喜欢吃/喝特别烫的吗？有无急着吃/喝热的东西被烫到的经历？人数noodles 5hot dogs 6chicken 10Coke 7juice 10milk 11喜欢10不喜欢25 有28无 7通过数据调查，了解到学生最喜爱的食物主要是noodles、hot dogs和chicken，最喜欢的饮料主要是Coke、juice和milk.，教师在课前准备好相应的实物教具，有助于学生理解favorite的在语境中的意义。另外通过后两项的调查，了解到多数孩子都有急着吃/喝热的东西被烫到的经历，所以在理解故事中Mocky喝热汤被烫到的情节时，可以让学生结合自己的生活经验体验故事中相应情节，感受故事情趣，同时获得比较深刻的情感体验。另外调查显示，有4名学生在“最喜欢的饮料”一栏填写了soup,说明孩子对西方国家soup 是食物，不是饮料的概念是模糊的，教师在授课时适时进行解释，便于学生了解中西文化的异同。（见附表一）三、教学目标1学生能在视频、图片的帮助下，通过讲故事、看故事、读故事等方式，理解本课故事内容。 2在理解故事过程中初步感知本单元主要语言知识：常用形容词hot, cold, big, small等的用法；简单描述事物特征的常用句型： The water/milk is hot/cold. The jug/bowl is big/small以及表达饥渴，提出相应建议的句型：Im hungry/thirsty. Have some 3能用英语简单描述食物、餐具的特征。4通过谈论食物话题，提醒Mocky小心热汤，为烫着的Mocky提供帮助，培养学生良好的餐饮习惯和关心他人、帮助他人的良好品德。四、教具准备实物、图片、牛奶、果汁、可乐、水、录音机、磁带、自制课件及教材配套多媒体光盘。五、教学重难点1.教学重点：理解故事内容。2.教学难点：理解favorite在语境中的意义。六、教学过程Step 1 ：热身激趣、情境铺垫 （2分钟）1 GreetingsT：Hello, boys and girls！ How are you? Nice to meet you.Ss：Hello, Lily. Nice to meet you, too.2.Do you like dancing? Lets dance together, OK? Teach Ss to dance “Dancing Rabbits”.设计意图师生一起跳兔子舞，为呈现情景Im thirsty.作好准备；创设英语学习气氛，活跃课堂，拉近师生间距离。Step 2 引入情景、整体感知 （5分钟）T: Sit down, please. How do you feel? Well, Im thirsty（声音沙哑,作口渴状）。Im very thirsty. I want some water.T: Oh, some water. But its hot. The water is hot. How about this one? Oh, its cold. Im OK now. How about you? Are you thirsty?Ss: Im thirsty.（带动作）T: What do you want? Water? Juice ? milk? I want(教师引导学生用I want 表达自己的需求。)S:I want some water/juice/milkT: Have some water/juice/milkT: Are you OK now? Ss: Yes.T: We are OK now. How about our friends? Picture1:T: Look! Who are they? Ss: Mocky and Bobby.T: Where are they? Are they at the restaurant? What do they want to do? Ss: They want to eat and drink.T: Who is thirsty? What does he want?Ss: He wants some water.T: How about Mocky? Is he thirsty?Ss: No.T: Mocky is not thirsty. He is hungry. What does he want?Ss: He wants a hamburger.T: Do they have some water and hamburgers? What will happen next? Do you want to know?Ss: Yes.T: Lets watch the story-Hot Soup. 设计意图通过创设真实语境,让学生感知与食物话题相关的新的语言，并提出Do they have some water and hamburgers?这样的问题，使学生带着问题整体感知故事，为进一步理解故事做好准备。 Step 3 故事建构,逐图呈现 （18分钟）Picture 2T: Whats that in Anns hands? Ss: Its a T: Its a jug. This is a jug.(板书呈现jug图片)Can you describe the jug?Ss: Its a big jug./ Its a green and white jugT: Yes, that jug is big!（板贴句子）T: Guess! What can we put in the jug?S: some water/juice/milk .Picture 3T: Now, Some milk is in the jug. What does Mocky ask?Ss listen and say: Is that milk cold?T: Ann is holding the jug. How to hold?（出示jug实物,找一个学生模仿Ann的样子拿着jug.）Have Ss guess: Is that milk cold? 之后听Ann 的回答“Yes, it is.”设计意图通过引导学生观察、模仿Ann 拿着jug的样子，让学生预测出牛奶是凉的，再通过读句子得出结论，使学生积极主动参与建构故事的学习过程。Picture 4-5T: Look! Whats that in Kens hands?Ss: Its a bowl.T:Is the bowl big or small?Ss: The bowl is small.(板贴句子)T: Whats in the bowl?S:There is some water.S:There is some milk.S:There is some soup.T: Is it cold or hot?S: Its hot.(学生观察Ken拿着碗的样子，得出结论)设计意图通过学生的猜测活动，在自然交流中加深对新词汇jug和bowl的理解和对核心语言结构That bowl is small. That jug is big.的感知，并在猜测中自然过渡到Picture6/7/8。Picture6T: Yes, there is some soup in the bowl. Does Mocky like soup?Ss: Yes, soup is Mockys favorite food.(教师利用PPT图片，帮助学生理解favorite的语音和语义并尝试表达真实意愿 is my favorite food. is my favorite drink.突破本课难点)T: Now, we know, Mocky is hungry. Soup is Mockys favorite food. But the bowl is small! Lets talk : What will Mocky do? 设计意图在问题引领下，学生融入故事情境，体验Mocky着急喝热汤的心情，加深对故事的理解，增强故事情趣。Picture7、8Watch the story about picture 7、8. Then, answer these questions What does Ann say to Mocky? S: Wait! / Dont eat!.（引导学生带着关心Mocky的心情，把这些经验提示给Mocky.）T: Does Mocky listen to Ann? Ss: No.T: What does Mocky do? Does Mocky eat the soup?Ss: Yes, he does. T: Mocky likes soup very much. He eats the soup so quickly. But wait! The soup is hot! What does Mocky say?Ss: Help ! Its hot! Its hot!T: Whats the matter with Mocky? Mocky hurts his Ss: Mocky hurts his tongue. T: Poor Mocky! What can we do for him? Can we help him?S: Mocky, have some milk/juice/water.T: Good idea! Thank you for your help. Remember! Dont eat too hot food!设计意图教师辅以适当的动作展现Mocky吃热汤的情景，以便学生理解故事，并适时引导学生对Mocky提供必要的帮助,从而实现情感、态度、价值观目标,培养学生乐于助人的品质。Picture9T: You are so kind. Look! What is Ann doing?Ss: Ann is giving some milk to Mocky.T: Is the milk hot or cold?Ss: Cold.T: Yes, the milk is cold.Picture 10Is Mocky OK now? What does he say?Step 4 内化理解、重组判断 （5分钟）1.讨论故事，图片排序Well, lets talk about this story. Look and orde these pictures.设计意图呈现不带文字的图片1、2、5、6、8、10，打乱顺序，学生依照故事情节排序，教师用英语复述，帮助学生梳理故事的主要情节。2.观看故事，问题判断T: Lets watch the story again. But there are some questions for you: or The milk is cold.( )The bowl is big.( )The soup is hot.( )Milk is Mockys favorite food.( )设计意图借助多媒体的动画效果吸引学生注意力，视听结合，使学生大脑的形象思维和抽象思维活动同时协调进行，培养学生逐步用英语思维的习惯和能力，同时检测学生对故事的理解。Step 5 朗读故事，角色扮演（8分钟）1. 跟读录音，正确朗读T: Open your books, follow the tape to read the story.设计意图通过跟读，进一步掌握词汇、句子的发音，在朗读中引导学生体会人物的思想感情和故事的情节内容，为下一步的角色朗读做好铺垫。2. 自读故事，问题检索Ask Ss to try to read this story. Find out their questions.T: Do you have any questions? Help Ss to solve the question such as new words.3. 角色朗读，关注情感Read in roles.Ss choose the characters they like to read the story in groups.Read the story. Role play the story. （分层要求，关注全体）4. 小组展示，体验成功设计意图学生分角色朗读故事，朗读标准分一般要求和高水平要求,使不同层次的学生都能在小组合作中获得成功体验。Step 6 拓展提升（1分钟）T: What have you lea