2019春四年級(jí)英語(yǔ)下冊(cè) Unit 9《Hot soup》教案 北師大版.doc

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Unit 9 Hot soup! 一、指導(dǎo)思想： 基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。 在設(shè)計(jì)本課時(shí)，教師遵循的教學(xué)原則是：活動(dòng)力求以學(xué)生為主體，面向全體學(xué)生，以話題為線索，以活動(dòng)為中心，并借助靈活多樣的教學(xué)形式，使學(xué)生對(duì)教學(xué)過(guò)程產(chǎn)生直接興趣，從而加深印象，提高學(xué)習(xí)效率。本節(jié)課還通過(guò)聽、說(shuō)、讀等多種形式引導(dǎo)學(xué)生學(xué)習(xí)語(yǔ)言知識(shí)，感悟語(yǔ)言功能，在教學(xué)中關(guān)注學(xué)生的情感態(tài)度、學(xué)習(xí)策略等多方面的發(fā)展。 二、教學(xué)背景： （一）教學(xué)內(nèi)容分析： 3B Unit 9 第二課時(shí)的核心內(nèi)容是運(yùn)用所學(xué)的詞匯對(duì)食物的主要特征進(jìn)行簡(jiǎn)單的描述。對(duì)于與本課內(nèi)容相關(guān)的食物的單詞，學(xué)生在本冊(cè)的第七單元已經(jīng)學(xué)習(xí)過(guò)，并不陌生。而對(duì)于本單元出現(xiàn)的句型Is it...學(xué)生在二年級(jí)Unit 7也已經(jīng)學(xué)過(guò)，具有一定的語(yǔ)言基礎(chǔ)。可以說(shuō)，本課是以前知識(shí)的延伸。本課的新知識(shí)點(diǎn)在于hotcoldfreshsweetsour五個(gè)形容詞的進(jìn)一步學(xué)習(xí)，而hot/cold在課文中也學(xué)習(xí)過(guò)了。 （二）學(xué)生情況分析： 本課的教學(xué)對(duì)象三（1）的學(xué)生，針對(duì)本課他們具有以下特點(diǎn)： 1. 從知識(shí)儲(chǔ)備來(lái)看：學(xué)生對(duì)水果類單詞及常見食物類單詞掌握熟練，能初步運(yùn)用句型Is it…?； 2. 從話題興趣來(lái)看：水果、食物接近學(xué)生實(shí)際，學(xué)生很感興趣； 3. 從學(xué)習(xí)態(tài)度來(lái)看：學(xué)生沉穩(wěn)而自信，善于表達(dá)自己的觀點(diǎn)，學(xué)習(xí)英語(yǔ)的熱情高。 三、教學(xué)準(zhǔn)備： 教學(xué)課件、PPT、實(shí)物卡片。 四、教學(xué)目標(biāo)： （一）知識(shí)技能目標(biāo)： 1. 能聽說(shuō)、認(rèn)讀Words to Learn中的短語(yǔ)； 2. 能獨(dú)立完成Listen to This中的小題； 3. 能聽說(shuō)、認(rèn)讀句型：I want… Is it…? Yes, it is.No, it isnt. （二）能力目標(biāo)： 能夠在游戲中及提供的做客、買東西的情景中，運(yùn)用所學(xué)的形容詞對(duì)水果、食物的主要特征進(jìn)行描述。 （三）情感目標(biāo)： 形成多吃新鮮水果有益健康的意識(shí)。 五、教學(xué)重點(diǎn)： sweet，sour，fresh 三個(gè)詞以及含有這三個(gè)詞的短語(yǔ)的聽說(shuō)、認(rèn)讀及運(yùn)用。 六、教學(xué)難點(diǎn): 體會(huì)識(shí)別some 和a的用法，在提供的情景中正確運(yùn)用所學(xué)的形容詞以及句型。 七、教學(xué)過(guò)程: 教學(xué)階段 教師活動(dòng) 學(xué)生活動(dòng) Step 1 Warming-up Ⅰ Warm-up 出示圖片： “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 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. 設(shè)計(jì)意圖：用本單元的教學(xué)卡片復(fù)習(xí)上一課學(xué)過(guò)的句型結(jié)構(gòu)和詞匯。 Step 2 Presentation 1. Set the scene What is your favorite food? What is your favorite drink? Repeat the procedure for the other flashcard. 設(shè)計(jì)意圖：通過(guò)學(xué)生的自身感受來(lái)引出、學(xué)習(xí)詞匯，使學(xué)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 thirsty. Say, “I am thirsty.” 設(shè)計(jì)意圖：讓學(xué)生們想象各種情景，通過(guò)情景創(chuàng)設(shè)來(lái)學(xué)習(xí)詞匯，便于學(xué)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 soup hot?” Elicit, “Yes, it is.” Now ask, “Is this soup cold?” Elicit, “No, it isn′t.” Repeat the procedure using the flashcards. 設(shè)計(jì)意圖：把反義詞成對(duì)復(fù)習(xí)，加深學(xué)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 the tape again, pausing at each picture. Have the children repeat the words each time. 設(shè)計(jì)意圖：呈現(xiàn)原音，讓學(xué)生跟讀，糾正錯(cuò)誤的發(fā)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: What is Ken holding? (bowl) What do you think is inside the bowl?(soup) Picture6/7/8: What is happening? Picture 9: What is Ann doing? Picture 10: What do you think Mocky is saying now? 設(shè)計(jì)意圖：根據(jù)回答問(wèn)題的情況檢測(cè)學(xué)生的理解、掌握程度。 2. Trace, match and copy 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. 設(shè)計(jì)意圖：通過(guò)描寫、連線、抄寫的練習(xí)鞏固學(xué)生對(duì)詞匯的掌握，對(duì)句型的理解，加深印象。 Step 6 Homework Read the text, Review the words. 板書設(shè)計(jì) 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 教學(xué)反思