逍遥学能 2013-05-30 22:41
1.知识与技能:
1)语音：能够准确朗读字母f, v 在不同单词中的发音。
2)词汇：学习表达饥渴的单词：hungry, thirsty, cold, hot, sweet, sour, fresh。2.过程与方法：
1) 能够简单描述事物和生活用品的特征。
2）能表达饥渴和对食物的喜好。
3）能够在情景交流中正确运用本单元的主要功能结构：I’ thirst/hungry. Have soe water/fruit. Is it fresh？ Yes, it is./No ,it isn’t.
3）情感态度与价值观：通过让学生反思ocky 由于心急而被热汤烫到的情节，培养他良好的用餐习惯。三、重难点：1 、学习表达饥渴的单词：hungry, thirsty, cold, hot , sweet, sour, fresh.2 能够运用主要句型进行交际，表达自己的需要。3 掌握表达饥渴的常见单词。五、学习者特征分析：经过前几单元的学习，学生基本对于用餐常用用语有一定的了解，能基本用对话表达自己对食物的喜好，对学习英语有一定的兴趣，乐于用英语表达自己的观点。六、本单元易出现的问题及策略：问题： 1．不能区分字母f, v的区别。 2．较长的单词记忆困难。 3．同学对在具体情景下句型的运用，存在一定困难。策略：多听多练，让学生在较为真实的情景中运用、体会现在进行时的用法。多听多练，抓基础，使学生在一点一滴中理解记忆。七、教学资配套资，录音机，磁带八．教学过程教学主题：
Unit 9 Hot soup授课课时
第一课时
教学目标:
一、知识与技能:
1.理解故事内容，初步学习朗读故事。2．学习”Do you like…?” “what do you like?”句型， 并理解其在日常生活中的意义。二、过程与方法
1、观察故事插图，听故事录音理解故事内容。
2、能够在理解的基础上尝试以小组的形式表演全部或部分故事内容。
三、情感态度与价值观：
通过主人翁心急而被热汤烫到的故事教育学生做事要耐心、不莽撞,培养学生良好的进餐习惯。。教学重点
1.理解故事内容，初步学习朗读。2．培养学生学习英语的兴趣。教学难点
能在理解的基础上朗读故事，并尝试表演故事。
教学用具
配套资，，图片，
教 学 过 程
教 学 阶 段
教 师 活 动
学 生 活 动
设 计 意 图
Step 1
Waring-up
1.演一演，说一说: A chant--y favorite food2.Free talk: Do you like..? Does she/he like..? What food/fruit/vegetables do you like? (目标：通过说chant,既复习了关于food 的单词和句型，又活跃了课堂气氛。)Step 2
Free talk
set a sense: Today ,I don’t have y breakfast, now, I’ very hungry,(point to a picture about restaurant)ask, where is it? Let’s go to the restaurant, what do I like? Can you ask e?
Ask soe questions to teacher to use , “Do you like…?”
1. guess
2. draw a big jug, what’s this?( It’s a jug) Guess: what’s in it ?”（soup）
设计意图：通过创设情景，引导学生用前一单元学习的旧句型橡胶是提问，引出新单词，favorite Soup, jug等.
Step 3
Presentation
1、 Lead in: present title-- Unit 9 Hot soup (板书)T：Do you like drinks, children? I have soe drinks , do you want to try? 一生上前尝杯中饮料，并用表情表达出其味道，其他学生观察。（目标：由一生体验，其他学生观察、猜的形式引入新课，引起学生兴趣。）T: Is it hot? /Is it sour? (师边问边做出酸的表情) S1: Yes.呈现新单词卡片sour，教学操练新单词。（运用肢体、面部语言，其他新单词相同。）（幻灯出示一瓶醋），教学新句型。T: Is it sour? Yes, it is. (板书) （幻灯出示一红色苹果），教学否定句。T: Is it sour? No, it isn’t. (板书)T: What sour food do you like? Ss:I like sour…（目标：通过让学生介绍自己喜欢的酸的食物，操练新单词及以前的句型，扩充信息量。）2、 T:I have another drink, who want to try? 另一生上前尝试，并做出相应表情。T：Is it sour? No, it isn’t. (如果因为此学生表情含蓄，其他学生猜不出，师可尝后做出夸张点的表情)并说：oh, it’s sweet. （目标：继续让学生在猜的过程中提高兴趣，并愿意参与其中的心情。）呈现单词卡片，教学、操练sweet(板书)，（幻灯出示一只蜜蜂正在花中采蜜），T: Is it sour? Ss: No, it isn’t. T: Is it sweet? Ss: Yes it is.T:你们想象一下，little bee 在采蜜时会说些什么呢？（目标：发挥学生想象力，并体会小蜜蜂在采蜜过程中的美好享受，体会小蜜蜂的辛勤劳动，从而更热爱动物。）3、 T:I like sweet ice crea very uch. What about you? (指任意两个学生)(幻灯出示一个凉的冰淇淋)It’s sweet and cold . 呈现单词卡片，教学、操练cold(板书)(图片展示)Do you like cold..?T: What cold food do you like? I like cold…（目标：通过让学生介绍自己喜欢的甜的食物，操练新单词及以前的句型，扩充信息量。）4、 T: I like soup, but I don’t like cold soup. (幻灯出示冒着热气的汤)I like hot soup.呈现单词卡片,教学、操练hot(板书)T: What hot food do you like? I like hot…(目标：通过让学生介绍自己喜欢的热的食物，操练新单词及以前的句型，扩充信息量。)(幻灯出示热的薯条和汉堡)，Do you like hot French fries and haburgers?(目标：引出新单词fresh.)5、T：如果food放置时间长了,可能会过期变质，所以我们一定要吃fresh的食物。呈现单词卡片，教学、操练fresh.(幻灯展示新鲜的水)T: Is it fresh? Do you like fresh water?T: What fresh food/thing do you like? Ss :I like fresh fruit/vegetables….T：我们怎样才能享受到新鲜、纯净的water、fruit..?（目标：渗透德育，保护环境，减少污染，热爱大自然。）通过观察主题了解故事发生的时间，地点人物，猜测可能会发生什么事。
逐图了解故事内容，体会故事情节及主要句型。整体上认识故事内容，和学生共同建构故事内容。朗读故事，强调原声录音和学生的跟读训练。
Step 4
Practice
1、唱一唱、做一做:“Please follow e”师生用不同的声调、表情、语速及动作表示hot/cold/sweet等词。（目标：学生在唱一唱，做一做中复习、巩固新单词，并伸展手脚，调节较长时间的坐态和紧张的神经，调节情绪。）2、猜一猜，说一说：看口型说单词。师只做口型，不出声，学生根据师口型判断出单词和词组。（目标：因为本班杨晨同学是一名听残学生，可以说此活动是专门为他复习、巩固而设计的，同时让其他学生也体验杨晨在学习过程中遇到的困难，体谅并更加关怀他）.3、检测评价，反馈教学：听音标号-P28 。学生根据录音内容标号。师须将口型对着杨晨同学。（目标：照顾个体差异）4、Guessing gae: What is it? 幻灯逐一出示谜底，每条谜底第一条提示由师阅读，第二条及第三条提示自己阅读。（目标：初步培养学生的阅读能力，并将学生的兴趣提到最高点。同时巩固本堂课的句型：Is it..?）小组互相学习，提高学生的语言表达能力和表演能力。激发学生的兴趣.
Step 5 Hoework
Tell the story to your parents by yourself.
板书设计
Unit 9 Hot soup
Hungry thirsty jug favorite hot cold
教学主题：
Unit9 Hot soup
授课课时
第二课时
教学目标
一、知识与技能:
学习Words to learn 中出现的单词和词组，要求学生掌握。二、过程与方法：
能够运用所学单词，表达自己对食物的喜好。
三、情感态度与价值观：让学生在愉快的歌声中体会学习的快乐，并加深对词汇的记忆。
教学重点
.学习掌握Let’s learn部分单词词组。
教学难点
掌握Let’s learn部分单词。
教学用具
教具：配套资，录音机，卡片。
教 学 过 程
教 学 阶 段
教 师 活 动
学 生 活 动
设 计 意 图
Step 1
Waring-up
Ⅰ War-up 出示图片： “What′s this?” Elicit, “It is a haburger.” Now say, “Is this a haburger?” 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 crea, rice, ilk, 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 sceneWhat is your favorite 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引出、学习词汇，使学生易于接受。2. odel the dialogAsk the children to iagine 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 a thirsty.” 设计意图：让学生们想象各种情景，通过情景创设学习词汇，便于学生理解Have the children repeat.Now ask the children how they feel when they have issed 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.设计意图：把反义词成对复习，加深学生的印象。3. Story Say, “Noe 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 tie.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 storyPicture 1: What are ocky and Bobby Bear doing?Picture 2/3: What is Ann holding? (jug)What do you think is inside? (ilk)Picture 4/5: 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 ocky 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, atch and copyHave the children open their books at page 31. Show your copy of the page. Draw the children′s attention to the first picture. Ask the what ocky is holding. Elicit, “A cup.” Read the words in the speech bubble to the class. Have the repeat the words after you. Ask which word is issing. Elicit, “Sall.”Have the children trace the word and then copy it to coplete 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 Hoework
Read the text, Review the words.
板书设计
Unit9 Hot soupSoe cold water a sweet orange a sour leon Soe fresh fruit soe fresh vegetables a cold ice crea soe hot noodles soe cold ilk soe hot soup教学主题：
Uni t9 hot soup
授课课时
第三课时
教学目标
知识与技能：通过Talk together 的学习，要求学生学会询问别人对食物的喜好，和表达自己对食物的需求。。
过程与方法：综合运用语言与别人交流。情感态度与价值观：增加学生对中餐和西餐中不同事物的认识。教学重点
学习Talk together 内容，并尝试谈论对话内容。
教学难点
朗读对话，尝试谈论对话内容。
教学用具
教具：配套资，录音机，图片，
教 学 过 程
教 学 阶 段
教 师 活 动
学 生 活 动
设 计 意 图
Step 1
Waring-up
Sing a songSing a song.
设计意图：激发学生的学习兴趣。
Step 2
Preview
1. I’ thirsty, I want to drink soething.
2. Show soe picture have the students ask, “ do you like…?”
Answer the questions.
设计意图：复习旧知，学习运用主要基本句型进行交际。
Step 3
Presentation
Activity1: show the picture about this talk together.
Questions: what do you know fro this picture?
Who are they?
Where are they?
What are they want to do ?
Think : Who is ocky thirsty? There are soe drink in the kitchen, which one can drink?
Activity2: have the children open their books read the dialogue and answer.
Read this picture by theselves
Listen to the dialog and point to each word
Activity3: play the tape. Have the students listen and repeat.
Activety4:
Draw a cap and a glass in the blackboard
Say to the students. “I’ thirsty, is that water colder?”…
“Do you like hot water?”…
Look and think and answer the questions.
Read again
Read after teacher and understand .
设计意图：学生观察回答问题，提高学生观察能力、想象能力和语言组织能力。通过自读课回答问题，培养学生阅读能力。在听和练的过程中，熟悉课，学习朗读。培养学生语言运用。
Step 4
Practice
1．Read this dialogue in groups.
2.Read it by yourself
3.Listen and Nuber4.Trace, atch, and copy5.Set the hoe work Practice in groups.
Read this dialogues.设计意图：练习朗读课，完成课后练习。
Step 6 Hoework
Read this dialogues and try to eber it.
板书设计
Unit 9 hot soup
Is that water cold? No, it isn’t.
I don’t want …
教学主题：
Unit9 Hot soup
授课课时
第四课时
教学目标：
1. 知识与技能：
1)学习字母f.v在单词中的不同读音。2)学习7个新的语音单词。2. 过程与方法：
找出发音规律,提高学生的认读能力。3. 情感态度与价值观
体会知识间的联系，学习灵活应用知识。
教学重点
学生字母”f”和”v”在单词中的不同读音。教学难点
找出单词发音规律,提高学生的认读能力。教学用具
教具：录音机，卡片。
教 学 过 程
教 学 阶 段
教 师 活 动
学 生 活 动
设 计 意 图
Step 1
Waring-up
1. Play the CAI , and let the students read the text with it .设计意图：利用使学生复习课和对话。并练习在具体的情境中使用恰当的句子。2. Play the dialogue in the Talk together , and let the students read after it 3. Try to say the sentences in roles .4. What do you like ? y favorite food is ….Is that orange sweet ?Step 3
Presentation
1. Play the CAI , and ask the students :What is this ? It’s a fish .What is this ? It’s a faily What are these ? They are fruit .Who can tell e the regularity of the pronunciation ? 设计意图：在学习语音的同时注意复习所学过的单词的拼写。(review the pronunciation of i and a . ).2. What is this ? It’s a video. What is this ? It’s a violin .What is this ? It’s a vest .What is this ? It’s a van .Now tell e , what does “v” pronounce here ? yes, / v /设计意图：使学生在读的过程中发现规律，并练习拼写记忆单词。
Step 4
Practice
1..Listen and write A . Try to fill in the blanks .B . Read the and try to think how to reeber these words .C . Cross the word doesn’t belong .2. Read with Uncle Booky .a. Try to read by the students theselves .b . Try to tell e what does the letter “f” and letter “v” pronounce .设计意图：通过让学生观察说出规律，并使学生回忆自己学过的发同样音的单词使学生加深印象。3. Say soe words that you know it is the sae regulation with here .1． Read after one pointed student . 2． Try to recite the spelling of the words and write the down in pairs .3． ake soe exercises and let your partner to do the . 4． Cross the word that doesn’t belong .fish five fan van vest fan violin video van video vest five5 Hoework
Read the words after your tapes .板书设计
Fish faily fruit violinUnit9 hot soup
f---/ f / fruit faily fishv---/ v / video vest van violin教学主题：
Unit9 hot soup
授课课时
第五课时
教学目标：
知识与技能：1．学习本单元歌曲韵。2．巩固本单元旧知。过程与方法：训练学生听力，在故事中复习所学单词。情感态度与价值观：利用所学的知识在日常生活中灵活运用，并能与人合作的精神。教学重点
学习Let’s chant内容热，巩固所学句型。教学难点
灵活应用本单元重点句型。教学用具
配套资
教 学 过 程
教 学 阶 段
教 师 活 动
学 生 活 动
设 计 意 图
Step 1
Waring-up
Sing a song.设计意图：以歌激趣,激发热情。
Step 2
Preview
1．Show soe pictures about food ,ask soe questions: what do you want?Is it hot? Is it sweet? And so on.1. Read the uncle book’s blackboard.2. Read the talk together.设计意图：复习本单元句型，培养英语交际能力。Step 3
Presentation
1． Tell the children we will to learn a new chant.2． Play the tape ,have the children listen and answer, “ what did you hear fro this chant?”3． Have the children open their books and resd the words.4． Try to say this chant.5． Say the chant in the groups.设计意图：利用游戏激发兴趣巩固旧知。学习韵，联系吟唱。
Step 4
Practice
1． Read and check2． Touch ask and answer.设计意图：巩固练习。
5 Hoework
Practice say the chant.
板书设计
What do you like?
Is it sweet?
Is it hot?
教学主题：
Unit9 Hot soup
授课课时
第六课时
教学目标：
1.知识与技能：1、学习story故事内容，理解的基础上尝试表演。
2．完成自我评价内容。
2.过程与方法：培养学生阅读理解能力。
3.情感态度与价值观：通过小组活动,培养学生小组合作精神。
教学重点
理解故事内容。
教学难点
难点是学生发音的准确性，和应用语言进行交际的能力培养
教学用具
教具：录音机，卡片。
教 学 过 程
教 学 阶 段
教 师 活 动
学 生 活 动
设 计 意 图
Step 1
Waring-up
1. Say the chant with the CAI.2.Rewrite a chant according to your thoughts : I a hungry , so I want to eat . .Soe food hot , yes soe food hot .How about noodles ?Noodle’s hot , Noodle’s hot , very hot .I a thirsty , so I want to drink . Soething sweet , yes soething sweet .How about juice ?Juice is sweet , Juice is sweet , very sweet .设计意图：通过改写歌谣使学生运用所学单词描述自己喜欢的食物。3. What’s your favorite food ? Do you like orange ? Is that ilk cold ? Is that water hot ?Step 2
Preview
Show the sentences about blackboard..
设计意图：复习旧的单词句型。
Step 3
Presentation
Activity 1:
1）Play the tape ,ask the children close their books and listen to the story .
2）Have the children open their books and look at the pictures and read this story.
3）listen and repeat
Activity 2:
y notes and teacher’s notes
1.)Help the children have a look at what they have done in this unit.
2.)The teacher should evaluate the children positively in the part of Teacher’s Notes.
设计意图：初步理解故事内容。看图读故事，培养理解朗读能力。朗读课。帮学生完成自我评价内容。巩固旧知，学习客观评价自己和他人。
Step 4
Practice
Self-assessent . 1. I can talk about the following pictures. The soup is hot . Is the soup hot ?The haburger is hot . The vegetables are fresh .The French fries are hot . The fruit is fresh .The noodles are hot .The rice are hot .设计意图：通过说和写的形式复习所学句子和单词。使学生对自己掌握情况心中有数。2. I can finish these sentences .I’ hungry . I want ………. and …….I’ thirsty . I want ….and ……..通过写段落填空向学生渗透写作方法。3. ake a paragraph like this :y favorite food is …. and ….. When I a hungry , I want to eat ….., when I a thirsty , I want to drink….. when I a cold , I want to ……. , when I a hot , I want to …..i don’t like ….. , so I don’t like to eat …..i like ….. so I often ….
5 Hoework
Read this story
板书设计
Unit9 hot soup!
This one is too hot
That one is too cold.