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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。
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。
unit 9 hot soup教案想知道小学英语教学备案怎么做吗?下面店铺为大家带来unit 9 hot soup教案，希望对大家有所帮助。
unit 9 hot soup教案一教学目标知识目标：(1) 能听懂，会说，认读下列词汇 hot\cold\fresh\sweet\sour能正确运用。
(2)学会运用句型Is it...?对事物的特征进行询问，并能用Yes, it is 或No, it isn’t 进行回答。
能力目标：通过体验、参与活动让学生能用英语表述饥渴，并做出回应。
培养学生主动参与，大胆实践，敢于开口说英语的良好学习习惯。
情感目标：通过谈论食物话题，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。
教学资源与课件设计(一)复习旧知，激趣引入1、口语练习I’m hungry.I want …(设计意图：口语练习既巩固了旧知识，培养学生的口语表达能力，同时又活跃了气氛，调动了学生的学习热情。
)2、复习与食物相关的单词，用多媒体播放歌谣《what do you like 》What do you like? What do you like? I like pizza. I like pizza.What does he like? What does he like? He likes noodles. He likes noodles.What does she like? What does she like? She likes chicken. She likes chicken.(设计意图：多媒体技术的应用使学生立刻对动画中的英语产生浓厚的兴趣，优美动听的歌谣营造学习的氛围，让学生自觉进入英语的世界，即复习了与本课内容相关的知识，同时也为下面的学习作好铺垫。
)(二)、多向互动，探究新知学习单词：1创设情景：师指着自己的肚子说：“This morning, I’m very busy, so I didn’t have drink, now I’m very thirty, I want to drink some water.师拿起一杯水喝，说：“Oh, hot water. Do you know hot.2. 教学单词hot和cold(1)师出示一杯热水一杯冰水，让学生触摸，体会hot与cold的含义。
北师大版三年级英语下册Unit9 Hot soup! 教案内容（题）Grade3 Unit9 Ht sup! 第1时教学目标知识、技能1、an sa the rds fr this unit2、an as and anser the questins3、an understand the str过程、方法1、ar-up2、Presentatin3、Plaing a gae4、Extending listening情感、态度、价值观通过让学生反思故事中由于心急被热汤烫到的情节，培养他们良好的进餐习惯。
教学重点初步学习句型：I’thirst Have se range uie I’hungr Have se fruit 教学难点进一步体会本单元功能句型的具体使用情境。
教学准备教师准备教材、多媒体学生准备教材教学用时一时教学方法多媒体教学法、小组合作法教学过程教师活动学生活动备注1、ar-up2、Presentatin3、Plaing a gae4、Extending listening1、Revie the naes f fd (vegetables, fruit)2、Revie the adetive: big, sall, tall, shrt, ld, ung, lng3、As the t tal abut se pitures b using these rds 1、As the t listen t the str 2、Then as se questins abut these pitures And as the t read after eah piture 3、Read after the tape again4、As students t tr t perfrane it I’ll put se pitures n the blabard Then I’ll as, “Is that …?” The students begin t guess If the anser is “es”, the have t stand up and anser questin If the anser is “N”, the have t sit dn and anser questin I’ll as the t listen t se little striesThe revie the naes f fd The revie the adetives e have learned last unit The tal abut the pitures The listen t the str The read after the str The read it again The begin t perfrane the str The pla the gae The listen t the stries板书设计Unit9 Ht sup! I’thirst Have se range uie I’hungr Have se fruit 教学反思内容（题）Grade3 Unit9 Ht sup! 第2时教学目标知识、技能1、学习描述食物和生活用品特征的形容词：ld, seet, sur, fresh, ht, ld2、复习巩固句型：I’thirst Have se range uie I’hungr Have se fruit3、进一步体会本单元功能句型的具体使用情境。
Hot soup第二课时教学目标:1、能在图片的帮助下读懂主题故事2、听懂会说部分相关单词hungry、thirsty、favorte、hot、cold3、通过体验、参与活动让学生能用英语表述饥渴，并做出回应。
教学重点：词汇：hungry、thirsty、favorte、hot cold want结构：I'm hungry/thirsty...Have a /some...主题故事理解，培养学生的模拟情景创作意识。
教学难点：可数名词与不可数名词在句式中的运用。
教学准备：实物（纸杯、热水）图片配套课件自制课件教学过程：一、热身T；who ' s that?(头饰）P：That's mockey.T:who is my good friend?P:guss二、新授T：At weekend , we are going to shopping ,we want to buy something for uncle booky. will you join us?T：what do you want? ken Ann (播放去商店的过程)What does Ann/ken say?P:repeatT：what do you want?P:I want a...(板书)P：sing a song<<train food>>(歌曲food train )T:唱完:I 'm hungry. I like hot dog hambuger and apple.Apple is my favorite food. ( 板书) Apple is my favoritefood.T：where is Mocky?(播放课件)what's wrong with him?Are you thirsty?P：listen and repeat Yes ,I 'm thirsty .I want some ......T：I 'm thirsty .I want some milk.(喝奶,oh It's cold)I want some hot tea.what do you want?P：I want some hot /cold.......T：we are gong to Uncle Booky's home let's go!(课件)<<see uncle>>(带Booky头饰)Hello children.P：Hello Uncle BookyT:Welcome to my home.what do you want ?Have some/a (给学生发实物) P:Have some...T：(介绍booby)播放what does booby say?T:逐图播放P:listen an repeat read togetherT：work in groups read the story or make a dealgueP：分角表演T：(课件音乐)Today is Ann's birthday,what do they talk?P:编故事分角色读表演T:Oh It's twlve.lili and Tom What are you doing?.what are talking?P:配音分组。
Unit 9 hot soup 第一课教学指导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.” Write the sentence on the board. Point to the words as you say them. Have the children repeat them after you.•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. Ask the children in their own language, “Is this soup hot or cold?” Elicit the answer, “It’s hot.” Introduce the word hot. Repeat the procedure used to present thirsty.•Ask, “What is the opposite of hot?” Elicit cold. Present the English word cold as before.•Hold up the soup flashcard again. 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 for ice cream, rice, and water.4.Talk about the storyStudent Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures:Picture 1: “What are Mocky and Bobby Bear doing?”Pictures 2/3: “What is Ann holding?”(Elicit jug.)“What do you think is inside?”(Elicit milk.)Pictures 4/5: “What is Ken holding?”(Elicit bowl.)“What do you think is inside the bowl?”(Elicit soup.)Pictures 6/7/8: “What is happening?”Picture 9: “What is Ann doing?”Picture 10: “What do you think Mocky is saying now?”5.StoryStudent Book pages 26 and 27•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.6.Set homeworkAsk the children to look in the fridge at home and tell their families the English words they know for the food and drink.。
先锋英语3BUnit9Hotsoup教案Unit9Hotsoup一、单元概述单元是北师大版先锋英语一年级的第三单元,本单元主要的语言现象是对食物特征进行询问。
本课需要六课时。
二、教学目标知识与技能:)语音：能够准确朗读字母f,v在不同单词中的发音。
)词汇：学习表达饥渴的单词：hungry,thirsty,cold,hot,seet,sour,fresh。
过程与方法：)能够简单描述事物和生活用品的特征。
）能表达饥渴和对食物的喜好。
）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.Havesoeater/fruit.Isitfresh？yes,itis./No,itisn’t.）情感态度与价值观：通过让学生反思ocy由于心急而被热汤烫到的情节，培养他良好的用餐习惯。
三、教学重难点：学习表达饥渴的单词：hungry,thirsty,cold,hot,seet,sour,fresh.能够运用主要句型进行交际，表达自己的需要。
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：．不能区分字母f,v的区别。
．较长的单词记忆困难。
．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、教学资配套资源，录音机，磁带八．教学过程教学主题：Unit9Hotsoup授课课时课时教学目标:一、知识与技能:理解故事内容，初步学习朗读故事。
．学习”Doyoulie…?”“hatdoyoulie?”句型，并理解其在日常生活中的意义。
二、过程与方法观察故事插图，听故事录音理解故事内容。
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。
小学英语(三年级起点)四年级下册Unit 9Hot soup四下，Unit 9 Hot soup (L2) (2)八、教学过程：（一）情景导入：1. T: Last class we have learned the story Hot soup, right?Ss: Yes.T: Now let's watch it again. And you follow it, please.Ss: OK.师生活动：教师播放故事课件，学生跟着故事内容说。
（设计意图：复习故事，由故事导入词汇的学习。
）2. 教师出示故事图片2：T: Do you remember this picture? In the story, Mocky and Bobby are in Ann and Ken's house. Ann gives Mocky and Bobbysome_______.Ss: Milk.T: Yes, some cold milk.（设计意图：通过复现故事的这个小环节复习单词cold。
）3. 教师出示故事图片5：T: Ken gives Mocky and Bobby some ____.Ss: Soup Hot soup.T: Yes, some hot soup.（设计意图：通过复现故事的这个小环节复习单词hot。
）4. 教师出示水果图片：T: Now Ken and Ann give them some__________.Ss: Fruit.T: Mocky is thinking:师生活动：教师展示图片并读出上面的句子。
学生通过看图片体会、感知sweet的含义。
之后，教师出示词卡sweet，并强调ee的发音。
学生跟读。
5. T：And Mocky is thinking: I don't want a lemon. It's sour.师生活动：教师出示图片并读出上面的句子，学生体会体会、感知sour含义。
北师大版二年级英语下册教案
Unit9 How many?
第三课时
教学目标
①知识目标：zero, smile, How many …are there? There are …
（Phonics）/s/ /z/
②能力目标：Listen, talk and read.
③情感目标：乐于模仿，敢于开口，积极参与，主动请教。
教学重难点：Have the children practice the sounds and letters.
教学过程：
Step 1
1. Review the numbers using the word cards.
2. Sing the counting song.
Step 2
Talk together
＊Ask each child to take out a sheet of paper and crayons. Then have each child write a number on their paper.
＊Explain that you want them to draw a number of objects to match the number they have on their page. Tell them that the objects must have an English name they have learnt.
＊Group work. Ask one child to hold up his or her picture. Have a second child ask, “How many…are there?”A third child answers, “There are …”Have the children change roles.
＊Have the children turned to page 30. Listen to the tape and repeat.
Step 3
Listen and number.
＊Attract the children’s attention to the bottom of half of the page 30. Explain they are going to listen to 4 car license plates.
＊Play the tape. Have the children number the pictures in the boxes as they hear. Step 4
1. Sounds and letters (Page 31)
＊Play the tape for snake, salad, six and sun. Ask, “Do these words have the sounds /s/?”
＊Play the tape again and have the children say the words aloud.
＊Repeat the procedure for the /z/ words.
2. Listen and write.
＊Play the tape, have the children touch the matching picture on their books.
＊Now point to the word under the picture. Say, “Which letter is missing?”Elicit the correct letter name from the children. Have them write down the missing letter on the line.
＊Check the answer.
5. Set homework
Ask students to read the words on page 31.
6. 教学后记:对话的学习比以往的效果好，其主要原因是学生掌握了相应的句型，单词发音部分也很准确。
