件 K
j Unit 9 Hot soup一、 單元概述1. 單元是北師大版先鋒英語一年級的第三單元,本單元主要的語言現(xiàn)象是對食物特征進行詢問。2. 本課需要六課時。二、 目標
1.知識與技能:
1)語音：能夠準確朗讀字母f, v 在不同單詞中的發(fā)音。
2)詞匯：學習表達饑渴的單詞：hungry, thirsty, cold, hot, sweet, sour, fresh。2.過程與方法：
1) 能夠簡單描述事物和生活用品的特征。
2）能表達饑渴和對食物的喜好。
3）能夠在情景交流中正確運用本單元的主要功能結構：I’ thirst/hungry. Have soe water/fruit. Is it fresh？ Yes, it is./No ,it isn’t.
3）情感態(tài)度與價值觀：通過讓學生反思ocky 由于心急而被熱湯燙到的情節(jié)，培養(yǎng)他良好的用餐習慣。三、重難點：1 、學習表達饑渴的單詞：hungry, thirsty, cold, hot , sweet, sour, fresh.2 能夠運用主要句型進行交際，表達自己的需要。3 掌握表達饑渴的常見單詞。五、學習者特征分析：經(jīng)過前幾單元的學習，學生基本對于用餐常用用語有一定的了解，能基本用對話表達自己對食物的喜好，對學習英語有一定的興趣，樂于用英語表達自己的觀點。六、本單元易出現(xiàn)的問題及策略：問題： 1．不能區(qū)分字母f, v的區(qū)別。 2．較長的單詞記憶困難。 3．同學對在具體情景下句型的運用，存在一定困難。策略：多聽多練，讓學生在較為真實的情景中運用、體會現(xiàn)在進行時的用法。多聽多練，抓基礎，使學生在一點一滴中理解記憶。七、教學資配套資，錄音機，磁帶八．教學過程教學主題：
Unit 9 Hot soup授課課時
第一課時
教學目標:
一、知識與技能:
1.理解故事內容，初步學習朗讀故事。2．學習”Do you like…?” “what do you like?”句型， 并理解其在日常生活中的意義。二、過程與方法
1、觀察故事插圖，聽故事錄音理解故事內容。
2、能夠在理解的基礎上嘗試以小組的形式表演全部或部分故事內容。
三、情感態(tài)度與價值觀：
通過主人翁心急而被熱湯燙到的故事教育學生做事要耐心、不莽撞,培養(yǎng)學生良好的進餐習慣。。教學重點
1.理解故事內容，初步學習朗讀。2．培養(yǎng)學生學習英語的興趣。教學難點
能在理解的基礎上朗讀故事，并嘗試表演故事。
教學用具
配套資，，圖片，
教 學 過 程
教 學 階 段
教 師 活 動
學 生 活 動
設 計 意 圖
Step 1
Waring-up
1.演一演，說一說: A chant--y favorite food2.Free talk: Do you like..? Does she/he like..? What food/fruit/vegetables do you like? (目標：通過說chant,既復習了關于food 的單詞和句型，又活躍了課堂氣氛。)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）
設計意圖：通過創(chuàng)設情景，引導學生用前一單元學習的舊句型橡膠是提問，引出新單詞，favorite Soup, jug等.
Step 3
Presentation
1、 Lead in: present title-- Unit 9 Hot soup (板書)T：Do you like drinks, children? I have soe drinks , do you want to try? 一生上前嘗杯中飲料，并用表情表達出其味道，其他學生觀察。（目標：由一生體驗，其他學生觀察、猜的形式引入新課，引起學生興趣。）T: Is it hot? /Is it sour? (師邊問邊做出酸的表情) S1: Yes.呈現(xiàn)新單詞卡片sour，教學操練新單詞。（運用肢體、面部語言，其他新單詞相同。）（幻燈出示一瓶醋），教學新句型。T: Is it sour? Yes, it is. (板書) （幻燈出示一紅色蘋果），教學否定句。T: Is it sour? No, it isn’t. (板書)T: What sour food do you like? Ss:I like sour…（目標：通過讓學生介紹自己喜歡的酸的食物，操練新單詞及以前的句型，擴充信息量。）2、 T:I have another drink, who want to try? 另一生上前嘗試，并做出相應表情。T：Is it sour? No, it isn’t. (如果因為此學生表情含蓄，其他學生猜不出，師可嘗后做出夸張點的表情)并說：oh, it’s sweet. （目標：繼續(xù)讓學生在猜的過程中提高興趣，并愿意參與其中的心情。）呈現(xiàn)單詞卡片，教學、操練sweet(板書)，（幻燈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:你們想象一下，little bee 在采蜜時會說些什么呢？（目標：發(fā)揮學生想象力，并體會小蜜蜂在采蜜過程中的美好享受，體會小蜜蜂的辛勤勞動，從而更熱愛動物。）3、 T:I like sweet ice crea very uch. What about you? (指任意兩個學生)(幻燈出示一個涼的冰淇淋)It’s sweet and cold . 呈現(xiàn)單詞卡片，教學、操練cold(板書)(圖片展示)Do you like cold..?T: What cold food do you like? I like cold…（目標：通過讓學生介紹自己喜歡的甜的食物，操練新單詞及以前的句型，擴充信息量。）4、 T: I like soup, but I don’t like cold soup. (幻燈出示冒著熱氣的湯)I like hot soup.呈現(xiàn)單詞卡片,教學、操練hot(板書)T: What hot food do you like? I like hot…(目標：通過讓學生介紹自己喜歡的熱的食物，操練新單詞及以前的句型，擴充信息量。)(幻燈出示熱的薯條和漢堡)，Do you like hot French fries and haburgers?(目標：引出新單詞fresh.)5、T：如果food放置時間長了,可能會過期變質，所以我們一定要吃fresh的食物。呈現(xiàn)單詞卡片，教學、操練fresh.(幻燈展示新鮮的水)T: Is it fresh? Do you like fresh water?T: What fresh food/thing do you like? Ss :I like fresh fruit/vegetables….T：我們怎樣才能享受到新鮮、純凈的water、fruit..?（目標：滲透德育，保護環(huán)境，減少污染，熱愛大自然。）通過觀察主題了解故事發(fā)生的時間，地點人物，猜測可能會發(fā)生什么事。
逐圖了解故事內容，體會故事情節(jié)及主要句型。整體上認識故事內容，和學生共同建構故事內容。朗讀故事，強調原聲錄音和學生的跟讀訓練。
Step 4
Practice
1、唱一唱、做一做:“Please follow e”師生用不同的聲調、表情、語速及動作表示hot/cold/sweet等詞。（目標：學生在唱一唱，做一做中復習、鞏固新單詞，并伸展手腳，調節(jié)較長時間的坐態(tài)和緊張的神經(jīng)，調節(jié)情緒。）2、猜一猜，說一說：看口型說單詞。師只做口型，不出聲，學生根據(jù)師口型判斷出單詞和詞組。（目標：因為本班楊晨同學是一名聽殘學生，可以說此活動是專門為他復習、鞏固而設計的，同時讓其他學生也體驗楊晨在學習過程中遇到的困難，體諒并更加關懷他）.3、檢測評價，反饋教學：聽音標號-P28 。學生根據(jù)錄音內容標號。師須將口型對著楊晨同學。（目標：照顧個體差異）4、Guessing gae: What is it? 幻燈逐一出示謎底，每條謎底第一條提示由師閱讀，第二條及第三條提示自己閱讀。（目標：初步培養(yǎng)學生的閱讀能力，并將學生的興趣提到最高點。同時鞏固本堂課的句型：Is it..?）小組互相學習，提高學生的語言表達能力和表演能力。激發(fā)學生的興趣.
Step 5 Hoework
Tell the story to your parents by yourself.
板書設計
Unit 9 Hot soup
Hungry thirsty jug favorite hot cold
教學主題：
Unit9 Hot soup
授課課時
第二課時
教學目標
一、知識與技能:
學習Words to learn 中出現(xiàn)的單詞和詞組，要求學生掌握。二、過程與方法：
能夠運用所學單詞，表達自己對食物的喜好。
三、情感態(tài)度與價值觀：讓學生在愉快的歌聲中體會學習的快樂，并加深對詞匯的記憶。
教學重點
.學習掌握Let’s learn部分單詞詞組。
教學難點
掌握Let’s learn部分單詞。
教學用具
教具：配套資，錄音機，卡片。
教 學 過 程
教 學 階 段
教 師 活 動
學 生 活 動
設 計 意 圖
Step 1
Waring-up
Ⅰ War-up 出示圖片： “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.設計意圖：用本單元的教學卡片復習上一課學過的句型結構和詞匯。Step 2
Presentation
1. Set the sceneWhat is your favorite food?What is your favorite drink? Repeat the procedure for the other flashcard.設計意圖：通過學生的自身感受引出、學習詞匯，使學生易于接受。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.” 設計意圖：讓學生們想象各種情景，通過情景創(chuàng)設學習詞匯，便于學生理解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.設計意圖：把反義詞成對復習，加深學生的印象。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.設計意圖：呈現(xiàn)原音，讓學生跟讀，糾正錯誤的發(fā)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?設計意圖：根據(jù)回答問題的情況檢測學生的理解、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.設計意圖：通過描寫、連線、抄寫的練習鞏固學生對詞匯的掌握，對句型的理解，加深印象。Step 6 Hoework
Read the text, Review the words.
板書設計
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教學主題：
Uni t9 hot soup
授課課時
第三課時
教學目標
知識與技能：通過Talk together 的學習，要求學生學會詢問別人對食物的喜好，和表達自己對食物的需求。。
過程與方法：綜合運用語言與別人交流。情感態(tài)度與價值觀：增加學生對中餐和西餐中不同事物的認識。教學重點
學習Talk together 內容，并嘗試談論對話內容。
教學難點
朗讀對話，嘗試談論對話內容。
教學用具
教具：配套資，錄音機，圖片，
教 學 過 程
教 學 階 段
教 師 活 動
學 生 活 動
設 計 意 圖
Step 1
Waring-up
Sing a songSing a song.
設計意圖：激發(fā)學生的學習興趣。
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.
設計意圖：復習舊知，學習運用主要基本句型進行交際。
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 .
設計意圖：學生觀察回答問題，提高學生觀察能力、想象能力和語言組織能力。通過自讀課回答問題，培養(yǎng)學生閱讀能力。在聽和練的過程中，熟悉課，學習朗讀。培養(yǎng)學生語言運用。
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.設計意圖：練習朗讀課，完成課后練習。
Step 6 Hoework
Read this dialogues and try to eber it.
板書設計
Unit 9 hot soup
Is that water cold? No, it isn’t.
I don’t want …
教學主題：
Unit9 Hot soup
授課課時
第四課時
教學目標：
1. 知識與技能：
1)學習字母f.v在單詞中的不同讀音。2)學習7個新的語音單詞。2. 過程與方法：
找出發(fā)音規(guī)律,提高學生的認讀能力。3. 情感態(tài)度與價值觀
體會知識間的聯(lián)系，學習靈活應用知識。
教學重點
學生字母”f”和”v”在單詞中的不同讀音。教學難點
找出單詞發(fā)音規(guī)律,提高學生的認讀能力。教學用具
教具：錄音機，卡片。
教 學 過 程
教 學 階 段
教 師 活 動
學 生 活 動
設 計 意 圖
Step 1
Waring-up
1. Play the CAI , and let the students read the text with it .設計意圖：利用使學生復習課和對話。并練習在具體的情境中使用恰當?shù)木渥印?p>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 ? 設計意圖：在學習語音的同時注意復習所學過的單詞的拼寫。(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 /設計意圖：使學生在讀的過程中發(fā)現(xiàn)規(guī)律，并練習拼寫記憶單詞。
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 .設計意圖：通過讓學生觀察說出規(guī)律，并使學生回憶自己學過的發(fā)同樣音的單詞使學生加深印象。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 .板書設計
Fish faily fruit violinUnit9 hot soup
f---/ f / fruit faily fishv---/ v / video vest van violin教學主題：
Unit9 hot soup
授課課時
第五課時
教學目標：
知識與技能：1．學習本單元歌曲韻。2．鞏固本單元舊知。過程與方法：訓練學生聽力，在故事中復習所學單詞。情感態(tài)度與價值觀：利用所學的知識在日常生活中靈活運用，并能與人合作的精神。教學重點
學習Let’s chant內容熱，鞏固所學句型。教學難點
靈活應用本單元重點句型。教學用具
配套資
教 學 過 程
教 學 階 段
教 師 活 動
學 生 活 動
設 計 意 圖
Step 1
Waring-up
Sing a song.設計意圖：以歌激趣,激發(fā)熱情。
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.設計意圖：復習本單元句型，培養(yǎng)英語交際能力。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.設計意圖：利用游戲激發(fā)興趣鞏固舊知。學習韻，聯(lián)系吟唱。
Step 4
Practice
1． Read and check2． Touch ask and answer.設計意圖：鞏固練習。
5 Hoework
Practice say the chant.
板書設計
What do you like?
Is it sweet?
Is it hot?
教學主題：
Unit9 Hot soup
授課課時
第六課時
教學目標：
1.知識與技能：1、學習story故事內容，理解的基礎上嘗試表演。
2．完成自我評價內容。
2.過程與方法：培養(yǎng)學生閱讀理解能力。
3.情感態(tài)度與價值觀：通過小組活動,培養(yǎng)學生小組合作精神。
教學重點
理解故事內容。
教學難點
難點是學生發(fā)音的準確性，和應用語言進行交際的能力培養(yǎng)
教學用具
教具：錄音機，卡片。
教 學 過 程
教 學 階 段
教 師 活 動
學 生 活 動
設 計 意 圖
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 .設計意圖：通過改寫歌謠使學生運用所學單詞描述自己喜歡的食物。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..
設計意圖：復習舊的單詞句型。
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.
設計意圖：初步理解故事內容�？磮D讀故事，培養(yǎng)理解朗讀能力。朗讀課。幫學生完成自我評價內容。鞏固舊知，學習客觀評價自己和他人。
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 .設計意圖：通過說和寫的形式復習所學句子和單詞。使學生對自己掌握情況心中有數(shù)。2. I can finish these sentences .I’ hungry . I want ………. and …….I’ thirsty . I want ….and ……..通過寫段落填空向學生滲透寫作方法。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
板書設計
Unit9 hot soup!
This one is too hot
That one is too cold.
件 K
j
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