內(nèi)容（課題）
Grade3 Unit9 Hot soup! 第1課時
教
學
目
標
知識、
技能
1、Can say the words fro this unit. 2、Can ask and answer the questions. 3、Can understand the story.過程、
方法
1、 War-up 2、 Presentation 3、 Playing a gae 4、 Extending listening
情感、
態(tài)度、
價值觀
通過讓學生反思故事中ocky由于心急被熱湯燙到的情節(jié)，培養(yǎng)他們良好的進餐習慣。重點
初步學習句型：I’ thirsty. Have soe orange juice. I’ hungry. Have soe fruit.
難點
進一步體會本單元功能句型的具體使用情境。
教學
準備
教師準備
教材、多媒體
學生準備
教材
教學用時
一課時教學方法
多媒體教學法、小組合作法教學過程
教師活動
學生活動
備注
1、War-up
2、Presentation 3、Playing a gae 4、Extending listening
1、Review the naes of food (vegetables, fruit) 2、Review the adjective: big, sall, tall, short, old, young, long 3、Ask the to talk about soe pictures by using these words. 1、Ask the to listen to the story. 2、Then ask soe questions about these pictures. And ask the to read after each picture. 3、Read after the tape again. 4、Ask students to try to perforance it. I’ll put soe pictures on the blackboard. Then I’ll ask, “Is that …?” The students begin to guess. If the answer is “Yes”, they have to stand up and answer y question. If the answer is “No”, they have to sit down and answer y question. I’ll ask the to listen to soe little stories. They review the naes of food. They review the adjectives we have learned last unit. They talk about the pictures. They listen to the story. They read after the story. They read it again. They begin to perforance the story. They play the gae. They listen to the stories.板書設計
Unit9 Hot soup! I’ thirsty. Have soe orange juice. I’ hungry. Have soe fruit.
教學反思
內(nèi)容（課題）
Grade3 Unit9 Hot soup! 第2課時
教
學
目
標
知識、
技能
1、學習描述食物和生活用品特征的形容詞：cold, sweet, sour, fresh, hot, cold 2、復習鞏固句型： I’ thirsty. Have soe orange juice. I’ hungry. Have soe fruit. 3、進一步體會本單元功能句型的具體使用情境。過程、
方法
1、 War-up 2、 Presentation 3、 Doing soe exercises 4、 Extending listening 5、 Using language
情感、
態(tài)度、
價值觀
鼓勵學生敢于開口說英語，并通過一系列活動的參與，建立起其對英語學習的信心。教學重點
學習描述食物和生活用品特征的形容詞：cold, sweet, sour, fresh, hot, cold教學難點
進一步體會本單元功能句型的具體使用情境。
教學
準備
教師準備
教材、教學卡片、多媒體
學生準備
教材
教學用時
一課時教學方法
多媒體教學法、小組合作法教學過程
教師活動
學生活動
備注
1、War-up
2、Presentation 3、Doing soe exercises 4、Extending listening 5、Using languages
1、Review the words we have learned last unit. Ask the to try to describe the pictures. It’s a … The … is … 1、T: Now, let’s learn soething ne Show the pictures of soe fruit and vegetables. To elicit the neords: cold, sweet, sour, fresh, hot. Then ask the to read these words after the tape aloud. 2、Then doing soe exercises: I’ll show soe pictures. And ask the to describe it. 1、Listen to this Ask the to describe the pictures at first. Then listen to it. After that, check the answer. At last, ask the to read after it. Ask the to listen to soe little stories. I’ll show the a big picture, and ask the to describe this picture. They review the words an sentences. They learn these neords and read it after the tape. They do soe exercises. They do soe exercises: Listen to this. They listen to the stories. They talk about this picture in pairs.板書設計
Unit9 Hot soup! I’ thirsty. Have soe orange juice. I’ hungry. Have soe fruit. It’s cold hot sweet sour fresh xkb1
教學反思
內(nèi)容（課題）
Grade3 Unit9 Hot soup 第3課時
教
學
目
標
知識、
技能
1、學習句型： Is it …? Yes, it is./ No, it isn’t. 2、進一步體會本單元功能句型的具體使用情境。過程、
方法
1、 War-up 2、 Presentation 3、 Listen and nuber 4、 Trace, atch and copy
情感、
態(tài)度、
價值觀
鼓勵學生敢于開口說英語，并通過一系列活動的參與，建立起其對英語學習的信心。教學重點
學習句型： Is it …? Yes, it is./ No, it isn’t.
教學難點
進一步體會本單元功能句型的具體使用情境。
教學
準備
教師準備
教材、多媒體
學生準備
教材
教學用時
一課時教學方法
多媒體教學法、小組合作法教學過程
教師活動
學生活動
備注
1、War-up
2、Presentation 3、Listen and nuber 4、Trace, atch and copy
1、Review the words we have learned in this unit. 2、Review the key sentences. T: What’s this? T: Is it a …? 1、Ask the to look at the picture of the dialogue. And ask the to try to describe the picture. T: Now, let’s listen what does the boy want to drink? Then listen to the dialogue for the first tie. T: What does Ken ask? T: How does Ann answer? T: What does Ken will drink at last? Why? 2、Then listen to it for the second tie and read after it. 3、Read this dialogue by role. Boys are Ken, girls are Ann. 4、I’ll draw a glass an tea on the blackboard. T: Is it cold/ hot? T: Do you like it? 1、We’ll talk about the picture at first. T: What’s this? 2、Then listen to it. After that, check the answer. And then ask the to read after it. 1、Do the first one: T: What does ocky take? T: Is it big? 2、Then ask the to do others by theselves. They review the words, They review the key sentences. S: It’s a haburger. S: Yes, it is./ No, it isn’t. They try to describe the picture. They listen to the dialogue. S: He ask soething to drink. S: There’s water and tea. S: He will drink ilk. It’s cold. They listen to it again and read after it. They read it by role. S: Yes, it is./ No, it isn’t. S: Yes, I do./ No, I don’t. They do the exercise: Listen and nuber. S: A cup. S: No, it isn’t.板書設計
Unit9 Hot soup!
Is that water cold? No, it isn’t. I don’t want hot water.
教學反思
內(nèi)容（課題）
Grade3 Unit9 Hot soup! 第4課時
教
學
目
標
知識、
技能
1、學習語音： 能夠準確朗讀字母f和v在不同單詞中的發(fā)音。 2、進一步體會本單元功能句型的具體使用情境。過程、
方法
1、 War-up 2、 Presentation 3、 Read with Uncle Booky
情感、
態(tài)度、
價值觀
鼓勵學生敢于開口說英語，并通過一系列活動的參與，建立起其對英語學習的信心。教學重點
語音教學： 能夠準確朗讀字母f和v在不同單詞中的發(fā)音。
教學難點
進一步體會本單元功能句型的具體使用情境。
教學
準備
教師準備
教材、教學卡片、多媒體
學生準備
教材
教學用時
一課時教學方法
多媒體教學法、小組合作法教學過程
教師活動
學生活動
備注
1、War-up
2、Presentation 3、Read with Uncle Booky
1、Review the words and sentences. I’ll show a picture and ask the to talk about it. 2、Playing a guessing gae: ask students to guess the words by the outlines. If they guess right, I’ll write it on the blackboard. And ask the to read together. Then ask the to find the rule of these words and the pronunciation of f and v 1、Then ask the to read after the tape. Ask the to say the words which the first letter is f and v, and write it on the blackboard and ask the to read it together. They review the words and sentences. They play the guessing gae. They read the words together. They read it after the tape. They do the exercise: Listen and write. xkb1 They read the words with Uncle Booky.板書設計
Unit9 Hot soup!
F /f/ fish faily fruit v/w/ video violin vest van
教學反思
內(nèi)容（課題）
Grade3 Unit9 Hot soup! 第5課時
教
學
目
標
知識、
技能
1、學習本單元的rhye. 2、進一步體會本單元功能句型的具體使用情境。過程、
方法
1、 War-up 2、 Let’s chant! 3、 Extending listening
情感、
態(tài)度、
價值觀
鼓勵學生敢于開口說英語，并通過一系列活動的參與，建立起其對英語學習的信心。教學重點
學會本單元的rhye.
教學難點
進一步體會本單元功能句型的具體使用情境。
教學
準備
教師準備
教材、多媒體
學生準備
教材
教學用時
一課時教學方法
多媒體教學法、小組合作法教學過程
教師活動
學生活動
備注
1、War-up
2、Let’s chant! 3、Extending listening
1、1、Review the words we have learned in this unit. 2、They’ll say what’s eaning of y oveent. Then ask the to turn to page34 and ask the to talk about these pictures. Then I’ll ask the to do this exercise, then I’ll check the answer. 1、I’ll ask the to look at the picture of “Let’s chant”, and ask the to try to describe it. 2、Then we’ll look at the screen and listen to this rhye. Ask the to try to read after it. Then ask the to read it together. At last, I’ll ask the to nuber the anials one by one. Ask the to listen to soe little stories. They review the words. They’ll say the eaning of what I do. They talk about the pictures and then do the exercise. They look at the picture and try to describe it. They listen to the rhye. And then read after it and nuber the anials one by one in the rhye. They listen to the stories.板書設計
Unit9 Hot soup!
Is it hot? Yes, it is. Is it sweet? No, it isn’t.
教學反思
內(nèi)容（課題）
Grade3 Unit9 Hot soup! 第6課時
教
學
目
標
知識、
技能
1、能通過閱讀理解故事。2、能運用本單元詞匯和語言結構表達饑渴，能描述食物的特征并進行提問和回答。3、進一步體會本單元功能句型的具體使用情境。過程、
方法
1、 War-up
2、 Presentation3、 Extending listening4、 Self-assessent情感、
態(tài)度、
價值觀
鼓勵學生敢于開口說英語，并通過一系列活動的參與，建立起其對英語學習的信心。教學重點
通過閱讀理解本故事。
并能對自己及他人做出客觀的評價。教學難點
進一步體會本單元功能句型的具體使用情境。
教學
準備
教師準備
教材、多媒體
學生準備
教材
教學用時
一課時教學方法
多媒體教學法、小組合作法教學過程
教師活動
學生活動
備注
1、War-up
2、Presentation
3、Self-assessent4、Extending listening1、Let’s say the rhye at page35.1、Ask the to open their books and talk about this story in Chinese.2、Then listen to the story for the first tie. And ask the to underline the words which they are not failiar.3、Ask the to read the story in silence.5、Ask the to read after it.1、Ask the to describe these pictures at first. Then practice the key sentences:T: Is the soup hot?Ask the to do a pair work to practice this sentences by using other pictures.2、T:What tie is it?T: Are you hungry?T: If you are hungry, what do you want?Ask the to listen to soe little stories.They say the rhye.They open their books and talk about it.They listen to the story and underline the words they don’t failiar.They read it in silence.They try to answer y questions.xkb1 They read it after the tape.They describe the pictures.S: Yes, it is.S: I want …They listen to the stories.板書設計
Unit9 Hot soup!
The soup is hot.
I’ hungry. I want …I’ thirsty. I want …教學反思
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