内容（课题）

Grade3 Unit9 Hot soup! 第1课时

教

学

目

标

知识、

技能

1、Can say the words fro this unit. 2、Can ask and answer the questions. 3、Can understand the story.

过程、

方法

1、 War-up 2、 Presentation 3、 Playing a gae 4、 Extending listening

情感、

态度、

价值观

通过让学生反思故事中ocky由于心急被热汤烫到的情节，培养他们良好的进餐习惯。

重点

初步学习句型：I’ thirsty. Have soe orange juice. I’ hungry. Have soe fruit.

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

一课时

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、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.

板书设计

Unit9 Hot soup! I’ thirsty. Have soe orange juice. I’ hungry. Have soe fruit.

教学反思

内容（课题）

Grade3 Unit9 Hot soup! 第2课时

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：cold, sweet, sour, fresh, hot, cold 2、复习巩固句型： I’ thirsty. Have soe orange juice. I’ hungry. Have soe fruit. 3、进一步体会本单元功能句型的具体使用情境。

过程、

方法

1、 War-up 2、 Presentation 3、 Doing soe exercises 4、 Extending listening 5、 Using language

情感、

态度、

价值观

鼓励学生敢于开口说英语，并通过一系列活动的参与，建立起其对英语学习的信心。

教学重点

学习描述食物和生活用品特征的形容词：cold, sweet, sour, fresh, hot, cold

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、教学卡片、多媒体

学生准备

教材

教学用时

一课时

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、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.

板书设计

Unit9 Hot soup! I’ thirsty. Have soe orange juice. I’ hungry. Have soe fruit. It’s cold hot sweet sour fresh xkb1

教学反思

内容（课题）

Grade3 Unit9 Hot soup 第3课时

教

学

目

标

知识、

技能

1、学习句型： Is it …? Yes, it is./ No, it isn’t. 2、进一步体会本单元功能句型的具体使用情境。

过程、

方法

1、 War-up 2、 Presentation 3、 Listen and nuber 4、 Trace, atch and copy

情感、

态度、

价值观

鼓励学生敢于开口说英语，并通过一系列活动的参与，建立起其对英语学习的信心。

教学重点

学习句型： Is it …? Yes, it is./ No, it isn’t.

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

一课时

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、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.

板书设计

Unit9 Hot soup!

Is that water cold? No, it isn’t. I don’t want hot water.

教学反思

内容（课题）

Grade3 Unit9 Hot soup! 第4课时

教

学

目

标

知识、

技能

1、学习语音： 能够准确朗读字母f和v在不同单词中的发音。 2、进一步体会本单元功能句型的具体使用情境。

过程、

方法

1、 War-up 2、 Presentation 3、 Read with Uncle Booky

情感、

态度、

价值观

鼓励学生敢于开口说英语，并通过一系列活动的参与，建立起其对英语学习的信心。

教学重点

语音教学： 能够准确朗读字母f和v在不同单词中的发音。

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、教学卡片、多媒体

学生准备

教材

教学用时

一课时

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、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.

板书设计

Unit9 Hot soup!

F /f/ fish faily fruit v/w/ video violin vest van

教学反思

内容（课题）

Grade3 Unit9 Hot soup! 第5课时

教

学

目

标

知识、

技能

1、学习本单元的rhye. 2、进一步体会本单元功能句型的具体使用情境。

过程、

方法

1、 War-up 2、 Let’s chant! 3、 Extending listening

情感、

态度、

价值观

鼓励学生敢于开口说英语，并通过一系列活动的参与，建立起其对英语学习的信心。

教学重点

学会本单元的rhye.

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

一课时

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、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.

板书设计

Unit9 Hot soup!

Is it hot? Yes, it is. Is it sweet? No, it isn’t.

教学反思

内容（课题）

Grade3 Unit9 Hot soup! 第6课时

教

学

目

标

知识、

技能

1、能通过阅读理解故事。

2、能运用本单元词汇和语言结构表达饥渴，能描述食物的特征并进行提问和回答。

3、进一步体会本单元功能句型的具体使用情境。

过程、

方法

1、 War-up

2、 Presentation

3、 Extending listening

4、 Self-assessent

情感、

态度、

价值观

鼓励学生敢于开口说英语，并通过一系列活动的参与，建立起其对英语学习的信心。

教学重点

通过阅读理解本故事。

并能对自己及他人做出客观的评价。

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

一课时

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、War-up

2、Presentation

3、Self-assessent

4、Extending listening

1、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.

板书设计

Unit9 Hot soup!

The soup is hot.

I’ hungry. I want …

I’ thirsty. I want …

教学反思

本文来自：逍遥右脑记忆 /xiaoxue/38894.html

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