1、北師大版小學英語（三年級起點）四年級下冊Unit 9 Hot soup Lesson 1 一、教材分析本課Hot soup Lesson 1是北師大版小學英語四年級下冊的第九單元的故事教學部分。本課主要教學內容有三部分，包括配圖故事（1）、詞匯學習和聽力技能訓練。本課時側重學生對連環畫故事的理解。這一部分故事主要情節是Ken, Mocky和Bobby外出游玩，Bobby想喝水，向Ken和Mocky求助的內容。在人物對話的過程中自然引出了“I want, Do you have?”等句型，表達了人物想要什么物品、詢問別人有什么物品的功能。詞匯板塊呈現的是飲料攤前的情景，來買飲料的小朋友詢問有沒有

2、自己想要的飲品。通過攤位上的飲料，呈現了飲品的詞匯。在故事學習的基礎上，學生應能夠指認、說明飲品的名稱，并嘗試說明自己想要什么、別人有沒有。聽力活動復現了飲品的名稱，并復習了水果、蔬菜以及其他食物的名稱。這個聽力的形式有利于學生根據插圖內容預測人物喜歡或想要什么飲料或食物，培養預測的能力與意識。二、學情分析1在學習習慣方面：經過兩年年多的英語學習，絕大部分學生對英語仍然持有較濃厚的興趣，養成了善于傾聽、積極模仿、大膽開口、勇于實踐的好習慣。2在學習能力方面：經過長期的培養，學生具備了觀察、預測、推理、朗讀、表演和小組合作能力。 3在生活經驗方面：授課前，對授課班級做了“最喜歡的食物/飲料，是否

3、喜歡吃/喝特別燙的東西，有無急著吃/喝被燙到的經歷”的分項數據調查：（調查問卷見附表一）班級人數35最喜歡的食物(比較普遍的)最喜歡的飲料(比較普遍的)喜歡吃/喝特別燙的嗎？有無急著吃/喝熱的東西被燙到的經歷？人數noodles 5hot dogs 6chicken 10Coke 7juice 10milk 11喜歡10不喜歡25 有28無 7通過數據調查，了解到學生最喜愛的食物主要是noodles、hot dogs和chicken，最喜歡的飲料主要是Coke、juice和milk.，教師在課前準備好相應的實物教具，有助于學生理解favorite的在語境中的意義。另外通過后兩項的調查，了解到多

4、數孩子都有急著吃/喝熱的東西被燙到的經歷，所以在理解故事中Mocky喝熱湯被燙到的情節時，可以讓學生結合自己的生活經驗體驗故事中相應情節，感受故事情趣，同時獲得比較深刻的情感體驗。另外調查顯示，有4名學生在“最喜歡的飲料”一欄填寫了soup,說明孩子對西方國家soup 是食物，不是飲料的概念是模糊的，教師在授課時適時進行解釋，便于學生了解中西文化的異同。（見附表一）三、教學目標1學生能在視頻、圖片的幫助下，通過講故事、看故事、讀故事等方式，理解本課故事內容。 2在理解故事過程中初步感知本單元主要語言知識：常用形容詞hot, cold, big, small等的用法；簡單描述事物特征的常用句型：

5、 The water/milk is hot/cold. The jug/bowl is big/small以及表達饑渴，提出相應建議的句型：Im hungry/thirsty. Have some 3能用英語簡單描述食物、餐具的特征。4通過談論食物話題，提醒Mocky小心熱湯，為燙著的Mocky提供幫助，培養學生良好的餐飲習慣和關心他人、幫助他人的良好品德。四、教具準備實物、圖片、牛奶、果汁、可樂、水、錄音機、磁帶、自制課件及教材配套多媒體光盤。五、教學重難點1.教學重點：理解故事內容。2.教學難點：理解favorite在語境中的意義。六、教學過程Step 1 ：熱身激趣、情境鋪墊 （2分鐘

6、）1 GreetingsT：Hello, boys and girls！ How are you? Nice to meet you.Ss：Hello, Lily. Nice to meet you, too.2.Do you like dancing? Lets dance together, OK? Teach Ss to dance “Dancing Rabbits”.設計意圖師生一起跳兔子舞，為呈現情景Im thirsty.作好準備；創設英語學習氣氛，活躍課堂，拉近師生間距離。Step 2 引入情景、整體感知 （5分鐘）T: Sit down, please. How do you f

7、eel? Well, Im thirsty（聲音沙啞,作口渴狀）。Im very thirsty. I want some water.T: Oh, some water. But its hot. The water is hot. How about this one? Oh, its cold. Im OK now. How about you? Are you thirsty?Ss: Im thirsty.（帶動作）T: What do you want? Water? Juice ? milk? I want(教師引導學生用I want 表達自己的需求。)S:I want some

8、water/juice/milkT: Have some water/juice/milkT: Are you OK now? Ss: Yes.T: We are OK now. How about our friends? Picture1:T: Look! Who are they? Ss: Mocky and Bobby.T: Where are they? Are they at the restaurant? What do they want to do? Ss: They want to eat and drink.T: Who is thirsty? What does he

9、want?Ss: He wants some water.T: How about Mocky? Is he thirsty?Ss: No.T: Mocky is not thirsty. He is hungry. What does he want?Ss: He wants a hamburger.T: Do they have some water and hamburgers? What will happen next? Do you want to know?Ss: Yes.T: Lets watch the story-Hot Soup. 設計意圖通過創設真實語境,讓學生感知與食

10、物話題相關的新的語言，并提出Do they have some water and hamburgers?這樣的問題，使學生帶著問題整體感知故事，為進一步理解故事做好準備。 Step 3 故事建構,逐圖呈現 （18分鐘）Picture 2T: Whats that in Anns hands? Ss: Its a T: Its a jug. This is a jug.(板書呈現jug圖片)Can you describe the jug?Ss: Its a big jug./ Its a green and white jugT: Yes, that jug is big!（板貼句子）T:

11、Guess! What can we put in the jug?S: some water/juice/milk .Picture 3T: Now, Some milk is in the jug. What does Mocky ask?Ss listen and say: Is that milk cold?T: Ann is holding the jug. How to hold?（出示jug實物,找一個學生模仿Ann的樣子拿著jug.）Have Ss guess: Is that milk cold? 之后聽Ann 的回答“Yes, it is.”設計意圖通過引導學生觀察、模仿A

12、nn 拿著jug的樣子，讓學生預測出牛奶是涼的，再通過讀句子得出結論，使學生積極主動參與建構故事的學習過程。Picture 4-5T: Look! Whats that in Kens hands?Ss: Its a bowl.T:Is the bowl big or small?Ss: The bowl is small.(板貼句子)T: Whats in the bowl?S:There is some water.S:There is some milk.S:There is some soup.T: Is it cold or hot?S: Its hot.(學生觀察Ken拿著碗的樣子

13、，得出結論)設計意圖通過學生的猜測活動，在自然交流中加深對新詞匯jug和bowl的理解和對核心語言結構That bowl is small. That jug is big.的感知，并在猜測中自然過渡到Picture6/7/8。Picture6T: Yes, there is some soup in the bowl. Does Mocky like soup?Ss: Yes, soup is Mockys favorite food.(教師利用PPT圖片，幫助學生理解favorite的語音和語義并嘗試表達真實意愿 is my favorite food. is my favorite dr

14、ink.突破本課難點)T: Now, we know, Mocky is hungry. Soup is Mockys favorite food. But the bowl is small! Lets talk : What will Mocky do? 設計意圖在問題引領下，學生融入故事情境，體驗Mocky著急喝熱湯的心情，加深對故事的理解，增強故事情趣。Picture7、8Watch the story about picture 7、8. Then, answer these questions What does Ann say to Mocky? S: Wait! / Dont

15、eat!.（引導學生帶著關心Mocky的心情，把這些經驗提示給Mocky.）T: Does Mocky listen to Ann? Ss: No.T: What does Mocky do? Does Mocky eat the soup?Ss: Yes, he does. T: Mocky likes soup very much. He eats the soup so quickly. But wait! The soup is hot! What does Mocky say?Ss: Help ! Its hot! Its hot!T: Whats the matter with M

16、ocky? Mocky hurts his Ss: Mocky hurts his tongue. T: Poor Mocky! What can we do for him? Can we help him?S: Mocky, have some milk/juice/water.T: Good idea! Thank you for your help. Remember! Dont eat too hot food!設計意圖教師輔以適當的動作展現Mocky吃熱湯的情景，以便學生理解故事，并適時引導學生對Mocky提供必要的幫助,從而實現情感、態度、價值觀目標,培養學生樂于助人的品質。Pi

17、cture9T: You are so kind. Look! What is Ann doing?Ss: Ann is giving some milk to Mocky.T: Is the milk hot or cold?Ss: Cold.T: Yes, the milk is cold.Picture 10Is Mocky OK now? What does he say?Step 4 內化理解、重組判斷 （5分鐘）1.討論故事，圖片排序Well, lets talk about this story. Look and orde these pictures.設計意圖呈現不帶文字的圖

18、片1、2、5、6、8、10，打亂順序，學生依照故事情節排序，教師用英語復述，幫助學生梳理故事的主要情節。2.觀看故事，問題判斷T: Lets watch the story again. But there are some questions for you: or ×The milk is cold.( )The bowl is big.( × )The soup is hot.( )Milk is Mockys favorite food.( × )設計意圖借助多媒體的動畫效果吸引學生注意力，視聽結合，使學生大腦的形象思維和抽象思維活動同時協調進行，培養學生

19、逐步用英語思維的習慣和能力，同時檢測學生對故事的理解。Step 5 朗讀故事，角色扮演（8分鐘）1. 跟讀錄音，正確朗讀T: Open your books, follow the tape to read the story.設計意圖通過跟讀，進一步掌握詞匯、句子的發音，在朗讀中引導學生體會人物的思想感情和故事的情節內容，為下一步的角色朗讀做好鋪墊。2. 自讀故事，問題檢索Ask Ss to try to read this story. Find out their questions.T: Do you have any questions? Help Ss to solve the question such as new words.3. 角色朗讀，關注情感Read in roles.Ss choose the characters they like to read the story in groups.Read the story. Role play the story. （分層要求，關注全體）4. 小組展示，體驗成功設計意圖學生分角色朗讀故事，朗讀標準分一般要求和高水平要求,使不同層次的學生都能在小組合作中獲得成功體驗。Step 6 拓展提升（1分鐘）T: What have you l