（三起）冀教版三年级下册-Unit 3 Food and Meals-Lesson 14 Would you Like Some Soup -ppt课件-(含教案+视频+素材)-公开课-(编号：b0af2).zip

Lesson 14 Would You Like Some Soup? 冀教版 三年级下册 Li Mings home! What do we eat? food noodles Try to read! zoomoongooseboot umbrella dumplings What do we eat? ice cream rice What do we eat? you soup What do we eat? Whats missing? meat vegetables ice cream chicken apple orange banana Lets chant. Are you hungry? Yes, I am. Dumplings and noodles, Yum! Yum! Yum! Are you thirsty? Yes, I am. Tea and juice, Please! Please! Please! Lets enjoy the food! Would you like some dumplings? Yes, please. Lets enjoy the food! Would you like some noodles? No, thanks. Theyre eating! Are you hungry? Yes, I am. Whats this? Dumplings. Would you like some dumplings, Jenny? Yes, please. Would you like some soup, Jenny? No, thanks. Lets have a party! Would you like some? Yes, please. No, thanks. meat chicken Lets show! Task 1 Noodles, noodles, noodles, Would you like some noodles? Yes, please. Yes, please. Rice, rice ,rice, Would you like some rice? No, thanks. No, thanks. Task 2 A: Are you hungry? B: Yes, I am. A: Would you like some dumplings? B: Yes, please. C: Would you like some noodles? B: Tang County food Bowl of meatTang County bowls Sesame seed cake Sheep giblets We love delicious food. But eating healthily is very important. Homework 1、Make some cards about food. 2、Ask your parents the food what they like or dislike.冀教版三年级下冀教版三年级下 Lesson14 Would you like some soup? 教学设计教学设计 教学目标教学目标 1. 知识目标知识目标 能听懂、会说、认读四个食物类单词 noodles、dumplings、soup、rice 并能书写这些单词。 2. 技能目标技能目标 学生能听懂、会说并且能恰当地使用在饮食活动中经常出现地表 示征求意愿的句型：Would you like some?及做出回答：Yes, please 或 No, thanks;培养学生听说读演的能力，培养学生运用日 常交际用语进行交流的能力。 3. 情感态度情感态度 通过课堂任务的完成，培养学生在活动中互助合作精神，从而树 立学习的信心。并且能礼貌与他人交际，在较为真实的场景中大 胆主动、灵活的运用语言，在生活快乐的使用英语。 4. 文化意识文化意识 了解我国的饮食文化；了解中西方饮食文化的不同。 教学重难点教学重难点 1. 教学重点：能听、说、读、写有关食物的词汇：noodles, dumplings, soup, rice;学生能听懂、会说 Would you like some? Yes, please. /No, thanks. 2. 教学难点：能根据情境，能灵活运用本课重点句型进行交际； 教法与学法教法与学法 1. 直观演示法，游戏法教授单词。 2. 以情景教学为主，以情景表演使学生在特定语境中领悟 Would you like some?及其回答 Yes, please./No, thanks. 3. 发挥英语歌曲、chant、游戏、竞赛的激趣作用，让学生在愉快的 氛围中，通过多种活动操练重点，突破难点。 4. 教学过程中贯穿对学生的形成性评价。 教学过程教学过程 Step 1. Greeting . Good morning, boys and girls. How are you? Step 2. Lets sing a song Eat and Drink. Play a video. Students sing along with the song and dance. (设计意图：课的一开始演唱歌曲既复习了旧知，又调动了学生的积 极性，让学生愉快地开始新一课的学习。) Step 3. Lead-in T: Look! This is Li Mings home. Today Jenny will go to his home to eat dinner. The food is delicious. Its good. Do you want to eat? OK! Lets eat. Lets learn the new lesson. Write the article: Lesson 14 Would you like some soup? on the blackboard. (设计意图：Jenny 到李明家做客为话题导入，并贯穿本节课的始 终。） Step 4. New concept. 1. What do they eat? Show the pictures on the screen. Noodles, dumplings, soup and rice. Learn the words one by one. a. Look at the pictures , listen and repeat. b. Read in groups. c. Write the words. d. Play a game: “Whats missing?” e. Lets chant. Look at the video, listen and chant. Are you hungry? Yes, I am. Dumplings and noodles, Yum! Yum! Yum! Are you thirsty? Yes, I am. Tea and juice, Please! Please! Please! (设计意图：词汇的讲解充分利用了生活常识，在这一过程中，运 用构建主义学习理论与英语自然拼读法学习英语词汇。通过小组 竞赛、游戏、说唱激发学生的学习热情，鼓励学生大声说英语。) 2. To be a host. a : T: Do you want to be a host? How to treat your little guest? Lets learn a conversation. The teacher show a table with some food on it. And ask: Would you like some noodles? Help Ss to answer, “Yes, please./No, thanks.” b: Look at the pictures and repeat. T: Would you like some noodles? S: Yes, please. T:Would you like some rice? S: No, thanks. (设计意图：教师设计情境让学生感知如何用英语表达用餐。) 3. Listen and read the conversation. Jenny is eating dinner at Li Mings home. What do they eat? What does Jenny like ? Look at the pictures and read the conversations. (设计意图：运用易点慧教学系统让学生练习标准英语。) 4. Group work. Lets have a party. One of the group is a host. Others are guests. There are two tasks. They can choose one. Task 1 : Chant Noodles, noodles, noodles, Would you like some noodles? Yes, please. Yes, please. Rice, rice, rice, Would you like some rice? No, thanks. No, thanks. Task 2 Conversation A: Are you hungry? B: Yes, I am. C: Would you like some .? B: Yes, please. . Ask some groups to show in the front of class. (设计意图：将课堂上学到的知识运用到真实的语言环境中去，遵 循了“为用而学，在用中学，学了就用”的教学原则，实现了教 学的出发点和落脚点。） Step 5 Look at the pictures. Enjoy Tang County food. We love delicious food, but eating healthily is very important. (设计意图：热爱家乡，热爱美食，健康生活。） Step 6 Summery What do we learn? Step 7 Homework 1. Make some word cards about the food. 2. To have an interview with their families and friends using the conversations we have learned. (设计意图：将课堂内容延伸到课外，真正的运用知识，输出知识。 ） 板书 Lesson 14 Would you like some soup? dumplings noodles Would you like some soup ? rice Yes, please. No, thanks. 课后反思 英语新课程标准强调：从学生的学习兴趣、生活经验和认 知水平出发，倡导体验、实践、参与、合作与交流的学习方式，使 学生主动思维、大胆实践，同时做到学习活动化，活动交际化，交 际生活化。本着这一理念，我设计了这节课。 1、变换形式，全员参与 学生的心理特点决定他们喜欢形式多样的活动，所以我尽可能 地提供生动有趣的情境和足够的机会，以提高他们的学习兴趣，从 而达到想说、爱说、会说的目标。 2、由简到繁，拓展延伸 学习 noodles, dumplings, rice, soup，运用了构建主义学习 以及英语自然拼读法，使学生能够自然地学会英语。并且设计了游 戏 Whats missing?以及 Chant。学生们在竞争与趣味中得到训练。 利用易点慧教学平台，训练学生准确的发音。在情境中自然的学习 与操练句型：Would you like some? 教师准备的一桌子饭引起学 生很大的兴趣，学生的 party 非常活跃，有趣又有生活体验。最后 呈现我们地方小吃，热爱家乡，热爱美食，健康饮食的情感自然呈 现。 3、课堂教学缺憾 我的这节课，仍然有许多不尽人意之处，比如：学生间的互相 学习与互相帮助不够自觉，需要老师的提醒，还有师生情感的互动 不自然，为了完成教学任务，老师没有完全顾及学生的表现，以致 失去了好多教育机会。另外教学平台运用不熟练，设计好的超链接 无法打开。学生听，然后录音环节没能够实现。