Lesson 14 Would you Like Some Soup?精品学案

冀教版小学英语三年级下册

Lesson 14:Would You Like Some Soup? 一、教材分析

1教学目标

●语言知识

(1)掌握词汇:noodles, dumplings, soup, rice

(2)短语及句型:Would you like some …?

Yes, please./No, thanks.

●语言技能

(1)能听懂、会说、会读本课词汇。

(2)能在实际生活中灵活运用所学功能句:Would you like some…?

并能作出相应回答。

●情感态度

通过多种形式的教学活动,激发学生学习英语的兴趣,培养他们英语学习的主动性,养成大胆说英语的习惯。

二、教学重点

有关食物的词汇

三、教学难点

能正确运用句型:Would you like some …?

Yes, please./No, thanks.

四、学情分析:三年级的孩子们活泼好动,求知欲很强,课上利用多种活动来组织教学,充分发挥学生的主体性。

五、教学准备

单词卡片、多媒体课件,图片,玩具兔子

六、教学安排:一课时

七、教学过程:

Step I Class Opening(5 minutes)

1 Greeting

2Review

T: Boys and girls! Let’s review some words of the last lesson.(5minutes) Step II New Concepts(30 minutes)

1. noodles

T: Look! What are these? (出示面条的图片)They are noodles. Do you like noodles?

Ss: Yes!

T: Follow me, please, Noodles!

S1: Noodles!

T: Noodle ,noodles是面条,面条noodles细又长!

Students practice to say.

(练习可采取全班,女生、男生的方法进行。)

2. dumplings

T:Look at this picture. What are these? (出示饺子图片)

They are dumplings.

Ss: Dumplings!

T: Do you like dumplings?

Ss: Yes!

T: Dumplings, dumplings是饺子,饺子dumplings真好吃!

3.soup,rice

T: 你们还想吃什么?

Ss: 我们想喝汤。

T:OK!It’s soup.(出示汤的图片)Soup, soup就是汤,美味soup香又香!

T: 你们猜猜最后该上什么了?

Ss:米饭!

T:谁知道“米饭”用英语怎么说?…!(出示米饭的单词卡片) Rice, rice是米饭,米饭rice香喷喷!

4.practice these words.

T: Speak English S:Speak Chinese.

Look at the words cards to read words.

5. Chant

T:Well! Boys and girls! Let’s chant together!

T(Ss):Noodles ,noodles 是面条,面条noodles细又长。

Soup,soup 就是汤,美味soup 香又香!

Dumplings,dumplings是饺子,饺子dumplings真好吃!

Rice,rice 是米饭,米饭rice 香喷喷!

6. Would you like …?

T:OK! Please look at the screen.(利用多媒体课件教授新句型)“Would you like some …? ”可以用来询问别人想吃点什么或想喝点什么。Understand?

Ss:Yes!

T:Would you like some …? Yes ,please ./No ,thanks.(教师板书句子)

6. practice the sentences in your partner.

7 .play a game !

Pass the rabbit

八.Summary

Today we learned some words and sentences about food. They are noodles,dumplings ,nice,soup. Would you like some …..? Yes,please. /No,thanks. Do you learned?

九.Homework

十、教学反思

存在问题

1课堂教学中教师过多的以示范者的身份引导学生在语境中理解词义和语言结构,学生只停留在对新知识的“模仿——再现”阶段,没有上升到“活用——再创造”的层面,自主行为较少。

2在教学句型“Would you like some soup? Yes,please!/No,thanks!”时,虽然用课件引入新知识效果较好,但反复用此情景操练,不如用

实物创设各种各样的真实情景更适合学生互动学习。