三年级下册英语教案_lesson14wouldyoulikesomesoup？｜冀教版.docx

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1、Lesson14:WouldYouLikeSomeSoup?一、教材分析1●言知（1）掌握：noodles,dumplings,soup,rice（2）短及句型：Wouldyoulikesome⋯?Yes,please./No,thanks.●言技能（1）能听懂、会、会本。（2）能在生活中灵活运用所学功能句：Wouldyoulikesome⋯?并能作出相回答。●情感度通多种形式的教学活，激学生学英的趣，培养他英学的主性，养成大胆英的。2有关食物的3能正确运用句型：Wouldyoulikesome⋯?Yes,please./No,thanks.二、教学准厨

2、帽、裙、卡片、多媒体件二、教学步StepIClassOpening（5minutes）1Greeting2Singasong:“Standup,sitdown.”3ReviewT:Boysandgirls!在，老想大家一个惊喜！你想不想啊？T:(老戴上厨帽，穿上裙)Ha!Ha!Ha!AmIateacher?No.No.No.Iamacook.T:今天，我大家准了很多好吃的、好喝的西。Areyouhungry?Ss:Yes!T:在，我要上菜了。OK?T:Yes!Hmm⋯Itsdelicious!StepIINewConcepts（30minutes）1.n

3、oodlesT:Look!Whatarethese?（出示面条的卡片）Theyarenoodles.Doyoulikenoodles?T:Followme,please,Noodles!S1:Noodles!T:Noodle,noodles是面条，面条noodles又！Studentspracticetosay.（可采取全班，女生、男生的方法行。）2.dumplingsT:我的第三道菜！Whatarethese?（出示子的卡片）Theyaredumplings.Ss:Dumplings!T:Doyoulikedumplings?Ss:Yes!T:Dump

4、lings,dumplings是子，子dumplings真好吃！3.soup，riceT:你想吃什么？Ss:我想喝。T:OK！Itssoup.（出示的卡片）Soup,soup就是，美味soup香又香！T:你猜猜最后上什么了？Ss:米!T:知道“米”用英怎么?⋯！（出示米的卡片）Rice,rice是米，米rice香！4.ChantT：Well!Boysandgirls!Letschanttogether!T（Ss）：Noodlesnoodles是面条，面条noodles又。Soup，soup就是，美味soup香又香！Dumplings，dumplings是

5、子，子dumplings真好吃!Rice，rice是米，米rice香！5.Wouldyoulike⋯?T：OK!Pleaselookatthescreen.（利用多媒体件教授新句型）“Wouldyoulikesome⋯?”可以用来人想吃点什么或想喝点什么。Understand?Ss：Yes!T：Wouldyoulikesome⋯?Ss：Wouldyoulikesome⋯?Ss：Wouldyoulikesomepop?Ss：Wouldyoulikesomemilk?6.practiseT：Whatelsedoyouwant?LetS1：Wouldyouli

6、kesomesoup?splayagame.Boysandgirls!T：Yes!（在黑板上同学加分）T：将“”的片在Wouldyoulikesome⋯?的后面。S2：Wouldyoulikesomerice?S3：Wouldyoulikesomedumplings?S4：Wouldyoulikesomenoodles?T：（将所学新的片依次在句子的后面，全班学生在教的下句子，然后全班同学。）T：Ifyoulike，youcansay：“Yes!Please!”Ifyoudontlike，youcansay：“No!Thanks!”Understand

7、?Ss：Yes!Yes，please!No，thanks!（教将两个句子板在黑板上。）6Game（板“Wouldyoulike⋯?Yes，please./No，thanks.”）T：Wouldyoulikesomesoup?S1：Yes，please!（把“soup”的片在句子后面）T：Wouldyoulikesomerice?S2：No，thanks!⋯直到把所学新都在黑板上，老。7Listentothetape.8Makeadialogue.四人一，用新学的和句型，做。StepIIIClassClosing（5minutes）三、教学反思1示范者的身

8、份引学生在境中理解和言构，学生只停留在新知的“模仿——再”段，没有上升到“活用—