北师大版三年级英语下册全册教案9-12
北师大版三年级英语下册全册教案3Unit 9 Hot soup!Lesson 1教学内容：Structures:Is this (soup) (hot)?Have some (milk).(He) is a (tall boy).Yes, (he) is.No, (he) isn’t.Vocabulary:Core: a hamburger, soup, water, milk, rice, an ice cream, an orange, hungry, Thirsty, hot, cold, favoriteContextual: I’m all right now. Wait! a jug, a bowl教学目标：通过对句型的理解，全面理解课文。
教学重点：理解新单词的意思。
教学难点：理解句子的意思，如：Is this (soup) (hot)? Have some (milk).教具准备：学生第8单元使用的“反义词图板”。
本单元soup, hamburger, rice, water, milk的教学卡片。
教学过程：1．复习（1）让学生拿出“反义词图板”，复习第8单元的词汇和结构（tall/short, big/small, young/hot, good/bad, long/short）。
（2）拿起“反义词图板”给学生展示。
指第一幅图，引导学生说出句子：“He is a tall boy.”（3）还指第一幅图问学生：“Is he a short boy?”引导学生回答：“No,he isn’t.”提问：“Is he a tall boy?”引导回答：“Yes, he is.”2．情景引入（1）让学生说一说他们最喜欢吃的食物，再说一说最喜欢的饮品。
告诉学生在英语里“最喜欢的”概念用“favorite”表达。
把单词写在黑板上，大声朗读，让学生跟读。
（2）拿出本单元的教学卡片。
拿起hamburger的卡，说：“This is a hamburger.”重复单词hamburger，让学生跟读。
（3）用同样的方法完成其余的卡片。
（4）在黑板上画一个罐子，说：“This is a jug.”把单词写在图旁边，朗读单词，让学生跟读。
3．示范句型（1）让学生想象在炎热的夏天他们想喝饮料的情景。
问：“你觉得怎样？”告诉学生在英语里用thirsty表达渴。
说：“I’m thirsty.”把句子写在黑板上，指每个单词朗读句子。
让学生一起跟读。
（2）让学生说一说如果没有吃午饭会有什么感觉，呈现单词hungry，用上述方法练习。
（3）拿起教学卡片soup，用汉语问学生：“这汤是热还是凉的？”引导学生说：“是热的。
”呈现单词hot，用上述方法练习。
（4）问学生：“热的反义词是什么？”引导学生说出冷。
用同样的方法呈现单词cold.（5）再举起soup的教学卡片。
问：“Is this soup hot?”引导学生说：“Yes, it is.”提问学生：“Is this soup cold?”引导回答：“No, it isn’t.”重复这一步骤，用教学卡片练习ice cream, rice, water.4．讲故事让学生打开书第26、27南，根据图提问下列问题：图1：Mocky, Bobby Bear在干什么？图2/3：Ann拿的是什么？（jug）你认为里面是什么？(milk)图4/5：Ken拿的是什么？(bowl)你认为里面盛的是什么？(soup)图6/7/8：发生了什么事？图9：Ann在干什么？图10：你认为Mocky说什么？5．听故事（1）告诉学生：“我们现在来听听录音里的人物怎么说。
”让学生边听录音边看图。
（2）再放一遍录音，每句话之后停顿，让学生跟读。
6．布置作业让学生回家后看家里冰箱中的食品，告诉家人能够说出的食品和饮料的英语名称。
课后小记：Lesson 2教学内容：Structures:It’s some hot soup.What’ s this?Is this (an orange)?Is this (soup) (hot)?Vocabulary:Core: soup, hamburger, water, milk, rice, an ice cream, an orange, a lemon, hungry,thirsty, hot, cold, sweet, sour, big, small, some, fresh教学目标：学习一些食物的单词。
教学重点：正确区分、使用食物单词。
教学难点：正确使用Is this (soup) (hot)?教具准备：本单元的卡片教学过程：1．复习（1）用本单元的教学卡片复习第一课学过的句型结构和词汇。
（2）拿起hamburger的教学卡片，问：“What’s this?”引导回答：“It’s a hamburger.”再问：“Is this a hamburger?”引导学生回答：“Yes, it is.”指着教学卡片问：“Is this an orange?”引导回答：“No, it isn’t.”（3）重复这一步骤，用其他的教学卡片练习。
（4）拿起soup的教学卡片，问：“Is this soup hot?”引导回答：“Yes, it is.”再问：“Is this soup cold?”引导回答：“No, it isn’t.”（5）用同样的方法练习ice cream, rice, hamburger, milk, water.（1）让学生看第28页上端的图。
放录音，让学生指相应的图。
（2）再放一遍录音，把这一页给学生展示。
每放一个单词暂停，让学生跟读。
（3）放第三遍录音，不停顿，让学生跟着录音重复。
（4）不放录音，指第一幅图，引导学生说出名称。
用同样的方法完成其余的图片。
3．听一听（1）让学生看第28页下端的两行图。
把这一页展示给学生看。
指着第一幅图问：“What’s this?”学生应该回答：“It’s soup.”再问：“Is it hot?”学生应该回答：“Yes, it is.”如果需要，可以让学生参考本页上部的词汇回答。
用同样的方法完成其他图片。
（2）告诉学生接下来将要听对所看到的食物的描述。
（3）放第一句录音，让学生指与听到的录音相对应的图。
用同样的方法完成其他句子。
（4）再放一遍录音，每一句话暂停。
让学生把句子的序号标在相应图的方框里。
（5）全班一起核对答案。
4．做游戏（1）让学生翻开书第29页，把这一页展示给学生。
指着蝴蝶的图，提问一个框里的问题，例如，“Is it red?”用同样的方法处理其余的图。
（2）告诉学生在这个游戏里从Go!出发，首先达到Stop!的学生获胜。
（3）每次掷骰子走方格时必须提问/回答相应的问题。
例如在第五个方格，学生应该问：“Is it red?”回答是：“Yes, it is.”或“Is it cold?”回答是：（4）把学生分成四人一组，每个学生把自己的代表物放在Go!方格里，开始游戏。
5．布置作业让学生在课余时间和家人或朋友一起玩本课学会的游戏。
课后小记：Lesson 3教学内容：Structures:What are you doing?I’m eating an (orange).What’s this?(Some milk.)Is this (hamburger) (hot)?Is it (sweet)?He is eating (an orange).Vocabulary:Core: a hamburger, soup, water, milk, rice, an ice cream, an orange, a lemon, hot cold, fresh, sweet, sour, some.教学目标：在复习多个句型的基础上，加深对句型的理解。
教学重点：通过多种练习正确运用第一人称和第三人称。
教学难点：What are you doing? What’s this? Is this (hamburger) (hot)?Is it (sweet)? What is (he) doing?的理解。
教具准备：本单元的卡片教学过程：1．复习（1）全班分成两组。
把所有的食品和饮料的卡片正面向下放在两组间的桌子上。
（2）让A组的一名学生拿起一张卡片给B组学生看（两组学生轮流拿卡片，）并且提问：“What’s this?”B组学生应回答：“A (hamburger).”或“Some (milk).”A组的这个学生再问：“Is this (hamburger) (hot)?”B组的学生应回答：“Yes, it is .”或“No, it isn’t.”（3）A组学生完成后，让两组的学生互换角色。
（4）给每个正确的提问和回答记分。
2．说一说（1）让学生看第30页上端的图，把这一页展示给学生，让学生看第二幅图，问：“What is Peter doing?”引导学生回答：“He is eating.”再问：“Whatis he eating?”引导回答：“A hamburger.”（2）说：“He is eating a hamburger.”让学生跟读。
（3）用两样的方法练习a lemon, French fries, an ice cream。
（4）指着图中的对话框朗读对话内容，让学生跟读。
（5）把全班学生分成两组，一组扮演Wang Ling，另一组扮演Peter。
两组学生重复各自人物的对话。
（6）用同样的方法替换a hamburger，练习a lemon, French fries, an ice cream. （7）让学生互换角色。
3．听一听，标顺序（1）让学生翻开书第30页，把这一页给学生展示。
指着图让学生描述他们看到的物品。
（2）告诉学生他们将听到一句话，让他们根据听到的句子找出对应的食品。
（3）放录音，让学生用手指相应的物品。
用两样的方法完成其他的图。
（4）再放一遍录音，每句话之后停顿，让学生把正确的句子序号写在食品旁边。
（5）全班一起重复读句子。
4．描一描，连一连学生用书第31页5．布置作业让学生给31页的图涂上颜色。
课后小记：Lesson 4教学内容：Structures:I am eating (an orange).Is it (sweet)?Is that (orange) (sweet)?Yes, it is .No, it isn’t.This (cup) is small.Vocabulary:Core: a hamburger, soup, water, milk, rice, an ice cream, an orange, a lemon, hotcold, sweet, sour, fresh, big, small, some教学目标：理解f, v的发音。
北京版小学英语三年级下册Lesson 9 教学设计
北京版小学英语三年级下册Lesson 9 教学设计一、指导思想与理论依据新课程标准要求小学阶段英语教学更新理念、改革教法，倡导“任务型”的英语教学途径，在语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上，培养学生的综合语言运用能力。
前苏联著名教学论专家达尼洛夫认为，教学要求与学生学习可能性之间的矛盾是教育过程中的动力，当两者之间的矛盾的统一性被破坏时，教学过程就不会有效展开，各种类型的学生的学业不良现象就会发生。
二、教学背景分析1. 学习内容：北京版小学英语三年级下册第三单元I Like Orange Juice Best第一课，要求学生通过对课文内容的学习，能够用Do you want...? 的句子向别人提出饮食建议，并且对方能够用Yes, please.或No, thank you.来给出相应的回答。
2. 学情分析：与饮食有关的话题一直是学生的兴趣点所在，可以结合开展各种新颖的活动及课堂游戏进行操练。
在前面内容的学习中，学生已经能够较为牢固地掌握一系列食物饮料的词语词组，并且能够熟练地运用在相关句型中。
3. 教学方式与教学手段：词汇铺垫、课文讲解、重点句操练、分组练读、课堂游戏等。
4. 技术准备：北京版小学英语三年级下册优盘课件、随堂PPT、句型提示卡、词汇卡、游戏道具、奖品等。
5. 前期教学汇总：在以往的教学中，教师习惯于把较多的课堂时间花费在课文讲解分析中，其实对于低年级较为简短的课文内容，这一部分完全可以适量减轻比重。
本节课，教师的设计重点，在于创设了大量与真实生活情景关联密切的操练活动，让孩子们在课堂上能够身临其境，进行自然流畅的语言交流，以达到提升综合语言运用能力的最终目标。
三、教学目标1.能用Do you want…? Yes, please. /No, thank you. 提出建议并作出回应。
2.能听懂、会说和认读相关词汇：some biscuits, some chocolates, sweet potatoes,a pancake 等词汇并能在实际情景中运用。
【课程感知】三年级下册英语教案-UNITTHREEILIKEJIAOZIBESTlesson9北京版
【课程感知】三年级下册英语教案UNIT THREE I LIKE JIAO ZI BEST LESSON 9 北京版教学内容：本课为北京版三年级下册英语第九课，教学内容为“Unit ThreeI Like Jiao Zi Best”，主要围绕食物的喜好展开，通过学习本课，学生能够掌握如何用英语表达自己对食物的喜好，并能够听懂、会说、会读本课单词和句子。
教学目标：1. 知识与技能：学生能够听懂、会说、会读本课单词和句子，掌握如何用英语表达自己对食物的喜好。
2. 过程与方法：通过课堂活动，培养学生英语听说能力和合作学习能力。
3. 情感态度与价值观：培养学生对英语学习的兴趣，提高跨文化交际意识。
教学难点：1. 学生对食物单词的发音和记忆。
2. 学生对句型“I likebest”的运用。
教具学具准备：1. 教师准备食物图片、单词卡片、句型卡片等教具。
2. 学生准备笔记本、铅笔等学具。
教学过程：1. 导入：教师通过展示食物图片，引导学生复习已学过的食物单词，为新课做好铺垫。
2. 新课呈现：教师通过图片和句型卡片，教授新课单词和句型，引导学生跟读、模仿。
3. 练习：教师组织学生进行小组活动，练习运用新课句型进行对话。
4. 巩固：教师通过游戏、竞赛等形式，巩固学生对新课内容的掌握。
板书设计：1. 在黑板上呈现本课单词和句型，方便学生跟随学习。
2. 用不同颜色粉笔区分重点、难点，提高学生注意力。
作业设计：1. 听读作业：学生听读课文，熟记单词和句型。
2. 口语作业：学生运用本课所学句型，与家人或同学进行对话练习。
3. 写作作业：学生仿照课文，编写自己的食物喜好小短文。
课后反思：1. 教师要关注学生对食物单词的发音和记忆，及时纠正发音错误，帮助学生记忆单词。
2. 在教学过程中，教师要注意引导学生运用句型进行实际交流，提高学生的口语表达能力。
3. 课后作业要具有针对性和实践性，帮助学生巩固所学知识，提高英语应用能力。
新北师大版三年级英语下册全册教案
新北师大版三年级英语下册全册教案
一、教学目标
1. 掌握下册课本中的所有英语单词，并能正确运用于句子中。
2. 能听懂并流利朗读下册课文，并能理解所听到的信息。
3. 能用正确的语音、语调和语速进行简单的英语对话交流。
4. 能熟练运用下册所学语法知识，构建基本的句子结构。
5. 能够进行简单的英语书写，包括日常用语和简单的句子。
二、教学内容
本教案内包含下册课本的所有教学内容，包括词汇、语法、听力和口语等。
三、教学步骤
1. 课前准备：引入新课内容，激发学生研究英语的兴趣。
2. 课堂互动：通过多种教学方式，如听力训练、口语练、小组合作等，帮助学生巩固所学内容。
3. 教学评价：通过课堂练、小测验等方式，检测学生对所学知识的掌握情况。
4. 课后复：布置相关练作业，巩固学生的研究成果。
四、教学资源
1. 新北师大版三年级英语下册课本和练册。
2. 多媒体设备和教学投影仪。
3. 课堂练和小测验的相关试卷。
五、教学评价
通过学生的课堂表现、作业完成情况以及小测验的成绩来评价
学生的研究效果和掌握程度。
六、其他注意事项
1. 在课堂教学中，应尽量营造积极、轻松的研究氛围，鼓励学
生勇敢发言，并相互尊重。
2. 针对学生的个别差异，进行灵活的教学安排，提供个性化的
辅导和帮助。
以上为新北师大版三年级英语下册全册教案的大致内容和安排。
更详细的教学内容和具体的教案编写请参考课本和教学大纲。
在教
学过程中，教师可以根据实际情况进行适度调整和优化。
祝教学顺利！。
北师大版英语三下 全册教案(版) 教学设计12
Unit 7 Fruits主备：郑蔡燕单元教学目标技能目标1.能询问或说出水果的名称;2.能够理解故事内容并能够分角色朗读人物对话;3.能正确抄写水果名称的单词。
知识目标1.词汇:话题词汇:能够指认、说出所学的水果:a banana, an apple, an orange, a peach, a lemon, a watermelon, a strawberry, a pear, a pineapple, a nut。
情景词汇:能在语境中理解aunt, love, this/that, sweet, sour, yum, yuk的含义。
2.句型:能够运用What's this? Is it…? 询问水果名称。
3.语音:能够区别辅音字母b, p在单词中的发音。
情感、策略、文化意识目标通过故事中Lulu认识、品尝水果的内容，培养学生勇于尝试新事物，在尝试的过程中注意方式、方法的意识。
单元内容分析本单元的话题是水果，是《英语课程标准(2011年版)》中“饮食”话题下的分话题。
本单元故事的主要内容是Mocky向Lulu介绍水果名称，呈现了询问、介绍水果名称的用法。
故事中Lulu不认识水果，因此不停地向Mocky问这、问那，自然地引出了What's this? What's that?句型。
这样的情景设计符合Lulu 的身份与特点，也很好地体现了句型的语用功能。
故事中Lulu还不停地品尝水果，引出了sweet ,sour,yum,yuk等词汇。
这一情节的设置既有利于学生在情景中理解词的含义，又为故事的高潮部分做了铺垫。
所以教师在关注故事语言的同时，也要关注故事中的兴趣点，让学生喜欢做事、体会故事学习的乐趣。
本单元的话题词汇是水果或果实，呈现的很多水果都是学生生活中比较常见的。
在词汇教学的过程中要关注两点:首先教材为了渗透名词单数概念以及冠词的用法采用了直接呈现的形式，如 a banana,an orange，可以做为语块处理，在教学中不用刻盘分开；其次，注意利用卡片组织猜、认、表演等多种词汇运用活动进行巩固Listen, Number and Say是一个比较真实的猜水果活动，学生先要观察、猜出是什么水果，然后再根据听力的内容进行判断Talk Togethe:呈现的活动则调动学生的触觉参与，学生要通过触摸猜出水果的名称。
北师大小学一起点英语三年级下册《Unit 12 Review》教案 (9)
北师大小学英语一起点三年级英语知识需要巩固背诵单词和课文，不要粗心大意。
北师大小学英语一年级起点伴你成长快乐学习！Unit 12 ReviewLesson 4教学内容：Structures:I’m eating (some hot soup).Is he /she drinking (some milk)?Is he/ she eating (a hamburger)?Is it (cold)?Vocabulary:Core:numbers one through twenty, hamburger, soup, water, milk, rice, ice cream,orange, lemon, banana, strawberry, pear, tomato, sweet, sour, hot, cold, someContextual: Here’s the restaurant.教学目标：复习一些食物单词及句型Is he /she drinking (some milk)?教学重点：食物单词的区分。
教学难点：Is he /she drinking (some milk)?句型的正确运用及人称的区分。
教具准备：教学过程：一、复习句型：a/some1.把全班学生分成两组，把第9单元的食物卡片正面朝下放在两组中间的一张桌子上。
2.让A组的一名学生拿起一张卡片给B组看，并且提问：“What’s this?” B组的学生一起回答：“A (hamburger).”或“Some (rice).”然后A组的这名学生再问：“Is this (hamburger) hot?”B组的学生回答：“Yes, it is.”或“No, it isn’t.”（3）让两组学生轮流提问和回答问题，直到大多数学生有机会提问问题。
每个正确的提问和回答都得一分。
二、复习句型：Is he/she (eating) (some soup)?三、复习发音四、唱一唱五、布置作业告诉学生把新学的歌曲唱给家长听。
《北师大版三年级下册英语教案 》
三年级英语第二学期教案小学三年级英语教案（第二学期）1 Hello, Gogo!一、Objectives and Requirements:1. LanguageTarget: What’s this? It’s a butterfly. I like chicken. What do you like? I like steak.Sounds and words: / /2. V ocabularyKey: notebook, pencil case, snake, butterfly, soup, steak, pink, graySounds and words: this, these, that, those, mother, father3. Materials：Picture cards1-8,large sheet/cardboard, colored chalk二、Procedure:The first period1、Conversation:1）Getting readyA) Put picture Cards of Gogo, Tony, Jenny and other characters on the board.B) T: What’ his name? /What’s her name?C) Generate responses. Model complete sentences.D) Point to various items in the Do you know…? Picture.E) T: What’s th is? What do you like?F) Again, generate responses and model correct responses.2）Using the bookA Before opening the book, put the picture Card of Gogo in front of your face.B T: Hello, (S1’s name) I’m Gogo. How are you? [S1: I’m fine, thanks.]C Help S1 respond appropriately.D Point to the picture of Peter on the page.E Play the tape one time and ask Ss again who they think Peter is. Accept any answers at this stage.F T: Now open your books. Let’s listen again.G Have Ss follow along .If necessary, help Ss answer who Peter is .Play the tape again, pausing after each sentence and letting Ss repeat.2、V ocabulary1)Getting readyE) Point to the pictures.F) T: Look at the pictures. Repeat. Notebook. [Ss: Notebook.]G) Continue with all eight words.H) T: I can draw the vocabulary words: notebook, pencil case, snake, butterfly, soup and steak and elicit responses from Ss. Model complete sentences, e.g. It’s a butterfly.I) For pink and gray, point to objects in the room that are pink and gray and elicit responses from Ss.2) Using the bookA) T: Listen and repeat. Point to each picture as you say the word.B) Have Ss listen, repeat and point to each picture.2 Practice 11) Getting readya) Point to the picture one at a time.b) T: Who’s she? Who’s he? What is this?c) Have Ss guess what the dialogs are going to be.d) Accept all responses.2) Using the booka) Play the tape for number1, then pause.b) While Ss are responding, gradually move your hand to picture Dc) Continue, pausing after each question to allow Ss to answer on their own.The second period1 Target1) Getting readyUsing the picture cards of previously learned vocabulary and real objects in the classroom, approach Ss randomly. T: What’s this? [Ss: It’s a (pen).] Elicit responses f rom Ss and continue around the class to several Ss. T: What do you like? Again, generate responses from Ss and model if necessary.2) Using the bookd) Point to the picture and model the dialog. Play the tape, pausing after each sentence so Ss can repeat.2 Practice 23) Getting readya) Write “How are you?” on the board. T: How are you? (Point to the sentence written on the board.)b) Elicit responses such as Good. And Fine. And encourage Ss to ask you this question.c) Then proceed to ask Ss about variou s classroom items they are familiar with. T: What’s this?d) Have Ss respond. Model correct responses and complete sentences.4) Using the booka) Play the tape and have Ss answer.b) After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.3 Song5) Getting readya) Point to the pictures on the page. Then ask Ss Who the characters are. T: Who’s he? Who’s she?b) Elicit responses.6) Using the bookPlay the tape and point to each word and sentence as it sung.Divide class into two teams .One team sings “Hello! How are you?” part and the second team sings the “Fine, thanks.” part. Encourage Ss to join in the singing when they are ready.3 Activity 21) Getting readya) Draw an outline of a balloon on the board.b) Ask a volunteer to come up to the board.c) Show the student the colored chalk (or markers).T: Green balloon!d) Help the student get a piece of green chalk to color in the balloon. Do this with two more items and colors.2) Using the booka) Have Ss work in small groups or pairs. T: Color the balloon. Color the rabbit. Use any color you want. After Ss have finished coloring the pictured items, teach Ss how to play Slap! Call out an item and a color. T: Purple umbrella.b) Hopefully, at least one student has colored his/her umbrella purple. Ss who has purple umbrellas on their pages should slap the picture and say Purple umbrella.c) Continue until all items have been called out with a couple of different colors each.The third period1 Activity 11) Getting readyA. Draw simple sketches of previously learned vocabulary on the board.B. Using colored chalk (or markers), color in the sketches.T: What’s this? What color is it? (Ask Ss these questions while drawing and coloring them on the board.)C. Elicit responses and model responses, e.g. It’s a (ball).and It’s (pink).2) Using the bookD. Have Ss look at the pictures in this activity.T: Look and repeat. Duck. Yellow duck. Continue with the rest of the items.E. Point out the speech b ubbles above Gogo’s, Tony’s and Jenny’s heads.F. Encourage Ss to quiz one another using these questions.2 Sounds and words1) Getting readya) T: Let’s practice the sound [ ].Look at my mouth and repeat. Put your tongue out like this. (Model putting your tongue at the front of your mouth and making the sound.)b) T: [ ]. Ss: [ ].Teach the word in the book. Have the Ss repeat.2) Using the bookc) Look at the picture and say the words.d) Listen to the tape and have Ss repeat.3) Chant in the book.3 Finish the exercises in Workbook and Writing book.三、板书设计四、教学后记2 They’re big.一、Objectives and Requirements:1 LanguageTarget: We’re happy! They’re cold.Additional: Look! Thank you.Sounds and words: / /2 V ocabularyKey: happy, sad, heavy, light, hot, cold, big, smallAdditional; I, you, he, she, it, we, theySounds and words: thin, thick, bathroom, math, thumb, thanks3 materials; ,Picture cards9-16,,colored chalk, tape二、Procedure:The first period1 Conversation:1) Getting readya) Smile and look happy. T: I’m happy. Repeat. [Ss: I’m sad.]b) Look sad. T: I’m sad. Repeat. [Ss: I’m small.]c) Crouch down so you are barely visible to the Ss. T: I’m small. Repeat. [Ss: I’ m small.]d) Stand as tall as you can/stand on a chair and hold your arms out to your sides. T: I’m big. Repeat. [Ss; I’m big.]e) T (point to various Ss). Is (S1’s name) happy or sad? Is (S2’s name) big or small?f) As you ask the class questions, continue making clear gestures. Continue with various Ss until you have introduced the new words to Ss.2) Using the booki. Open your books. (Point to the big Gogo in the first picture.) Is Gogo small? /Is Gogo big?ii. T: Let’s listen together with your books closed.iii. Play the tape one time and ask Ss comprehension questions such as Who is small?iv. Open the books and listen again.v. Have Ss follow along.vi. Play the tape again, pausing after each sentence and letting Ss repeat.2 V ocabulary1) Getting readya) Put picture cards of happy, sad, heavy, light, hot, cold, big and small on the walls around the room.b) T: Look at the pictures and say ‘I’m happy.’c) Model point if necessary.d) Continue with other words and gestures.2) Using the bookA Play the tape and have Ss repeat each word.B Hold up the book and point to pictures and have Ss say the words.3 Practice 11) Getting readyi. Point to the pictures one at a time .and ask Ss questions about it.ii. Elicit responses and do the same for the other three pictures.iii. Have Ss guess what the dialogs are going to be.2) Using the booki. Play the tape for number1, then pause.ii. While Ss are responding, gradually move your hand to picture Ciii. Continue, pausing after each question to allow Ss to answer on their own.4 Practice21) Getting readyi. Walk around the room asking Ss questions. Move around the room and ask questions quickly to keep Ss focused.ii. T：Are you cold? Are you sad?iii. Elicit responses and encourage Ss to ask you this question with the unit’s vocabulary words..2) Using the booka) Play the tape and have Ss answer.b) Model complete sentences.C) Put Ss in pairs to ask and answer these questions.The second period1 Target1) Getting readya. Ask for several volunteers to come to the front of the room.b. Arrange them so that there is at least one boy standing alone, one girl standing alone and at least two Ss standing together.c. Hand out picture cards to the Ss and ask them to hold them up to the class. T: He’s big.(point to the boy standing alone)d. Point to the other volunteers and ask Ss in the class to make sentences about them and the picture cards.2) Using the booki. Point to the picture and model the dialog.ii. Play the tape, pausing after each sentence so Ss can repeat.2 Chant1) Getting readyiii. Point to the pictures on the page12. Ask Ss if the characters are happy or sad.iv. Elicit responses.2) Using the bookA. Play the tape and point to each word and sentences as it is chanted.B. Divide class into two teams .All Ss chant the I’m happy. Hey! Hey! I’m happy. part.C. Encourage Ss to join in the chanting when they are ready. One group chants the question while the other chants the answer .Then switch roles.3 Activity11) Getting readyv. Draw a bingo grid on the board. Write BINGO in the center square.vi. Write the vocabulary words in the eight remaining squares.vii. Demonstrate how to play Bingo.2) Using the bookb) Have Ss look at the pictures in this activity.c) Every student will put the words in different boxes. Make a statement, e.g. They’re heavy. And have Ss check off that word from their bingo grid in pencil. Continue until someone gets three words in a row and calls out Bingo! After playing as a class, have Ss play in small groups.d) One student in each group can be the announcer. Have the announcers rotate regularly.4 Activity21) Getting readyi. Draw two happy faces on the left side of the board and one sad face on the right side.ii. Write They’re and She’s at the top of the board and get a piece of chalk.iii. Help the student connect She’s at the top of the board to the illustrated sad face and then on down to the written word sad.i v. Bring up another student to complete the other picture word match for the sentence They’re happy.2) Using the bookv. T: Look at the pictures. What are they saying?vi. Point to different pictures and ask various Ss what they think is being said .Accept all responses.vii. T: OK. Let’s match the words with their pictures .Point to the picture of hot.viii. Point to I’m at the top and trance the blue line to the picture and to hot. Circulate around the classroom and check how Ss are doing. Have Ss work i n pairs to check each other’s work.The third period1、Free talk2、Sounds and wordsA Getting readya) Practice the sound [ ] (Model putting your tongue at the front of your mouth and making the sound.).Then the sound [ ]b) Teach the word in the book. Have the Ss repeat.B Using the bookix. Look at the picture and say the words.x. Listen to the tape and have Ss repeat.C Chant in the book.三、板书设计四、教学后记3 Do you like baseball?一、Objectives and Requirements:1、LanguageTarget: Do you like tennis No, I don’t. I like badminton. Hey, Tony! Do you like soccer? Yes, I do.Sounds and words: / e i /2、V ocabularyKey: soccer, basketball, baseball, dodge ball, badminton, volleyball, tennis, ping-pongSounds and words: baseball, rain, play, cake, game, airplane3、Materials：Picture cards17-24, magazine pictures of sports and sport equipment.二、Procedure:The first period1、Conversation:1）Getting readye) T: (point to various magazine pictures.)What kind of ball is that? What sport is it?f) When Ss say the name of the ball and /or the sport in Chinese, write the English words on the board.g) T: As you write various sports) Do you like (volleyball)? Me, too. I like it a lot.h) Continue with various Ss until you have covered as many sports as possible.2）Using the booki. Bring in a soccer ball.ii. T: (Show the soccer ball.)This is a soccer ball. (S1’s name), do you like soccer? [S1: Yes, I do. / No, I don’t.]iii. Model if necessary.iv. Play the tape one time and ask Ss some comprehension questions.v. T: What sport does (Gogo) like? [Ss: He likes soccer and baseball.]vi. Listen again .Play the tape again, pausing after each sentence to have Ss repeat.2、V ocabulary ( soccer, baseball, badminton, tennis)1) Getting readyA Bring in the following realia or pictures: soccer ball, baseball, badminton birdie and /or racquet, tennis ball.B T: Look at the balls and other things. Do you like badminton?C Model playing badminton.D Continue with other words.2) Using the bookE T: Listen and repeat. Point to each picture as you say the word.F Have Ss listen, repeat and point to each picture.3、Target1) Getting readyA. Write Do you like soccer? on the board . T: Repeat. point to the word soccer ?[Ss: Soccer?] T: Like soccer? (point to the words ) Ss repeat. T: You like soccer? Ss repeat. T: Do you like soccer? Ss repeat.B. Then practice with the natural speed.2) Using the bookA. Point to the picture and model the dialog.B. Play the tape, pausing after each sentence so Ss can repeat.The second period1、V ocabulary (basketball, ping-pong, dodge ball, volleyball)1) Getting readyA Bring in the following realia or pictures: basketball, ping-pong, dodge ball, volleyball.B T: Look at the balls and other things. Do you like ping-pong?C Model playing ping-pong.D Continue with other words.2) Using the bookE T: Listen and repeat. Point to each picture as you say the word.F Have Ss listen, repeat and point to each picture.2、Practice 11) Getting readyA. Point to the picture A.B. What sport is this? [Ss: badminton.] Yes, badminton. Do you think she likes badminton? Generate responses and do the same for the other three pictures.B. Have Ss guess what the dialogs are going to be.2) Using the booki. Play the tape for number1, then pause.ii. While Ss are responding, gradually move your hand to picture Ciii. Continue, pausing after each question to allow Ss to answer on their own.3、Practice 21) Getting readyiv. T: Open your books. Look at Gogo. (point to Gogo.)v. T: Gogo is asking you a question .What is he saying?vi. Walk around the classroom, eliciting responses.2) Using the booka) Play the tape and have Ss answer.b) After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.4、Song1) Getting readyA Point to the pictures of Gogo and Tony. Then ask Ss questions.B Elicit responses.2) Using the bookPlay the tape and point to each word and sentences it sung.Divide class into two teams. One team sings the questions and the second team sings the responses in the first verse .Both groups sing the second verse.Have Ss hold up realia or pictures of the vocabulary as they sing.Model like by nodding and dislike by shaking your head.5、Activity 21）Getting readyA Point to the pictures and have the Ss identify each one. T:(S1’s name ),do you like ice cream?(point to ice cream)B Elicit the response and continue with other items and Ss.C Hold up a button or coin .Toss it on the page .Ask a student if he /she likes the item in the space where the button lands.D Ask a volunteer to come up to the front, follow the previous procedure and then ask you if you like the item on which she /he landsd.2) Using the bookA Pass buttons or coins around to Ss. Have Ss work in small groups or pairs.B TELL Ss that one person drops the button on the page and asks another student a question based on the picture where the button lands. Demonstrate.C Circulate around the room and check how Ss are doing.Make sure Ss asking and answering in complete sentences.6. Activity1—Make a survey after school.The third period1、Report: Activity11) Getting readyA Draw a chart on the board and put up the picture cards like the survey grid on the page.B Write your name in the top row. T: I like baseball. (Put a “mark”.) I don’t like soccer. (Put a mark.) Ask a volunteer to come up and make a model.C Continue until Ss understand the survey style.2) Using the bookE T: First, you can answer the questions and then ask three other Ss the same questions.F When Ss have finished surveying, ask them questions about their findings.G Encourage Ss to quiz one another using these questions.2、Sounds and words1) Getting readya) Write the alphabet letter A on the board. Practice the sound[ e i ] (Which is the same sound as the letter A)b) Teach the word in the book. Have the Ss repeat.2) Using the booki. Look at the picture and say the words.ii. Listen to the tape and have Ss repeat.3) Chant in the book.三、板书设计四、教学后记4 Review 1一、Objectives and Requirements:1 LanguageTarget: What’s this? It’s a butterfly.I like chicken. What do you like? I like steak.We’re happy! They’re cold.Do you like tennis? No, I don’t I like badminton.Hey, Tony! Do you like soccer? Yes, I do.Sounds and words: / /, / /, / /2 V ocabularyKey: notebook ,pencil case, snake ,butterfly ,soup, steak, pink ,gray, happy, sad, heavy, light, hot, cold, big ,small, soccer, basketball, baseball, dodge ball, badminton, volleyball, tennis, ping-pong.Sounds and words: this, these, that, those, mother, father ,thin, thick, bathroom, math ,thumb, thanks, baseball, rain, play, cake, game, airplane3 Materials: Picture cards1-24,chalk/makers二、Procedure:The first periodPart 11 Getting readyA T: Point to the pictures.) What sport is this? Is he happy?B Continue until you have covered all six pictures.2 Using the bookA T: Now, let’s listen.B Play A, then pause.C T: Which picture is it? Is it this one? How about this one?D T: Let’s match the letter and the picture.E Model drawing a line from the letters to the pictures.Part 21) Getting readyA Write a__e, ay, and th at the top of the board.B Also write g__m__ and mo__ __er at the bottom.C Ask Ss to match the letters and make the words.D Invite three Ss up and have them draw a line to match the letters and then say their words.2）Using the bookE T: Look at the letters and try to match them .Next, match the words to the pictures. .F Trance the line between a__ e and b__s __ball and another line between b__s__ball and the picture.G Have Ss work in pairs to help each other do the rest.Part 31) Getting readyA Put the picture cards on the board.B Ask S1 to come to the board.C Make a sentence that corresponds with one of the picture cards.D T: Point to the picture.E S1 tries to point to the card.2) Using the bookF Ask Ss to describe the pictures.G T: Listen and circle the correct picture.H Stop after each sentence and let Ss repeat.Part 41) Getting readyA Write this, that and those on the board.B Ask S1 to come up to the board.C Say one of the three words and have S1 circle the word.2) Using the booka) Point to the words in the boxes.b) T: Listen and circle the correct word.c) Have Ss repeat the words as they are circling them.Part 51) Getting readyA T: (point to the picture of tennis.) What’s the word? [Ss: Tenn is.]B Continue with the rest of the pictures.2) Using the booka) T: I see the word “happy”. Circle the word.b) Ss find and circle the words in the word search.The second period1 Finish the exercises in Unit 4 in Workbook and Writing book.2 Talk about the picture of Bonus 1.The third periodHave a test from Units 1-4.三、教学后记5 What’s that ?一、Objectives and Requirements:1. LanguageTarget: What’s that? It’s a pink lamp. Is that a black pillow? No, it isn’t. It’s a white pillow. Is that a brown door? Yes, it is.Sounds and words: / /2、V ocabularyKey: bed, mirror, pillow, blanket, window, door, clock, lamp, black, white, brownSounds and words: shirt, shark, shoes, sheep, shorts, fish3、Materials：Picture cards25-32, magazine pictures of bedrooms, classroom objects, crayons/makers in brown, gray, black, white, blue, green, purple, yellow, red and orange二、Procedure:The first period1、Conversation:1）Getting readyA T: (point to various items in the classroom and name them.) This is a desk.B T: Do you know what this is? (point to a familiar object.)How about this? (point to a new object and name it.)C Continue with other items and model responses for new vocabulary.（bed, pillow, window, clock）2）Using the bookA T: Which picture has a red chair? [Ss: Number 2.] That’s right. Number 2.Where is the green pencil? [Ss: Number4.]B T: Let’s listen together.Play the tape one time and have Ss repeat after the tape.C T: Get into two groups. One plays Gogo and the other plays Tony. Are you ready?D Model the role playing once with a volunteer.E Play the tape again, pausing after each line so Ss can repeat.2、V ocabulary1）Getting readyA Pass out magazine pictures of bedrooms to small groups of Ss.B Introduce vocabulary（bed, pillow, window, clock）with picture cards and have groups point out the items in their pictures.C Ask questions about the various colors, e.g. Point to the bed. What color is it? Review old colors and introduce the new colors: black, brown and white.2）Using the bookA T: Listen and repeat. Point to each picture as you say the word.B Have Ss listen, repeat and point to each picture.3、Chant1）Getting readyPoint to the pictures. Ask Ss what they are.Elicit responses and encourage complete sentences.2）Using the book3）Play the tape and point to each word and sentences it is chanted.4）Divide class into groups .One group chants the questions and the other group chants the statements.The second period1、Target1）Getting readyA. Pass out some of the picture cards（mirror, blanket, door, lamp）. Have Ss hold up their cards and ask them questions about their cards.T: What’s that? [S1: It’s a (brown door).]Is that a (black lamp)?[S2: Yes, it is. / No, it isn’t.]B. Continue asking other Ss about their picture cards.2）Using the bookA. Point to the picture and model the dialog.B. Play the tape, pausing after each sentence so Ss can repeat.2、Practice 11）Getting readyA Point to the picture A and ask Ss Qs about it.B T: What’s Gogo pointing to? Is it a bed?What color is it?C Generate responses and do the same for the other pictures.2) Using the bookA Play the tape for number 1, then pause.B While Ss are responding, gradually move your hand to picture A.C Continue, pausing after each question to allow Ss to answer on their own.3、Practice21）Getting readyA Walk around the room，asking Ss questions about items in the classroom. Move around the room quickly and ask questions quickly to keep Ss focused.B T：(Point to the window.) Is that a window? What’s that? Is it a blue lamp?C Elicit and model responses if Ss necessary.2) Using the bookA Play the tape and have Ss answer the questions.B After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.4、Activity11）Getting readyA Put several objects on a table close to you and several more objects at a distance. If you do not have much realia, use picture cards in their place.B （Hold up a pencil.) What’s this?[Ss: It’s a pencil.]C （Point to an item at a distance.）What’s that? [Ss: It’s a (clock).]2）Using the bookA Put the Ss into pairs.T: Ask your partner questions. Answer in complete sentences.B Model the desired sentence forms and point out additional vocabulary, e.g. dog.C As Ss are asking and answering questions, circulate and check for accuracy. If time permits, have Ss change partners and do it again.The third period1、Activity21) Getting readyA Make sure Ss have makers or crayons of the colors learned to this point—brown, gray, pink, black, white, blue, green, purple, yellow, red and orange.B Have Ss hold up different colors as you call them out.2) Using the bookA T: Look at the pictures. Color them with your makers.B Tell Ss not to let anyone see what colors they are coloring the various items.C Circulate around the room and check how Ss are doing.D Put Ss in pairs and have them ask each other questions to find out what colors their partners used. Model the activity with one pair first.2、Sounds and words1）Getting readya) T: Let’s practice the sound [ ] Look at my mouth and repeat. T: [ ]. Ss: [ ]b) Look at Ss’ mouths and make sure the lips are rounded and the teeth are almost closed together. 2）Using the bookA Have Ss look at the pictures next to the lyrics.B T (Point to the shirt.) Is it a shirt？[ Ss：Yes, it is.] What color is it? [Ss: It’s pink.]C Then point to the other pictures and teach them.3）Chant in the book.3、Finish the exercises(Unit 5) in the Workbook and Writing book.4. 板书设计5. 教学后记6 What are these?一、Objectives and Requirements:1、LanguageTarget: What are these? They’re pears. Oh. Are these peaches? No, they aren’t. They’re oranges. Yum! Are these grapes? Yes, they are.Additional: Don’t touch!Sounds and words: / s /, / z /, / / (plural noun endings)2、V ocabularyKey: strawberries, cherries, pears, oranges, peaches, mangoes, grapes, pineapplesSounds and words: cups, books, watermelons, plums, boxes, buses3、Materials:Picture cards 33-40, real/plastic fruit, ball/stuffed animal, two of each of the following: cups, plums and boxes; coins, paper/plastic bags, tape, scissors and crayons/makers, jump ropes二、Procedure:The first period1、Conversation:1）Getting readyA Bring in variety of real plastic fruit covered in this unit.B T: (point to various fruits.) I like fruit. Oh, look! Pears. I like pears. (Offer a pear to S1.) Do you like pears? [S1: Yes, I do.]C T: (Motion for class to repeat.) I like grapes. [Ss: I like grapes.]D Continue with other fruits. After Ss have repeated the new vocabulary, address various Ss.E Ask several, more Ss questions with these new sentence structures.2）Using the bookA T: (Point to the first picture.) What are these? [Ss: They’re apples.] That’s right. They’re apples.B T: Let’s listen.C Play the tape.D Listen again and repeat.E Play the tape, pausing after each sentence and letting Ss repeat.F Put Ss into groups of three. Have Ss act out the dialog.2、V ocabulary1）Getting readyA Put picture cards on the board.B T: Look at the cards. They are strawberries, cherries, pears, oranges, peaches, mangoes, grapes and pineapples. Are you hungry?C T: Listen to the new words.D Show each picture card, say the word and have Ss listen.2) Using the bookA Play the tape and have Ss repeat each word.B T: (Point to the strawberries.) What are these? [Ss: strawberries.]C Continue with other pictures.3、Activity 11）Getting readyA Have Ss look at the words on the page.。
北师大版三年级下册英语教案
北师大版三年级下册英语教案集团企业公司编码：（LL3698-KKI1269-TM2483-LUI12689-ITT289-小学英语三年级（下册）全册备课对新课标理解：现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。
本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。
重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。
帮助学生建立成就感和自信心。
在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。
使每个学生都能得到充分的发展。
在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。
强调学生的参与和体验，强调采用多种形式的教学活动。
比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。
利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”。
总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。
素质教育在其中深有体现。
并且由升学教育向终身教育的转变等等都是很好的突破。
在这一新课标的指导下，希望在英语教学中可以达到更好的效果。
北师大版(三起)三年级下册英语全册教案
北师大版三年级下册英语教案小学英语三年级（下册）全册备课对新课标理解：现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。
本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。
重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。
帮助学生建立成就感和自信心。
在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。
使每个学生都能得到充分的发展。
在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。
强调学生的参与和体验，强调采用多种形式的教学活动。
比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。
利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”。
总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。
素质教育在其中深有体现。
并且由升学教育向终身教育的转变等等都是很好的突破。
在这一新课标的指导下，希望在英语教学中可以达到更好的效果。
Teaching contents:本册书共六个单元，其中五个单元是精读课文，一个复习单元。
北师大版英语三级下册全册教案【推荐下载】
1、Structures(New)
Whatfooddoyoulike?
Ilike(chicken).
Doyoulike(fruit)?
Yes,Ido./No,Idon’t.
2、Vocabulary
Core:arestaurant,amenu,food,fruit,vegetables,chicken,ahotdog,
专注下一代成长，为了孩子
书山有路勤为径；学海无涯苦作舟
2．示范句型
（1）在黑板上写出句子Whatfooddoyoulike?指着每个单词给学生示范
朗读
这个问句。解释句子的意思让学生跟读。
（2）呈现Ilike（hotdogs）和Idon’tlike(chicken).
（3）呈现问句Doyoulike(fruit)?和回答Yes,Ido.No,Idon’t.
书山有路勤为径；学海无涯苦作舟
北师大版英语三级下册全册教案
三年级下
Unit7Attherestaurant
Unit8Bigbird
Unit9Hotsoup
Unit10Mock sstore
Unit11Greenberries
Unit12Review
Unit7Attherestaurant
Lesson1
给学
生示范，让学生跟读。
（3）用同样的方法学习vegetables。
（4）给学生解释“food”的意思，把单词写在黑板上，示范朗读，让
学生
跟读。
（5）展示本单元的教学卡片。拿出教学卡片restaurant。给学生示范
朗读，
让学生重复。
（6）用同样的方法学习单词
menu,fruit,friedrice,corn,noodles,hotdog。
北师大版三年级英语下册Unit9 Hot soup! 教案
北师大版三年级英语下册Unit9 Hot soup! 教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如工作总结、工作计划、实习报告、自我鉴定、幼儿教案、小学教案、初中教案、高中教案、教学设计、其他范文等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!And, this store provides various types of practical materials for everyone, such as work summaries, work plans, internship reports,self-evaluation, early childhood lesson plans, primary school lesson plans, junior high school lesson plans, high school lesson plans, teaching designs, other sample articles, and so on. If you want to learn about different data formats and writing methods, please pay attention!北师大版三年级英语下册Unit9 Hot soup! 教案内容（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-up2、 Presentation3、 Playing a gae4、 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。