1、冀教版（一起）三年级英语上册练习题Unit 2 Food I likeLesson 15 Making soup教学目标（一）知识知道借东西的句型：May I borrow _, please?复习学习过的单词 chicken, fish ,meat, dumplings , noodles, vegetables, and rice （二）能力能根据实际情况运用所学的句型。（三）情感对于自己喜爱的食物，要有节制，合理膳食，以利于身体健康的成长。教学重点要掌握句型 May I borrow _, please?；We needGREETINGGive the standard greeting
2、 to welcome students to English class.Tell the class that today we are going to learn words about making soup. Have a brief discussion about soup: who likes soup, what kind of soup, what goes into soup, and so on.Quickly review some related vocabulary from previous lessons. Who can remember English
3、words for things that might go in soup?LETS LOOK AT OUR BOOKSGive the standard command for students to take out their student books.1. Lets cook！Give the “listen“ command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape
4、the second time. The audiotape says:girlI am making soup. I put vegetables in the soup.I am making soup. I put vegetables in the soup.Miss Zhang You need vegetables for your soup.You need vegetables for your soup.Be careful! Its hot！Be careful! Its hot！boy I put noodles in the soup. I like noodles i
5、n my soup!I put noodles in the soup. I like noodles in my soup!Have a brief discussion as a class to check comprehension. Ask questions such as What did the boy put in the soup? What did the girl put in the soup? What did Miss Zhang say to put in the soup?2. What do you put in the soup?Give the “lis
6、ten“ command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:Jenny Danny, can you make soup?Danny, can you make soup? Danny Yes. Yes.Jenny What do you put in the soup?What do you put
7、in the soup? Danny I put . I put .Briefly discuss as a class. What do the students think Danny will put in his soup? What are some other things that he could add?3. Lets read a story.Story: “The Magic Stone“This story is a fun way to review vocabulary and enhance understanding.Tell the students to g
8、et out their storybooks and turn to page 10. Tell the students that todays story is about a magic stone.Discuss the idea of a “magic stone.“ What special powers do the students think a magic stone might have? Tell the students that the magic stone in the story can make food appear from nothing.Intro
9、duce these words using pictures and some translation (where necessary): everyone, magic, neighbor, pot, stone.Discuss the story. Ask the students to look at the pictures for “The Magic Stone“ in the storybook. Ask the students what they can learn about the story from looking at the pictures. For ins
10、tance, with the first picture, ask questions such as: Who is in the picture? Where do the man and woman live? Are they rich or poor?Now ask the students to look at the second picture. Ask questions such as: What are they doing? Why are they doing this? What do you think is wrong with the man and wom
11、an? What do you think will happen next?Divide the class into pairs. Then ask the students to examine Other pictures with their partner, and to try to figure out as much of the story as they can. Encourage the students to first look at the picture for clues and then to look at the text beneath the pi
12、cture to see if they can recognize any words. Ask for volunteers to state something they know about the story from the pictures.Play the audiotape. Have the students follow along in their storybooks as they listen.TEACHING TIPStory timeRemember, your students need to understand the main ideas of the
13、 story, not every word. They should understand the central theme and some of the main words. They should recognize certain words and understand related ideas. They should also understand the basic plot and what the characters are trying to accomplish, Stop the audiotape at least twice during the sto
14、ry and ask the students a few questions to check their comprehension. The students need to understand only the main ideas of the story. For instance, they need to know the answers to questions such as:Why is the stone important?Who owns the stone?Why does the old woman ask the little boy for help?Wh
15、at does the little boy do for the old man and woman?Who are Mrs. Guo, Mrs. Yang and Mr, Zhu?What does each of the neighbors contribute to the soup?Why do the neighbors agree to give food for the soup?Is the stone really magic?After each discussion, before you restart the audiotape, ask the class to
16、guess what will happen next.LETS DO SOME EXERCISESGive the standard command for students to take out their activity books.PAGE 30. Circle and write. Which ones are vegetables? The students circle only the pictures of vegetables. (There are three: corn, carrot, lettuce.)Then they write the words vege
17、tables and soup in the spaces provided.PAGE 3I. Match the words. The students draw lines from the words listed in the first column to the matching words in the second column.CLASS CLOSINGToday have students number off using some vocabulary from this unit: chicken, fish, meat, dumplings, noodles, veg
18、etables and rice. Have the class say the words together, then have individual students number off by saying the words in order, from chicken to rice, until all students have a word. Remind the students to remember their words.When todays class is over, have the students stand by word. You might say “Now all students with the word fish may stand,“ and then move on to another word until all students are standing. Wave and say “Good-bye“ to signal that class is over.
