（广东）粤人版三下-Unit 4 Fruit-Lesson 3-ppt课件-(含教案)--(编号：607cb).zip

1、Unit 4 Fruit 侨光小学 成理理 Lets sing ！ a pearpears an orangeoranges a grape a banana grapes bananas a watermelonwatermelons a peachpeaches a cherrycherries a strawberrystrawberries a mango mangoes Get to know What are these? They are bananas. What are these? They are pears. What are these? They are orang

2、es. What are these? They are grapes. What are these? They are watermelons. What are these? They are mangoes. Are these peaches? Yes, they are. Are these peaches? No, they arent. Draw and ask 1.Draw your favorite fruit. （画你最喜欢的水果。） 2.Know your partners favorite fruits. （了解队友最喜欢的水果。） What are these? W

3、hat are these? They are peaches. They are peaches. Are they red peaches? Are they red peaches? Yes, they are. Yes, they are. What are these ? Guess （猜水果） Pick（摘水果） Say（说水果） Guess, Pick and Say Look, they are grapes. They are purple. They are small. Do you like grapes? Look, they are cherries. They a

4、re red . They are small. Do you like cherries? Look, they are . (apples/pears/oranges/watermelons) They are . (red/green/yellow) They are . (big/small) Do you like ? (apples/pears/oranges/watermelons) Make and share 水果拼盘 Homework 1. Make an original fresh fruit plate with your families.（和家人一 起做一个创意水

5、果拼盘。） 2. Introduce your favorite fruits to your friends。（向朋友介绍你最喜欢 的水果。） Fruits are good for our health. （水果有益健康。） One apple a day, keeps the doctor away. （一日一苹果，医生远离我。）1 一、一、 学情分析学情分析 三年级下学期阶段的学生已经完全掌握了 26 个英文字母以及 一些与生活密切相关的基本单词和句型，能进行简单的交际对话， 掌握了一定的学习技巧，也具有较高的学习热情。三年级的学生 活泼好动、好奇心强，善于模仿、展示自我。另外，丰富的

6、图片、 视频、音频等能刺激其学习热情，提高学习效率。 本课所学八个单词学生已经接触或基本掌握了 banana 和 orange 两个单词，课前也安排学生听录音认读单词、试着拼写单 词等预习作业，因此，学生在本课时完全可能熟练掌握所有单词。 句型新授课前已安排学生以四人小组为单位制作单词卡片， 画出各种水果图案，在制作过程中充分巩固单词，提高学习兴致。 同时也安排了学生对句型进行预习，即听录音模仿朗读，造句问 答等，学生课前预习充分对课堂教学效率的提高有很大帮助。 二、二、 教材分析教材分析 本单元包括七个模块，分别为：故事、词汇、目标语言、练 习、歌曲/歌谣、活动、语音学习和书写练习。每个模块

7、内容清晰、 目标明确、图片精美、形式活泼，非常符合三年级学生的学习特 点。 本单元重点围绕八种水果的单复数形式即 banana/bananas;pear/pears;orange/oranges;cherry/cherries;strawberry/st rawberries;peach/peaches;grape/grapes;watermelon/watermelons 和基 本句型 “What are these? They are” “Are these? Yes, they are./No, they arent.”展开学习。 三、单元设计总体思路和依据三、单元设计总体思路和依据 本

8、单元围绕水果为主题，引导学生用英语询问水果并进行简 2 单会话。因此，总体设计思路则是始终围绕水果为主题开展教学 和课堂活动，从单词学习到句型学习再到课文学习逐步引导学生 完成学习任务，由易到难，由简入深。通过充分的课前预习和丰 富的课堂活动培养学生自主学习的能力和动手实践能力。同时在 教学过程中时时注重对学生的评价，鼓励学生积极学习英语，提 高其学习兴趣。 本单元的设计依据主要是新课标，培养学生在语言技能、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 上综合运用语言的能力。新课标要求学生在英语语言基础知识学 习的过程中培养简单的交际会话能力、自主合作学习能力、创新 思维能力等

9、，通过有效的学习策略和活动激发学生对英语的学习 兴趣，能主动学习英语。因此，本单元的教学设计都基于新课标， 所有的教学环节和活动安排都以此为依据，注重五维目标的整体 性，以达到教学最优化。 四、单元教学安排四、单元教学安排 本单元可安排三个课时进行教学。 第一课时重点学习八种水果单词的单复数形式： banana/bananas;pear/pears;orange/oranges;cherry/cherries;strawberry/st rawberries;peach/peaches;grape/grapes;watermelon/watermelons。引 导学生能正确流利认读这些单词，准

10、确拼写，有效复习巩固已学 句型“Whats this? Its ” ，为新句型学习做准备。 第二课时的句型教授课建立在单词的基础上进行，重点围绕 两个基本句型“What are these? Theyre ” “Are these ? Yes, they are. /No, they arent.”进行操练、 替换、拓展练习。 第三课时首先通过活动复习巩固前面所学单词和句型，然后 完成 story 部分和 sounds and words 部分的学习。Story 部分主要是 根据重点单词和句型组合而来，生动有趣地把重点知识贯穿其中， 3 学生可以在观看视频和模仿表演等轻松的学习方式中熟练掌握并

11、 背诵。而 sounds and words 部分的单词学生已经全部认识，可以在 朗读中引导其发现字母的发音规律，同时进行头脑风暴，在已学 知识中找出具有相同发音规律的单词。 五、单元目标五、单元目标 1、学生快速并准确听说读八种水果英文单词： banana/bananas;pear/pears;orange/oranges;cherry/cherries;strawberry/st rawberries;peach/peaches;grape/grapes;watermelon/watermelons。初 步了解并掌握名词复数的词形和读音的变化。 2、能听、说、读句型：What are th

12、ese/those? Theyre. Are these ? Yes, they are./No, they arent. 能运用所学句型进行简单的口语会 话，并运用已学知识进行拓展练习，如描述水果等。 3、初步了解字母 m/n/b 在单词中的常见发音规律。 4、学生在情景能提示下积极开口，乐于展示。在学习中互助合作， 培养自主学习能力；制作创意水果拼盘，培养学生的创新思维能 力，能密切联系实际生活，对水果及其相关知识有更多的了解。 六、具体教学设计六、具体教学设计 Period 1 （一）课型、时间（一）课型、时间 单词新授课，40 分钟。 （二）教学要求（二）教学要求 1.学生能快速并准确

13、听说读八种水果英文单词： banana/bananas;pear/pears;orange/oranges;cherry/cherries;strawberry/st rawberries;peach/peaches;grape/grapes;watermelon/watermelons。 4 2.学生能初步了解并掌握名词复数的词形和读音的变化。 3.有效复习巩固已学句型“Whats this? Its ” ，为新句 型学习做准备。 （三）教学重难点（三）教学重难点 1. 能听、说、读 8 种水果类单词：strawberries, pears, peaches, grapes, cherrie

14、s, oranges, watermelons, bananas. 2. 能初步掌握名词复数的词形和读音的变化，准确认读并分辨出 几种不规则单复数形式，如 orange/oranges; peach/peaches 等单复数 读音有所不同。 （四）教学过程（四）教学过程 Step 1 Warming up 1.Greeting T: Good morning. How are you? 2.Free talk eg: T: Whats that? S: Its a clock. （设计意图：设计意图：通过 Free talk 复习第三单元学过的句型“Whats that?”以及上学期学过的“W

15、hats this?”以旧带新，为后面 “What are these?”复数句型的学习做铺垫。 ） 3. Sing a song - “Apple round, apple red”. （设计意图：设计意图：一首讲述苹果的歌曲，切合本课主题，轻松有趣， 能活跃课堂气氛，集中学生注意力，为单词学习做准备。 ） Step 2 Presentation 1. T draw a big apple tree. （设计意图：设计意图：本课单词板书全部依附于这个大的苹果树，这样既 5 切合水果主题，又能使板书设计新颖别致，极具创意，更能吸引 学生的注意力。 ） 2. apple: T show an a

16、pple, read and write on the blackboard. Ss spell and read. Then T show three apples. Read and write, highlight “s” with a red chalk. 3. pear: PPT show a pear tree. T show a pear, read and write. Then T show many pears, read and add a “s” after “pear” with a red chalk. A group of Ss read one by one.

17、use the same way to learn grape/grapes/watermelon/watermelons. 4.orange/oranges/cherry/cherries: T draw an orange/a cherry, read and write the word. Ss spell and repeat. 5. strawberry/ strawberries: T show a picture, write and read, Ss repeat. 6. peach/peaches: T show a word card, write and read, Ss

18、 repeat. （设计意图：设计意图：教师通过实物、PPT 图片、简笔画、水果卡片和单 词卡片多种方式导入并学习单词。丰富的单词学习方式各种图片、 简笔画等能丰富学生的视觉感受，更具吸引力，有效缓解单一展 示单词的枯燥。另外，板书中专门用红色粉笔标出复数后的 “s” “es” “ies”等，能有效突出重点。 ） 7. PPT show all the words one by one, T say the Singular form, Ss say the plural. Ss read all the words twice, T correct their pronunciation.

19、（设计意图：设计意图：PPT 展示所有单词，一目了然，方便学生认读并观 察单复数的变化。 ） 8. Ss discuss in groups, try to find the rules of changing the singular and the plural form. T conclude. （设计意图：设计意图：学生小组讨论单词单复数的变化并试图总结规则， 有利于开发学生的观察能力和思考能力。 ） Step 3 Practice 6 1.Guessing game: PPT show the fruits one by one quickly, Ss race to be the

20、first to read correctly. （设计意图：设计意图：猜单词的游戏快速、刺激，能刺激学生的大脑，迅 速反应，也有利于小组评价。 ） 2.Find the word card: T ask one S to hide a card, one S try to find the card according to the volume of the other Ss who read the word. （设计意图：设计意图：藏卡片游戏是学生非常喜爱的单词学习游戏之一， 所有学生都能参与进来，根据卡片位置的远近大小声朗读单词， 能很好地巩固学生对单词的认读。 ） 3. Finis

21、h Activity 1 in P29: Read, match and say. Ss read and match, finish by themselves. T check the correct answers. Ss read the correct answers twice. （设计意图：设计意图：适当的练习用来检验学生是否已掌握单词。 ） 4. Copy the words in P31. Ss say what they should pay attention to when writing. T conclude, Ss write. （设计意图：设计意图：三年级学生书

22、写还是占据了重要地位，课堂上必要 的单词书写和句型书写能帮助学生规范书写，同时巩固单词的读 写任务。 ） Step 4 Homework 1. Copy the new words 2 lines. 2. Draw and make some picture cards in groups. 3. Review the target, read 5 times and try to make new dialogues. （设计意图：设计意图：适当的单词抄写作业能加深学生对新学知识的印象 从而深刻掌握本课内容。画画和预习作业则是为下节课的句型学 习做好准备。 ） 7 板书设计：板书设计： Un

23、it 4 Fruit Period 2 （一）本节与上节相关性分析（一）本节与上节相关性分析 第二课时的句型教授课是建立在单词的基础上进行的，重点 围绕两个基本句型“What are these? They are ” “Are these ? Yes, they are. /No, they arent.”结合 8 种水 果单词复数形式进行操练、 替换、拓展会话练习。 （二）课型、时间（二）课型、时间 8 句型新授课，40 分钟 （三）教学要求（三）教学要求 1、学生能听、说、读句型：What are these/those? Theyre. Are these ? Yes, they ar

24、e./No, they arent. 2、能运用所学句型进行简单的口语会话，并运用已学知识进行拓 展练习，如描述水果等。 3、能密切联系实际生活，对水果及其相关知识有更多的了解。 4、能在情景提示下积极开口，乐于展示；在课堂活动中积极思考、 合作互助，培养自主学习的能力；创意水果拼盘，培养学生的创 新思维能力。 （四）教学重难点（四）教学重难点 1、能听、说、读句型：What are these/those? Theyre. Are these ? Yes, they are./No, they arent. 2、能运用所学句型进行简单的口语会话，并运用已学知识进行拓 展练习，如描述水果等。

25、（五）教学过程（五）教学过程 Step 1 Warming up 1. Name the three groups T: Good afternoon, boys and girls. Today we will talk about fruits, do you like fruits? Ss: Yes, I do. T: S1, (呈现贴卡 picture of some oranges) Do you like oranges? S1:Yes, I do. T: OK, so you are orange group.(Group 1) 9 Use the same way to nam

26、e group 2(apple group) and group 3(banana group). （设计意图：设计意图：小组以水果命名，既与本课主题贴切，又能让的小 组评价方式更具新意，激发学生的课堂学习积极性。 ） 2. Sing a song T: Do you like songs? Ss: Yes, I do. T: Lets sing a song.（Ss sing together: I like green fruits.选自儿童英 语） （设计意图：设计意图：歌曲与本课主题十分切合，轻松活跃的旋律能调动 学生的情绪，集中其注意力，为句型学习做准备。 ） Step 2 Revi

27、sion 1. Show and Review a banana/bananas/a pear/pears. (T takes out a banana/bananas/a pear/pears, show Ss and read.) T: There are many fruits in the song. Today, Ive bring some fruits. Whats this? (T takes out a banana from the bag.) Ss: Its a banana. T read, Ss repeat. (Use the same way to review

28、bananas/a pear/pears.) （设计意图：设计意图：教师实物展示香蕉，既可复习单词，又起到示范作 用。 ） 2. Touch and Review a grape/grapes/an orange/oranges. (T ask one S who has covered eyes to touch a grape and an orange, guess “Whats this?” Then T read the words, Ss repeat.) （设计意图：设计意图：蒙住学生眼睛摸水果猜水果，能让学生充分感受水 果的形状，可调动其积极性。 ） 3. Smell and

29、Review a peach/peaches/a mango/mangoes. 10 (T ask one S who has covered eyes to smell a peach and a mango, guess “Whats this?” Then T read the words, Ss repeat.) （设计意图：设计意图：蒙住学生眼睛闻水果猜水果，能让学生充分感受水 果的味道，调动其积极性。 4. PPT show all the words, Ss read, T correct their pronunciation. （设计意图：设计意图：PPT 展示所有水果单词，

30、图文结合，单复数左右对 齐，清晰明了，再通过学生各种形式的认读，教师纠音，能很好 地复习上节课所学单词，为句型学习打好基础。 ） Step 3 Presentation 1.Go to the orchard, get to know the fruits. (1) T: Gogo, Tony and Jenny are going to an orchard, Lets go with them. (PPT show a picture, Gogo, Tony and Jenny are standing in front of the orchard gate.) (2) T: What

31、are these? They are bananas. T: What are these? They are pears. (PPT show many fruit trees in the orchard, T point two of the trees ask and answer.) (3) T write the target “A: What are these? B: They are pears.” on the blackboard, Ss copy on the exercise book. (4) T read the target, Ss repeat, pay a

32、ttention to the word “these”. Then Ss practice the written target in different ways. (eg. groups&groups, boys&girls, S&S.) (5) Practice the target with the pictures in the PPT, TS&SS practice. T: What are these? S: They are oranges. T: What are these? S: They are grapes. S: What are these? S: They a

33、re watermelons. S: What are these? S: They are mangoes. 11 (6) Ss practice the target in groups with fruit picture cards. First TS model, T as a group leader, T show a picture card and ask “What are these?”, Ss answer, the one who answer faster can get the picture card. Then Ss play the game in grou

34、ps. At last, T ask two groups to show on the stage. （设计意图：设计意图：通过跟随 Gogo/Tony/Jenny 一起进入果园参观教师自 问自答引出句型 “What are these? Its ”后板书，从单词复习自然 过渡到句型学习，也进入了本课的主题，即参观果园。紧接着学 生在本子上进行书写练习，充分符合三年级学生的学习特点和要 求，课堂中必须时时强调书写。句型练习形式多样，学生或根据 PPT 上的图片进行问答练习，或四人小组利用课前自制的单词卡 片进行抢答练习（组长问组员答，谁快谁得到卡片） ，可缓解单纯 句型问答的枯燥和无聊，学生

35、能在比赛中欢快地接受新知。 ） 2.Draw and ask about the fruits. (1) T ask and answer with the fruit trees in the PPT, lead in the second target. T: What are these? Ss: They are apples. T: Are these strawberries? Yes, they are. T: Are these peaches? No. they arent. (2) T write the target on the blackboard. T read,

36、Ss repeat, groups ask and answer. Then T put up the word cards on the target one by one, Ss ask and answer in different way. (3) Draw your favorite fruits and ask your classmates favorite fruits. T draw some cherries on the blackboard. T: Are these cherries? Ss: Yes, they are. T: Cherries are my fav

37、orite fruits. I can draw. Can you draw your 12 favorite fruits? Please draw. 1 minute. (4) TS model, T ask, S answer, T use the target “Are these ” to guess the Ss favorite fruits. T has 3 chances. SS use the target to ask and answer others favorite fruits, then T ask two groups to show their dialog

38、ue. （设计意图：设计意图：教师利用 PPT 中果园的果树图片问答引出句型 “Are these ? Yes, they are./No, they arent.” 通过单词卡片贴在句型上 让学生进行替换练习，机械的句型操练有利于学生熟练认读句型， 加深印象，为接下来的自由问答准备。然后让学生画出自己最喜 欢的水果并猜出同学最喜欢的水果，通过这种方式自由练习句型， 不仅充分练习了句型，完成了教学任务，又能很好地培养学生的 动手能力，还能增进学生之间的了解。 ） Step 4 Consolidation 1. Sing a song and make up group songs. (1) S

39、ing a song: What are these? What are these? What are these? They are peaches. They are peaches. Are they red peaches? Are they red peaches? Yes, they are. Yes, they are. T sing the song once, Ss sing with the T. (2) Ss discuss in groups and try to make up their group songs with the named fruits, the

40、n sing together in class. （设计意图：设计意图：以琅琅上口的儿歌“两只老虎”为旋律，创编歌曲。 13 能缓解前面句型学习的紧张压力，放松学生情绪。同时，安排各 组根据水果组名改编组歌，既能很好地巩固复习已学句型，活跃 课堂气氛，培养学生的合作、创新精神。 ） 2. Guess, pick and talk about the fruits. TS model: T show a big magic tree, many fruit pictures are there, but you can only see the back of the pictures. Fi

41、rst, TS do a model. T ask “Are these ? ” to guess any one of the cards, Ss answer her. T has three chance to guess, if shes right, she can pick up the fruit on the tree. Then, T should try to describe the fruit with the passage on the PPT. Ask 3 Ss to guess, pick and say. (1) Guess: Are these? (2) P

42、ick: If guess right, you can pick up the fruits. (3) Say: Describe the fruits youve picked up like this: Look, they are . (apples/pears/oranges/watermelons) They are . (red/green/yellow) They are . (big/small) Do you like ? (apples/pears/oranges/watermelons) （设计意图：设计意图：通过展示魔法树以及树上各种不同形状的水果，设 计利用句型问答

43、猜水果，猜对后摘水果，摘走后利用所学知识介 绍水果等三个环节，学生参与面广，积极性大，不仅能很好地巩 固本课所学知识，还能激发学生结合已学知识进行拓展，学习效 果很好。 ） 3. Make and share some fruit mixed plates. T show Ss a fruit mixed plate, TS ask and answer what kind of fuits are 14 in it. Then T show Ss many pictures in the PPT. At last, Ss share the yummy fruit mixed plate.

44、（设计意图：设计意图：教师和学生分享自制水果拼盘，并观看丰富多样的 果盘图片，契合本课水果主题，把英语知识性学习与综合实践活 动结合，能增加学生的学习兴趣，开拓其创新精神，培养其动手 能力。 ） Step 5 Conclusion T conclude：Fruits are good for our health. One apple a day, keeps the doctor away. （设计意图：设计意图：对所学内容进行总结，密切联系学生生活，使英语 语言知识的学习更具人文性、情感性。 ） Step 6 Homework 1. Make an original fresh fruit

45、 plate with your families. 2. Introduce your favorite fruits to your friends. （设计意图：设计意图：紧密结合课堂所学知识，安排学生课后动手做、说， 可以起到很好的巩固作用。 ） 板书设计：板书设计： Unit 4 Fruit A: What are these? B: They are pears. （小组评价，加分） A: Are these peaches? B: Yes, they are./ No, they arent. 15 Period 3 （一）本节与上节相关性分析（一）本节与上节相关性分析 第三课时

46、的课文部分主要是由前面所学单词和句型结合而来， 是建立在已学知识基础上的简单的综合会话内容。在熟练掌握单 词的听说读写和句型的运用、操练后再来模仿、朗读、表演课文， 符合由易到难的规律，也很好地起到了复习巩固的作用。 （二）课型、时间（二）课型、时间 复习巩固课，40 分钟 （三）教学要求（三）教学要求 1 1、复习巩固前两个课时所学的单词和句型，学生熟练运用已学知 识进行简单会话。 2、学习课文 story 部分，学生能流利准备朗读并模仿表演。 3、学习 sounds and words 部分，初步了解字母 m/n/b 在单词中的 常见发音规律。 （四）教学重难点（四）教学重难点 1、学习课

47、文 story 部分，学生能流利准备朗读并模仿表演。 2、学习 sounds and words 部分，初步了解字母 m/n/b 在单词中的常 见发音规律。 （五）教学过程（五）教学过程 Step 1 Warming up Sing a song: “What are these?” （P29）Ss sing with the tape. What are these? What are these? 16 They are pears. Pears, pears. What are these? They are pears. Pears, pears. Are they green? Ye

48、s, they are. Are they pink? No, they arent. They are green pears. （设计意图：设计意图：歌曲导入，集中学生注意力，有效组织课堂，也便 于复习句型。 ） Step 2 Revision 1. Read the words and play Bang bang game. (1) Ss read the word cards one by one in different ways. (eg. The whole class/ groups/ boys/ girls/ single S ) (2) Bang bang game: T

49、 pick four Ss from each group, Ss go to the stage to race to read the word cards, the faster S can shoot the opponent with the “gun” and say “bang”, the slower one should go back to the seat. （设计意图：设计意图：先通过机械认读复习单词，教师纠音， 。然后在激烈 的小组竞技游戏中检测学生对单词的掌握情况，该游戏深受学生欢 迎，是很好的单词检测游戏。 ） 2. Learn the target. (1) T

50、 show a picture, ask Ss “What are these?” to lead in the target, then T write the target on the blackboard. T write: A: What are these? B: They are bananas. 17 A: Are these pears? B: Yes, they are. (2) Ss according to the word cards to read the target in different ways. (3) Ss use the target to ask