（广东）粤人版三下-Unit 6 Outdoor Fun-Lesson 2-ppt课件-(含教案+视频+素材)--(编号：820d4).zip

1、Unit6 Outdoor FunUnit6 Outdoor Fun In the In the countrysidecountryside . . In the countryside.In the countryside. Can they have a picnic now? What else do they need? Maybe they need a/an . In the countryside.In the countryside. Maybe they need some . Watch and answer.What do they need? Watch and an

2、swer. What do they need? They need plates and cups . Who has the plates and cups? A man and a woman . Hello. My names Gogo. Do you have plates? Excuse me. Do you have cups? Yes, we do. Yes, we do. Here you are. They have forks,spoons,cups and plates.Can they have a picnic now? Can they have a picnic

3、 now? No,they cant . Why? Because its rainy . What do they need now? They need a/an. . What do they need ？ They need a tent. They go to the tent. What can they do？ Watch and follow.注意语音语调。 Can they have a picnic now? No.they cant.Because . What do they have? They have . . Excuse me.My names_. We wan

4、t to have a picnic . We have forks., but we dont have. . Do you have_ ? Yes,we do. Here you are. No,we dont. Sorry. Thank you. Youre welcome. Thank you!Thank you!一、教学内容与学情分析一、教学内容与学情分析 本节课的教学内容选自广东人民出版社英语（三年级起点） 三年级下册 Unit 6 Outdoor Fun 中 Story 部分的内容。主题是关 于户外野餐时遇到问题后，如何寻求他人帮助的相关内容，并通过 学习让学生能在实际中灵活运用

5、，并明白分享的重要性。 本节课的授课对象是小学三年级的学生。学生年龄大多在 9 岁 左 右,在学习本课之前，学生已经正式学习先锋英语教材 2 年半。他们 会一些简单的英语交流，并且在听说认读等方面都有了一定的基础。 通过两年半的英语学习，学生养成了良好的学习习惯，具有一定的 学习策略与能力。在课堂活动中，学生能积极与他人合作，在小组 内共同完成学习任务；有表达和表现的欲望，能积极运用所学英语 进行表达和交流；形成了把知识运用到生活实际中的意识。 二、教学目标二、教学目标 1. 语言知识与技能目标 （1）能听、会说、会读、会认本单元词汇： forks，spoons,cups,plates,同时掌

6、握其中文意思。 理解并能正确运用句型：-Excuse me. -Hello.My names . -Do you have.? Yes,we do.Here you are./No,we dont.Sorry. （3）能够运用所学内容在模拟情景下灵活运用。 （4）能整体理解故事大意，在理解故事的基础上对故事进行续演。 2. 情感目标 （1）通过各种形式的教学活动激发学生学习英语的兴趣。 （2）通过参与课堂活动，调动学生积极性，能够大胆地用英语表达 自己； （3）通过学习，在过程中培养学生学会求助，乐于助人，愿意分享 的品质。 三、教学过程三、教学过程 Step 1: Warm-up（Pre-r

7、eading） 通过谈论五一假期，你将会去哪里玩，激发学生的学习兴趣，引入 本课主题。师生教学对话如下： T: Today we are going to talk about outdoor fun.The May holiday is coming.Where are you going? (T: Im going to the supermarket.How about you?) Ss: Im going to the park/beach. . T: Now,There are some pictures for you. Lets have a look. (出示 PPT 第 3

8、张） T:Where are they ? Ss:They are in the park/garden. T：They are all in the countryside.(教师可以带读一下单词) What do they do in the countryside? Ss: Fly a kite/go fishing/. T:Here comes our old friends.(出示 PPT 第 4 张） （Gogo and Tony).Look,where are they? Are they at the supermarket? Ss: They are in the count

9、ryside. T:What do they want to do? Ss: Have a picnic. T:How do you know?(Whats in Gogos hand?) Ss :Forks and spoons. （教师出示 forks，spoons 单词卡片在黑板上） T:Can they have a picnic with forks and spoons? Ss:No. T:What else do they need?(出示 PPT 第 5 张） Ss:Maybe they need a/an/some. T：Maybe they need food/table/

10、chair/fire/. You have many good ideas now. Lets watch and find the answers.(What do they need?) 【设计意图】 通过问答、观看图片、思考等方式激发学生学习本课的兴趣，激活 学生的旧知，同时引出本课的主题。 Step 2: Presentation （While-reading） (观看故事视频前半部分，回答预设问题。) T: What do they need?（出示 PPT 第 7 张） Ss:They need cups and plates.（出示 cups,plates 单词卡片在黑板上） T

11、：Who has the cups and plates? Ss: A man and a woman. T:How do they get cups and plates? If youre Gogo,what can you say? Ss: Hello.My names Gogo.Do you have.? Excuse me.Do you have.? (引导学生提问，将准备好的教具 cups and plates 送给回答更完整的 孩子，同时引出问题的回答 Here you are.及礼貌回应 You are welcome.） T: What does Gogo say?Lets

12、listen. （出示 PPT 第 8 张，听完后跟读 一次，并把句子板书在黑板上） T：What does the man say? Ss:Yes,we do. Here you are. T:Who wants to be Gogo/the man/the woman? Lets act. (提前准备好教具 cups and plates，请一些同学利用教具模拟情景， 上台表演对话） T:Now,they have forks,spoons,cups and plates.Can they have a picnic now? (播放课件里打雷的声音） Why cant they have

13、 a picnic? Ss:Because its rainy.(出示 PPT 第 10 张） T:What else do they need? Ss: Maybe they need a/an . T:Do they have .?Lets watch and find the answers.What do they need?What can they do ?(观看故事视频后半部分，回答预设问题。) Ss：They need a tent. (老师通过动作引导学生说出 They go to the tent.) T:The man and the woman share their

14、tent with Gogo and Tony. They are friendly. Thats the story. Do you like the story? Now,Lets watch the story again and follow it. Are you ready? 【设计意图】 该文本对于学生来说不算难，学习这个文本所用的时间并不多，但 在这个过程中需非常注重学生学习能力的培养，如通过图片归纳总 结关键信息、思考信息问题以及难度更高的思维延展性的问题，从 而更好的理解故事内容。 Step 3: Practice （Post-reading） （学生在理解的基础上，进行跟

15、读，模仿故事里的语音语调，再次 加深对故事的理解）(出示 PPT 第 13 张） T：Now, the rain stopped.The sun comes out. Can they have a picnic now? Why? Ss:Because they dont have food/fruits/water/pizza. T:Look,they are Peppa pigs family. （出示 PPT 第 14 张） T:They are going to have a picnic. Wow.what do they have? Ss: They have some wate

16、rmelons/cheese. (把学生说出来的图片贴在黑板上） T：They have many yummy food. If you are Gogo and Tony. What can you say to the Peppa pigs ? T：Now Im Gogo.Who wants to be Tony? Who wants to be Peppa pigs? (邀请其他 3 名学生上台进行情景示范演示，示范 2 种版本） 示范 1： T：Excuse me.My names Gogo. S1:My names Tony. T&S1:We want to have a picni

17、c.We have forks/spoons/cups/plates,but we dont have.Do you have. ? S3&S4:Yes ,we do .Here you are. T&S1:Thank you. S3&S4:You are welcome. (这组示范主要展示向陌生人进行求助，对方用肯定的方式进行回答， 同时引导学生用最礼貌文明的方式交流） 示范 2： T：Excuse me.My names Gogo. S1:My names Tony. T&S1:We want to have a picnic.We have forks/spoons/cups/plat

18、es,but we dont have.Do you have. ? S3&S4:No ,we dont .Sorry.(在黑板上板书） T&S1:Thank you. S3&S4:You are welcome. (这组示范主要展示向陌生人进行求助，对方用否定的方式进行回答， 同时引导学生用最礼貌文明的方式交流） T：Now,its your turn.Four students in a group. Gogo,Tony and Peppa pigs.You act it out in your groups.Lets begin. T:Which group wants to show

19、it? (根据时间，自由决定选几组上台展示） T：Finally.Gogo and Tony share their forks,spoons,cups and plates with Peppa pigs.(出示 PPT 第 16 张） The Peppa pigs share their food with Gogo and Tony. Now,they are going to have a picnic together. They are very happy. 【设计意图】 通过对故事的续编，创设一个模拟情景，再通过小组合作对话形式 的表演，使得学生有机会把本节课所学习的内容进行实

20、际的灵活运 用，此环节是对学生语言学习能力的综合提升，最终达到学生用语 言交流的目的。 四、教学反思四、教学反思 亮点： 1.本课时教学目标基本准确，与教学内容一致，教学步骤清晰，层 次分明，时间分布合理，故事情节分析理解到位。 2.教师教态好，能够利用好学生的现场生成进行教学。师生配合默 契度高，课堂气氛好，学生输出效果佳。 3.板书清晰明了，重点突出，工整美观。 不足： 1. 在开场时最好能设一个 Its a nice day 的背景，可与后面的 rainy 形成呼应，也为后面的续写做好铺垫。 2. 在引导 Gogo 与 A man/woman 对话操练时，应该先加入 Pair work 的环节，再请学生上台进行展示。 3. 在 PPT 的设计中，不必每个问题都显示出来，也不必每个问题都 给出答案，PPT 上最好只留下最重要的一个问题，其他辅助性的问 题可以直接用口头表达出来，这样能让学生更明确重点问题。 4. 在故事最后设置了问题 What can they do? They go to the tent.此处， 教师应该再进一步进行引导，可以追问 What will Gogo and Tony say to the man and woman?学生会说 Thank you.此处也可以为最后的续 编故事对话做好铺垫。