人教版（新起点）一年级下册Unit 4 Food-Story Time-ppt课件-(含教案+视频+音频)--(编号：000af).zip

1、Uni4 Food Story Time 设计理念: 义务教育英语课程标准 （2011 年版）指出： 现代外语教育注重语言学习的过程， 强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习 和运用语言。 本节课中我努力为学生创设积极的学习氛围和有趣的课堂活动，帮助学生在学习故事过 程中体验学习的快乐。在教案制定过程中，我通过对教材和学生的情况分析，利用课余时间 帮助学生彩排了英语短剧 Im Hungry，通过小狮子饿了找食物的小短剧，激发学生学习兴趣， 引出本课的课题。还安排了看图说食物、预测故事、圈出故事中的食物、朗读或表演小故事、 制作购物清单一系列环节进行教学

2、，进而引导学生掌握目标词、句，并初步培养学生找读的 阅读策略。 教学背景分析: 1、 教材分析： 本节课是人教版英语小学一年级下册第四单元的最后一课时。涉及到 I want . Im hungry. 两组重点句型和本单元的重点词汇。 2、学情分析： （1）我校一年级学生, 对英语学习充满好奇心，他们活泼好动，善于模仿，学习兴趣很高。 课堂中能够积极参与各种活动，模仿能力强，思维活跃，喜欢自我展示，在活动参与过程中 希望得到老师和同学的认可； （2）在授课前，学生学习过 noodles, chicken, rice, fish 和 vegetables 的英语表达。 教学目标: 1.学生能够借助

3、图片和 PPT 读懂和听懂本单元的小故事，初步培养快速找读的阅读策略； 2.学生能够朗读小故事； 3.学生能够用已学的语言表达自己想要的东西； 4.学生自己能简单表演出小故事并完成自己的购物清单。 教学重点： 1. 能够读懂小故事； 2. 能够用英文表达出自己饿了和饿了时想要的食物。 教学难点： 1 当堂有感情朗读或表演小故事； 2 能借助图片对自己想要购买的食物进行交流。 教学过程： 、Pre-reading （12ms） 1Have students watch a short play Im Hungry. Act 1 Lion：Roar, roar! I am the lion, th

4、e king of the forest. No one is stronger than me. Roar, roar! Little lion：Daddy! Im hungry. Lion：You are big now. Be brave! Go and find your own food. Little lion：But I dont know how. Lion: Do it like me. Roar, roar! Little lion：Roar, roar! Lion：Rush to the animals and bite them with your sharp teet

5、h. Go and do it now. Little lion: Yes, daddy. Act 2 Rabbit: Rabbit, rabbit, carrot eater. There is nothing sweeter than a carrot everyday. Munch and crunch and run away. Little lion：Hi, rabbit! I am hungry. Roar, roar! Rabbit：Do you want some carrots? Little lion：Yes, please. Little lion：Thank you.

6、Rabbit：Carrots are the best food. Little lion：Yuck! I dont like it. Anyway, thank you, rabbit. Rabbit：You are welcome. Act 3 Bear：Pease porridge hot. Pease porridge cold. Pease porridge in the pot nine days old. Some like it hot, some like it cold, some like it in the pot nine days old. Little lion：

7、Hi, bear! I am hungry. Roar, roar! Bear：Do you want some porridge? Little lion：Yes, please. Thank you. Bear：Porridge is the best food. Little lion：Yuck! Its too hot. I dont like it. Anyway, thank you, bear. Bear：You are welcome. Act 4 Squirrel：Found a peanut. Found a peanut. Found a peanut just now.

8、 Just now I found a peanut. Found a peanut just now. Little lion：Hi, squirrel! I am hungry. Roar, roar! Squirrel：Do you want some peanuts? Little lion：Yes, please. Little lion：Thank you. Squirrel：Peanut is the best food. Little lion：Yuck! Its too hard. I dont like it. Anyway, thank you, squirrel. Sq

9、uirrel：You are welcome. Act 5 Boy：Apple round. Apple red. Apple juicy. Apple sweet. Apple, apple, I love you. Apple sweet, I love to eat. Little lion：Hi, little girl! I am hungry. Roar, roar! Boy：Oh, a lion! Help! Help! Little lion：What is it? Mmm, delicious! I like it. After the short play teacher

10、interview the animals and girl in the story: Do you like carrots? Do you like porridge? Do you like peanuts? What do you like？ 设计意图：观看短剧的过程中激发学生的学习兴趣并引出本课主题。通过自由交流来表达自 己对某种食物的喜好。 2Have students talk about Do you like noodles/ pizza/ vegetables and rice/ ice cream to review what they have learned in

11、the last 3 lessons. Then talk about where can they see these food to introduce supermarket. Have students talk I want. or I want . and . 设计意图：让学生结合自己的实际情况简单谈一下自己是否喜欢图中出现的食物。随后谈论 在哪里可以看到这些食物，引出在超市这个地点，从而引入到第一幅图片。 3Have students look at the first picture and last picture. And guess what happened in th

12、e story. Then have students look at all the pictures in the story and predict what does the panda want. 设计意图：让学生通过第一幅图和最后一幅图猜测故事的主要内容。之后再通过图片环游 的方式来猜测每幅图片中熊猫想要买什么，初读本单元小故事。 、While reading（12 ms） 1. Have students open their books and turn to page 34-35 and read the story. Circle the food word picture

13、 by picture. Teacher gives an example and then has students check the answer. 设计意图：让学生快速地读课文，并圈出每幅图片句子中食物的词汇。教师给出示范，之后 请学生来逐一核对。初步培养学生找读的阅读技巧。 2. Have students listen to the tape and listen and point. Have students pay attention to the pronunciation. 设计意图：让学生听读课文，并指读，培养学生良好的阅读习惯。 3. Have students wa

14、tch the video and enjoy the story. Then have students follow the teacher to read again. Have students pay special attention to the intonation and tones. 设计意图：让学生观看视频，欣赏小故事，随后再次跟读的同时学生深入了解故事。引导学 生在读的过程中注意语音语调和语气。 4. Have students retell the story. In this story, there is a panda and there is Lucky. A

15、t the beginning, what does panda want? And lucky says: Im hungry. In picture two, what does panda want? Do the same thing to the last 4 pictures. 设计意图：让学生复述小故事，根据故事内容帮助老师完成板书。 5. Have students do some actions of eating noodles and eating chicken. And have students think about how to eat other food.

16、设计意图：在老师做吃面的动作后让学生想想他们如何吃面和如何吃鸡肉。为后续的表演奠 定初步基础。 、After reading（14 ms） 1. Have students work in pair and choose a role to read or perform or recite and perform the story. First practice and then invite pairs to the front of the classroom. 设计意图：让学生两人一组，一人扮演熊猫，一人扮演小狗，朗读或者背诵或者边背边表演 小故事。让学生讲所学知识内化。同时锻炼学生

17、的胆量，勇于站到班级前来展示自己。 2. Have students Make a shopping list. The shopping list can be based on a supermarket or a restaurant. Have students choose three things to draw and then share with their partners first. After most of the students finished, have individual student to come to the front and show to

18、other students. 设计意图：让学生自己制作购物单，可以是在餐厅里，也可以在超市里。选择三种最喜欢的 食物，画画并自己说说，完成后先与同伴交流，随后找同学到前面来给大家展示自己的作品， 并用英文表述自己的喜好。 、Conclusion（1m） Today weve talked about story. In this story panda says I want noodles. I want rice. Lucky says: “Im hungry”. Then panda says: “I want vegetables”. Lucky says: “Im hungry”.

19、 Panda says: “I want fish”. Lucky says: “Im hungry”. Later panda says: “I want chicken.” And Lucky says: “Im hungry”. In the end, panda says: Oh, no! Lucky!” Boys and girls, please dont do like Lucky in the supermarket. 、Homework Suggestion（1m） 1. Read or act the story for your parents. 2. Please make a new story about food. 板书设计： Unit 4 Food Story Time I want noodles rice vegetables fish chicken Im hungry.