人教版（新起点）三下Unit 5 Family Activities-Lesson 3-ppt课件-(含教案+视频+音频)--(编号：6017d).zip

1、Unit 5 Family Activiities Lesson 3 新 起 点 人 教 版 英 语 三 年 级 下 册 Lets sing: Whats your mother doing? cooking dinner Lets review: watering plants feeding fish Look and Say listening to music walking dog watching TV playing football flying a kite cleaning the room drawing a picture riding a bike running s

2、wimming drawing a picture playing football feeding the fish running riding a bike walking the dog flying a kite What is he doing? Listen careful and find: Who is he/she? _is feeding the fish. _is playing football. _is walking the dog. _is flying a kite. _is watering the plants. _is drawing a picture

3、. _is flying a kite. _is riding a bike. Wang Han is_. Zhao Qi is_. Li Le is_. Chen Meng is _. Feng Jia is _. Lucky is_. Its sunny today. Everyone is happy. The children are playing in the park. Wang Han is walking his dog. Zhao Qi is drawing a picture. Zhou Ming is playing football with his brother,

4、 Zhou Qiang. Lucky is running after the ball. He wants to get it. Its sunny today. The children are in the park. Zhao Qi is _. Li le is _. Liu Hong is _. Sun Yuan is_. PEP Primary English, Book , Unit 5: Family Activities Teaching ContentLesson 3 Teaching Aims & demands A. Knowledge: 1.Get the Ss un

5、derstand the meaning of the text, and read the text fluently. 2.Get the Ss use the sentence patterns correctly: -What is he/she doing? He/ She is ing . 3.Get the Ss describ the activities of their and others about what they are doing. B. Ability: Help the Ss improve their ability of communication. C

6、. Moral education: 1. Encouraging students to communicate in English. 2. To know the changes in the growth process . Key points Get the Ss understand the meaning of the text, and read the text fluently. Difficult Points 1.Get the Ss use the sentence patterns correctly: -What is he/she doing? He/ She

7、 is ing . 2.Get the Ss describ the activities of their and others about what they are doing. Teaching AidsCAI Teaching Procedures Teachers Activities Students Activities 设计意图设计意图 Preparation （准备、热身）（准备、热身） 1.Listen to an English song. 2.Greeting with the class. 3. Review the words. 4.Lets play a gam

8、e. 1. All the Ss try to do and speak the words following me. 2. Read out the words according to the pictures. 复习学过的短语并进 行游戏互动，为本课 的课文学习奠定坚实 的基础。 Presentation （呈现、感知）（呈现、感知） 1. Ask and answer: (1)Show the picture and point at a boy, ask: What is he doing? (2) Point and ask one by one. 2.Get the Ss li

9、sten to the tape and find out: Who is he/ she? 3.Get the Ss listen again and find out : Zhao Qi is. 4.Get the Ss listen to the tape again and read after the tape. 5.Understand the text and read it in pairs. 1. Answer the question: He is playing football. 2.Answer the questions one by one. 3.Listen t

10、o the tape and find out :Zhao Qi is. 4.Read after the tape. 5.Understand the text and read in pairs. 6.Read the text together. 1、通过看图问答很自 然的引入新课的学习。 2、通过多次反复的听 读抓住课文的关键词。 Practice （操练、体验）（操练、体验） 1. Get the Ss fill in the blanks on the text book. 2. Check the answer and note the hand-writing. 1.Fill

11、in the blanks. 2. Show their answers. 采用填空展示等多种 形式的操练活动，充 分调动学生的学习积 极性，增强操练的趣 味性和实效性。 Production （运用、生成）（运用、生成） 1.Show some pictures about activities. 2. Get the Ss say the sentences by themselves. 1. Talk about what they are doing. 2. Show their speaking. 1.通过练习让学生有自 信描述自己的活动。 2.通过展示，使孩子们 乐于表达，敢于表现

12、 自己，在提高语言交 际能力的同时，充分 享受成功的体验。 Progress （巩固、拓展）（巩固、拓展） 1.Arrange the sentences. 2. Fill the blanks. 1. To say the sentences one by one. 2. Read and choose the correct answer. 通过实践性练习，增 强学生分析解决问题 的能力。通过扩展性 练习，进一步拓宽学 生的知识视野。 Assessment （评价措施）（评价措施） 针对不同层次的学习要求，给予不同层次的学生展示自己的机会，并适时给予鼓 励性的评价，持续性评价，调动学生参与

13、课堂教学活动的积极性。通过小组合作， 培养孩子们的群体意识。 Homework （家庭作业）（家庭作业） 1. Listen and repeat the text. 2.Finish the exercise book. 通过分层设计布置作 业，满足不同层次学 生的发展需要, 使每个 孩子都得到满足，体 现以学生为主体的教 学理念。 Bb design (板书设计板书设计) Unit 5: Family Activities Its sunny today. The children are playing in the park. Li Le is . Zhao Qi is .I am./he/ she is. Liu Hong is. Sun Yuan is I am./he/ she is. I am./he/ she is. I am./he/ she is.