人教版（新起点）三下Unit 4 My Family-Story Time-ppt课件-(含教案+视频+素材)-公开课-(编号：c02e0).zip

1、小蝌蚪找妈妈英语故事 Some little tadpoles want to find their ?(妈妈) They see the dog family. They ask: ?（你是我的妈妈吗？） The mother dog tells them their mother is .（短小的） Then they meet . （一只猫） They ask: ? （你是我的妈妈吗？） The （猫）tells them their mother can . （游泳） Then they meet . （一只鹅） At last（最后） ，they meet a . （一只青蛙） Sh

2、e is .（绿色的） She has （大眼睛）. She can .(游泳) She is the tadpoles mother. Now, the tadpoles are (青蛙) ,too. What animal do you like?Why? What does it look like? Guess:What animal is it? tadpoletadpolefrogfrog Whats wrong with the tadpoles? Who are they looking for?Guess! Lets check the answer:who Can you

3、help them? Where is our mother? who/where/what/why Excuse me.Are you our mother? NO.Your mother is short. Excuse me.Are you our mother? NO.Your mother can swim. Excuse me.Are you our mother? NO.Your mother has big eyes. Ask and answer by Ask and answer by yourselvesyourselves Excuse me.Are you our m

4、other? NO.Your mother is green. Ask-AnswerAsk-Answer Shes green.She has big eyes.She can swim. Are you our mother? is/has/canis/has/can Yes,Im your mother. We are frogs now,too. What will the little frogs and their mother say?What will the little frogs and their mother say? Have a guess.Have a guess

5、. Listen to the tape and repeatListen to the tape and repeat Retell the story How tadpole frog Retell the progressRetell the progress Do role-play:Do role-play: tadpoles team PK frog teamtadpoles team PK frog team PKPK Make up the storyMake up the story Fill in the blanks 小蝌蚪找妈妈英语故事 Some little tadp

6、oles want to find their ?(妈妈) They see the dog family. They ask: ?（你是我的妈妈吗？） The mother dog tells them their mother is .（短小的） Then they meet . （一只猫） They ask: ? （你是我的妈妈吗？） The （猫）tells them their mother can . （游泳） Then they meet . （一只鹅） At last（最后） ，they meet a . （一只青蛙） She is .（绿色的） She has （大眼睛）.

7、She can .(游泳) She is the tadpoles mother. Now, the tadpoles are (青蛙) ,too. Life is a circle . When we are growing up,our parents are becoming older and older. Here is a song for our Here is a song for our mother!mother! Thanks for her love!Thanks for her love! Homework: 1.Give a hug to yourmother. 2

8、.Count the gray hair on your mothers heads.Count the wrinkles on their foreheads. Blackboard design Unit4Unit4 MyMy FamilyFamily -StoryStory timetime AreAre youyou ourour mother?mother? 1 1教学内容：教学内容：Unit4Unit4 MyMy FamilyFamily /Story/Story timetime / / AreAre youyou ourour mother?mother? 2 2教学目标：教学

9、目标： （一）知识目标： 1Words and expressions 复习本单元描述外貌特征的单词 short，tall，big，green 等，正 确使用 is/has/can 进行表述，学习新单词 tadpole,frog,goose,our 等。 2Sentence patterns Excuse me.Are you my mother? Yes/No. Your mother is/has/can. （二）能力目标： 1.鼓励学生运用已有的语言知识，让学生分组围绕课文内容进行短 剧改编，编写以Looking for Mother为主题的小故事。 2.本课是一个小短剧，要求学生自由结

10、合排练后展示成果，在排练 过程中体验母爱的伟大，体验同学之间的友情和团队合作精神。 （三）情感、策略和文化等有关目标： 1.通过“小蝌蚪找妈妈”的故事激发学生对母亲的爱和喜欢小动物 的感情。 2. 培养学生保护动物的意识。 3.了解小蝌蚪变成青蛙的科学过程。 三教学准备：三教学准备： 多媒体课件；点读机；小蝌蚪变成青蛙的过程图；狗、猫、鹅、蛇、 青和小蛙蝌蚪的头饰。 四教学过程：四教学过程： Lesson Plan ( 1 ) ProceduresContentsMethodsPurpose Pre-task preparation Warming-up Free talk: 1. Ask s

11、ome questions such as: Are you happy today? Are you Tom? Are you in Class 4? Are you happy now?Learn the sentence pattern “ Are you? Yes, I am. No, I am not. 通过自由 谈话营造良好的 氛围，同时为新 课的引入打下铺 垫。 While task procedures Task1: Ask and answer Task 2 Guessing game 1. T:Do you like animals? Ss :Yes,I do. T:Me

12、too.I like elephants,because theyre very tall ,big and clever.How about you? Ss :. 1.Show some riddles and try to tell the answer. Eg: It is black. It has a big head ,and a long tail,but it has no legs. It can swim. What is it?(a tadpole) It is our good friend. It is green. It has two big eyes and f

13、our legs. It likes to swim in the water.Andit can sing:gua,gua. What is it?(a frog) 2. Learn the new word “tadpole and frog”.At the same time,divide students into 先通过老 师提问“你们 喜欢动物吗？ ”用老师自己 喜欢的动物为 例引导学生用 一些描写外貌 特征的单词描 述自己喜欢的 动物，达到复 习单词和句型 的目的。 通过猜谜 语引入有关故 事的动物新单 词 tadpole 和 frog 活跃了课 堂气氛，然后 把学生分为蝌 蚪队

14、和青蛙队， 也提高了学生 的学习兴趣， 在猜谜语的同 时也有大量的 Task 3 presentation tadpole team and frog team,have a PK. 1. show a picture of tadpoles: Q1: Whats wrong with the tadpoles? Why do they look so worried? Ss:Maybe they are looking for someone. T:Yes,lets go and have a look.who are they looking for,OK? Ss:. 2. let Ss

15、listen to the tape of the first picture1: Where is our mother? 语言输入。 通过观察 一群小蝌蚪动 图，老师提问 “小蝌蚪怎么 了，他们为什 么很焦急”引 发学生思考 “他们在寻找 谁”让学生进 行猜测，发表 自己的观点， 最后一起听故 事第一张图片 的句子，得出 答案“寻找妈 妈” ，由此引出 故事。 Task 4 Let students help tadpoles to look for their mother and observe every picture carefully. 1.T:Boys and girls,t

16、adpoles are so poor and helpless.Can you help them to look for their mother? Ss:Yes,I can. T:OK,lets go and help them. Picture2:dog 1)Look, who is she? 2)What does she look like? 3)What does the tadpole look like now? 4)Is she the tadpoles mother?Why or why not? 5）What will the tadpoles ask?What wil

17、l the dog answer? 6)Listen to the tape and check the answers together. -“Excuse me.Are you our mother?” 通过提问 “小蝌蚪太可 怜了，你们愿 意帮助他们寻 找妈妈吗？” 引导学生观察 狗的特征，并 与蝌蚪妈妈的 特征进行对比， 让学生猜测小 蝌蚪会怎么问， 狗会怎么回答， 培养学生想象 力和创造力。 与此同时引导 学生观察第一 张图片里小蝌 蚪长什么样子， 为后面小蝌蚪 -“No,your mother is short” Picture3:cat 1）Heres is a cat. 2）W

18、hat color is the cat? 3)Can the cat swim? 4)Is she the tadpoles mother? Why or why not? 5）What will they say? 6)Listen to the tape and check the answers together. 7)What happened to the tadpoles?Whats different now? -“Excuse me.Are you our mother?” -“No,your mother can swim.” Picture4and5:goose,snak

19、e 1）Ask students to observe the picture,and ask some questions by themselves. 2）Solve these questions by themselves. 3)Pay attention to the words has,compared with is and can 的变化作铺垫。 引出故事的功 能句并板书在 黑板上，,把is 单词卡片贴在 黑板上，让学 生更加明白如 何准确地表达。 通过有层 次性的提问， 对猫和妈妈进 行对比描述， 引导学生猜测 对话，让学生 试着用功能句 提问和回答,并 观察图片里小 蝌蚪都

20、发生了 哪些变化。把 can单词卡 片贴在黑板上， 引导学生正确 表达。 此环节让 学生自己来提 出问题，给学 生独立思考的 时间，如用 who，what，w here 等引领问 题，启发学生 Task 1 4)listen to the tape to check their answers. Picture6:frog 1）Who do they meet? 2）What color is she?How about the tadpoles now? 3）What does she look like?What about the tadpoles now? 4）Can she swim

21、,too? 5）Do you think the frog is tadpoles mother?why? 6）Ask students to use is/has/can to express their view correctly. Picture7:mother 1) What do the frog and tadpoles have in common? 2) How do the frog and tadpoles feel now?Are they happy? 3) What will they say? Eg:Maybe mother will say: -Yes,Im y

22、our mother. -Babies, I miss you. -I love you,babies. -. Maybe little frogs will say: -We are frogs now,too. -Mum,we miss you. -Mum,how are you? -. 用 how，why 等思考原因。 让学生表达观 点，发表意见， 从而提升他们 的思维能力。 通过递进 式的提问，有 助于培养学生 的观察能力， 认知能力、想 象力和创造力。 并让他们正确 地使用 is/has/can 来表达自己 的观点。 通过观察 青蛙妈妈和小 青蛙的外貌得 出结论，看他 们的表情体会

23、他们此刻的心 情，猜测他们 见面会说些什 么，培养学生 的观察能力， 认知能力、想 象力和创造力。 为后面创编故 事做铺垫。 Post-task activities 1.Listen and repeat the story 2.do role-plays 3.retell the story Task 2 Sequencing 确定顺序确定顺序 1. listen to the story again，point at sentences one by one ， and repeat the dialogue. 2.Girls act as tadpoles,the boys act a

24、s the other animals ,then change over. 1. Teacher sets an example for students,eg: T:There are so many tadpoles in the pond.They look so worried and they said“where is our mother?Look,heres a dog ,they asked“Excuse me.Are you our mother?”the dog said-“No,your mother is short.” 2. Just show the other

25、 pictures of the story,ask some students to come to the blackboard to retell the story with function sentences one by one. -“Excuse me.Are you our mother?” -“No,your mother is /can/has.” -. 3.retell the changes of tadpoles 通过“跟 读/指读”故事 和分角色朗读， 学生在此过程 中与故事中的 动物们进行对 话，对插图中 的信息进行自 我解读，让学 生有自己阅读、 思考、理解的

26、 过程。 通过老师 的示范作用， 抽学习能力较 强的学生依次 上台来找出猫， 鹅，蛇，青蛙 的图片，用功 能句依次复述 故事，突出图 画的作用，体 现绘本阅读的 价值。 Task 3 Tadpole team PK Frog team make up the story and act out the story. Task 4 Finish the paper and fill in the blanks :How did they change from tadpoles to frogs. Eg: 1)is- black,green,short,tall,big. 2)has-big e

27、yes,tail,legs,body. 3)can-swim,sing,jump. 1. T:If you are tadpoles ,can you find your mother?and how to find her?Now make up your own story in group of 8,then act it out. 2. Give 10 minutes to students,teacher walks around the classroom to provide help for them. 3. Act out the story. Ask students to

28、 finish the paper,fill in the blanks with the words or sentences in the story. 把小蝌蚪 变青蛙的过程 图片打乱顺序 贴在黑板上， 让学生上讲台 按照小蝌蚪的 变化过程重新 排列顺序，正 确使用 is/has/can再 复述一遍小蝌 蚪是怎样慢慢 变成小青蛙的， 了解小蝌蚪变 成青蛙的科学 过程，并培养 其观察能力。 通过创设 情景，让语言 材料在真实的 环境下得到使 用。小组活动 培养学生的团 队合作精神。 学生在编造和 表演的过程中， 心情也会随着 小蝌蚪找妈妈 的过程时而紧 张，时而失望， 时而难过，最 后体会

29、到找到 妈妈的开心。 Homework Teaching reflection Task 5 Emotional goals Homework 1.在 free talk 时 给学生展示了 一张动物图片， 启发学生表达 喜欢的动物及 原因，由于学 生可能理解为 只能说图片上 的动物，所以 图片以外的动 物都没有谈到， 导致发言的学 生偏少。 2.在评价学生的 鼓励语言还可 以再多样化一 些。 T:Life is like a circle . When we are growing up,our parents are becoming older and older.Do you love

30、your parents?. Here is a song for our mother! Thanks for her love! 1.Give a hug to your mother. 2.Count the gray hair on your mothers heads ，count the wrinkles on their foreheads. 3.在让学生自己观察图片并 自己提出问题时，时间不是 很充分，所以学生的问题也 就提得比较简单，缺少了点 想象力和创造力。 4.在让学生上台挑选图片复 述故事时，举手的学生较多， 但抽到的学生有限，由于时 间关系，没有进行第二轮复 述，有点遗憾。 5.学生在表演小蝌蚪找妈妈 的过程中能准确地运用功能 句，并能加入自己的台词， 比较有创造力。 6.在排练过程体验母爱的伟 通过填空的 形式让学生再 次熟悉故事， 并检测其提取 信息的能力。 通过图片 情感得到升华， 播放歌曲“当 你老了”的沙 画视频，激发 学生心中的波 澜和共鸣。 让孩子们回家 给妈妈一个拥 抱，并数一数 她们头上的白 发和脸上的皱 纹，体会妈妈 无私的爱。 7.学生的情感 得到升华，当 听到歌曲“当 你老了”时， 有部分学生流 下了眼泪，激 发了学生心中 的波澜和共鸣。 大，体验同学之间的友情和 团队合作精神。 Blackboard design