辽宁师大版三年级下册-Unit 3 What's in the box -ppt课件-(含教案+视频+音频)--(编号：b096e).zip

Unit 3 Whats in the box? S1: Whats this? S2: Its a/an _.tiger Back Listen and say Ask and answer S1: Whats that? S2: Its a/an _.lion Back Listen and say Ask and answer T : Whats this? S1: Its a _.bear Back Listen and say Where is the bear? in the hand in the pencil box in the box Back Listen and say Whats in the box? Is it a bear? Yes, it is. Back Listen and say Whats in the box? Is it a bear? No, it isnt. Is it a monkey? Yes, it is. Back Listen and say T : Whats in the box? S1: Is it a/an _? T : No, it isnt. S1: Is it a/an _? T : Yes, it is. horse Back Listen and say Back Listen and say S1: Whats in the box? S2: Is it a/an _? S1: No, it isnt. S2: Is it a/an _? S1: Yes, it is. cow Listen and say S1: Is it a _? S2: No, it isnt. (Yes, it is.) Back Guessing game Listen and say Back Guessing game S1: Is it a _? S2: No, it isnt. (Yes, it is.) Listen and say Back Guessing game S1: Is it a _ ? S2: No, it isnt. (Yes, it is.) Listen and say S1: ? S2: Yes, . No, . Back Guessing game Listen and say S1: Whats in the pencil box? S2: Is it a/an _? S1: Yes, it is./No, it isnt. Back Try to say Listen and say Guess, whats in the box? Is it a tiger? No, it isnt. Back Listen and say Is it a monkey?Yes, it is. Yeah ! Back Listen and say Guess, whats in the box? ? . Back Try to retell Listen and say ? . Yeah ! Back Try to retell Game time Guess, whats in my pencil box? Is it a pen? No, it isnt. Is it a ruler? Yes, it is. Back A Whats in Box A? Its a tiger. A tiger is in Box A. Back Try to do C B D Whats in Box ? Its a . is in Box . Back Try to do 三年级下册英语Unit 3 Whats in the box?教学设计 一、教学内容： 本课为辽师大版英语(三年级起点)第二册 Unit 3 Whats in the box? 本 课承接了上一单元的“Whats this/that? Its a.”，进一步学习重点句型 “Is it a .? Yes, it is./No, it isnt.来询问对物品的推断是否准确。 二、教学目标 （一）知识目标 1.学生能初步理解认读：monkey, bear, horse, cow。 2.学生能初步运用句型：“Is it a.? Yes, it is./No, it isnt.”； 3.学生能理解认读课文； 4.学生能初步感知一般疑问句的升调。 （二）技能目标 学生能听、说并初步运用目标语句：“Is it a.? Yes, it is./No, it isnt.”对 物品的推断进行询问。 （三）情感态度 1.通过小组评价机制，培养学生的合作精神和竞争意识，让学生体验成功的喜悦，调 动学生学英语的积极性和自信心； 2.通过对目标语句的教学，引导学生根据需要敢于并乐于提出问题。 （四）学习策略 1.通过情境法，视听法，TPR 等教学方法培养学生学习的兴趣。 2.引导学生乐于就自己的推断进行询问。 三、教学重点 1.学生能初步理解认读：monster, kite, dont, know, no, isnt= is not, help； 2.学生能初步运用句型：“Is it a.? Yes, it is./No, it isnt.”来询问对物品 的推断是否准确。 四、教学难点 1. 学生能根据实际情况，利用所学的句型：“Is it a.? Yes, it is./No, it isnt.”来询问对物品的推断是否准确。 六、教学准备 多媒体课件，图片 七、教学过程 Step1. Warming up 1. Greetings 2. Revision:Loot at the pictures and then ask and answer. T: Whats this/that? S1/S2/S3/S4: Its a . T: Whats in the pencilbox?t? S3/S4: Is it a pencil ？. (设计意图：通过观看教师引导后回答的方式对旧知的巩固复习为新课的呈现做好铺垫。 ) Step2.Presentaion and practise Today we are going to learn “Unit 3 Whats in the box?” 1) T: look,Whats this? Ss: Its a bag. T:Guess, whats in the bag? Ss: Is it a cat/dog/rabbit? T: Whats in the box? Ss: Is it a bear?Is it a horse?. Lets have a look. （设计意图:通过猜图片让学生初步感知句型：“Is it a .？Yes, it is/ No, it isnt.”并导入主要句型和生词） Step3. Text-Learning T： Lets see Mr John and his students. What are they doing? What are they talking about? 1) Read and show the text. (设计意图：利用学生好奇的心理，设计与课文类似的情境，通过语境教学，在猜测的 过程中，层层导入与课文相关的目标语句，进而让学生在语境中充分感知目标语言的 使用含义从而解开“Whats in the box?”的疑团。之后，通过表演课文让孩子更能 懂得句子的意思，更能身临其境，提高学习兴趣。） Step4.Consolidation 1)practise “Is it a .?”in the pictures by answering Yes, it is./ No, it isnt. 2)Guessing game:“Is it a .?” 3）Watch vedio. Make a dialogue. (设计意图：采用有趣的 Guessing game 符合目标语句的语境，让学生根据小伙伴藏起 小动物这个情景进行猜测对话，进而巩固所学句型，并对猜测的肯定与否定回答。然 后进行评价，这样便巩固了目标语句“Is it a.”对物品的推断。通过游戏活动的 开展把课堂交给学生去体验。) Step5.Sum-up 1) How to guess the things by using Is it a .? and answering Yes, it is./ No, it isnt. 2) Which group is the winner in the end? (设计意图：帮助学生总结本课学习的重点，使本课教学目标更加突出。对胜利的小 组进行奖励，让学生体验成功的喜悦。并鼓励落后小组在下节课更加努力。) 三年级下册英语Unit 3 Whats in the box?教学反思 本课的教学目标是学生能运用一般疑问句进行猜测“Is it a (dog/ panda/cat/monkey/monster/)”，并作出肯定或否定回答“Yes, it is. /No, it isnt.” 我以一个悬念猜测作为导入。出示一个手工袋子，里面装有一个老虎娃娃。问 “Whats this?”学生问答 “Its a bag.” 正好起到了复习上个模块的句型和 单词。接着问 “Whats in the bag?” , 并且摇一摇晃一晃花袋，点学生起来回答： Its a/an 然后让学生摸一摸袋子，从外表感受一下，学生摸得软乎乎的东西， 都说出了 “Its a .” 等可爱的句子。学生回答后，我立马引导学生，将回答变 成 “Is it a/an?” , 并且配合手势自问自答 “No, it isnt.” 再将袋子拉链 拉开，对着学生展示几秒钟，眼尖的学生已经猜出并喊出 “tiger.” 我立即用新句 型问到“Is it a tiger?” 并且指着板书配合手势回答“Yes, it is.” 并示意学生 随我一起读句子。三年级的小朋友好奇心很强，对于要猜测的环节非常感兴趣，但操 作要多样化。接下来使用 ppt 进行句型操练。先创设一个情境，将学生分成女生、男 生两组，看谁猜得对，即可加分奖励。本课的学习内容突出，又有新语句，在了解情 境的情况下，孩子们必须要反复说、读才能掌握。所以利用孩子们的好奇心理，设置 不同的操练场景让他们说。一节课结束，大部分的孩子都能用一般疑问句提问，并做 出肯定或者否定回答， 否定回答中“it isnt”发音也比较困难，并且与“it is” 混淆。在下一节课中，应该更加扎实地操练学习二者的发音，并用课堂活动让孩子们 尽可能多说英语，在不断纠正中达到学习目标。