人教版（新起点）一年级下册Unit 3 Toys-Story Time-ppt课件-(含教案+素材)--(编号：b050b).zip

Look, I have many toys. Can I have your plane? Here you are. Can I have your car, please? Sure. Can I have your ball, please? Here you are. Can I have your doll? Sure. Here you are. I have no toys. Lets share Look! I have many toys. Lets share！ Can I have your plane? Here you are. Can I have your car, please?Sure . Can I have your ball, please? Here you are. Can I have your doll,? Sure, Here you are. I have no toys. What do you learn from the story? 你从故事中学到了什么？你从故事中学到了什么？ Learn to share ！ 学会分享！学会分享！ * Lets share！ * Lets share！ * Lets share！ * Lets share！ 人教版英语一年级下册 Unit 3 Toys Story Time 教学设计 教学 课题 Unit 3 Toys Story Time 教学 内容 分析 本课是人教版英语 （一年级起点）一年级下册 Unit 3 Toys Story Time，是一节故事课。本课讲述了一个有着很多玩 具的熊猫，面对朋友们提出分享玩具的请求时，愉快地答应 了朋友们，正当自己最后把玩具分完略感伤心，他的朋友们 都拿出玩具一起分享，愉快地一同玩耍。本课包含了前两课 时学习的玩具类单词，以及索要玩具的功能句及回答：Can I have a? Sure. Here you are. 此外还包含了一些学生较少接触 的综合句型，如 look、Lets share。这为学生的故事阅读带 来了一定的困难。 学情 分析 1、授课学生为小学一年级学生，由于年龄特点，注意力容易 分散，学习习惯还未养成，上课时要时刻提醒学生注意力要 集中。 2、喜欢动物、故事类；喜欢玩游戏，模仿。 3、学生已学过一些文具类单词、颜色类单词、询问物体、数 量、颜色等功能句，并在本单元前两课时对玩具类单词以及 索要玩具的功能句 Can I have a? Sure. Here you are./ Sorry, no.也有一定认识。 教学 目标 （一）知识目标： 1.较为完整地复述故事大意。 2.能听、说单词 3.能听、说功能句: Can I have your ? 和答句 Sure. Here you are. 以及重点句 Lets share. （二）技能目标：能在生活中运用本课的词汇和句子。 （三）情感目标：提高学生学习英语的兴趣，体会与人分 享的快乐。 教学 重难 点 （一）教学重点： 1.故事大意的理解。 2.学习 Can I have your ? 和答句 Sure. Here you are. 以及重 点句 Lets share. （二）教学难点： 1. 故事大意的复述 2. 熟练运用所学词句，进行活动。 教学 辅助 手段 多媒体电脑、动物头像、自制 PPT 课件、有色动物卡片、句 型条 教学过程 Step 1 Warming-Up and Revision T: Hello, boys and girls. Ss: Hello, teacher. T: How are you today? Do you feel happy? Ss: Yes!/No T: Boys and girls, Im very happy today. Do you know why? Ss:(学生自由回答) T: Look! Therere many toys to play with. Lets sing a chant with those toys together, OK? Ss: OK. 【设计意图】 教师通过播放歌曲，为学生创设轻松、愉悦的学习氛围，并让 学生跟着音乐“动起来”，快速激活学生的已有知识，并使学生对 接下来要学习的故事内容产生兴趣。 Step 2 Pre-Story T: Look, I have a bag. Can you guess whats in it? Ss: Pencil./ Ruler./ Apple./ Toys!.(学生自由回答) T: Yes! In my bag, I have many toys. I have a plane. I have a doll. I have a car. I have a bear. I have a rabbit. I have a sheep. I have many toys!（教师自创 chant, 前几句由教师自述，后几句可引导学生一同 说出来）Do you have many toys? Ss: Yes! T: Now, who have many toys? S1: I have many toys! S2: I have many toys! S3: I have many toys! T: （指着一个学生的玩具）Whats this? S: Its a doll. T: What colour is it? S:Its yellow. T: Can I have your doll? S: Sure. Here you are! T:Thank you! T: Look! I have many toys! I have a bear. （随机询问学生）Do you like bears? S: Yes, I do. T: May be you can ask me “Can I have your bear?” S: Can I have your bear? T: Sure, Here you are. （教师随机邀请学生进行对话练习，并将自己手中的玩具一一送出） T：（指着自己的空袋子，表现出伤心状）Now, I have no toys. 【设计意图】 教师通过分享玩具的情景，鼓励学生完成一些基本对话，对话 内容综合了之前学习的询问物体、询问颜色、以及本单元新授的玩 具类单词，以及索要玩具的功能句，锻炼了学生语言的综合运用能 力。同时，教师通过多次使用 I have many toys. I have no toys.等本节 中出现的句型让学生对该类句型有了提前感知。 Step 3 While-Story 1. Lead-in T：But, dont worry. Today, I invite a friend to come to our classroom to play with us. Do you want to meet him? Ss: Yes. T: Look ! hes coming. Lets see, who is he? （展示图片） Ss: Panda. T: Good! Lets say hello to panda. Ss: Hello! Panda. T: My friend Panda is very nice. And he has a basket. （展示图片） Guess! Whats in the basket? Ss: A plane./ A doll. / A ball. / A train 【设计意图】 图片让学生对故事中的主人公 Panda 有了大概的猜测，包括他 的篮子，以及篮子里可能有的物体等。教师通过问题“Whats in the basket?”营造了主人公 Panda 神秘的气息，激发学生的阅读兴 趣。 2. Presentation T: Look! Therere many toys in the basket. Panda has many toys. Now guess, how many toys are there in the basket? What are they? Lets watch a story and find the answer, OK? （第一遍播放视频，并在播 放前提问。学生观看视频并回答问题后，教师板书故事标题以及答 案） T: Good job! Now, lets enjoy the story again, and tell me “How many friends does Panda meet? And Who are they?” （第二遍播放视频， 并在播放前提问。学生观看视频并回答问题后，教师板书以及答案） T: Does Panda have toys now? Does he look happy? What about his friends? Do they look happy? T: （第三遍播放视频，并在播放前提问。What do the friends say to Panda? （板书答案呈现 Can I have your toys? 对比 Lesson 2 学过的 Can I have a?句型，重点讲解本课中的“your”）What does monkey say? What about the Elephant? （在一次次的问答中，引导 学生重复使用该句型。）And what does Panda say?（板书答案） T: Do the friends have toys now? Do they look happy? What about Panda? Does he look happy? What does Panda say? Ss: No. Panda says“I have no toys. ”(学生在上册书本中学过“I have no tail.”教师引导学生观察故事情境，并对比之前所学句式“I have no”，就可容易理解 Panda 此时所讲意思。这种由旧知带入 新知的学习方式，降低了学生的学习难度。) T: And what do his friends say? Ss: Lets share. T: Do they look happy this time? Ss: Yes! T: (板书答案并重点讲解) Good! Sharing makes us happy. Lets share when in need. 【设计意图】 教师通过提问的方式引入故事课题，所设问题由浅入深、由粗 变细。学生带着问题观看视频，先是整体感知故事内容，初步了解 故事大意，后逐渐梳理故事脉络，深入了解故事。 Step 4 Post-Story and Extension 1、Listen and read after the tape. 【设计意图】 模仿原音跟读，让学生注意模仿语音语调，培养学生良好的听 读习惯，掌握正确的语音语调。 2、Act out the story. T: Lets make a dialogue together. Who wants to be Panda? Who wants to be monkey? What about the elephant? And the girl? The cat and the dog? 【设计意图】 教师让学生根据自己的喜好和能力选择扮演角色，其他学生进 行评价，并引导学生注意模仿角色的语音、语调以及语气和动作。 这提高了学生运用文本语言的能力，也训练了他们自评和互评的能 力。 3、Fill in the blank to complete the whole story. 4、Retell the story 【设计意图】 将故事重要信息进行挖空，并引导学生还原故事情节，有助于 帮助学生抓取重要信息，对故事了然于心。复述是语音输出的重要 形式，可以培养学生的语音记忆能力和表达能力。故事图片和板书 可以降低复述难度，帮助学生内化所学语言。 Step 5 Homework Read the story, and try to retell the story with the help of the Mind Map. Besides, try to share things with classmates when in need. 人教版英语一年级下册 Unit 3 Toys Story Time 教学设计 教学 课题 Unit 3 Toys Story Time 教学 内容 分析 本课是人教版英语 （一年级起点）一年级下册 Unit 3 Toys Story Time，是一节故事课。本课讲述了一个有着很多玩 具的熊猫，面对朋友们提出分享玩具的请求时，愉快地答应 了朋友们，正当自己最后把玩具分完略感伤心，他的朋友们 都拿出玩具一起分享，愉快地一同玩耍。本课包含了前两课 时学习的玩具类单词，以及索要玩具的功能句及回答：Can I have a? Sure. Here you are. 此外还包含了一些学生较少接触 的综合句型，如 look、Lets share。这为学生的故事阅读带 来了一定的困难。 学情 分析 1、授课学生为小学一年级学生，由于年龄特点，注意力容易 分散，学习习惯还未养成，上课时要时刻提醒学生注意力要 集中。 2、喜欢动物、故事类；喜欢玩游戏，模仿。 3、学生已学过一些文具类单词、颜色类单词、询问物体、数 量、颜色等功能句，并在本单元前两课时对玩具类单词以及 索要玩具的功能句 Can I have a? Sure. Here you are./ Sorry, no.也有一定认识。 教学 目标 （一）知识目标： 1.较为完整地复述故事大意。 2.能听、说单词 3.能听、说功能句: Can I have your ? 和答句 Sure. Here you are. 以及重点句 Lets share. （二）技能目标：能在生活中运用本课的词汇和句子。 （三）情感目标：提高学生学习英语的兴趣，体会与人分 享的快乐。 教学 重难 点 （一）教学重点： 1.故事大意的理解。 2.学习 Can I have your ? 和答句 Sure. Here you are. 以及重 点句 Lets share. （二）教学难点： 1. 故事大意的复述 2. 熟练运用所学词句，进行活动。 教学 辅助 手段 多媒体电脑、动物头像、自制 PPT 课件、有色动物卡片、句 型条 教学过程 Step 1 Warming-Up and Revision T: Hello, boys and girls. Ss: Hello, teacher. T: How are you today? Do you feel happy? Ss: Yes!/No T: Boys and girls, Im very happy today. Do you know why? Ss:(学生自由回答) T: Look! Therere many toys to play with. Lets sing a chant with those toys together, OK? Ss: OK. 【设计意图】 教师通过播放歌曲，为学生创设轻松、愉悦的学习氛围，并让 学生跟着音乐“动起来”，快速激活学生的已有知识，并使学生对 接下来要学习的故事内容产生兴趣。 Step 2 Pre-Story T: Look, I have a bag. Can you guess whats in it? Ss: Pencil./ Ruler./ Apple./ Toys!.(学生自由回答) T: Yes! In my bag, I have many toys. I have a plane. I have a doll. I have a car. I have a bear. I have a rabbit. I have a sheep. I have many toys!（教师自创 chant, 前几句由教师自述，后几句可引导学生一同 说出来）Do you have many toys? Ss: Yes! T: Now, who have many toys? S1: I have many toys! S2: I have many toys! S3: I have many toys! T: （指着一个学生的玩具）Whats this? S: Its a doll. T: What colour is it? S:Its yellow. T: Can I have your doll? S: Sure. Here you are! T:Thank you! T: Look! I have many toys! I have a bear. （随机询问学生）Do you like bears? S: Yes, I do. T: May be you can ask me “Can I have your bear?” S: Can I have your bear? T: Sure, Here you are. （教师随机邀请学生进行对话练习，并将自己手中的玩具一一送出） T：（指着自己的空袋子，表现出伤心状）Now, I have no toys. 【设计意图】 教师通过分享玩具的情景，鼓励学生完成一些基本对话，对话 内容综合了之前学习的询问物体、询问颜色、以及本单元新授的玩 具类单词，以及索要玩具的功能句，锻炼了学生语言的综合运用能 力。同时，教师通过多次使用 I have many toys. I have no toys.等本节 中出现的句型让学生对该类句型有了提前感知。 Step 3 While-Story 1. Lead-in T：But, dont worry. Today, I invite a friend to come to our classroom to play with us. Do you want to meet him? Ss: Yes. T: Look ! hes coming. Lets see, who is he? （展示图片） Ss: Panda. T: Good! Lets say hello to panda. Ss: Hello! Panda. T: My friend Panda is very nice. And he has a basket. （展示图片） Guess! Whats in the basket? Ss: A plane./ A doll. / A ball. / A train 【设计意图】 图片让学生对故事中的主人公 Panda 有了大概的猜测，包括他 的篮子，以及篮子里可能有的物体等。教师通过问题“Whats in the basket?”营造了主人公 Panda 神秘的气息，激发学生的阅读兴 趣。 2. Presentation T: Look! Therere many toys in the basket. Panda has many toys. Now guess, how many toys are there in the basket? What are they? Lets watch a story and find the answer, OK? （第一遍播放视频，并在播 放前提问。学生观看视频并回答问题后，教师板书故事标题以及答 案） T: Good job! Now, lets enjoy the story again, and tell me “How many friends does Panda meet? And Who are they?” （第二遍播放视频， 并在播放前提问。学生观看视频并回答问题后，教师板书以及答案） T: Does Panda have toys now? Does he look happy? What about his friends? Do they look happy? T: （第三遍播放视频，并在播放前提问。What do the friends say to Panda? （板书答案呈现 Can I have your toys? 对比 Lesson 2 学过的 Can I have a?句型，重点讲解本课中的“your”）What does monkey say? What about the Elephant? （在一次次的问答中，引导 学生重复使用该句型。）And what does Panda say?（板书答案） T: Do the friends have toys now? Do they look happy? What about Panda? Does he look happy? What does Panda say? Ss: No. Panda says“I have no toys. ”(学生在上册书本中学过“I have no tail.”教师引导学生观察故事情境，并对比之前所学句式“I have no”，就可容易理解 Panda 此时所讲意思。这种由旧知带入 新知的学习方式，降低了学生的学习难度。) T: And what do his friends say? Ss: Lets share. T: Do they look happy this time? Ss: Yes! T: (板书答案并重点讲解) Good! Sharing makes us happy. Lets share when in need. 【设计意图】 教师通过提问的方式引入故事课题，所设问题由浅入深、由粗 变细。学生带着问题观看视频，先是整体感知故事内容，初步了解 故事大意，后逐渐梳理故事脉络，深入了解故事。 Step 4 Post-Story and Extension 1、Listen and read after the tape. 【设计意图】 模仿原音跟读，让学生注意模仿语音语调，培养学生良好的听 读习惯，掌握正确的语音语调。 2、Act out the story. T: Lets make a dialogue together. Who wants to be Panda? Who wants to be monkey? What about the elephant? And the girl? The cat and the dog? 【设计意图】 教师让学生根据自己的喜好和能力选择扮演角色，其他学生进 行评价，并引导学生注意模仿角色的语音、语调以及语气和动作。 这提高了学生运用文本语言的能力，也训练了他们自评和互评的能 力。 3、Fill in the blank to complete the whole story. 4、Retell the story 【设计意图】 将故事重要信息进行挖空，并引导学生还原故事情节，有助于 帮助学生抓取重要信息，对故事了然于心。复述是语音输出的重要 形式，可以培养学生的语音记忆能力和表达能力。故事图片和板书 可以降低复述难度，帮助学生内化所学语言。 Step 5 Homework Read the story, and try to retell the story with the help of the Mind Map. Besides, try to share things with classmates when in need. Step 6 Blackboard Design