人教版（新起点）一年级下册Unit 4 Food-Story Time-ppt课件-(含教案+视频)--(编号：c00c9).zip

人教2011课标版（一年级起点）一年级下册 Unit 4 Food eggs fish ? Who 人物 Where 地点 What 事情 They want some food. (一些） _ _ _ _ _ _ _ Tips: 1. Choose 2-4 pictures. 选择2-4幅图片进行表演。 1. Do it with your action and emotion. 表演时注意动作和感情。 3. Be a good audience when others perform. 别人表演时，请当好观众哦！ 1 6 _ _ _ _ _ _ _ _ _ If you are the panda, what will you do? 如果你是熊猫，你会怎么做？如果你是熊猫，你会怎么做？ I want noodles. I want noodles. I want rice. I want rice. I want vegetables. I want chicken. I want fish. I want eggs. Lets Chant 唱一唱唱一唱 I want _. I want _. I want _. I want _. I want _. I want _. I want _. I want _. Lets make a chant 创作歌谣创作歌谣 Proper diet and exercise make you a good health. 适量饮食和适当运动让你保持好身体。 Homework 作业作业 1. Read the story again. 再读一读故事。 2. Talk about the food you want. 和同伴描述自己想要的食物。 Unit 4 Food Story Time 教材分析 本课是新课标一年级下册第四单元 Food 里的一个小故事，故事的主人公是 Panda 和 Lucky，他们一起去超市采购东西。Panda 选了很多东西，但 Lucky 很饿，Panda 每选一样 东西，Lucky 就在后面悄悄吃掉了，最后被 Panda 发现了，用“Oh， no!”结束了本故事。 在本课的教学中，我采用让学生借助图片推测和猜测故事发展的阅读策略，在情境中练习 句型；培养学生用英语思维的能力，尽可能用自己所掌握的语言进行简单的表达；并用体 验式教学法，让学生自己变成主人公，体验、练习参与到故事中。 学情分析 本课教学对象为一年级学生。他们从一年级上期开始学习英语，具备基础的英语听说 能力，可以初步用学过的英语表达自己的简单看法和听懂教师的课堂指令及用语；对英语 有一定的兴趣，乐于参与课堂活动；可以在教师的引导下做简单的讨论。但学生的词汇量 有限，教师需用简单问题来引导学生观察和表达，同时给予学生必要的句型及词汇支撑、 引导和示范，使学生在这个过程中不断内化和构建语言。 教学内容 1.核心词汇：rice, fish, noodles, vegetables, chicken 2.核心句型：I want _. Im hungry. 教学目标 1.知识目标： 1）通过观察图片情境，人物表情，主人公的活动来理解文本语言和故事大意。 2）通过不断地模仿内化语言，巩固单词及句型。 2.能力目标： 通过引导学生观察图片细节，培养学生的观察能力和猜测推理能力。 3.情感目标： 通过问题引导，让学生体会角色人物心情，明白知错能改，以及要学会道歉 教学重点 在图片和问题的帮助下推测故事情节，读懂整个故事。 教学难点 能用重点句型正确表达人物所说的话，并表达出合理结局。 教学策略 游戏教学，情景教学，合作学习法。 教学用具 多媒体课件，故事人物图片，各种食物图片。 教学过程 Step 1 Greeting T: Good afternoon. Boys and girls. S: Good afternoon. Miss Chen. Step 2 Warm-up “Bomb Game” Have students say the words. If they see a bomb, they should say “Bomb!” Step 3 Lead-in T: Today we will learn a story. What can you see? S: I can see a panda and Lucky. T: Where are they? What are they going to do? Lets guess. Step 4 Story-Learning 1) Picture 1 T: Look at picture 1, What is the panda going to buy? S: Maybe rice. (Have students guess about it.) T: Now lets listen. Listen and repeat. “I want noodles.” 2) Picture 2 Guess what will panda say. “I want _.” T: Look at Lucky, what is he doing? S: He is eating noodles. T: Does the panda know? S: No. T: What will Lucky say? Have students guess about it. Then listen to the recording and repeat after it. 3) Picture 3 a. Guess what will panda say. “I want _.” Have students look at the picture and guess what will the panda say with the sentence structure “I want _.” b. Read by groups 4) Picture 4 T: Does the panda buy vegetables? S: No. / Yes. T: What will the panda say? “Discuss in groups.” Listen and repeat. 5) Picture 5 T: Look! What will the panda buy? Have students say the complete sentence, and have others repeat after him/her. “I want chicken.” “Im hungry.” 6) Picture 6 Have students observe the picture, and describe how does the panda feel and what will he say to Lucky. T: What will panda say? Is he happy? S: No, he is not happy. He says 7) Watch the story. 8) Read the story. Have students open their books and repeat after the recording. 9) Role play Have students work in pairs and choose pictures they want. Then finish the “Role Play”. 10) Retell the story Have students retell the story together with those pictures. 11) Lets think T: If you are Lucky, what will you say to panda? S: Sorry. T: If you are the panda, will you forgive(原谅) Lucky? Why? Have students think about the question. 12) Lets chant 13) Lets make a chant Have students make their own chant with the sentence structure “I want _.” Sing it with the music. Step 4 Conclusion 1) Set homework for the students. a. Read the story again. b. Talk about the food you want. 2) Say good-bye. 板书设计 课 后反思 本节课用游戏的方式来引入食物的主题，引发学生兴趣，同时巩固重点单词。通 过猜测故事角色表情动作，来引出句型，并让学生练习。对于低段学生来说，课堂注 意力不能持久，练习的方式还可再多样化。用问题来引导学生时，最好形成问题串。 因一年级孩子词汇量有限，必要时教师应给予句型或词汇支撑。