Unit 3 Is this your pencil -Story time-ppt课件-(含教案+微课+视频)-市级公开课-新牛津译林版三年级下册英语(编号：e022f).zip

英语（三年级下册）英语（三年级下册）Unit 3 Is this your pencil?Story timeTeaching contents 教学内容教学内容Unit 3 Story timeTeaching aims & learning objectives 教学目标教学目标1. 学生理解 Story time 的内容，并能够有感情地朗读。2. 学生听懂、会说、会读单词 pen, pencil 和 pencil case。3. 学生听懂、会说、会读日常用语和句型 Is this/that your ? Yes, it is./No, it isnt.4. 学生在本课通过各种合作学习，培养合作学习的意识，激发学习兴趣。Focus of the lesson and Predicted area of difficulty 教学重点和难点教学重点和难点教学重点：1. 学生理解 Story time 的内容，并能够有感情地朗读。2. 学生听懂、会说、会读单词 pen, pencil 和 pencil case。教学难点：学生听懂、会说、会读日常用语和句型 Is this/that your ? Yes, it is. /No, it isnt.Prepairation of the students 学情准备学情准备学生已经学过 This is . That is .的句型，对本课的词汇亦是较为熟悉，因为都是身边一直接触和学习过的单词。Prepairation of the teacher 教情准备教情准备教师应当从之前学过的句型入手，通过复习已经学过的单词、短语和句子来不断巩固旧知，并在自然而然中渗透新知的教学。Teaching aids 教学准备（含板书设计）教学准备（含板书设计）教学准备：教学准备：PPTTeaching procedures 教学过程教学过程Before classEnjoy a song Whats this?Step 1 Warm-up1. Greetings Sing a song together.2. Lets play!T: Please look at the rules: If you see a phrase, read it and do it. If you see a tiger, shout “Ahh”! (学生做游戏，老师偶尔穿插)【设计意图：通过歌曲、游戏激发学生学习英语的兴趣，活跃气氛。同时复习旧知，为学习新知做好准备。】Step 2 Presentation and practice1. Guessing game (1) 呈现 Yellow boxclothes (新授 Is this a ?)T: There are so many beautiful clothes. What are the presents? Lets guess.S: A T-shirt./T: You can come here and guess like this, “Is this a ?”(引导学生来到电脑前进行猜测，并出示新授句型 Is this a ?)S: Is this a ?(前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作进行猜测。)(2) Blue box (新授 Is that ?)T: Letter “b”.S: Is this a ?T: Its far away from you. So you can say: Is that a ?S: Is that a ?(前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作，猜测练习。)(3) 呈现 Green box (新授 Yes, it is./No, it isnt.)T: Can you guess?S: Is that a ?T: Yes or no? If you think it is, you can say “Yes, it is.” But if you dont think so, you can say “No, it isnt.” S: Is that a pen?T: Yes, it is. Its a pen. (新授 pen，同法教学 pencil )T: The last picture, please guess with you partners.S1: Is that a ?S2: Yes, it is./No, it isnt. T: (教学 pencil case。)【设计意图：通过“猜猜礼品盒里的小礼物”这一活动设计，以旧引新，由扶到放，让学生逐渐把握说话的主动权，真正成为课堂主体。逐步学习本课教学重点，即文具类单词 pen, pencil, pencil case 和一般疑问句的问答。】2. Story time (1) Lead-in T: I have a picture here. Can you guess?S: Is that a ?T: Yes, it is./No, it isnt. T: (出示 Story time 中的铅笔图片) I have a story about this picture. Do you want to have a look?(2) Watch and choose What is the story about?A: The pencil is lost. (丢失)B: The pencil is broken. (弄坏)C: The pencil is stolen. (偷掉)S: A.T: Is this Mikes pencil? (出示第一幅图片)S: No, it isnt. T: So Mike says: This isnt my pencil.(教师指导朗读)(3) Listen and underline.T: Who helps Mike?S: Liu Tao and Yang Ling.T: What do they say?S: Is this your pencil?/Is that your pencil?T: (新授 Is this/that your pencil?)T: No, they are not Mikes pencil. Where is the pencil? (出示最后一幅图片)Find the sentence and read loudly. S: Oh, thats my pencil.T: (教 thats = that is )(4) Lets read.a. Read after the computer.b. Read after the teacher.c. Read together.(5) Show time (出示 Story time 的图片，打乱顺序，通过重新排序，带着学生说说这个故事。)【设计意图：在故事情境中，通过对 Story time 的听、猜、读，层层递进，难度螺旋上升，初步运用新句型帮助 Mike 寻找丢失的铅笔，最后一起对整个故事进行复述，达到语言输出的目标。】Step 3 Production and consolidationT: Mike cant find his stationery. Lets help him. (出示两幅图片 pen 和 pencil case )T: I am Mike. Who can help me?S: I can.T: This isnt my pen.S: Is this your pen?T: No, it isnt.S: Is that your pen?T: No, it isnt. Oh, thats my pen. (学生两人小组，模仿对话)T: Mike is careless. He lost his pen. We must take good care of our things.【设计意图：通过再次帮助 Mike 寻找丢失的钢笔，引导学生在实际情境中运用新句型，学以致用。并适时进行相关的学习习惯教育我们应该保管好自己的文具，将英语学习与孩子的情操教育、习惯培养有机结合。】Homework 家庭作业家庭作业1. 听录音，大声朗读 story time 并能表演。2. 抄写 story time 里的新单词。板书设计：板书设计： Unit 3 Is this your pencil ?pen Is this/that a ? Yes, it is.pencil Is this/that your? No, it isnt.pencil case说课说课我在本课的最初导入环节，通过歌曲 Whats this?和游戏“Lets play”帮助孩子们复习旧知识（文具类单词以及特殊疑问句句型），为新故事的学习做好知识和情感两个方面的铺垫和热身。 在新授新知环节，通过让孩子们参与到“猜猜礼品盒里的小礼物”这一活动设计，引导我们班学生在真实的游戏情境中逐步学习本课的重点内容即一般疑问句的问答和 pen、pencil、pencil case 这三个文具类单词，并通过同桌合作学习，由扶到放，能够对新知识进行初步运用。教学过程中，教师应该引导学生对学习难点 Is this/that ?的意义理解和一般疑问句的回答进行重点体验和关注，学习文具类单词时也体现了教师对音、形、义三个维度的关注。在故事学习环节，则通过对故事的听、猜、读三种处理方式和手段，对应不同的学习内容和目标，引导学生在故事情境中帮助 Mike 寻找丢失的铅笔。这里分三个层次展开，第一层次是先整体理解故事的主题“Mike 的铅笔丢失了”；第二个层次是帮助 Mike 寻找丢失的铅笔；第三个层次是找到铅笔后Mike 说了些什么。由此，课本剧情深入学生们脑海。此时，恰到好处地通过对故事的排序，引导学生对故事的整体理解和细节把握。对故事的教学，由整体进入到分块理解再到整体复述，通过不同层次的听、猜、读、说，学生不断地学习新知识。 在故事学习后，设计“帮助 Mike 寻找丢失的钢笔”这一活动，引导学生再次运用新知识解决生活中的问题，并适时进行相关的学习习惯教育，提醒学生保管好自己的文具，体现了课堂的多样性、情感教育以及关注孩子们的习惯养成。本课作业布置主要是对课内学习的复习、巩固，并具体落实到书面，力求关注学生模仿、朗读能力的培养。(Period 1)Lets enjoy!Lets play!If you see a phrase, read it and do it.如果你看到了一个词组，请把它读出并作出相应动作。If you see a tiger, shout Ahh!如果你看到了一只老虎，请大叫Ahh。Rules （规则）Lets play!stand upsit downrun, run, runopen your bookclose the bookopen the bookopen the pencil boxopenopen thethe boxboxsleep, sleepeat my cakedrink my milk Lets guess!Lets guess!Is this a? Lets guess!b cIs that a? r每个字母都代表一样东西哦每个字母都代表一样东西哦！Lets guess!peggenYes, it is.No, it isnt.不是不是pencilpencil caseWatch the cartoon!pencilWhats the story about?故事讲了什么？故事讲了什么？A: The pencil is lost.(丢失丢失)B: The pencil is broken.(弄坏弄坏)C: The pencil is stolen.(偷掉偷掉)Watch and choose!要注意读出故事中人物的要注意读出故事中人物的心心情情,也可加上一些也可加上一些 动作动作 哦！哦！This isnt my pencil.Whats the story about?这不是我的铅笔。这不是我的铅笔。Listen and underline!Find the sentence and underline.(在文中找到在文中找到适当适当的句子的句子并用线划起来并用线划起来。)Is this your pencil?No, it isnt.你的你的Is that your pencil?No, it isnt.thatLets learn!Oh, thats my pencil.那是那是Find the sentence and read aloud.(在文中找到适当的句子并尝试在文中找到适当的句子并尝试大声读出来大声读出来。)Is that a pencil?Yes, it is. Its a pencil.Lets learn! Listen and repeat!This isnt my pencil.Is this your pencil?No, it isnt.Oh, thats my pencil. Is that your pencil?No, it isnt.Is that a pencil?Yes, it is. Its a pencil.一起读一读，注意语气一起读一读，注意语气，尝试加点动作哦！尝试加点动作哦！Fun time!小朋友们，比一比，看谁配的音最好！小朋友们，比一比，看谁配的音最好！Fun time！ABCDEA E C D B小朋友们，你们能帮着排顺序吗？小朋友们，你们能帮着排顺序吗？What did they say?试着说说他们都说了些什么？试着说说他们都说了些什么？Lets help!Please take good care of our things!请妥善保管好我们的学习、生活用品！请妥善保管好我们的学习、生活用品！Mike找不到找不到他的文具用他的文具用品了，让我品了，让我们一起来帮们一起来帮帮他吧！帮他吧！Homework!1.Copy the new words(抄写新单词)2.Read Story time after the tape(跟录音朗读课文)