Unit 5 Food-Lesson 3-ppt课件-(含教案+素材)-县级公开课-外研版剑桥版三年级下册-(编号：61708).zip

Bad luck for Pat说课稿说课稿我的授课内容是JOIN IN学生用书 BOOK UNIT 9 FOOD 中的故事Bad luck for Pat 。故事教学在单元中的设置目的是为了让孩子们能对英语学习产生更浓厚的兴趣，让孩子们从故事的阅读和理解中强化单元中的“四会”句型，单词。培养孩子们良好的英语阅读习惯，为他们的终生学习奠定坚实的基础。故事教学能有效提高课堂教学的实效性，能对孩子们的英语听、说、读的综合能力进行系统的训练，是学生综合素质的有效体现。教务于学，教学的主要任务不是积累知识，而是发展思维。教师在传授知识的同时，更主要的是要教会学生方法发展能力，通过思考，将有关知识重新提炼总结。一个有经验的教师应当把他的成功看作在于他使学生通过教学以后能独立地依靠自己的力量迈开自己的步伐。只管自己怎样教、不问学生怎样学的教师不是一个称职的教师。因为他的教学不可能培养出有独立能力的学生。因此，基于以上观点结合新课标对知识传授、能力培养、思想教育三者统一的要求在分析教材的基础上我拟定这节课的教学目标为：通过游戏，导入新课，通过情境交际，学习新句并展开练习与实践，让学生自己感受英语学习的意义，把奖品放在交际中，激发学生学习语言，运用语言的欲望。语言知识目标语言知识目标：（1）巩固和强化 ice cream, hamburger, popcorn 等单词，及句型 Have some. A hamburger, please. Here you are.（2）学习句子 No ice cream on the bus. 并能灵活运用到句子 No hamburgers.和 No popcorn.中。（3）能准确地朗读句子：Can I have an ice cream？能在朗读中准确读出其中的连读。语言技能目标：语言技能目标： 将听、说、表演溶于一体，激发学生学习的兴趣和愿望，使学生通过独立思考和合作学习相结合培养自主学习能力，初步培养英语阅读能力。情感态度目标情感态度目标:学生们能与教师一起来体会故事情节的不断发展，体会故事人物的不同心情。随着故事发展的不断变化，能正确理解事物的辩证与统一，即 Bad luck for Pat. 同时也是 Good luck for dog, for Pats friends. 帮助孩子们正确理解虽然我们在帮助别人的同时，可能会伤害到自己的利益，但帮助别人肯定是快乐的心理。教学重难点：教学重难点：重点：学习 Can I have an ice cream, please？ A hamburger, please. 的交际运用。难点：正确读 Can I have an ice cream, please.（连读）教学准备：教学准备：卡片、教学录音、stickers、教学 CAI。教学过程：教学过程：一、激情导课一、激情导课1.导入课题导入课题T: Hello，boys and girls. Nice to meet you!Ss: Hello, Miss cui.2.明确目标明确目标T: Today，Ill bring you to a place. Are you ready? Lets go. Look, where is it?Ss: A snack bar.T: There are many food in the snack bar.(板书 Food)Guess: What food is in the snack bar? Students try to say the food that they know.3.预期效果预期效果T: Do you want to eat something?二、民主导学二、民主导学1.任务呈现任务呈现Task1: Buy your favourite food.T: Look, Im a sale-woman now. You can come here and buy your favourite food. Please use this sentence: A hamburger, please. /Can I have a/an/some,please?2.自主学习自主学习Students practice by themselves.3. 展示交流展示交流T: Can I help you?S1: A hamburger, please.T: Here you are.S3:Can I have a hamburger, please?T: Here you are.S4: Can I have an ice cream, please?T: Here you are.（师利用歌谣引导学生突破难点：句子 Can I have an ice cream, please?的连读）S5: Can I have an apple, please?T: Here you are.T: How are you feeling now? Ss: Im happy.1.任务呈现任务呈现T: Look, Who is this? S6: He is Pat. T: Pat buys some food, too. What food does Pat buy?T: Now, lets listen to the story-Bad luck for Pat, and try to find the answer.Task2：Listen and look carefully. Then choose the right answer.(认真听，认真听，并仔细看图片并仔细看图片,然后选择正确的答案。然后选择正确的答案。)What does Pat buy?A. Milk, ice cream.B .Popcorn, hamburger, ice cream.2.自主学习自主学习1）Students listen and look at the story carefully. Then choose the right answer.2）Group work: Discuss the answers.3.展示交流展示交流T: What does Pat buy?S7: B. Popcorn, hamburger, ice cream.T: which picture can you find?(CAI 出示图片) Teacher leads Ss to find the pictures and understand the story. T: Pat has so many food , but he is sad. Why? 1.任务出示任务出示Task3：Listen，look and answer.Does Pat eat the food? (Pat 吃到这些食物了吗？）2.自主学习自主学习Students Listen，look and try to answer the questions.3.展示交流展示交流1）T: Does Pat eat the popcorn?S8: No.T: Where can you find? (出示图片)T: How is Pat feeling?S9: He is sad. T: Oh, no popcorn,（老师满脸悲伤。） But he will buy a hamburger.CAI: 出示第幅图（教师指着图中的文字)Can you read?S10: A hamburger, please. T: Here you are.T: A hamburger. Yummy! I love hamburgers. What about Pat?S11: I love hamburgers.T: Hows Pat feeling?S12: Hes happy.T: But what happened now?(CAI: 出示第幅图。)T: How does Pat say? Who can read it?Ss: My hamburgers.T: No hamburgers. He is very.?Ss: Sad and angry.T: No popcorn, no hamburgers, Then, whats he going to do? (CAI: 出示第幅图。)T: Whats he doing? （老师用鼠标指着句子问学生）S13: Can I have an ice cream, please?T: Look at my mouth. Can I (3 遍)have an ice cream(3 遍) please?(师慢速读3 遍) T: Who can read it? (每组一名学生试读) (小组练习读，请小组反馈)S: Can I have an ice cream, please?T: Here you are.S: Can I have an ice cream, please?T: Here you are.(同样的形式请两对学生，两组学生读)T: Hows Pats feeling? (Happy) T: Happy and tired. He want to go home. T: But look at this picture. 出示第幅图。 T: Wheres the ice cream? S11: Dog is eating. T: For the dog, why?Ss: No ice cream on the bus. T: Whats meaning?（ 教师引导学生理解并进行德育渗透：No smoking on the bus. No pets on the bus. Everybody should care about our environment ）(c) Post- readingT: This time, you should listen and read the story following the tape carefully. Pay more attention to the pronunciation and intonation.(这次要仔细听并读故事，注意语音和语调。)1. 播放录音，全文跟读一遍。2. 齐读。3. 个人读。4. 教师和学生分角色朗读。5. 男、女生分角色朗读。三、检测导结三、检测导结Test1：Lets act.（提示：选择自己喜欢的片段在小组内表演，小组长要分（提示：选择自己喜欢的片段在小组内表演，小组长要分配好角色，几人可以同时扮演一个角色，两分钟后展示）配好角色，几人可以同时扮演一个角色，两分钟后展示）1. 师生表演第一片段。2. 小组选择自己喜欢的片段在小组内分饰角色练读3. 小组展示，教师学生适时评价。4. 老师总结：T: No popcorn, no hamburgers, no ice cream, so bad luck for Pat.(出示课题)全班跟读：Bad luck for Pat.T: Whats the meaning?(倒霉的 Pat)T: No popcorn, but his friends have the popcorn, no ice cream, but the dog has the ice cream. So good luck for Pats friends, good luck for the dog.Now I wish good luck for you. Good luck for me. Good luck for everyone. T: No popcorn, no hamburgers, no ice cream, so bad luck for Pat.(出示课题) 全班跟读：Bad luck for Pat. T: Whats the meaning ?(倒霉的 Pat) T: Bad luck for Pat.T: No popcorn. No hamburgers. No ice cream. So bad luck for Pat.T: No popcorn, but his friends have the popcorn, no ice cream, but the dog has the ice cream. So good luck for Pats friends, good luck for the dog.Now I wish good luck for you.四、作业部分四、作业部分包括必做题 Read the story two times 及选做题 Act the story 两部分。 Snack bar快餐店快餐店Can I help you?A hamburger, please.Can I help you?Can I have an ice cream, please?An ice cream ,can I have an ice cream?An apple, can I have an apple?An orange, can I have an orange? What does Pat buy? (Pat 买了什么）买了什么） B. Popcorn, hamburger, ice cream. A. Milk, ice cream. Task2: Listen and answer.(认真听，并仔细看图片认真听，并仔细看图片,然后选择正确的答案。然后选择正确的答案。)How is Pat feeling now?Does Pat eat the food? (Pat 吃到这些食物了吗？）吃到这些食物了吗？）Task3：Listen，look and answer.Does Pat eat the food? (Pat 吃到这些食物了吗？）吃到这些食物了吗？）Does Pat eat the food? (Pat 吃到这些食物了吗？）吃到这些食物了吗？）？No smoking on the bus. No dog on the bus. Everybody should pretect our environment.Lets act.（提示：选择自己喜欢的片段在小组内表演，小组长要提示：选择自己喜欢的片段在小组内表演，小组长要分配好角色，几人可以同时扮演一个角色，两分钟后展示）分配好角色，几人可以同时扮演一个角色，两分钟后展示）132 No popcorn. No hamburgers. No ice cream. So bad luck for Pat.Good luck for Pats friends. Good luck for the dog.教学内容: Book Unit 9 Food A story设计思路:我授课内容是JOIN IN学生用书 BOOK UNIT 9 FOOD 中的故事Bad luck for Pat 。故事教学在单元中的设置目的是为了让孩子们能对英语学习产生更浓厚的兴趣，让孩子们从故事的阅读和理解中强化单元中的“四会”句型，单词。培养孩子们良好的英语阅读习惯，为他们的终生学习奠定坚实的基础。故事教学能有效提高课堂教学的实效性，能对孩子们的英语听、说、读的综合能力进行系统的训练，是学生综合素质的有效体现。教务于学，教学的主要任务不是积累知识，而是发展思维。教师在传授知识的同时，更主要的是要教会学生方法发展能力，通过思考，将有关知识重新提炼总结。一个有经验的教师应当把他的成功看作在于他使学生通过教学以后能独立地依靠自己的力量迈开自己的步伐。只管自己怎样教、不问学生怎样学的教师不是一个称职的教师。因为他的教学不可能培养出有独立能力的学生。因此，基于以上观点结合新课标对知识传授、能力培养、思想教育三者统一的要求在分析教材的基础上我拟定这节课的教学目标为：通过游戏，导入新课，通过情境交际，学习新句并展开练习与实践，让学生自己感受英语学习的意义，把奖品放在交际中，激发学生学习语言，运用语言的欲望。教学设计：语言知识目标：（1）巩固和强化 ice cream, hamburger, popcorn 等单词。（2）学习句子 No ice cream. 并能灵活运用到句子 No hamburger. 和 No popcorn.中（3）能准确地朗读句子：Can I have an ice cream.能在朗读中准确读出其中的连读。能力目标： 将听、说、游戏溶于一体，激发学生学习的兴趣和愿望，使学生通过独立思考和合作学习相结合培养自主学习能力，初步培养英语阅读能力。情感目标：学生们能与教师一起来体会故事情节的不断发展，体会故事人物的不同心情。随着故事发展的不断变化，能正确理解事物的辩证与统一，即 Bad luck for Pat. 同时也是 Good luck for dog, for Pats friends. 帮助孩子们正确理解虽然我们在帮助别人的同时，可能会伤害到自己的利益，但帮助别人肯定是快乐的心理。 教学重难点：重点：学习 Have some. Can I have an ice cream, please. A hamburger, please. 的交际运用。 难点：正确读 Can I have an ice cream, please.教学准备：卡片、教学录音、教学 CAI。教学过程： Free talk. T: What day is today? S: Today is Wednesday. T: Wednesday is my favourite day, and ice cream is my favourite food. T: Do you like ice cream? S: Yes, I do. / No, I dont. Say the chant. T: Now lets say the chant . (Play the tape). Play the game. T: Look at here, whats this. New teaching. T: Ice cream, hamburger, popcorn, they are food. Now lets continue unit 9. 出示课题：Food T: Popcorn, Mmm, lovely, I love popcorn. T: But, look, what happened? T: No popcorn.No popcorn.(老师读 3 遍) T: Who can try?（请 2 位同学模仿读） （全班齐读三遍，并反馈 4 students2 pairs2 groups） S: No popcorn. T: Sorry. Oh, no popcorn, but here is a hamburger.CAI: 大屏幕中间出现 a plate of hamburger.T: There is a hamburger, I like hamburgers.T: But, what happened then?CAI: 和 ICE CREAM 同样的形式出现空的盘子T: What can you say? (可以指一下 No ice cream 提示一下)S1: No hamburger. (学生说对了以后一定要评价学生，如果没有学生说出来，则由老师来说。) CAI: 同 no ice cream 一样出示文字，No hamburger. （全班齐读三遍）T: No popcorn, no hamburger, but heres an ice cream.T: An ice cream, ice cream is my favourite food. CAI: 大屏幕出现 ice cream. But what can you see? Ss: No ice cream. T: Today is very hot, Im very hot. I want to eat an ice cream. I want to buy it . How can I say? Listen carefully. Can I have an ice cream, please?(师慢速读 3 遍) T: Who can read it? (每组一名学生试读) T: Look at my mouth. Can I (3 遍) an ice cream(3 遍) Can I have an ice cream, please? 小组练习读，请小组反馈S1: Can I have an ice cream, please? T: Here you are. S2: Can I have an ice cream, please? T: Here you are.(同样的形式请两对学生，两组学生读)T: Ice cream, delicious. But now, Im hungry. I want a hamburger. I want to buy it. How can I say?S: Can I have a hamburger, please.T: Great! And I can also say, A hamburger, please. (3 遍)同位练习， 反馈。S1: A hamburger, please. S2: Here you are.S1: Thank you.T: Hamburger, hamburger is yummy. I love ice cream, I like hamburger. And I like? Guess?S: Popcorn.T: But, Here is no popcorn, no hamburger, no ice cream. T: And now, Pat is coming. （老师满脸悲伤。 ） T: Look, Pat has got some popcorn. Popcorn, lovely, Mmm. (对着屏幕上的 PAT 说) T: Hello! Pat. Can I have some popcorn, please? （对着同学们说） T: Guess! How does Pat say? Ss: Here you are. T: Sorry, Look at the CAI. CAI: 大屏幕上出现 PAT 的话，Have some. T: Have some.(Read it slowly, 并做动作) T: Who can repeat?（和教师一起做动作） (Practise: Have some.) T: Who want for me?(做动作) S: Have some. T: Thank you. (Like this 2 times.) T: Pats popcorn. is there. （取出给学生品尝，并做 one by one 练习。 ） S1: Have some. S2: Thank you. （直到最后一位同学时，他手中的 popcorn 没有了） T: What can you say? S: No popcorn. (这也可以要全班同学说) CAI: 大屏幕同步出现 PAT 的盒子空了。 （老师对着 PAT 说） T: Im sorry, Pat. No popcorn. T: How s Pat feeling? S: Hes sad. CAI: 出示图片， T: Whats he going to do? Now listen to a story. (第一次听全文。) T: Whats he going to do? CAI：出示第三幅图空框，里面只有一个？号（用鼠标指着带？号的图框） S: A hamburger. T: Thats right! Look CAI: 出示第幅图（教师指着图中的文字） T: Can you read? Ss: A hamburger, please. T: Here you are. (老师表情开心的，对食物满足的) T: A hamburger. Yummy! I love hamburger. What about Pat? CAI: 出示第幅图, 没有文字。 T: Lets ask Pat: Do you like hamburger? Ss: Do you like hamburger, Pat? CAI: 出示 PAT 说的话。T: How to say?Ss: I love hamburger. T: Hows Pat feeling? S: Hes happy. T: But what happened now? CAI: 出示第幅图，但不是全部，先只有 Pat 一人，一个 hamburger在 Pat 旁边，在椅子上，一个穿绿衣服的男孩坐在了 hamburger 上面。 T: Oh! Guess? How does Pat say? （用鼠标指着空的对话框） (学生可以有很多回答，老师不作评价。出示文字) （播放录音，学生跟说，并学出其语气。 ） T: Hows Pat feeling, now? (Sad, angry) T: Then, whats he going to do? 第二次听全文，然后 CAI: 出示第幅图。 T: Whats he doing? （老师用鼠标指着句子问学生） Ss: Can I have an ice cream, please? T: Here you are. (教师做相应的动作) T: Hows Pats feeling? (Happy) T: Happy and tired. He want to go home. T: But look at this picture. 出示第幅图。 T: Wheres the ice cream? S: Dog is eating. T: For the dog, why? 出示第图的空图，只有？号。 第三次听全文。 T: What happened for Pat? 出示第图和文字。 T: No ice cream on the bus. (Read it slowly) Ss: No ice cream on the bus. (3 time) (老师用中文解释，在西方，如 ice cream 这样的食物是不能带上公共汽车的，你知道为什么吗？首先为了保证公共汽车的环境卫生，同时也为了防止汽车煞车时 ice cream 弄脏乘客的衣物。) CAI：出示第图 T: Then, the ice cream for the dog. Act it T: Now, open your books 1. 播放录音，全文跟读一遍。 2. 小组内齐读。 3. 小组齐读反馈。 4. 小组分饰角色练读。 5. 全班找学生分饰角色读。 6. 老师总结 T: No popcorn, no hamburger, no ice cream, so bad luck for Pat. 出示课题。 全班跟读：Bad luck for Pat. T: Whats the meaning bad luck? T: Bad luck for Pat, but, the popcorn for Pats friends, the ice cream for the dog. Then, good luck for Pats friends, good for the dog. Now I wish you good luck for you.