北京版三下-UNIT SIX MOTHER'S DAY-Lesson 20-ppt课件-(含教案)--(编号：429b0).zip
Chinese New Year New Years Day What holiday do you like best? Why? Lets listen! What holiday is coming? first second third SundayMondayWednesdayTuesdayThursday Friday Saturday Watch and Choose 1. What holiday is coming? _ is coning. B Fathers Day.A Mothers Day. 2. What is Baobao doing? He is _. A reading a bookB watching the cartons C making a card for dad C Childrens Day. 3. When is Fathers Day? Its _. A the second Sunday of June B the third Sunday of June. Lets read Lets read making a card playing a game listening to music playing a game listening to music reading a book playing football eating cake making a snowman playing basketball listening to music swimming making a card flying a kiteplanting trees doing magic tricks drawing pictures dancing making a cake playing the drum playing the piano Lets chant What? What? What are you doing? Playing, playing, I am playing a game. What? What? What are you doing? Listening, listening, I am listening to music. What? What? What are you doing? Drawing, drawing, I am drawing a picture. What? What? What are you doing? The end act and chantWhat? What? What are you doing? kiss her dad make breakfast give his dad a big hug make a card give tie or socks What will you do for your dad? Lets do Homework 1. Make a card for your Dad. 2. On Fathers Day, do what you will do. 父亲节时按照你自己制定的计划表达对爸爸节日的祝福和爱。1 指导思想与理论依据 英语课程标准中明确指出，英语教学要强调学习过程，重视语言学习的实践性和应用性。 英语课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的 学习方式和任务型的教学途径，提高学生实际运用语言的能力。因此，我利用学生已有的节日知识 储备，谈论学生学过的节日和相关的日期、活动、喜欢的原因等。在解读文本活动中注重让学生整 体理解，首先让学生通过听去了解课文的主旨信息，然后让学生在问题的引导下和老师一起共建场 景，理解目标语言，在表演中体会加深印象。在句型操练和替换环节中让学生看图片在相对真实的 语境中练习和使用所学语言，同时逐渐减少教师的支持，给学生提供自主提问和回答的机会，利用 交流、创编方式建立较为真实的语境，体验学习的乐趣。在拓展应用环节中利用的看图说词汇、看 单词认读和选词成段等方法引导学生积极主动参与到活动当中，在操练的过程中让学生感知理解语 言、学习语言、内化和运用新语言。 教学背景分析 2 教学内容：本课是义务教育教科书北京版英语三年级下册第六单元第二课的教学内容。本单元 的主题是节日，话题涉及请求、允许、祝愿和祝贺以及询问和描述某人正在做某事等相关的交际用 语。本课的交际用语能用“what are you doing?”询问别人正在做的事情，并能够用“Im” 来描述自己正在做的事情。能够在父亲节时祝贺父亲节日快乐，并交流表达要为父亲做的事情。 学生情况：授课班级为北京市密云区第一小学三年级（2）班学生。经过两年的英语学习，学 生对英语学习有较浓厚的兴趣，也具备了一定的英语基础。如：能够听懂教师的简单提问；能够在 图片的帮助下认读语句；能够模仿对话中人物语言；乐于与他人合作表演对话内容等。前一个单元 对节日话题已经有所涉及，在本节课的教学中教师要帮助学生以旧带新，以学生已有基础进行新课 的学习，并将和正在进行的活动有关的短语、词汇等内容进行有效扩充，丰富学生的语言。 教学方式：引导学生观察、理解、体验学习，组织学生进行交际活动 教学手段：计算机辅助教学 技术准备：课件、PPT 等 教学目标(内容框架) 1.能够在课件和教师的帮助下，理解故事情节，并能够读出故事。 2.能用“what are you doing?”询问别人正在做的事情，并能够用“Im ”来描述自己正在做 的事情。能够听懂、会说并认读有关活动的短语 making a card, playing a game, listening to music。 3. 能根据提示选择并完成父亲节计划，并正确朗读自己的短文。 4. 能够在语言学习中感受到家人间的互相关爱。 教学重点：1.能够在课件和教师的帮助下，理解故事情节，并能够读出故事。 2.能用“what are you doing?”询问别人正在做的事情，并能够用“Im ”来描述自己正在做 的事情。能够听懂、会说并认读有关活动的短语 make a card, play a game, listen to music。 3.教学难点：关注现在进行时态中动词的变化规律。 教学过程(文字描述) 7 一、warm-up(2) 1.Free talk： T: 1. Brain storm: what holiday do you know? (ppt) T: Wow, youre wonderful. You knew so many holidays. 2. What holiday do you like best? Why? 设计意图：从学生的已知引入，让学生自由表达喜欢的节日和原因。一是为引出新课和后面的拓展 活动做准备，二是可以在交流中锻炼学生的英语语言运用能力。 过渡：Today Baobao and his mum are talking about a holiday. Listen, which holiday is coming?师在黑板上贴 Mike 和妈妈的头像：What holiday is coming? Lets listen. 二、listen and say(20) （一）听，找出文本的主旨信息。 1. Listen to the whole dialogue. Q: What holiday is coming? （播放音频） S: Fathers Day is coming. T: You are good listener.师贴图、书写补全课题。 When is Fathers Day? Who can show us on this calendar? 师板书在黑板上：Its the second Sunday of June. Now, we celebrate Fathers Day every year. Do you know when the first Fathers Day is? Where is Fathers Day from?（板书：when? Where? 1910, America） 设计意图：让学生从听入手，带着问题听对话抓住课文的主旨内容，即锻炼了学生听的能力，又给 文本有了初步的理解。教师适当扩充主题的内容，如第一个父亲节的时间，发源地等，拓宽学生的 视野。 (二) 理解对话内容。 Dialogue 1: 8 1. Watch and listen to the part1 What is Baobao doing for his father? 2. How does Mum ask to Baobao? 板书： What are you doing? What is Baobao doing? So he says:师板书：Im making a card for Dad. 过渡: Mum is really happy, so she comes into Baobaos room and sits with him. 设计意图：第一遍让学生带着问题观看动画，整体理解对话内容的含义。这样的设计有助于学生理 解所学内容并且符合交际教学法的要求。 Dialogue 2: 1. Watch and listen to the part2 What does Mum want to know? Ss: What is Baobao writing? 2.answer the questions What is Baobao writing? Make a guess: will Baobaos father like it? Baobaos mum thinks so. So his mum says: your dad will like it. Why is Baobaos mum so happy? (Baobao loves his mum and dad.) 设计意图：在理解了对话的含义后关注对话的结构。 (三).回顾全文，深入理解。 Watch, listen to the whole story, and choose the correct answer about the story. 1). What holiday is coming? _ is coming. A Mothers Day B Fathers Day C Childrens Day 2). What is Baobao doing? He is_. A reading a book B watching the cartons C making a card for dad 3). When is Fathers Day? Its _. A the second Sunday of June. B the third Sunday of June. 设计意图：让学生完整的观看动画故事，然后选择和故事相关的答案，一是建立完整故事，而是检 查学生是否理解了故事。再将两幅场景完整的呈现给学生，在观看的过程中体会目标语言的结构和 使用场景。让学生带着问题观看可以让学生的精神更集中，主动进行思考，使活动的目的性和意义 性更强。 （四）朗读故事 Watch and Choose 7 1) Listen and repeat. 2) T: I am mum, you are Baobao. 3) Work in pairs. 4) Have a show. T: You all did good job. Baobao is making a card for his dad. At the same time, what are his friends doing? Lets have a look. 设计意图：理解对话内容后，让学生先听原声的输入，再进行分角色朗读，最后让学生表演。这样 有层次的进行，让学生在快乐的氛围中学习使用语言。能更好的让学生体验语言在场景中的使用， 在具体的语言环境中感受天气的表达。 过渡：On a nice autumn day, Mike goes to the park with his parents. How about in winter? 三、listen, look and learn(10) 1. Learn the phases. 1). Show Yangyangs picture: what is Yangyang doing? 2). Show Maomaos picture: what is Maomao doing? (playing a game) 3). Show Mikes picture: what is Mike doing? (listening to music) T: They are doing different things, but they are all very happy. 2. Next morning, they are having a picnic in the park. Look, what are they doing? What is Mike doing? (playing a game) What is Baobao doing?(listening to the song) 3. At the same time, other children are doing different things. Please watch the pictures and read the phases aloud. playing the piano, singing a song, doing magic tricks(ppt 动词短语集锦) You read very well. 4. Say a chant. T: Lets have a chant together. 5. Play a game: show and talk 设计意图：让学生在图片和教师问题的帮助下运用功能句型理解学习新词汇。利用游戏检测学生所 学知识的掌握情况，明确使用的环境，同时游戏又能激发学生的学习和参与热情。 四、主题拓展(7) 1. Discuss Baobao is making a card for his dad. Fathers Day is coming. what will you do for your dad to show your love. 7 2. Show some pictures. This girl will kiss her dad, this boy will give his dad a big hug, in America, most of children will make breakfast for their parents, and they will make a card or buy a tie or socks for dad. What will you do for you dad? Students choose, write and talk about it. Someone shows in the class. Fathers Day is coming. I will _. I will _. I will _for my dad. I love my dad. 设计意图：设计真实的任务，让学生将所学的知识应用到实际生活当中。 五、总结所学，布置课后作业。 (1) 1Sum-up: Today, we talk about( fathers day) when is it? What is Baobao doing for his dad? What is he writing on the card? Words bank: make a card, make breakfast, make a gift, make apple juice, make a cake, dance, give him a big hug, give him flowers, give him , play with my dad, do magic trick, sing a song, play the piano, kiss my dad, play the drums 7 Fathers day is coming this year; I know you will do many things for your day. 2. 布置作业： Make a card for your dad. Do what you will do on Fathers Day. 设计意图：总结所学，强化课堂学习内容。 十、板书设计： Unit6 Lesson 20 is coming the third Sunday of June What are you doing? When? 1910 Im making a card. Where? America 学习效果评价设计 评价方式 1 教师对学生课堂教学过程中的表现现场评价。 教师的只言片语，举手投足，都会对学生产生巨大的影响。而教师的鼓励又会极大的激发学 生的学习兴趣和学习动机，促进学生更积极主动的参与课堂教学活动。所以我根据学生的现场反馈, 主动参与学习过程的程度,活动展示汇报等,通过体态语,口头表扬,启发引导,观察等方式激励和评 价学生,促进教学。 2.课堂活动进行评价 （1）通过学生朗读对话， 回答问题等考察学生是否能够听懂、读懂对话，能否正确朗读对 话。 （2） 通过在表演替换中的参与度、创新和正确度等，评价学生对本课功能句型和词汇是否 理解。 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 本教学设计以主题开展，更加关注情境的创设和学习过程，让学生在情境中学习并获得成功的 体验。 将整堂课设置成一个大的故事情节，让学生在相应的情境中学习并理解语言。首先学习目标分 I will say: I love you. I will make a card. I will 7 层次设定。由于学生在知识结构、智力结构和发展水平上是有差异的，其成长的环境和经历各不相 同，他们在学习上短时间内所能达到的程度也是不同的，教师设立学习目标时，一定要根据学生最 近的发展趋势而定，既不能强求统一，也不能好高骛远，对不同层次的学生设立不同的学习目标， 采取分层推进、分类指导的方式，让不同层次的学生在经过努力后，都有机会获得成功的体验。 在本课教学的目标设计中，我将能力目标分成基础目标和扩展目标，不同的学生能够达到相应 的目标即可。学习有困难的学生只需要达到最基本目标，就及时给予评价，让学生自己感到有收获， 在表扬和赞许中树立自信心，满足自尊心。对于能力强的学生又有不同的要求，让他们自由发挥表 演，充分展示自己的能力。这样学生都能有自豪感，并且愿意有更大的提高。采取这样的做法，极 大的激发了学生们学习的热情，活动过程中积极踊跃，学习效果显著。
收藏
- 资源描述：
-
Chinese New Year New Years Day What holiday do you like best? Why? Lets listen! What holiday is coming? first second third SundayMondayWednesdayTuesdayThursday Friday Saturday Watch and Choose 1. What holiday is coming? _____ is coning. B Fathers Day.A Mothers Day. 2. What is Baobao doing? He is ________. A reading a bookB watching the cartons C making a card for dad C Childrens Day. 3. When is Fathers Day? Its ____________. A the second Sunday of June B the third Sunday of June. Lets read Lets read making a card playing a game listening to music playing a game listening to music reading a book playing football eating cake making a snowman playing basketball listening to music swimming making a card flying a kiteplanting trees doing magic tricks drawing pictures dancing making a cake playing the drum playing the piano Lets chant What? What? What are you doing? Playing, playing, I am playing a game. What? What? What are you doing? Listening, listening, I am listening to music. What? What? What are you doing? Drawing, drawing, I am drawing a picture. What? What? What are you doing? The end act and chantWhat? What? What are you doing? kiss her dad make breakfast give his dad a big hug make a card give tie or socks What will you do for your dad? Lets do Homework 1. Make a card for your Dad. 2. On Fathers Day, do what you will do. 父亲节时按照你自己制定的计划表达对爸爸节日的祝福和爱。1 指导思想与理论依据 英语课程标准中明确指出，英语教学要强调学习过程，重视语言学习的实践性和应用性。 英语课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的 学习方式和任务型的教学途径，提高学生实际运用语言的能力。因此，我利用学生已有的节日知识 储备，谈论学生学过的节日和相关的日期、活动、喜欢的原因等。在解读文本活动中注重让学生整 体理解，首先让学生通过听去了解课文的主旨信息，然后让学生在问题的引导下和老师一起共建场 景，理解目标语言，在表演中体会加深印象。在句型操练和替换环节中让学生看图片在相对真实的 语境中练习和使用所学语言，同时逐渐减少教师的支持，给学生提供自主提问和回答的机会，利用 交流、创编方式建立较为真实的语境，体验学习的乐趣。在拓展应用环节中利用的看图说词汇、看 单词认读和选词成段等方法引导学生积极主动参与到活动当中，在操练的过程中让学生感知理解语 言、学习语言、内化和运用新语言。 教学背景分析 2 教学内容：本课是义务教育教科书北京版英语三年级下册第六单元第二课的教学内容。本单元 的主题是节日，话题涉及请求、允许、祝愿和祝贺以及询问和描述某人正在做某事等相关的交际用 语。本课的交际用语能用“what are you doing?”询问别人正在做的事情，并能够用“Im” 来描述自己正在做的事情。能够在父亲节时祝贺父亲节日快乐，并交流表达要为父亲做的事情。 学生情况：授课班级为北京市密云区第一小学三年级（2）班学生。经过两年的英语学习，学 生对英语学习有较浓厚的兴趣，也具备了一定的英语基础。如：能够听懂教师的简单提问；能够在 图片的帮助下认读语句；能够模仿对话中人物语言；乐于与他人合作表演对话内容等。前一个单元 对节日话题已经有所涉及，在本节课的教学中教师要帮助学生以旧带新，以学生已有基础进行新课 的学习，并将和正在进行的活动有关的短语、词汇等内容进行有效扩充，丰富学生的语言。 教学方式：引导学生观察、理解、体验学习，组织学生进行交际活动 教学手段：计算机辅助教学 技术准备：课件、PPT 等 教学目标(内容框架) 1.能够在课件和教师的帮助下，理解故事情节，并能够读出故事。 2.能用“what are you doing?”询问别人正在做的事情，并能够用“Im ”来描述自己正在做 的事情。能够听懂、会说并认读有关活动的短语 making a card, playing a game, listening to music。 3. 能根据提示选择并完成父亲节计划，并正确朗读自己的短文。 4. 能够在语言学习中感受到家人间的互相关爱。 教学重点：1.能够在课件和教师的帮助下，理解故事情节，并能够读出故事。 2.能用“what are you doing?”询问别人正在做的事情，并能够用“Im ”来描述自己正在做 的事情。能够听懂、会说并认读有关活动的短语 make a card, play a game, listen to music。 3.教学难点：关注现在进行时态中动词的变化规律。 教学过程(文字描述) 7 一、warm-up(2) 1.Free talk： T: 1. Brain storm: what holiday do you know? (ppt) T: Wow, youre wonderful. You knew so many holidays. 2. What holiday do you like best? Why? 设计意图：从学生的已知引入，让学生自由表达喜欢的节日和原因。一是为引出新课和后面的拓展 活动做准备，二是可以在交流中锻炼学生的英语语言运用能力。 过渡：Today Baobao and his mum are talking about a holiday. Listen, which holiday is coming?师在黑板上贴 Mike 和妈妈的头像：What holiday is coming? Lets listen. 二、listen and say(20) （一）听，找出文本的主旨信息。 1. Listen to the whole dialogue. Q: What holiday is coming? （播放音频） S: Fathers Day is coming. T: You are good listener.师贴图、书写补全课题。 When is Fathers Day? Who can show us on this calendar? 师板书在黑板上：Its the second Sunday of June. Now, we celebrate Fathers Day every year. Do you know when the first Fathers Day is? Where is Fathers Day from?（板书：when? Where? 1910, America） 设计意图：让学生从听入手，带着问题听对话抓住课文的主旨内容，即锻炼了学生听的能力，又给 文本有了初步的理解。教师适当扩充主题的内容，如第一个父亲节的时间，发源地等，拓宽学生的 视野。 (二) 理解对话内容。 Dialogue 1: 8 1. Watch and listen to the part1 What is Baobao doing for his father? 2. How does Mum ask to Baobao? 板书： What are you doing? What is Baobao doing? So he says:师板书：Im making a card for Dad. 过渡: Mum is really happy, so she comes into Baobaos room and sits with him. 设计意图：第一遍让学生带着问题观看动画，整体理解对话内容的含义。这样的设计有助于学生理 解所学内容并且符合交际教学法的要求。 Dialogue 2: 1. Watch and listen to the part2 What does Mum want to know? Ss: What is Baobao writing? 2.answer the questions What is Baobao writing? Make a guess: will Baobaos father like it? Baobaos mum thinks so. So his mum says: your dad will like it. Why is Baobaos mum so happy? (Baobao loves his mum and dad.) 设计意图：在理解了对话的含义后关注对话的结构。 (三).回顾全文，深入理解。 Watch, listen to the whole story, and choose the correct answer about the story. 1). What holiday is coming? ________ is coming. A Mothers Day B Fathers Day C Childrens Day 2). What is Baobao doing? He is____________. A reading a book B watching the cartons C making a card for dad 3). When is Fathers Day? Its _______________. A the second Sunday of June. B the third Sunday of June. 设计意图：让学生完整的观看动画故事，然后选择和故事相关的答案，一是建立完整故事，而是检 查学生是否理解了故事。再将两幅场景完整的呈现给学生，在观看的过程中体会目标语言的结构和 使用场景。让学生带着问题观看可以让学生的精神更集中，主动进行思考，使活动的目的性和意义 性更强。 （四）朗读故事 Watch and Choose 7 1) Listen and repeat. 2) T: I am mum, you are Baobao. 3) Work in pairs. 4) Have a show. T: You all did good job. Baobao is making a card for his dad. At the same time, what are his friends doing? Lets have a look. 设计意图：理解对话内容后，让学生先听原声的输入，再进行分角色朗读，最后让学生表演。这样 有层次的进行，让学生在快乐的氛围中学习使用语言。能更好的让学生体验语言在场景中的使用， 在具体的语言环境中感受天气的表达。 过渡：On a nice autumn day, Mike goes to the park with his parents. How about in winter? 三、listen, look and learn(10) 1. Learn the phases. 1). Show Yangyangs picture: what is Yangyang doing? 2). Show Maomaos picture: what is Maomao doing? (playing a game) 3). Show Mikes picture: what is Mike doing? (listening to music) T: They are doing different things, but they are all very happy. 2. Next morning, they are having a picnic in the park. Look, what are they doing? What is Mike doing? (playing a game) What is Baobao doing?(listening to the song) 3. At the same time, other children are doing different things. Please watch the pictures and read the phases aloud. playing the piano, singing a song, doing magic tricks(ppt 动词短语集锦) You read very well. 4. Say a chant. T: Lets have a chant together. 5. Play a game: show and talk 设计意图：让学生在图片和教师问题的帮助下运用功能句型理解学习新词汇。利用游戏检测学生所 学知识的掌握情况，明确使用的环境，同时游戏又能激发学生的学习和参与热情。 四、主题拓展(7) 1. Discuss Baobao is making a card for his dad. Fathers Day is coming. what will you do for your dad to show your love. 7 2. Show some pictures. This girl will kiss her dad, this boy will give his dad a big hug, in America, most of children will make breakfast for their parents, and they will make a card or buy a tie or socks for dad. What will you do for you dad? Students choose, write and talk about it. Someone shows in the class. Fathers Day is coming. I will ____________________. I will ________________________________. I will ________________________________for my dad. I love my dad. 设计意图：设计真实的任务，让学生将所学的知识应用到实际生活当中。 五、总结所学，布置课后作业。 (1) 1Sum-up: Today, we talk about( fathers day) when is it? What is Baobao doing for his dad? What is he writing on the card? Words bank: make a card, make breakfast, make a gift, make apple juice, make a cake, dance, give him a big hug, give him flowers, give him , play with my dad, do magic trick, sing a song, play the piano, kiss my dad, play the drums 7 Fathers day is coming this year; I know you will do many things for your day. 2. 布置作业： Make a card for your dad. Do what you will do on Fathers Day. 设计意图：总结所学，强化课堂学习内容。 十、板书设计： Unit6 Lesson 20 is coming the third Sunday of June What are you doing? When? 1910 Im making a card. Where? America 学习效果评价设计 评价方式 1 教师对学生课堂教学过程中的表现现场评价。 教师的只言片语，举手投足，都会对学生产生巨大的影响。而教师的鼓励又会极大的激发学 生的学习兴趣和学习动机，促进学生更积极主动的参与课堂教学活动。所以我根据学生的现场反馈, 主动参与学习过程的程度,活动展示汇报等,通过体态语,口头表扬,启发引导,观察等方式激励和评 价学生,促进教学。 2.课堂活动进行评价 （1）通过学生朗读对话， 回答问题等考察学生是否能够听懂、读懂对话，能否正确朗读对 话。 （2） 通过在表演替换中的参与度、创新和正确度等，评价学生对本课功能句型和词汇是否 理解。 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 本教学设计以主题开展，更加关注情境的创设和学习过程，让学生在情境中学习并获得成功的 体验。 将整堂课设置成一个大的故事情节，让学生在相应的情境中学习并理解语言。首先学习目标分 I will say: I love you. I will make a card. I will 7 层次设定。由于学生在知识结构、智力结构和发展水平上是有差异的，其成长的环境和经历各不相 同，他们在学习上短时间内所能达到的程度也是不同的，教师设立学习目标时，一定要根据学生最 近的发展趋势而定，既不能强求统一，也不能好高骛远，对不同层次的学生设立不同的学习目标， 采取分层推进、分类指导的方式，让不同层次的学生在经过努力后，都有机会获得成功的体验。 在本课教学的目标设计中，我将能力目标分成基础目标和扩展目标，不同的学生能够达到相应 的目标即可。学习有困难的学生只需要达到最基本目标，就及时给予评价，让学生自己感到有收获， 在表扬和赞许中树立自信心，满足自尊心。对于能力强的学生又有不同的要求，让他们自由发挥表 演，充分展示自己的能力。这样学生都能有自豪感，并且愿意有更大的提高。采取这样的做法，极 大的激发了学生们学习的热情，活动过程中积极踊跃，学习效果显著。
展开阅读全文
