冀教版一起三下-Unit 3 My Day-Lesson 18 Danny's Early Day-ppt课件-(含教案)--(编号：40044).zip

冀教版小学英语（一起）三年级下册冀教版小学英语（一起）三年级下册 Early students can get the cards. Late students cant get the cards. Early, late, early, late Im early. Youre late. A: What time is it? B: Its __________. A: What time do you get up? B: I get up at __________. A: What time do you have breakfast? B: I have breakfast at __________. A: What time do you go to school? B: I go to school at __________. A: What time do you go to bed? B: I go to bed at __________. Who gets the cards? Why does Danny feel early all day! Please listen to the story and circle the time quickly. 请听故事并快速圈出故事中的请听故事并快速圈出故事中的 时间。时间。 Who gets the cards? 1.What time does Danny get up? 2.How do you know? Questions: alarm clock A.B.C. armalarm The alarm clock rings. ings r 响响 Danny gets up at five oclock. How does he feel? He feels very_______. 困的困的 sleepy Who gets the cards? School starts at eight oclock. start start 开始开始 Who gets the cards? 1.What time does Danny go to bed? He goes to bed at__________. Questions: six oclock 2.What time will Danny get up tomorrow? He will get up at____________.seven oclock 1.Danny goes to school at eight oclock. ( ) 2.Danny goes to school with Li Ming.( ) 3.Danny has breakfast late.( ) 1.Danny goes to school at eight oclock. ( ) 2.Danny goes to school with Li Ming.( ) 3.Danny has breakfast late.( ) F He cant see any of his friends. 1.Danny goes to school at eight oclock. ( ) 2.Danny goes to school with Li Ming.( ) 3.Danny has breakfast late.( ) F F Danny gets up at five oclock. Then he has breakfast. 1.Danny goes to school at eight oclock. ( ) 2.Danny goes to school with Li Ming.( ) 3.Danny has breakfast late.( ) F F F Why does Danny feel early all day! Because he gets up early. has breakfast early. goes to school early. Effects 影响影响 wants lunch early has dinner early goes to bed early 1 1 2 2 3 3 4 4 At five oclock, Danny Danny feels sleepy / hungry / tired Danny says: Tips 小贴士小贴士 To imagine : What will Danny do tomorrow? He will Who gets the cards? Get up on time. Dont be too early or too late! Go to school on time. Dont be too early or too late! Do every thing on time. We will have a good day! Memo Dear children: Dont forget to do your homework. Todays homework: 1. To read the story aloud for your parents. 2. To imagine Dannys next day. What will Danny do1 一、教材分析一、教材分析 本单元是冀教版小学英语三年级下册的第三单元，学生主要学习时间表达法以及 Li Ming、Jenny 和 Danny 在特定时间下的日常行为。本课是故事课型，它以时间为主线讲 述了 Danny 的一天，有趣又不同寻常。学生在熟悉故事中不仅会复习到本单元有关时间 的表达法及相关的动词短语还将领悟到时间观念的重要性。 二、二、学情分析学情分析 三年级学生词汇量较小，所以我采用图片引导的方式带领学生层层深入，在复习本 单元已经学到的时间表达法的基础上，培养学生的语言表达能力，让学生领会到遵守时 间的意义。为降低三年级故事课的难度，我设计了不同的教学活动，尽量让每一个孩子 参与到课堂中来，力求使各层次的学生在课堂上都有所收获。 三、教学目标三、教学目标 1.知识与能力目标: : (1)学生在老师的帮助下能理解故事； (2)学生能在口头上运用本单元学习到的时间表达法及动词短语； (3)大部分学生能够在教师提供的主要信息的帮助下复述故事； 2.情感态度与价值观目标: 学生学会遵守时间，养成良好的作息习惯。 四、教学重难点四、教学重难点 1.重点: (1)全体学生能够熟练地针对时间进行问答； (2)大部分学生能够熟练地朗读故事； 2.难点: (1)多数学生能够根据板书上的有效信息复述故事； (2)大部分学生能够根据文本表演故事的主要情节； 五、教学评价五、教学评价 教师发放自制写有遵守时间建议的卡片，激励学生积极踊跃地思考和回答问题。 六、教学过程六、教学过程 Step I : Greetings and assessment introduction 【设计意图：介绍评价方式并以此贯穿全课，通过此评价方式激发学生的学习兴趣。 】 Step II: Presentation 1. Review the dialogues: A: What time is it? B: Its ________. B: What time do you _________? B: I _____ at ______. 【设计意图：通过复习本单元重点句型，为下面的环节做铺垫。 】 2. Task One: (1.) T: Tell Ss the whole story with a clock. Then ask a question: Why does Danny feel early all day? Lets finish four tasks together, and then we will know the answers. 2 【设计意图：教师借助教具讲授故事，让学生整体感知故事情节，激起学生的学习兴趣。 同时抛出本课的中心问题，设置任务链，让学生有目的的感知、理解、学习这篇故事。 】 (2.) Please listen and circle the time quickly. Then check the answers. (3.) Who gets the cards? 【设计意图：通过欣赏歌曲，本单元重点句型的问答复习，听故事圈答案等方式让学生 初步了解故事发展的脉络，培养学生的学习策略意识。总结课堂评价，为引出下一任务 做铺垫。 】 3. Task Two: (1.) T: What time does Danny get up? How do you know? (2.) Teach the new words: alarm clock, ring, sleepy. (3.) T: Danny gets up at five oclock. What time do you get up? Ss: Ask and answer in pairs. (4.) Get the conclusion: Danny gets up early. (5.) Who gets the cards? 【设计意图：以教师领读，学生跟读并在回答问题的基础上进一步让学生熟悉故事第一 段；学生从听懂、会说的方面学习新授词汇：clock, ring, sleepy。同时，联系学生生活实 际，进行时间的问答。最后，总结课堂评价，为引出下一任务做铺垫。 】 4. Task Three: (1.) T: What time does Danny go to school? Lets read together. (2.) Learn the new word start orally (3.) T: Danny goes to school at six oclock. What time do you go to school? Ss: Ask and answer in pairs. (4.) Get the conclusion: Danny goes to school early. (5.) Who gets the cards? 【设计意图：以齐读并在回答问题的基础上进一步让学生熟悉故事第四段；学生从听懂、 会说的方面学习新授词汇：start。同时，联系学生生活实际，进行时间的问答。最后，总 结课堂评价，为引出下一任务做铺垫。 】 5. Task Four: (1.) T: What time does Danny go to bed? What time will Danny get up tomorrow? Read the last section by yourselves. (2.) Group work: Read and tick. (3.) Get the conclusion: Danny has breakfast early. (4.) T: Why does Danny feel early all day? Ss: He gets up early. He goes to school early. He has breakfast early. Then think about the effects that Danny gets up early. 3 (5.) Listen and number. (6.) Lets read the story. (7.) Come to the blackboard design: Teacher tell the story by asking questions. Then ask several students to tell the story. (8.) Let the students try to imagine what Danny will do the next day. (9.) Who gets the cards? 【设计意图：小组合作的学习方式能让学生在同伴互助中提高自我，同时也扩大了学生 交流面，能让更多的学生参与到课堂中，实现语言学习的实践性；学生在完成判断的过 程中会积极动脑，加深对故事的理解。以听音排序的形式变换学习活动，既提高了低年 级学生的学习兴趣又培养了学生听力理解能力。 】 Step III: Consolidation Summarize the assessment. 【设计意图:总结课堂评价，进行情感教育，培养学生遵守时间的观念。 】 Step IV: Homework. a. Read the story aloud for your friends. b. Imagine Dannys next day. What will Danny do? 七、七、板书设计板书设计 Lesson18 Dannys Early Day (Story Time) 八教学反思：八教学反思： 本节课我比较成功的地方有： 1. 整堂课充分体现出了自己对学生的引导与启发，使学生能够从开课的沉默，到逐 12 6 3 9 5 210 1 4 7 8 11 4 渐进入状态，最后能够让学生积极参与课堂中的各项活动； 2. 教学过程中体现了对学生阅读策略的指导，设计了相关的启发性问题，帮助学生 进行深层次的思考。 不足之处： 1. 由于对学情了解不够，复习环节的难度高出了预设程度，时间上把握的有些偏差， 导致最后拖延了两分钟； 2. 开课复习环节由于与学生之间的契合度不够，自己进入状态比较晚，有个别的时 间指针拨的不够准确。