人教版（新起点）三下Unit 1 School Subjects-Story Time-ppt课件--(配套教学资源编号：c0813).zip

Unit1 School Subjects Story time 人教版新起点 三年级下册 Warm-up Lets chant Lead-in Free talk 2.What classes do you have on ? We have 1.What day is it today? 3.Whats your favourite class? My favourite class is . classes are , and . 4.What can you do in this class? I can in class. Listen to the story. Do you like to go to school? Why? 1.Who doesnt want to get up? Why? 2.Who wants to go to school on Friday morning? Why? Read and check quickly. Ask and answer 1.Yes or No. 2. A or B. 3. 5Ws & 1How Get up. Its time for school. I dont want to get up. School is . On Monday, Tim doesnt want to get up. boring 1.What time is it?2. Where does Tim want to go? 3. Does Tim like school? Why? I want to go to school. Its too early,Tim! Why doesTim want to go to school on Friday morning? Why does Tim want to go to school? Watch and check. Why does Tim want to go to school? Talk with your partner and underline the key words. Because . Listen and repeat. Page10-11 Read in roles. 1.Tims mother 2.Tim 3.Sam 1.Narrator(旁白 ) Retell the story with the mind map in four. Homework 1.听，指读P10-11。 2. 熟读能背P10-11，指导图复述故事。 Youre my sunshine. Unit1 Story Time 教学设计教学设计 一、一、本课教学目标本课教学目标 1. 能够借助图片读懂本单元的小故事（语言能力，思维品质） ，并在教师的指 导下进行角色朗读和指导图复述故事。 （学习能力） 2. 能够通过学习小故事，明白每个学科都有各自的特点，要努力喜爱所有的学 科，进而喜欢上学。 （文化意识） 二、教学建议二、教学建议 1. 热身和复习 (1) 说唱本单元的歌谣、歌曲或补充的歌曲进行热身。 (2) 复习本单元的词汇和功能句 教师先根据本单元所学提出问题与学生进行交流，如：What day is it today? What classes do you have on ? Whats your favourite class? What can you do in this class? Which class dont you like? Why not? Do you like to go to school? Why? 然后学生两人一组进行交流，复习本单元所学重点。 2. 呈现故事 (1)听故事录音，初步感知故事大意，回答问题：Who doent want to get up? Why? Ss: I can hear( 培养观察倾听，获取信息的语言及学习能力培养观察倾听，获取信息的语言及学习能力) 教师呈现第一幅故事挂图，引导学生提问：5Ws , 指认主人公 Tim，老师引 导学生提问：What day is it today What time is it? Where is Tim? What is Tims mum doing? Does Tim want to go to school? Why? 通过问答来预测故事。 （培养（培养 思维品质，让思维可见）思维品质，让思维可见） 教师呈现故事最后一幅故事挂图，师生进行讨论：What time is it? Where is Tim going to go? Does he like school? Why? （培养思维品质，让思维可见）（培养思维品质，让思维可见） Read the story and check your answer.让学生带着上述问题浏览故事， 感知大意，并验证刚才的预测。 (2) 整体感知故事，构建思维导图 学习设计：学习设计： 让学生完整地再观看动画，整体感知故事，提问： 1.What classes does Tim have at school? 2.What do they do in the class? 3. How is Tim? 学生带着问题去听读，用笔勾画答案，初步理解故事。 （培养学习能力）（培养学习能力） 师生共同建构思维导图，深入理解故事（培养思维品质，让思维可建）（培养思维品质，让思维可建） 教师引导学生认真观察故事图片，并结合图片初步理解并勾出所提问题的答案。 图 2 由老师引导勾画关键词，并写在黑板的思维导图上 What day is it today? What class is it? What is Tim doing? Does he like the class? Why? 小组活动：图 3-5 由学生根据问题勾画关键词：What day is it today? What class is it? What is Tim doing? Does he like the class? Why? 构建思维导图：请小组回答 What day is it today? What class is it? What is Tim doing? Does he like the class? Why? 在讲解图 3 时，可以增加一些提问，如：Who helps Tim? If you get help, are you happy? Do you like to help others? 在讲解图 4 时，教师可以为学生播放一些歌曲或乐曲，让学生感受，并引 导学生用所学过的词或句表述自己的感受。 在讲解图 5 时，问一问学生：Do you like English? Why? What do you do in your English classes? 3. 听录音，跟读故事 (1) 播放录音，让学生再次整体感知故事内容。 (2) 让学生独立看课本、浏览故事，熟悉文字。 (3) 让学生听录音，并跟录音指读。在模仿的过程中，教师要注意引导学生模 仿录音中人物的语音、语调，尤其让学生读出不同人物的语气，以增加朗读的 趣味性。 4. Read the story in roles.分角色朗读故事：1 名学生 Tims mum，一名学生 Tim， 一名学生小猴，其他同学读旁白。 5.4 人小组指黑板上导图复述故事：一人一句轮流复述 6. Make a summary.总结 教师引导学生对比一下周一和周五的两个钟点，体会 Tim 从不愿上学到体 验到学习的乐趣后周五早早上学的转变。教师还可以提出些相关问题，如 What classes do you like? Do you like to go to school?让学生结合自己的真实学校 生活，谈一谈自己的真实感受。 7.Homework: 1.听，指读 P10-11。 2. 熟读能背 P10-11，指导图复述故事。 【教学反思教学反思】先呈现第一幅图 Tim doesnt want to go to school.Tim 不想起床， 他认为上学很无聊 boring，再呈现最后一幅图，Tim 很早就起床去上学，Tim 为什么有了这样大的转变，给学生留有悬念，激发学生阅读的欲望。这样的学 习设计不但能让学生自主学习，同时用问题引领，也发展了学生的思维，最后 学生通过勾画关键词，结合图片和文字，在老师和小组的合作学习中，建构自 己的思维导图，为指导图复述故事奠定基础。时间把握上要注意，前面的复习 内容 Whats your favorite class? What do you do in the class? 环节要迅速通过。