人教版（新起点）三下Unit 6 My Home-Story Time-ppt课件-(含教案+视频+素材)-部级优课-(编号：301ad).zip
人教版新起点小学英语三年级下册 中国农业大学附属实验小学 陈少芬 Trouble is a happy cat. 1 Now you know why I call my cat “Trouble”! 8 On Wednesday, Trouble is in the kitchen. He makes a mess! 4 Why does Lily call him Trouble? making trouble What trouble is making? making a mess Story Map Who Trouble When Where What making a mess Story Map Who Trouble When Monday TuesdayWednesday Thursday FridaySaturday Where What making a mess What mess is Trouble making? On Monday, Trouble is in the bathroom. Oh, no! Trouble! On Tuesday, Trouble is in the dining room. Oh,no! Trouble! Be careful! On Wednesday, Trouble is in the kitchen. He makes a mess! Oh, no! Trouble! On Thursday, Trouble is in the living room. Oh, no! Trouble! The juice and ! On Friday, Trouble is in the study. Oh, no! My book! On Saturday, Trouble is in my bedroom. Oh, no! dear! My clothes! Trouble is a happy cat. On Monday, Trouble is in the bathroom. Oh, no! Trouble! On Tuesday, Trouble is in the dining room. Oh,no! Trouble! Be careful! On Wednesday, Trouble is in the kitchen. He makes a mess! Oh, no! Trouble! On Thursday, Trouble is in the living room. Oh, no! Trouble! The juice and ! On Friday, Trouble is in the study. Oh, no! My book! On Saturday, Trouble is in my bedroom. Oh, no! dear! My clothes! Now you know why I call my cat “Trouble”! Trouble is a happy cat. On Monday, Trouble is in the bathroom. Oh, no! Trouble! On Tuesday, Trouble is in the dining room. Oh,no! Trouble! Be careful, On Wednesday, Trouble is in the kitchen. He makes a mess! Oh, no! Trouble! On Thursday, Trouble is in the living room. Oh, no! Trouble! The juice and ! On Friday, Trouble is in the study. Oh, no! My book! On Saturday, Trouble is in my bedroom. Oh, no! dear! My clothes! Now you know why I call my cat “Trouble”! Can we give the story a title? Why does Trouble like making trouble? What will Lily do on Sunday? 7 Do you have a pet? What do you often do with your pet? v Look, I am walking my dog in the park. v I am riding a bike with my dog. I am playing Lego with my dog. I am sleeping with my head on my dog. 7 I am reading a book to my cat. 7 I am feeding my hamster. 7 I am reading newspaper to my dog. 7 If you were Lily, what would you do on Sunday? 7 Animals are our friends. Lets love them and take good care of them. Share the story with your parents or friends. Trouble CatTrouble CatTrouble CatTrouble Cat Written by LilyWritten by LilyWritten by LilyWritten by Lily 1.指导思想与理论依据 学业标准与教学指导： 现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言， 在此基础上学习和运用语言。教师应该指导学生，通过体验、实践、参与、探究和合作等方式，发现语言规律， 逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略。教师更应该给学生创设比较真实的语境， 让学生在语境中体验语言和运用语言。 2.教学背景分析 教材分析教材分析: : My Home：介绍自己的家，表达家庭成员正在不同房间里进行的活动。 主情境图 Lesson 1 以词汇教学为主。living room, bedroom, kitchen, bathroom, study, dining room。 Lesson 2 以功能句教学为主。 What are you doing? I am ing. Where is ? is in the room. What is he/she doing? He/She is ing. Lesson 3 以阅读策略培养为主，并初步渗透写作能力。 Lets Spell 语音和拼读相结合。 Lets Check 检测和评价。 Fun Time 介绍话题相关的文化知识或其他学科知识，学生作品范例，手工制作，歌曲等等。 StoryStory TimeTime 学习一只宠物猫在主人家的各个房间里制造的麻烦。学习一只宠物猫在主人家的各个房间里制造的麻烦。 三年级故事特点： 一、二年级的故事词句少，图片多，学生以读图为主。 三年级的故事文字内容增加，但句式相似。 学生情况分析学生情况分析 1.二年级下册 Unit 6 My Week：学习了一周七天的词汇 2.三年级上册 Unit 4 Pets：学习了一些宠物的名称，能简单描述动物的外貌特征。 3.三年级下册 Unit 5 Family activities：学习了现在进行时时态，能够描述家庭成员的特征用现在进行时 表达家庭成员在家里进行的各种活动,谈论家庭成员正在做什么。 4.我们三年级的孩子活泼好动,善于模仿,乐于表现,英语学习兴趣浓厚。 5.他们有拼读单词,认读句子的能力。他们能借助图片读懂故事,能小组合作学习,从故事中提取信息。 3.教学目标(含重、难点) 教学目标教学目标: 1.能够借助图片理解故事大意。 2.能够朗读小故事,在思维导图的支持下复述小故事。 3.能够通过了解宠物在主人家的生活细节,丰富有关动物的知识,养成热爱动物的情感,同时培养宽容、接纳他人 的情感。 4.能够小组合作表演小故事。 重点重点: 1.学生们在老师的帮助下获取故事主要信息,理解故事大意,能利用思维导图复述故事。 2.培养学生阅读策略,提高阅读兴趣。 难点难点: 1.使学生尝试借助图片,视频和上下文的联系了解生词 trouble、be careful、make a mess 的词义。 2.学生同伴合作,理解和表演 knocks over the coffee, plays with the bubbles, pulls down the juice and fruits, pulls down the clothes 等动词。 4.教学过程与教学资源设计 教学过程： 1、Warming up Have the students watch the video and sing the song about the animals doing different things in different rooms and do the actions to the music. 让孩子们看视频唱有关动物在不同的房间做不同事情的歌曲，并且随着音乐做动作。 【设计意图】借助视频和图片复习以前学过的房间单词和动作单词，理解现在进行时的意义和用法。 二、二、Pre-reading 1.Have the students guess the story. T：Now, its our story time.Today lets learn a new story. Who/Whats the story about? (A person or an animal? A boy or a pet? Please choose one. ） Why do you think its about a cat? 【设计意图】让学生去猜测今天要讲的故事，活跃课堂起氛，激发学生的学习兴趣，发展他们的猜测思维。 2.The teacher draws the picture. T:What can you see from the cover of the book? What is the cat doing? Is it sad/happy? 【设计意图】老师用简笔画画出猫咪玩毛线球，让学生的注意力一下子集中在有趣的画面中。让学生看着图片 来描述小猫，老师提出问题，让学生回答，活跃了课堂气氛，提高了学生的注意力。 3.T: What do you want to know about this story? The teacher writes the students questions on the blackboard. Who is the story about? When does the story happen? Where does the story happen? What happens to the cat? What things does the cat do? What is the cats name？ Whose cat is it? Is it he or she? 【设计意图】鼓励孩子们去提出问题，培养学生的质疑思维和猜测的思维能力。 三、三、While-reading 1.T: Whats the cats name? Whose cat is it? Is it he or she? Have the students read the story quickly and find the answers. T: How do you know the cats name? Which picture tells us? 【设计意图】让孩子们快速阅读故事找出答案并说明是通过哪张图片找到的答案。培养孩子们的阅读技巧，从 故事中找答案。 2.Have the students read the story and answer the questions: T: Why does Lily call the cat Trouble? Do you know the meaning of make trouble? Have the students watch the video to understand the meaning of “make trouble”. T: What trouble does he make? Like the dog in the video? Hurt a baby? Show the pictures to help the students to understand the meaning of “make a mess”. 【设计意图】让孩子们借助视频和图片来理解 make trouble 和 make a mess。 3.Have the students read the story and answer the questions: When does he make a mess? Where does he make a mess? The teacher sticks the words Monday, Tuesday, Wednesday, Thursday, Friday, Saturday on the blackboard. Have the students read the story and finish the table in groups. Who Trouble When MondayTuesdayWednesday Thursday Friday Saturday Where What making a mess 【设计意图】让学生小组内读故事,合作学习，提取故事信息,完成思维导图,对故事进行充分的理解。 4.Have the students watch the video and check up their answers. 【设计意图】让学生观看故事的视频,检查和改正自己提取的信息,进一步去理解故事。 5.T:What mess does he make in different rooms? Have the students look at the pictures and understand the story. T: What day is it? Where is Trouble? What is Trouble doing? What mess is he making? What will Lily say? What will Trouble say? 【设计意图】 老师出示图片讲授补充的动词词组 knocking over the coffee, playing with the bubbles, pulls down the juice and fruits, pulls down the clothes, knocking over the ink.帮助学生充分理解故事，增加 Lily 和 Trouble 的语言， 使内容更丰富，使故事更生活化。老师和学生进行对话互动，理解故事，体会语言。 6.Have the students read the story after the video. 【设计意图】让学生跟读故事的录音，体会原汁原味的英语，模仿语音语调。 7.Read the book together. 让学生们一起大声朗读故事，自己去体会语言，体会故事。 8.Have the students read the book by themselves. 让学生自己大声朗读故事，自己去体会语言，体会故事。 四、四、after-reading 1.Have the students play the story in groups. 【设计意图】让学生小组内选择一幅图片，表演故事。让孩子们在表演故事中感知语言和体验语言。 2.T: Trouble makes trouble at home.She makes a mess in different rooms .She is very . Can we give the story a title? 【设计意图】让学生给故事加个题目，进一步理解故事。培养孩子们的概括能力。 3.T: Why does Trouble like making trouble？ Trouble is lonely at home. She wants to play with somebody. But there is no one at home. On Sunday, Lily is at home.What will Lily do? Have the students answer the question. 【设计意图】提出问题让学生思考：猫咪为什么老在家里捣乱， 把家弄脏弄乱？培养孩子们分析的思维能力。 4.T:Do you have a pet? What do you often do with your pet? Show some pictures about kids taking care of their pets. 【设计意图】出示班里孩子们平日跟宠物活动的照片，引导孩子们要陪伴宠物，爱护宠物。 5.T: If you were Lily, What would you do? 让学生讨论来续编故事,如果我们是猫咪的主人,我们在周末应该做什么。培养他们的想象和创新的思维能力。 6.Play the video and have the students make friends with animals, love them and care of them. 【设计意图】放光盘,引导孩子们应该关心和爱护动物。 五、五、Homework Share the story with your friends or parents. 布置作业：和朋友或家人分享故事 板书设计： Who Trouble When MondayTuesdayWednesday Thursday Friday Saturday Where What making a mess Trouble Cat Written by Lily 5.学习效果评价设计 在课堂实施过程中，评价应起到监控教学过程，反馈教学信息、激励学生自己学习和小组合作的重要作用。 所以在教学过程中充分考虑学生的年龄、认知水平，选用了合理多样化的评价。 1、上课老师用鼓励的眼神和手势来肯定和表扬学生。及时口头表扬发言积极，思维活跃的学生。 2、小组内合作完成任务，全体学生给与肯定和鼓励的掌声。 6.教学设计特色说明与教学反思 教学设计特色教学设计特色 1、在教学过程中，老师为学生创造在真实语言环境中运用语言的机会，让学生去体验、实践、参与探究，发 现语言规律，逐步掌握语言知识和技能。 2、利用多媒体教学手段，让学生轻松理解重点和难点单词。 3、三个小视频的展示，让学生去理解，去感受动物的可爱，淘气和的孤独，触动孩子们的内心，培养孩子们 热爱动物，保护动物的感情。 4、借助 PPT 和道具来讲和表演故事，为学生创造在真实语言环境中运用语言的机会。让学生去体验、实践、 参与探究，发现语言规律，逐步掌握语言知识和技能。 教学反思教学反思 1、本节课老师巧妙设计问题，让学生预测故事，培养学生仔细观察，联想，预测的思维能力。 2、给出图表，让学生自己浏览故事，小组合作，完成任务。提高学生的自学能力和与他人合作的能力，培养 了学生的概括，归纳的思维能力。 3、续课编和改编故事，培养学生想象和创新的思维能力，并培养学生的爱心，提升学生的综合人文素养。
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人教版新起点小学英语三年级下册 中国农业大学附属实验小学 陈少芬 Trouble is a happy cat. 1 Now you know why I call my cat “Trouble”! 8 On Wednesday, Trouble is in the kitchen. He makes a mess! 4 Why does Lily call him Trouble? making trouble What trouble is making? making a mess Story Map Who Trouble When Where What making a mess Story Map Who Trouble When Monday TuesdayWednesday Thursday FridaySaturday Where What making a mess What mess is Trouble making? On Monday, Trouble is in the bathroom. Oh, no! Trouble! On Tuesday, Trouble is in the dining room. Oh,no! Trouble! Be careful! On Wednesday, Trouble is in the kitchen. He makes a mess! Oh, no! Trouble! On Thursday, Trouble is in the living room. Oh, no! Trouble! The juice and ! On Friday, Trouble is in the study. Oh, no! My book! On Saturday, Trouble is in my bedroom. Oh, no! dear! My clothes! Trouble is a happy cat. On Monday, Trouble is in the bathroom. Oh, no! Trouble! On Tuesday, Trouble is in the dining room. Oh,no! Trouble! Be careful! On Wednesday, Trouble is in the kitchen. He makes a mess! Oh, no! Trouble! On Thursday, Trouble is in the living room. Oh, no! Trouble! The juice and ! On Friday, Trouble is in the study. Oh, no! My book! On Saturday, Trouble is in my bedroom. Oh, no! dear! My clothes! Now you know why I call my cat “Trouble”! Trouble is a happy cat. On Monday, Trouble is in the bathroom. Oh, no! Trouble! On Tuesday, Trouble is in the dining room. Oh,no! Trouble! Be careful, On Wednesday, Trouble is in the kitchen. He makes a mess! Oh, no! Trouble! On Thursday, Trouble is in the living room. Oh, no! Trouble! The juice and ! On Friday, Trouble is in the study. Oh, no! My book! On Saturday, Trouble is in my bedroom. Oh, no! dear! My clothes! Now you know why I call my cat “Trouble”! Can we give the story a title? Why does Trouble like making trouble? What will Lily do on Sunday? 7 Do you have a pet? What do you often do with your pet? v Look, I am walking my dog in the park. v I am riding a bike with my dog. I am playing Lego with my dog. I am sleeping with my head on my dog. 7 I am reading a book to my cat. 7 I am feeding my hamster. 7 I am reading newspaper to my dog. 7 If you were Lily, what would you do on Sunday? 7 Animals are our friends. Lets love them and take good care of them. Share the story with your parents or friends. Trouble CatTrouble CatTrouble CatTrouble Cat Written by LilyWritten by LilyWritten by LilyWritten by Lily 1.指导思想与理论依据 学业标准与教学指导： 现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言， 在此基础上学习和运用语言。教师应该指导学生，通过体验、实践、参与、探究和合作等方式，发现语言规律， 逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略。教师更应该给学生创设比较真实的语境， 让学生在语境中体验语言和运用语言。 2.教学背景分析 教材分析教材分析: : My Home：介绍自己的家，表达家庭成员正在不同房间里进行的活动。 主情境图 Lesson 1 以词汇教学为主。living room, bedroom, kitchen, bathroom, study, dining room。 Lesson 2 以功能句教学为主。 What are you doing? I am ing. Where is ? is in the room. What is he/she doing? He/She is ing. Lesson 3 以阅读策略培养为主，并初步渗透写作能力。 Lets Spell 语音和拼读相结合。 Lets Check 检测和评价。 Fun Time 介绍话题相关的文化知识或其他学科知识，学生作品范例，手工制作，歌曲等等。 StoryStory TimeTime 学习一只宠物猫在主人家的各个房间里制造的麻烦。学习一只宠物猫在主人家的各个房间里制造的麻烦。 三年级故事特点： 一、二年级的故事词句少，图片多，学生以读图为主。 三年级的故事文字内容增加，但句式相似。 学生情况分析学生情况分析 1.二年级下册 Unit 6 My Week：学习了一周七天的词汇 2.三年级上册 Unit 4 Pets：学习了一些宠物的名称，能简单描述动物的外貌特征。 3.三年级下册 Unit 5 Family activities：学习了现在进行时时态，能够描述家庭成员的特征用现在进行时 表达家庭成员在家里进行的各种活动,谈论家庭成员正在做什么。 4.我们三年级的孩子活泼好动,善于模仿,乐于表现,英语学习兴趣浓厚。 5.他们有拼读单词,认读句子的能力。他们能借助图片读懂故事,能小组合作学习,从故事中提取信息。 3.教学目标(含重、难点) 教学目标教学目标: 1.能够借助图片理解故事大意。 2.能够朗读小故事,在思维导图的支持下复述小故事。 3.能够通过了解宠物在主人家的生活细节,丰富有关动物的知识,养成热爱动物的情感,同时培养宽容、接纳他人 的情感。 4.能够小组合作表演小故事。 重点重点: 1.学生们在老师的帮助下获取故事主要信息,理解故事大意,能利用思维导图复述故事。 2.培养学生阅读策略,提高阅读兴趣。 难点难点: 1.使学生尝试借助图片,视频和上下文的联系了解生词 trouble、be careful、make a mess 的词义。 2.学生同伴合作,理解和表演 knocks over the coffee, plays with the bubbles, pulls down the juice and fruits, pulls down the clothes 等动词。 4.教学过程与教学资源设计 教学过程： 1、Warming up Have the students watch the video and sing the song about the animals doing different things in different rooms and do the actions to the music. 让孩子们看视频唱有关动物在不同的房间做不同事情的歌曲，并且随着音乐做动作。 【设计意图】借助视频和图片复习以前学过的房间单词和动作单词，理解现在进行时的意义和用法。 二、二、Pre-reading 1.Have the students guess the story. T：Now, its our story time.Today lets learn a new story. Who/Whats the story about? (A person or an animal? A boy or a pet? Please choose one. ） Why do you think its about a cat? 【设计意图】让学生去猜测今天要讲的故事，活跃课堂起氛，激发学生的学习兴趣，发展他们的猜测思维。 2.The teacher draws the picture. T:What can you see from the cover of the book? What is the cat doing? Is it sad/happy? 【设计意图】老师用简笔画画出猫咪玩毛线球，让学生的注意力一下子集中在有趣的画面中。让学生看着图片 来描述小猫，老师提出问题，让学生回答，活跃了课堂气氛，提高了学生的注意力。 3.T: What do you want to know about this story? The teacher writes the students questions on the blackboard. Who is the story about? When does the story happen? Where does the story happen? What happens to the cat? What things does the cat do? What is the cats name？ Whose cat is it? Is it he or she? 【设计意图】鼓励孩子们去提出问题，培养学生的质疑思维和猜测的思维能力。 三、三、While-reading 1.T: Whats the cats name? Whose cat is it? Is it he or she? Have the students read the story quickly and find the answers. T: How do you know the cats name? Which picture tells us? 【设计意图】让孩子们快速阅读故事找出答案并说明是通过哪张图片找到的答案。培养孩子们的阅读技巧，从 故事中找答案。 2.Have the students read the story and answer the questions: T: Why does Lily call the cat Trouble? Do you know the meaning of make trouble? Have the students watch the video to understand the meaning of “make trouble”. T: What trouble does he make? Like the dog in the video? Hurt a baby? Show the pictures to help the students to understand the meaning of “make a mess”. 【设计意图】让孩子们借助视频和图片来理解 make trouble 和 make a mess。 3.Have the students read the story and answer the questions: When does he make a mess? Where does he make a mess? The teacher sticks the words Monday, Tuesday, Wednesday, Thursday, Friday, Saturday on the blackboard. Have the students read the story and finish the table in groups. Who Trouble When MondayTuesdayWednesday Thursday Friday Saturday Where What making a mess 【设计意图】让学生小组内读故事,合作学习，提取故事信息,完成思维导图,对故事进行充分的理解。 4.Have the students watch the video and check up their answers. 【设计意图】让学生观看故事的视频,检查和改正自己提取的信息,进一步去理解故事。 5.T:What mess does he make in different rooms? Have the students look at the pictures and understand the story. T: What day is it? Where is Trouble? What is Trouble doing? What mess is he making? What will Lily say? What will Trouble say? 【设计意图】 老师出示图片讲授补充的动词词组 knocking over the coffee, playing with the bubbles, pulls down the juice and fruits, pulls down the clothes, knocking over the ink.帮助学生充分理解故事，增加 Lily 和 Trouble 的语言， 使内容更丰富，使故事更生活化。老师和学生进行对话互动，理解故事，体会语言。 6.Have the students read the story after the video. 【设计意图】让学生跟读故事的录音，体会原汁原味的英语，模仿语音语调。 7.Read the book together. 让学生们一起大声朗读故事，自己去体会语言，体会故事。 8.Have the students read the book by themselves. 让学生自己大声朗读故事，自己去体会语言，体会故事。 四、四、after-reading 1.Have the students play the story in groups. 【设计意图】让学生小组内选择一幅图片，表演故事。让孩子们在表演故事中感知语言和体验语言。 2.T: Trouble makes trouble at home.She makes a mess in different rooms .She is very . Can we give the story a title? 【设计意图】让学生给故事加个题目，进一步理解故事。培养孩子们的概括能力。 3.T: Why does Trouble like making trouble？ Trouble is lonely at home. She wants to play with somebody. But there is no one at home. On Sunday, Lily is at home.What will Lily do? Have the students answer the question. 【设计意图】提出问题让学生思考：猫咪为什么老在家里捣乱， 把家弄脏弄乱？培养孩子们分析的思维能力。 4.T:Do you have a pet? What do you often do with your pet? Show some pictures about kids taking care of their pets. 【设计意图】出示班里孩子们平日跟宠物活动的照片，引导孩子们要陪伴宠物，爱护宠物。 5.T: If you were Lily, What would you do? 让学生讨论来续编故事,如果我们是猫咪的主人,我们在周末应该做什么。培养他们的想象和创新的思维能力。 6.Play the video and have the students make friends with animals, love them and care of them. 【设计意图】放光盘,引导孩子们应该关心和爱护动物。 五、五、Homework Share the story with your friends or parents. 布置作业：和朋友或家人分享故事 板书设计： Who Trouble When MondayTuesdayWednesday Thursday Friday Saturday Where What making a mess Trouble Cat Written by Lily 5.学习效果评价设计 在课堂实施过程中，评价应起到监控教学过程，反馈教学信息、激励学生自己学习和小组合作的重要作用。 所以在教学过程中充分考虑学生的年龄、认知水平，选用了合理多样化的评价。 1、上课老师用鼓励的眼神和手势来肯定和表扬学生。及时口头表扬发言积极，思维活跃的学生。 2、小组内合作完成任务，全体学生给与肯定和鼓励的掌声。 6.教学设计特色说明与教学反思 教学设计特色教学设计特色 1、在教学过程中，老师为学生创造在真实语言环境中运用语言的机会，让学生去体验、实践、参与探究，发 现语言规律，逐步掌握语言知识和技能。 2、利用多媒体教学手段，让学生轻松理解重点和难点单词。 3、三个小视频的展示，让学生去理解，去感受动物的可爱，淘气和的孤独，触动孩子们的内心，培养孩子们 热爱动物，保护动物的感情。 4、借助 PPT 和道具来讲和表演故事，为学生创造在真实语言环境中运用语言的机会。让学生去体验、实践、 参与探究，发现语言规律，逐步掌握语言知识和技能。 教学反思教学反思 1、本节课老师巧妙设计问题，让学生预测故事，培养学生仔细观察，联想，预测的思维能力。 2、给出图表，让学生自己浏览故事，小组合作，完成任务。提高学生的自学能力和与他人合作的能力，培养 了学生的概括，归纳的思维能力。 3、续课编和改编故事，培养学生想象和创新的思维能力，并培养学生的爱心，提升学生的综合人文素养。
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