Unit 3 Is this your pencil -Sound time, Rhyme time, Checkout time & Ticking time-ppt课件-(含教案+素材)-部级公开课-新牛津译林版三年级下册英语(编号：802b1).zip
课堂作业纸课堂作业纸一、听、指单词比赛。五局三胜。 二、小组合作，用r, r, r, r is for.读下列单词，并圈出红色字母 r 发音r的单词。 三、小组合作，选择一幅图讨论，用“my”或“your”自己说或编对话，说得越多越好。1三下三下 UnitUnit 3 3 IsIs thisthis youryour pencil?pencil? 教学设计教学设计 （Sound time, Rhyme time, Checkout time & Ticking time） 一、教学内容一、教学内容译林版三下 Unit 3 Is this your pencil?里的 Sound time, Rhyme time, Checkout time 以及 Ticking time二、教学设计思路二、教学设计思路本单元的日常交际用语是询问物品的主人，基本句型为 Is this/that your .? Yes, it is./ No, it isnt. 重点词汇为学校用品，如：pencil, pen, schoolbag, crayon, ruler, pencil case. 本节课为第三课时，以 Ticking time 三个目标为主线，以游戏的形式复习本单元的重点词汇和句型。通过头脑风暴、小组合作等形式促进学生熟练运用myyour 谈论学校用品，并完成 Checkout time。然后，提出问题 Wheres the ruler? Whose ruler is it? 抓住学生注意力，过渡到 Rhyme time 的学习。再用 Mr Robot 的人机对话，过渡到 Sound time。最后，欣赏有趣的短片，拓展语音学习，激发学生对语音学习的兴趣。3、教学目标教学目标1. 通过游戏、Checkout time 等复习本单元重点词汇和句型并能在情境中熟练运用。2. 会唱歌谣 “A ruler”，能初步理解 floor 和介词 on、beside，读懂歌词的含义。3. 能初步听懂、会读 Sound time 的小诗，体会字母 r 的发音规则，激发其对语音学习的兴趣。4. 在自主学习和小组合作中，培养观察能力、预测能力、倾听能力、表达能力、以及多种思维能力，提升综合语言运用能力。2四、教学重难点四、教学重难点1. 在情境中熟练运用本单元的重点词汇和句型；2. 体会字母 r 的发音规则。 5、教学准备教学准备板贴、作业纸、多媒体六、教学过程六、教学过程Step 1 Warming up&Revision 1. Song T: Heres a song for you. Please enjoy and find out the topic of the song. 设计意图歌曲热身，引入本课主题。2. Ticking time T: We have learned many school things in Unit 3. This is the ticking time of the unit. How many stars can you get here? I can talk about things for school. 设计意图引入本单元的 Ticking time，为学生本节课的学习做好具体的目标指引。 3. Game: Listen and touchT: This is . a school bag, a pencil case, a rubber, a ruler,a pen, a crayon and a pencil. (板贴图)T: Well done. Lets play a game. Listen and touch. Before the game, you can practice in groups. T: I think all of you can talk about things for school. Give yourself stars. 3设计意图板贴设计成文具形状，为英语学习渲染情境，并利用板贴展开指认游戏，复习本单元词汇，激活学生知识储备。也为 Ticking time 第一项的自评提供了依据。Step 2 Checkout time 1. Brain Storm: Make sentences with “my” and “your” T: How about this one? Can you use “my” and “your”? First, lets make sentences with them.2. Make dialoguesT: Here are three pictures. Please choose one to make dialogues. Remember to use “my” and “your”. T: Please guess which picture they act. And try to remember their sentences with “my” or “your”. T: Which picture do they act? Who can repeat their sentences with “my” or “your”? T: You did a good job. I think you can get three stars here too. 3. Lets writeT: This time, lets try to write. Open your books. Turn to P23. Please try to write correctly and clearly. Tips: Write correctly and clearly. 设计意图以 Ticking time 的第二个目标为指引进行头脑风暴，用 “my” 和 “your”造句。板贴主要句型。再出示 Checkout time 的三幅图，让学生小组创编对话，学4习在情境中运用所学英语，提高综合语言运用能力。在学生小组表演环节，提醒其他同学们认真倾听，辨认是那一幅图，并尝试重复对话表演中带有 “my” 或 “your”的句子，培养学生的倾听能力，养成认真倾听的好习惯。最后，提醒学生们书写时候要书写清楚、正确，培养好的书写习惯。Step 3 Rhyme time1. Try to find T: We know the ruler is not Mikes. Then whose ruler is this? Wow, the ruler is missing. Wheres the ruler now? Ss: Its on the floor. T: Oh. Its on the floor, just beside the door. T: Whose ruler is it? Is it the little girls or Mr .? T: You are so great. Read this. (ruler) . And this (Fuller) T: He is Mr Fuller. Lets say hello to Mr Fuller. Ss: Hello, Mr Fuller. 设计意图多媒体隐藏 Checkout time 图片中的尺子，造成尺子丢失的效果，用问题Wheres the ruler?过渡到小诗学习。学生通过观察图片学习 floor, beside the door. 并用单词 ruler 迁移学习新词 Fuller.2. Lets chant T: Maybe the ruler is Mr Fullers. Lets ask him together. Ss: Hello, Mr. Fuller. Is this your ruler? Its on the floor, just beside the door. Mr. Fuller: No, it isnt. Its not my ruler. Maybe its the little girls. 5 T: Can you ask the little girl in chants? Ss: . T: Practice in groups first. G1: Hello, little girl. Is this your ruler? Its on the floor, just beside the door. The little girl: No, it isnt. Its not my ruler. T: Whose ruler is it? Robot: Its my ruler. T: Whos talking? Robot: Im a red robot. Im on the desk. T: On the desk? Can you see a red robot on the desk?Oh, look, a red robot. Lets make it bigger. Lets ask together if its his ruler. Ss: Hello, Mr Robot. Is this your ruler? Its on the floor, just beside the door. Robot: Yes, it is. Thank you. 设计意图通过人机对话，创设情境，引导学生多次改编、诵读小诗，在运用中加深对小诗的理解和掌握。并引入 Mr. robot，为语音学习做铺垫。 Step 4 Sound time1. Look and say T: Look. A ruler, a rubber. A red robot has a ruler and a rubber. 设计意图引导学生观察图片，学习语音中的 chant. 62. Try to find T: Read the sentence in groups. Pay attention to the red letter. Find out what they pronounce in these words. 板贴 r r T: Lets read like this. r, r, r, r is for ruler. T: Well done. Lets watch the cartoon and read follow it. 设计意图小组合作，通过反复诵读，总结并掌握字母 r 在单词里的发音。再通过花样读、跟读 cartoon 等，进一步学习语音。3. T: Look at these words. Read them in groups and circle the words we want. T: Well done. I think all of you know the sound of the letter “r” 设计意图小组合作，辨读单词中 r 的发音。巩固所学语音，提高分辨能力、小组合作能力以及用英语解决问题的能力。4. Watch and learnT: Heres a cartoon about the sound of the letter “r”. Lets enjoy it and try to learn more words. 设计意图引入有趣的语音动画，引导孩子欣赏、模仿，拓展语音学习，并激发学生们对语音学习的兴趣。Step 5 Homework 1. Watch the cartoon and try to learn more words with the letter “r”;72. Talk about school things with “my” and “your”;3. Write the words of the Unit 3 and try to have a dictation. 七、七、Blackboard Design
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课堂作业纸课堂作业纸一、听、指单词比赛。五局三胜。 二、小组合作，用r, r, r, r is for.读下列单词，并圈出红色字母 r 发音r的单词。 三、小组合作，选择一幅图讨论，用“my”或“your”自己说或编对话，说得越多越好。1三下三下 UnitUnit 3 3 IsIs thisthis youryour pencil?pencil? 教学设计教学设计 （Sound time, Rhyme time, Checkout time & Ticking time） 一、教学内容一、教学内容译林版三下 Unit 3 Is this your pencil?里的 Sound time, Rhyme time, Checkout time 以及 Ticking time二、教学设计思路二、教学设计思路本单元的日常交际用语是询问物品的主人，基本句型为 Is this/that your .? Yes, it is./ No, it isnt. 重点词汇为学校用品，如：pencil, pen, schoolbag, crayon, ruler, pencil case. 本节课为第三课时，以 Ticking time 三个目标为主线，以游戏的形式复习本单元的重点词汇和句型。通过头脑风暴、小组合作等形式促进学生熟练运用myyour 谈论学校用品，并完成 Checkout time。然后，提出问题 Wheres the ruler? Whose ruler is it? 抓住学生注意力，过渡到 Rhyme time 的学习。再用 Mr Robot 的人机对话，过渡到 Sound time。最后，欣赏有趣的短片，拓展语音学习，激发学生对语音学习的兴趣。3、教学目标教学目标1. 通过游戏、Checkout time 等复习本单元重点词汇和句型并能在情境中熟练运用。2. 会唱歌谣 “A ruler”，能初步理解 floor 和介词 on、beside，读懂歌词的含义。3. 能初步听懂、会读 Sound time 的小诗，体会字母 r 的发音规则，激发其对语音学习的兴趣。4. 在自主学习和小组合作中，培养观察能力、预测能力、倾听能力、表达能力、以及多种思维能力，提升综合语言运用能力。2四、教学重难点四、教学重难点1. 在情境中熟练运用本单元的重点词汇和句型；2. 体会字母 r 的发音规则。 5、教学准备教学准备板贴、作业纸、多媒体六、教学过程六、教学过程Step 1 Warming up&Revision 1. Song T: Heres a song for you. Please enjoy and find out the topic of the song. 设计意图歌曲热身，引入本课主题。2. Ticking time T: We have learned many school things in Unit 3. This is the ticking time of the unit. How many stars can you get here? I can talk about things for school. 设计意图引入本单元的 Ticking time，为学生本节课的学习做好具体的目标指引。 3. Game: Listen and touchT: This is . a school bag, a pencil case, a rubber, a ruler,a pen, a crayon and a pencil. (板贴图)T: Well done. Lets play a game. Listen and touch. Before the game, you can practice in groups. T: I think all of you can talk about things for school. Give yourself stars. 3设计意图板贴设计成文具形状，为英语学习渲染情境，并利用板贴展开指认游戏，复习本单元词汇，激活学生知识储备。也为 Ticking time 第一项的自评提供了依据。Step 2 Checkout time 1. Brain Storm: Make sentences with “my” and “your” T: How about this one? Can you use “my” and “your”? First, lets make sentences with them.2. Make dialoguesT: Here are three pictures. Please choose one to make dialogues. Remember to use “my” and “your”. T: Please guess which picture they act. And try to remember their sentences with “my” or “your”. T: Which picture do they act? Who can repeat their sentences with “my” or “your”? T: You did a good job. I think you can get three stars here too. 3. Lets writeT: This time, lets try to write. Open your books. Turn to P23. Please try to write correctly and clearly. Tips: Write correctly and clearly. 设计意图以 Ticking time 的第二个目标为指引进行头脑风暴，用 “my” 和 “your”造句。板贴主要句型。再出示 Checkout time 的三幅图，让学生小组创编对话，学4习在情境中运用所学英语，提高综合语言运用能力。在学生小组表演环节，提醒其他同学们认真倾听，辨认是那一幅图，并尝试重复对话表演中带有 “my” 或 “your”的句子，培养学生的倾听能力，养成认真倾听的好习惯。最后，提醒学生们书写时候要书写清楚、正确，培养好的书写习惯。Step 3 Rhyme time1. Try to find T: We know the ruler is not Mikes. Then whose ruler is this? Wow, the ruler is missing. Wheres the ruler now? Ss: Its on the floor. T: Oh. Its on the floor, just beside the door. T: Whose ruler is it? Is it the little girls or Mr .? T: You are so great. Read this. (ruler) . And this (Fuller) T: He is Mr Fuller. Lets say hello to Mr Fuller. Ss: Hello, Mr Fuller. 设计意图多媒体隐藏 Checkout time 图片中的尺子，造成尺子丢失的效果，用问题Wheres the ruler?过渡到小诗学习。学生通过观察图片学习 floor, beside the door. 并用单词 ruler 迁移学习新词 Fuller.2. Lets chant T: Maybe the ruler is Mr Fullers. Lets ask him together. Ss: Hello, Mr. Fuller. Is this your ruler? Its on the floor, just beside the door. Mr. Fuller: No, it isnt. Its not my ruler. Maybe its the little girls. 5 T: Can you ask the little girl in chants? Ss: . T: Practice in groups first. G1: Hello, little girl. Is this your ruler? Its on the floor, just beside the door. The little girl: No, it isnt. Its not my ruler. T: Whose ruler is it? Robot: Its my ruler. T: Whos talking? Robot: Im a red robot. Im on the desk. T: On the desk? Can you see a red robot on the desk?Oh, look, a red robot. Lets make it bigger. Lets ask together if its his ruler. Ss: Hello, Mr Robot. Is this your ruler? Its on the floor, just beside the door. Robot: Yes, it is. Thank you. 设计意图通过人机对话，创设情境，引导学生多次改编、诵读小诗，在运用中加深对小诗的理解和掌握。并引入 Mr. robot，为语音学习做铺垫。 Step 4 Sound time1. Look and say T: Look. A ruler, a rubber. A red robot has a ruler and a rubber. 设计意图引导学生观察图片，学习语音中的 chant. 62. Try to find T: Read the sentence in groups. Pay attention to the red letter. Find out what they pronounce in these words. 板贴 r r T: Lets read like this. r, r, r, r is for ruler. T: Well done. Lets watch the cartoon and read follow it. 设计意图小组合作，通过反复诵读，总结并掌握字母 r 在单词里的发音。再通过花样读、跟读 cartoon 等，进一步学习语音。3. T: Look at these words. Read them in groups and circle the words we want. T: Well done. I think all of you know the sound of the letter “r” 设计意图小组合作，辨读单词中 r 的发音。巩固所学语音，提高分辨能力、小组合作能力以及用英语解决问题的能力。4. Watch and learnT: Heres a cartoon about the sound of the letter “r”. Lets enjoy it and try to learn more words. 设计意图引入有趣的语音动画，引导孩子欣赏、模仿，拓展语音学习，并激发学生们对语音学习的兴趣。Step 5 Homework 1. Watch the cartoon and try to learn more words with the letter “r”;72. Talk about school things with “my” and “your”;3. Write the words of the Unit 3 and try to have a dictation. 七、七、Blackboard Design
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