Unit 5 Food-Lesson 3-ppt课件-(含教案+视频)-外研版剑桥版三年级下册-(编号：f0bd3).zip

1. Does Pat eat the popcorn? (Pat(Pat吃到爆米花了吗？吃到爆米花了吗？) ) Yes or No 2. Who eats the popcorn? ( (谁吃到了爆米花？）谁吃到了爆米花？）A. PatB. Pats friends3. How is Pat feeling now? （Pat 现在感觉如何？）现在感觉如何？）orHello, Pat. Popcorn.Mmm, lovely.Have some.Thank you.4. What does he buy? ( (他买了什么来充饥呢？他买了什么来充饥呢？) )4. What does he buy? ( (他买了什么来充饥呢？他买了什么来充饥呢？) )An ice creamA hamburgerorA hamburger, please.Here you are.5. Does Pat eat the hamburger? (Pat(Pat吃到汉堡了吗？吃到汉堡了吗？) ) Yes or NoA hamburger, pleaseHere you are.I love hamburgers! My hamburger!Sorry.Pat has to buy _an ice cream.Can I have an ice cream, please?Here you are.An ice cream, an ice creamCan I have an ice cream?An apple, an appleCan I have an apple?Yes, yesHere you are. How is Pat feeling now? （ PatPat感觉怎么样？）感觉怎么样？）orbusPatThe dogWho eats the ice cream?（谁吃到这根冰激淋了？谁吃到这根冰激淋了？） 在英国，公共场合是不在英国，公共场合是不允许吃任何东西的，如果你允许吃任何东西的，如果你吃东西的话是对其他人的不吃东西的话是对其他人的不尊重。而在我国没有一定的尊重。而在我国没有一定的要求。要求。Cultural differences （文化差异）（文化差异）Pats story Hello! Im Pat. Its a bad day today.(今儿是糟今儿是糟 糕的一天糕的一天) I like _,_and_. But(但是但是) my friends eat up(吃光了吃光了) my _. Pit sits on (坐在坐在上上) my _. And I have to give (给给) my _to a dog because(因为因为) _.popcornhamburgers ice creampopcornhamburgerice creamno ice cream on the bus多媒体教师的左膀右臂 记 Bad luck for Pat 教学案例 【背景分析】： 有效利用多媒体，为教学增添色彩，可以更好的吸引学生，带动学生。兴趣是学习的源泉，尤其是低年级学生，年龄小，有效注意时间短，持久性差，往往影响到课堂学习的有效程度，如何最大程度地激发他们的兴趣和愿望。提高课堂效率，我尝试将多媒体渗透到故事教学中的每一个环节。以外研版 Join in (三起)三下 Unit5, Bad luck for Pat 为例，我进行了探索并取得了不错的效果。【案例描述】：Step 1: Warm up1. Free talk.T: Hello, boys and girls.How are you feeling?2.Lets sing a song “Lots of lollipops,lots of popcorn.师生自由对话，拉近师生间距离。复习心情单词，为本课作铺垫，演唱歌曲，活跃课堂气氛，引出 Popcorn.Step 2: PresentationScene1: Picture 1-21.T shows Popcorn(实物) and says: Popcorn,Mmm, lovely.Ss read it one by one.师作闻出香味状，示范引导句型并开火车练习，引导学生进入情境。因为是实物，学生不由情绪大涨，而且是在实物情境中操练了句型，很快激起了课堂气氛。2.T gives pupils some popcorn.T: Have some.S1: Thank you.T: Have some.S2: Thank you.T: Have some.S3: Thank you. 3.T：Now open your books, listen and look carefully. Then choose the right answer.Questions:a. Does Pat eat the popcorn? (Pat吃到爆米花了吗？) Yes or Nob. Who eats the popcorn? (谁吃到了爆米花？）A. Pat B. Pat s friends3. How is Pat feeling now?（Pat 现在感觉如何？） T: Question one: What happened? Does Pat eat popcorn?Ss: No. T: Why? Wheres the popcorn?Ss: To Pats friends tummy.T: Now look at question three: How is Pat feeling?Ss: Sad.T: Oh, sorry, no popcorn(师作悲伤状)T: Now lets act it.Who can try? You are Pat(头饰) and you are Pats friends.(PPT 呈现图片)学生几组表演，在真实表演情境中练习了句子。更加深刻的体会了人物情绪起伏，而且有几组学生表情、语气很到位。其他观看同学也深深体验到了 Pat is so sad.Scene 2: Picture3-5T: Well done! But Pat is hungry, What does he buy? Now listen to tape and find the answer.T: What does he buy? (他买了什么来充饥呢？) Who can try? Great.T: I love hamburgers! Do you like hamburgers? Ss read the sentence after the teacher.T: Now Im a sale man. You can come here and buy it.S1: A hamburger ,please.T: Here you are.S2: A hamburger ,please.T: Here you are.S3: A hamburger ,please.T: Here you are.学生通过真实情境体验，掌握具体句子，这样印象更深刻，学生积极性又一次调动起来。T: Now please look at the Picture4. How is Pat feeling?Ss: He is happy.T: Does Pat eat the hamburger? (Pat吃到汉堡了吗？) Yes or No Ss: No.T: Oh, he is very .S4: Sad and angry.T:OK. Pat is sad and angry. Now work in groups.Try to act it.Ss work in groups. Ss show in the whole class.人物情绪得到了很大的渲染，Sorry! My hamburger! 是表演最到位的。通过小组合作，辐射面达到全班，组组之间竞争，培养了组内互助的意识，不乐意、不愿意的学生也动起来了。Scene 3: Picture 6-9T: No popcorn,no hamburger. Then what is he going to do?(PPT 出示Picture6)Ss: An ice cream!T: Look at my mouth. Can I (3 遍) have an ice cream (3 遍)please? (慢速+手势).T: Who can read it?Ss read it one by one.T: Read the sentences in your pairs and help your partner.S5: Can I have an ice cream, please?T: Here you are.S6: Can I have an ice cream, please?T: Here you are.（同样的形式，请两对学生、两组学生读）T: Lets say the chant.An ice cream, an ice creamCan I have an ice cream?An apple, an appleCan I have an apple?Yes, yesHere you are.T: How is Pat feeling now? （ Pat感觉怎么样？） T: Great, he is happy and tired. He wants to go home.But what happened?Who eats the ice cream?（谁吃到这根冰激淋了？） T:Why does Pat not eat the ice cream?Ss: No ice cream on the bus.T: (PPT 呈现 文化差异)Cultural differences（文化差异）在英国，公共场合是不允许吃任何东西的，如果你吃东西的话是对其他人的不尊重。而在我国没有一定的要求。Step3: Practice1.T: Listen again and read the story carefully.Pay more attention to the pronunciation and intonation.2.T: Act the story in your groups and help each other.3. Ask two groups to read the story.4. Act out the story in the whole class.再一次通过各种形式的表演，刻画人物形象，体会人物思想感情，加深对文章语句的理解，体会 Pat 各种 sad 情感。Step4: ProductionT: No popcorn,no hamburger and no ice cream. So bad luck for Pat(出示课题)Ss read after the teacher.T: Try to retell the story according to the texts. Pats storyHello! Im Pat. Its a bad day today.(今儿是糟 糕的一天) I like _,_and_. But(但是) my friends eat up(吃光了) my _. Pit sits on (坐在上) my _. And I have to give (给) my _to a dog because(因为) _.(学生通过练习进一步整体把握文章，加深文章印象)T: Bad luck for Pat, but the popcorn for Pats friends, the ice ream for the dog. Then good luck for Pats friends, good luck for the dog. So I wish good luck for you.Step5:Homework Try to retell the story to your parents.教学反思： 开拓思路，打破传统方式，将多媒体应用到教学中，力求新颖，把主动权交给学生。这次的上课是对小学英语故事教学的一种尝试，通过这节故事课的教学留给自己去思考的东西很多。将故事分为三个部分，每个部分听、说、演结合起来。每一部分让学生动起来，参与进去。好像自己成为 Pat，体验 Pat 每一次情绪变化。最主要在低年级培养学生积极主动性，激发起学生兴趣，让学生在愉快的氛围中掌握知识。形成玩中学、学中玩的学习模式。在本课教学中，学生们能与教师一起来体会故事情节的不断发展，体会故事人物的不同心情，随着故事发展的不断变化，要求学生学会看到事物发展的另一面。即 Bad luck for Pat, 同时也是 Good luck for dog, for Pats friends.情感教育方面，教育孩子在理解帮助别人的同时，可能会分割自己的利益，但帮助别人肯定是快乐的。