人教版小学英语三年级上册《Unit 1 Myself Story Time》优良课公开课课件、教案

Unit1 Myself Story time

教材来源：小学三年级新起点《英语》教科书/人民教育出书社2013版

内容来源：小学三年级新起点《英语（上册）》第一单位Myself

主题：Story time

课时：共一课时，第四课时

授课对象：三年级学生

1.整体设想思绪、指点根据申明

新《英语课程尺度》指出，根底教育阶段英语课程的总体目的是培育学生的综合语言运用才能。人教版教材的教学目标是激发学生进修英语的兴趣，培育学生具有必然的语感和优良的语音，腔调，书写根底，使学生初步具备用英语停止简单日常交换的才能，为学生的进一步进修奠基优良的根底。

本节课的教学以情景故事教学为主线，课前一路唱一首有关猫和老鼠的歌曲，围绕Sally和Tom若何成为好伴侣那一故工作节为主线展开教学，设想了Tom想和Sally交伴侣，但Sally嫌弃Tom又小又脏，Tom讨好并在cat捕食Sally的时候，Tom英雄救美，最初两鼠成了好伴侣的故事为主线展开边学边演、模拟的故事教学。在那过程中完成所有教学内容的传授，并倡导学生热心帮忙，寓教于乐，充实调动学生的积极性。最初通过排序和复述故事来总结今天所学的次要内容，然后停止故事的演出，培育学生的演出才能并完成感情目的的升华。

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2.教学布景阐发

教学内容阐发： 本节课所传授的是新起点小学英语三年级上册Unit1 Story time。Story time板块分为三个部门：第一部门呈现故事；第二部门模拟和跟读故事；第三部门演出故事及感情升华。

学生情况阐发：三年级学生年龄在九岁摆布，素性活泼好动，喜好曲不雅形象，爱唱、爱跳、爱玩、擅长模拟，勇于启齿。 通过一至三年级的进修，他们已经掌握了26个字母在单词中的发音，并对问候和交伴侣方面有必然的领会。所以设想课堂活动的时候要有必然的思虑性、兴趣性，能带给他们必然的新颖感，才气吸引他们的兴趣，才气使每个学生参与到课堂进修活动中，使整节课活起来。

3.教学目的阐发

1.常识才能目的：

（1）学生能通过阅读兴趣故事复习稳固本单位所学的语言，并增加语言的输入；

（2）学生能理解故事内容；

（3）学生能准确朗读故事；

（4）学生能演出故事，并能得当运用故事中的语言。

教学难点

2.感情目的、进修战略：

（1）通过课堂故事演出，可以体味故事主题。

（2）通过模拟朗读、演出的进修，养成学生优良的英语进修习惯。

（3）通过读故事、Chant等活动，加强对学生启蒙阅读的训练，让学心理解热心助人、仁慈的好道德，让学生体味到朗读、模拟和演出对英语进修的重要意义。

4.教学重点、难点阐发

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教学重点

（1）学生能通过阅读兴趣故事复习稳固本单位所学的语言，并增加语言的输入；

（2）学生能理解故事内容；

（3）学生能准确朗读故事；

（4）学生能演出故事，并能得当运用故事中的语言。

教学难点

（1）学生能演出故事，并能在生活中得当运用故事中的语言。

（2）通过读故事、Chant等活动，加强对学生启蒙阅读的训练，让学心理解热心助人的好道德，让学生体味到朗读、模拟和演出对英语进修的重要意义。

4.教学过程

Step Ⅰ Warm up

1, Greetings: Hello! How are you ? Nice to meet you.

2, In my class,if you do a good job,you can get a postcard.You can write wishes for your friends.After class,you can send it to your friends.Before the class,let’s sing a song.

Everybody, stand up,follow me.

I’m a cat,miaow miaow miaow.

You’re a mouse,squeak squeak squeak.

I’m a cat,you’re a mouse.

Let’s play games, go go go !

( 设想企图：通过简单的chant开课，不只能调动学生的积极性，活泼课堂气氛，并且引出故事的角色，为接下来的新课做好铺垫。)

3,Now,catching game.I’m the cat,you’re the mouse.Let’s do actions. When I say stop,you should keep it and don’t move.If you move,I will catch you and answer my questions.

Are you ready ? Everybody,stand up,follow me.

Running running running running,

Hop hop hop, hop hop hop,

Jumping jumping, Jumping jumping!

Questions : What’s your name ? How old are you ?

Do you like stories? Do you like cats/mice ?

( 设想企图：通过简单的猫抓老鼠游戏，打破故事里的动词jump和run，并能为后文做好铺垫，也能拉近师生关系，并活泼气氛。)

Step Ⅱ Presentation

1,Amazing!Today I will show you a story about Sally and Tom,http://too.In this story,There are two mice.One is Tom,the other is Sally.Guess: Are they friends ?

2,Maybe you are http://right.In this story,there is a big kitchen.They are in a kitchen. It’s at night . Are there any other animals in this story.What is it ? (Cat)

3,Guess: Will the cat eat mice at last ?

( 设想企图：操纵简笔划画出时间、地点和人物，并让学生预测Tom和Sally 之间的关系，预测故事会发作什么。)

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Step Ⅲ About story

1,Good guess ! Now let’s watch the beginning of the story.and tell me whose place is it ?

Yes,it’s Sally’s.We can find it here.

S:I’m Sally. This is my place.

Try to imitate and ask Ss to imitate.

2,And how old is Tom ? He’s 5 years old.So small.

T:Maybe we can share. I want to be your friend.

3,Are they friends ? Why ? How do you know that ?

S:Hmm. You’re dirty and small.How old are you ?

T:I’m 5 years old.

S:Oh, so small. I don’t like you.

Try to imitate and ask Ss to imitate.

4,But Tom wants to be her friend. He does something for Sally.What will Tom do for Sally?Let’s Look and listen.

( 设想企图：通过旁观视频，领会次要角色的出场及感情的铺垫。通过模拟角色的语音腔调体味Tom和Sally的初度碰头情境，并能复习单位目的语言，设下疑问Tom接下来会做什么。)

5,Questions: What does Tom do for Sally ?(bread/cake/dance)

Does Sally like bread/cake/dancing?

Sally doesn’t like them. What will she say?

I don’t like your bread/cake.Hmph.

Ask Ss to imitate this.

Is Tom happy now ?

Yes,Tom is sad. He wants to go.

( 设想企图：让学生听灌音和察看图片验证之前的推测，并梳理Tom为讨好Sally所做的工作来凸起交伴侣的热诚，但Sally的回绝来凸起Tom的心理落差。Tom和Sally不是好伴侣为后面故事转折做好铺垫。)

6,Suddenly,Miaow.The cat is coming.

Listen (Cat says :I’m hungry.)

The cat is hungry.What will happen of them ? Let’s watch.

After watching, does Tom run away ? (Ask Ss to answer it.)

7,What does Tom do for Sally ? He helps Sally.

8,How does Tom help her ?

Let’s read this paper in pairs,and underline the key words.

9,Have you got it?---this way,quick,run,jump,take this

10,Read in roles,then imitate and act.(TPR)

T:cat Boys:Tom Girls:Sally(change for three times)

11,The cat could’t catch them.They are so happy.Tom helps Sally,can you guess does Sally want to be Tom’s friend ?

( 设想企图：让学生从语气、腔调及演出中体味Tom 和Sally感情的变革。拟声词和动词较多，教师做好示范引导感化，也为演出做好铺垫。)

12,At last,Tom and Sally ran away. The cat couldn’t eat them.

Are they happy now ? Are they friends now ?

Guess :What will Sally say to Tom ?

Let’s listen : Do you...do you want to be my friend ?(imitate)

Yes.Wow, that’s the happy ending.

( 设想企图：Tom帮了Sally后，Sally感情的变革让学生发散思维说说最初Sally会说什么，用灌音凸显两者成为伴侣后的喜悦。)

Step IⅤ Show time

1,This is the whole story. Here are some pictures on your desk.Please put them in right places.Work in groups. I will give you 2 mins.

2,Who can tell me your answer ? Maybe you are right.Let’s listen and check the answers together.

Retell the story with blackboard design.

Are you all right ?

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3,Let’s read and imitate after the video.

( 设想企图：通过希沃白板拖沓功用停止排序和复述故事检测和加深对故事内容的理解，为演出做好铺垫。）

4,Now,please act it out in groups.You have two choices.You can act the whole story.You also can choose one part to act.5 mins for you.Then show time.

( 设想企图：通过对故事文本的理解，让学生本身角色饰演，演出故事。）

Step 4 Extension

1,Do you like this Tom/Sally ? Why ?

2,Do you like this story ?

3,What do you learn from it ?

Yes.We should be kind.We need friends.We should help each other.

A friend in need is a friend indeed.

( 设想企图：故事中感情目的的升华，凸起主题。）

Step 5 Homework

What will happen next? Please write down your own story.And then

you can tell this story to your friends or parents.

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