(共24张PPT)
人教PEP
三年级下册
Recycle
1
Read
aloud
cat
a
a
a
/?/
/?/
/?/
bag
dad
hand
Step
1
Lead
in
e
e
e
/e/
/e/
/e/
ten
pen
leg
red
i
i
i
/?/
/?/
/?/
big
six
pig
milk
Where
are
you
from?
I’m
from
the
UK.
I’m
from
China.
I’m
from
Canada.
I’m
from
the
USA.
Step
1
Warm-up
Who’s
that
man?
He’s
my
father.
She’s
my
mother.
Yes,
he
is.
No,
she
isn’t.
Is
he
your
brother?
Is
she
your
sister?
Who’s
that
woman?
Let's
sing
Look
at
that
...
It’s
+
形容词.
It
has
a
+
形容词
+
单数名词.
It
has
+
形容词
+
复数名词.
Who’s
that
boy?
He’s
my
friend,
John.
Step
2
Presentation
Hi,
John.
This
is
my
friend,
Wang
Tong.
Nice
to
meet
you,
Wang
Tong!
Nice
to
meet
you,
too.
Where
are
you
from?
I’m
from
the
USA.
Yes,
I
like
sports.
Let’s
play!
You’re
tall!
OK!
I
like
sports.
Me
too.
Read
aloud
Listen
and
imitate
Wang
Tong:
Who’s
that
boy?
Chen
Jie:
He’s
my
friend,
John.
Chen
Jie:
Hi,
John.
This
is
my
friend,
Wang
Tong.
John:
Nice
to
meet
you,
Wang
Tong!
Wang
Tong:
Nice
to
meet
you,
too.
Where’re
you
from?
Wang
Tong:
Yes,
I
like
sports.
Let's
play!
Chen
Jie:
OK!
John:
I’m
from
the
USA.
John:
You’re
tall!
Wang
Tong:
Yes,
I
like
sports.
Let's
play!
John:
I’m
from
the
USA.
John:
You’re
tall!
小组内练习对话并表演，其他同学评价。
小组合作，声音洪亮，能够模仿录音、有感情地朗读课文。
小组合作默契，声音洪亮，脱离课本，口语表达较准确、流利，感情与肢体语言较丰富。
小组合作默契，声音洪亮，结合已有知识或生活实际，对内容有创新，口语表达准确、流利，感情与肢体语言丰富。
B
A
C
Role-play
Step
3
Let’s
practice
一、找出每组中不同类的单词。
（
）1.
A.
UK
B.
Canada
C.
father
（
）2.
A.
student
B.
pear
C.
pupil
（
）3.
A.
mother
B.
white
C.
sister
（
）4.
A.
book
B.
thin
C.
long
C
B
B
A
Step
4
Test
in
class
1.
This
is
friend,
Wang
Tong.
A.
you
B.
my
C.
she
二、单项选择。
2.
that
boy?
A.
What
B.
Who
C.
Who's
3.
I
sports.
A.
like
B.
likes
C.
can
Step
5
Conclusion
1.
Who’s
that
boy?
He’s
my
friend,
John.
2.
Nice
to
meet
you,
Wang
Tong!
Nice
to
meet
you,
too.
3.
Where
are
you
from?
I’m
from
the
USA.
Step
6
Homework
1.读第32页Read
aloud部分三遍。
2.读第一单元Let's
talk和Let's
learn各三遍。
3.完成本课时的配套练习。
4.预习Recycle
1
Listen
and
chant。中小学教育资源及组卷应用平台
Recycle
1
Read
aloud
一、教学目标
1．能够理解对话大意。
2.
能够用正确的语音、语调朗读对话。
3．在对话中复习打招呼、自我介绍和介绍他人的核心句型。
二、教学重点、难点
1．复习1～3单元的词汇。
2.
复习核心句型：
(1)打招呼“Hello!”“Nice
to
meet
you.”“Nice
to
meet
you,
too.”。
(2)自我介绍“I'm...”“I'm
from...”。
(3)介绍他人“This
is...”。
三、教学准备
教师准备本课时的课件、课文音频和视频。
教学过程
Step
1：
Review&Lead
in(复习&导入)
单词分类。教师引导学生把黑板上的单词卡片进行分类，每一组找一类单词。
国家名：the
UK、Canada、the
USA、China
家庭成员：grandfather/grandpa、grandmother/grandma、father/dad、mother/mum、brother、sister
形容词：thin、fat、tall、short、long、small、big
其他：teacher、student、pupil、man、woman
Step
2：Presentation&Practice(新课呈现&当堂操练)
Read
aloud
1．整体看图阅读，复习打招呼和介绍朋友认识的用语。
(1)引导学生看课本插图，教师提出问题，组织学生讨论“Who
can
you
see?
Where
are
they?
What
are
they
doing？”引导学生找到答案。
(2)引导学生梳理所学过的打招呼用语以及介绍用语。
打招呼用语：Hello!
How
are
you?
I'm
fine,
thank
you.
Nice
to
meet
you.
Nice
to
meet
you,
too.
介绍用语：What's
your
name?
My
name's...
Where
are
you
from?
I'm
from...
Who's
that
boy/girl？ He's
/She's
my...
2.
整体听对话，获取具体信息。
(1)教师提出问题“Where
is
John
from?
Who
is
the
tall
girl？”，学生带着问题听对话录音两遍，找到答案“John
is
from
the
USA.
The
girl
is
Wang
Tong.”。
(2)教师再次播放录音，学生听录音，给对话标上序号。
(3)教师播放课本动画，在教师和视频的帮助下学生理解“I
like
sports.”和整个文本的含义。
(4)教师播放课文音频，学生模仿录音朗读对话，然后戴上头饰，进行角色扮演。
3．建构主题知识网络图，学习描述人物的方法。
教师用简笔画在黑板上画一个女孩，以师生对话的形式归纳所学的描述人物的词句。
What:
Mary、she、girl、student
Where:
Canada
How:
tall
and
thin、long
hair、a
big
nose、small
eyes
This
is
my
friend.
She
is
Mary.
She's
a
girl.
She's
a
student.
She's
from
Canada.
She's
tall
and
thin.
She
has
long
hair.
She
has
a
big
nose
and
small
eyes.
Look
and
tick
教师让学生看图片，做此部分，最后统一核对答案。
Find
Sarah's
family
教师用PPT展示Look
and
tick部分的图片，并提出问题，同学们进行抢答。
Step
3：Consolidation&Extension(巩固&拓展)
1．教师用课件展示几张人物图片，学生分组选择一幅图片，利用上面的知识，仿照段落来描述人物。
2.
完成课本第34页的练习。
Step
4：Summary(小结)
复习打招呼、自我介绍和介绍他人的核心句型。
Step
5：Test(当堂微测)
选词填空。
A．friend B．Where C．tall D．Who E．like
1．________
is
that
boy?
2.
________
are
you
from?
3.
I
________
sports.
4.
He's
my
________.
5.
You're
so
________.
Answer：1.D 2.B 3.E 4.A 5.C
Step
6：Homework(作业)
1．读课本第32页对话三遍。
2.
用英语介绍一位自己的朋友。
3．完成本课时的配套练习。
4．复习1～3单元的词汇。
板书设计
Recycle
1
Read
aloud
—Who’s
that
boy/girl？
—He/She
is...
This
is
my...
—Where
are
you
from?
—I’m
from...
教学反思
1．亮点：本节课重点复习形容词及描述动物的句型，教师不是单纯地罗列知识，而是通过大量的歌谣来帮助学生记忆，这样不仅使学生读起来朗朗上口，提高了学习效率，同时又调节了课堂气氛。
2．不足之处：部分学生对“It's...”与“It
has...”的发音及用法上还是不太明确。
3．教学建议：教师需要对It's
与It
has的发音进一步强调，详细解释两者的含义，让学生更多地运用句型去练习。
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