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人教PEP三年级英语上册 Unit3_C_Story_time公开课教案

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Unit3 C Story time公开课教案
一、教学内容：PEP小学英语三年级上册Unit 3 C Story time
二、教学目标
1. 巩固并检测学生对本单元掌握情况。
2. 能在图片和动作的帮助下听懂小故事。
3. 能在教师的指导下分角色表演故事。
4. 培养学生积极参与交际、乐于表达的习惯。
三、教学重难点
在故事的学习表演和做木偶的过程中巩固所学语言并扩展新的语言点。
四、教学过程
课前播放歌曲Head and shoulders, knees and toes.
1. Warm-up
(1) Let’s do.

(2) I say you do:
First, touch your head. Then, touch your nose.
教学first, then（首先，然后）
First, clap your hands. Then, stamp your foot.
First, shake your body. Then, shake your legs.
2. Presentation
(1) Now, let’s enjoy a story.
T: Do you like stories? If you like, you can say: Good idea!（手势）
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(2) Listen and find out: What’s the story about?
Learn the cover: Q1: What’s the story’s name? Q2: Who are in the story?
(3) Zoom and Zip make a puppet.
T: I have some puppets. Look, a pig puppet!
I like the pig puppet. It’s pink. It’s cute. What about you?
Guess what puppet do Zoom & Zip make?
引导Ss用Maybe a ... puppet.进行猜测。

(4) Watch the video and check the answer.
Look, a head, a body, an arm and a leg. →Zoom and Zip make a rabbit puppet.
(5) How to make a puppet? Let’s read the story together.
① Read the book.
② Order the pictures.（2-1-3）
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③ Let’s make a puppet together.
④ Who can make the rabbit puppet on the board?

让学生边贴边说：First, make the head.
Then, make the body.
Then, make two arms & two legs.
(6) The puppet is OK. Let’s say “Hello!” to the puppet.
(7) I have a rabbit puppet, too. Now let’s play with the puppet.
(8) You have a good time with the puppet. How about Zoom and Zip? Can they play
with the puppet, too?

Read by yourself and circle the key words.
(9) Let’s read it better: How do you think of the puppet? (It’s naughty.)
(10) Let’s act in groups.
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3. Extension
(1) Zoom and Zip’s puppet flew away. Let’s make a new puppet.
First, let’s enjoy a video about making a puppet.
Then, answer two questions:
① What’s his name? (His name is Pinocchio.)
② The puppet was made with cloth.
(2) What can you use to make a puppet? We can use the _______.

(3) Now let me make a puppet first.（T示范做一个puppet。）
Then, make a puppet in your group.
(4) Let’s say sth. about the puppet in groups:
Look at my puppet. It’s funny. Look at the head. It’s a CD. It’s round. Look at the
body. It’s a box ... This is my puppet. Do you like it?
(5) Creative life is infinite! （创意生活快乐无限。）

4. Homework
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(1) Act the story after class.
(2) Think: What will the story go on?
五、板书设计

六、课后反思
这是一节故事课，通过Zoom和Zip一起制作一个木偶小兔的故事，重现
了本单元重点词汇和部分句型。总体来说，整堂课我的设计思路很清晰，能够
根据学生的实际情况设置合理的任务，并在循序渐进中逐一突破重难点。
最后的拓展部分让学生制作木偶，动手体验，是本课的最大亮点。当然，
这个木偶不仅仅局限于我们平时所见的普通木偶，结合一到三单元的topic：字
母、颜色和文具等，来制作一个不一样的木偶，并且让学生用所学知识来介绍
这个新木偶：This is my puppet. Look! I see letter A. It’s a hat. Look at the head. It’s
a pencil box...既是对文本知识的一次系统梳理和提升，也是对学生综合语用能
力的一次挑战。

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人教PEP六年级英语上册Unit4_C_Story_time 公开课教案

人教PEP六年级英语上册Unit4_C_Story_time 公开课教案

Unit4 C Story time公开课教案教材分析本课的教学材料选自人民教育出版社《义务教育教科书英语（三年级起点）六年级上册》U4 I have a pen pal C Story time，本单元围绕兴趣爱好开展。

教学目标1. 学生能通过阅读故事，巩固本单元所学语言；2. 能理解故事内容，并按照正确的意群及语音、语调朗读故事；3. 能够复述故事，能恰当地运用故事中的语言；4. 通过让学生分组合作、自主学习等方法，激发学生阅读兴趣，掌握阅读方法，培养学生自主学习、合作学习的能力；5. 学生能针对生活中遇到的各种信息学会思考、分辨，不盲从、不迷信。

教学重点难点1. 在故事语境中，运用本单元核心句型“He likes doing …”，“He doesn’t like doing …”来描述兴趣爱好、巩固已学知识并注意人称转换中动词的变化；2. 理解动词过去式，如sang, liked, shouted等；3. 理解并复述故事。

板书设计教学设计教师活动学生活动设计意图一、Warm up.1. Sharp eyes.2. Pair work.T: What’s your hobby?Ask and answer in pairs.3. Guessing game.1. Review the wordsabout hobbies.2. A: What’s your hobby?B: I like …3. Ss: Zip likes …复习词汇和本单元重点句型Ilike …/ He likes …为输出做好铺垫,营造轻松的学习T: We all have hobbies, sodoes Zip.What’s his hobby? Guess!氛围。

二、Presentation ＆practice 1. Meet the main characters.T: Yes, Zip likes listening tostories. Look! He is listeningto a story between a … anda …T: Look at the squirrel.Anything strange?T: What happens to its tail?Let’s watch the story of thetail.2. Watch and fill in theblanks.T: While watching, pleasefind out their names, addressand hobbies.3. Learn picture 2.T: The monkey is the king ofthe forest. What do they do tomake the monkey happy?Read and tick or cross.Ss: Between a monkeyand a squirrel.Ss: Its tail is small andthin.Ss watch and fill in thechart by using thefollowing sentences:His name is …He lives in …He likes …Ss read and judge.1. Every day the MonkeyKing has to give thesquirrels gifts. ( )2. When the Monkey通过猜一猜引入故事，激发学生好奇心，为后面环节做好准备。

Unit 4-课时3-Part C (教案)人教版PEP(2024)英语三年级上册

Unit 4-课时3-Part C (教案)人教版PEP(2024)英语三年级上册

2. TT: What fruit do you know?（复习所学过的fruit相关的词汇。）
SS: apple, banana, orange, grape
2.练习
Part 1
TT: What fruit do you like?
How abቤተ መጻሕፍቲ ባይዱut Binbin, John, Chen Jie and Sarah?
课程名称Unit4Plants around us
课时安排
共4课时
第3课时
教学内容
Unit4-PartC Project: Make a paper garden&Reading time
教学目标
1.复习词汇apple, banana, farm, air, orange, grape, school, garden, need, water, flower, grass, plant, new, tree, sun, give, us, see
3.熟读Reading time故事内容。
教学重难点
学生动手进行paper garden的绘制并结合所学词汇句型进行独立表达。
教学准备
1.主题相关歌曲
2.单词和字母卡片
3.课本音频
一、教学过程
教学
环节
教学版块
教师用语
学生反馈与用语
1.热身
1.Greetings+review
1.播放plants相关的主题歌曲或视频进行引入
讲解活动要求并指导学生动手做卡片并完成paper garden的制作
学生根据老师的要求动手完成
3.效果
展示
Part 4
1.小组内进行练习，结合自己完成的Paper garden
人教PEP五年级英语上册Unit4_C_Story_time 公开课教案

人教PEP五年级英语上册Unit4_C_Story_time 公开课教案

教材内容：Unit4 C Story time江西公开课教案教材：人教PEP小学英语五年级上册P45单元主题：What can you do?课型：故事课一、教学内容本课教学内容是人教PEP五年级上册Unit4 What can you do? C Story time部分，教学故事Rat and Snake。

本部分呈现的是田鼠如何机智地摆脱被蛇吃掉的厄运，在紧张的故事情节发展中复习巩固本单元核心词汇与句型：What can you do? I can ... Can you ...? Yes, I can / No, I can’t. 以及多个动词及动词词组。

教师帮助学生通过图片和上下文理解句子的意思，如：Don’t throw me into the lake, please! Silly snake! 这一故事教学的目的是让学生在阅读中进一步复习和巩固本单元的知识，并得以有效拓展。

二、教学目标1. 知识目标(1) 词汇：rat, snake, tasty, lake, silly, away；(2) 句型：基础句型What can you do? I can ... Can you ...? Yes, I can. / No, I can’t. 拓展句型I can ... for you. There’s a ... Don’t ...2. 能力目标(1) 能够理解并朗读故事；(2) 能在教师的帮助下表演故事。

3. 情感与态度(1) 运用本单元所学核心语言讲述趣味故事，引起学生学习英语的兴趣，扩大学生阅读量。

(2) 让学生了解动物与人类应是和谐、共处的关系。

(3) 根据《中华人民共和国野生动物保护法》，教育学生保护、拯救珍贵、濒危野生动物，发展和合理利用野生动物资源，来维护生态平衡。

三、教学重点使学生在相对真实、完整的语境中接触、体验、理解语言。

四、教学难点能够在图片和情景的帮助下，引导学生去讲故事；引导学生观察故事中主人翁和所处的环境。

Unit 3 Look at me 英语教案人教PEP版三年级英语上册

Unit 3 Look at me 英语教案人教PEP版三年级英语上册

Unit 3 Look at meLevel: Grade 3Time: 45 minutesObjectives:To be able to understand and use the vocabulary related to parts of the body.To be able to describe one's physical appearance.To be able to ask and answer questions about one's physical appearance.To develop listening and speaking skills.Materials:Flashcards of the parts of the bodyPictures of different people's physical appearancesWorksheet for practicing the vocabulary and describing physical appearanceProcedure:Warm-up (5 minutes)Greet the students and ask them how they are feeling today.Play a quick game of Simon says, using the vocabulary of the parts of the body. For example, "Simon says touch your nose" or "Simon says point to your ears".Introducing the vocabulary (10 minutes)Show the flashcards of the parts of the body and say the name of each one.Have the students repeat the names after you.Use the flashcards to play a game of "What's missing?" by removing one or more cards and having the students guess which ones are missing.Describing physical appearance (10 minutes)Show pictures of different people's physical appearances, such as hair color, eye color, and height. Ask the students to describe what they see in the pictures. For example, "He has black hair and brown eyes".Have the students work in pairs and describe each other's physical appearance using the vocabulary they have just learned.Asking and answering questions (10 minutes)Introduce the question "What do you look like?" and model the answer by describing your own physical appearance.Have the students work in pairs and take turns asking and answering the question. Encourage them to use the vocabulary they have learned.Practice worksheet (5 minutes)Hand out the worksheet and have the students complete it independently.Review the answers as a class.Wrap-up (5 minutes)Review the vocabulary and key phrases learned in the lesson.Ask the students to share one thing they learned today.Assessment:Observation during the activities and completion of the worksheet will serve as formative assessment.Exercise:Write down the names of five different parts of the body.Look in the mirror and describe your physical appearance using at least three different parts of the body.Ask a friend what they look like and write down their response.Homework:Write a short paragraph describing a person's physical appearance. Use at least five different parts of the body in your description. You can describe a friend, family member, or even a celebrity. Be creative!。