2020春三年级英语下册 Unit 2 In the library第1课时教案 （新版）牛津译林版

unit 2 in the librarystory timeteaching contents 教学内容story timeteaching aims and learning objectives 教学目标1. 能初步会听、说、读单词shout, eat, run, talk, sleep和library。2. 结合动词，听懂、会读、会运用祈使句的否定句dont ，并会用im sorry.来回答。3. 能听懂、会读和有感情地表演故事。4. 使学生树立公共场合文明礼仪观念，懂得遵守公共秩序，培养学生正确的人生观和价值观。focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能初步会听、说、读单词shout, eat, run, talk, sleep和library。2. 结合动词，听懂、会读、会运用祈使句的否定句dont ，并会用im sorry.来回答。3. 能听懂、会读和有感情地表演故事。4. 使学生树立公共场合文明礼仪观念，懂得遵守公共秩序，培养学生正确的人生观和价值观。教学难点：结合动词，听懂、会读、会运用祈使句的否定句dont ，并会用im sorry.来回答。teaching procedures 教学过程step 1 warm-up play a game.t: hello, children! lets play a game first! if you see a phrase, please shout. if you see a rabbit, please say “shh”.【设计意图：用游戏复习旧知并激发学生的学习兴趣，营造课堂的氛围，使学生快速进入英语情境。】step 2 presentationenjoy a story!t: you are great! ill tell you a story. shh. dont talk. the story is “the race between tortoise and rabbit”.a rabbit is walking in the forest, and singing loudly. suddenly he sees a tortoise coming slowly from another road. “i am a rabbit. i can run fast.”“dont look down on me. lets have a race.” the tortoise gets angry.“ok. lets have a race. i must run fast.”the other animals in the forest are the referees. “one, two three go!” the rabbit runs like an arrow. soon the tortoise falls far behind him.the rabbit looks back. he cant see the tortoise. hes very proud.“ah, ill be the first. i can have a rest. i want to sleep. and i want to eat a sweet.” the other animals shout to the rabbit, “dont sleep. dont sleep!” but the rabbit still sleeps.the tortoise doesnt stop. he keeps running. “run, run. dont stop. ill win.” finally he gets to the finish line. hes the winner!at this time, the rabbit wakes up.the rabbit runs to the finish line. but he fails because of his pride.【设计意图：通过龟兔赛跑的故事引出重点单词，为下一环节做好铺垫。】step 3 story time1. watch and choose t: mr rabbit feels very sad. “why didnt i win?” he thinks. the rabbit needs yang lings help. but wheres yang ling? look! shes in the library. (板书标题in the library) who are in the library? please watch and choose.s: (学生看卡通并回答) yang ling and liu tao.t: (根据学生的答案将人物图片贴在黑板上。)t: would yang ling like a sweet?s: no.【设计意图：让学生带着任务看动画，整体感知故事内容，了解大意，培养学生听故事的能力。】2. listen and chooset: good job! what does liu tao do in the library? please listen and choose.s: (学生听录音，完成选择) t: (板书：将shout, run, talk和sleep贴在刘涛的位置)【设计意图：通过设计听和选择的任务，培养学生在听的过程中提取重要信息的能力。】3. read and underlinet: what does yang ling say to liu tao? please read the story and underline the sentences.s: dont shout. dont run. dont eat. dont talk. dont sleep.t: (板书：将dont shout. dont run. dont eat. dont talk. dont sleep.贴在杨玲的位置)【设计意图：通过学生自读故事，找出相应的答句培养学生初步的阅读能力。】4. lets readt: now lets read the story. s: (模仿录音读课文。)5. lets actt: great! lets try to act the story! you can work in pairs.【设计意图：通过模仿读课文、表演课文，培养学生的朗读能力和良好的语音语调。】step 4 consolidation1. yang lings helpt: mr rabbit asks yang ling for help. rabbit: can you help me? yang ling: ok! boys and girls, lets help mr rabbit together! whats the trick?s: run./dont sleep./dont eat.t: well done! then you can win!rabbit: thank you, yang ling!yang ling: youre welcome!2. 考考你t: 小朋友们，在课堂中看到下面的情况你应该怎么说？(ppt呈现图片)s: dont sleep! dont talk! dont eat!【设计意图：通过和杨玲一起帮助兔先生及纠正课堂中不好的现象的环节，帮助学生在实际生活中运用所学日常用语，学以致用。】3. summaryt: today we learn five new words: shout, run, talk, sleep and eat.叫别人不要做某事说：dont now we know: be good in class and be good in the library, please!【设计意图：新授后的总结能帮助学生梳理一节课的重难点，让学生对照学习目标自查掌握情况。】homework 家庭作业1. copy the new words three times.2. read and act the story.3. make some public signs.teaching aids 教学准备（含板书设计）教学准备：ppt，人物头饰。板书设计： unit 2 in the librarydont shout. dont run. dont eat. dont talk. dont sleep.dont drink. 说课热身环节，教师通过游戏复习上一单元的动词词组，巩固祈使句的肯定句形式，为本课祈使句的否定形式的教学做好铺垫，同时引出本课的线索人物：兔先生。再由“龟兔赛跑”的故事导入本课的新单词，让学生在有趣的故事中对生词有了初步的印象，且学生对故事有浓厚的兴趣，讲故事也能很好地带动学生学习的热情，为后面的学习进行了铺垫。故事结束时由兔先生寻求杨玲的帮助导入story部分。在课文学习部分，让学生先通过看卡通，找出图书馆有哪些人，这是一个整体感知的过程，培养学生听故事的能力。接着让学生听故事找出刘涛做了哪些事，培养学生听英语的能力。对于刘涛做的事情，杨玲是怎么说的？请学生自读故事找一找，这里引导学生关注课文的细节信息，培养学生结合插图理解大意和看故事的能力。接下来以图文相配的形式带领学生逐句朗读课文并表演，培养学生朗读的能力，养成良好的语音语调。在这个环节，教师可提出不同层次的表演要求，并让学生参与评价。在朗读和表演故事的过