Module 4 Unit 3 Story time（讲义）-2023-2024学年牛津上海版（试用本）英语三年级下册

Teaching Plan for Oxford English（3B M4U3） 主备者： 调整者： 第一部分：单元规划 1、 分析教材结构 项目 内容 主题 人与社会 人与自然 （单元话题 a story ） 功能 交往 情感 态度 （单元功能 故事 ） 育人价值 不能追求华而不实的东西，要为长远打算，否则就会有不好的结果。 教材 板块 内容 功能 核心 板块 Learn the sounds 祈使句的语音语调 Look and learn 核心词汇strong，be afraid of，new Look and say 核心句型:My name’s… My…is/are… I can… Let’s… Open the door. You can’t… 非核心板块 Play a game 对话操练：This is… I can make… Say and act 故事Three little pigs Listen and enjoy 熟练朗读故事，并注意语音语调。 2、 厘清内容要求 教材 内容 学习内容 学习 水平 学习要求 3B M2 U2   语音 1.1 读音规则 1.1.3 常见字母组合的读音规则 复习巩固 A 背记常见字母读音规则 1.2 朗读 1.3.2 基本句式的朗读语调 My name’s… My…is/are… I can… Let’s… Open the door. You can’t… 用正确的升降调朗读基本句式 1.3.2 句子的朗读节奏 感知句子朗读时的节奏 词汇 2.1 核心词汇 strong，be afraid of，new C 背记、理解和运用核心词汇 2.3 非核心词汇 Go fishing，very，help，stop A 知晓非核心词汇 句法 4.2.2.2 祈使句 Let’s… Open the door. You can’t… C 用祈使句命令别人做什么和不要做什么 语篇 5.1.1 介绍自己和自己的物品 A 简单讲述对话、故事等描述自己的物品 5.1.2 介绍自己和自己的物品 B 描述人或物； 3、 学情分析 内容 知识要点 教材栏目 学生基础 活动选择 语音 常见字母组合-ss的读音规则 Learn the sound （ √）熟知 （ ）略知 （ ）新知 倾听、模仿、朗读、... 词汇 核心词汇：strong，Be afraid of Look and learn Listen and enjoy （ ）熟知 （ ）略知 （ √）新知 倾听、模仿、朗读、问答... 句法 核心句型核心句型: My name’s… My…is/are… I can… Let’s… Open the door. You can’t… Look and say Play a game （ ）熟知 （ √）略知 （ ）新知 倾听、模仿、朗读、问答、交流... 语篇 理解语篇含义的同时，提高听说和交际能力 Say and act （ ）熟知 （ ）略知 （√ ）新知 倾听、朗读、阅读、问答、表演... 4、 单元课时、话题及教学版块安排 单元课时项目和话题： 课时 话题 项目来源 Period 1 Three little pigs Picture1~8 Period 2 Go away! Big bad wolf! Picture 9~16 Period 3 Making a mini-book The whole story 第二部分：单元教学目标与分课时教学目标 1、 单元教学目标 知识与技能 1. 能正确理解、运用词汇my name’s… go fishing等。 2．能运用句型make one’s own houses，引出故事的人物和线索。 3. 进一步巩固核心词汇，如strong, be afraid of等； 4. 复习句型，如：My name’s… This is… Open the door. You can’t …等； 5. 学习和运用新句型：Let’s … 文化与情感 1．创设情境，用形容词描述动物，有效的巩固单词，感受故事角色。 2．通过故事情景对话，理解故事内容，在情景中小组合作，朗读模仿故事对话，表演故事，提高口语表达能力。 3．通过制作迷你书与故事复述等方式，再次感知故事内容，提高学生口语表达能力 二、单元课时划分： 课时 词汇学习运用 句型学习运用 综合运用 第一课时 学习和运用词汇，如：new, strong等描述物体的外形。 运用句型 My name’s … My…is/are… I can… 等作人物介绍。 1． 学习和运用词汇，如：new, strong等描述三只小猪建造的房屋； 2.运用句型My name’s… My…is/are… I can… 等介绍主人公，初步感受故事角色以及特点。 第二课时 进一步巩固核心词汇，如strong, be afraid of等。 重现已学句型，如：My name’s…, This is…, Open the door. You can’t …等，同时引入了新句型：Let’s... 1．进一步巩固核心词汇，如strong, be afraid of等； 2.复习句型，如：My name’s… This is… Open the door. You can’t …等； 3. 学习和运用新句型：Let’s … 4. 通过故事情景对话，理解故事内容，在情景中小组合作，朗读模仿故事对话，表演故事，提高口语表达能力，感受故事所给到的情感。 第三课时 复习本单元的核心词汇，如：strong, be afraid of等。 学习和运用句型：This is …, I can make … with…等复述故事。 1． 通过制作迷你书，再次感知故事内容； 2．运用This is …，I can make … with…等句型复述故事内容； 3．通过故事复述，将对话语言转换成间接描述性语言，提高学生口语表达能力； 4．通过看图填空、配对连线等方法，提高学生阅读分析能力。 第三部分：分课时教学设计 Period 1: Three little pigs Procedures Contents Methods Purpose Pre-task preparation 1. Warming up 2. Rhyme 3. Greeting Sing together. Say a rhyme: Oink, oink, oink. I am a pig, pig, pig. And I am cute, cute, cute. I am pink, pink, pink. And I can run, run, run. Oink, oink, oink. I am a pig. And I am fat, fat, fat. Ask and answer: What animal can you see? 通过复习已学儿歌引出教学主题。 用欢快的歌曲活跃英语课堂气氛。 在问答中复习所学知识，为新授作铺垫。 While-task procedure 1. Self—introduction. My name’s… Go fishing. Word: own phrases: make one’s own houses. hooray … Learn: Tim and I are brothers. 1. Show a picture of mother pig. Hello. I am a mother pig. I have three children. They are Tom, Tim and Jim. Look, this is Tom. 2. Show Tom’s introduction. My name’s Tom. I’m fat and big. I’m cute. My nose is big. My ears and eyes are big too. 3. Make an introduction about other kinds of animals. 4. To elicit :go fishing. Hi, boys and girls, look, he is my little brother Tim. We often go fishing outside together. Read and repeat. 5. Show an introduction about Jim. T: Mother pig: you have to make your own houses. To elicit: own 6. Read, spell and repeat. 7. Make a difference between own and our. Phrase: make one’s own houses. Hooray! ---Make _____ own______. ---Hooray. Let’s go to beach! ---hooray. …… Hello, my name’s _____, I am ______, I can make my own_____. Can you make your____ ____? 8. Learn: Tom, Tim and I are brothers. Exercise: ____, ____ and ____ are______ 9. Enjoy the flash and read after it. 在复习巩固了以前的知识单词的基础上，吸引学生的注意力。引出新知。 创设情境，用形容词描述动物，有效的巩固单词，激励学生将所学引用与实际情境。 拓展短语，提高单词的操练有效性。 让学生在练习中观察和总结语法点，加深学生的记忆，锻炼学生自主思考问题的能力。 Post-task activities More practice 1. Read 2. Say : I’m a … I am …I can…I like… 3. Act it out. 对今天的重点单词和句型进行巩固。 Assignment 1. Listen to the tape (Page 46) 2. Read and act out the story. 板 书 设 计 3BM4U3 Story time Period 1 Three little pigs own Hooray This is … ____, ______ and I are ____ make one’s own houses 注意图文并茂 教 学 反 思 Topic: P2 Go away! Big bad wolf! Procedure Content Methods Purpose Pre-task preparation Warming up 1-1Review the part 1 1-2Ask and answer 1-3Say and act the story 复习上一节课的重点内容，为本课时故事作好铺垫。 While-task procedure 1Talk about the wolf 1-1 Listen to a wolf 1-2 Talk about the wolf How is the wolf? What does the wolf see? The wolf is coming. 通过图片，借助视听方式，了解信息 2 At Tom’s house Open the door. 2-1 Listen to the wolf and Tom. 2-2 Read in roles. 通过听一听，读一读，演一演等教学方法，学生在情境中感悟和学习。 3 At Tim’s house 3-1 Listen and try to fill in the blanks. 3-2 Read and act in roles 4At Jim’s house roof Let’s boil … afraid 4-1 Act as wolf and pigs to continue the story 4-2 Listen to the wolf and pigs 4-3 Read in roles 4-4Ask and answer 4-5Teach:roof. 4-6 Ask and answer Where is the wolf? On the roof. What can pigs do? 4-7 Teach:boil Let’s boil the water. 4-8 Listen and read 4-9 Teach: afraid be afraid of afraid, afraid, I’m afraid of... 4-10Sing a song 通过图片引出新授单词，再次通过问答让学生学习新授单词。 Post-task activities More practice 1 Listen to the whole story. 2 Read the whole story in roles. 通过故事的欣赏，整体感知，以及同学间的问答，实现语言的运用。 Assignment Listening:Listen to the text on P48 & P49. Speaking: Try to act out the story Reading: Read the words and the materials. 分层布置作业，让学生的语用能力得到进一步的训练。 板书设计 略 教学反思 Material 2: (The Big Bad Wolf wants to eat Tom and Tim. They run and run. They run to Tom’s house ) Big Bad Wolf: Open the door. Open the door, my little pigs. Tom and Tim: No! No! No! You are Big Bad Wolf. The house is strong. You can’t come in. Big Bad Wolf: I can come in. Look! Hoo~ Tom and Tim: (草屋被风吹走的声音)The Big Bad Wolf is coming. Help! Help! (Tom and Tim run and run. They run to Tim’s house ) Big Bad Wolf: Open the door. Open the door, my little pigs. Tom and Tim: No! No! No! You are Big Bad Wolf. The house is strong. You can’t come in. Big Bad Wolf: I can come in. Look! Duang~ Tom and Tim: (木屋被风吹走的声音)The Big Bad Wolf is coming. Help! Help! (Tom and Tim run and run. They run to Jim’s house ) Big Bad Wolf: Open the door. Open the door, my little pigs. Jim: No! No! No! You are Big Bad Wolf. The house is strong. You can’t come in. Big Bad Wolf: I can come in. Look! Heigh-ho~~ (The Big Bad Wolf can’t come into the house. So he climbs on the roof. ) Tom: What can we do? What can we do? Jim: Aha~ Let’s boil the water. Big Bad Wolf: Hot! Hot! Hot! It’s hot. Pigs: Hooray! Hooray! The Big Bad Wolf is going away. Pigs: Who’s afraid of the Big Bad Wolf, Big Bad Wolf? Who’s afraid of the Big Bad Wolf? Tra la la la… (The Big Bad Wolf is going away. The three little pigs are very happy.) Topic: P3 Making a mini-book Procedure Content Methods Purpose Pre-task preparation 1. Warming up 2. Revision Sing a song:<Shining friends> Retell the story picture by picture. To elicit: make a mini-book 通过歌曲活跃课堂气氛，迅速进入上课状态，自然引出主题。 以制作迷你故事书导入复习教学，让学生再次感知故事内容。 While-task procedure 1. Little pigs’ introductions Try to say: Hello! My name’s Tom. My nose is big. My eyes are small. Hello! My name ‘s Tim… Hello! My name’s Jim… 通过模拟故事人物的介绍，My name’s _____. My ______ is / are _______. 提高学生口语表达能力。 2. Section 1 Little pigs’ houses 1. Listen and match. The three little pigs can make their own houses. Tom can make a house with strew. Tim can make a house with bricks. Jim can make a house with wood. 2. Listen, fill in the blanks and try to say: Tom, Tim, Jim, they can make their own houses. This is my new house. I can make a house with____________. It’s __________________. 通过听语段，连线配对，填空等方式，提高学生听力和语段分析能力。 3. Section 2 Run! Little pigs! 1. Listen and order. The wolf is coming! Little pigs run to Jim’s house. Tom’s house. Tim’s house. 2. Fill in the blanks and try to say. The wolf is coming. He is a bad wolf. He is very hungry. Firstly, Tom and Tim are in __________’ s house. Oh, no, the house is not _________. Run, run, run! 通过听语段排序，表演小猪逃跑的过程，激发学习兴趣，感受语言。 4. Section 3 Go away! Bad Wolf! Brain storming Look! The wolf is over there! What can we do? Ah! We have a good idea! Let’s ____________. 通过开放性问题，激发学生主动思维，同时提高语用综合能力。 Post-task activities Try to make a mini-book 1. Retell the story. 2. Try to make a mini-book. 整体感知，形成完整认识。在分享的过程中，学用结合。 Assignment 1. Read the story: three little pigs ☆ 2. Introduce your mini-book and retell the story ☆☆ 分层布置作业，让学生的语用能力得以进一步训练。 板 书 设 计 3B M4U3 Three little pigs Section 1 Little pigs’ introductions Section 2 Little pigs’ houses Section 3 Run! Little pigs! Section 4 Go away! Bad Wolf! 教学反思 Materials: P3Topic: Make a mini-book Listening materials: Section1: Hello, I’m Tom. This is my new house. I can make a house with straw. It’s new. I’m super. Hello, I’m Tim. This is my new house. I can make a house with wood. It’s new. I’m super. Hello, I’m Jim. This is my new house. I can make a house with bricks. It’s new. It’s strong. I’m super. Section 2: Wolf: Ha ha, I see two little pigs. I’m hungry now. Tom and Tim: The wolf is coming. Help! Help! Wolf: Stop! Stop! Stop! Voiceover: (Firstly, Tom and Tim run to Tom’s new house quickly.) Wolf: Open the door, little pigs. Tom and Tim: You can’t come in, Big Bad Wolf! Voiceover: (But the Tom’s new house is not strong. The wolf knocks down the house. The little pigs are dangerous. They are running again .) Tom and Tim: Help! Help! Voiceover: (Secondly, Tom and Tim run to Tim’s house quickly. ) Wolf: Open the door, little pigs. Tom and Tim: You can’t come in, Big Bad Wolf! Voiceover: (But the Tim’s new house isn’t strong too. The wolf knocks down the house. Tom and Tim are afraid of the Big Bad Wolf. They start running quickly again.) Tom and Tim: Help! Help! Voiceover : (Thirdly, Tom and Tim run to Jim’s new house quickly.) Wolf: Open the door,little pigs. Tom and Tim: My house is very strong .You can’t come in,Big Bad Wolf! Voiceover: ( Tom,Tim and Jim are in Jim’s house, they are safety, because Jim’s house is very strong. The wolf can’t knock down the Jim’s house!) 学科网（北京）股份有限公司 $$