小学英语新起点（一起）三年级下册Unit5Family.docx
Unit5 Family Activities 教学设计授课教材人教版英语（一年级起点）三年级下册单元Unit5 Family Activities课时第二课时年级Grade 3课型听说课教学话题Family Activities授课教师成都市盐道街小学卓锦分校田媛媛教学内容本课是人教版英语（一年级起点）三年级下册Unit5 Family Activities 的第二课时，它以“Andy及其家人在家时所做的各类活动”的生活场景图情景 化地呈现了本课关于家庭活动的目标词汇及重点功能句，通过Lily和Andy的对 话呈现询问对方和别人正在干什么的功能句：What are you doing? I ' m .What is she/he doing? She/He is.；在语境中让学生初步感知语言内容，并 通过TPR练习、游戏活动、分角色朗读等教学活动巩固、强化重点功能句。学情分析本课教学对象为三年级三班学生，孩子们绝大多数对英语有较浓的学习兴 趣；基于本课内容，学生的已有的关于日常活动的知识：play football, read books,draw pictures, ride a bike.为本课进一步学习activities话题建立语言基础。 通过本单元第一课时的学习，学生对目标词汇：cooking dinner, walking the dog, watering the plants, cleaning the room, listening to the music, watching TV, feeding the fish的音、形、意有了初步感知，但还不够熟练；对功能句：What is he/she doing?有了初步的了解和运用。本课在第一课时的基础上，让学生更多的了解 和运用如何询问对方和别人正在干什么及表达人物活动的功能句：What are you doing? T m.以及What is he/she doing? He/She is 的进一步运用。经过两年多 的英语学习，大部分学生能够听懂常见的课堂用语，能够用功能句进行简单的日 常交流，有较好的语言学习习惯。设计理念本课根据教学目标，通过创设情境让学生初步感知目标功能句，采用看、听、 唱、说、做等途等多种教学方式为学生提供充分操练语言的机会，让学生巩固、 运用目标词汇和功能句，积极使用英语交流表达。通过大量的师生、牛生对话互 动引导学生学习语言知识，发展语言技能，并在学习目标功能句的过程中进行适 度扩展，关注学生语言知识的积累。教 学 目 标知识目标1,能听懂、认读、会说有关描述家庭活动的短语：cooking dinner, walking the dog, watering the plants, cleaning the room, listening to the music, watching TV, feeding the fish；2.能听懂、认读Andy和Lily的对话；3,能够听懂、会说用来询问对方和别人在做什么的功能句：What are you doing? 1' m.以及What is he/she doing? He/She is.；能力目标1 .通过教师的引导及语言输入，初步培养学生用英语思考和交 流的习惯。2 .通过提问引导文本听读，培养学生听音、获取信息的能力。情感目标1.让学生在学习过程中逐步理解对话，通过功能句学习和对话 交流让学生学会要认真倾听同伴发言，在家庭活动中承担一定 责任。教学重点1 .理解Andy和Lily的对话内容；2 .能在适当的语境中运用询问对方和别人在做什么的功能句：What are you doing? 1' m.以及 What is he/she doing? He/She iS o教学难点1.功能句What is he/she doing? He/She is.在情境中的运用教具PPT课件词卡配套教学光盘及图片TeachingprocedureTeacher's activitiesStudents' activitiesDesigning intentionWarm-up & Review1. Greeting and Questions What day is it today?What's the weather like today?the chant and ask： what activities do you hear in the chant?the words of Family Activities：cooking dinner, walking th e dog, watering the plants, cleaning the room, listeni ng to the music, watching TV, feeding the fish.and answer the questions；and sing the chant together；at pictures and read the words;与学生相互问 候，并通过提问 巩固日常交流 功能句；引导学 生说唱第一课 时学过的歌谣， 复习学过的关 于家庭活动的 词汇短语，谈论 他们感兴趣的 话题，营造气 氛，激趣；Lead-in1. Look and answer Look at the picture:Who a re they? Where are they? What are they doing?2. Watch and guess. Who is calling Andy? Why is Lily calling Andy?1. look at the pictureandanswer questions；通过观察图片， 创设家庭活动 的T青景，为下一 步学习Lily和 Andy的对话做 铺垫。Presentationthe video:QlWhy is Lily calling And y?Q2Can Andy play with Lil y? Why?2. Listen and answer: Q.3How does Lily ask? Ho w does Andy answer?f What are you doing? 1' m watching TV.Andy, s sister play with Li ly? Why?How does Lily ask? How d oes Andy answer?What is she doing? She is c leaning the room.1. look at the video and answer;to the tape and answer;通过观看对话 视频预测对话 内容，思考Andy 以及sister不 能和Lily玩的 原因，发展学生 思维能力，并初 步感知本课功 能句，理解对话 内容；Practicethe tape of the dialog; the dialog together;Game:show video of students;ask:What is he/s he doing?and repeat;the dialogue in different roles;,guessandanswer;play the match game and read words;通过分角色朗 读对话帮助学 生熟悉功能句 表达；通过猜动 作游戏创设情 境，帮助学生进 一步巩固对功 能句的运用；Extensionabout more activities,sho w pictures:fishing,runnin g/iding,dancing.&say:show more picture of activities; What are you doing? What is he/she doing?and read;one of the pictures to act out;通过补充、拓展 更多关于活动 的词汇短语为 学生进行语言 积累，为功能句 交流运用建立 语言基础；Homeworkthe dialog;a survey:what is.doing?homework激励学生进一 步巩固目标词 汇与功能句并 使用英语交际。
