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人教版（一起）三年级下册Unit5FamilyActivitiesLesson4FunTime教学设计一、教材分析本课时为人教版（一起）三年级下册第五单元第四课时FunTime的内容。本单元是以FamilyActiviti

es为话题展开包含的有关-ing动词短语的语音、词汇、功能句和语篇的学习。本课时属于第二层级学习的内容，即在课时充足、学生接受能力强的前提下进行的。主要分为三个部分：A部分以图文结合的方式，介绍了在春节背景下的家庭活动；B部分为在A部分

学习基础之上，引导学生使用-ing动词短语绘制家庭活动卡片；C部分是一首与本单元话题相关的歌曲。二、学情分析三年级学生活泼好动，课堂中好表现，喜欢参加课堂游戏活动。在英语学习方面，经过两年半的英语学习，

会用简单的句子表达个人感受，描述图片，并用英语进行问答。可以在图片和手势的帮助下听懂老师课堂指令和问题。同时，他们活泼好动，课堂专注时间不长。除此之外，课堂上他们乐于尝试小组合作，但是有时候合作的深度不够，合作交流可能浮于表面。这些都是课堂需关注并想办法改进的问题。另外，本课时谈论的主题是

春节家庭活动及周末家庭活动，与这个主题相关的、他们在本单元前序课程中已经学习过的单词短语包括：flyingakite,ridingabike,makingasnowman,playingfootball,swimming等。本课时将在迁移、运用型的语境中，再

现以上单词词组，帮助学生继续迁移运用以上语言，参与话题交流。三、教学目标1、在春节的情境中，继续参与familyactivities的话题交际，并积累与familyactivities主题的相关-ing的动词词组，sett

ingofffireworks,hanginglanterns,havingfun,makingdumplings等，并在情境中进一步体会其表意功能。2、能在周末家庭活动的语境下，以思维导图的方式综合运用动词in

g形式参与交际。四、教学重难点教学重点：在春节的情境中，继续参与familyactivities的话题交际，并积累与familyactivities主题的相关-ing的动词词组，settingofffireworks,hanginglant

erns,havingfun,makingdumplings等，并在情境中进一步体会其表意功能。教学难点：能在周末家庭活动的语境下，以思维导图的方式综合运用动词ing形式参与交际。五、教学流程1.Reviewandleadina.Let’ssingT:Hello

,boysandgirls.Areyoureadyfortheclass?Let’ssingtogether.(singtogether）（本课时C部分歌曲）T:You’vedoneagoodjob!Inthissong,whataretheydoing?S1:Motheriscl

eaningtheroom.FatheriswatchingTV.T:Howaboutthebrother?S1:Brotherisfeedingthefish.T:Good.Anduncle?S2:Uncleandauntarecookingbreakfast.T:Great!Sothisist

hegirl’sfamilyactivities.Todaywearegoingtogoontalkingaboutfamilyactivities,lesson4.FunTime.Let’sreviewfamilyactiv

ities.（设计意图：通过本课时C部分的歌曲导入本课时课题，并复习与familyactivities相关的ing词组，为本课做铺垫。）b.Let’splayT:Youdidagoodjob.Nowlet’srelax.Wh

ohasgoodmemory?Iamgoingtoshowyouapictureforabout10seconds.Youaregoingtotrytomemorizethemall.Andthentellmewhattheyaredoing.（学生阅读图片10

秒钟）T:Whataretheydoing？S3:Theyarewalkingthedog.Theyareeatinghamburgers.Theyarelisteningtomusic...T:Youreallyhaveagoodmemory!A

nyotherswanttotry?S4:Theyarereadingbooks.Theyareplayingtheguitar.T:Anyothers?S5:....（设计意图：通过“谁的记忆力好”的游戏，让学生再次复习本单元目标句

型和单词词组。）2.Goodtoknowa.Let’sguessT:Okay.That’sallforthegame.Now,pleaselookatthepicture.Whocanyouseeinthepicture?S:ZhangMing.T:Yes.ThisisZha

ngMing’sfamily.Let’smeethisfamilymembers.ThisisZhangMing’sbrother.Thisishisson,andtheyarehismotherandsisters.Theyarehis

fatherandhisnephewandnieceXiaoHong,XiaoDong.T:PleaselookatZhangMing.What’shedoing?S4:Heistalkingonthephone.T:Canyouguesswhathe

istalkingabout?Hemaysay,“Hello,thisisZhangMing.Whatareyoudoing?Canyouplaywithme?”S5:Hello,whatareyou

doingafterschool?S6:Doyoulikereadingbooks?S7:....T:Maybeyouareright.Let’slisten.Tellmewhatyouhear.（设计意图：学生通过看图、猜图阅读并预

测本课时A部分的情境图，培养他们的英语思维能力。）b.Let’slisten(播放自制录音)(A:Hello.HappyNewYear!ZhangMing.B:HappyNewYear!Lucy.A:

Whatareyoudoing?B:Myfather,XiaoHongandXiaoDongarehavingfun.Andmymotherandsistersaremakingdumplings.A:Whatisyoursondoing?B:Mysoni

ssettingofffireworks.Mybrotherishanginglanterns.A:Great!WishyourfamilyahappyNewYear.B:Thesametoyou.Bye.A:Byebye!T:Wh

atdidyouhear?S6:Ihear...S7:....T:Sowhataretheytalkingabout?S8:TheyaretalkingaboutNewYear.T:Yes.Sotodaywe

aregoingtotalkabout“HowwecelebrateChineseNewYear”.（设计意图：通过无文字倾听图片的对话，让学生初步感知情景的内容。）c.Let’swatchT:ChineseNewYear,alsoknownastheSpringFestival（春节）.Iti

sthemostimportantandbiggestfestivalinChina.AlltheChinesepeople,includingthoselivingoverseaswouldcelebra

teiteveryyear.DoyoulikehavingChineseNewYear?Ss:Yes.T:CanyoutellyourpartnerhowyoucelebrateChineseNewYear?Pleasediscusswithyourclassma

tes.（同桌相互分享春节干的事情）T:HereisavideoabouthowwecelebrateChineseNewYear.Let’swatchtogether.Maybeyouwillknowmoreaboutit.（播放视频）T:HowdowecelebrateCh

ineseNewYear?S8:Wegohome.S9:Weeatnoodles.S10:Wewearredclothes.......（设计意图：通过观看介绍春节的英文短视频，加深学生对春节这一文化背景的了解。）d.Let’slearnT:Ye

s.Youareright.Solet’sgobacktoZhangMing’sfamily.DoyouknowhowdotheycelebrateChineseNewYear.Whatarethey

doing?S:Hismotherandsistersaremakingdumplings.T:Yes!Let’ssee.（师播放makingdumplings录音，学生跟说两遍。）T:Yes,they

aremakingdumplings.Youdidagoodjobinlistening.Pleasecomehereandmatchthephrasewiththepicture.T:Thankyou.Let’slistenandrepeat.Howaboutothers?Whata

retheydoing?Doyouremember?It’sokay.Now,pleaseopenyourpad,listenwithyourpartner,andfinishthispaperasyoulisten.（学生使用pad自

行听对话，并完成题单,他们可以根据自己的听力情况调节听的次数。)T:Whataretheydoing?Canyoushareyourworks?S1:Father,XiaoHongandXiaoDongarehavingfun.Brotherishanginglanterns.Son

issettingofffireworks.T:Great.Let'slistenandreadtheseactivities.（老师settingofffireworks录音两遍，学生跟说）（学生黑板上配对）（老师settingofffireworks录音两遍，学生

跟读）T:Haveyouevertriedtosetofffireworks?Ibringsometoday.Whowanttosetofffireworkshere?（学生上台“放鞭炮”）（学生传递鞭炮，其他学生描述，让学生更好地体验settingofffireworks和

-ing的意义）T:Yes.It’snotreal.Wecannotsetofffireworksincities,andwecannotsetofffireworksindoor,either.T:Let’smoveon.（老师播放havingfun录音两遍，学生跟说）（学生配对）（老

师播放跟读与havingfun相关的图片，让学生更加清楚了解havingfun的含义）T:Let’sgoon.（播放hanginglanterns的录音，学生跟说。）（学生配对）（老师播放hanginglanterns录音，学生跟读）T:Ihavemanyla

nternshere.Let’sdecorateourclassroom,okay?Whocanhangthelanterns?（学生上台挂灯笼）Ss:Hanginglanterns.T:Verygo

od.Pleaselookattheblackboard.ThisisZhangMing’sfamilyinChineseNewYear.Pleaseopenyourbook,andreadthesephraseswithyourpartner.（设计意图：通过和

同桌一起听对话实现个性化学习，关注全体学生新知习得的情况；与此同时，通过听说、听读、体验活动帮助学生进一步了解春节家庭活动四个词组在音、义上的理解。）T:DifferentfamilieshavedifferentwaystocelebrateChin

eseNewYear.Pleaselookatthispicture.WhataretheydoingtocelebrateChineseNewYear?Pleasediscusswithyourpartner.T:Canyoushareyourideas

?Ss:Theyareeatingdinner.Theyarehavingfun....3.Let’smakeT：WehavefuninChineseNewYear.Actually,wecanhavefunwhene

verwehavetime.Forexample,attheweekend.Look,attheweekend,Iamhavingfunwithmyfamily.AndIdrawamind-mapforyou.WearedrivingcartotheSnowMountain,Fou

rGirlsMountains.Iamdancing.Wearetakingpictures.Wearehavingabigdinner.Canyoudrawyourfamilyactivitiesattheweekendlikethis?Andthensharewithus.

Pleasetakeoutyourmind-map.（学生绘制周末活动）T:Ifindthatmostofyourdrawingsareverygood.Canyoushareinyourgroups?Whenyoushareingroups,youcanhelpy

ourgroupmemberstofindoutsomemistakes.（四人小组分享，在分享中相互聆听，帮助纠错）T：Whichgroupwouldliketoshare?（1-2小组分享）T:It’sokay.Thosewhodonotsharecanstickyourworkhere

.Andafterclass,wecanwatcheveryone’swork.（设计意图：通过绘制及分享周末家庭活动思维导图，培养学生综合语言运用能力。）4.HomeworkT:Okay,boysandgirls,youactverywelltoday,buttimeisup.Weha

vetosaygoodbye.Today’shomeworkcomes,pleasedrawamind-mapofyourfamilyinChineseNewYear.Wearegoingtomakeab

ookaboutOurChineseNewYear.六、板书设计七、教学反思从课堂呈现来看，学生能够和老师一起在春节家庭活动和周末家庭活动两个情境中继续参与familyactivities的话题交际；并且通过

绘制思维导图的形式，进行本单元知识点动词ing的综合运用。但从实际学生交际的情况来看，课程话题交际语量还不够，大部分学生还是只能针对老师展开的话题进行有限制性的输出，语言综合运用能力还有待提高。除此之外，在小组合作时，仍有学生不太关注其他学生的发表的内容。在以后的教学中，老师仍须可持

续地引导学生进行有深度的小组合作。