Lesson 3教学设计(教案)

教

学

设

计

人教版小学英语

三年级下册

Unit3 Lesson3 金牛区

邹冬鸿

教

学

设

计

教案设计者

教材及年级名称、课题

教材分析

成都市石笋街小学 邹冬鸿

人教版小学英语（一年级起点）三年级下册 Unit 3 After School Activities Lesson 3 本课以阅读策略培养为主，并初步渗透写作能力。其中A项呈现一个与单元话题相关的小文段，培养阅读能力，B项针对A项有一个写作活动，一方面加深对A项小短文的理解，另一方面也初步培养学生的写作能力。

教学内容

教学目标

1、复习本单元的目标词汇和功能句，并能初步在语境中运用。

2、引导学生读懂留言条，完成匹配活动，带领学生根据语境选择词填空，将文段补充完整。

1、能够借助图片读懂留言条，并完成匹配活动；

2、能够通过替换留言条中的关键信息写回信；

3、了解留言条书写的基本格式；

教学重点及难点

教学辅助

教学方法

1、通过勾画重点词汇和短语阅读理解小文段；

2、对完成写作任务；

多媒体 课本

1、导入法 2、情景教学法 3、活动教学法 4、合作学习法

教学过程

教学内容

教师活动

1. Greetings 2. Warm up T: First, let’s sing a song together, OK? T: Wow, you sing songs very well. So can you tell me what are you going to do?

T: Please choose one and ask him or her “ What are you going to do?”

(学生回答教师板书活动的短语) T: Wow, I think you are going to have fun after school. So today, in this class, let’s talk about after school 教学活动

设计意图

学生活动

Greetings

Sing the song together.

S1: I’m going to…

S1: What are you going to do? S2: I’m going to…（请3—4名学生回答）

activities. （板书课题）

T: We are going to talk about after school activities with our friends. 1: Look, who are they? ( PPT) 复习T: Look at these activities, what are they going to do, can you guess? 目标

词汇T: Now let’s check your ideas. Open your book and turn to page 28, Part 和功A. Take out your pencil, let’s listen to 能句，the tape and match. T: Now let’s check the answers 并在together. 语境T: Super! I like these activities, do you like them? I think most of you 中运like them, right? And other children 用

like them, too. Let’s see, who are they? (PPT) T: What are they going to do, can you guess? Please talk about your ideas in your group. T: Now let’s check your ideas. Please look here carefully, the answer is coming! If you see the answer, please stand up and say “ Bill is going to…”

(PPT示范) T：Are you ready? Listen to my question, what is Yao Yao/ Lily/ Andy/Joy going to do after school? T：Wow, perfect! Now let’s talk about these children’s activities.

T: This time, please look at your book, P28 PartB, read these sentences and finish this content. T: Let’s check your answers together.

Step

Ss: They are Zhang Hua, Wang Fang, Yang Yang and Tom. Ss: Maybe Zhang Hua is going to…, Wang Fang is going to…

Listen and match.

Wang Fang is going to…

Ss: Bill, Yao Yao, Lily Andy and Joy. 本节课是在综合复习的基础上进行阅读和写作的拓展训练。所以在第一个环节让学生尽可能多地去回忆这个Ss: Zhang Hua is going to…, 单元学过的跟课余活动相关的内容。充分的复习能为后面的阅读和写作环节做铺

Talk about their ideas in 垫并扫清学习障groups.

Ss: Yao Yao/ Lily/ Andy/Joy is going to…（按示范抢答）

Yao Yao/ Lily/ Andy/Joy is going to… The children are going to have fun after school. Choose the phrases of activities and finish the content. Read the content together.

Ss: It’s o’clock.

Guess. 碍。

一、阅读训练

T: You did a very good job. Now we know Joy is going to dance. But what time is she going to dance? Look at these clocks, what time is it?

T: Can you guess what time is she going to dance?

six/four/three

Step 2: 阅读及写作训练

T: Now check your ideas. Please open your book on page26, PartA, read this note by yourself and find the answer. Give you 1minute. T: Now can you tell me the answer?

T: How do you know the answer? Where can we find it from the note?

T: OK, how about get up or play chess? What time is she going to get up and play chess? This time, read this note in your group and underline these answers. T: Now can you tell me the answers? Please read these sentences from the note.

T: Now we know Joy talked about her activities in this note, what is a note? Look, this is a note.（PPT呈现）

T：Whom does Joy write the note to? T: Yes, Joy wrote the note to her Mum. Look, this is my—Sally’s note. And I stick my note on the blackboard. Look, what’s this? T: We often stick notes on refrigerators or doors, OK? Now let’s come back Joy’s note and read it after the tape. T: OK, now please look here, match these clocks with the pictures. T: Let’s check the answers together.

情感教育：Joy is going to go out and do some activities, maybe her mother is going to be worried, so she wrote the note. If you go out, you should call your parents or write a note, OK? 二、写作训练

T: So can you write a note? Today is Friday, the weekend is coming! Please write a note and invite your friend to do some activities with you,

Read this note and find the answer. Ss: She is going to dance at three o’clock.

Read this sentence together.

Read this note in their group and underline these answers.

Read these sentences together.

Read this word after teacher.

Ss: Mum.

Ss: Refrigerator.

Read the note sentence by sentence after the tape. Match these clocks with the pictures. Ss: Joy is going to play chess/get up/dance at four/six/three o’clock.

阅读和写作教学是本课时的重点，学生在前一个环节认真复习，回顾所学词汇及句型的基础上，能够在老师的引导下较顺利地完成这项内容。

本环节启发学生思考，培养他们的阅读、写作能力及口头表达能力。

OK? Look at your book, Page26, PartB, Write your note, please. These Finish their notes on their books.

words and phrases are useful for you.

I will give you 2 minutes.（教师巡视

指导）

Read the note in their T: Please read your note in your group, and I will choose one to read. groups. 4 or 5 children read their T：OK, who wants to show your notes. note?

教学反思： 我这堂课的授课内容涵盖了阅读、写作及检测和评价的版块。我认为阅读应该以培养学生的阅读策略为主，所以在课堂上有看插图，推断Joy做事情的时间，有让学生尝试自己阅读留言，并验证自己的猜测。所以我觉得阅读教学中让学生推断、猜测及验证等策略要慢慢训练和渗透，这样孩子们就能形成习惯。

在阅读教学中我想我使用的是大家常用的方法，比如师生谈话引出文段内容，引导学生带着问题或任务默读文段，尝试跟录音朗读文段等方法。在写作环节我先组织学生进行口头表达，明确所写内容及句式结构，学生独立完成写作，与同学们分享自己的作品，然后对写得好的作品进行评价等方法。纵观全课，我觉得自己有以下得失：

1、通过这堂课的前期准备、试讲到最后呈现，懂得了要创造性地整合和使用教材。虽然教材的编排有它的逻辑性和条理性，但是我们也可以根据学情以及具体教学的需要进行小范围的调整和设计。

2、这节课分成两个版块，一个是复习版块，一个是Note的阅读和写作版块。这堂课上两个版块的用时几乎是均衡的，这种时间的分配是否合理？这个还需探讨。

3、复习版块的目标是需要学生在语境中使用目标词汇和句型。这堂课对语境的创设好像有所忽略，那么学生可能在使用本节课的目标词汇和句型来做事情的

能力提升方面就有所欠缺。

4、Note版块的教学课前进行过多次修改。例如留言条的概念什么时候给学生比较合适，对留言条格式的讲解是详讲还是稍微带过，此处对学生进行什么样的情感教育等等。这节课对学生写作的要求仅仅是填空而已，难度不大，所以感觉完成情况还算不错。