Fun Time教学设计及教案分析

人教版（一起）三年级下册Unit 5 Family Activities Lesson 4 Fun Time教学设计

成都市建设路小学

陈婷

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Fun Time的内容。本单元是以Family Activities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：flying a kite, riding a bike, making a snowman, playing football, 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family activities的话题交际，并积累与family activities主题的相关-ing的动词词组，setting off fireworks, hanging lanterns, having fun, making dumplings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ing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family activities的话题交际，并积累与family activities主题的相关-ing的动词词组，setting off fireworks, hanging lanterns, having fun, making dumplings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.

Review and lead in a.

Let’s sing T: Hello, boys and girls. Are you ready for the class? Let’s sing together.

(sing together）（本课时C部分歌曲）

T: You’ve done a good job! In this song, what are they doing?

S1: Mother is cleaning the room. Father is watching TV. T: How about the brother? S1: Brother is feeding the fish. T: Good. And uncle? S2: Uncle and aunt are cooking breakfast.

T: Great! So this is the girl’s family activities. Today we are going to go on talking about family activities, lesson 4. Fun Time. Let’s review family activities. （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family activities相关的ing词组，为本课做铺垫。）

b.

Let’s play T: You did a good job. Now let’s relax. Who has good memory? I am going to show you a picture for about 10 seconds. You are going to try to memorize them all. And then tell me what they are doing. （学生阅读图片10秒钟）

T: What are they doing？

S3:They are walking the dog. They are eating hamburgers. They are listening to music... T: You really have a good memory! Any others want to try? S4: They are reading books. They are playing the guitar. T: Any others? 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.

Good to know a.

Let’s guess T: Okay. That’s all for the game. Now, please look at the picture. Who can you see in the picture? S: Zhang Ming.

T: Yes. This is Zhang Ming’s family. Let’s meet his family members. This is Zhang Ming’s brother. This is his son, and they are his mother and sisters. They are his father and his nephew and niece Xiao Hong, Xiao Dong. T: Please look at Zhang Ming. What’s he doing? S4: He is talking on the phone.

T: Can you guess what he is talking about? He may say, “Hello, this is Zhang Ming. What are you doing? Can you play with me?”

S5: Hello, what are you doing after school? S6: Do you like reading books? S7:.... T: Maybe you are right. Let’s listen. Tell me what you hear.

（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’s listen

(播放自制录音) ( A: Hello. Happy New Year! Zhang Ming.

B: Happy New Year! Lucy.

A: What are you doing?

B: My father, Xiao Hong and Xiao Dong are having fun. And my mother and sisters are making dumplings.

A:What is your son doing? B:My son is setting off fireworks. My brother is hanging lanterns.

A:Great! Wish your family a happy New Year.

B: The same to you. Bye.

A: Bye bye!

T: What did you hear? S6: I hear... S7:.... T: So what are they talking about? S8: They are talking about New Year.

T: Yes. So today we are going to talk about “How we celebrate Chinese New Year”. （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’s watch T: Chinese New Year, also known as the Spring Festival （春节）. It is the most important and biggest festival in China. All the Chinese people, including those living overseas would celebrate it every year. Do you like having Chinese New Year? Ss: Yes. T: Can you tell your partner how you celebrate Chinese New Year? Please discuss with your classmates.

（同桌相互分享春节干的事情）

T: Here is a video about how we celebrate Chinese New Year. Let’s watch together. Maybe you will know more about it. （播放视频）

T: How do we celebrate Chinese New Year? S8: We go home. S9: We eat noodles. S10: We wear red clothes. ...... （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’s learn T: Yes. You are right. So let’s go back to Zhang Ming’s family. Do you know how do they celebrate Chinese New Year. What are they doing?

S: His mother and sisters are making dumplings.

T: Yes! Let’s see. （师播放making dumplings录音，学生跟说两遍。）

T: Yes, they are making dumplings. You did a good job in listening. Please come here and match the phrase with the picture. T: Thank you. Let’s listen and repeat. How about others? What are they doing? Do you remember? It’s okay. Now, please open your pad, listen with your partner, and finish this paper as

you listen. （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: What are they doing? Can you share your works ? S1: Father, Xiao Hong and Xiao Dong are having fun. Brother is hanging lanterns. Son is setting off fireworks. T: Great. Let's listen and read these activities.

（老师setting off fireworks录音两遍，学生跟说）（学生黑板上配对）

（老师setting off fireworks录音两遍，学生跟读）

T: Have you ever tried to set off fireworks? I bring some today. Who want to set off fireworks here? （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setting off fireworks和-ing的意义）

T: Yes. It’s not real. We can not set off fireworks in cities, and we can not set off fireworks indoor, either.

T: Let’s move on.

（老师播放having fun录音两遍，学生跟说）（学生配对）

（老师播放跟读与having fun相关的图片，让学生更加清楚了解having fun的含义）

T: Let’s go on. （播放hanging lanterns的录音，学生跟说。）（学生配对）

（老师播放hanging lanterns录音，学生跟读）

T: I have many lanterns here. Let’s decorate our classroom, okay? Who can hang the lanterns? （学生上台挂灯笼）

Ss: Hanging lanterns.

T: Very good. Please look at the blackboard. This is Zhang Ming’s family in Chinese New Year. Please open your book, and read these phrases with your partner. （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: Different families have different ways to celebrate Chinese New Year. Please look at this picture. What are they doing to celebrate Chinese New Year? Please discuss with your partner. T: Can you share your ideas? Ss: They are eating dinner. They are having fun....

3.

Let’s make

T：We have fun in Chinese New Year. Actually, we can have fun whenever we have time. For example, at the weekend. Look, at the weekend, I am having fun with my family. And I draw a mind-map for you. We are driving car to the Snow Mountain, Four Girls Mountains. I am dancing. We are taking pictures. We are having a big dinner. Can you draw your family activities at the weekend like this? And then share with us. Please take out your mind-map.

（学生绘制周末活动）

T: I find that most of your drawings are very good. Can you share in your groups? When you share in groups, you can help your group members to find out some mistakes. （四人小组分享，在分享中相互聆听，帮助纠错）

T：Which group would like to share?

（1-2小组分享）

T: It’s okay. Those who do not share can stick your work here. And after class, we can watch everyone’s work. （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.

Homework

T: Okay, boys and girls, you act very well today, but time is up. We have to say goodbye. Today’s homework comes, please draw a mind-map of your family in Chinese New Year. We are going to make a book about Our Chinese New Year.

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family activities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。