Lesson 1优秀教学设计

人教版《小学英语》（一起）三年级上册

Unit 5 Family activities

Lesson 1

教学设计

执教教师：兰娅萍

执教班级：迎宾路小学

3年级

班

教材分析

本节课是人教版小学英语三年级下册第五单元Family activities第一课时。课型为词汇教学。本课的内容是在

情境中学习有关家庭活动的短语。本课的内容有三个部分。

1.

Part A：借助歌谣和生活场景图情景化地呈现目标词汇，让学生通过看、听、唱、说、做等途径来感知并学习这些短语。cooking dinner, listening to music, walking the dog,cleaning the room, watching TV, watering the plants, feeding the fish.

2.

Part B：在教材提供的情境中操练词汇，并体会词汇在交际情境中的运用。Eg: What’s he doing? He’s walking the dog.

3.

Part C：让学生通过描摹方式，体会如何在四线三格中规范地书写短语。为抄写、独立书写短语、句子打下基础。

学情分析

学生特点：本节课的教学对象是3年级的学生，三年级的孩子有一定的语言基础，能听懂课堂用语及简单课堂要求；

能在图片的帮助下，

猜测语言，听懂简单的语言材料；能与同学进行合作学习、交流。孩子对英语学习保持着浓厚的兴趣，喜欢游戏、说唱玩演等活动。但这个年龄段孩子的注意力集中时间较短。

学生已有的语言知识：在之前的英语学习中已经学习了一些与本课话题相关的内容。Activities, （3下U3）, playing basketball/washing his feet/ reading a book（3下U3故事）,listen to（课堂常用语）music（3下U1），dog（1上U3）,fish(1下U4),water（1下U5）,dinner(2下U5) What are you going to do?(3下U3)已感知动词ing形式，能表达将要去干什么going to do,Where are you going?(2上U4)你要去哪里？与本课What’s he/she doing?正在干什么有相通之处。在二年级下册一单元已学一些动词短语，如：fly a kite, ride a bike,swim 等。该课时情境与生活密切相关，在学生已有知识储备的基础上，通过主情境一些的解读、情境中歌谣的学习、以及生活中的对话感知、理解、学习，能很好巩固这些新知在情境中的恰当运用。

1、语言知识与技能目标：

A.能理解主情景图，在情境中理解、听懂、会说本单元的7个重点短语，

cooking dinner,listening to music, walking the dog, cleaning the room, watching TV, watering the plants, feeding the fish. B. 能够跟随录音大胆模仿说唱本课歌谣。

C.能用功能句What’s he/she doing? 来询问他人在做什么，并回答他人的提问。

教学目标

D. 能在教师示范下体会单词书写，能在四线三格中规范地书抄写单词。

2、过程与方法目标：

学生在情境中运用观察、猜测、听音、唱歌、互问互答等方式理解掌握本课家庭活动的短语，形成探究、合作学习的模式。

3、情感态度与价值观目标：

体会到英语学习的乐趣；

能在小组活动中乐于与他人合作，共同完成学习任务；

通过学习明白每个人都是家庭成员中不可缺少的一部分，要相互关心爱护，共同承担家务，共建和谐家庭氛围。

教学重点及难点

教学准备

教学方法

教学重点：能在歌曲中感知家庭活动词汇，能够听懂、会说有关家庭活动的短语。 教学难点：在恰当的情境中初步运用本课功能句询问并回答他人正在做什么。

PPT ，单词卡片，实物等道具

教学方法：情景法, 交际法，

任务型教学法

学习方式：合作学习，自主学习，任务型学习

教学流程

教学环节

教师活动

1.

Greetings：

T: Hello, boys and girls. I’m Miya. Nice to see you.

2.

Sing a song First, Let’s sing a song together, stand up please. Good for you. ...

学生活动

1.Greetings Ss:Hello,Miya.

设计意图

Step 1:

Warm-up

通过师生间chant的愉快节奏，拉近Nice to see you，too. 师生间的距离，打破借班

上课师生间Chant together.

的陌生感。

Yes, I can.

并复习本册第三单元所学课外活动短语。

Step 2: Lead-in

1.Ask about T: What are we doing now? We are ... (ppt show the picture and do actions.) 2.sing We are singing.

We are dancing. We are happy together.

Singing dancing

Sing after 以我们正在做什么，顺势切入, 让孩子初步感知

singing、dancing，与今天课题内容衔接。

1.（出示主情境图.）

Let’s have a look what is our friend doing at home? What can you see in this picture? Whose home is it? (出示Andy 头像)

2.分图解析1

Who’s she?

What are they doing?

Can you guess: What does Lily say?

(Maybe they will greet.) Let’s listen. Lily says: ...

So, What is Andy doing?

Is he reading a book? Disscuss with your partner. Let’s listen . Andy says: ... （PPT 图呈现释义。出示watching TV 短语卡片，教读，板书，pay attention to “TV”）

3.分图解析2 What does Lily say again?Let’s listen. “What is your sister doing?”

Listen again

This is Andy’s sister. So,what’s she doing? Is she watching T V? Let’s listen. “She is cleaning her room.”

（PPT 多图呈现释义。出示cleaning her room 短语卡片，教读，板书）

1.

Ss observe the picture carefully and think.

I can see...

Step3: Main scene

She is Lily. They are talking on the telephone.(中文也可以)

Hello, good morning.

Listen and repeat

No Maybe he is ... Listen and answer.

He is watching TV.

Look and repeat

Listen and answer. Listen and repeat.

No. Listen and answer. Repeat.

出示主图，学生读图，通过问题来获取图片信息，为新知学习做铺垫。

问题的设置着重在培养孩子英语思维能力。

同时，让学生借助情境图，初步感知本课词汇watching TV,cleaning the room, feeding the fish

通过听录音，锻炼学生的听力水平，并准确找出对应的关键信息。

4.分图解析3 Look there are some other people.

Guess: who are they? Maybe they are... What are they talking about? Discuss in They are talking two. about.. Let’s look at the video.

“What does Andy’s brother say?”

What’s Grandma

doing? Then, What’s Grandma doing? Let’s have Grandma is feeding a look. the fish.

（PPT 图呈现释义。出示feeding the fish

短语卡片,教读，板书）

I have some fish here. Who can help

feeding the fish？

5.Conclude This is Andy’s family.

Andy is watching Speak out together.

TV. His sister is cleaning her room. And

his grandma is feeding the fish.

They are doing family activities at home.

Look listen and “Family Activities”. repeat.

(出示主题

family activities，板书

)

学生体验，真实情景中运用语言。

看黑板呈现的卡片，引导学生自己说句子，输出短语。

通过总结、板书呈现，自然强化今天主题“family activities ”

从Andy’s home自然过渡到一个新朋友的家，

先读图得到已学的三个活动。

通过听歌曲，感知更多家庭活动。

Step4: Presentation

Part A Look,listen and chant 1.

Then we’ll go to a new big family. They are doing many activities.

A.

Point to the picture and ask. What’s he doing? What’s she doing?(贴句子条)

B.

How about the others? What are they doing? Now let’s listen a chant and find out. Q: What activities do you hear?

A.

watching TV cleaning the room feeding the fish

B.

Ss watch the chant carefully and try to find out the （情境预设：没有学生回答,就分段播放视activities. 频，必要时一句一句播放。

重复播放、回答、

教读、动作、板书的过程。)

*cooking dinner 听唱

What’s she doing? Let’s listen and chant. Do with me: Cooking cooking,cooking dinner.

Show card: So, what’s she doing?

Finger. Let’s spell.

*listening to music

What’s she doing? Do you like music? Who like music? How do you listen to music?

Listening listneing listening to music节奏感说。

Show card: So, what’s she doing?

Finger. Let’s spell.

*walking the dog What can you see in this picture? What are they doing? Let’s listen. Show card: So, what are they doing?

Finger. Let’s spell. I have a pet dog. Who want to help me walking the dog. Now you say with me clapping your hands. What are what are what are they doing?

*Watering the plants What are they doing? Let’s listen. Can you find some plants in our classroom? They are plants,展示实物。

You stand up, do with me.

What are what are what are we doing? Show card: We are ...

Finger. Let’s spell.

跟读、表演、问答

Cooking dinner Do action.

Finger and spell.

Listening to music Yes Do action.

Finger and spell.

I can see a dog... walking the dog

Spell with finger

They are walking walking walking the dog.节奏感说。

Watering the plants

Plants plants Do action. We are watering watering watering the plants.

Spell with finger.

歌曲整体感知，反复听音、辩音，

运用卡片、动作、课件等方式，了解学习更多的家庭活动。学生书空感受字母书写。

从歌曲整体感知，到逐句学唱，再到看到黑板思维图能给完全唱出歌曲。

C.

We learn so many family activities. What are they?

2.

We can find the activities in our books.Let’s open your book and turn to page50 . A. Boys and girls,point,listen and read. B.Ss：Let's do it by ourselves. C. Do you have any problems?

PartB Ask and answer

1.

Play a game, do and guess. We learn so many activities. Now Miya is going to do the action and u guess what am i doing.

2.

Choose one group to set an example. Then who want to do the action? (ppt) I need 3Ss, S1 do the action, S2 ask and S3 answer. Then change your roles.

2-3 group to show on stage.

PartC. Let’s write Have the Ss pay attention to the space between words and the correct writing of letters and “TV”.

Repeat according to blackboard. They are..

Listen，point，

and read twice. Read loudly

Guess

Work in group to do action, ask and answer.

活跃后也让孩子平静下来回归书本，听音跟读、自读、解决困难词，有利让学生将音、形匹配。

通过生动有趣的“我做你猜”游戏,，为下一环节个人输出做铺垫。

将本课教学目标词汇与功能句，融入游戏中去感知去运用。同时训练合作互助互学意识。教师巡视，指读个别孩子。

书写是自然融入到教学中，师有效的示范，生书空。

Step 5：Summary

1.What do we learn today? Try to summary by 学生自我

themselves. 总结。班上孩子自己的

照片，将孩子3.

Show

student’s picture, and ask

们带入真实who’ s she? What is she doing?

生活中,自然

情感渗透。引3.We should help to do chorse at home

as a part of our family. 导孩为父母分担家务，承担家庭责任。

Step 5：

Homework

1. A.Listen and read the words in page50.

B.Chant for your family and sent the video on wechat. 2. A.Write the phrases on Part C.

B.Use paper, point and make sentences. Then wrtie two activities. （梯度布置作业：根据自身情况，1.2点里A/B各选一项完成。）

Unit 5

Family activities

L1

What is he/she doing? He/She is….

Watching TV

Feeding the fish

Walking the dog

Watering the plants Blackboard design:

Cooking

dinner

Listening to music

Cleaning the

room

教学反思

1.

PartB此环节设计三人小组，孩子的分工会更明确，一人做动作一人问一人答，再交换角色。上课时由于座位局限，还是4人小组，效果欠佳。

2.

PartB 在小组讨论前是先抽一个组的同学做示范。上完课后思考，在小组之前，最好是请一男孩一女孩上台选择道具，表演自己正在做的事情，师问，所有生答，复习功能句。进而教师与台上孩子做示范，一表演，一问，一答，然后交换

角色。有效的衔接、有效的示范让学生更明确分组活动，效果更好。

3.

教师应做到放手，让孩子尽情去发挥去展现。创造更多让孩子表现的机会。

题单：

Family

Activities

What is he doing? What is she doing? He is ----. She is ----. (四线三格)

（1.准备好stickers, 是四线三格呈现的七个目标词组，用于学生粘贴。

2. 功能句呈现，2个答句中空出词组，让学生自己写最爱的活动。）