1、Unit3 After School Activities 学情分析学情分析：本课是三年级下册 Unit3 Lesson 2，三年级的学生在心理 上，对英语兴趣浓厚，而且孩子都喜欢表演，对新鲜事物有强烈的好 奇心、有探究的欲望。在知识储备上，孩子们有初步的语音、语感意 识，学过一些动词短语：fly a kite, ride a bike, swim, play football.及句 子 What can you do? 在本单元第一课时也学了 6 个动词短语：read books， play sports， sing songs. ；本班学生从三年级上册就接触 简单的思维导图，本册尝试自己绘
2、制思维导图，孩子们想法新颖。所 以本课最后也设计了这个任务。 Teaching contents: The sentences: What are you going to do after school? Im going to. Whats he/she going to after school? Hes/She going to. The text: Yaoyao: Binbin, what are ypu going to do after school? Binbin: Im going to play sports. I love to play football. Yaoyao
3、: Can I play with you? Binbin: Sure! Yaoyao: Look, theres Andy! Whats he/she going to do after school? Binbin: Hes going to read books. He really likes reading! Teaching aims: 1,Knowledge aims: A: Ss can say the sentences patterns: What are you going to do after school? Im going to. Whats he/she goi
4、ng to after school? Hes/She going to. B: Ss understand the meaning of “after school” and can read the dialogue. 2, Ability aims: Ss can use the sentence patterns to communicate with others Ss can try to make their own mind map. 3, Emotional aims: Let them know we should have healthy hobbies. Part 2
5、The key and difficult points: Ss can communicate with the sentences and read the text. Ss can make the mind map and make their real dialogue. Part3: Teaching aids PPT, task paper, the video Part4 Teaching procedures: Step1 Warm up 1Greeting 2Game: Do with me Ss do the action and say_ with you 设计意图:热
6、身活动，节奏明快营造一种轻松愉快的学习氛围，同时 复习部分学过的动词短语，初步感知“with”的用法，为新课做好准 备。 Step2 Review and lead in 1,Brain storm: T: Look, I can do many things. What can you do? Ss: I can . 设计意图：通过“brain storm”的活动，最大限度地激活孩子们的 知识储备。 2,T: Wow, you are great, but can you ride a bike now? Ss: No T: Look, From 8:30am. to 5:00pm. We
7、must have classes at school. But we can do these things after school. Then show some time, let Ss check “school time” or “after school”出示 PPT，以时间轴图示的方法，让学 生形象地了解“放学后”这一概念。 Part3 Presentation and practice 1Im going to. T: look, its sunny today, its hot. Let me think. I am going to eat an ice-cream af
8、ter school. but I am fat, so Im going to play sports. Are you going to do something? Lets think about it. Ss think and say the sentence: Im going to. 设计意图：创设天晴和雨天情境，让学生在情境中感知真实的语意， 有助于学生对新知的掌握。 T:Lets PK. Ss say the sentences as more as they can and as fast as they can in1 minute. 设计意图：通过限时的设计让学生模仿句
9、型，极大地激发学生的能动 性，活跃思维，而且在不能重复的情况下，让学生的思维更发散，注 意力更集中。 2, What are you going to do? T: Its sunny, we are going to do many things outside. Look, its rainy, what am I going to do? Can you ask me? Ss look at the PPT,try to ask me. T: Im going to read a book. I like reading. What are you going to do after s
10、chool? Ss ask and answer (pair work) 设计意图: 通过情境的转变，让学生能进一步思考。并把师生互动， 转变为生生互动。 2The dialogue and the sentence patterns: Whats he/she going to do after school? A：Pre-reading T: You have many ideas. Look,Im going to reading with whom? 设计意图：学习对话之前通过猜猜谁和老师读书设疑，激发起学生的 好奇心，为进一步学习做好铺垫。 B: While-reading Ss l
11、isten and answer who are in the story? Ss: Binbin Andy 设计意图：语言是一个整体，语言教学更要“词不离句，句不离篇” 所以，本环节从听力入手，让学生整体感知对话，并找出关键信息。 T: Yes. Lets watch the video and match the name and activities Ss match them and answer the question: Whats Andy/Binbin going to do? Hes going to. T ask and Ss answer Check the answer
12、: Im going to read books with Andy. 设计意图：通过观看对话动画，再次整体感知，并通过连线活动对 内容关键信息进行捕捉和理解。解开学习之初的疑问，让学生再次感 知“with”的语意。在问答中学习关于第三个人的句型。 T: Look, Is Andy happy? Ss: Yes. T:Yes, because he really likes reading. show PPT and stress really like T: Here ia another word, it has the same meaning. Can you find it? Ss
13、read the dialogue by themselves and find love out. 设计意图：在之前的听、看基础上学生已对对话主要内容有了了解。 本环节通过让孩子们找“近义词”的活动，去进一步细读课文，理解 “really like”的语意，关注细节。 T: Boys and girls, Is Binbin talking to Andy? Ss: No. Yaoyao T: Yes. What is yaoyao going to do after school. Read it Again and choose 设计意图: 引导学生再次读课文， 在层层铺垫后， 生成 “
14、Yaoyao is going to play sports, too.”让学生在语境中，猜测推理，对阅读策略进行渗 透。 T: Now let listen and imitate the text. C Post-reading T shows the PPT and asks Look, who are on the playground, too. Ss: Joy and Bill T: Can you guess whats Joy/Bill going to do after school Ss answer the Qs 设计意图：在孩子们学完课文以后，引导他们观察图片，展开想象
15、， 猜猜 Bill 和 Andy 可能会去干什么。又一次激发学生思维，关注学生 核心素养。 Part5 Consolidation： 1，After Ss answer the Qs, T asks: Whats . going to do after school? Ss confused T: Now lets have fun and play game. the freezing game. 设计意图：从课文过渡到现实生活，巩固强化句型，为后续的用语言 做事做好准备。同时， “冰冻游戏”也符合“动静结合”的原则，缓 解学生的疲惫感。 2，T: You did a good job. N
16、ow lets write down the ideas. Here are some maps for you, you can choose one or make your own mind map. 设计意图：小组活动让学生能够合作学习，同时以思维导图方式梳理 和使用本课知识，提升思维品质。 3，Report with the dialogue: A: Hi _. B: Hello, _ A: What are you going to do after school? B:Im going to _. A: Thats interesting. Look, Theres _.What
17、 is_going to do after school? B:Hes/Shes going to_. A: Wow, lets have fun! 设计意图： 此环节在课文的基础进行了改编， 添加了问候语及评价语， 让对话更完整，更符合生活实际。 4，Part6 Homework: 1 Listen and imitate the text. 2 2,Ask your parents ideas and finish the map, then make it beautiful. (问问爸爸妈妈的想法，继续完成你的导图，并美化。 ） 设计意图：作业是课堂的延伸，所以以不同的方式进行巩固，会让孩 子们耳目一新。
