深圳牛津版教材3B第三模块第七单元教学设计
课题：深圳牛津版教材3B第三模块第七单元Hobbies
一、学情分析
三年级学生已有了一定语言知识的积累，单词、句子的书写以及语音的掌握是三年级学生学习的重点。三年级的学生能听懂老师简单的指令，也乐于展示自我，有着极强的求知欲以及表现欲，爱唱，爱演，爱玩游戏。但由于其生性活泼，直观形象思维较抽象思维还占优势，注意力不是特别集中，对与自己生活相联系的话题特别感兴趣。所以在本单元的教学中，创设了当下特殊疫情时期，人们都抗疫在家，抵抗病毒的情境。通过创设悬念重重的故事情境吸引学生走进课堂，用直观的图片、生动形象的视频、歌曲律动编创、复述故事、思维导图等有趣的教学活动点燃学生求知火花，引导学生全身心投入到教学活动中来。
二、教材分析
本单元是《深圳版牛津英语》三年级下册Module 3 My colourful life Unit7 Hobbies。学生在过去已经学习了不少关于动作的词汇，以及Do you like (doing)... Yes. / No. I like (doing). I can (do)…等句型，本单元将继续学习有关爱好的动词：其中很多有关爱好的动词在以前已经学过，已达到听说读认的学习目标，在学习本课后，单词达到听说读写“四会”目标。如下图：
New/Old Book/Module/Unit Key patterns Words and expressions
已学旧知 1AM2U4 I can sing What can you do I can… sing, dance, read, draw
1BM4U10 What can she do She can.. ride, skip, play, fly
2AM2U4 Can you swim Can you... Yes./ No. run, swim, fly, write
2BM2U4 Things I like doing Do you like (doing)… Yes./ No. I like (doing)… skate, hop
本单元新知 3BM3U7 Hobbies I like singing. What do you like dance, paint, read, sing, skate, swim
三、单元设计整体思路和依据
（一)设计依据
本单元设计依照《深圳市义务教育阶段小学英语“停课不停学”春季教材在线教学工作通知》的设计要求，进行单元整体教学设计。明确各课时授课内容、教学目标及重难点，厘清各课时间逻辑关系，由浅入深、循序渐进，体现单元整体设计的整体性与递进性。
（二）单元整体故事情节设计
Virus一直在寻找在家无聊的人，想诱惑他们出来。故事主人公小女孩Sally通过展示自己的爱好，朋友Zara的爱好，她的宠物的爱好，让Virus无计可施，Virus后面又开始对其他小朋友及其家人进行诱惑，而每个人都有自己不同的爱好和梦想，他们的生活充实而愉快，最终Virus落荒而逃。
（第一课时）“怪兽”Virus来袭，大家不得不待在家里，狡猾的Virus想趁机引诱人们出来。它首先来到了Sally家，一直引诱Sally出来，Sally都坚决拒绝了，同时展示了自己的hobbies。Virus无处突破，来到了Zara家。
（第二课时）Zara没有爱好，太无聊了，有点经受不住Virus的诱惑，于是Sally决定帮助Zara寻找爱好。通过跟朋友通电话，Zara了解到很多的爱好，也发现自己喜欢上了singing和chanting。Virus再次落败。
（第三课时）当Zara正开心唱歌时，看到一则新闻，动物也会被病毒感染。Zara叮嘱自己的宠物Bob要好好待着。可是Bob的朋友Ben却因为自己不喜欢工作，而没有家，流浪在外，差点被Virus逮住了。经历了流离失所，被Bob救济，看到Bob建造的漂亮房子后，Ben明白了要努力工作，自己动手劳作的重要性。而Virus又一次怅然若失地离开。
（第四课时）Virus继续四处乱窜，一直引诱人们出来。但它发现即使他们不出门，每家每户每个人都在家里做着自己喜欢做的事情。他们有不同的爱好，他们的生活充实而又愉快。Virus无计可施。
（第五课时）内心阴暗的Virus仍然想再试一次。他来到Danny家。可是爱看书和学习的Danny受到了自己读的故事的启发，树立了自己的梦想。他想通过自己努力，成为一名医生，打败Virus。看到人类的生活如此丰富，他们的精神世界又是如此团结和强大，Virus彻底害怕了，只能默默退出了人类的世界。
（三）各课时课型以及教材内容安排
Period1:新授课－－Learn the sounds & Look and learn。教授目标单词：dance, paint, read, sing, skate, swim并感知句型Do you like (doing)... Yes, I like (doing)...。通过创设主人公Virus和小朋友Sally的对话，呈现目标单词。用音形义学法指导以及chant创编的形式帮助学生识记单词和巩固句型。
Period 2新授课---Listen and say, Learn the sounds, Do a survey。在chant中掌握s和z在单词中的发音；用核心句型What do you like doing 询问朋友的爱好；用I like (doing)...表达自己的爱好。能将核心句型运用到实际生活中，运用学法指导发现动词ing形式的规律。
Period3: 新授课--- Enjoy a story。故事教学: “Bob and Ben”，在故事情境中学习、理解故事，用情境问题启发、培养学生发散性思维。通过学习激发学生对英语故事的喜爱。
Period4: 单元语用提升课---Think and write。在故事情境中继续巩固和运用核心句型I like (doing)…和He/ She likes (doing)…，并拓展运用句型It’s so…(adj.) 描述自己或他人的爱好和体验。用思维导图提炼要素，帮助学生用此策略完成语言交际和小作文。
Period5: 单元文化拓展课---学习了解Hobbies and dreams。通过创设Danny阅读故事书“Hobbies and dreams”的情景，描述Danny受到启发，并结合自己的爱好，确定了梦想的过程。促使学生从hobbies上升到思考自己的dreams，确立对社会有用的梦想。同时，树立努力学习，坚持奋斗的价值观。
四、单元教学安排
课时 话题 素材内容
第一课时 My hobbies 图像/音频/视频
第二课时 My friend’s hobbies 图像/音频/视频
第三课时 My pet’s hobbies 图像/音频/视频
第四课时 Different hobbies, colorful life 图像/音频
第五课时 Hobbies and dreams 图像/音频/视频
五、单元教学目标
1. 语言知识目标：
◆ 听，说，读，写核心词汇：swim, skate, read, sing, dance, paint。
◆ 听，说，读，写句型: Do you like (doing)... Yes, I like (doing).../ No, I don’t like (doing)...
What do you like doing
I like (doing).../I don’t like (doing)...。
◆ 掌握字母s和z在单词中的发音。
语言技能目标：
◆能听懂、会认读并且可以说出以下单词及其-ing形式：swim, skate, read, sing, dance, paint，且发音清晰。
◆能运用核心单词及核心句型表达自己的爱好,并询问别人是否有某种爱好, 并能根据实际情况回答：Yes, I like (doing)... / No, I don’t like (doing)...。
◆ 能够在真实的情景中用Do you like (doing)... 问答是否有某种爱好。
◆ 能够运用I like (doing)... in ... (season)表达自己在不同季节的爱好。
◆ 能够在描述自己爱好的同时用It’s ... (adj.)来表达感受。
◆ 能够表达自己的爱好以及梦想。
学习策略目标：
◆ 通过创设故事情境推进语言的学习。
◆ 通过学法指导、思维导图、图片、视频、音频等方式帮助学生理解巩固语言。
◆ 通过所学的英语知识，积极地与他人沟通，相互了解彼此的爱好。
情感态度目标：
◆ 在文本内容的学习和理解中，感受并体验爱好带来的愉悦感。
◆ 通过故事的学习，感受勤劳和懒惰的区别，并理解故事的深刻寓意。
文化意识目标：
◆ 通过对爱好的描述，进一步明确自己的梦想，明白爱好与梦想是环环相扣，互相影响的，为实现梦想应坚守爱好，努力学习。
深圳牛津版教材3B第三模块第七单元Hobbies（第二课时）
课时话题： My friend’s hobbies
教学内容：
Unit7 Listen and say, Learn the sound & Do a survey
教学目标：
1、能运用核心句型I like (doing)...表达自己的爱好。
2、能运用核心句型特殊疑问句 What do you like doing 询问朋友的爱好，并能正确运用动词ing形式根据实际情况回答。
3、会做调查，能够初步运用第三人称来描述朋友的爱好，并分享调查报告。
4、在chant中掌握s和z在单词中的发音。
教学重点:
1、核心句型I like (doing)...。
2、核心句型特殊疑问句What do you like doing 并回答。
教学难点：（明确难点所在、因何而难、解决策略）
学生对于like后动词ing的正确形式比较难掌握。本节课在故事文本中，以及在活动中通过学法指导引导学生发现动词ing的规律。
教学过程：
步骤 目的 师生活动
组 织 教 学 及 复 习 ①师生问好，拉近师生距离，营造轻松氛围，让学生以一种积极愉悦情绪投入新课学习中。 ②引出主人公的同时，在chant中学习s和z的发音，进行语音教学。 呈现对话，揭开上节课悬念。Zara究竟有没有被病毒诱惑出门。 Step1: Greetings & Revision 课前问好与复习 ①课前提示学生做好线上学习准备，教师线上直播问好。 师：Good morning, boys and girls. Are you ready for the online class Today, we are going to learn Unit 7 Hobbies Period 2 -My friend’s hobbies. ②s和z的chant复习，巩固s和z在单词中的发音。 师：Children, do you remember them 生（教师扮演学生）：Yes. She is Zara. She is Sally. 师生一起唱出含有s和z发音的chant。 病毒诱惑Zara时Sally的反应。揭开上节课悬念，究竟Zara有没有被病毒诱惑出门 师：Last lesson, Virus asked Zara to go outside to play. Let’s find out what will happen next. Virus: Hi, Zara. Let's go outside to play！ Zara: Well! Wait, please! (转身去找Sally) Zara: Sally , let's play outside. Sally: Oh, no ! We can’t go out now. Look at the virus. Zara: But I'm bored. What can I do Sally: How about reading, painting or writing Zara: No, no, no. Sally: Well, let’s see what your friends’ hobbies are.
新 知 识 的 呈 现 与 归 纳 ①创设Sally帮助Zara找爱好，抵制病毒诱惑的情境。 ②教师在教授的时候，要不时地提示线上学生Listen！Follow！Think Step2: （1）在“Sally，Zara与朋友通话以了解朋友的爱好”这一情境中引导学生学习新课。 Sally建议Zara与朋友们打电话了解他们的爱好，以便Zara找到她想做的事情。(在此环节用旧知“I can (do)...” 带新知“I like (doing)...” 引导学生学习核心句型 “What do you like doing ”以及引导学生根据实际情况回答。与此同时，引导学生发现like后接动词ing的规律，以及动词从原型到ing形式的变化，掌握like后动词ing的正确形式。) Zara: Hi, Lucy, what do you like doing Lucy: I like dancing. I like skating too. （song）Dancing, dancing. I like dancing. I can dance very well. Skating, skating, I like skating too. But I can’t skate very fast. Zara: Hello, Lily. What do you like doing Lily: I like reading. I like painting too. (Chant) Reading, reading, I like reading. I can read very fast. Painting, painting, I like painting too. But I can't paint very well. Zara: Hello, Linda. What do you like doing Linda: I like swimming. I like running too. (song)Swimming, swimming, I __________. I can swim very well. Running, running, _______________ too. But I can’t swim very fast. (在此环节，留空让学生自己填。引导学生正确运用I like (doing)... 这一句型。以及引导学生掌握新单词run以及其ing形式。) Zara发现了singing和chanting的乐趣。拒绝了病毒，抵制住了外出玩的诱惑。 (在此过程中强调like后接动词正确的ing形式，并鼓励学生为Zara创编歌曲。) Zara: Aha! I like singing and chanting. Wow, I'm so happy. Virus: Hi, little girls, go out and sing. Zara: No, no, no. Go away. Virus: Oh, no !
新 知 巩 固 与 活 用 ①利用关键词复述故事，引导学生发现I can 与I like后接的动词的不同形式。 ②找规律，用动词的正确形式自创歌曲，唱出自己的爱好。 ③调查朋友的爱好，活用所学。初步感知用第三人称描述朋友的爱好。 Step 3 Practice and consolidation新知巩固与活用 ① Let’s retell ②找动词ing形式规律，说出加ing有相同规律的动词，并用这些动词唱出自己的爱好。 ③学生调查朋友的爱好.
小 结 总结本课所学，回顾学习目标是否达成；预告下一课时，激发学习兴趣。 Step4: Sum-up总结并留下悬念 师: Does the Virus really disappear We don’t know. We can find out next lesson. What have we learned today We have learned how to express our hobbies. We know how to ask for our friends’ hobbies and how to answer. Anything else Think about it!
作 业 布 置 及 提 交 巩固新知识， 设置开放性作业。 Step5: Homework
21世纪教育网(www.21cnjy.com)(共20张PPT)
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2022年春牛津深圳版英语
三年级下册
My friend's hobbies
3BM3U7 Hobbies (Period2)
7
Zara
/z/ /z/ zebra
/z/ /z/ zoo
Zara likes the zebra.
It is in the zoo.
/s/ /s/ see
/s/ /s/ sing
Sally sees the virus.
It sings to Zara.
z z /z/ /z/ /z/
s s /s/ /s/ /s/
Sally
Hi,Zara. Let's go outside to play！
Well! Wait, please!
Hi,Zara. Let's go outside to play！
Oh,no ! We can’t go out now. Look at the virus.
Sally, let's play outside.
But I'm bored.
What can I do
No, no, no.
How about reading，painting or writing
Well, let’s see what your friends‘ hobbies are.
Hi,Lucy. What do you like doing
dance
-
danc
e
ing
skate
-
skat
e
ing
I like dancing, I like skating too.
Dancing, dancing. I like dancing.
I can dance very well.
Skating, skating, I like skating too.
But I can’t skate very fast.
Hello,Lily. What do you like doing
read
read
-
ing
paint
-
paint
ing
I like reading. I like painting too.
Reading, reading, I like reading.
I can read very fast.
Painting,painting, I like painting too.
But I can't paint very well.
Aha,Sally.
Chanting is so fun. Let’s chant again.
Reading, reading, I like reading.
I can read very fast.
Painting,painting, I like painting too.
But I can't paint very well.
Hello,Linda. What do you like doing
swim
run
-
run
-
swim
ing
m
n
ing
I like swimming. I like running too.
Swimming,swimming,I ___________.
I can swim very well.
Running, running, ___________too.
But I can’t run very fast.
like swimming
I like running
Aha, Sally, singing is so fun. Let’s sing again.
Swimming, swimming,
I like swimming.
I can swim very well.
Running, running,
I like running too.
But I can’t run very fast.
Oh, no！
Hi,little girl,come
out and sing.
No,no,no.
Go away.
Aha ! I like singing and chanting. Wow ! I'm so happy.
Let's retell
Who
Abilities
Hobbies
can read very fast
can't paint very well
like reading
like painting
can dance very well
can't skate fast
like dancing
like skating
can swim very well
can't run very fast
like swimming
like running
Lily
Linda
√
√
√
×
×
×
Lucy
Dance,dance Skate,skate
Dancing,dancing Skating,skating
I like dancing. I like skating.
I like dancing. eting.
Swim,swim
Swimming,swimming
I like swimming.
I like swimming.
swim-
swim
ing
read-
read
ing
paint-
paint
ing
sing -
ing
skate-
skat
e
dance-
danc
...
Can you find the rules
make -
mak
run -
running
Can you say more words
Can you use the words to
make a song for your hobbies
sing
e
ing
e
ing
ing
X
ming
Dance,dance Skate,skate
Dancing,dancing Skating,skating
I like dancing. I like skating.
I like dancing. I like skating.
Swim,swim
Swimming,swimming
I like swimming.
I like swimming.
Do a survey about your friends' hobbies.
A:What do you like doing
B:I like...
Name
Jane
Virus
We have learned...
My friends' hobbies
express
ask
answer
Homework
Talk about your friends' hobbies.
Draw a mind map about your
friends’ hobbies.
