What do you do on Sundays 第二课时说课稿
Good morning, ladies and gentlemen. It’s my great honour to share my teaching plan with you. My topic is Module 6 Unit1 “ What do you do on Sundays ” I’m going to introduce my teaching plan from 7 parts: analysis of the teaching material, analysis of the students, analysis of teaching objectives, key points and difficulties, teaching and learning strategies, teaching procedures, blackboard design and teaching reflection. Now let’s come to Part one.
Part 1 Analysis of the teaching material
In my lesson, the material comes from Foreign Language Teaching and Research Press,Book 2.
The topic is “What do you do on Sundays ” This is the second period of this unit.
The content is It's about Sam's and Dalin's weekend activities(from A2)
Part 2 Analysis of the students
Next, let’s talk about the students. Besides the material, students are the most important part of a lesson.The "English curriculum standard" clearly requires that teachers should always reflect the main position of students in the process of English teaching. Our students are in Grade 3. They are active, curious and creative. After learning English for a semester, they have some basic English knowledge. And they have learned some new words and key sentences “What do you do on Sundays ” in the first period of this Module;What’s more, the content of this lesson is similar for them. But they lack the English surrounding. some students fail to express correctly. So the teacher should pay attention to the communication with them, providing them with the chances of using language to talk about weekend activities.
Part 3 Teaching objectives
Now, let’s move on to the third part--teaching objectives. According to the student-centered approach and the New Curriculum Standard, I set up the following teaching objectives.
Knowledge objectives
Students can understand the dialogue and retell the dialogue about Dalin's and Sam's weekend activities.
Students can retell the dialoge.
Ability objectives
Communication
To talk about one’s weekend activities.
Emotion objectives
Students can understand the joy of sports.
Self-confidence in learning English.
Part 4 Key points and difficulties
Key points:Understand the dialogue and retell the dialogue about Dalin's and Sam's weekend activities.
Difficult points:Use English to talk about others' weekend activities.
Part 5 Teaching & learning strategies
Based on the teaching material and the level of the students, in order to achieve the teaching objectives, the following teaching and learning strategies will be used.
Task-based teaching strategy.
Situational and Communicative teaching strategy
Cooperative learning strategy.
In this lesson, PPT, blackboard and cards will be used
Part 6 Teaching procedures
Now let’s come to the most important part: teaching procedures. I’ll finish this lesson in 4 steps. Before the lesson, I will divide students into two groups. Group 1 is Dalin, Group 2 is Sam. If students do a good job, they will get the flowers.
Step 1: Pre-task Preparations
Chant: At the beginning of this lesson, I will show a chant for
students“ Do you like fish ” The purpose of this chant is to increase students' interests and review the sentence structure “ Do you like...”
Free talk: After the chant, I will say: We have a friend today. He
wants to know “What do you do on Sundays/on Mondays ” Now let’s have a free talk and tell him. This activity can help students review some phrases of activities and lead in the topic.
Step 2: While-task procedures
Now our friend Nick also wants to know what the dog do on Mondays.So they ask: “What about the dog What does the dog do on Mondays Then come to step 2 : While-task.
Task 1 Watch and answer: I will play a video of activity 1 for students.After the video, students answer the question of “ Does the dog eat meat ” Then lead students to learn the new words “eat” by using phonics and pictures.(It can make students learn the new words easily.)
Task 2 Listen, point and find out “What do you do...”
Our friend Nick wants to know “ What about Sam and Dalin What do Sam and Dalin do on Sundays ” Let’s have a look and tell them. Then comes to task 2 : Listen, point and find out “ What do you do...”
(Purpose:Present the situation of the dialogue, students can have a overall understanding of the dialogue.)
Task 3 Watch again and answer: I will play the video again and ask students to answer: “What do you do on Sundays, Sam What do you do in the morning/afternoon, Dalin ”
(Through the questions and answers, students will have a mind map of the dialogue. So they can understand the dialogue easily.)
Task 4 Read together：Then I will ask students to open the book to read the dialogue together.
Task 5 Retell: After learning the dialogue, I will give more chances for students to show the output. The first one is to retell the dialogue. Through retelling the dialogue, they will have a clear understanding of the dialogue. And they can also practice the key sentences.
Task 6 Role play: Next I will ask students to have a role play. I will divide all the students into two group to have a role play. They will have a competition. Then two people a group to show the dialogue.
(It can improve students ability of competition and cooperation.)
Step 3 Post-task Activities
Leaning is for using. I think we should teach students how to use What we have learn into our daily life.
So in Step 3, I design an activity: Interview and report: Four people a group. I will present some pictures about weekend activities. One student is interviewer, two are interviewees, one is reporter. They will talk about weekend activities by using the sentences “ What do you do on Sundays I...” I will give an example of a video first.
Emotional education:After reporting, Nick has something to share with us. Let’s watch. So we should enjoy sports.
(Through Nick’s conclusion, students will improve their ability of divergent thinking.)
Step 4 Assessment:
Recite Activity 2.
Make a timetable.（调查你的朋友们的周末活动安排）
Part 7 Blackboard design
At last,I will lead students to sum up what we have learned in this lesson with the help of the blackboard.
Part 8 Teaching Reflections
The students are the masters of the class and the teachers act as directors.
That’s my presentation. Thank you!What does Lingling have at school 第三课时说课稿
Good morning, ladies and gentlemen. It’s my great honour to share my teaching plan with you. My topic is Module 6 Unit2 “ What does Lingling have at school ” I’m going to introduce my teaching plan from 8 parts: analysis of the teaching material, analysis of the students, analysis of teaching objectives, key points and difficulties, teaching and learning strategies, teaching procedures, blackboard design and teaching reflections. Now let’s come to Part one.
Part 1 Analysis of the teaching material
In my lesson, the material comes from Foreign Language Teaching and Research Press,Book 2.
The topic is “What does Lingling have at school ” This is the third period of this Module.
The content is to talk about Lingling's class schedule by using the sentence structure “ ---What does Lingling have at school ---She has Chinese...”
Part 2 Analysis of the students
Next, let’s talk about the students. Besides the material, students are the most important part of a lesson.The "English curriculum standard" clearly requires that teachers should always reflect the main position of students in the process of English teaching. Our students are in Grade 3. They are active, curious and creative. After learning English for a semester, they have some basic English knowledge. And they have learned sentence structures “What do you have at school ” in the first period of this Module. What’s more, the content of this lesson is similar for them. But they lack the English surrounding. some students fail to express correctly. So the teacher should pay attention to the communication with them, providing them with the chances of using language to talk about class schedule.
Part 3 Teaching objectives
Now, let’s move on to the third part---teaching objectives. According to the student-centered approach and the New Curriculum Standard, I set up the following teaching objectives.
Knowledge objectives
New words & key phrases: has, maths, science.
Sentence structure: ---What does Lingling have at school ---She has Chinese...
Ability objectives:
Communication
To talk about one’s class schedule.
Emotion objectives:
Students can understand the differences of class schedule between China and England.
Self-confidence in learning English.
Part 4 Key points and difficulties
Key points:Learn to talk about class schedule by using the sentences like this. “-What does +He/She+have at school
-He/She+has+subject+at school.”
Difficult points:Understand and use the third person singular of verb in sentences .
Part 5 Teaching & learning strategies
Based on the teaching material and the level of the students, in order to achieve the teaching objectives, the following teaching and learning strategies will be used.
Task-based teaching strategy.
Situational and Communicative teaching strategy
Cooperative learning strategy.
In this lesson, PPT, blackboard and cards will be used
Part 6 Teaching procedures
Now let’s come to the most important part: teaching procedures. I’ll finish this lesson in 4 steps. Before the lesson, I will divide students into two groups. If students do a good job, they will get the flowers.
Step 1: Pre-task Preparations
Chant: At the beginning of this lesson, I will let students sing a song
“We like school.” The purpose of this song is to increase students' interests and lead in the topic.
Talk about the time table: After singing the song, I will say: Do you
like school Do you go to school on Mondays Here’s Amy’ timetable. Then I will ask students to talk about their timetables. This activity can help students review how to talk about someone’s activities of daily life.
Step 2: While-task procedures
Lingling goes to school on Mondays too. What does Lingling do at school Then I will show out a picture for students to understand Lingling has classes at school. Then come to the task 1.
Task 1 Listen and circle “have/has”: I will play the tape of the dialogue for students to circle. After the tape, I will ask students to check the answer. And teach the new words “ have, has”. Let students conclude the different usage between “ have” and “has”. Besides, students can have a overall understanding of the dialogue.
So I will ask students “ What does Lingling have at school today ” Then I will show out the picture of the subjects. And teach the new word “maths, science” by using phonics and pictures.
Task 2 Let’s play: After presenting the new words, students need some exercises to consolidate. So I design a game. The words of subjects are hidden behind the pictures. Students can choose one picture to hit. Then read the words of subjects loudly. It’s very interesting and it can grab students attention.
Task 3 Watch,read and fill in the form: I will play the video and ask students to fill in the form. Then ask students to present the form by using the sentences like this “Lingling has Chinese, English and Maths in the morning. She has Art, PE and science in the afternoon.” Then show out Amy’s and Daming’s class schedules for students to practice.
There is also an interesting activities for students to practice the key sentence pattern. That is “ Look and say.” The pictures of subjects will move. When it stops, students should read the sentences correctly and loudly.
Task 4 Ask and answer: Learning is for using. I think we should teach students how to talk about their friends’ class schedules. Before talking about their friends’ class schedules. I will show out an example of Amy and Lingling’s dialogue about class schedule. Two students a group, one is Amy, the other is Lingling. Then practice how to ask and answer. This activity can make Students a good preparation for the task 5.
Task 5 Do a survey：What does he/she have in the morning/afternoon？
Two students a group, one student makes a class schedule of their friends. The other student ask. Then they have a conversation. Through learning, they can apply what they have learn into the daily life.
Step 3 Post-task Activities
Let’s know more: Play a video about the class of foreign countries. Then let students to think and say the differences between Chinese class schedule and foreign class schedule. They will learn something about culture differences.
Step 4 Homework:
Listen and read Activity 2.
Talk about your class schedule and weekend plan with your friend.
Part 7 Blackboard design
At last,I will lead students to sum up what we have learned in this lesson with the help of the blackboard.
Part 8 Teaching Reflections
The students are the masters of the class and the teachers act as directors.
That’s my presentation. Thank you!Module 6第四课时说课稿
绘本Busy at school
Good morning, ladies and gentlemen. It’s my great honour to share my teaching plan with you. My topic is “Busy at school.” I’m going to introduce my teaching plan from 8 parts: analysis of the teaching material, analysis of the students, analysis of teaching objectives, key points and difficulties, teaching and learning strategies, teaching procedures, blackboard design and teaching reflections. Now let’s come to part one.
Part 1 Analysis of the teaching material
In my lesson, the picture book comes from Raz Level C
The topic is “Busy at school.” This is the fourth period of Module 6.
The content is mainly about school life of Nick and his friends.
Part 2 Analysis of the students
Next, let’s talk about the students. Besides the material, students are the most important part of a lesson.The "English curriculum standard" clearly requires that teachers should always reflect the main position of students in the process of English teaching. Our students are in Grade 3. They are active, curious and creative. After learning three lessons of Module 6, they have some basic sentence structure to talk about their weekend activities and class schedule. And the topic of this picture book is similar for them. But they lack the English surrounding. some students fail to express correctly. So the teacher should pay attention to the communication with them, providing them with the chances of using language to talk about school life.
Part 3 Teaching objectives
Now, let’s move on to the third part---teaching objectives. According to the student-centered approach and the New Curriculum Standard, I set up the following teaching objectives.
Knowledge objectives
Students can understand the story and apply the sentence structures to talk about their school life. Besides, they can master the pronunciation rules of letter i, m, l and n .
Ability abjectives
To talk about one’s school life. Students will improve their ability of obtain and process information.
Emotion objectives
Students can know something about the school life of English students. Self-confidence in learning English.
Part 4 Key points and difficulties
Key points: Understand the picture book and apply the sentence structures to talk about their school life.
Difficult points:Imitate the picture book to make their own picture books about school life and talk about it.
Part 5 Teaching & learning strategies
Based on the teaching material and the level of the students, in order to achieve the teaching objectives, the following teaching and learning strategies will be used.
Task-based teaching strategy.
Situational and communicative teaching strategy
Cooperative learning strategy.
In this lesson, PPT, blackboard and cards will be used.
Part 6 Teaching procedures
Now let’s come to the most important part: teaching procedures. I’ll finish this lesson in 5 steps. Before the lesson, I will divide students into two groups. If students do a good job, they will get the flowers.
Step 1: Revision
Talk about your timetables: At the beginning of this lesson, I will
check the homework of the third period. Let students show out their timetables and talk about them. The purpose is to review and make preparation for this lesson.
Step 2: Lead-in
After talking their timetables, I will present the cover of picture book and
say: Do you want to know their timetable at school Today, we’re gonging to learn this picture book.What can you see on the cover Then lead in the topic and introduce three main characters--- “Lili, Mini and Nick”.
Step 3: Pre-reading
Watch and enjoy: I will play three videos for students. They are about
the pronunciation of L, M, N. Tell them L is for Lili, M is for Mini, N is for Nick. Then chant together. ( The videos are interesting for students to learn the pronunciation.)
Step 4: While-reading
Look, listen and say: Firstly, I will ask students a question: Do you
know what do they do at school Can you guess Then I will let students to guess. Through thinking and guessing, Students can improve their ability of prediction.
Watch the video: Next, I will play the video of the picture book.
Students can check their prediction and know the main idea of the picture book
According to the video, I will ask: Do they write Chinese Then present the new word “write”. Through mother’s voice to teach the pronunciation of i. And I will teach the following new words which have the letter i in the same way. Because it’s interesting and easy to understand.
Listen and guess: Then I will play the sound of some activities to let them guess : What do they do at school Then present and teach the phrases “ sing a song, paint a picture, eat snacks” .
Look and choose: look at the picture and choose what do they so at school. Then present and teach the phrase “ play a game”
Look and say: Do they listen to music Then present and teach the phrase “ listen to a story”. Next I will show the picture of toys and ask “ What are they Do you have toys How many toys ” Then present the phrases “count numbers”. and “share toys” (By using pictures, sounds and questions to present and teach the main points of the picture book, students can understand easily.)
Bubbles game: After presenting the new phrases, students need some
exercises to consolidate. So I design the bubbles game.
Look and predict: T: Who do these things Yes, children do lots of
things at school. They are busy at school. Then teach the new word “children”.
Watch and say: I will use a game about phonics to consolidate the
pronunciation of the letters which we have learned in this lesson.
Listen and sing: I make a song to sum up what we have learned in this
lesson.
Step 5 Post-reading
Watch and enjoy: Play a video about the school life of English students. Students can know the culture differences between China and England.
Make your own book: I will play a video about how to make a picture book of your school life. Then students work in group to finish their picture books. (Purpose: Through making their own picture books, they can use what they have learned in their daily life.)
Homework:
1. Read the picture book. 朗读这本绘本
2. Read the other picture books and phonics books about this topic. 读其它有关这个话题的绘本和语音书。
3. To know more about the difference between China and the other countries.知道更多中国和其它国家之间的差异。
Part 7 Blackboard design
At last,I will lead students to sum up what we have learned in this lesson with the help of the blackboard.
Part 8 Teaching Reflections
The students are the masters of the class and the teachers act as directors.
That’s my presentation. Thank you.What do you do on Sundays 第一课时说课稿
Good morning, ladies and gentlemen. It’s my great honour to share my teaching plan with you. My topic is Module 6 Unit1 “ What do you do on Sundays ” I’m going to introduce my teaching plan from 8 parts: analysis of the teaching material, analysis of the students, analysis of teaching objectives, key points and difficulties, teaching and learning strategies, teaching procedures, blackboard design and teaching reflections. Now let’s come to Part one.
Part 1 Analysis of the teaching material
In my lesson, the material comes from Foreign Language Teaching and Research Press,Book 2.
The topic is “What do you do on Sundays ” This is the first period of this unit.
The content is to talk about weekend activities and school lessons by using the sentence structures: What do you do on Sundays What do you have at school
Part 2 Analysis of the students
Next, let’s talk about the students. Besides the material, students are the most important part of a lesson.The "English curriculum standard" clearly requires that teachers should always reflect the main position of students in the process of English teaching. Our students are in Grade 3. They are active, curious and creative. After learning English for a semester, they have some basic English knowledge. And they have learned the sentence structure “ Do you play football on Mondays ” in M5.What’s more, the content of this lesson is similar for them. But they lack the English surrounding. some students fail to express correctly. So the teacher should pay attention to the communication with them, providing them with the chances of using language to talk about weekend activities and school lessons.
Part 3 Teaching objectives
Now, let’s move on to the third part--teaching objectives. According to the student-centered approach and the New Curriculum Standard, I set up the following teaching objectives.
Knowledge objectives
New words & key phrases: go swimming, sleep, watch TV, have classes, Chinese, maths, art.
Sentence structure: What do you do on Sundays What do you have at school
Ability objectives:
Communication
To talk about one’s weekend activities and school lessons.
Enmotion objectives:
Students will learn to cherish their life and love their life.
Self-confidence in learning English.
Part 4 Key points and difficulties
Key points:New words :such as go swimming, sleep, watch TV, have classes, and so on.
Sentence pattern: What do you do on Sundays What do you have at school
Difficulties:Ss can use the sentence structures to talk about one's weekend activities and school lessons correctly in daily life.
Part 5 Teaching & learning strategies
Based on the teaching material and the level of the students, in order to achieve the teaching objectives, the following teaching and learning strategies will be used.
Task-based teaching strategy.
Situational and Communicative teaching strategy
Cooperative learning strategy.
In this lesson, PPT, blackboard and cards will be used
Part 6 Teaching procedures
Now let’s come to the most important part: teaching procedures. I’ll finish this lesson in 4 steps.
Step 1: Pre-task Preparations
At the beginning of this lesson, I will divide students into two groups. If students do a good job, they will get the flowers.(The purpose is to arouse the students’ awareness of competition.)
Next I will play a song about the days of a week to students. The
purpose of this song is to increase students' interests. Then I will show out a picture of calender to teach the new word “Sunday”. And let students know the meaning of “Sundays”.
Look and say: After learning the word of “Sundays”, I will say: We
have a friend today. He wants to know something about you. Let’s watch. After this video, students will know what they are going to learn in this lesson. And it set up a situation of this lesson. Firstly students can look at pictures and answer Nick What they do on Sundays. This activity can help students review some phrases of activities and lead in the topic.
Step 2: While-task procedures
Now our friend Nick also want to know What Sam and Dalin do on Sundays. Then come to step 2 : While-task.
Task 1 Listen and choose: I present the situation of the book. Play the tape and let students to choose. Then lead students to learn the new words “swimming, sleep, watch TV” by using the tape, pictures and actions.
Task 2 Look and say: After presenting the new words and sentence
structures, students need some exercises to practice their oral English. So I make a wheel of fortune. I will press the button. When one student says “stop”, I will stop. Then the students of group one asks: “What do you do in the morning/afternoon ” The students of group two answer. Then exchange.
Task 3 I do you say: Two students a group, one student do the
actions.The other guess and say “I _______ on Sundays”.
Our friend also wants to know your school life, So he asks“ What do you do on Mondays ” Who can tell him Then I present pictures and ask a student to answer “ I go to school on Mondays.” Next, I will show out the other question “What do you do at school ” After their answer, I will present the new words “have, class” Students can learn the new words easily from pictures and some words they have learned.
Next, I will ask “What do you have at school ” Come to Task 4.
Task 4 Guess:Students look at the pictures and listen, then guess and answer the question “ What do you have in the morning ” Students will learn the new words Chinese, English, music, art.
Task 5 Pair work:Two students a group, one student ask “What do you have in the morning/afternoon ”, the other student answer “I have ____ in the morning/afternoon.” I will make an example first. Then they work in pairs.
(The pair work will not only practice new words and sentence patterns, but also enhance students’ ability of cooperation and communication.)
Task 6 Play and say: There is also an interesting game for students to practice some important sentences. When the music plays, all the words will roll. When the music stops, students make a sentence by using the words in the screen.
Task 7 Chant:At last, I design a chant to sum up the important points
which we have learned in this lesson. I think students will like that.
Step 3 Post-task Activities
After reporting, Nick has something to talk with us. Let’s watch. So we should cherish our life, love our life.
(Through Nick’s conclusion, students will improve their ability of divergent thinking.)
Step 4 Assessment:
1、Listen and repeat Activity 2 twice.
2、Talk about the weekend plan with your family.
Part 7 Blackboard design
At last,I will lead students to sum up what we have learned in this lesson with the help of the blackboard.
Part 8 Teaching Reflections
The students are the masters of the class and the teachers act as directors.
That’s my presentation. Thank you!Module 6 第二课时教学设计
外研版三起小学英语三年级下册
一、整个模块教学内容分析：
本模块的教学内容与《义务教育英语课程标准（2011 年版）》话题表中的第8 条“人际交往”相对应；与文化意识标准的第二级第 8 条“在学习和日常交际中，能初步注意到中外文化异同”。本次大单元设计主要是学习谈论周末活动安排和学校课程。第一单元课文情境是星期日下午，Sam 在去踢足球的路上遇到了Daming 的堂兄 Dalin（他是一名出租车司机，在以后的册次中还会出现）。两人一边走一边谈论各自在星期日的活动安排。第二单元的课文中，Daming 和Sam遇到了 Maomao，Maomao 向Daming 询问他的好友Lingling 今天上什么课。
二、学情分析：
本课教学对象是三年级学生。他们已经有了一定的英语知识的积累，能听 懂老师简单的指令。学生愿学、易学也乐学。本模块中的周末活动安排及学校 课程是他们再熟悉不过，尤其是自己周末怎么过、学校上什么课。现在孩子业 余生活也很丰富，正是玩心重的时候，所以这节课中尽量准备一些游戏，活动， 调动学生学习英语的积极性。
三、模块教学目标
〖语用任务〗
学生能谈论周末活动安排和学校课程。口头表达内容达意、语音正确、表达流利。
（一）语言能力目标
①知晓特殊疑问句 What do you do on Sundays What does Lingling have at school 的语音语调特征，并能模仿朗读。
②能借助图片、音视频、动作看懂、听懂、理解并运用核心词汇：go swimming, sleep, watch TV, have classes, Chinese, maths, art, PE, science
③能借助图片、音视频运用句型 What do you do on Sundays What does ...have at school
谈论周末活动安排及学校课程。
（二）学习能力目标
①在课堂学习和交流中，注意倾听，积极表达。通过模仿、思考、讨论，做记录等方式， 完成学习任务。
②能运用所学句型进行表达和交流。
（三）思维品质目标
学生能在学习对话的过程中，通过图片观察和问答、追问与探究，设疑与验证培养学生分析、综合、概括的思维能力和品质。
（四）文化品格目标
通过谈论周末活动以及学校课程，让学生了解中外学校课程的异同。
四、模块主题及分课时话题
本模块选自外研社新标准英语三年级起点三年级下册第六模块。本模块是在人与社会的主题语境下，以周末活动和学校课程为话题。学习重点是谈论周末活动和学校课程。根据本模块的主题、结构、功能、意义及语用任务，将本模块划分为四个课时，同时将时间安排贯穿到整个单元的学中。
本课时为本模块的第一课时。在第一课时的教学中，围绕“What do you do on Sundays."" 的话题，通过谈论周末活动安排。学生先对感知课文，然后通过看、听、唱、演、说等活动，学习本课核心单词和句式，使学生有大量的语言输入，初步运用功能句。
第二课时的话题仍然为"what do you do on Sundays"本节课主要回归课本，借助音视频、图片、多媒体课件等，通过运用阅读策略，实现对语篇的理解，尝试模仿结构进行表达。
第三课时是在第一二课时的基础上，拓展到学生在工作日的学校课程安排。
第四课时是以校园生活为主题的绘本阅读并渗透语音教学，知道更多中国和其它国家之
间校园生活的差异。
M6第二课时
教学目标
Daming's and Dalin's weekend activities 在学习Daming's and Dalin's weekend activities后，能运用第一课时多学的单词及句型，迁移到其他人的周末活动安排。要求内容达意、语音正确、表达基本流利。 能通过图片、音视频及游戏，动作等形式，理解句型，模仿运用语言结构，对周末活动进行谈论。 学生能在学习对话及游戏的过程中，通过自主思考、交流讨论，培养学生创新思维及批判性思维。 享受运动 1、在课堂学习和交流中，注意倾听，积极表达。通过模仿、表演、思考、讨论等方式，完成学习任务。 2、能以小组合作的方式进行表演，对话，汇报。
二、教学重点与难点
1、重点：理解课文中关于特殊疑问句的用法。
2、难点：运用特殊疑问句询问第二人称的周末活动。
三、教学技术与学习资源应用：
多媒体、板书、图片、worksheets
四、教学方法：
Task-based, Situational and Communicative Methods
五、教学过程
流程 内容 活动 意图 层次 评价
Pre-task preparations A chant Do you like fish Some pictures about weekend activities. 1.Chant 2.Free talk. 改编歌谣形式，调动学生积极性，吸引学生兴趣。 看图对话，既可以回顾复习旧知识 What do you do on Sundays 感知与 理解 目的：导入话题，激活旧知。 内容：看，听说 主体：师生 方式：观看，理解 标准：借助图片、视频理解感知
While-task Procedures A dog and a cat are talking about their weekend activities. Does the dog eat meat Dalin and Sam are talking about their weekend activities. 3.Watch and answer 4.(1)Listen, point and find out “What do you do...” (2)Watch again and answer (3)Read together Retell Role play 呈现课文情境，结合图片，音频，通过旧知please meat总结字母组合ea的发音，从而学习新词eat。看图说话，巩固新词 呈现课文情境，整体感知，熟悉语音 ，激活目标语言“What do you do...” 观看课文情境内容，感知理解语言“What do you do...” 听录音跟读课文，巩固课文内容。 借助图片，梳理和回顾文本内容，巩固语言结构。 小组比赛角色扮演，检测学生对文本内容的理解运用。 感知 与 理解 理解 与 构建 目的：整体输入 内容：看、听、说、做、感知 主体：师生 方式：观看 标准：粗略了解 目的：巩固语言结构 内容：看，听说，做 主体：学生 方式：理解，学说，演 标准：能理解语言，建构语言结构。
Post-task Activities 1.Some pictures about weekend activities. One student is interviewer, two are interviewees, one is reporter. 2.Some pictures about doing sports 1.Interview and report 2.Enjoy, think and say. 通过采访和作报告的形式，学生自然而然地把所学知识应用到实践。 观看图片轮播，思考并发表自己的观点，升华主题。 目的：检测学生对目标的理解和运用。 内容：选择，说，做笔记 主体：学生 方式：口头表达，做笔记 标准：自由选择图片，正确问答句子，正确做记录。
Assessment 1、Recite Activity 2. 2、Make a timetable.
Blackboard DesignModule 6 第三课时教学设计
外研版三起小学英语三年级下册
一、整个模块教学内容分析：
本模块的教学内容与《义务教育英语课程标准（2011 年版）》话题表中的第8 条“人际交往”相对应；与文化意识标准的第二级第 8 条“在学习和日常交际中，能初步注意到中外文化异同”。本次大单元设计主要是学习谈论周末活动安排和学校课程。第一单元课文情境是星期日下午，Sam 在去踢足球的路上遇到了Daming 的堂兄 Dalin（他是一名出租车司机，在以后的册次中还会出现）。两人一边走一边谈论各自在星期日的活动安排。第二单元的课文中，Daming 和Sam遇到了 Maomao，Maomao 向Daming 询问他的好友Lingling 今天上什么课。
二、学情分析：
本课教学对象是三年级学生。他们已经有了一定的英语知识的积累，能听 懂老师简单的指令。学生愿学、易学也乐学。本模块中的周末活动安排及学校 课程是他们再熟悉不过，尤其是自己周末怎么过、学校上什么课。现在孩子业 余生活也很丰富，正是玩心重的时候，所以这节课中尽量准备一些游戏，活动， 调动学生学习英语的积极性。
三、模块教学目标
〖语用任务〗
学生能谈论周末活动安排和学校课程。口头表达内容达意、语音正确、表达流利。
（一）语言能力目标
①知晓特殊疑问句 What do you do on Sundays What does Lingling have at school 的语音语调特征，并能模仿朗读。
②能借助图片、音视频、动作看懂、听懂、理解并运用核心词汇：go swimming, sleep, watch TV, have classes, Chinese, maths, art, PE, science
③能借助图片、音视频运用句型 What do you do on Sundays What does ...have at school
谈论周末活动安排及学校课程。
（二）学习能力目标
①在课堂学习和交流中，注意倾听，积极表达。通过模仿、思考、讨论，做记录等方式， 完成学习任务。
②能运用所学句型进行表达和交流。
（三）思维品质目标
学生能在学习对话的过程中，通过图片观察和问答、追问与探究，设疑与验证培养学生分析、综合、概括的思维能力和品质。
（四）文化品格目标
通过谈论周末活动以及学校课程，让学生了解中外学校课程的异同。
四、模块主题及分课时话题
本模块选自外研社新标准英语三年级起点三年级下册第六模块。本模块是在人与社会的主题语境下，以周末活动和学校课程为话题。学习重点是谈论周末活动和学校课程。根据本模块的主题、结构、功能、意义及语用任务，将本模块划分为四个课时，同时将时间安排贯穿到整个单元的学中。
本课时为本模块的第一课时。在第一课时的教学中，围绕“What do you do on Sundays."" 的话题，通过谈论周末活动安排。学生先对感知课文，然后通过看、听、唱、演、说等活动，学习本课核心单词和句式，使学生有大量的语言输入，初步运用功能句。
第二课时的话题仍然为"what do you do on Sundays"本节课主要回归课本，借助音视频、图片、多媒体课件等，通过运用阅读策略，实现对语篇的理解，尝试模仿结构进行表达。
第三课时是在第一二课时的基础上，拓展到学生在工作日的学校课程安排。
第四课时是以校园生活为主题的绘本阅读并渗透语音教学，知道更多中国和其它国家之
间校园生活的差异。
M6第三课时
教学目标
第三课时 Class schedule 学生能在Lingling's class schedule的学习中，迁移到谈论其他人的课程安排，最后能对自己的课程做出安排计划。要求内容达意、语音正确、表达流利。 能理解Lingling's class schedule文本内容，谈论他人的课程安排，并能做出自己的课程安排。 在学习过程中，发展观察、归纳、创新等思维能力。 对比了解中外学校课程异同 1、在课堂学习和交流中，通过对话、思考、讨论等方式，完成学习任务。 2、通过理解、朗读、交流等方式学习语篇并发表个人观点。
二、教学重点与难点
1、重点：使用特殊疑问句谈论第三人称学校课程。
2、难点：能理解运用动词第三人称单数的变化规则。
三、教学技术与学习资源应用：
多媒体、板书、图片、worksheets
四、教学方法：
Task-based, Situational and Communicative Methods
五、教学过程
流程 内容 活动 意图 层次 评价
Pre-task preparations A song we like school. 2.Homework presentation of period 2 1.Sing a song. 2. Talk about the timetable. 歌谣形式，调动学生积极性，吸引学生兴趣。 通过作业展示，回顾复习旧知识“What do you do...” 感知与 理解 目的：导入话题，激活旧知。 内容：看，听说 主体：师生 方式：观看，理解 标准：借助图片、视频理解感知
While-task Procedures 3.Maomao and Daming are talking about Lingling today’s lesson. 4.打地鼠游戏 5.Today’s lesson of Lingling . 6.Practice 7.Classmate’s schedule 3.Listen and circle “have\has” 4. play and say 5.(1)Watch,read and fill in form. 5.(2)Look and fill in form 5.(3)look and say. 6. Ask and answer 7. Do a survey 呈现课文情境，结合图片，音频，做笔记，回顾语言词汇“have\has”，以旧带新学习新词maths、 science。 游戏形式，复习旧词，巩固新词。 整体感知，熟悉语音，激活目标语言 图片轮播，认读第三人称单数句子。 同桌合作，巩固操练句型及单词。 运用第三人称特殊疑问句询问他人课程，巩固语言结构。 感知 与 理解 理解 与 构建 目的：整体输入 内容：看、听、说、做、感知 主体：师生 方式：观看 标准：粗略了解 目的：操练巩固句型单词。 内容：看，听说，做 主体：师生 方式：观看，理解，学说 标准：能理解语言，初步建构语言结构。
Post-task Activities 1.A video about foreign class schedule. 2.To know Lingling’s new friends 1.Watch,think and say. Look and guess. 观看视频，思考并发表自己的观点，升华主题。 目的：引发思考，并发表自己的观点 内容：观看，说 主体：学生 方式：口头表达 标准：积极参与讨论，自由发表观点
Assessment 1、Listen and repeat Activity 2 twice. 2、Talk about the weekend plan with your family.
Blackboard DesignModule 6 第四课时教学设计
外研版三起小学英语三年级下册
一、整个模块教学内容分析：
本模块的教学内容与《义务教育英语课程标准（2011 年版）》话题表中的第8 条“人际交往”相对应；与文化意识标准的第二级第 8 条“在学习和日常交际中，能初步注意到中外文化异同”。本次大单元设计主要是学习谈论周末活动安排和学校课程。第一单元课文情境是星期日下午，Sam 在去踢足球的路上遇到了Daming 的堂兄 Dalin（他是一名出租车司机，在以后的册次中还会出现）。两人一边走一边谈论各自在星期日的活动安排。第二单元的课文中，Daming 和Sam遇到了 Maomao，Maomao 向Daming 询问他的好友Lingling 今天上什么课。
二、学情分析：
本课教学对象是三年级学生。他们已经有了一定的英语知识的积累，能听 懂老师简单的指令。学生愿学、易学也乐学。本模块中的周末活动安排及学校 课程是他们再熟悉不过，尤其是自己周末怎么过、学校上什么课。现在孩子业 余生活也很丰富，正是玩心重的时候，所以这节课中尽量准备一些游戏，活动， 调动学生学习英语的积极性。
三、模块教学目标
〖语用任务〗
学生能谈论周末活动安排和学校课程。口头表达内容达意、语音正确、表达流利。
（一）语言能力目标
①知晓特殊疑问句 What do you do on Sundays What does Lingling have at school 的语音语调特征，并能模仿朗读。
②能借助图片、音视频、动作看懂、听懂、理解并运用核心词汇：go swimming, sleep, watch TV, have classes, Chinese, maths, art, PE, science
③能借助图片、音视频运用句型 What do you do on Sundays What does ...have at school
谈论周末活动安排及学校课程。
（二）学习能力目标
①在课堂学习和交流中，注意倾听，积极表达。通过模仿、思考、讨论，做记录等方式， 完成学习任务。
②能运用所学句型进行表达和交流。
（三）思维品质目标
学生能在学习对话的过程中，通过图片观察和问答、追问与探究，设疑与验证培养学生分析、综合、概括的思维能力和品质。
（四）文化品格目标
通过谈论周末活动以及学校课程，让学生了解中外学校课程的异同。
四、模块主题及分课时话题
本模块选自外研社新标准英语三年级起点三年级下册第六模块。本模块是在人与社会的主题语境下，以周末活动和学校课程为话题。学习重点是谈论周末活动和学校课程。根据本模块的主题、结构、功能、意义及语用任务，将本模块划分为四个课时，同时将时间安排贯穿到整个单元的学中。
本课时为本模块的第一课时。在第一课时的教学中，围绕“What do you do on Sundays."" 的话题，通过谈论周末活动安排。学生先对感知课文，然后通过看、听、唱、演、说等活动，学习本课核心单词和句式，使学生有大量的语言输入，初步运用功能句。
第二课时的话题仍然为"what do you do on Sundays"本节课主要回归课本，借助音视频、图片、多媒体课件等，通过运用阅读策略，实现对语篇的理解，尝试模仿结构进行表达。
第三课时是在第一二课时的基础上，拓展到学生在工作日的学校课程安排。
第四课时是以校园生活为主题的绘本阅读并渗透语音教学，知道更多中国和其它国家之
间校园生活的差异。
M6第四课时
教学目标
第四课时 School life 能理解相关绘本的语篇内容，获取基本信息，模仿句型结构描述我们在学校做些什么。 能模仿句型描述我们在学校做些什么 在学习过程中，发展观察、归纳、创新等思维能力。 了解英国学生一天的校园生活 掌握字母i / /及字母L/M/N的拼读规则. 能够通过图片、音频、视频、游戏等形式，理解绘本。能自行朗读绘本。
二、学重点与难点
1、重点：能理解相关绘本的语篇内容，获取基本信息，模仿句型结构描述我们在学校做些什么。
2、难点：能模仿句型描述我们在学校做些什么。
三、教学技术与学习资源应用：
多媒体、板书、图片、worksheets
五、教学方法：
Task-based, Situational and Communicative Methods
六、教学过程：
流程 内容 活动 意图 层次 评价
Revision Check the homework in Period 3. Talk about your timetable. 通过检查学生完成上个课时布置的作业情况，了解学生对新知识是否掌握 内化与运用 目的：检测学生对目标句的理解和运用。 内容：第三课时的作业反馈 主体：学生 方式：口头表达 标准：比较正确流利的口头汇报。
Lead-in T: Lingling is so happy today. She has three new friends. Look at this cover. They’re Lili, Mimi and Nick. Look at the cover of the picture book. 引出绘本里的人物Lili, Mimi and Nick，再由此关联带出三个字母L, M, N。 感知与理解 目的：通过三个朋友的名字引出字母学习。
Pre-reading 看和三个字母相关的视频，学习字母。 读封面，理解故事基本信息， 教师借由刚才介绍三个小朋友的话题，引入本节课的故事内容，并呈现封面内容带领学生理解封面图片信息。 1.Watch and enjoy. Look and say. 导入话题 感知理解绘本主要内容 感知与 理解 目的：导入话题，激活旧知。 内容：看，听说 主体：师生 方式：观看，理解 标准：视频理解感知
While-reading Procedures T: Lili, Mimi and Nick are busy at school. Do you know what they do at school Learn the picture book. 3.Consolidate the new phrases. 4.The children are busy at school. 5.Train the pronunciation of “L,M,N and I” Learn a song. 1.Look, listen and think. 2. Watch the video. ①Look and say. ② Listen and guess. ③ Look and choose ④ Look and say. 3. Bubble Game. 4. Look and predict. 5. Watch and say. 6. Listen and sing. This is the way they sing a song, sing a song, sing a song. This is the way they sing a song, early in the morning. This is the way they paint a picture, paint a picuture, paint a picture. This is the way they paint a picture, early in the morning. This is the way they listen to a story, listen to a story, listen to a story. This is the way they listen to a story, early in the morning. 呈现绘本情境，亮出观点，引发质疑和探究。 整体感知绘本内容和语言。 ①观察图片，预测语言，感知理解。了解write的意思。发现字母i在这里的发音是/a /，告诉学生妈妈开心的发音是/a /，妈妈也有生气的时候，那个时候的发音是/ /。 ②听唱歌的声音，引出短语sing a song。教单词sing，i / /。 听画画的声音，学习短语paint a picture.教单词picture，i / /。 听吃零食声，引出单词snack。 看图片，通过问题引出学习短语Play a game 观看图片，设置问题“Do they listen to music ”：引出listen to a story，教单词listen，i / /。 实物呈现玩具toys，让学生数一数有多少玩具，引出 count numbers，我们有这么多玩具，让大家一起分享，再引出短语share toys。 中速闪过短语，学生认真分辨这个短语是和课件里的哪幅图匹配。 从上面的活动自然引出children, i / /。 用拼读游戏巩固拓展本课时的语音。 自编歌曲，融入重点句子，梳理和回顾文本内容，巩固语言结构. 感知 与 理解 理解 与 构建 梳理 与 整合 内化 与 运用 目的：整体输入 内容：看、听、感知 主体：师生 方式：观看 标准：粗略了解 目的：检测文本理解能力。 内容：看，听说 主体：师生 方式：观看，理解，学说 标准：能理解语言，初步建构语言结构。 目的：引导学生运用语言结构，再次感知理解内容。 内容：听、说 主体：学生 方式：复习重点句型。 标准：借助自编歌曲，用目标句型复述文本内容。
Post-reading Activities They do so many things. What other things do children do What other things do you do Make our own picture books. Watch and enjoy Watch the micro lecture 通过观看英国小朋友在学校的学习，与国内的情况进行对比，了解国家之间的文化差异。 通过观看微课，了解如何做自己的绘本小书，在小组内进行活动，完成自己小组的绘本小书，并进行展示。 实践与 应用 目的：传递意识态度。 内容：看，听、说 主体：师生 方式：提问、讨论 标准：感知，了解。 目的：检测学生对学习内容的理解和运用。 内容：选择，说 主体：学生 方式：动手制作，口头表达 标准：正确匹配图片与句子，比较正确流利的口头汇报。
Assessment Read the picture book. 朗读这本绘本。 Read the other picture books and phonics books about this topic. 读其它有关这个话题的绘 本和语音书。 To know more about the difference between China and the other countries.知道更多中国和其它国家之间的差异。
Blackboard DesignModule 6 Unit 1 第一课时教学设计
外研版三起小学英语三年级下册
一、整个模块教学内容分析：
本模块的教学内容与《义务教育英语课程标准（2011 年版）》话题表中的第8 条“人际交往”相对应；与文化意识标准的第二级第 8 条“在学习和日常交际中，能初步注意到中外文化异同”。本次大单元设计主要是学习谈论周末活动安排和学校课程。第一单元课文情境是星期日下午，Sam 在去踢足球的路上遇到了Daming 的堂兄 Dalin（他是一名出租车司机，在以后的册次中还会出现）。两人一边走一边谈论各自在星期日的活动安排。第二单元的课文中，Daming 和Sam遇到了 Maomao，Maomao 向Daming 询问他的好友Lingling 今天上什么课。
二、学情分析：
本课教学对象是三年级学生。他们已经有了一定的英语知识的积累，能听 懂老师简单的指令。学生愿学、易学也乐学。本模块中的周末活动安排及学校 课程是他们再熟悉不过，尤其是自己周末怎么过、学校上什么课。现在孩子业 余生活也很丰富，正是玩心重的时候，所以这节课中尽量准备一些游戏，活动， 调动学生学习英语的积极性。
三、模块教学目标
〖语用任务〗
学生能谈论周末活动安排和学校课程。口头表达内容达意、语音正确、表达流利。
（一）语言能力目标
①知晓特殊疑问句 What do you do on Sundays What does Lingling have at school 的语音语调特征，并能模仿朗读。
②能借助图片、音视频、动作看懂、听懂、理解并运用核心词汇：go swimming, sleep, watch TV, have classes, Chinese, maths, art, PE, science
③能借助图片、音视频运用句型 What do you do on Sundays What does ...have at school
谈论周末活动安排及学校课程。
（二）学习能力目标
①在课堂学习和交流中，注意倾听，积极表达。通过模仿、思考、讨论，做记录等方式， 完成学习任务。
②能运用所学句型进行表达和交流。
（三）思维品质目标
学生能在学习对话的过程中，通过图片观察和问答、追问与探究，设疑与验证培养学生分析、综合、概括的思维能力和品质。
（四）文化品格目标
通过谈论周末活动以及学校课程，让学生了解中外学校课程的异同。
四、模块主题及分课时话题
本模块选自外研社新标准英语三年级起点三年级下册第六模块。本模块是在人与社会的主题语境下，以周末活动和学校课程为话题。学习重点是谈论周末活动和学校课程。根据本模块的主题、结构、功能、意义及语用任务，将本模块划分为四个课时，同时将时间安排贯穿到整个单元的学中。
本课时为本模块的第一课时。在第一课时的教学中，围绕“What do you do on Sundays."" 的话题，通过谈论周末活动安排。学生先对感知课文，然后通过看、听、唱、演、说等活动，学习本课核心单词和句式，使学生有大量的语言输入，初步运用功能句。
第二课时的话题仍然为"what do you do on Sundays"本节课主要回归课本，借助音视频、图片、多媒体课件等，通过运用阅读策略，实现对语篇的理解，尝试模仿结构进行表达。
第三课时是在第一二课时的基础上，拓展到学生在工作日的学校课程安排。
第四课时是以校园生活为主题的绘本阅读并渗透语音教学，知道更多中国和其它国家之
间校园生活的差异。
M6U1 第一课时
一、教学目标
课 时 话题 语用任务 语言能力 思维品 质 文化品格 学习能力
第一课时 Weekend activities 能在Weekend activities 的语 1、知晓特殊疑问句的提 问方式及语音语调特征特 在 学 生 学 习 对 1、通过模仿、 观察、归纳总
境中，借助图 征，并能模仿朗读。 话 的 过 珍 惜 生 结、询问应答
片、音视频感 2、能在谈周末活动的语境 程中，通 活， 热爱 等学习方法
知理解课文 中，借助图片、音视频看 过 图 片 生活 习得语言。
大意，能模仿 懂、听懂、理解并运用核 观 察 和 2、能在图片、
语言结构。 心词 go swimming, sleep, 问答、追 文本的帮助
watch TV, have classes, 问 与 探 下， 运用句
Chinese, maths, art, PE, 究，设疑 型，谈论周末
science 与 验 证 活动安排。
3、借助图片、音视频运用 培 养 学 3、在课堂交
句 What do you do on 生分析、 流中注意倾
Sundays What do you 综合、概 听，积极思考
have at school 谈论周末 括 的 思 与讨论。
活动安排及学校课程。 维 能 力
和品质。
二、教学重点与难点
1、重点：使用特殊疑问句谈论周末活动安排以及学校课程。
难点：能初步感知在学习和日常交际中珍惜生活，热爱生活。
三、教学技术与学习资源应用：
多媒体、板书、图片、worksheets
四、教学方法：
Task-based, Situational and Communicative Methods
五教学过程：
流程 内容 活动 意图 层次 评价
Pre-task preparations A video about weeks. 2. Pictures about weekend activities 1.Watch and enjoy 2. Look and say. 歌谣形式，调动学生积极性，吸引学生兴趣。 看图对话，既可以回顾复习旧知识，激活话题和语言 what do you do on Sundays 感知与 理解 目的：导入话题，激活旧知。 内容：看，听说 主体：师生 方式：观看，理解 标准：借助图片、视频理解感知
While-task Procedures Dalin and Sam are talking about their weekend activities. 转盘游戏 What do you do in the morning I _____________ in the morning. What do you do in the afternoon I ___________ in the afternoon. Some pictures about play football \sleep\watch TV\ride bike\ play basketball \ go swimming. A picture about students go to school and pictures about students having classes. What do you do on Mondays What do you do at school What do you have in the morning\ in the afternoon Some pictures about some subjects. ·What do you have in the morning\in the afternoon ·I have _____ in the morning\ in the afternoon. A game What do you do on Sundays What do you do on Mondays What do you do in the morning What do you do in the afternoon 7. A chant. 1.listen and choose 2.Look and say 3. I do, you say. Listen and guess. Look and guess. 5.Pair work 6. Play and say 7. Chant. 呈现课文情境，结合图片，音频，并加上动作学生学习新词swimming \ sleep \ watch TV。 游戏形式，巩固新词 观察图片，做动作，感知理解。 学生思考cat\cap共同点，并归纳总结a字母发音，得知新词have发音；学生思考pass中ass发音，得知新词class发音。检测学生的观察归纳，学习新知识能力。 同桌合作，巩固操练句型单词。 在玩游戏中，巩固操练句型单词。 通过歌谣形式，回顾句型单词内容，巩固语言结构。 感知 与 理解 理解 与 构建 目的：整体输入 内容：看、听、说、做、感知 主体：师生 方式：观看 标准：粗略了解 目的：操练巩固句型单词。 内容：看，听说，做 主体：师生 方式：观看，理解，学说 标准：能理解语言，初步建构语言结构。
Post-task Activities Emotion education. Think and say. 思考并发表自己的观点，升华主题。 目的：能关注现实生活 主体：学生 方式：口头表达 标准：积极参与讨论，自由发表观点
Assessment 1、Listen and repeat Activity 2 twice. 2、Talk about the weekend plan with your family.
Blackboard Design
