人教版三年级（下）Unit 2 My School Fun Time教学设计
授课教师
学校
授课年级
三年级
课题名称
Fun Time
教学目标
1.学生能借助图片，通过看、说、听、读理解“Don’t...”、“Please...”的教室行为规则。
2.引导学生应遵循的学校的规则，培养规则意识。
3.尝试自己绘制警示牌。
4.欣赏并学唱歌曲。
重点
读懂并理解有关的行为规则。
难点
除了书上的行为规则，还应该了解其他规则并为相应场所制作警示牌。
教材分析
本课是人教版三年级（下）二单元My School第五课时，标题是Fun Time。它与本单元的主题My School有关，主要学习学校设施场所应遵循的规则。在备课时，进行相同内容的前后衔接。从歌谣入手，利用思维导图再次复习学校设施，让学生走进这些设施图片，看图说话，为学习新内容打下基础，做充分的语言准备。就内容本身有一定的难度，因为句子较长，但只要由浅入深，并通过师生问题互动，引发学生的发散思维，充分联系生活实际，学生通过听、说、读、看，就容易读懂规则并能拓展到制作警示牌。
学情分析
三年级的学生语言积累较少，再加上学习水平参差不齐，学习能力有待提高的阶段。在学习新内容时，一定由浅入深，从已知到未知，书本内容与生活相链接，让每一个孩子都有兴趣参加新内容的学习，并能进行一定的思维拓展。
问题设计
问题：Who What Where Why引导学生思维递进。
教学资源
视频、音频、词组和句子卡片。
教学过程
教学环节
教师活动
学生活动
设计意图
Greeting
Hello, boys and girls.
Hello, teacher.
师生情感交流。
Warm up
Please smile, clap your hands and give me five.
Act and repeat: Smile, clap my hands and give me five.
活跃气氛，调动孩子学习积极性。
Review: 1. Say the chant.
Let’s say the chant and answer the question:
What can you hear in the chant? 教师出示思维导图的主题词school，请学生回答后自主完成导图。
老师将设施图片贴在黑板上，并要求学生集体朗读。
Students say the chant together. Then answer the question and find the pictures.
S1: I can hear a library, toilets.
S2: I can hear an art room and the class rooms.
S3: I can hear a music room and the teachers’ room.
In this school, they have a library, an art room...
通过课前师生对话，引出关于学校设施的歌谣。
利用白板与思维导图，复习学过的学校设施
名称。为学生能在学习新内容时准确说出设施名称。
Lead in
白板上出现本课P 19页的图，问学生：What can you see?
针对学生的回答，利用“What can we do in the gym?”，让学生理解这个单词。
Why do Andy and Lily say “Yes” and “No”?
Today we will study Unit 2 Fun Time.
学生回答：I can see a computer room.
I can see a science room. I can see the gym.
We can play sports.
We can play basketball. Etc.
Ss: Maybe...
Ss read: Unit 2 My School Fun Time.
通过复习，引出本节课学习内容，让学生无缝衔接。针对gym这个单词，利用英语解释英语，培养学生英语思维。通过问题Why do Andy and Lily say “Yes” and “No”? 引出本课主题。
Study new contents:
Step 1: Picture 1
Show the picture about Yaoyao and Binbin without words on the screen.
Ask Ss:
What can you see?
Where are they?
What are they doing?
如果抽到的孩子无法回答，可以用问题：What’s Yaoyao’s hand?
What’s in Binbin’s hand?
引导学生说。
T: They are in the computer room. What do you want to say to them? （利用白板上图片进行思维发散。）将学生的答案写在黑板上。
T: You’re so great! What does Andy say? （移开遮挡物，Andy出现。）
播放录音
T板书：Don’t...
提行贴上句子：Eat in the computer room.
S1: I can see Binbin and Yaoyao.
S2: I can see an apple.
S3:I can see…
Ss: They are in the computer room.
S2: They are eating.
学生可以有多种答案，如：There is an apple in Binbin’s hand. He is eating apples. There is a cup in Yaoyao’s hand.
S1: No eating. No drinking.
S2: Don’t eat in the computer room. Etc.
Ss listen and repeat: Don’t eat in the computer room.
通过学生看图，由问题引发学生的思考。
利用图片，让学生通过看发散思维。（思维导图呈现）
Step 2: Picture 2
T: Binbin and Yaoyao are in the computer room. How about Bill and his classmate?
Show another picture without words.
Where are they?
What’s in the science room?
How do you think of them?
But what are they doing?
What does Andy say to them? Guess!
Show Andy’s picture, ask Ss listen to Andy. Don’t run in the science room.（贴句子。）
Ss look and think.
Ss: They are in the science room.
S1: Some glasses...
They’re dangerous.
S1: They are playing.
S2: They are running.
S1: Don’t play!
S2: Don’t run.
S3: Don’t play games.
Ss listen and repeat.
通过符合孩子们认知水平的问题递进，让不同层次的孩子均能理解并思考后回答。其中通过对科学室的实验器材的认识，让学生明白科学室不能做什么，因为有危险性。再去思考Andy会说什么。
Step 3: Picture 3
Show the picture about Mike.
Ask Ss: Where are they?
What are they doing?
What do you want to say to them?
Show Lily’s picture, ask Ss: What does Lily say? （板书Please...）贴句子：Be quiet in the library.
Ss look at the picture.
They are in the library.
S1: They are reading.
S2: They are talking.
S3: They are shouting.
S1: Don’t talk.
S2: No shouting.
S3: Be quiet.
Ss listen and repeat:
Please be quiet in the library.
老师将个别学生回答的答案按照Don’t... Please...句式写在黑板上。拓展学生思维，并能初步掌握功能句的表达。
Step 4: Picture 4
Show the last picture and ask:
Where are the children?
T: Maybe you are right.
What are they doing?
T circles Bill’s shoes. Ask Ss: What is Bill wearing?
T explains his shoes are not sports shoes.
So what do you want to say to Bill? （贴句子wear sports shoes in the gym.在Please 下。）
What class do we wear sports shoes?
Now let’s listen to Lily.
S1: They are on the playground.
S2: They are in the gym.
Ss: They are playing basketball.
Ss: Sports shoes.
Ss: Please wear sports shoes in the gym.
Ss: PE class.
Ss listen and repeat: Please wear sports shoes in the gym.
在教学过程，教师设计一些开放性问题，让学生有话可说。让每个孩子都能理解并做出反应。
Step 5: Read Part A.
T: Please open your books, listen and repeat.
Ss look, point, listen and repeat.
看书、听、指读，确保每个孩子理解并能说。
Expand: Activity 1.
1. Show some pictures from our daily life. Please discuss with your partner. Then share your idea.
2.（根据学生的判断）Ask: What do you want to say?
3. Put sentences on the Bb.
4. Have Ss read all the sentences.
Discuss the pictures.
Ss tick or cross on the pictures.
S1: Please be quiet.
S2: Don’t play computers.
S3: Don’t litter. Etc.
Read all the sentences.
拓展与生活联系，让孩子们判断生活中的是非行为习惯，并要求孩子们用所学的英语知识运用于生活中。
Activity 2 Do exercise
Look and match.（见作业单。）Then check.
如：
No food in the library
Don’t litter in the classroom.
Ss look and match.
Ss have finished them and share.
巩固学过的规则，了解更多的规则，因为后面设计警示牌奠定基础。
Activity 3 Let’s make.
Here are two pictures, Can you read? （对单词raise用手势教学，并玩一个小游戏：Raise your hands, put down your hands.）
T: Where can we put them?
T: Great, we should remember them.
Ss look and read them.
Ss: In the classroom.
通过本课B部分内容，让学生看图说，理解这两个适用教室标志，引出为学校做标志的兴趣。
Activity 4
Do you want to make signs for our school?
Please make in groups:
Group 1: Computer
Group 2: Classroom
Group 3: Library
Group 4: Music room
Show steps to make signs.
1. Please discuss with your partner.
2. Please draw and write with your partner.
3. Then stick it on your poster.
4. Let’s share.
T: Take out your pens and paper.
Let’s make signs for our school in groups.
When Ss finish them and stick on the picture.
T: Let’s share in groups.
Ss: Yes!
Read the steps and understand how to make:
1. Please discuss with your partner.
2. Please draw and write with your partner.
3. Then stick it on your poster.
4. Let’s share.
Ss make it and stick on the picture.
Ss read them.
出示我们学校的的图，选出几个功能室，分组设计警示牌，完成设计后并贴在图片上。通过这个动手、动脑活动，让学生回到生活中，对前面所学过的语言有输出平台，并自觉建立规则意识。
通过前面的学习，学生一定能根据不同的功能室设计出不同的标志并能正确读出来。
Remember
Habits form character, decided the fate of character.
（习惯形成性格，性格决定命运。）
Habits form character, decided the fate of character.
（习惯形成性格，性格决定命运。）
了解关于习惯的名言警句，有助学生养成良好的习惯。
Evaluation
Let’s see our evaluation.
Look and say:
Look carefully.
Listen to teacher.
Etc.
评价是利用眼睛、耳朵、嘴巴和手来评价每个大组的学习习惯，课后通过对评价的总结，也能让学生明白上课的好习惯养成有多么很重要。
Class is over.
Please sing the song.
Sing the song.
快乐结束。
Set
homework
T: After school, please observe the signs in our life.
让学生了解更多的场所警示语，养成良好的行为习惯。
板书设计
Unit 2 My School
Fun Time
Don’t... Please...
Eat in the computer room. Be quiet in the library.
Run in the science room. Wear sports shoes in the gym.
备注
课件15张PPT。Unit 2 My School Fun TimeLet's chant and answer:What can you hear?Unit 2 Fun Time
A. Good to know.What can you see? Don't eat in the computer room.What can you see in this picture? Don’t run in the science room.Where are they?
BillWhat can you see in this picture?Be quiet in the library. Please wear sports shoes in the gym.Where are the children?
Let's listen and read：P 19Yes or No:Please make signs for our school. 1.3.2.4.Let's make
1. Please discuss with your partner.
2. Please draw and write with your partner.
3. Then stick it on your poster.
4. Let's share.Please remember:
Habits form character, decided the fate of character.
(习惯形成性格，性格决定命运）Let's sing:
