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外研版 (一年级起点)三年级下册Unit 1 Will you take your ball tomorrow?教案
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这是一份外研版 (一年级起点)三年级下册Unit 1 Will you take your ball tomorrow?教案，共28页。教案主要包含了指导思想与理论依据，教学背景分析，教学目标，教学准备，教学流程示意图，教学过程，板书设计，教学特色等内容，欢迎下载使用。
教学基本信息
课题
Module 5 Unit 1 Will you take your ball tomorrow?
学科
英语
年 级
三年级
本课主题
A Picnic Plan
教材
外研社版《新标准小学英语》（供一年级起始用）第六册
教材复印页
教材复印页
一、指导思想与理论依据
1、《英语课程标准》（2011年版）
工具性：培养学生基本英语素养和发展学生思维能力
英语课程要求我们发展学生思维能力，语言本身也是思维的工具，发展思维能力是语言课程的基本任务。中小学生正处于思维能力发展关键时期，英语教育可以为学生带来新的思维方式，构建新的思维优势。
通过英语课使学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。
人文性：提高学生综合人文素养
通过英语课能够使学生开阔视野，丰富生活经历，发展创新能力，形成良好的品格和正确的人生观与价值观。
2、“小学英语教育发展核心素养”相关理论
英语学科素养是指通过英语课程的实施，提升学生未来生活与工作中必须具备的知识、能力、道德水准和形象气质。英语学科核心素养是由语言能力、文化品格、思维品质、学习能力这四个核心要素构成的。
英语学习是学生主动构建意义的过程。在这一过程中，学生以探究主题意义为目的，以语篇为载体，在理解与表达的语言实践中，融合知识学习和技能发展，通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动，形成结构化知识；在分析问题和解决问题的过程中，发展思维品质，塑造文化品格，学会学习，形成正确的价值观，促进英语学科核心素养的形成与发展。
3、 “任务型教学”相关理论
以学生为主体，通过多种小组互动、合作的课堂活动，激发学生的学习兴趣。 在完成任务的过程中，将语言知识和语言技能相结合，培养学生综合运用语言的能力。
二、教学背景分析
1、本课教材分析
本课是外研社《新标准小学英语》（供一年级起始用）Book 6 Module 5 Unit 1 Will you take your ball tomorrow? 本模块话题涉及“计划”与“野餐”。本单元的情境是爸爸告诉Sam和Amy周六要去野餐，两人很高兴。Sam马上询问Amy明天会不会带风筝，Amy说不带。Sam接着问Amy是否带皮球，Amy仍说不带。Sam觉得很奇怪，于是问Amy为什么不带。Amy告诉他，明天是周五，不是周六，自己当然不会带这些东西。原来Sam因为过于激动，误认为明天就是周六了。
“计划”这个话题学生并不陌生，在教材中多次出现。关于“野餐”，则主要涉及到季节及天气、食物、活动等方面，详见下图。
2、学情分析
（1）学生的学习特点
本节课的授课对象是三年级7班的学生。他们从一年级开始学习外研社版《新标准小学英语》（一起）教材，具有一定的英语基础，积累了一定的词汇量。他们能够听懂老师的课堂指令，并根据指令做事情，能够用简单的英语语句表达自己的观点。通过两年学习习惯的培养，学生已经养成课前预习，课后复习的习惯，在课堂教学中主动参与，能够顺利地开展小组活动，具有与他人共同完成任务的合作意识，英语学习兴趣浓厚。
（2）就本单元话题而言
我通过问卷的形式对学生的相关知识和经验进行了调查。通过调查，我发现学生对plan这一话题很熟悉，但是对picnic知之甚少，因此本单元重点扩充学生对picnic的认识。
（3）就本单元知识点而言
在外研社《新标准小学英语》（供一年级起始用）Book 5 Module 9和Module 10中，学生学习了be going to do的用法，知道可以用其表示将来的计划；在本册书第二、三、四模块中，学生学习了will的用法，知道用will也可以表示将来的计划。
三、教学目标（含重、难点）
1、教学目标
（1）能听说、读写以下单词：tomorrow, why, Why not?。
（2）能听、说并在恰当的语境中运用询问和描述假期计划的功能句型。
---Will you take your kite to the picnic tomorrow? ---No, I won’t.
---Will you take your ball tomorrow? ---No, I won’t.
（3）能借助依据本课提炼出来的思维导图，讲述Sam的野餐计划。
（4）能在讲述Sam野餐计划的基础上，利用思维导图向他人介绍自己的野餐计划。
（5）通过学习本课，使学生感知野餐文化与意义，从而更加热爱生活。
2、教学重点
（1）能听说、读写以下单词：tomorrow, why, Why not?。
（2）能听、说并在恰当的语境中运用询问和描述假期计划的功能句型。
---Will you take your kite to the picnic tomorrow? ---No, I won’t.
---Will you take your ball tomorrow? ---No, I won’t.
（3）能借助依据本课提炼出来的思维导图，讲述Sam的野餐计划。
3、教学难点
能在讲述Sam野餐计划的基础上，利用思维导图向他人介绍自己的野餐计划。
四、教学准备
教师准备：课本、课件、课文光盘、四线格单词磁卡、头饰、课堂练习纸、皮球、风筝
学生准备: 外研社《新标准小学英语》（一起）Book 6，课堂练习纸，自制阅读书，文具
五、教学流程示意图
学科整合，激发兴趣
活跃气氛，激发兴趣
Sing a song with the students.
I. Warming Up (1’)
活跃课堂气氛，
为呈现任务做铺垫。
II. Leading In (1’)
Watch a VCR about “The Picnic”.
III. Task Presenting
(0.5’)
明确任务
Make a picnic plan.
1. Read the pictures.
2. Ask some questions.
层层深入，
学习新知。
设置开放性问题，培养问题意识，提高英语思维能力。
IV. Text presenting
&New Language
Learning (12’)
3. Watch, ask and answer. Learn the new words.
4. Think about more questions.
5. Play a game to practice the sentence structure.
1. Listen and repeat the dialogue.
语音输入，
加强记忆，
合作学习，
提高能力
2. Read and underline.
V.Language Practising (13’)
& Consolidating
3. Read or act.
依据思维导图，按课文内容填空，检查学生对课文的理解。
4. Talk about Sam’s picnic plan. Then check.
通过合作学习,逐步形成语言框架，发展语言能力。
1. Read a story and learn more about “picnic”.
VI. Task Fulfillment (10’)
2. Make a picnic plan.
1. Summarize.
g
明确本课重难点，
深化、升华主题。
VII.Summing Up &
Assigning Homework
(2.5’)
2. Sublimate the emotion.
g
3. Assign the homework.
g
4. Sing “Goodbye”song.
g
六、教学过程
教学过程
教师活动
学生活动
设计意图
I. Warming Up (1’)
Greet the students.
Sing “Hello” song together
Greet the teacher.
Sing “Hello” song together
师生以歌曲的形式相互问好，学科整合，活跃课堂气氛。
II. Leading In (1’)
II. Leading In (1.5’)
Let the students watch a VCR about the picnic.
“Let’s enjoy a VCR and please tell me what it is about. OK?”
“Good! Let’s enjoy!”
“What is it about?”
“Great!”
“Today we are going to learn Module 5 Unit 1. Let’s read the title together.”
Watch a VCR about the picnic.
“OK!”
“Picnic!”
“Will you take your ball tomorrow?”
通过观看同学野餐时的视频，活跃课堂气氛，迅速调动他们学习本课的兴趣，为直接导入本课任务 “Make a picnic plan” 做铺垫。
贴主题图（遮盖住plan）
III.Task Presenting
(0.5’)
Present the task.
“After you learn this lesson, I hope you can make a picnic plan for the coming weekend.”
Remember the task.
交代本节课的学习任务，使学生明确学习目标，激发学习动机。
(思维导图揭开Plan)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
1. Show the students a picture and ask them to say something about it.
“Please look at the picture.”
“What can you see in the picture?”
2. Let the students ask some questions about the picture.
“You know so much about the picture. Do you have any questions?”
“Good questions!”
3. Let the students watch the VCR, ask and answer the questions. Teach the new words.
(1) Let the students watch the VCR.
“Now let’s watch the VCR and try to answer your questions.”
(2) Let them answer their questions.
“That’s all. Now can you answer your questions?”
“What are they talking about? You, please.”
“What will they do?”
“Why are they so happy?”
“Well done!”
(3) Let the students think about more questions. Watch, ask and answer. Learn the new word.
“I have a question. Who can read it for us?”
“You, please.”
“Thank you so much.”
“Now, let’s watch and answer.”
“Who knows? You, please.”
“Good.”
“Where will they have the picnic? Will they have the picnic in a shop?”
“Will they have the picnic at school?”
“Where? Can you guess?”
“You, please.”
“I agree with you.”
“Here is another question. What will Amy take tomorrow?”
“Do you know the word ‘tomorrow’?”
“Good! What day is today?”
“What day is tomorrow?”
“Great! You’ve got it!”
“This group, please read it one by one.”
“Good. What will she take tomorrow? Look at the two pictures. Will she take a …Please work in pairs. Ask and answer according to this sentence.”
“Which pair wants to ask and answer? You, please.”
“She won’t take a kite. She won’t take a ball. Why not? Please look at this picture. What day is today in the picture?”
“What day is tomorrow?”
“Wonderful! You can get the answer from the picture.”
(4) Let students think more about the picnic.
“We know what Amy will take for a picnic. Now let’s discuss in pairs. If you were on a picnic, what will you take?
“You two, please.”
“Next pair.”
(5) Let the students play a game to practice the sentence structure.
“Would you like to play a guessing game?”
“Are you ready?”
“Stop!”
“Ah! It’s you! I will ask you two questions. Will you take your I PAD for a picnic?”
“What will you do with your IPAD?”
“But, for me, I won’t take my IPAD. I want to play with my friends. ”
“OK. Next one. Ready?”
“Ha! It’s you! Who will ask?
You, please.”
“The last turn. Ready?”
“I’m very proud of you! Yes, after we have a picnic, we should tidy up.”
1. Look at the picture and say something about it.
“There are 3 people in the picture.”
“They are Sam, Amy and their father.”
“Sam and Amy are very happy.”
2. Ask more questions.
“What are they talking about?”
“What will they do?”
“Why are they so happy?”
3. Watch the VCR. Ask and answer the questions. Learn the new words.
(1) Watch the VCR.
(2) Answer their questions.
“They are talking about the picnic.”
“They will have a picnic.”
“Because they will have a picnic.”
(3) Think about more questions. Watch, ask and answer. Learn the new word.
“When will they have a picnic?”
“They will have a picnic on Saturday.”
“No, they won’t.”
“No, they won’t.”
“They will have the picnic in a park.”
“Yes!”
“Today is Friday.”
“Tomorrow is Saturday.”
“Tomorrow…”
“Will she take a kite?”
“No, she won’t.”
“…”
“Will she take a kite?”
“No, she won’t.”
“Will she take a ball?”
“No, she won’t.”
“It’s Thursday.”
“Tomorrow is Friday.”
“They are going on Saturday.”
(4) Discuss in pairs.
“What will you take?”
“I will take my camera.”
“What will you do with your camera?”
“I will take pictures.”
“…”
(5) Play a game.
“Yes!”
“Go!”
“Yes, I will.”
“I will play games.”
“Go!”
“Stop!”
“Will you take your…?”
“…”
“Go!”
“Stop!”
“Will you take your plastic bag?”
“Yes, I will.”
“What will you do with it?”
“I will put the rubbish in it and take it away.”
借助主题图引入学习情境，培养学生读图能力。
借助主题图，培养学生问题意识和发散性思维。
(边提问边将问题板书)
第一次通看无字幕课文视频，整体感知课文内容，培养学生自我学习和寻找梗概信息的能力。
培养学生自主解决问题的能力。
逐图学习，
分析课文
思维导图贴
When
逐图问答，分析课文
思维导图贴
Saturday
思维导图贴
Where
渗透Will引导的一般疑问句的否定答法
思维导图贴
park
通过师生对话，学习领会新单词tomorrow含义。
设置开放性问题，培养学生根据课文图片推理猜测的能力。
学习Will引导的一般疑问句的问答
单词贴
Why not?
培养读图能力
通过师生自然的交流，理解领会Why not 的意思。
通过开放性问题，培养学生发散性思维，丰富思维导图，突出本课重点
通过有代表性的名词与动词词组，逐步完善思维导图中What—take与What—do分支，并对学生说出的物品进行词语分类。
以游戏的形式操练本单元功能句型并加以延展，活跃课堂气氛，让每个孩子都参与到课堂中。
教师示范，使学生明确游戏规则。
渗透环保与社会公德意识
V.Language Practising (13’)
V.Language Practising (13’)
V.Language Practising (13’)
1. Ask the students to open the books. Listen and repeat the dialogue.
“OK. You are so happy. Now, listen and repeat. Pay attention to your pronunciation and your intonation. Clear?”
“Please open your books. Turn to page 26. Begin!”
2. Ask the students to read the dialogue together and underline the sentences with “will”.
“Good. Now let’s read the whole dialogue together Please take out your pencil. Underline the sentences with ‘will’.”
“How many sentences do you find?”
“Who will read one? You, please.”
“Next one.”
“All of you did a great job!”
3. Tell the students to work in a small group. Read it or act it out. Ask the volunteer groups to come to the front and show.
“Now work in a group. Let’s read or act.”
“Which group will show us?”
“Your group, please.”
“Read or act?”
“OK, begin.”
“Great! How about their job?”
“They have a good pronunciation, and they pay attention to their intonation. So they did a great job.”
”
“Which group will act it out? Your group, please.”
“How about their job?”
4. Let the students talk about Sam’s picnic plan according to the mind map.
(1)Talk about Amy’s picnic plan as an example.
“Just now we have learned the dialogue. Now can you talk about Sam’s picnic plan according to the mind map? Don’t worry. Before that I will talk about Amy’s picnic plan as an example.”
“On Saturday, Amy will have a picnic with her family. They will go to a park. They will take a kite and a ball. They will fly a kite and play with the ball. They will be excited.”
“Clear?”
(2)Let the student’s talk about Sam’s picnic plan.
“Please take out your worksheet and talk about Sam’s picnic in your group.”
“Which group will share with us?”
“Your group, please.”
“How about their job?”
1. Listen and repeat the dialogue together.
“Yes!”
2. Read the dialogue together and underline the sentences with “will”.
“Two!”
“In picture 2…”
“In picture 3…”
3. Work in a small group. Read or act it out. Then the volunteer groups come to the front and show.
“We will read it.”
“I’m Amy. I’m Sam…”
“Super! Their intonation is very good.”
“I’m Amy. I’m Sam…”
“Wonderful!”
4. Talk about Sam’s picnic plan according to the mind map.
(1)Listen carefully and learn the example.
“Yes!”
(2) Talk about Sam’s picnic plan.
“…”
“On Saturday, Sam will have a picnic with his family. They will go to a park. They will take a kite and a ball. They will fly a kite and play with the ball. They will be excited.”
“Excellent! ”
对课文的整体语音输入
提出跟读时明确的语音、语调要求
再次对课文语音整体输入的同时，找出带有will 的句子，即明确本课功能句。
依据个人程度选择并完成任务
生生评价
依据思维导图，谈论Sam的野餐计划，为突破难点做铺垫。
总结课文内容
教师以Amy为例，谈论Amy的野餐计划，为学生独立谈论Sam 的野餐计划做铺垫。
检查课文理解程度和思维导图的运用能力，突出本课重点，为突破难点做铺垫。
多人参与
(每人读一句，最后一句齐读)
生生评价
VI.Task
Fulfillment
(10’)
VI.Task
Fulfillment
(10’)
1. Let the students learn more about a picnic.
(1) Let the students read a story.
“Would you like to read a story?”
“OK. Please take out your story book. Let’s enjoy the story.”
(2) Let students check what they will put in the picnic basket on their story books.
“Very interesting!”
“Please read the story in your group.”
“Time is up. Which group will show us? Your group, please.”
“Thank you so much!”
“There is a basket. There are many things around the basket. What will they put in the basket? Will they put pears in the basket?”
“Who can ask a question according to the sentence?”
“Why is the mouse in the basket? Can you guess?”
“In our text, we use ‘take’. In this story book, we use ‘put’. Try to use different words to talk about one thing.”
2. Let the students make a picnic plan.
(1) “Now, you know so much about the “picnic”. Now I think you can make your picnic plan. Work in a small group and try to finish it.”
(2) Let them share together.
“Which group will share with us?”
“Your group, please.”
“Wonderful! I’m very proud of you!”
“You can finish it after class.
1. Learn more about a picnic.
(1) Listen to the story.
“Yes, we do!”
(2) Check what they will put in the picnic basket on their story books.
.
“…”
Read the story in a group.
“…”
“Will they put cookies in the basket?”
“Yes, they will.”
“Will they put pears …?”
“…”
“Will they put the mouse in the basket?”
“No, they won’t.”
“Maybe the mouse wants to have a picnic, too.…”
2. Make a picnic plan.
(1) Work in a small group and try to finish Activity 2.
(2) Share together.
“Next weekend, I will have a picnic…”
通过有声绘本阅读的方式，学习更多关于picnic相关知识，扩充词汇，为制定自己的野餐计划做铺垫。
小组合作
本句型源于本课主要功能句型，其中的put与take在此处意思相近，丰富学生What—do实意动词分支的词汇，使学生明白可以用多种词汇表达相近意思。
（开火车，让更多的孩子参与课堂，增加练习机会）
讲明笑点
通过层层递进的活动，依据思维导图，完成任务。
以组为单位，每人读一句，最后一句一起读，让更多的孩子有练习机会。
VII.Summing Up &Assigning Homework
(2.5’)
VII.Summing Up &Assigning Homework
(2.5’)
VII.Summing Up &
Assigning Homework
(2.5’)
1. Summarize the words and expressions of this unit.
(1) Let the students review the new words.
“We have learnt three new words in this unit. Let’s read them together.”
“I think after you learn
this unit, you can make a picnic plan according to this mind map. Right?”
“Very good!”
2. Let the students enjoy a VCR about the picnic and know the meaning of a picnic.
“Would you like to have a picnic?”
“Now it’s spring. It’s warm. There are some beautiful flowers. You can have a picnic with your family or friends. Enjoy the sunshine! Enjoy your life! ”
3. Assign the homework.
“Today’s homework:
(1) Remember the new words and recite the text.
(2) Finish your picnic plan.
4.Sing “Goodbye” song together.
1. Recall and remember the new words of this unit.
(1) Review the new words.
“Tomorrow, why, Why not?”
“Yes.”
2. Enjoy a VCR about a picnic and know the meaning of a picnic.
“Yes!”
3. Remember the homework.
4. Sing “Goodbye” song together.
使学生明确本单元新词汇与重难点。
深化、升华主题。
布置作业
七、板书设计
八、教学特色
本课是外研社《新标准小学英语》（供一年级起始用）Book 6 Module 5 Unit 1 Will you take your ball tomorrow? 本模块话题涉及“计划”与“野餐”。本单元的情境是爸爸告诉Sam和Amy周六要去野餐，两人很高兴。Sam马上询问Amy明天会不会带风筝，Amy说不带。Sam接着问Amy是否带皮球，Amy仍说不带。Sam觉得很奇怪，于是问Amy为什么不带。Amy告诉他，明天是周五，不是周六，自己当然不会带这些东西。原来Sam因为过于激动，误认为明天就是周六了。本课教学特色如下：
（一）理解《课标》思想，把握学科核心：
《英语课程标准》强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。英语课程提倡采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实语境中运用语言的机会，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能。
本课的设计力求体现“面向全体学生”“关注语言学习者”的理念；采用参与、合作与交流的学习方式，强调语言学习的实践性，帮助学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。不断为学生创造参与语言活动的机会和条件,引导他们在参与和用语言做事的过程中轻松、愉快地完成学习任务,提高教学实效性。
（二）营造轻松氛围，构建乐学课堂：
教师为学生创造了轻松的学习氛围，学生在参与中体验情境。热身环节和学生师生唱歌问好，调动学生的学习兴趣；导入环节播放学生野餐的小片，既把学生带入了课文情景，也激发了学生学习本课的兴趣；在课文新授环节，通过游戏方式，让学生在欢乐的气氛中掌握本课的功能句型；在总结环节，教师为学生播放有关野餐的视频，帮助学生感知野餐的意义，让学生更加热爱生活，情感得到了深化与升华。
（三）关注思维品质，促进学生发展：
为了帮助学生更好地运用英语描述自己的野餐计划，教师设计了一系列层层递进的活动。在导入环节，播放学生野餐的小片，激发学生兴趣，注重培养学生的发散思维；在知识新授环节，通过描述课文图片，激发了表达欲望，并且积极思考，提出了更多的问题。课上的问题大部分来自于学生，教师充分利用课堂生成，师生、生生间产生了良好的互动。教师勇敢的“退”，留给学生更多的空间、时间用英语进行交流。多轮师生对话，构建了知识网络；通过游戏的方式让学生掌握本课功能句型，丰富知识网络；在产出环节，教师精心选择了与本课主题相吻合而内容又高于课本内容的绘本阅读故事“The Picnic”，使学生了解更多关于picnic的词汇，最终使学生依照思维导图完成自己的野餐计划，达到语言综合运用的目的。
附 件 Name___________ Class_________
Book 6 Module 5 Unit 1 Will you take your ball tomorrow?
I. Talk about Sam’s picnic plan.
Sam’s Picnic Plan
_____________, Sam will have a picnic with his family. They will go to a _________. They will take_________________________. They will _________________________________. They will be happy.
II. Make a picnic plan for this weekend.
My Picnic Plan
___________, I will have a picnic with my family. We will go to_________. We will take______________ . We will______________. We will be __________.
11
教学基本信息
课题
Module 5 Unit 1 Will you take your ball tomorrow?
学科
英语
年 级
三年级
本课主题
A Picnic Plan
教材
外研社版《新标准小学英语》（供一年级起始用）第六册
教材复印页
教材复印页
一、指导思想与理论依据
1、《英语课程标准》（2011年版）
工具性：培养学生基本英语素养和发展学生思维能力
英语课程要求我们发展学生思维能力，语言本身也是思维的工具，发展思维能力是语言课程的基本任务。中小学生正处于思维能力发展关键时期，英语教育可以为学生带来新的思维方式，构建新的思维优势。
通过英语课使学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。
人文性：提高学生综合人文素养
通过英语课能够使学生开阔视野，丰富生活经历，发展创新能力，形成良好的品格和正确的人生观与价值观。
2、“小学英语教育发展核心素养”相关理论
英语学科素养是指通过英语课程的实施，提升学生未来生活与工作中必须具备的知识、能力、道德水准和形象气质。英语学科核心素养是由语言能力、文化品格、思维品质、学习能力这四个核心要素构成的。
英语学习是学生主动构建意义的过程。在这一过程中，学生以探究主题意义为目的，以语篇为载体，在理解与表达的语言实践中，融合知识学习和技能发展，通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动，形成结构化知识；在分析问题和解决问题的过程中，发展思维品质，塑造文化品格，学会学习，形成正确的价值观，促进英语学科核心素养的形成与发展。
3、 “任务型教学”相关理论
以学生为主体，通过多种小组互动、合作的课堂活动，激发学生的学习兴趣。 在完成任务的过程中，将语言知识和语言技能相结合，培养学生综合运用语言的能力。
二、教学背景分析
1、本课教材分析
本课是外研社《新标准小学英语》（供一年级起始用）Book 6 Module 5 Unit 1 Will you take your ball tomorrow? 本模块话题涉及“计划”与“野餐”。本单元的情境是爸爸告诉Sam和Amy周六要去野餐，两人很高兴。Sam马上询问Amy明天会不会带风筝，Amy说不带。Sam接着问Amy是否带皮球，Amy仍说不带。Sam觉得很奇怪，于是问Amy为什么不带。Amy告诉他，明天是周五，不是周六，自己当然不会带这些东西。原来Sam因为过于激动，误认为明天就是周六了。
“计划”这个话题学生并不陌生，在教材中多次出现。关于“野餐”，则主要涉及到季节及天气、食物、活动等方面，详见下图。
2、学情分析
（1）学生的学习特点
本节课的授课对象是三年级7班的学生。他们从一年级开始学习外研社版《新标准小学英语》（一起）教材，具有一定的英语基础，积累了一定的词汇量。他们能够听懂老师的课堂指令，并根据指令做事情，能够用简单的英语语句表达自己的观点。通过两年学习习惯的培养，学生已经养成课前预习，课后复习的习惯，在课堂教学中主动参与，能够顺利地开展小组活动，具有与他人共同完成任务的合作意识，英语学习兴趣浓厚。
（2）就本单元话题而言
我通过问卷的形式对学生的相关知识和经验进行了调查。通过调查，我发现学生对plan这一话题很熟悉，但是对picnic知之甚少，因此本单元重点扩充学生对picnic的认识。
（3）就本单元知识点而言
在外研社《新标准小学英语》（供一年级起始用）Book 5 Module 9和Module 10中，学生学习了be going to do的用法，知道可以用其表示将来的计划；在本册书第二、三、四模块中，学生学习了will的用法，知道用will也可以表示将来的计划。
三、教学目标（含重、难点）
1、教学目标
（1）能听说、读写以下单词：tomorrow, why, Why not?。
（2）能听、说并在恰当的语境中运用询问和描述假期计划的功能句型。
---Will you take your kite to the picnic tomorrow? ---No, I won’t.
---Will you take your ball tomorrow? ---No, I won’t.
（3）能借助依据本课提炼出来的思维导图，讲述Sam的野餐计划。
（4）能在讲述Sam野餐计划的基础上，利用思维导图向他人介绍自己的野餐计划。
（5）通过学习本课，使学生感知野餐文化与意义，从而更加热爱生活。
2、教学重点
（1）能听说、读写以下单词：tomorrow, why, Why not?。
（2）能听、说并在恰当的语境中运用询问和描述假期计划的功能句型。
---Will you take your kite to the picnic tomorrow? ---No, I won’t.
---Will you take your ball tomorrow? ---No, I won’t.
（3）能借助依据本课提炼出来的思维导图，讲述Sam的野餐计划。
3、教学难点
能在讲述Sam野餐计划的基础上，利用思维导图向他人介绍自己的野餐计划。
四、教学准备
教师准备：课本、课件、课文光盘、四线格单词磁卡、头饰、课堂练习纸、皮球、风筝
学生准备: 外研社《新标准小学英语》（一起）Book 6，课堂练习纸，自制阅读书，文具
五、教学流程示意图
学科整合，激发兴趣
活跃气氛，激发兴趣
Sing a song with the students.
I. Warming Up (1’)
活跃课堂气氛，
为呈现任务做铺垫。
II. Leading In (1’)
Watch a VCR about “The Picnic”.
III. Task Presenting
(0.5’)
明确任务
Make a picnic plan.
1. Read the pictures.
2. Ask some questions.
层层深入，
学习新知。
设置开放性问题，培养问题意识，提高英语思维能力。
IV. Text presenting
&New Language
Learning (12’)
3. Watch, ask and answer. Learn the new words.
4. Think about more questions.
5. Play a game to practice the sentence structure.
1. Listen and repeat the dialogue.
语音输入，
加强记忆，
合作学习，
提高能力
2. Read and underline.
V.Language Practising (13’)
& Consolidating
3. Read or act.
依据思维导图，按课文内容填空，检查学生对课文的理解。
4. Talk about Sam’s picnic plan. Then check.
通过合作学习,逐步形成语言框架，发展语言能力。
1. Read a story and learn more about “picnic”.
VI. Task Fulfillment (10’)
2. Make a picnic plan.
1. Summarize.
g
明确本课重难点，
深化、升华主题。
VII.Summing Up &
Assigning Homework
(2.5’)
2. Sublimate the emotion.
g
3. Assign the homework.
g
4. Sing “Goodbye”song.
g
六、教学过程
教学过程
教师活动
学生活动
设计意图
I. Warming Up (1’)
Greet the students.
Sing “Hello” song together
Greet the teacher.
Sing “Hello” song together
师生以歌曲的形式相互问好，学科整合，活跃课堂气氛。
II. Leading In (1’)
II. Leading In (1.5’)
Let the students watch a VCR about the picnic.
“Let’s enjoy a VCR and please tell me what it is about. OK?”
“Good! Let’s enjoy!”
“What is it about?”
“Great!”
“Today we are going to learn Module 5 Unit 1. Let’s read the title together.”
Watch a VCR about the picnic.
“OK!”
“Picnic!”
“Will you take your ball tomorrow?”
通过观看同学野餐时的视频，活跃课堂气氛，迅速调动他们学习本课的兴趣，为直接导入本课任务 “Make a picnic plan” 做铺垫。
贴主题图（遮盖住plan）
III.Task Presenting
(0.5’)
Present the task.
“After you learn this lesson, I hope you can make a picnic plan for the coming weekend.”
Remember the task.
交代本节课的学习任务，使学生明确学习目标，激发学习动机。
(思维导图揭开Plan)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
IV.Text presenting
&New Language
Learning (12’)
1. Show the students a picture and ask them to say something about it.
“Please look at the picture.”
“What can you see in the picture?”
2. Let the students ask some questions about the picture.
“You know so much about the picture. Do you have any questions?”
“Good questions!”
3. Let the students watch the VCR, ask and answer the questions. Teach the new words.
(1) Let the students watch the VCR.
“Now let’s watch the VCR and try to answer your questions.”
(2) Let them answer their questions.
“That’s all. Now can you answer your questions?”
“What are they talking about? You, please.”
“What will they do?”
“Why are they so happy?”
“Well done!”
(3) Let the students think about more questions. Watch, ask and answer. Learn the new word.
“I have a question. Who can read it for us?”
“You, please.”
“Thank you so much.”
“Now, let’s watch and answer.”
“Who knows? You, please.”
“Good.”
“Where will they have the picnic? Will they have the picnic in a shop?”
“Will they have the picnic at school?”
“Where? Can you guess?”
“You, please.”
“I agree with you.”
“Here is another question. What will Amy take tomorrow?”
“Do you know the word ‘tomorrow’?”
“Good! What day is today?”
“What day is tomorrow?”
“Great! You’ve got it!”
“This group, please read it one by one.”
“Good. What will she take tomorrow? Look at the two pictures. Will she take a …Please work in pairs. Ask and answer according to this sentence.”
“Which pair wants to ask and answer? You, please.”
“She won’t take a kite. She won’t take a ball. Why not? Please look at this picture. What day is today in the picture?”
“What day is tomorrow?”
“Wonderful! You can get the answer from the picture.”
(4) Let students think more about the picnic.
“We know what Amy will take for a picnic. Now let’s discuss in pairs. If you were on a picnic, what will you take?
“You two, please.”
“Next pair.”
(5) Let the students play a game to practice the sentence structure.
“Would you like to play a guessing game?”
“Are you ready?”
“Stop!”
“Ah! It’s you! I will ask you two questions. Will you take your I PAD for a picnic?”
“What will you do with your IPAD?”
“But, for me, I won’t take my IPAD. I want to play with my friends. ”
“OK. Next one. Ready?”
“Ha! It’s you! Who will ask?
You, please.”
“The last turn. Ready?”
“I’m very proud of you! Yes, after we have a picnic, we should tidy up.”
1. Look at the picture and say something about it.
“There are 3 people in the picture.”
“They are Sam, Amy and their father.”
“Sam and Amy are very happy.”
2. Ask more questions.
“What are they talking about?”
“What will they do?”
“Why are they so happy?”
3. Watch the VCR. Ask and answer the questions. Learn the new words.
(1) Watch the VCR.
(2) Answer their questions.
“They are talking about the picnic.”
“They will have a picnic.”
“Because they will have a picnic.”
(3) Think about more questions. Watch, ask and answer. Learn the new word.
“When will they have a picnic?”
“They will have a picnic on Saturday.”
“No, they won’t.”
“No, they won’t.”
“They will have the picnic in a park.”
“Yes!”
“Today is Friday.”
“Tomorrow is Saturday.”
“Tomorrow…”
“Will she take a kite?”
“No, she won’t.”
“…”
“Will she take a kite?”
“No, she won’t.”
“Will she take a ball?”
“No, she won’t.”
“It’s Thursday.”
“Tomorrow is Friday.”
“They are going on Saturday.”
(4) Discuss in pairs.
“What will you take?”
“I will take my camera.”
“What will you do with your camera?”
“I will take pictures.”
“…”
(5) Play a game.
“Yes!”
“Go!”
“Yes, I will.”
“I will play games.”
“Go!”
“Stop!”
“Will you take your…?”
“…”
“Go!”
“Stop!”
“Will you take your plastic bag?”
“Yes, I will.”
“What will you do with it?”
“I will put the rubbish in it and take it away.”
借助主题图引入学习情境，培养学生读图能力。
借助主题图，培养学生问题意识和发散性思维。
(边提问边将问题板书)
第一次通看无字幕课文视频，整体感知课文内容，培养学生自我学习和寻找梗概信息的能力。
培养学生自主解决问题的能力。
逐图学习，
分析课文
思维导图贴
When
逐图问答，分析课文
思维导图贴
Saturday
思维导图贴
Where
渗透Will引导的一般疑问句的否定答法
思维导图贴
park
通过师生对话，学习领会新单词tomorrow含义。
设置开放性问题，培养学生根据课文图片推理猜测的能力。
学习Will引导的一般疑问句的问答
单词贴
Why not?
培养读图能力
通过师生自然的交流，理解领会Why not 的意思。
通过开放性问题，培养学生发散性思维，丰富思维导图，突出本课重点
通过有代表性的名词与动词词组，逐步完善思维导图中What—take与What—do分支，并对学生说出的物品进行词语分类。
以游戏的形式操练本单元功能句型并加以延展，活跃课堂气氛，让每个孩子都参与到课堂中。
教师示范，使学生明确游戏规则。
渗透环保与社会公德意识
V.Language Practising (13’)
V.Language Practising (13’)
V.Language Practising (13’)
1. Ask the students to open the books. Listen and repeat the dialogue.
“OK. You are so happy. Now, listen and repeat. Pay attention to your pronunciation and your intonation. Clear?”
“Please open your books. Turn to page 26. Begin!”
2. Ask the students to read the dialogue together and underline the sentences with “will”.
“Good. Now let’s read the whole dialogue together Please take out your pencil. Underline the sentences with ‘will’.”
“How many sentences do you find?”
“Who will read one? You, please.”
“Next one.”
“All of you did a great job!”
3. Tell the students to work in a small group. Read it or act it out. Ask the volunteer groups to come to the front and show.
“Now work in a group. Let’s read or act.”
“Which group will show us?”
“Your group, please.”
“Read or act?”
“OK, begin.”
“Great! How about their job?”
“They have a good pronunciation, and they pay attention to their intonation. So they did a great job.”
”
“Which group will act it out? Your group, please.”
“How about their job?”
4. Let the students talk about Sam’s picnic plan according to the mind map.
(1)Talk about Amy’s picnic plan as an example.
“Just now we have learned the dialogue. Now can you talk about Sam’s picnic plan according to the mind map? Don’t worry. Before that I will talk about Amy’s picnic plan as an example.”
“On Saturday, Amy will have a picnic with her family. They will go to a park. They will take a kite and a ball. They will fly a kite and play with the ball. They will be excited.”
“Clear?”
(2)Let the student’s talk about Sam’s picnic plan.
“Please take out your worksheet and talk about Sam’s picnic in your group.”
“Which group will share with us?”
“Your group, please.”
“How about their job?”
1. Listen and repeat the dialogue together.
“Yes!”
2. Read the dialogue together and underline the sentences with “will”.
“Two!”
“In picture 2…”
“In picture 3…”
3. Work in a small group. Read or act it out. Then the volunteer groups come to the front and show.
“We will read it.”
“I’m Amy. I’m Sam…”
“Super! Their intonation is very good.”
“I’m Amy. I’m Sam…”
“Wonderful!”
4. Talk about Sam’s picnic plan according to the mind map.
(1)Listen carefully and learn the example.
“Yes!”
(2) Talk about Sam’s picnic plan.
“…”
“On Saturday, Sam will have a picnic with his family. They will go to a park. They will take a kite and a ball. They will fly a kite and play with the ball. They will be excited.”
“Excellent! ”
对课文的整体语音输入
提出跟读时明确的语音、语调要求
再次对课文语音整体输入的同时，找出带有will 的句子，即明确本课功能句。
依据个人程度选择并完成任务
生生评价
依据思维导图，谈论Sam的野餐计划，为突破难点做铺垫。
总结课文内容
教师以Amy为例，谈论Amy的野餐计划，为学生独立谈论Sam 的野餐计划做铺垫。
检查课文理解程度和思维导图的运用能力，突出本课重点，为突破难点做铺垫。
多人参与
(每人读一句，最后一句齐读)
生生评价
VI.Task
Fulfillment
(10’)
VI.Task
Fulfillment
(10’)
1. Let the students learn more about a picnic.
(1) Let the students read a story.
“Would you like to read a story?”
“OK. Please take out your story book. Let’s enjoy the story.”
(2) Let students check what they will put in the picnic basket on their story books.
“Very interesting!”
“Please read the story in your group.”
“Time is up. Which group will show us? Your group, please.”
“Thank you so much!”
“There is a basket. There are many things around the basket. What will they put in the basket? Will they put pears in the basket?”
“Who can ask a question according to the sentence?”
“Why is the mouse in the basket? Can you guess?”
“In our text, we use ‘take’. In this story book, we use ‘put’. Try to use different words to talk about one thing.”
2. Let the students make a picnic plan.
(1) “Now, you know so much about the “picnic”. Now I think you can make your picnic plan. Work in a small group and try to finish it.”
(2) Let them share together.
“Which group will share with us?”
“Your group, please.”
“Wonderful! I’m very proud of you!”
“You can finish it after class.
1. Learn more about a picnic.
(1) Listen to the story.
“Yes, we do!”
(2) Check what they will put in the picnic basket on their story books.
.
“…”
Read the story in a group.
“…”
“Will they put cookies in the basket?”
“Yes, they will.”
“Will they put pears …?”
“…”
“Will they put the mouse in the basket?”
“No, they won’t.”
“Maybe the mouse wants to have a picnic, too.…”
2. Make a picnic plan.
(1) Work in a small group and try to finish Activity 2.
(2) Share together.
“Next weekend, I will have a picnic…”
通过有声绘本阅读的方式，学习更多关于picnic相关知识，扩充词汇，为制定自己的野餐计划做铺垫。
小组合作
本句型源于本课主要功能句型，其中的put与take在此处意思相近，丰富学生What—do实意动词分支的词汇，使学生明白可以用多种词汇表达相近意思。
（开火车，让更多的孩子参与课堂，增加练习机会）
讲明笑点
通过层层递进的活动，依据思维导图，完成任务。
以组为单位，每人读一句，最后一句一起读，让更多的孩子有练习机会。
VII.Summing Up &Assigning Homework
(2.5’)
VII.Summing Up &Assigning Homework
(2.5’)
VII.Summing Up &
Assigning Homework
(2.5’)
1. Summarize the words and expressions of this unit.
(1) Let the students review the new words.
“We have learnt three new words in this unit. Let’s read them together.”
“I think after you learn
this unit, you can make a picnic plan according to this mind map. Right?”
“Very good!”
2. Let the students enjoy a VCR about the picnic and know the meaning of a picnic.
“Would you like to have a picnic?”
“Now it’s spring. It’s warm. There are some beautiful flowers. You can have a picnic with your family or friends. Enjoy the sunshine! Enjoy your life! ”
3. Assign the homework.
“Today’s homework:
(1) Remember the new words and recite the text.
(2) Finish your picnic plan.
4.Sing “Goodbye” song together.
1. Recall and remember the new words of this unit.
(1) Review the new words.
“Tomorrow, why, Why not?”
“Yes.”
2. Enjoy a VCR about a picnic and know the meaning of a picnic.
“Yes!”
3. Remember the homework.
4. Sing “Goodbye” song together.
使学生明确本单元新词汇与重难点。
深化、升华主题。
布置作业
七、板书设计
八、教学特色
本课是外研社《新标准小学英语》（供一年级起始用）Book 6 Module 5 Unit 1 Will you take your ball tomorrow? 本模块话题涉及“计划”与“野餐”。本单元的情境是爸爸告诉Sam和Amy周六要去野餐，两人很高兴。Sam马上询问Amy明天会不会带风筝，Amy说不带。Sam接着问Amy是否带皮球，Amy仍说不带。Sam觉得很奇怪，于是问Amy为什么不带。Amy告诉他，明天是周五，不是周六，自己当然不会带这些东西。原来Sam因为过于激动，误认为明天就是周六了。本课教学特色如下：
（一）理解《课标》思想，把握学科核心：
《英语课程标准》强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。英语课程提倡采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实语境中运用语言的机会，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能。
本课的设计力求体现“面向全体学生”“关注语言学习者”的理念；采用参与、合作与交流的学习方式，强调语言学习的实践性，帮助学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。不断为学生创造参与语言活动的机会和条件,引导他们在参与和用语言做事的过程中轻松、愉快地完成学习任务,提高教学实效性。
（二）营造轻松氛围，构建乐学课堂：
教师为学生创造了轻松的学习氛围，学生在参与中体验情境。热身环节和学生师生唱歌问好，调动学生的学习兴趣；导入环节播放学生野餐的小片，既把学生带入了课文情景，也激发了学生学习本课的兴趣；在课文新授环节，通过游戏方式，让学生在欢乐的气氛中掌握本课的功能句型；在总结环节，教师为学生播放有关野餐的视频，帮助学生感知野餐的意义，让学生更加热爱生活，情感得到了深化与升华。
（三）关注思维品质，促进学生发展：
为了帮助学生更好地运用英语描述自己的野餐计划，教师设计了一系列层层递进的活动。在导入环节，播放学生野餐的小片，激发学生兴趣，注重培养学生的发散思维；在知识新授环节，通过描述课文图片，激发了表达欲望，并且积极思考，提出了更多的问题。课上的问题大部分来自于学生，教师充分利用课堂生成，师生、生生间产生了良好的互动。教师勇敢的“退”，留给学生更多的空间、时间用英语进行交流。多轮师生对话，构建了知识网络；通过游戏的方式让学生掌握本课功能句型，丰富知识网络；在产出环节，教师精心选择了与本课主题相吻合而内容又高于课本内容的绘本阅读故事“The Picnic”，使学生了解更多关于picnic的词汇，最终使学生依照思维导图完成自己的野餐计划，达到语言综合运用的目的。
附 件 Name___________ Class_________
Book 6 Module 5 Unit 1 Will you take your ball tomorrow?
I. Talk about Sam’s picnic plan.
Sam’s Picnic Plan
_____________, Sam will have a picnic with his family. They will go to a _________. They will take_________________________. They will _________________________________. They will be happy.
II. Make a picnic plan for this weekend.
My Picnic Plan
___________, I will have a picnic with my family. We will go to_________. We will take______________ . We will______________. We will be __________.
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