Unit 4 Have fun after class 4课时（教案）-2025-2026学年译林版（三起）英语三年级下册

《Unit 4 Have fun after class》第1课时教案 学科 英语 年级册别 三年级下册 共4课时 教材 译林版三年级下册 授课类型 新授课 第1课时 教材分析 教材分析 本单元主题为“Have fun after class”，聚焦于课后活动及能力表达。第一课时主要围绕Story time展开，通过师生共同制作水果沙拉的情境，引出核心句型"What fruit do you have?"、"I have..."以及"Do you have...? Yes, I do./No, I don't."。教材内容贴近学生生活，通过对话形式呈现学生在课堂或社团活动中分享物品的场景，旨在让学生在真实语境中感知语言功能，培养合作意识与健康饮食习惯。 学情分析 三年级学生正处于英语学习的起步阶段，对新鲜事物充满好奇，喜欢游戏和互动。他们已掌握部分水果词汇（如apple, banana, orange等）及简单问候语，但在使用一般疑问句进行物品询问与回答方面尚显生疏。学生在听力理解上可能存在困难，特别是在快速对话中捕捉关键信息。突破措施包括利用实物、图片创设情境，通过角色扮演降低焦虑，并采用分层任务设计满足不同层次学生的学习需求。 课时教学目标 语言能力 1. 学生能够听懂、会说、认读核心句型："What fruit do you have?", "I have an orange.", "Do you have a banana?", "Yes, I do./No, I don't." 2. 学生能够在模拟情境中运用所学句型进行简单的交流，询问同伴拥有的水果并做出恰当回应。 文化意识 1. 了解不同国家学生课后活动的多样性，体会分享食物带来的快乐。 2. 养成健康饮食的习惯，知道多吃水果对身体有益，乐于与他人分享健康食品。 思维品质 1. 能够通过观察图片和对话线索，推断人物之间的对话逻辑和情感态度。 2. 在小组合作中，能够根据已有信息进行合理的想象和补充，提升思维的灵活性和创造性。 学习能力 1. 能够通过听录音、看动画等多模态资源获取信息，提高听力策略。 2. 积极参与小组合作学习，乐于用英语进行表演和交流，体验英语学习的乐趣。 教学重点、难点 重点 1. 熟练掌握核心句型"What fruit do you have?"及其回答方式。 2. 能够准确区分和使用"I have..."与"Do you have...?"的肯定与否定回答。 难点 1. 在真实语境中灵活运用"Do you have...?"进行提问，并能根据对方的回答做出自然反应。 2. 发音细节：注意"have"的连读以及"Yes, I do."中"do"的轻读技巧。 教学方法与准备 教学方法 情境教学法、任务型教学法、交际法、全身反应法 教具准备 多媒体课件、水果实物或模型、头饰（Teacher, Student, Yang Ling）、学习任务单、评价贴纸 教学环节 教师活动 学生活动 Step 1: Warm-up & Lead-in 【5分钟】 一、Magic Box Mystery (魔法箱探秘) （1）、创设情境，激发兴趣 T: Good morning, boys and girls! Today, our classroom is going to be a magic shop. Look! What's this in my hand? It's a Magic Box! Inside the box, there are many delicious things. Who wants to guess what they are? T: Let's invite a student to come here. Close your eyes! Touch it gently. Is it hard or soft? Is it round or long? Guess! S: It's an apple! T: Wow, you are so clever! Open your eyes! Yes, it's a red apple. (Show the real apple). （2）、复习旧知，激活词汇 T: Now, let's play a game called "Fruit Fly Swatter". I will show you pictures of fruits on the screen. You need to fly swat them quickly and say the English name loudly. (Show pictures: apple, pear, banana, orange, grape, mango). T: Ready? Go! Apple! Banana! Orange! T: Great job! You know so many fruits. But today, we have a new friend coming. He is also very hungry. Let's see who he is. （3）、引入课题，揭示主题 T: Look at the screen. Who is he? Yes, he is Mr. Panda! And look, he has a book. What is he doing? He is making a fruit salad. Why does he want to make a fruit salad? Because he wants to share with his friends. Today, let's join him and learn Unit 4 Have fun after class. 板书课题：Unit 4 Have fun after class (Story time) 二、Brainstorming (头脑风暴) （1）、讨论水果喜好 T: Before we start, I want to ask you: Do you like fruit? Why? S: Yes, I like fruit. They are sweet. T: Which fruit do you like best? Can you tell me? S: I like bananas. They are yellow. T: Wonderful! So, fruit is good for us. Let's keep healthy by eating more fruit! （2）、导入新课任务 T: Now, Mr. Panda needs our help. He wants to make a fruit salad, but he doesn't know which fruits his students have. Can you help him? Let's go to the story and find out! 1. 跟随老师做动作，猜测箱子里的物品。 2. 快速辨认屏幕上的水果图片并大声说出英文名称。 3. 回答关于水果喜好的问题，表达自己的观点。 4. 明确本节课的学习任务，进入故事情境。 评价任务 词汇反应快：☆☆☆ 发音清晰准：☆☆☆ 参与积极性：☆☆☆ 设计意图 通过“魔法箱”和“苍蝇拍”游戏，迅速抓住学生的注意力，激活已有的水果词汇储备，营造轻松愉快的课堂氛围。同时，通过谈论水果喜好，自然过渡到本课主题“制作水果沙拉”，为后续学习做好铺垫。 Step 2: Presentation - Story Time 【15分钟】 一、整体感知，初识故事 （1）、观看动画，整体输入 T: Now, let's watch the video together. Please listen carefully and answer one question: Where are the students and the teacher? Are they in the classroom or outside? (Play the video of Story time Part 1-3). T: Did you hear? Where are they? Yes, they are around a table. The teacher says: "Let's make a fruit salad together." Students say: "Great!" T: Then, a student asks: "What fruit do you have?" This is our first key sentence. Please repeat after me: "What fruit do you have?" (Students repeat 3 times, focusing on intonation). （2）、提取信息，梳理脉络 T: Now, let's look at the pictures again. Who speaks first? Yes, the teacher. Then a boy with blond hair stands up. What does he say? T: He says: "I have an orange. What about you?" T: Another boy says: "I have two apples." T: A girl says: "I have a mango. Do you have a banana, Yang Ling?" T: Yang Ling says: "No, I don't. I have some grapes." (Write these sentences on the blackboard in a flow chart style). 二、分段精读，深入理解 （1）、学习Part 1：邀请与响应 T: Let's focus on Part 1. Teacher: "Let's make a fruit salad together." Students: "Great!" T: How do the students feel? Happy? Excited? T: When someone invites us to do something fun, we can say "Great!" or "Good idea!". T: Now, act it out. I am the teacher, you are the students. Let's try together. T: (Pretending to point at the table) Let's make a fruit salad together! Ss: (Cheerfully) Great! （2）、学习Part 2：询问与拥有 T: Look at Part 2. The boy with blond hair holds an orange. He asks: "What fruit do you have?" T: Another boy answers: "I have two apples." T: Notice the number. One orange, two apples. We use "an" before vowels (a, e, i, o, u). So, "an orange", not "a orange". T: Let's practice. I have an apple. What about you? S1: I have two bananas. S2: I have three pears. T: Excellent! You are using "I have..." correctly. （3）、学习Part 3：特殊疑问与否定回答 T: Now, look at Part 3. The girl with a ponytail holds a mango. She asks: "Do you have a banana, Yang Ling?" T: This is a special question. It starts with "Do". T: Yang Ling answers: "No, I don't. I have some grapes." T: Pay attention to the pronunciation of "grapes". It ends with 's'. T: If someone asks "Do you have...", and you DON'T have it, you say "No, I don't." If you HAVE it, you say "Yes, I do." T: Let's make a rule card. (Show card: Do you have...? -> Yes, I do. / No, I don't.) 1. 观看视频，回答地点问题，初步感知故事大意。 2. 跟读核心句型，模仿语音语调。 3. 观察图片，复述故事中人物的对话内容。 4. 分角色朗读，体会人物情感，练习问答句型。 评价任务 听力抓重点：☆☆☆ 句型跟读准：☆☆☆ 语法理解对：☆☆☆ 设计意图 通过“整体感知”和“分段精读”相结合的策略，帮助学生从宏观到微观理解故事。利用动画视频吸引注意力，通过追问引导学生关注细节（如冠词an的使用、数量的表达）。角色扮演和句型操练将机械记忆转化为有意义的语言实践，强化学生对核心句型的掌握。 Step 3: Practice - Role Play & Game 【15分钟】 一、Role Play (角色扮演) （1）、分组演练 T: Now, work in groups of four. One student plays the teacher, one plays the blond boy, one plays the girl, and one plays Yang Ling. T: Use the props (fruit models) to act out the story. Remember to use body language and facial expressions. (Students practice in groups while teacher circulates and guides). T: Group 1, please come up and show us! (Encourage other groups to clap). （2）、展示评价 T: Great performance! Who played the teacher well? Who spoke clearly? T: Let's give them a big round of applause! 二、Game: Fruit Market (水果市场) （1）、游戏规则讲解 T: Now, we are going to open a "Fruit Market". Each group is a stall. You have different fruits. T: Student A asks: "Do you have...?" Student B answers: "Yes, I do." or "No, I don't." T: If you have the fruit, you can sell it to them. If not, you say sorry. T: Let's start! Walk around the classroom and talk with your classmates. (Students move around, holding fruit cards, interacting freely). T: (Stop the game) Wow, everyone is busy selling fruits! Who bought the most fruits? （2）、拓展延伸 T: After buying fruits, what should we do? Yes, we can make a fruit salad together! T: Imagine you are making a salad. What do you put in it? "I put apples in/on the plate." "I put bananas on the plate." T: Let's chant together: Fruit is good for us! Eat more fruit, stay healthy! 1. 四人一组分配角色，利用道具进行故事表演。 2. 上台展示，接受老师和同学的点评。 3. 参与“水果市场”游戏，主动询问同伴并交换信息。 4. 边做动作边chant，巩固健康饮食理念。 评价任务 合作更默契：☆☆☆ 表达更自信：☆☆☆ 互动更活跃：☆☆☆ 设计意图 通过角色扮演，让学生身临其境地运用语言，内化句型结构。“水果市场”游戏增加了语言的开放性和真实性，鼓励学生在非预设情境下灵活运用所学知识。Chant环节不仅调节了课堂节奏，还潜移默化地渗透了健康教育，体现了学科育人价值。 Step 4: Production - Make a Salad Plan 【8分钟】 一、Task: Design a Fruit Salad （1）、发布任务 T: Now, every group is a kitchen team. Your task is to design a fruit salad menu for a party. T: You need to decide: What fruits do you have? What fruits do you need? Ask your teammates! T: Use the worksheet to write down or draw your plan. (Worksheet template: Name: ______. Fruits we have: ______. Fruits we need: ______. We will make: ______ salad). （2）、小组合作完成任务 T: Discuss in your groups. Use the sentences: "I have...", "Do you have...?", "Yes, I do./No, I don't." (Students discuss and fill in the worksheet. Teacher provides support). （3）、汇报展示 T: Which group wants to share their plan? Please stand up and introduce your salad. S: Hello, we are Team 1. We have apples and oranges. We don't have bananas. Do you have bananas? Yes, we do! We will make a sweet salad. T: Wonderful! Your salad sounds delicious! 1. 阅读任务要求，明确小组分工。 2. 运用所学句型讨论组员拥有的水果及缺失的水果。 3. 填写任务单，设计水果沙拉菜单。 4. 代表小组上台汇报设计方案，展示合作成果。 评价任务 计划有创意：☆☆☆ 语言运用活：☆☆☆ 汇报声音亮：☆☆☆ 设计意图 这是本课的高潮部分，将语言学习转化为解决实际问题的过程。通过设计水果沙拉菜单，学生需要综合运用所有学过的句型，既锻炼了思维能力，又提升了语言运用的流利度和准确性。汇报环节增强了学生的成就感。 Step 5: Summary & Homework 【2分钟】 一、总结归纳 （1）、回顾要点 T: Today, we had a lot of fun. What did we learn? T: We learned how to ask: "What fruit do you have?" and "Do you have...?" T: We learned how to answer: "I have..." and "Yes, I do./No, I don't." T: Most importantly, remember: Fruit is good for us! Share fruit with others! （2）、情感升华 T: Sharing makes us happy. Let's share our happiness with our families tonight. 二、布置作业 （1）、基础作业 Listen and read the story 3 times. Copy the key sentences once. （2）、拓展作业 Make a real fruit salad with your parents. Take a photo and share it next class. Ask your parents: "Do you like fruit?" 1. 跟随老师一起回顾本节课的核心句型和知识点。 2. 齐声朗读口号"Fruit is good for us!"。 3. 记录作业内容，明确课后任务。 评价任务 知识记得牢：☆☆☆ 目标达成高：☆☆☆ 习惯养得好：☆☆☆ 设计意图 简洁的总结帮助学生梳理知识脉络，形成清晰的认知结构。分层作业设计兼顾了基础巩固与生活实践，特别是“与家长一起做沙拉”的任务，将英语学习延伸至家庭，促进了亲子互动和健康生活方式的养成。 作业设计 一、Listen and choose. 听录音，选择你听到的单词。 1. A. apple B. orange C. banana 2. A. mango B. grapes C. pear 3. A. have B. do C. yes 4. A. one B. two C. three 5. A. salad B. lunch C. dinner 二、Read and match. 将下列问句与答句连线。 1. What fruit do you have? A. No, I don't. I have some grapes. 2. Do you have a banana? B. I have two apples. 3. What about you? C. Yes, I do. Here you are. 4. Do you have an orange? D. I have an orange. 三、Make a dialogue. 假设你和好朋友Tom在课间聊天，请根据以下提示编一段对话。 提示： You: Have some fruit, Tom. Tom: Thank you. You: What fruit do you have? Tom: _______________________ You: Do you have a banana? Tom: _______________________ You: Let's make a fruit salad together! Tom: Great! 四、Draw and talk. 画出你最喜欢的一种水果，并用英语写一句话介绍它。 例如：I like apples. They are red and sweet. My drawing: [画框] My sentence: _________________________________ 【答案解析】 一、Listen and choose. 1. B (orange) 2. A (mango) 3. B (do) 4. A (one) 5. A (salad) *(注：实际录音需由教师录制或播放配套音频)* 二、Read and match. 1 - B (What fruit do you have? -> I have two apples.) 2 - A (Do you have a banana? -> No, I don't...) 3 - D (What about you? -> I have an orange.) 4 - C (Do you have an orange? -> Yes, I do.) 三、Make a dialogue. 参考示例： Tom: I have some bananas. Tom: No, I don't. I have some pears. 四、Draw and talk. 答案不唯一，只要句子通顺，符合语法即可。 例如：I like bananas. They are yellow and sweet. 板书设计 Unit 4 Have fun after class (Story time) ----------------------- Teacher: Let's make a fruit salad together! Students: Great! ----------------------- A: What fruit do you have? B: I have an orange. / I have two apples. (Note: an + vowel sound) ----------------------- A: Do you have a banana, ...? B: Yes, I do. / No, I don't. ----------------------- [Picture of Fruit Salad] Fruit is good for us! Share & Health 教学反思 成功之处 1. 情境创设生动有趣，“魔法箱”和“水果市场”极大地激发了三年级学生的学习兴趣，课堂气氛活跃，学生参与度极高。 2. 教学环节层层递进，从感知理解到操练巩固再到迁移创新，符合学生的认知规律。特别是“设计水果沙拉菜单”的任务，有效提升了学生综合运用语言的能力。 3. 注重德育渗透，将“健康饮食”和“学会分享”的理念自然地融入语言教学中，实现了学科育人的目标。 不足之处 1. 在角色扮演环节，部分性格内向的学生不敢开口，教师应给予更多鼓励和具体的支架支持。 2. 对于冠词"a/an"的用法，虽然进行了强调，但在学生自由对话中仍有个别错误，需要在后续课时中反复强化。 3. 时间把控上，最后的汇报展示环节略显仓促，未能让所有小组都有充分展示的机会。 《Unit 4 Have fun after class》第2课时教案 学科 英语 年级册别 三年级下册 共4课时 教材 译林版三年级下册 授课类型 故事拓展与语音课 第2课时 教材分析 教材分析 第二课时承接第一课时的“制作水果沙拉”情境，重点聚焦于Cartoon time（卡通时间）和Sounds in focus（语音聚焦）。Cartoon time通过Cat和Bobby的魔术表演，自然引出复数名词（mangoes, apples等）的表达以及"I have..."句型的变体。本课时旨在让学生在轻松幽默的故事中巩固单复数概念，学习如何询问和回答数量问题（How many...?），并掌握元音字母组合在单词中的发音规律。教材内容生动有趣，贴近儿童心理，是培养学生语感和观察力的绝佳素材。 学情分析 经过第一课时的学习，学生已掌握了基本的水果词汇和核心句型，对“询问拥有”有了初步体验。但他们对名词复数的变化规则（特别是以o结尾加es的情况）尚显模糊，容易忽略词尾的s。此外，学生在区分长元音和短元音发音时可能存在困难。本课将通过趣味魔术和 chant 歌谣，降低学习难度，帮助学生在语境中内化语法知识，提升语音敏感度。 课时教学目标 语言能力 1. 能够听懂、会说、认读单词：mango, mangoes, apple, apples, banana, bananas等复数形式。 2. 能够在故事中理解并运用句型："Do you have a/an...?", "I have...", "How many...?", "One, two, three..."进行简单交流。 文化意识 1. 了解西方文化中分享食物（sharing food）的社交礼仪，体会“分享带来快乐”的文化内涵。 2. 感知卡通人物的幽默风格，培养对英语国家儿童文学作品的兴趣。 思维品质 1. 能够通过观察图片细节（如手指的数量、水果的数量），推断故事情节的发展，培养逻辑推理能力。 2. 在发现"mango -> mangoes"的变化规律中，提升归纳总结能力和语言规则的敏感度。 学习能力 1. 能够通过听唱Chant，利用韵律记忆单词发音，提高语音识别能力。 2. 乐于参与角色扮演和创意表演，敢于在集体面前展示自我，体验合作学习的乐趣。 教学重点、难点 重点 1. 熟练掌握名词复数的构成规则，特别是以o结尾的单词加es的规则（mango -> mangoes）。 2. 能够流利朗读Cartoon time的故事对话，并模仿语音语调进行表演。 难点 1. 准确发音：注意mangoes [ˈmæŋɡəʊz] 的复数读音，以及many [ˈmeni] 中a的发音。 2. 在真实语境中灵活运用"How many...?"提问，并能根据数量做出相应的回答。 教学方法与准备 教学方法 情境教学法、全身反应法、任务型教学法、游戏教学法 教具准备 多媒体课件（魔术视频）、水果卡片（单复数对比）、魔术帽道具、Chant音频、评价贴纸 教学环节 教师活动 学生活动 Step 1: Warm-up & Review 【5分钟】 一、Magic Greeting (魔法问候) （1）、复习旧知，激活记忆 T: Good morning, boys and girls! Yesterday, we made a delicious fruit salad. Who wants to share what they made? S1: I made an apple salad. S2: I made a banana and orange salad. T: Wow, you are all little chefs! Today, our friend Cat is coming. He has a magic hat. Let's see his magic! (Show a real magic hat). T: Look! What's inside? Guess! T: One, two, three... Ta-da! (Pull out one apple). It's an apple. T: One, two, three... Ta-da! (Pull out two apples). Oh! Now I have two apples! （2）、引入复数概念 T: Look at the screen. One apple, two apples. When we have more than one, we add 's' or 'es'. T: Read after me: Apple -> Apples. Banana -> Bananas. Orange -> Oranges. T: But wait! Look at this one. Mango. One mango. Two... mangoes! Why 'es'? Because it ends with 'o'. Let's remember: o + es = mangoes. 1. 回忆上节课制作的水果沙拉内容，用英语简短汇报。 2. 观察老师的魔术表演，猜测箱子里的物品。 3. 跟读单复数单词，注意发音变化。 4. 理解并记忆以o结尾加es的特殊规则。 评价任务 单词拼写对：☆☆☆ 复数变化熟：☆☆☆ 反应速度快：☆☆☆ 设计意图 通过简单的魔术道具和实物演示，将抽象的“复数”概念具象化，直观地展示单数和复数的区别。结合上节课内容，自然过渡到本课重点——名词复数的表达，为学习Cartoon time做好铺垫。 Step 2: Presentation - Cartoon Time 【15分钟】 一、观看动画，整体感知 （1）、初看动画，捕捉信息 T: Now, let's watch the cartoon. Listen carefully. What is Cat doing? Is he cooking? (Play the video of Cartoon time Part 1-5). T: No, he is doing a magic trick! Do you like his magic? T: What does Bobby think of the magic? Cool! Great! T: And what about the mangoes? Are they sweet? S: Yes, they are sweet. （2）、细看动画，梳理对话 T: Let's look at Page 43. Cat asks: "Do you have a mango, Bobby?" T: Bobby says: "No, I don't." T: Then Cat does magic: "One, two, three. Look! I have a mango!" T: Bobby is surprised! "Cool!" T: Then Cat has two mangoes. "One, two, three! I have two mangoes." T: Bobby says: "Great!" T: Finally, Cat shares: "Let's share the mangoes!" Bobby: "Thank you! I like mangoes. They're sweet." T: Note the number. One mango, two mangoes. We say "mangoes", not "mangos". 二、深度解读，突破难点 （1）、解析魔术过程 T: Look at the pictures. How many mangoes does Cat have in the end? Two. T: Why does he say "Two mangoes"? Because he has more than one. T: Let's count together. One, two, three, four, five, six, seven! T: In the story, Cat says "One, two, three." This is the magic spell. Let's try to be magicians! T: (Raise hand) One, two, three! I have an apple! (Show picture) T: (Raise hand) One, two, three! I have two oranges! （2）、情感与价值观渗透 T: At the end, Cat says "Let's share the mangoes!" Why? T: Because sharing makes us happy. If you have something good, share it with your friends. T: Is Bobby happy? Yes! He says "Thank you!" T: So, when someone shares with you, what should you say? "Thank you!" 1. 观看动画，回答关于Cat行为的问题。 2. 跟读故事对话，模仿Cat和Bobby的语气。 3. 观察图片，数一数芒果的数量，理解复数含义。 4. 讨论分享的意义，体会友谊的快乐。 评价任务 故事理解深：☆☆☆ 语音模仿像：☆☆☆ 情感体验真：☆☆☆ 设计意图 通过多层次的动画观看策略，引导学生从情节理解深入到语言细节的把握。重点讲解"mangoes"的拼写和发音规则，纠正学生的常见错误。同时，挖掘故事背后的教育意义，培养学生的分享意识和礼貌用语习惯。 Step 3: Practice - Chant & Game 【15分钟】 一、Chant Time (歌谣时光) （1）、听音感知，寻找规律 T: Now, let's listen to the rhyme on Page 45. "Look at the mango tree. How many mangoes can you see?" (Play the audio). T: Can you find words with 'm' and 'n'? T: Mango, many. Listen to the sound: /m/ and /n/. T: Let's read the table together: m | mango n | many T: Repeat after me: m-m-mango, n-n-many. （2）、边做动作边唱Chant T: Let's do actions while chanting. Point to the tree, count fingers. (Let students stand up and perform the Chant with gestures). T: One, two, three, four, five, six, seven! I love mangoes. How about you, Steven? T: Steven? No, Steven is not here. How about YOU? S: I love mangoes too! 二、Game: Magic Bag (魔法袋) （1）、游戏规则 T: I have a magic bag. Inside are different fruits. You need to guess how many. T: I take out one apple. How many apples? One apple. T: I take out two apples. How many apples? Two apples. T: I take out three mangoes. How many mangoes? Three mangoes! T: Now, work in pairs. Student A holds the bag, Student B guesses. A: How many mangoes? B: One, two, three! Three mangoes! （2）、拓展练习 T: Can you make a new sentence? "I have ___ apples." S: I have five apples. S: I have ten bananas. T: Excellent! You are counting masters! 1. 聆听Chant，找出含有特定字母的单词。 2. 跟随节奏做动作，大声朗读歌谣，感受韵律。 3. 两人一组进行“魔法袋”游戏，练习数量问答。 4. 创造性地造句，描述自己拥有的水果数量。 评价任务 发音标准准：☆☆☆ 动作协调好：☆☆☆ 计数反应快：☆☆☆ 设计意图 Chant环节利用音乐和动作辅助记忆，帮助学生掌握/m/和/n/的发音区别及单词拼写。游戏环节将枯燥的数量练习变得生动有趣，让学生在玩中学，学中玩，有效巩固了单复数名词的使用和数字的表达。 Step 4: Production - Be a Little Magician 【8分钟】 一、Task: Perform the Magic Show （1）、分组准备 T: Now, everyone is a magician! Work in groups of four. T: Group 1: Cat, Bobby, Audience 1, Audience 2. T: Use your props (fruit cards, hats). Perform the magic show based on the story. T: You can add some new lines. For example: "I have three pears!" "Wow, so many!" T: Remember to use "One, two, three!" as the magic spell. （2）、展示与互评 T: Which group wants to show their magic? Come to the front! (Students perform). T: Great magic! Did you see how many mangoes he had? Yes, two! T: Did they share? Yes! T: Give them a big hand! （3）、创意延伸 T: Can you make a new magic trick? Maybe turn one apple into two apples? T: Say: "One, two, three! Look! Two apples!" T: Share your idea with your partner. 1. 小组分工，分配角色，准备道具。 2. 创编新的魔术台词，进行排练。 3. 上台表演，展示创意和口语能力。 4. 互相评价，提出改进建议。 评价任务 表演有创意：☆☆☆ 合作更紧密：☆☆☆ 表达更流畅：☆☆☆ 设计意图 通过“小小魔术师”的角色扮演，让学生将所学知识综合运用，并在原有故事基础上进行创新改编。这不仅锻炼了学生的语言输出能力，还激发了他们的想象力和创造力，使课堂充满欢声笑语。 Step 5: Summary & Homework 【2分钟】 一、总结归纳 （1）、回顾要点 T: Today, we learned about magic and fruits. T: We learned: One mango, two mangoes. (Add 'es' for 'o'). T: We learned: "Do you have...?" "Yes, I do. / No, I don't." T: We learned: Sharing is caring! （2）、情感升华 T: Remember, friendship is like a magic wand. It makes everything better. 二、布置作业 （1）、基础作业 Read the Cartoon time story 3 times. Copy the key sentences (mangoes, many) twice. （2）、拓展作业 Draw a picture of your own magic show. Write: "I have ___ apples/bananas/oranges." Share it with your parents tomorrow. 1. 跟随老师回顾本节课的重点词汇和句型。 2. 齐声朗读口号"Sharing is caring!"。 3. 记录作业内容，明确课后任务。 评价任务 知识掌握牢：☆☆☆ 目标达成高：☆☆☆ 习惯养成好：☆☆☆ 设计意图 简洁的总结帮助学生梳理知识点，强化记忆。分层作业设计既保证了基础知识的落实，又鼓励学生发挥想象力进行创作，实现了课内外学习的有机结合。 作业设计 一、Listen and circle. 听录音，圈出你听到的单词。 1. A. mango B. mangos C. mangoes 2. A. apple B. apples C. aples 3. A. many B. man C. men 4. A. two B. too C. to 5. A. share B. shoe C. she 二、Read and write. 看图，写出正确的单词形式（注意单复数）。 1. One ______ (apple) -> Two _______ 2. One ______ (orange) -> Three _______ 3. One ______ (mango) -> Four _______ 4. One ______ (banana) -> Five _______ 三、Make a chant. 仿照课文中的Chant，创编一段新的歌谣。 Look at the ______ tree. How many ______ can you see? One, two, three, four, five, six, seven! I love ______. How about you, ______? (提示：可以替换水果名称和名字) 四、Act it out. 和你的家人一起玩“猜水果”的游戏。 家长拿出一个水果，问："What fruit do you have?" 你回答："I have an apple." 或者 "I have two bananas." 请记录下你们对话的内容，下节课分享。 【答案解析】 一、Listen and circle. 1. C (mangoes) 2. B (apples) 3. A (many) 4. A (two) 5. A (share) 二、Read and write. 1. apples 2. oranges 3. mangoes 4. bananas 三、Make a chant. 参考示例： Look at the apple tree. How many apples can you see? One, two, three, four, five, six, seven! I love apples. How about you, Tom? 四、Act it out. 答案不唯一，只要符合对话逻辑即可。 例如： Parent: What fruit do you have? Child: I have a pear. 板书设计 Unit 4 Have fun after class (Cartoon time) ----------------------- [Picture of Cat & Bobby] Cat: Do you have a mango, Bobby? Bobby: No, I don't. ----------------------- Cat: One, two, three! I have a mango. I have two mangoes. (o + es) ----------------------- Bobby: Cool! Great! Let's share! Sharing is caring! ----------------------- [Sound Focus] m - mango n - many 教学反思 成功之处 1. 魔术主题贯穿始终，极大地吸引了学生的注意力，课堂氛围轻松愉悦，学生参与度极高。 2. 针对"mangoes"这一易错点，通过对比法和口诀法（o+es）进行了有效突破，大部分学生能正确拼写和发音。 3. Chant环节动静结合，不仅锻炼了学生的语音语调，还增强了课堂的节奏感，有效缓解了疲劳。 不足之处 1. 在“小小魔术师”表演环节，部分小组的创意不够丰富，教师应提供更多句式支架或范例引导。 2. 对于基础较弱的学生，在快速问答环节略显吃力，需要更多的一对一辅导机会。 3. 时间分配上，最后的展示环节稍显拥挤，未能让所有小组都充分展示，下次可考虑延长或分批次展示。 《Unit 4 Have fun after class》第3课时教案 学科 英语 年级册别 三年级下册 共4课时 教材 译林版三年级下册 授课类型 练习与综合课 第3课时 教材分析 教材分析 第三课时主要聚焦于教材中的A部分（Read and tick, Act it out）以及C部分（Draw and talk）。本课时是对前两个课时语言知识点的综合巩固与拓展。A部分通过判断正误和角色扮演，检测学生对Story time和Cartoon time核心句型的掌握情况；C部分则引导学生从“听说”转向“读写”，鼓励学生画出自己喜欢的水果并表达原因（I like... They're...），进一步丰富学生的语言表达维度。教材设计注重语言的实用性和交际性，旨在让学生在真实情境中灵活运用所学。 学情分析 经过前两课时的学习，学生已掌握了水果词汇、单复数变化及基本问答句型。但在书面表达方面，三年级学生仍存在困难，如字母书写规范、句子结构完整性等。此外，在表达“为什么喜欢某种水果”时，学生往往词汇匮乏（仅会用sweet/yummy），缺乏形容词的多样性。本课将通过多样化的活动，帮助学生突破表达瓶颈，提升综合语言运用能力。 课时教学目标 语言能力 1. 能够正确理解并完成A部分的判断任务，准确使用"Yes/No"回答一般疑问句。 2. 能够用"I like... They're..."句型描述水果的颜色、味道等特征，并流畅进行对话。 文化意识 1. 了解不同水果的文化寓意（如苹果代表平安，香蕉代表快乐等），拓宽国际视野。 2. 培养良好的餐桌礼仪，学会在分享食物时使用礼貌用语。 思维品质 1. 能够通过观察图片和上下文线索，推断对话的逻辑关系，培养批判性思维。 2. 在描述水果特征时，能够调动多种感官（视觉、味觉、触觉），提升思维的丰富性和创造性。 学习能力 1. 能够通过小组合作，互相纠正发音和语法错误，提高自主学习能力。 2. 乐于尝试用英语进行简单的绘画创作和介绍，增强学习英语的自信心。 教学重点、难点 重点 1. 熟练掌握"I like... They're..."句型的用法，并能结合颜色、味道等形容词进行描述。 2. 能够流利地朗读并表演A部分的对话内容。 难点 1. 在口语交流中自然运用多种形容词（如sour, juicy, fresh, crunchy等）丰富表达。 2. 书写句子时注意大小写规范及标点符号的正确使用。 教学方法与准备 教学方法 任务型教学法、合作探究法、情境教学法、游戏教学法 教具准备 多媒体课件、水果卡片（带形容词）、画纸、彩笔、评价量表、实物水果 教学环节 教师活动 学生活动 Step 1: Warm-up & Review 【5分钟】 一、Fruit Memory Game (水果记忆大挑战) （1）、复习词汇 T: Good morning! Let's play a game called "Fruit Memory". I will show you some fruits on the screen for 5 seconds. Then I will take them away. Can you remember what they are? (Show pictures: apple, banana, orange, mango, grapes, pear). T: What did you see? S1: Apple. S2: Two bananas. T: Excellent! You have a great memory! （2）、复习单复数 T: Now, let's do a quick reaction game. I say "One apple", you say "Two apples". Ready? T: One mango! Ss: Two mangoes! T: One orange! Ss: Three oranges! T: One banana! Ss: Four bananas! T: Great job! You are all fruit masters! 1. 快速观看图片，努力记住水果名称。 2. 回忆并大声说出看到的水果。 3. 根据老师的指令，快速反应出复数形式。 4. 积极参与游戏，保持高昂的学习热情。 评价任务 记忆准确：☆☆☆ 反应迅速：☆☆☆ 参与积极：☆☆☆ 设计意图 通过“记忆大挑战”和“快速反应”游戏，高效激活学生已有的水果词汇和单复数知识，为后续的综合运用做好铺垫。游戏的竞争性也能有效激发学生的求知欲。 Step 2: Practice - Read and Tick 【12分钟】 一、独立阅读，完成任务 （1）、指导阅读策略 T: Now, open your books to Page 44. Look at Part A. There are three pictures. Please read the sentences and tick Yes or No. T: Remember to look at the pictures carefully. Does the picture match the sentence? (Students read and tick independently). （2）、核对答案，解析细节 T: Let's check the answers together. Picture 1: "I do a magic trick with six mangoes." Look at the picture. How many mangoes does Zoom have? Six? Or fewer? T: He has two. So, is it Yes or No? No. Picture 2: "I don't like mangoes." Look at the bear. Is he smiling or frowning? T: He is frowning. So, Yes, he doesn't like them. Picture 3: "We share the mangoes." Look at the picture. Are they sharing? T: Yes, they are sharing. So, Yes. T: Correct answers: No, Yes, Yes. 二、Role Play - Act it out （1）、示范表演 T: Now, let's act out the story in Part B. Work in pairs. One student plays Zoom, one plays Bear. T: Remember to use the magic spell: "One, two, three!" And show your feelings. (Teacher demonstrates with a student volunteer). （2）、分组演练与展示 T: Now, work in pairs. Try to act it out with different expressions. (Teacher circulates and guides). T: Who wants to show us? Group 1, please come up! (Students perform). T: Wonderful! Zoom looks surprised. Bear looks unhappy but then happy. 1. 独立阅读题目和图片，完成判断任务。 2. 同桌互对答案，讨论错误原因。 3. 两人一组进行角色扮演，模仿语音语调。 4. 上台展示，体验表演的乐趣。 评价任务 阅读细致：☆☆☆ 判断准确：☆☆☆ 表演生动：☆☆☆ 设计意图 通过独立阅读和同伴互评，培养学生自主学习和逻辑判断能力。角色扮演将静态文本转化为动态表演，帮助学生深入理解人物情感，内化语言知识。 Step 3: Production - Draw and Talk 【18分钟】 一、Brainstorming (头脑风暴) （1）、丰富形容词库 T: Now, let's move to Part C. "What fruit do you like? Why?" T: We know "sweet", "yummy". But can we say more? (Show a word bank on PPT: red, green, yellow, orange, round, long, sweet, sour, juicy, fresh, crunchy). T: Apples are red and sweet. Bananas are yellow and soft. Oranges are orange and juicy. T: Let's practice. I like apples. They are red and sweet. T: You try. I like bananas. They are...? S: Yellow and sweet! （2）、示范绘图与说话 T: Now, draw your favorite fruit on the paper. It can be one fruit or many fruits. T: After drawing, write a sentence: "I like ___. They're ___." (Teacher draws an orange on the board and writes the sentence). T: Look! I like oranges. They're orange and juicy. 二、Group Work: Fruit Party （1）、小组合作 T: Work in groups of four. Each group is a "Fruit Party". T: Student 1 draws and talks. Student 2 listens and asks questions. T: Questions: "Do you like apples?", "Why do you like them?" T: Then switch roles. Everyone must draw and talk. (Students draw, write, and discuss in groups). （2）、班级展示 T: Which group wants to share their Fruit Party? S: Hello, I'm Lily. I like grapes. They are purple and sweet. S: I like pears. They are green and juicy. T: Wow! Your party sounds delicious! Let's give them a big hand! 1. 学习新的形容词，丰富表达方式。 2. 模仿老师，绘制自己喜欢的水果并造句。 3. 小组内轮流展示作品，进行问答互动。 4. 全班分享，自信地介绍自己的画作和观点。 评价任务 词汇丰富：☆☆☆ 表达完整：☆☆☆ 合作愉快：☆☆☆ 设计意图 通过提供“词库”支架，降低学生表达难度，鼓励使用多样化词汇。绘图与说话相结合，符合三年级学生形象思维的特点，让语言学习更加直观有趣。小组活动培养了学生的合作精神和交际能力。 Step 4: Summary & Homework 【5分钟】 一、总结归纳 （1）、回顾要点 T: Today, we reviewed our fruits and learned new words. T: We learned: "I like... They're..." T: We used words like: sweet, sour, juicy, fresh. T: Most importantly, we shared our ideas and made friends. （2）、情感升华 T: Fruits are healthy. Eating fruits makes us strong and smart. Let's love fruits and stay healthy! 二、布置作业 （1）、基础作业 Finish the worksheet: Match the fruits with their colors and tastes. Copy the sentences: "I like apples. They are red and sweet." twice. （2）、拓展作业 Make a "Fruit Card" for your family member. Draw their favorite fruit and write a note: "Dear Mom/Dad, I like ___. They are ___. Love, [Your Name]". 1. 跟随老师一起回顾本节课的重点词汇和句型。 2. 齐声朗读健康口号。 3. 记录作业内容，明确课后任务。 评价任务 知识梳理清：☆☆☆ 目标达成高：☆☆☆ 习惯养成好：☆☆☆ 设计意图 简洁的总结帮助学生构建完整的知识网络。分层作业设计既巩固了基础知识，又通过制作“水果卡”将英语学习延伸到家庭，促进了亲子交流。 作业设计 一、Match the words. 将水果与其对应的颜色和味道连线。 1. Apple A. Yellow, Sweet 2. Banana B. Red/Green, Sweet/Sour 3. Orange C. Purple, Sweet/Juicy 4. Grape D. Orange, Juicy 二、Fill in the blanks. 根据首字母提示，补全句子。 1. I l___ apples. They are r___ and s___. 2. Do you h___ a b___? Yes, I do. 3. We s___ the mangoes. Sharing is c___. 4. Mangoes end with 'o'. Two m___. 三、Draw and Write. 画出你最喜欢的一种水果，并用英语写一段话介绍它。 要求： 1. 写出水果名称。 2. 写出至少两个形容词（颜色、味道、形状）。 3. 句子通顺，书写工整。 My drawing: [画框] My writing: ___________________________________________________ ___________________________________________________ 四、Interview. 采访你的父母或朋友，询问他们喜欢什么水果，并记录下来。 Name: _______ Favorite fruit: _______ Why: Because it's _______ and _______. 【答案解析】 一、Match the words. 1-B, 2-A, 3-D, 4-C 二、Fill in the blanks. 1. like, red, sweet 2. have, banana 3. share, caring 4. mangoes 三、Draw and Write. 参考示例： I like bananas. They are yellow and sweet. I eat them every day. 四、Interview. 答案不唯一，根据实际情况填写即可。 板书设计 Unit 4 Have fun after class (Practice) ----------------------- [Word Bank] Colors: red, green, yellow, orange, purple Tastes: sweet, sour, juicy, fresh, crunchy Shapes: round, long ----------------------- Key Sentences: Q: What fruit do you like? Why? A: I like ___. They're ___ and ___. ----------------------- [Student Drawings Area] Sharing is caring! Stay healthy! 教学反思 成功之处 1. 教学设计层层递进，从复习到实践再到创作，符合学生的认知规律。 2. “词库”支架的使用非常有效，极大地丰富了学生的语言表达，避免了单一词汇的重复。 3. “画图+说话”的活动形式深受学生喜爱，课堂气氛活跃，学生参与度极高。 不足之处 1. 部分学生在书写句子时，标点符号使用不规范，如忘记大写首字母或缺少句号。 2. 在小组活动中，个别性格内向的学生发言机会较少，依赖组长。 3. 时间把控不够精准，导致最后的展示环节略显仓促。 改进措施 1. **强化书写规范**：在下次课前5分钟设立“小小书法家”环节，专门纠正书写问题，强调大小写和标点的重要性。 2. **优化小组分工**：在小组合作前，明确每位成员的角色（如记录员、汇报员、计时员），确保人人有事做，特别关注内向学生的表现，给予更多鼓励和引导。 3. **调整时间分配**：精简导入和复习环节的时间，将更多时间留给学生的创作和展示环节，或者将展示环节分为“组内展示”和“全班展示”两个层次，确保全员参与。 4. **增加评价维度**：除了语言准确性，还要增加对创意、合作态度等方面的评价，采用多元化的评价方式激励学生。 《Unit 4 Have fun after class》第4课时教案 学科 英语 年级册别 三年级下册 共4课时 教材 译林版三年级下册 授课类型 项目展示与评价课 第4课时 教材分析 教材分析 第四课时是本单元的总结与拓展课，主要对应教材中的Project 1 "A good student"部分（Pages 40-41）。本单元虽以“课后活动”和“水果”为主题，但Project 1将视角拉回到“做一个好学生”的综合素养上。教材通过“A Draw and talk”、“B Help clean school”、“C Make rules”和"D Share"四个板块，引导学生回顾本单元所学的水果词汇、单复数表达及礼貌用语，并将其迁移到“爱护公物”、“遵守校规”和“整理个人物品”等生活场景中。本课旨在通过项目式学习（PBL），让学生综合运用语言解决实际问题，培养良好的行为习惯和社会责任感。 学情分析 经过前三课时的学习，学生已熟练掌握本单元的核心词汇和句型，具备了一定的听说读写能力。然而，如何将零散的语言知识整合成连贯的语篇，并在真实情境中得体地运用，仍是学生的难点。此外，三年级学生对“规则”和“责任”的理解尚浅，需要教师通过具体情境引导其内化。本课将通过“校园小卫士”的项目任务，让学生在模拟真实的校园生活中锻炼语言能力，提升综合素养。 课时教学目标 语言能力 1. 能够综合运用本单元所学词汇（fruits, school things）和句型（I have..., I can..., I put... in/on...）进行简单的口头汇报。 2. 能够理解并朗读Project 1中的核心对话，尝试用英语制定简单的班级规则或提出建议。 文化意识 1. 树立“爱护公物、保护环境”的意识，理解“Good Student”的内涵不仅是成绩好，更是有良好的行为习惯。 2. 了解不同文化中关于“分享”和“规则”的共通价值，培养国际视野下的公民意识。 思维品质 1. 能够通过观察校园环境，发现存在的问题，并提出合理的解决方案，培养批判性思维和解决问题的能力。 2. 在制定规则时，能够逻辑清晰地阐述理由，提升思维的条理性。 学习能力 1. 能够通过小组合作，整合前几课时的知识，完成一个完整的展示项目。 2. 乐于参与自我评价和同伴互评，反思学习过程中的不足，制定改进计划。 教学重点、难点 重点 1. 能够流利地进行项目展示，讲述自己如何照顾学习用品、帮助打扫教室以及遵守校规。 2. 掌握核心句型："I can help clean...", "I put... in/on...", "I follow rules..."。 难点 1. 将“水果”话题自然过渡到“校园生活”话题，实现知识的无缝衔接。 2. 在制定规则时，能够使用祈使句或情态动词（You should/shouldn't...）表达建议，并解释原因。 教学方法与准备 教学方法 项目式教学法、任务型教学法、情景教学法、合作探究法 教具准备 多媒体课件（校园场景图）、任务卡（清洁清单、规则海报）、贴纸、评价量表、实物文具、清洁工具模型 教学环节 教师活动 学生活动 Step 1: Warm-up & Lead-in 【5分钟】 一、Fruit Party Review (水果派对回顾) （1）、快速问答 T: Good morning, everyone! Welcome to our "Final Fruit Party". Yesterday, we made fruit salads. Today, we are going to be "Good Students". T: Quick question: What fruit do you like? Why? S1: I like apples. They are red and sweet. S2: I like mangoes. They are yellow and juicy. T: Great! You know so many fruits. But wait, a good student needs more than just eating fruit. （2）、引入主题：Good Student T: Look at the screen. Who is this? It's Mr. Panda again. He says: "Hello, I'm a good student." T: What does a good student do? Let's watch the video of Project 1 Part A. (Play the short clip or show pictures). T: He takes care of his school things. He helps clean the school. He follows rules. T: Today, let's all try to be "Good Students" and finish the project! 板书课题：Project 1 A good student 1. 快速回答老师关于水果的问题，复习旧知。 2. 观看视频/图片，理解“好学生”的标准。 3. 明确本节课的任务目标：争做“好学生”。 评价任务 复习反应快：☆☆☆ 主题理解准：☆☆☆ 目标明确：☆☆☆ 设计意图 通过复习水果话题，自然过渡到“好学生”的主题，既巩固了旧知，又激发了学生的学习兴趣。Mr. Panda的形象贯穿始终，增强了课程的连贯性。 Step 2: Presentation - Project Tasks 【15分钟】 一、Task 1: Take Care of School Things (爱护学习用品) （1）、情境创设 T: Look at the picture on Page 40. The boy has a backpack, a pencil, and a notebook. Where are they? T: If your pencil is on the floor, what should you say? S: Pick it up! T: Yes. "I put my pencil in my pencil case." "I put my books on my desk." T: Let's practice. Show me your pencil case. Put your book on the desk. （2）、句型操练 T: Now, ask your partner: "Where's your...?" S1: Where's your pen? S2: It's in my bag. T: How do you take care of your school things? S: I put... in/on... 二、Task 2: Help Clean Our School (帮助打扫校园) （1）、讨论清洁工作 T: Look at Page 40, Part B. "Things I can do to help clean our school." T: Can you sweep the floor? Can you clean the blackboard? (Teachers writes actions on board: sweep the floor, clean the desks, close the windows, clean the chairs, put away the books, clean the blackboard). T: Which one can you do? Tick them in your worksheet. （2）、角色扮演 T: Work in pairs. One is the teacher, one is the student. Teacher: "Can you clean the blackboard?" Student: "Yes, I can!" Teacher: "Thank you!" Student: "You're welcome." 1. 观察图片，描述物品的摆放位置。 2. 模仿动作，练习"I put... in/on..."句型。 3. 同桌互问互答，询问文具的位置。 4. 勾选自己能做的清洁任务，并进行角色扮演。 评价任务 动作规范：☆☆☆ 句型运用对：☆☆☆ 互动自然：☆☆☆ 设计意图 通过具体的动作演示和角色扮演，将抽象的“爱护公物”概念转化为具体的语言行为。任务驱动的方式让学生在做中学，强化了语言的实用性。 Step 3: Production - Make Rules & Share 【18分钟】 一、Task 3: Make Rules (制定班规) （1）、观察图片，理解规则 T: Look at Page 41, Part C. There are three frames. What do they mean? Frame 1: Pencil -> Keep quiet? No, keep order? Frame 2: Mouth with cross -> Don't shout. Frame 3: Shouting mouth with cross -> Don't run in the hallway. T: So, we need rules to be safe and happy. T: Let's make some rules for our classroom. T: Rule 1: Don't run in the hallways. Rule 2: Keep the classroom clean. Rule 3: Share your things with others. （2）、小组创作海报 T: Work in groups of four. Draw a poster about "Class Rules". T: Use sentences like: "Don't...", "We should...", "I follow rules...". (Students draw and write on large paper). 二、Task 4: Share with Classmates (班级分享) （1）、展示成果 T: Time to share! Each group comes to the front. S: Hello, we are Group 1. We are good students. S: We can take care of our school things. I put my books on the desk. S: We can help clean our school. We sweep the floor. S: We follow rules. Don't run. Don't shout. T: Excellent! You are really good students! （2）、情感升华 T: Being a good student is not just about getting high scores. It's about taking care of things, helping others, and following rules. T: Let's promise together: "I will be a good student!" 1. 观察图片，猜测规则含义，理解图标意义。 2. 小组讨论，创编班级规则并绘制海报。 3. 上台展示小组作品，自信地介绍规则内容。 4. 集体宣誓，强化责任意识。 评价任务 创意有亮点：☆☆☆ 表达流畅：☆☆☆ 团队合作好：☆☆☆ 设计意图 通过绘制海报和全班分享，将语言学习上升到价值观层面。学生在创作和展示中不仅运用了语言，还内化了“规则”和“责任”的概念，实现了学科育人的目标。 Step 4: Summary & Homework 【7分钟】 一、总结归纳 （1）、单元回顾 T: Today, we finished Unit 4. What did we learn? T: We learned fruits: apple, banana, orange, mango... T: We learned how to ask: "Do you have...?", "What fruit do you have?" T: We learned how to be a good student: Take care of things, help clean, follow rules. T: Remember: Sharing makes us happy. Rules keep us safe. （2）、颁奖仪式 T: Now, let's give awards to the best groups! Award 1: Best Speakers (最佳演讲奖) Award 2: Best Artists (最佳绘画奖) Award 3: Best Teamwork (最佳合作奖) T: Congratulations to all of you! You are all "Good Students"! 二、布置作业 （1）、基础作业 Review all the words and sentences in Unit 4. Read the story and cartoon time 3 times. （2）、实践作业 Be a "Good Student" at home! Take care of your own things. Help your parents clean the house. Tell them: "I can help clean the room!" Take a photo and send it to the teacher. 1. 跟随老师一起回顾本单元的重点内容。 2. 领取奖状，体验成功的喜悦。 3. 记录作业内容，明确课后实践任务。 评价任务 知识梳理全：☆☆☆ 积极参与：☆☆☆ 习惯养成好：☆☆☆ 设计意图 通过颁奖仪式增强学生的成就感，激发学习兴趣。分层作业设计将课堂学习延伸至家庭，鼓励学生将所学知识应用于实际生活，养成良好的生活习惯。 作业设计 一、Complete the dialogue. 根据上下文补全对话。 A: What fruit do you have, Bobby? B: I have _______ (mango). Do you have _______ (banana)? A: No, I don't. I have some _______ (grape). B: Let's share the _______ (fruit)! A: Great! _______ (They) are sweet. 二、Make a list. 列出你能为学校做的三件好事（用英文写句子）。 1. I can _________________________. 2. I can _________________________. 3. I can _________________________. 三、Draw and Write. 画一幅“我的书包”的画，并用英语写出里面有什么，以及你是如何整理它们的。 My schoolbag: ___________________________________________________ ___________________________________________________ 四、Role Play. 和你的父母演一演“我是好学生”的情景剧。 角色：孩子、爸爸/妈妈 场景：收拾房间 孩子：Mom, I can clean my room. I put my toys in the box. Parent: Good job! You are a good student! Child: Thank you! 【答案解析】 一、Complete the dialogue. 1. a mango 2. a banana 3. grapes 4. fruit 5. They 二、Make a list. 参考示例： 1. I can sweep the floor. 2. I can clean the blackboard. 3. I can put away the books. 三、Draw and Write. 参考示例： I have a pen and a book in my schoolbag. I put them in the right place. 四、Role Play. 答案不唯一，只要符合情景即可。 板书设计 Unit 4 Have fun after class (Project 1) ----------------------- [Title: A Good Student] ----------------------- 1. Take care of school things: I put... in/on... Where's...? It's... ----------------------- 2. Help clean our school: sweep the floor clean the blackboard I can... ----------------------- 3. Follow rules: Don't run/shout. Share & Be kind! ----------------------- [Star Award] [Star Award] [Star Award] "You are all Good Students!" 教学反思 成功之处 1. 项目式学习（PBL）模式应用得当，将分散的知识点串联成一个完整的项目，学生参与度高，课堂气氛热烈。 2. “制定班规”和“制作海报”环节有效锻炼了学生的创造力和团队协作能力，学生能主动运用所学语言表达观点。 3. 情感教育自然融入，通过“颁奖仪式”和“承诺”，极大地增强了学生的自信心和责任感。 不足之处 1. 部分学生在制定规则时，语法错误较多，如"Don't + 名词”代替了动词原形。 2. 展示环节时间控制不够精准，导致最后总结略显仓促。 3. 对个别基础较弱学生的关注度不够，他们在小组讨论中处于旁观者地位。 改进措施 1. **强化语法支架**：在“制定规则”环节前，增加专门的句型结构训练（如：Don't + V. / We should + V.），提供清晰的句式模板，降低难度。 2. **优化时间管理**：提前设定倒计时器，严格控制每个环节的时长。对于展示环节，可采用“组内先展，组间选优”的策略，确保全员参与的同时提高效率。 3. **关注个体差异**：在小组分工中，明确每位成员的具体职责，特别安排“小老师”帮扶基础弱的学生，确保每个孩子都能在活动中有所收获。 4. **延伸评价机制**：将“好学生”的评价标准延伸到课后，建立长期的“好习惯打卡表”，持续跟踪学生的行为改变，巩固教学效果。 学科网（北京）股份有限公司 $