Unit 5 Safety Lesson 3（教案）-2024-2025学年人教新起点版英语四年级上册

小学英语四年级上册《Unit 5 Safety Lesson 3》教案设计人教新起点版 小学英语四年级上册《Unit 5 Safety Lesson 3》教案设计人教新起点版 课程基本信息 学科 英语 年级 四年级 学期 上册 课题 Unit 5 Safety Lesson 3 教学内容 本单元教学内容为人教新起点版四年级上册《Unit 5 Safety Lesson 3》 教学目标 知识目标 1. 学生能够听、说、读、写与安全相关的单词：safe, danger, cross, traffic lights, sidewalk等。 2. 学生能够理解并运用与安全相关的句型：“We should... ” “We shouldn't...”来表达在不同场景下应该做和不应该做的事情。 技能目标 1. 通过情景模拟和角色扮演，提高学生在实际生活中运用英语表达安全规则的能力。 2. 培养学生根据指令做出正确动作反应的能力，例如根据交通灯的指令做出相应动作。 情感目标 1. 增强学生的安全意识，让学生明白遵守安全规则的重要性。 2. 通过小组合作学习，培养学生的团队合作精神和沟通能力。 教学重难点 教学重点 1. 掌握新单词safe, danger, cross, traffic lights, sidewalk的发音、拼写和词义。 2. 学会运用句型“We should... ” “We shouldn't...”描述安全行为和不安全行为。 教学难点 1. 区分should和shouldn't的用法，并能在实际情境中准确运用。 2. 如何引导学生将所学的安全知识与英语表达有效地结合起来，在日常生活中自觉遵守安全规则并能用英语进行表达。 教学方法 1. 情景教学法 通过创设各种与安全相关的生活场景，如过马路、在马路上行走等，让学生身临其境地感受和学习安全知识及英语表达。例如，在教授交通灯相关知识时，模拟真实的马路场景，有交通灯模型、斑马线等，让学生在这个场景中学习如何根据交通灯指示过马路并用英语表达。 2. 任务驱动教学法 布置任务让学生完成，如小组合作制作安全规则海报，在制作过程中，学生需要运用所学的单词和句型，这既巩固了知识，又培养了团队合作能力。 3. 游戏教学法 采用游戏的方式增加学习的趣味性，如安全知识问答游戏，通过提问和回答，让学生更好地掌握安全知识和英语表达。 教学准备 1. 多媒体课件，包含与安全相关的图片、视频，如交通事故视频、正确过马路的视频等。 2. 单词卡片、句型卡片。 3. 交通灯模型、斑马线道具、自制的人行横道指示牌等。 4. 制作海报的材料，如彩纸、画笔等。 教学过程 （一）Warming - up 1. Greetings T: Good morning, boys and girls. Ss: Good morning, teacher. T: How are you today? Ss: Fine, thank you. And you? T: I'm fine, too. 2. Free talk T: Before we start our new lesson, let's have a free talk. Do you like to go out? Ss: Yes. T: Where do you like to go? S1: I like to go to the park. S2: I like to go to the supermarket. T: When we go out, we should pay attention to something very important. Do you know what it is? Ss: Safety. T: Great! So today we are going to learn about safety in Unit 5 Lesson 3. （二）Presentation 1. Teach new words (1) Using pictures to teach "safe" and "danger" Show a picture of a child crossing the road at the zebra crossing with the green light on, and say: "Look at this picture. The child is crossing the road safely. He is in a safe situation." Write the word "safe" on the blackboard and teach the pronunciation /seɪf/. Then show a picture of a child running across the road when there are many cars, and say: "This is very dangerous. Danger means not safe." Write "danger" on the blackboard and teach the pronunciation /ˈdeɪndʒə(r)/. Let students repeat the words several times. (2) Using real objects to teach "traffic lights" Take out the traffic lights model. Point to the red light and say: "This is the red light of the traffic lights. Red light means stop." Then point to the green light and say: "Green light means go." And point to the yellow light and say: "Yellow light means wait." Teach the pronunciation of "traffic lights" /ˈtræfɪk laɪts/ and let students repeat. (3) Using a picture and actions to teach "cross" Show a picture of a person crossing the road. Do the action of crossing the road at the same time and say: "Cross, cross, we cross the road." Teach the pronunciation /krɒs/ and let students repeat and do the action. (4) Using a picture to teach "sidewalk" Show a picture of a sidewalk and say: "This is a sidewalk. We should walk on the sidewalk when we are on the road." Teach the pronunciation /ˈsaɪdwɔːk/ and let students repeat. 2. Practice new words (1) Flash card game Show the word cards quickly one by one. Let students read the words as fast as they can. (2) Word - memory game Show the pictures of the new words for a few seconds, then hide them and let students say the words according to their memory. （三）Practice 1. Listen and do (1) Play the audio of the instructions related to traffic lights. For example, when the audio says "The red light is on. Stop." Students should stop immediately. When it says "The green light is on. Go." Students should start walking. (2) The teacher gives the instructions like "Cross the road" or "Walk on the sidewalk" and students do the corresponding actions. 2. Make sentences Show some pictures of safe and dangerous situations on the PPT. For example, a picture of a child wearing a helmet when riding a bike (safe situation) and a picture of a child putting his hand out of the car window while the car is moving (dangerous situation). Let students make sentences using "We should... " or "We shouldn't... " Example: For the picture of the child wearing a helmet when riding a bike: S1: We should wear a helmet when we ride a bike. For the picture of the child putting his hand out of the car window while the car is moving: S2: We shouldn't put our hand out of the car window when the car is moving. （四）Production 1. Role - play Divide students into groups of four. Create a scenario of going out. One student acts as a traffic police, one student is a pedestrian, one is a cyclist, and one is a driver. They need to use the words and sentences they have learned tomunicate and follow the safety rules. For example: Traffic police: Stop! The red light is on. Driver: OK, I will stop. Pedestrian: Thank you. I will wait on the sidewalk. Cyclist: I will also stop. 2. Make a safety poster Each group is given materials to make a safety poster. They need to write down the safety rules they have learned in English and draw relevant pictures. For example, they can write "We should cross the road at the zebra crossing." and draw a picture of people crossing the road at the zebra crossing. （五）Summary 1. Review new words T: Let's review the new words we learned today. What is "safe"? Ss: Safe means not in danger. T: How about "danger"? Ss: Danger means not safe. T: Good. And what are "traffic lights"? Ss: Traffic lights are the lights that tell us when to stop, go or wait. T: Right. And "cross" and "sidewalk"? Ss: "Cross" means to go from one side of the road to the other. "Sidewalk" is the place where we should walk on the road. 2. Review sentences T: What sentences did we learn to express safety rules? Ss: We should... and We shouldn't... T: Great. （六）Homework 1. Write down five safety rules using "We should... " or "We shouldn't... " 2. Share the safety rules you learned today with your family in English. 教学反思 在这堂课的教学中，情景教学法、任务驱动教学法和游戏教学法的结合取得了较好的教学效果。通过创设情景，学生对安全知识和相关英语表达有了更直观的理解，如在教授交通灯相关知识时，真实的交通灯模型让学生仿佛置身于马路上。任务驱动教学法中的角色扮演和制作海报活动，让学生积极参与，提高了他们的语言运用能力和团队合作能力。游戏教学法中的单词卡片游戏等也增加了学习的趣味性。然而，也存在一些不足之处。在个别单词的发音上，部分学生仍存在问题，如"sidewalk"这个单词，有些学生不能准确发音。在今后的教学中，需要加强对个别单词发音的纠正练习。在小组活动中，个别学生比较害羞，参与度不高，以后要更加关注这些学生，鼓励他们积极参与。另外，在教学内容的深度方面，对于一些理解能力较强的学生，可以适当增加一些拓展内容，如不同国家的交通规则差异等，以满足不同层次学生的学习需求。 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$