Unit 5 I love China Lesson3（教学设计）-2024-2025学年北师大版（三起）（2024）英语三年级下册

《Unit 5 I love China：Lesson3》（教学设计）-2024-2025学年北师大版（2024）小学英语三年级下册 一、教学目标 （一）知识目标 学生能够听懂、会说、认读并拼写与中国特色事物相关的词汇，如 dragon（龙）、panda（熊猫）、Chinese knot（中国结）、paper - cut（剪纸）。 学生能够理解并运用句型 “This is... It's a symbol of...” 来介绍中国特色事物及其象征意义。 学生能够理解课文内容，掌握文中关于中国特色事物描述的关键信息。 （二）能力目标 通过听说读写的训练，提升学生的语言综合运用能力，使学生能够在实际情境中运用所学词汇和句型介绍中国特色事物，进行简单的交流。 培养学生的阅读理解能力，能够从课文中提取关键信息，理解文本含义，并能根据课文内容进行简单的推理和判断。 锻炼学生的思维能力和创造力，引导学生结合生活实际，用英语描述自己所知道的其他中国特色事物，培养学生的发散性思维。 （三）情感目标 持续激发学生对英语学习的热情，增强学生学习英语的自信心和积极性，培养学生主动用英语交流的意识。 进一步培养学生对中国文化的热爱和民族自豪感，让学生在学习英语的过程中，更加深入地了解和认同自己的祖国文化，同时拓宽国际视野，为跨文化交流奠定基础。 二、教学重难点 （一）教学重点 掌握与中国特色事物相关的四个词汇的发音、拼写和用法。 熟练运用句型 “This is... It's a symbol of...” 进行表达。 理解并能朗读、复述课文内容。 （二）教学难点 词汇 dragon 的发音对于部分学生可能有难度，Chinese knot 的发音和拼写较为复杂，需要重点指导。 在实际交流中，能够灵活运用所学句型，自然流畅地表达中国特色事物及其象征意义，并且能够结合更多细节进行拓展性描述。 引导学生在理解课文的基础上，进行创造性的表达，如对中国特色事物象征意义的独特理解和阐述。 三、教学准备 制作内容丰富的教学课件，包含中国特色事物的高清图片、有趣的动画演示、课文录音及相关视频资料等，以增强教学的直观性和趣味性，吸引学生的注意力。 准备单词卡片，将 dragon、panda、Chinese knot、paper - cut 这四个单词写在卡片上，并配上精美的对应图片，方便学生认读和记忆。同时，制作一些带有例句的卡片，用于句型教学。 准备实物道具，如小龙玩具、熊猫玩偶、中国结、剪纸作品等，在课堂上用于演示和互动，让学生更加直观地感受这些中国特色事物，帮助学生更好地理解词汇含义。 设计课堂练习纸，涵盖词汇拼写、句型填空、阅读理解、口语表达等多种题型，用于巩固学生所学知识，检验学生的学习效果。 准备奖励小贴纸，对课堂上积极参与、表现优秀的学生给予奖励，激发学生的学习动力和竞争意识。 四、教学过程 （一）Warming - up（5 分钟） Greetings T: Hello, boys and girls! How was your week? Ss: Great! / Not bad! T: Wonderful! Are you excited for our new English class today? Ss: Yes! Review Show some pictures of Chinese attractions learned in the last lesson, such as the Great Wall, the Forbidden City, and the Terracotta Army on the screen. T: Look at these pictures. Who can tell me the names of these places in English? （Invite several students to answer） Ss: The Great Wall, The Forbidden City, The Terracotta Army. T: Very good! And where are they? Use the sentence pattern we learned. S1: The Great Wall is in many provinces in northern China. S2: The Forbidden City is in Beijing. -... 设计意图：通过亲切的问候和复习上节课所学的中国著名景点，营造轻松和谐的课堂氛围，拉近师生距离。复习环节不仅能帮助学生巩固已学知识，还能自然地引出本节课与中国特色事物相关的主题，为新课学习做好知识铺垫，同时锻炼学生的口语表达能力，激发学生的学习兴趣。 （二）Presentation（10 分钟） Teach new words Show a picture of a dragon with bright colors and a fierce look on the screen. T: Look at this amazing creature. It's a dragon. In Chinese culture, the dragon is a very important symbol. It represents power and good luck. Read after me, dragon. （Write the word “dragon” on the blackboard and lead the students to read it several times, emphasizing the pronunciation of the “a” as /æ/） Then take out a small dragon toy and show it to the students, let them touch and feel it. Use the same method to teach the words “panda”, “Chinese knot” and “paper - cut”. Show relevant pictures and real objects respectively, such as a cute panda eating bamboo for “panda”, a beautiful Chinese knot for “Chinese knot”, and some delicate paper - cut works for “paper - cut”. When teaching “Chinese knot”, explain the meaning of “knot” and the cultural significance of Chinese knots. When teaching “paper - cut”, show how paper - cuts are made briefly. After teaching the four words, play a game called “What's missing?”. Put all the word cards and corresponding objects on the table. Let the students look at them for a while, and then the teacher secretly takes away one object and its corresponding word card. Ask the students to tell which one is missing. The one who answers correctly gets a small sticker. 设计意图：运用直观的图片和实物展示新词汇所代表的中国特色事物，符合三年级学生形象思维占主导的认知特点，有助于学生快速理解和记忆词汇。详细讲解词汇的发音、拼写和文化内涵，拓宽学生的知识面，增强学生对中国文化的了解。游戏环节增加了学习的趣味性，提高学生的注意力和参与度，巩固学生对新词汇的记忆，同时培养学生的观察力和记忆力。 Teach key sentence pattern Pick up a Chinese knot. T: Now, boys and girls. Look at this. This is a Chinese knot. （Hold up the Chinese knot and show it to the students） It's a symbol of good luck. We can say “This is a Chinese knot. It's a symbol of good luck.” Read after me. Let the students repeat the sentence several times, and then change the object to practice more sentences. For example, pick up a panda doll. T: This is a panda. What is it a symbol of? Ss: It's a symbol of China. T: Yes, very good. This is a panda. It's a symbol of China. Then write the key sentence pattern “This is... It's a symbol of...” on the blackboard. Let the students read the sentences together. Next, ask the students to practice the dialogue in pairs, using the new words they just learned. Walk around the classroom to listen and give guidance. 设计意图：通过教师的示范和引导，结合实物展示，让学生理解句型的含义和用法。多样化的练习让学生在实践中熟悉句型结构，鼓励学生积极参与对话练习，培养学生的口语表达能力，让学生能够运用英语准确介绍中国特色事物及其象征意义，感受英语在传播中国文化中的实用性。 （三）Text learning（15 分钟） Listen and answer T: Now, let's listen to a dialogue between two friends. Listen carefully and find out what Chinese things they are talking about. （Play the recording of the text for the first time） After listening, ask the students to raise their hands and answer the question. Ss: They are talking about a dragon dance and a panda. Listen and read Play the recording again, and this time let the students listen and read after the tape sentence by sentence. The teacher walks around the classroom, paying attention to the students' pronunciation and intonation. Stop at some difficult sentences and explain them. For example, for the sentence “The dragon dance is so cool! It's a traditional Chinese activity.”, explain the meaning of “traditional” and how to use this sentence to describe traditional Chinese culture. After listening and reading, ask the students to read the text in pairs, helping each other with the pronunciation and understanding. Read and act Divide the students into pairs. Each pair is assigned to act out the dialogue. They can use the small props or pictures prepared in advance to make their performance more vivid. Invite several pairs of students to come to the front of the classroom and show their performance. The rest of the students watch and evaluate. After each performance, ask the audience some questions related to the performance, like “What did they say about the panda?”. 设计意图：听力训练帮助学生捕捉关键信息，培养学生的听力理解能力。跟读和分角色朗读环节，让学生在模仿中纠正发音，提高朗读水平，同时加深对课文内容的理解。角色扮演活动使课堂更加生动有趣，增强学生的口语表达能力和团队协作能力，让学生在亲身体验中更好地掌握课文知识，提高学生的学习积极性和主动性，同时也培养学生的观察力和评价能力。 （四）Practice（10 分钟） Group work Divide the students into groups of four. Each group gets a set of cards with different Chinese things written on one side and their symbols on the other side. The task for each group is to take turns to pick a card, read the name of the Chinese thing on the card, and then make a sentence using the sentence pattern “This is... It's a symbol of...” within the group. For example: S1: I pick a card. This is a paper - cut. It's a symbol of happiness. S2: Good. Now it's my turn. This is a Chinese knot. It's a symbol of good luck. Walk around the groups to give guidance and help. Encourage the students to add more details, such as where they can see these Chinese things. Make a poster Hand out a large piece of white paper to each group. T: Now, boys and girls. Your group needs to make a poster about Chinese things. You can draw pictures of the Chinese things we learned today or other Chinese things you know. Write their names and use the sentence pattern “This is... It's a symbol of...” to describe them. The groups start to work on their posters. After they finish, ask each group to come to the front of the classroom and introduce their posters to the class. The other groups listen carefully and can ask some questions. 设计意图：小组活动为学生提供了更多的口语交流机会，培养学生的合作学习能力和沟通能力。通过阅读和交流卡片上的信息，学生能够更加熟练地运用所学句型，同时丰富对中国特色事物的表达和讨论。制作海报活动则进一步巩固了所学知识，让学生将所学内容以直观的方式呈现出来，提高学生的动手能力、创造力和团队协作能力，同时增强学生对中国文化的认同感和自豪感，促进学生之间的交流和分享。 （五）Production（5 分钟） Let the students choose one Chinese thing they like best. They can either draw a picture of it or write a short passage about it using the words and sentences they learned. After they finish, ask the students to share their works with their partners. Then invite several students to come to the front of the classroom and show their works to the whole class, and introduce their chosen Chinese thing in English. 设计意图：给学生自主选择和创作的空间，充分发挥学生的想象力和创造力，让学生将所学知识与个人兴趣紧密联系起来。通过分享和展示，学生能够综合运用词汇、句型和语法知识，提高语言综合运用能力，同时培养学生的自信心和表达能力，展示学生的个性和风采，进一步加深学生对中国特色事物的认识和热爱。 （六）Summary and homework（5 分钟） Summary T: Boys and girls, today we learned some new words about Chinese things, like dragon, panda, Chinese knot, paper - cut. And we learned how to introduce these Chinese things and their symbols using the sentence pattern “This is... It's a symbol of...”. Also, we read a very interesting dialogue about Chinese things. Let's review these words and sentences together. （Review the new words and key sentence pattern with the students, asking them to read aloud and spell the words） Homework Ask the students to make a small photo album about Chinese things. They can take pictures of Chinese things they see around them, such as Chinese knots in a shop, paper - cuts on the window, or panda toys at home. Then write a short description under each photo using English. Encourage the students to share their photo albums with their family members and introduce the Chinese things to them in English. 设计意图：课堂总结帮助学生梳理本节课所学的重点知识，强化记忆，让学生对所学内容有一个清晰的整体认识。课后作业既巩固了课堂所学知识，又将英语学习延伸到课外，通过制作和分享照片集，培养学生的观察能力、动手能力和语言运用能力，同时增强学生与家人之间的交流互动，提高学生学习英语的兴趣和积极性，进一步加深学生对中国文化的了解和热爱。 五、教学反思 在本节课的教学过程中，通过运用多种教学方法和丰富的教学活动，如图片展示、实物演示、游戏、小组合作、角色扮演等，成功地激发了学生的学习兴趣，学生参与度较高，大部分学生能够掌握新学的词汇和句型，并能在一定程度上运用所学知识进行交流和表达。然而，在教学实践中也暴露出一些不足之处。 例如，在教授词汇 dragon 和 Chinese knot 时，尽管采取了多种方式进行发音示范和拼写讲解，但仍有部分学生发音不准确，拼写容易出错，后续需要加强个别辅导和针对性练习，可采用更多有趣的记忆方法，如将单词发音与形象的动作或故事相结合，帮助学生加深记忆。在小组活动中，个别小组存在学生参与不均衡的情况，部分基础较弱的学生发言较少，可能是小组活动的难度设置不够合理，或者小组分工不够明确。在今后的教学中，要更加关注学生的个体差异，优化小组活动的设计，根据学生的实际水平调整活动难度，明确小组成员的分工，为每个学生提供充分的参与机会，鼓励学生互相帮助、共同进步。 此外，在引导学生进行创造性表达时，部分学生的思维受到一定限制，表达内容较为单一。在未来的教学中，可以提供更多开放性的话题和情境，启发学生的思维，培养学生的创新能力和语言运用的灵活性。同时，在时间把控上还需要进一步优化，确保每个教学环节都能充分展开，又不会出现前松后紧的情况。总体而言，通过对本节课的反思，我将在后续教学中不断改进教学方法和策略，以更好地满足学生的学习需求，提高教学效果，让学生在英语学习中更好地领略中国文化的魅力。 学科网（北京）股份有限公司 $$