《Unit 4 Travelling around：Lesson3》（教学设计）-2024-2025学年北师大版（三起）（2024）英语三年级下册

《Unit 4 Travelling around：Lesson3》（教学设计）-2024-2025学年北师大版（2024）小学英语三年级下册 一、学情分析 三年级学生正处于英语学习的启蒙和基础打牢阶段，经过之前一段时间的学习，他们已对英语学习产生了一定的兴趣，具备了初步的听说能力，积累了一些简单的英语词汇和基本句型。在学习特点上，此阶段的学生以形象思维为主，好奇心强，活泼好动，对生动有趣、贴近生活的学习内容充满热情，善于通过直观的图片、实物、动画等方式来理解和记忆知识。 然而，由于年龄较小，他们的注意力集中时间较短，自主学习能力和抽象思维能力较弱，在英语学习中可能会出现遗忘快、对复杂知识理解困难等问题。同时，部分学生在口语表达时可能会因缺乏自信而不敢开口，或者在运用英语进行交流时存在表达不流畅、语法错误较多等情况。在本节课的教学中，需要充分考虑学生的这些特点，采用多样化的教学方法和手段，激发学生的学习兴趣，吸引学生的注意力，引导学生积极参与课堂活动，逐步提升他们的英语综合运用能力。 二、教学目标 （一）知识目标 学生能够听懂、会说、认读并拼写与旅行相关的新词汇：train（火车）、plane（飞机）、ship（轮船）、taxi（出租车）。 学生能够理解并运用句型 “How do you go to...? I go to...by...” 来询问和回答出行方式。 学生能够理解课文内容，掌握课文中描述出行方式的关键信息。 （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熟练运用所学词汇和句型交流关于出行方式的话题。 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，用英语描述自己或他人的出行经历和偏好。 （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。 让学生了解不同的出行方式及其特点，拓宽学生的视野，培养学生对生活的观察力和思考力。 三、教学重难点 （一）教学重点 掌握与出行方式相关的四个词汇的发音、拼写和用法。 熟练运用句型 “How do you go to...? I go to...by...” 进行问答。 理解并能朗读、复述课文内容。 （二）教学难点 词汇 plane 的发音容易与中文发音混淆，ship 和 sheep 的发音也易混淆，需要重点区分和纠正。 在实际交流中，能够灵活运用所学句型，自然流畅地表达出行方式，并且正确使用交通工具类名词的单数和复数形式。 引导学生在理解课文的基础上，进行拓展性的表达，如描述不同出行方式的优缺点等。 四、教学准备 制作教学课件，包含与出行方式相关的高清图片、有趣的动画、课文录音及视频等，用于辅助教学，增强教学的直观性和趣味性。 准备单词卡片，将 train、plane、ship、taxi 这四个单词写在卡片上，并配上相应的交通工具图片，便于学生认读和记忆。 准备一些小型交通工具模型，如玩具火车、飞机模型、轮船模型、玩具出租车等，在课堂上用于演示和互动，帮助学生更好地理解词汇含义。 设计课堂练习纸，包括词汇拼写、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。 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。 五、教学过程 （一）Warming - up（5 分钟） Greetings T: Hello, boys and girls! How are you today? Ss: Fine, thank you. And you? T: I'm very well too. Are you excited for our English class today? Ss: Yes! Free talk T: In the last lesson, we talked about some places for travelling. Can you name some of them? （Encourage students to raise their hands and answer） Ss: Zoo, park, museum, cinema... T: Great! Then, who can tell me where you went last weekend? Invite several students to share their weekend trips. For example: S1: I went to the park with my parents. T: Wonderful! How did you go there? （Guide the student to answer with the target language if possible） S1: By car. T: Good job! （Give a sticker to the student as a reward） 设计意图：通过亲切的问候和轻松的自由交谈，营造和谐的课堂氛围，拉近师生距离。回顾上节课所学的旅行地点，激活学生已有的知识储备，同时自然地引出本节课关于出行方式的话题，让学生在交流中初步运用与出行相关的语言，为新课学习做好铺垫，激发学生的学习兴趣。 （二）Presentation（10 分钟） Teach new words Show a picture of a train running on the tracks on the screen. T: Look at this picture. What is it? It's a train. Trains run on tracks. Read after me, train. （Write the word “train” on the blackboard and lead the students to read it several times, emphasizing the pronunciation of the “ai” as /eɪ/） Use the same method to teach the words “plane”, “ship” and “taxi”. Show relevant pictures respectively, such as an airplane flying in the sky for “plane”, a big ship on the sea for “ship”, and a yellow taxi on the street for “taxi”. When teaching “plane”, pay attention to differentiating its pronunciation from the Chinese word with a similar sound. When teaching “ship”, compare it with “sheep” and explain the difference in pronunciation and meaning. After teaching the four words, play a game called “What's the missing vehicle?”. Put all the word cards and vehicle models on the table. Let the students look at them for a while, and then the teacher secretly takes away one model and its corresponding word card. Ask the students to tell which vehicle is missing. The one who answers correctly gets a small sticker. 设计意图：运用直观的图片展示新词汇所代表的交通工具，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、拼写和用法，通过对比易混淆词汇，加深学生的记忆。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。 Teach key sentence pattern T: Now, boys and girls. I want to go to Beijing. Beijing is far from our city. I can go there by plane. （Show a picture of an airplane and do a simple flying action） How do I go to Beijing? I go to Beijing by plane. Read after me. Let the students repeat the sentence several times, and then change the destination and the transportation method to practice more sentences. For example: T: I want to go to the zoo. How do I go there? Ss: By bus. T: Yes, I can go to the zoo by bus. Then write the key sentence pattern “How do you go to...? I go to...by...” 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，结合图片和动作，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，让学生感受到英语在日常生活中的实用性。 （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 how they go to the park. （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 go to the park by bike. 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 “It's good exercise.”, explain the meaning of “exercise” and how to use this sentence to describe the advantage of a certain transportation method. 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 vehicle models 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 “Why do they choose to go to the park by bike?”. 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。 （四）Practice（10 分钟） Group work Divide the students into groups of four. Each group gets a set of cards with different destinations and transportation methods written on them. For example, one card may say “Go to Shanghai - by train”, another card may say “Go to the beach - by car”. The task for each group is to take turns to pick a card, read the information on the card, and then make a dialogue within the group using the sentence pattern “How do you go to...? I go to...by...”. For example: S1: I pick a card. How do you go to Shanghai? S2: I go to Shanghai by train. S1: Why do you choose to go by train? S2: Because it's cheap and I can see the scenery along the way. Walk around the groups to give guidance and help. Encourage the students to ask more detailed questions and express their own opinions. Make a survey Hand out a survey form to each student. The form has columns for “Name”, “Going to...”, “By...”, “Reason”. T: Now, boys and girls. You need to make a survey among your classmates. Ask them “How do you go to...?” and write down their answers and reasons in the form. Then report your results to the class. The students start to do the survey. After finishing the survey, ask several students to report their results. For example: S1: I surveyed three classmates. Tom goes to school by bike. Because it's fast and he can exercise. Lily goes to the library by bus. She says it's convenient. And Jack goes to the cinema by subway. He likes the subway because it's never late. 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，同时丰富对出行方式的表达和讨论。调查活动则进一步巩固了所学知识，让学生在实际情境中运用英语进行交流，同时提高学生的信息收集和整理能力以及口语表达能力，引导学生思考不同出行方式的选择原因。 （五）Production（5 分钟） Let the students draw a picture of their favorite way to travel on a piece of white paper. They can also draw the destination they want to go to and some other elements related to the travel, such as people, scenery, etc. After drawing, ask the students to write a short passage about their pictures using the words and sentences they learned. For example: “My favorite way to travel is by plane. I want to go to Hainan. I can see the beautiful sea and the blue sky from the plane. It's so exciting. I will go there with my parents. We will play on the beach and eat delicious seafood.” Invite several students to come to the front of the classroom, show their pictures and read their passages to the class. The rest of the students listen carefully and can ask some questions if they are interested. 设计意图：绘画和写作相结合的活动，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和生活实际紧密联系起来。通过用英语描述自己的画作，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，促进学生之间的交流和分享。 （六）Summary and homework（5 分钟） Summary T: Boys and girls, today we learned some new words about transportation, like train, plane, ship and taxi. We also learned how to ask and answer about the ways of travelling using the sentence pattern “How do you go to...? I go to...by...”. And we read a very interesting dialogue about two friends' way to go to the park. 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 poster about different ways of travelling. They can draw pictures of various transportation means, write their names, and describe the advantages and disadvantages of each way in English. Encourage the students to share their posters with their family members and introduce the content 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，通过制作和分享海报，培养学生的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，拓宽学生对出行方式的认识。 六、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、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，在教授单词发音时，尽管采取了多种方式进行区分和强调，但仍有部分学生对 plane、ship 等词汇的发音存在混淆，后续需要加强针对性的发音训练，可采用更多有趣的发音练习游戏或绕口令等方式，加深学生的记忆。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，在引导学生进行写作表达时，部分学生出现语法错误较多、表达不够流畅的情况。在未来的教学中，可以增加一些语法知识的专项讲解和练习，结合写作内容进行渗透，同时提供更多优秀的写作范例，让学生进行模仿和学习，逐步提高学生的写作能力。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。 学科网（北京）股份有限公司 $$