《Unit 4 Travelling around：Lesson4》（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：Lesson4》（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 学生能够准确认读、拼写并运用单词和短语：train（火车）、plane（飞机）、ship（轮船）、taxi（出租车）、ticket（车票 / 机票）、station（车站 / 火车站）、airport（机场）、harbour（港口）。 理解并熟练掌握核心句型：How do you get to...? I get there by... Where do you get on/off the...? I get on/off the... at... ，能用这些句型询问和描述到达旅行目的地的交通方式及上下车 / 机 / 船地点。 学生能够正确朗读并理解教材对话及短文内容，掌握其中的语音、语调及连读等发音技巧。 （二）能力目标 通过听、说、读、看等课堂活动，培养学生获取、处理和传递旅行交通相关信息的能力。 引导学生在实际情境中，运用所学句型流畅、准确地交流旅行中的交通安排，提升口语表达与语言运用能力。 鼓励学生以小组合作的形式完成旅行交通信息介绍的任务，锻炼团队协作与创新思维能力。 （三）情感态度与价值观目标 增强学生对不同交通方式的认识，培养学生在旅行中合理选择交通方式的意识。 让学生在交流旅行交通经历的过程中，体会不同交通方式带来的乐趣，激发学生对旅行的热爱。 二、教学重难点 （一）教学重点 掌握与旅行交通方式及相关地点的词汇和短语。 熟练运用询问和描述旅行交通安排的核心句型。 理解并能流利朗读对话和短文内容。 （二）教学难点 在实际交流中，灵活运用所学词汇和句型，根据不同的旅行情境，全面、准确地介绍交通安排，包括交通方式的选择、上下车 / 机 / 船地点及原因等。 能够综合运用所学知识，连贯、有条理地讲述一次旅行中的交通经历。 三、教学准备 多媒体课件，包含各种交通方式的图片、行驶视频，如火车在铁轨上奔驰、飞机在天空翱翔、轮船在海上航行等，以及教材对话和短文的音频、视频资料。还准备一些常见旅行目的地的图片，如北京、上海、海边城市等，用于课堂互动。 单词卡片，一面写有单词，另一面配有对应的图片，用于词汇教学和巩固练习。卡片内容涵盖所有新学词汇，如 “train” 对应火车图片，“airport” 对应机场图片等。 制作旅行交通信息表格，用于学生在小组活动中整理和记录信息。表格设置 “Travel Destination（旅行目的地）”“Transportation（交通方式）”“Get - on Place（上车 / 机 / 船地点）”“Get - off Place（下车 / 机 / 船地点）” 等栏目。 准备不同交通方式的模型，如玩具火车、飞机模型、轮船模型、玩具出租车等，用于课堂展示和模拟情境。 设计旅行主题的小奖品，如贴纸、小书签等，用于奖励学生在课堂上的积极表现。 四、教学过程 （一）Warming - up（5 分钟） Greeting T: Hello, boys and girls! How was your day? Ss: Great! / Not bad! etc. T: That's wonderful. Before we start our new lesson, let's play a quick game to wake up our brains. 设计意图：通过日常问候，营造轻松、愉悦的课堂氛围，拉近师生距离，为后续教学活动的开展做好铺垫。询问学生一天的情况，能让学生自然地参与到课堂交流中，增强学生的课堂融入感。 Play a game: “Transportation charades” The teacher starts by acting out a transportation method, for example, mimicking driving a car. The students need to guess what it is. Once a student guesses correctly, they can come to the front and act out another transportation method for the rest of the class to guess. After a few rounds, ask some students: Which transportation do you like best? Why? 设计意图：“Transportation charades” 游戏能够迅速吸引学生的注意力，激发学生的兴趣。通过模仿和猜测，学生能够在轻松愉快的氛围中回顾已学的交通方式词汇，同时锻炼学生的观察力和口语表达能力。询问学生对交通方式的喜好及原因，为引出本节课关于旅行交通的话题做准备，激活学生已有的知识和生活经验。 （二）Lead - in（3 分钟） Show pictures of travel scenes Display pictures of people traveling by different means of transportation to various destinations on the screen. For example, a picture of people boarding a train at a station to go to a mountainous area, and another picture of people getting off a plane at an airport in a coastal city. T: Look at these pictures. People are traveling. Can you see how they are traveling and where they might be going? Invite several students to describe what they see in the pictures. S1: In the first picture, people are going on a train. They might be going to the mountains. 设计意图：展示旅行场景图片，直观地呈现本节课的主题 —— 旅行中的交通。引导学生观察并描述图片内容，让学生初步感知不同交通方式与旅行目的地之间的联系，自然地导入新课，激发学生对本节课内容的好奇心和探索欲望，同时培养学生的观察力和语言表达能力。 （三）Presentation（15 分钟） Vocabulary teaching Show the toy train. T: Look, what's this? It's a train. We can take a train to travel. Read after me, train. Use the word card to teach the pronunciation clearly, emphasizing the “ai” sound. Then let students read it in different ways, such as individual reading, group reading, and chanting: “Train, train, take the train.” Do the same way to teach the words “plane，ship，taxi，ticket，station，airport，harbour” one by one with relevant models or pictures. For example, when teaching “airport”: T: This is a place where planes take off and land. It's an airport. Read after me, airport. After teaching all the words, play a “Word bingo” game. Draw a bingo grid on the blackboard with some of the new words in each cell. The teacher says a word, and the students need to cross it off on their imaginary bingo cards. The first student to get a line (horizontal, vertical, or diagonal) shouts “Bingo!” 设计意图：运用实物模型和图片进行词汇教学，符合三年级学生以形象思维为主的认知特点，使抽象的词汇变得直观易懂。多样化的朗读方式和有趣的游戏活动，能够帮助学生加深对单词发音和拼写的记忆，提高单词认读能力，增强学习的趣味性。“Word bingo” 游戏不仅能巩固新学词汇，还能培养学生的听力理解能力和反应能力，让学生在竞争氛围中积极参与学习。 Text learning Dialogue learning Play the recording of the dialogue for the first time. Students listen carefully and watch the pictures on the screen. T: Listen carefully. Who are talking in the dialogue? What are they talking about? After listening, ask some students to answer. S2: Xiaohua and Xiaobei are talking. They are talking about how to get to Shanghai. Play the recording again. This time, students listen and read after the recording sentence by sentence. Stop at the key sentences “How do you get to...? I get there by... Where do you get on/off the...? I get on/off the... at...” to explain the usage and meaning. Use simple examples like “How do you get to school? I get there by bike. Where do you get on the bike? I get on the bike at the gate of my community.” Divide the dialogue into parts. In the part about getting to Shanghai by train: T: Why does Xiaohua choose to go to Shanghai by train? Guide students to think and answer. S3: Maybe because it's cheap and he can see the scenery along the way. Analyze the part about getting on and off the train at relevant stations in the same way. Short passage learning Present the short passage on the screen. Let students read it silently first. T: Now, read this passage by yourself and find out how many people are traveling and what transportation they are using. After students finish reading, ask them to answer. S4: Two people are traveling. One is going by plane and the other is going by ship. Then read the passage aloud together, sentence by sentence. Explain new words or difficult sentences. For example, in the sentence “She gets on the plane at the local airport and gets off at the airport near her destination.”, explain the phrase “local airport”. Ask students to summarize the main idea of the passage. S5: It's about two people's travel transportation and the places they get on and off. 设计意图：通过听录音整体感知对话内容，培养学生的听力理解能力。逐句跟读模仿有助于学生掌握正确的语音、语调。详细讲解重点句型和对话内容，结合实际例子帮助学生理解，符合学生的认知规律。在短文学习中，先让学生自主阅读获取信息，再进行讲解和总结，培养学生的自主学习和归纳能力，让学生更好地理解和运用所学语言知识描述旅行中的交通安排。 （四）Practice（12 分钟） Ask and answer Show some pictures of different travel destinations and the corresponding transportation stations (like a picture of a beach with a harbour nearby, and a picture of a big city with a train station). T: Now, look at these pictures. Work in pairs. Ask and answer about how to get to the destinations and where to get on and off the transportation. Use the sentences we learned. For example, S6: How do you get to the beach? S7: I get there by ship. S6: Where do you get on the ship? S7: I get on the ship at the harbour. Let students start the activity. Walk around the classroom to monitor and offer help if necessary. After a while, invite some pairs to stand up and show their dialogue. 设计意图：通过图片展示创设情境，让学生运用所学句型进行问答练习，巩固所学语言知识，提高学生在不同情境中运用语言的能力，培养学生的语言迁移能力和口语表达能力，同时加深学生对旅行交通安排表达的熟练程度。 Role - playing Divide the class into groups of four. Each group gets some cards with different roles written on them, such as “traveler 1”“travel agent”“station staff”. The “traveler” cards have a travel destination, and the “travel agent” cards have some transportation suggestions. The “station staff” cards have information about station facilities and boarding procedures. The “traveler” needs to ask the “travel agent” about how to get to the destination and the “station staff” about where to get on and off. For example, Traveler 1: How do I get to Beijing? Travel agent: You can go by plane. Traveler 1: Where do I get on the plane? Station staff: You get on the plane at the local airport. After a few rounds, group members can switch roles. 设计意图：角色扮演活动能使学生更加深入地体验和运用所学语言，在模拟的旅行交通场景中，学生需要灵活运用句型进行交流，不仅提高了口语表达能力，还培养了学生的应变能力和合作能力，增强了学生对英语学习的兴趣和自信心。通过不同角色的设定，让学生了解旅行中涉及的不同方面，丰富学生对旅行交通的认知。 （五）Production（8 分钟） Group work: “Plan a trip” Divide the students into groups of four. Give each group a travel planning sheet. T: Now, you are going to plan a trip with your group members. First, choose a travel destination. Then decide how you will get there, where you will get on and off the transportation. Fill in the sheet. After that, choose one student in your group to introduce your travel plan to the class. Students start to discuss in groups. Walk around to guide and help. For example, if a group is having trouble choosing a destination, the teacher can suggest some popular places. After the group work, invite some groups to report. For example, one group's reporter says: “We are going to Hangzhou. We will get there by train. We will get on the train at our local train station and get off at Hangzhou East Station.” 设计意图：小组合作制定旅行计划的活动，能够培养学生的合作交流能力和团队意识。通过填写表格和汇报，学生能够综合运用所学知识，进一步巩固对旅行交通安排表达的能力，同时锻炼学生整理信息和口头表达的能力，激发学生的创新思维，让学生在实际操作中体验运用英语进行交流的乐趣。 （六）Summary（1 分钟） Review the key points T: Boys and girls, today we have learned some new words and phrases about travel transportation and related places, such as train, plane, airport, harbour. And we also learned how to ask and answer about travel transportation arrangements with the sentences “How do you get to...? I get there by... Where do you get on/off the...? I get on/off the... at...” 设计意图：课堂总结帮助学生梳理本节课所学的重点知识，加深学生对新知识的印象，强化记忆，让学生对本节课学习内容有一个系统的认识，便于知识的存储和提取，为后续学习奠定基础。 （七）Homework（1 分钟） Oral homework Ask students to go home and talk about a travel plan they made in class with their parents in English. They can also ask their parents about their travel experiences and how they got to different places. Written homework Let students write a short passage about a dream trip they want to take in the future. They should include the destination, the transportation they will use, and where they will get on and off. For example, “I want to go to Hong Kong. I will go there by plane. I will get on the plane at my city's airport and get off at Hong Kong International Airport.” 设计意图：口头作业能够让学生将课堂所学知识运用到日常生活中，加强亲子间的交流，同时巩固课堂学习内容，培养学生运用英语交流的习惯。书面作业有助于培养学生的写作能力和综合运用语言的能力，通过写作让学生进一步梳理和运用所学知识，强化对旅行交通相关表达的掌握，同时激发学生对未来旅行的憧憬。 五、教学反思 在本节课的教学过程中，通过多种教学方法和丰富的活动设计，大部分学生能够积极参与课堂，较好地掌握了与旅行交通相关的词汇及核心句型，达到了预期的教学目标。在词汇教学环节，借助实物模型、图片以及有趣的游戏，学生能够快速理解和记忆单词，学习兴趣浓厚。然而，在教学过程中发现部分学生在运用句型描述旅行交通安排时，对于上下车 / 机 / 船地点的表达不够准确，容易混淆不同地点的词汇。例如，将 “station” 和 “airport” 在描述火车和飞机上下车地点时用错。在今后的教学中，需要增加更多关于地点词汇在实际情境中的运用练习，如设置更多不同交通方式上下车地点的填空、问答等专项练习，加深学生对这些词汇的理解和记忆。在对话和短文教学部分，通过听录音、跟读、分析等活动，学生对文本内容理解较为深入，口语表达能力也得到了锻炼。但在小组合作制定旅行计划的活动中，个别小组存在讨论不够积极、计划不够周全的情况。在今后的教学中，要更加注重小组活动的组织和引导，提前明确小组分工和任务要求，例如指定每个小组成员在讨论中的角色和职责，如组长负责组织讨论、记录员负责填写表格等，引导学生充分发挥团队协作精神，提高小组活动的质量。此外，在教学评价方面，可以进一步完善评价体系。除了关注学生的知识掌握情况，还应注重对学生学习过程中的参与度、合作能力、语言运用的准确性和流畅性等方面进行评价。例如，在小组活动中，观察学生在团队中的表现，从沟通能力、贡献度、是否积极参与讨论等方面进行评价。同时，增加学生自评和互评的比重，让学生在评价过程中更好地认识自己的学习成果和不足之处，促进学生的自主学习和共同进步。总体而言，本节课在教学内容和教学方法上有一定的成效，但也存在一些需要改进和完善的地方，在今后的教学中应不断优化教学过程，提高教学质量，以更好地满足学生的学习需求。 学科网（北京）股份有限公司 $$