Unit 2 We are different Lesson 3（教学设计）-2024-2025学年北师大版（三起）（2024）英语三年级下册

《Unit 2 We are different：Lesson 3》（教学设计）-2024-2025学年北师大版（三起）（2024）小学英语三年级下册 一、教学设计理念 以学生为中心：充分考虑三年级学生的认知特点和兴趣需求，将学生置于教学活动的核心位置。通过创设丰富多样、贴近生活的教学情境，激发学生主动参与课堂的积极性，让学生在轻松愉快的氛围中学习英语，培养学生自主学习和合作学习的能力，提升学生的综合语言运用能力。 情境教学法：依据教材内容，构建真实且生动的情境，使学生仿佛置身于实际生活场景中。学生在情境中理解和运用语言知识，不仅能够增强对知识的理解和记忆，还能提高在实际情境中运用英语进行交流的能力，实现语言学习的交际功能。 学科融合：注重英语学科与其他学科的有机融合，如与美术、音乐、品德等学科相结合。通过融合不同学科元素，丰富教学内容和形式，拓宽学生的学习视野，培养学生的综合素养，让学生体会到知识的互通性和整体性。 多元化评价：采用多元化的评价方式，全面、客观、公正地评价学生的学习过程和学习成果。不仅关注学生的语言知识掌握情况，更注重学生在学习过程中的参与度、合作能力、思维能力以及情感态度等方面的发展。通过及时、有效的评价反馈，激励学生不断进步，增强学生学习英语的自信心。 二、教学目标 （一）知识目标 学生能够听懂、会说、认读并拼写与职业相关的词汇，如 “doctor（医生）”“teacher（教师）”“driver（司机）”“farmer（农民）” 等。 学生能够理解并熟练运用句型 “What does your... do？（你的…… 是做什么工作的？）”“He/She is a...（他 / 她是一名……）” 来询问和介绍他人的职业。 学生能够正确朗读并理解课文对话内容，掌握对话中的语音、语调及关键信息。 （二）能力目标 通过听、说、读、写等多样化的学习活动，提升学生的语言综合运用能力，尤其是在实际情境中运用英语询问和介绍职业的交际能力。 培养学生的观察能力、逻辑思维能力和合作学习能力。学生能够通过观察图片、倾听对话等方式获取关键信息，并能够在小组合作中积极交流，共同完成学习任务。 提高学生的自主学习能力，鼓励学生在课后主动运用所学语言知识，观察和了解身边人的职业，并进行简单的英语交流。 （三）情感目标 激发学生学习英语的浓厚兴趣，培养学生积极参与课堂活动的热情和勇气。 通过了解不同职业的特点和重要性，引导学生尊重每一位劳动者，树立正确的职业观和价值观，增强学生对社会的认知和责任感。 三、教学重难点 （一）教学重点 掌握与职业相关的重点词汇及拼写，能够准确发音。 熟练运用重点句型询问和介绍他人的职业，并能在实际情境中进行自然流畅的对话交流。 （二）教学难点 在实际情境中灵活运用所学词汇和句型，根据不同的语境进行恰当的语言表达，提高学生语言运用的准确性和流利度。 引导学生理解不同职业的特点和内涵，培养学生对职业的认知和尊重，将语言学习与情感教育有机融合。 四、教学准备 制作精美的教学课件，包含与职业相关的高清图片、生动有趣的动画、标准清晰的音频以及相关的视频资料，用于创设生动的教学情境，辅助教学。 准备单词卡片，涵盖本节课要学习的职业词汇，单词卡片一面为单词，另一面为对应的职业图片，方便学生直观学习和记忆。 为每个小组准备一套职业人物卡片，卡片上印有不同职业的人物形象，以及一张小组讨论记录表，用于小组合作活动。 准备一些与职业相关的道具，如医生的听诊器模型、教师的教鞭、司机的帽子等，增强课堂的真实感和趣味性。 设计个性化的评价卡片，用于对学生在课堂上的表现进行及时评价和记录。 五、教学过程 （一）Warming - up（5 分钟） Greeting T: Hello, boys and girls! How are you today? Ss: Fine, thank you. And you? T: I'm great! Look, the sun is shining brightly today. Are you ready for our English class? Ss: Yes! 设计意图：通过亲切的日常问候，营造轻松愉悦的课堂氛围，拉近师生之间的距离，让学生自然地进入英语学习状态，同时复习巩固已学的问候语，为后续教学活动做好铺垫。 Sing a song Play the song “The Family Song” on the multimedia. Let the students sing along with the music and do some simple actions. For example, when singing “Father, father, he's a man.”, the students can point to a picture of a father or make a gesture of a man. 设计意图：利用欢快的歌曲活跃课堂气氛，激发学生的学习兴趣。歌曲内容与家庭相关，能够自然地引导学生回忆上节课所学的关于家庭成员的知识，为引出本节课关于介绍家庭成员职业的话题做过渡。同时，让学生在唱歌过程中做动作，有助于加深学生对歌词的理解和记忆，提高学生的课堂参与度。 （二）Lead - in（3 分钟） Show pictures of family members T: Boys and girls, we learned about family members last class. Now, look at these pictures on the screen. Who can tell me who they are in English? Show pictures of a grandpa, an aunt, an uncle, and a cousin one by one. Invite students to answer. S1: This is a grandpa. S2: That's an aunt. -... T: Very good! Then, do you know what your family members do? What are their jobs? Today, we are going to learn about different jobs. 设计意图：通过展示家庭成员的图片，引导学生回顾上节课所学的家庭成员称呼词汇，强化学生的记忆。接着，提出关于家庭成员职业的问题，引发学生的思考和好奇心，自然地导入本节课的主题 —— 学习不同的职业，让学生明确本节课的学习目标。 （三）Presentation（15 分钟） Teach new words of jobs Show the word card of “doctor” on the multimedia or in person. T: Look at this word card. What's this? It's a “doctor”. A doctor can help people when they are sick. Repeat after me, doctor. Lead the students to read the word several times, using different ways such as loud reading, soft reading, and group reading. Then, use the word in a sentence, for example, “My mother is a doctor.” Let the students imitate and make their own sentences. Do the same for teaching the words “teacher”“driver”“farmer”. When teaching “teacher”, the teacher can hold a book or a pen and say, “I am a teacher. I teach you English.” For “driver”, show a picture of a car and say, “A driver drives a car.” And for “farmer”, show a picture of a farm and say, “A farmer works on a farm.” After teaching each word, play a “guess the job” game. The teacher describes the job, and the students guess what it is. For example, “This person works in a school. He/She teaches students. What is he/she?” The students answer “teacher”. 设计意图：运用单词卡片和生动的图片、动作、例句等多种方式进行词汇教学，使抽象的职业词汇变得直观形象，易于学生理解和记忆。通过多样化的朗读方式，帮助学生准确掌握单词的发音。让学生用所学单词造句，能够加深学生对单词的理解和运用能力。“guess the job” 游戏增加了课堂的趣味性，激发学生的学习积极性，同时也检验了学生对单词的理解和掌握程度。 Teach the dialogue Play the audio of the dialogue for the first time. Let the students just listen carefully and try to get a general idea of what the dialogue is about. T: Listen, boys and girls. Who are talking in the dialogue? What are they talking about? After listening, ask some students to answer the questions. S1: Xiaohua and Xiaobei are talking. S2: They are talking about their family members' jobs. Play the audio again, and this time, show the text of the dialogue on the multimedia at the same time. Let the students listen and read after the audio, paying attention to the pronunciation, intonation and pause. Divide the dialogue into several parts and explain the key sentences and words. For example, when teaching “Xiaohua: What does your father do, Xiaobei? Xiaobei: He's a doctor.”, the teacher can point to the pictures of Xiaohua and Xiaobei in the dialogue and say: “Xiaohua wants to know what Xiaobei's father does. So he asks ‘What does your father do, Xiaobei?’ And Xiaobei answers ‘He's a doctor.’ This is how we ask and answer about someone's job.” Then, explain the structure of the sentence “What does... do？” and the use of “He/She is a...” Do the same for other parts of the dialogue, especially emphasizing the correct usage of the key sentences in different contexts. 设计意图：通过先听音频整体感知对话内容，培养学生的听力理解能力。再次听读结合，让学生熟悉对话的语音、语调及内容。逐句讲解对话，结合图片和情境，详细解释重点句型和词汇的含义及用法，帮助学生理解对话，掌握询问和介绍职业的表达方式，突破教学重点。 （四）Practice（12 分钟） Read the dialogue in pairs Let the students work in pairs. One student acts as Xiaohua and the other acts as Xiaobei. They read the dialogue together, trying to imitate the pronunciation and intonation in the audio. The teacher walks around the classroom to offer help and guidance, correct any pronunciation or intonation mistakes. After a few minutes, ask some pairs to come to the front of the classroom and perform the dialogue for the whole class. The rest of the students listen carefully and evaluate their performance. They can give comments on the pronunciation, intonation, and expression of the pair. 设计意图：通过两人一组的朗读练习，为每个学生提供充分的口语表达机会，提高学生的口语水平。在小组练习过程中，学生相互学习、相互纠正，培养学生的合作学习能力。邀请部分小组进行展示，增强学生的自信心和表现欲，同时培养其他学生的倾听和评价能力，让学生在交流互动中共同进步。 Group work - introduce family members' jobs Divide the students into groups of four. Give each group a set of job - related picture cards and a task sheet. On the task sheet, there are some blanks, such as “My ____ is a ____.”“What does your ____ do? He/She is a ____.” The students in each group take turns to pick a picture card and use the key sentences to introduce the job of a family member related to the picture. For example, if a student picks a picture of a teacher, he/she can say: “My mother is a teacher.” Then, other group members can ask questions, such as “What does your mother teach?” or “Where does your mother work?” The student answers the questions. They fill in the blanks on the task sheet while having the conversation. After the group discussion, ask each group to choose a representative to come to the front and report the results of their group discussion to the whole class. The representative can show the picture cards and introduce the jobs of the family members in the group. 设计意图：小组合作学习能够充分调动学生的学习积极性，培养学生的团队合作精神和语言运用能力。通过使用图片卡片和完成任务单的方式，让学生在实际情境中运用所学词汇和句型进行交流，巩固知识，提高学生在真实语境中运用英语的能力。小组汇报环节能够锻炼学生的总结和表达能力，同时也方便教师了解学生对知识的掌握情况，及时给予反馈和指导。 （五）Production（8 分钟） Make a family job tree Ask the students to take out a piece of A4 paper. They can draw a tree on the paper. At the top of the tree, write “My Family's Jobs”. Then, draw branches on the tree and write the names of their family members on each branch. Next to each family member's name, write down their jobs using the sentences they have learned. For example, if a student's father is a driver, he can write “Father - driver” and draw a small picture of a car next to it. The teacher can walk around the classroom to offer some advice on drawing and writing, and help students with any difficulties they may have. After the students finish making the family job trees, ask them to share their works with their deskmates first, introducing the jobs of their family members. Then, invite some students to come to the front of the classroom and show their family job trees to the whole class, giving a detailed introduction in English. 设计意图：制作家庭职业树的活动，将语言学习与美术创作相结合，激发学生的学习兴趣和创造力。学生通过自己动手创作，能够更深入地理解和运用所学知识，同时也能增进对家人职业的了解和关注。分享环节为学生提供了更多的口语表达机会，增强学生的自信心和成就感，培养学生的交流和展示能力。 （六）Summary（1 分钟） Review the key points T: Boys and girls, let's review what we have learned today. Who can tell me some new words about jobs we learned? Invite some students to answer. Then, ask another student to use one of the words in a sentence. Do the same for the key sentences. T: Great! We learned how to ask and answer about people's jobs. Remember to use these sentences in your daily life. 设计意图：通过回顾总结，帮助学生梳理本节课所学的重点知识，强化记忆，加深学生对新知识的理解和掌握。让学生用所学单词和句子进行表达，检验学生对知识的掌握程度，同时引导学生将所学知识运用到日常生活中，培养学生语言运用的意识。 （七）Homework（1 分钟） Oral homework Ask the students to go home and talk with their parents about the jobs of their family members in English. They can ask their parents some questions, such as “What does your father/mother do？” and listen to their parents' answers. Then, have a short conversation with their parents about different jobs. 设计意图：通过口语作业，让学生将课堂所学知识运用到实际生活中，加强亲子间的交流，提高学生的英语口语表达能力和语言运用能力。同时，也让学生进一步了解家人的职业，增强家庭情感。 Written homework Let the students write a short passage about their family members' jobs, with at least four sentences. They can draw some pictures to match their writing if they like. 设计意图：书面作业能够巩固学生对词汇和句型的书写能力，培养学生的写作能力和综合语言运用能力。鼓励学生画图，增加作业的趣味性，激发学生的学习积极性。 六、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教学活动设计，大部分学生能够积极主动地参与课堂学习，对与职业相关的词汇和重点句型有了较好的掌握，基本达成了教学目标。在词汇教学环节，利用单词卡片、图片、动作和例句等多种方式呈现单词，结合多样化的朗读和有趣的游戏，有效地帮助学生理解和记忆单词，提高了学生的学习兴趣和参与度。在对话教学中，通过听音频、看文本、逐句讲解和模仿朗读等步骤，学生对对话内容的理解较为顺利，对重点句型的运用也有了一定的掌握。小组合作和制作家庭职业树等活动，充分调动了学生的积极性和主动性，培养了学生的合作能力和创造力，为学生提供了丰富的语言实践机会，让学生在实际情境中运用英语进行交流，提高了学生的语言综合运用能力。 然而，教学过程中也存在一些有待改进的地方。在讲解重点句型时，虽然通过多种方式进行了举例说明和练习，但仍有部分学生在实际运用中出现错误，如在 “Does... do？” 句型的结构和回答上出现混淆。这可能是由于练习的多样性和针对性还不够，需要在今后的教学中增加更多形式的练习，尤其是针对学生易错点的专项练习，帮助学生更好地掌握句型的用法。在小组活动中，个别小组的学生参与度不均衡，存在少数学生主导讨论，而部分学生参与较少的情况。在今后的教学中，要更加关注每个学生的参与情况，加强对小组活动的组织和引导，鼓励每个学生积极发言，确保每个学生都能在小组合作中得到锻炼和提高。此外，在时间把控上还可以更加精准，在某些环节适当缩短时间，为学生的展示和交流留出更充裕的时间，让课堂教学更加高效有序。 学科网（北京）股份有限公司 $$