Unit 5 My holiday Lesson 2（教学设计）-2025-2026学年北师大版（三起）英语四年级上册

该小学英语教学设计聚焦假期活动主题，拓展travel、beach等核心词汇及一般过去时句型，新增How was your holiday?情感表达句型。通过“假期经历快问快答”巩固旧知，结合动画情景导入新知，搭建“旧知回顾-情景感知-新知探究”的学习支架。 此设计以核心素养为导向，语言能力上通过情景任务卡创编对话、活动卡制作整合词汇句型，文化意识上对比中西方假期活动差异，学习能力上借助小组合作与个人创作提升自主学习能力。丰富的游戏（如词汇配对、过去式接龙）和实践任务，既助学生深化语言运用，又为教师提供可操作的教学资源。

Unit 5 My holiday Lesson 2 教学设计 一、核心素养目标 （一）语言能力 1. 拓展掌握假期活动核心词汇：travel、beach、take photos、eat delicious food、wonderful，能准确认读、拼写并结合情景灵活运用；熟练运用一般过去时句型，新增询问感受句型How was your holiday? It was wonderful. ，能完成多轮情景对话与简单描述。 2. 能听懂关于假期旅行、休闲活动的综合对话，精准捕捉关键信息；能在模拟情景中，用拓展词汇与句型连贯表达假期经历与感受，做到语法正确、表达自然。 （二）文化意识 1. 了解中西方假期旅行、休闲活动的差异，如西方家庭假期偏爱海滨度假，中国家庭兼顾亲友相聚与景点游览，尊重多元生活方式；感受假期的多元意义，培养热爱生活、乐于分享的意识。 （三）思维品质 1. 建立“拓展假期情景-新增词汇-过去时句型-情感表达”的关联逻辑，能通过语境推测词义与句型用法，提升情景迁移、逻辑整合与情感表达能力。 （四）学习能力 1. 在情景模仿、小组探究、任务创编中主动拓展新知，养成“巩固旧知-探究新知-综合运用”的学习习惯，提升自主学习、合作交流与纠错反思能力。 二、教学重难点 （一）教学重点 1. 掌握拓展的假期活动词汇，能准确认读、拼写并结合情景运用；熟练运用一般过去时句型，掌握新增情感询问与应答句型，完成多轮情景对话。 2. 巩固动词过去式变化，掌握新增不规则变化take→took、eat→ate，区分规则与不规则变化，能在表达中正确运用。 3. 能在模拟假期情景中，整合新旧词汇句型，描述假期经历与感受，做到表达连贯、语法正确。 （二）教学难点 1. 新增不规则动词过去式（take→took、eat→ate）的记忆与正确运用，避免与原形、规则变化混淆；掌握情感句型的语境适配，做到应答自然。 2. 综合情景中，能灵活整合新旧词汇句型，实现“经历描述”与“情感表达”的衔接，避免表达卡顿、语法错误。 3. 准确区分不同假期活动对应的词汇与句型，能根据具体情景（旅行、聚餐、度假）灵活切换表达内容。 三、教学准备 1. 实物与道具：拓展假期词汇卡片（travel、beach、take photos等）、情景图片（海滨度假、旅行拍照、品尝美食）、动词原形与过去式配对卡（含新增词汇）、情景任务卡、情感表情卡片（开心、精彩）；小奖品（拓展词汇之星、综合表达之星贴纸）。 2. 教具：多媒体课件（假期旅行动画、核心词汇音频、综合情景对话音频、练习素材）、黑板贴（新增词汇、句型、动词过去式拓展表）。 3. 学具：学生自备词汇笔记本、练习本、彩笔、空白卡片（制作个人假期拓展活动卡）。 四、教学过程 （一）热身导入，衔接旧知 1. 旧知巩固，铺垫拓展 开展“假期经历快问快答”活动，教师结合Lesson 1内容提问，学生用过去时句型应答： ① What did you do during your holiday? ② Did you visit your grandparents? ③ Were you happy? 随后追问：Some people traveled during holidays. What did they do? 引导学生用中文猜测，自然引出本节课拓展主题——假期旅行与休闲活动。 2. 情景导入，引出新知 播放假期旅行动画（Lucy分享海滨度假经历：去海滩、拍照、品尝美食），动画结束后提问：Where did Lucy go during her holiday? What did she do? 引导学生观察动画细节，尝试用中文回答，随后板书课题“My holiday Lesson 2”，明确本节课核心——拓展假期词汇、学习情感句型，过渡到新知探究环节。 （二）新知探究，夯实拓展 1. 词汇教学：音形义结合，情景巩固 （1）拓展词汇教学：结合情景图片、动作演示与语境，逐一教学词汇，强调发音、拼写与用法： ① travel：展示旅行图片，领读单词，讲解意为旅行，造句：I traveled to the beach during my holiday. ； ② beach：展示海滨图片，关联动画内容，领读单词，讲解意为海滩，搭配go to the beach； ③ take photos：模仿拍照动作，领读短语，讲解take意为拍摄，photos为照片，强调短语搭配； ④ eat delicious food：展示美食图片，领读短语，讲解delicious意为美味的，food为食物，引导学生联想自身经历； ⑤ wonderful：展示开心表情卡片，领读单词，讲解意为精彩的、极好的，用于描述假期感受，造句：My holiday was wonderful. 。 （2）词汇巩固游戏：开展“词汇情景配对”游戏，学生分组将拓展词汇卡片与情景图片配对，配对正确后领读短语并造句；再进行“动作传词”，学生通过动作演示词汇，小组内猜测，强化词汇记忆与情景关联。 2. 句型教学：模仿跟读，情景运用 （1）情感句型导入：结合动画再次提问，引出新增句型： 教师说：Lucy traveled to the beach. How was her holiday? It was wonderful. 板书核心句型： ① 问句：How was your holiday? ； ② 答句：It was wonderful/great. ； ③ 拓展应答：I traveled to the beach. I took photos. 。 （2）句型讲解与模仿：领读句型，强调How was...用于询问过去的感受，was为is的过去式；结合Lesson 1句型，整合练习： A: How was your holiday? ； B: It was wonderful. ； A: What did you do? ； B: I traveled to the beach. I took photos. 。 播放句型音频，学生跟读模仿，注意语调和情感表达；开展“师生问答”“生生问答”，教师针对性纠正发音、语序错误。 3. 重难点突破：专项强化 （1）动词过去式专项：发放动词原形与过去式配对卡（含新增词汇），学生小组合作完成配对（take→took、eat→ate、travel→traveled），教师讲解新增变化要点：take、eat为不规则变化，travel为规则变化（词尾加ed）；开展“过去式接龙”游戏，教师说动词原形，学生快速说出过去式，强化记忆。 （2）句型整合专项：展示不同假期情景图片（海滨度假、旅行拍照、品尝美食），学生分组创编2轮对话，要求整合新旧句型，示例： A: How was your holiday? ； B: It was great. I traveled to the beach. ； A: What did you do there? ； B: I took photos and ate delicious food. 。 教师巡视指导，纠正语法错误，强化句型衔接。 （三）综合运用，深化提升 1. 情景任务：小组合作创编 发放综合情景任务卡，每组抽取一个拓展假期情景（海滨度假、景点旅行、家庭聚餐），小组合作创编3-4轮对话，要求整合新旧词汇句型，包含经历描述与情感表达，示例： A: How was your holiday? ； B: It was wonderful. I traveled to the park with my family. ； A: What did you do there? ； B: I took photos and played games. I ate delicious food too. ； A: That sounds great! 。 小组创编后上台展示，教师点评重点：词汇句型整合度、语法正确性、情感表达自然度，评选“最佳综合情景小组”。 2. 个人创作：假期拓展活动卡制作 学生用空白卡片制作个人假期拓展活动卡，正面画拓展假期活动图画（海滨、拍照、美食），背面用整合句型描述，如：My holiday was wonderful. I traveled to the beach. I took photos and ate delicious food. 。完成后小组内分享，邀请学生上台展示卡片并介绍假期经历与感受，强化知识综合运用。 3. 专项练习：针对性巩固 发放专项练习单，学生独立完成，重点考查拓展词汇拼写、动词过去式运用与句型填空： ① 词汇拼写：tr_v_l（travel）、b__ _ch（beach）、ph_t_s（photos）； ② 动词过去式填空：I ______（take）photos during my holiday. She ______（eat）delicious food. We ______（travel）to the beach. ； ③ 句型仿写：How was your holiday? It was wonderful. I traveled to the beach. 。 小组互查后教师讲解，针对性纠正共性错误（如take的过去式误用为takeed），强化基础拓展。 （四）课堂小结，拓展延伸 1. 课堂小结 引导学生自主总结：本节课我们拓展了哪些假期词汇？新增了什么句型？掌握了哪些动词过去式？学生梳理拓展知识与重难点，教师结合板书补充完善，强调新增不规则动词过去式的记忆要点与句型整合技巧。同时引导感悟：假期有多样的打开方式，我们可以用所学英语分享不同的假期经历与感受，学会发现生活中的美好。 2. 拓展延伸 （1）家庭任务：回家后用本节课所学拓展词汇与句型，向家人详细介绍自己的假期经历与感受，如：My holiday was wonderful. I traveled to the beach. I took photos and ate delicious food. ；询问家人的假期旅行经历，下节课分享。 （2）实践拓展：发起“我的精彩假期”手抄报活动，学生结合新旧词汇句型，绘制假期旅行或休闲活动手抄报，英文标注核心短语、句子与感受，班级展示交流。 （3）文化拓展：补充中西方海滨假期活动差异，如西方家庭在海滩常进行日光浴、冲浪，中国家庭多拍照、品尝海鲜；引导学生尊重不同文化习俗，用所学英语向家人介绍西方海滨假期活动。 五、板书设计 Unit 5 My holiday Lesson 2 一、核心词汇（拓展） 1. 动词短语：travel、take photos、eat delicious food、go to the beach 2. 形容词：wonderful、delicious 二、核心句型（整合） 1. 询问感受：How was your holiday? 应答：It was wonderful/great. 2. 询问经历：What did you do? 应答：I traveled to the beach./I took photos./I ate delicious food. 三、动词过去式变化（拓展） 1. 规则变化：travel→traveled（词尾加ed） 2. 不规则变化：take→took、eat→ate、go→went（回顾） 六、课堂练习 （一）情景内容 During the holiday, Tom had a wonderful time. He traveled to the beach with his family. The beach was beautiful. He took many photos there. He also ate delicious food with his parents. His sister went to the zoo. She visited pandas and tigers. Lucy traveled to a park. She took photos and played games. Her holiday was great too. （二）题目 1. How was Tom's holiday? （ ） A. Sad. B. Wonderful. C. Angry. D. Tired. 2. Where did Tom travel during his holiday? （ ） A. To the zoo. B. To the park. C. To the beach. D. To his grandparents' home. 3. What did Tom do at the beach? （ ） A. Took photos and ate delicious food. B. Visited pandas and tigers. C. Played games with friends. D. Read books. 4. What did Tom's sister do during the holiday? （ ） A. Traveled to the beach. B. Went to the zoo. C. Took photos in the park. D. Ate delicious food. 5. How was Lucy's holiday? （ ） A. Great. B. Sad. C. Bad. D. Boring. 6. Which word is a verb past tense of take? （ ） A. Take. B. Took. C. Takes. D. Taking. 7. Which sentence is correct according to the grammar? （ ） A. I take photos during my holiday. B. She eat delicious food yesterday. C. He traveled to the beach. D. How is your holiday? 8. What do we know from the passage? （ ） A. Tom's sister traveled to the park. B. Lucy played games in the park. C. Tom didn't eat delicious food. D. Lucy's holiday was boring. 9. 请根据情景内容，用How was your holiday?/I took photos. 及应答句型写出两条句子。 10. 请结合情景和本节课知识，用英语描述自己的假期旅行经历（不少于5句话，整合新旧词汇句型）。 七、答案解析 （一）单选题答案 1. B 2. C 3. A 4. B 5. A 6. B 7. C 8. B （二）解析 1. 解析：根据Tom had a wonderful time. 可知，汤姆的假期很精彩，故选B。 2. 解析：根据He traveled to the beach with his family. 可知，汤姆去了海滨度假，故选C。 3. 解析：根据He took many photos there. He also ate delicious food with his parents. 可知，汤姆在海滨拍照并吃了美食，故选A。 4. 解析：根据His sister went to the zoo. 可知，汤姆的妹妹去了动物园，故选B。 5. 解析：根据Her holiday was great too. 可知，露西的假期很棒，故选A。 6. 解析：take的过去式为took，属于不规则变化；A为原形，C为三单形式，D为现在分词，故选B。 7. 解析：A项假期活动用过去时，take→took；B项she为三单且表过去，eat→ate；D项询问过去假期感受，is→was；只有C项正确，故选C。 8. 解析：根据Lucy traveled to a park. She took photos and played games. 可知，露西在公园玩了游戏，故选B。 （三）材料分析题答案 9. 示例：① How was your holiday? It was wonderful. ② I traveled to the beach. I took photos there. 10. 示例：My holiday was wonderful. I traveled to the beach with my family. I took many photos there. I also ate delicious food. I had a great time during my holiday. 学科网（北京）股份有限公司 $