Unit 5 My holiday Lesson 3（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Unit 5 My holiday核心词汇（基础+拓展）、一般过去时句型及动词过去式，通过“易错点快闪纠错”活动激活旧知，结合复合情景图设问，搭建“假期情景-词汇-句型-语法-情感”知识网络作为学习支架。 特色在于复合情景综合运用与个性化学习，通过“知识闯关”（口头对话、书面短文创作）提升语言能力，小组合作构建知识体系培养思维品质，个性化补漏清单强化学习能力。多媒体课件含动画、音频辅助教学，助力学生系统整合知识，教师可高效开展单元复习。

Unit 5 My holiday Lesson 3 教学设计 一、核心素养目标 （一）语言能力 1. 系统整合本单元核心词汇（基础+拓展），能在复合假期情景中灵活调用，精准运用一般过去时句型，完成连贯口头对话与书面短文创作；熟练规避动词过去式、句型语序等易错点，做到表达规范、语法正确。 2. 能听懂多角色、多场景的假期综合对话，精准提取关键信息；能按逻辑搭建书面表达框架，实现“经历描述-情感表达”的自然衔接。 （二）文化意识 1. 结合复合情景深化中西方假期生活的多元差异认知，既了解家庭团聚、海滨度假等常见形式，又尊重不同地域的假期习俗；强化分享假期、感恩生活的意识，感受多元假期的快乐意义。 （三）思维品质 1. 能自主构建本单元知识网络，建立“假期情景-词汇-句型-语法-情感”的关联逻辑，提升知识迁移与创新表达能力；能梳理书面创作的内在逻辑，培养条理化思维。 （四）学习能力 1. 在知识闯关、小组合作中主动复盘单元内容，养成“系统梳理-综合运用-精准补漏”的学习习惯，提升自主复习、问题解决与互评反思能力。 二、教学重难点 （一）教学重点 1. 整合本单元知识体系，按“基础词汇-拓展词汇、规则动词过去式-不规则动词过去式、经历句型-情感句型”分类梳理，形成完整知识闭环。 2. 能在“家庭团聚+旅行度假+休闲娱乐”复合情景中，整合新旧知识完成口头对话与书面短文，精准运用动词过去式（visit→visited、go→went、take→took、eat→ate）。 3. 掌握个性化补漏方法，能精准定位自身薄弱点，通过针对性练习巩固知识，强化单元复习效果。 （二）教学难点 1. 复合情景中多主题知识的灵活切换与深度融合，避免表达卡顿、语法错误，实现“经历描述”与“情感表达”的自然衔接，保证表达的连贯性与逻辑性。 2. 书面短文创作中，能自主搭建框架，合理运用多句型串联内容，做到主题鲜明、条理清晰，规避动词过去式混淆、句型语序错误等问题。 3. 自主完成知识体系梳理与薄弱点定位，提升复习的主动性与精准性，形成可迁移的单元复习能力。 三、教学准备 1. 实物与道具：本单元知识体系框架图、复合情景闯关任务卡、个性化补漏清单、小组互评表、假期情景图片（复合场景）、动词过去式配对卡（含全单元词汇）；小奖品（单元复习之星、综合表达之星勋章）。 2. 教具：多媒体课件（单元知识整合动画、复合情景音频、书面创作范例、闯关素材、易错点案例）、黑板贴（知识体系框架、核心易错点、书面表达模板）。 3. 学具：学生自备错题本、知识笔记本、彩笔、空白卡片（制作个人单元知识卡）。 四、教学过程 （一）热身导入，复盘旧知 1. 易错点闯关，激活认知 开展“易错点快闪纠错”活动，教师通过课件展示本单元典型易错句（含前两课重点），如I go to the beach during my holiday.、She take photos yesterday.、How is your holiday? ，学生抢答纠错并说明理由，回顾动词过去式变化与句型用法，唤醒旧知记忆。 2. 情景设问，明确主题 出示“多元假期”复合情景图（包含走访祖父母、海滨度假、公园游玩等场景），说明：We've learned holiday words, sentences and past verbs in previous lessons. Today we'll integrate all knowledge, practice comprehensive expression and fix personal weaknesses. 板书课题“My holiday Lesson 3”，明确本节课核心——单元知识整合、综合能力闯关与个性化补漏，过渡到知识梳理环节。 （二）知识整合，构建体系 1. 小组合作，搭建知识网络 发放本单元知识体系框架图，小组合作梳理完善，按“三大模块”构建知识网络，教师巡视指导，引导学生标注知识关联点： （1）模块一：核心词汇（分类梳理） ① 基础词汇：visit grandparents、go to the zoo、go to the park、play、happy； ② 拓展词汇：travel、beach、take photos、eat delicious food、wonderful、delicious； ③ 词汇关联：按“家庭活动-旅行活动-情感描述”分类，明确不同情景对应的词汇搭配。 （2）模块二：语法与句型（整合运用） ① 动词过去式：规则变化（visit→visited、travel→traveled）、不规则变化（go→went、take→took、eat→ate），标注易混淆点； ② 核心句型：经历询问与应答（What did you do during your holiday? I visited...）、情感询问与应答（How was your holiday? It was wonderful.），整合形成对话链条。 （3）模块三：情景适配（关联应用） ① 家庭团聚情景：搭配基础词汇与经历句型； ② 旅行度假情景：搭配拓展词汇与“经历+情感”整合句型； ③ 休闲娱乐情景：灵活调用新旧词汇，自由组合句型。 各小组展示知识框架图，教师点评补充，引导学生完善知识网络，强化内在关联。 2. 知识联动，强化运用 开展“词汇句型串珠”活动，教师给出核心场景词（如holiday、beach、grandparents），学生需串联本单元知识造句，示例：During my holiday, I visited my grandparents first. Then I traveled to the beach with my family. I took photos and ate delicious food. My holiday was wonderful. 鼓励学生调用多模块知识，强化知识联动记忆。 （三）综合闯关，深化表达 1. 第一关：口头表达闯关（复合情景对话） 发放复合情景任务卡，每组抽取一个情景（如假期分享会、假期邀约复盘），小组合作创编4-5轮对话，要求整合全单元知识、规避易错点，包含经历描述与情感表达，示例： A: How was your holiday? ； B: It was wonderful. I had a great time. ； A: What did you do? Did you visit your grandparents? ； B: Yes, I did. I visited them with my parents. Then I traveled to the beach. ； A: What did you do at the beach? ； B: I took many photos and ate delicious food. ； A: That sounds great! 。 小组展示后，教师结合互评表点评，重点关注知识整合度、语法正确性、表达连贯性，评选“最佳口头表达小组”。 2. 第二关：书面表达闯关（短文创作） （1）范例引路：出示书面创作范例My Unforgettable Holiday，标注框架与知识关联： During my holiday, I had a wonderful time. First, I visited my grandparents with my parents. They were happy to see me. Then I traveled to the beach with my family. The beach was beautiful. I took many photos there and ate delicious seafood. I played games with my brother too. My holiday was unforgettable. I will remember it forever. 讲解框架：开头点题（假期感受）→ 细节描述（分场景阐述经历，按顺序衔接）→ 结尾总结（情感升华），强调多模块知识整合与易错点规避方法。 （2）创作任务：学生自主选择主题（My Happy Holiday/My Holiday Travel/My Holiday with Family），完成短文创作，要求：① 不少于6句话；② 整合至少两个假期场景；③ 无明显语法错误，正确运用动词过去式。教师针对性辅导，帮助梳理逻辑、纠正错误，对学困生提供句型模板支架。 （3）互评展示：小组内参照互评表互评短文（聚焦知识整合、逻辑、易错点），推荐优秀作品上台展示，教师点评并总结创作技巧，收集优秀作品在班级展示。 3. 第三关：个性化补漏闯关 发放个性化补漏清单，学生结合前两课练习与本次闯关情况，完成三项任务： ① 标注个人薄弱点（如不规则动词过去式、句型语序、书面逻辑）； ② 摘抄3个对应易错点的正确例句（结合本单元知识）； ③ 仿写2个句子或1段短文，强化巩固薄弱点。 教师巡视抽查，对共性薄弱点（如take→took、eat→ate的误用）集中讲解，个性问题单独辅导，完成闯关的学生获得“补漏小能手”贴纸。 （四）课堂小结，拓展延伸 1. 课堂小结 引导学生自主复盘：通过本单元三节课的学习，你构建了怎样的知识体系？掌握了哪些假期表达技巧？还有哪些薄弱环节？学生分享收获与不足，教师结合知识框架补充总结，强调：单元复习的核心是整合知识、灵活运用、精准补漏，只有将零散知识融会贯通，才能应对不同情景的表达需求。同时引导感悟：假期是成长与收获的时光，学会用英语分享假期，既能提升语言能力，又能传递快乐，养成定期复盘、及时补漏的习惯，能让英语学习更扎实高效。 2. 拓展延伸 （1）家庭任务：完善课堂书面短文，将短文读给家人听；和家人分享本单元梳理的知识体系，用英语介绍自己的假期经历，规避易错点，倾听家人的假期故事并尝试用英语简单复述。 （2）实践拓展：发起“我的假期故事册”活动，学生将短文、假期图片、知识体系卡片整合，制作成故事册，标注核心词汇、句型与易错点，作为单元复习成果；班级开展假期故事分享会，交流展示故事册。 （3）文化拓展：补充中西方特色假期活动，如中国的春节假期团聚、西方的圣诞节假期出游、东南亚的海滨度假习俗；引导学生尊重不同文化，用所学英语向家人介绍一种西方特色假期活动，拓宽文化视野。 五、板书设计 Unit 5 My holiday Lesson 3 一、单元知识体系（整合） 1. 核心词汇 基础：visit grandparents、go to the zoo/park、play、happy 拓展：travel、beach、take photos、eat delicious food、wonderful、delicious 2. 动词过去式 规则变化：visit→visited、travel→traveled 不规则变化：go→went、take→took、eat→ate 3. 核心句型 经历：What did you do during your holiday? I visited... 情感：How was your holiday? It was wonderful/great. 二、核心易错点（规避） 1. 动词过去式：避免不规则变化与原形、规则变化混淆 2. 句型语序：What did you do... 后接动词原形 3. 情景适配：不同假期场景对应合适词汇句型 三、书面表达框架 开头点题（感受）→ 分场景描述（经历，按顺序）→ 结尾总结（情感） 六、课堂练习 （一）情景内容 During the holiday, Lily had an unforgettable time. She visited her grandparents with her parents first. Her grandparents cooked delicious food for them. Then she traveled to the beach with her sister. They took many beautiful photos there. The beach was wonderful. Lily ate delicious seafood with her family. Tom's holiday was great too. He went to the park and played games with his friends. He also took photos with his camera. （二）题目 1. What did Lily do first during her holiday? （ ） A. Traveled to the beach. B. Visited her grandparents. C. Went to the park. D. Played games with friends. 2. Who did Lily travel to the beach with? （ ） A. Her parents. B. Her grandparents. C. Her sister. D. Her brother. 3. What did Lily do at the beach? （ ） A. Took photos and ate seafood. B. Cooked delicious food. C. Played games with friends. D. Visited pandas. 4. How was Tom's holiday? （ ） A. Sad. B. Great. C. Boring. D. Tired. 5. What did Tom do during his holiday? （ ） A. Traveled to the beach and took photos. B. Went to the park and played games. C. Visited his grandparents. D. Cooked delicious food. 6. Which is the past tense of eat? （ ） A. Eat. B. Eats. C. Ate. D. Eating. 7. Which sentence is correct according to the grammar? （ ） A. She take many photos at the beach. B. He went to the park with his friends. C. How is your holiday? D. I visit my grandparents yesterday. 8. What do we know from the passage? （ ） A. Lily's grandparents didn't cook food for her. B. Tom took photos with his sister. C. Lily's beach holiday was wonderful. D. Tom traveled to the beach. 9. 请根据情景内容，用What did you do during your holiday?/How was your holiday? 及应答句型写出两条句子。 10. 请结合情景和本单元知识，用英语写一段你的假期经历（不少于6句话，整合至少两个场景，运用核心句型）。 七、答案解析 （一）单选题答案 1. B 2. C 3. A 4. B 5. B 6. C 7. B 8. C （二）解析 1. 解析：根据She visited her grandparents with her parents first. 可知，莉莉假期先去探望了祖父母，故选B。 2. 解析：根据Then she traveled to the beach with her sister. 可知，莉莉和姐姐一起去了海滨，故选C。 3. 解析：根据They took many beautiful photos there. Lily ate delicious seafood with her family. 可知，莉莉在海滨拍照并吃了海鲜，故选A。 4. 解析：根据Tom's holiday was great too. 可知，汤姆的假期很棒，故选B。 5. 解析：根据He went to the park and played games with his friends. 可知，汤姆去公园和朋友玩了游戏，故选B。 6. 解析：eat的过去式为ate，属于不规则变化；A为原形，B为三单形式，D为现在分词，故选C。 7. 解析：A项表过去，take→took；C项询问过去假期感受，is→was；D项表过去，visit→visited；只有B项正确，故选B。 8. 解析：根据Then she traveled to the beach with her sister. The beach was wonderful. 可知，莉莉的海滨假期很精彩，故选C。 （三）材料分析题答案 9. 示例：① What did you do during your holiday? I visited my grandparents and traveled to the beach. ② How was your holiday? It was wonderful. 10. 示例：During my holiday, I had a great time. First, I visited my grandparents with my parents. They cooked delicious food for me. Then I went to the park with my friends. We played games and took many photos. My holiday was unforgettable. I felt very happy. 学科网（北京）股份有限公司 $