Unit 5 My holiday Lesson 4（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 Lesson 4，围绕假期分享主题，整合核心词汇（含新增souvenir、share）、动词过去式及一般过去时句型。通过“假期经历速答”激活前3课旧知，结合实物引出新词，播放班级假期分享模拟视频明确主题，搭建“情景需求-词汇句型-情感传递”学习支架。 此资料以真实情景任务为特色，如“班级假期分享会”“短文创作与小组互评”，融合文化意识（中西方假期分享形式对比）与思维品质（知识迁移与逻辑整合），借助多媒体课件（真实视频、范文音频）和实物教具提升语言应用。助力学生养成“学以致用-反思优化”习惯，为教师提供完整教学闭环与实用资源。

Unit 5 My holiday Lesson 4 教学设计 一、核心素养目标 （一）语言能力 1. 熟练运用本单元核心词汇（基础+拓展）与动词过去式，新增实用词汇souvenir、share，能在真实假期分享情景中灵活调用；整合一般过去时句型，实现“经历描述-感受表达-物品分享”的连贯表达，精准规避易错点。 2. 能听懂真实语境下的假期分享对话、短文，精准提取关键信息；能独立完成假期主题短文创作、情景分享展示，做到表达规范、逻辑清晰。 （二）文化意识 1. 了解中西方假期分享的不同形式，如中国偏爱口头讲述经历，西方常搭配纪念品展示分享，尊重多元分享文化；强化分享意识与感恩情怀，感受假期经历的传递价值。 （三）思维品质 1. 能将单元零散知识转化为实用表达能力，建立“情景需求-词汇句型-情感传递”的关联逻辑，提升真实情景中的语言迁移与创新表达能力。 （四）学习能力 1. 在真实情景任务、小组互评、成果展示中主动运用知识，养成“学以致用-反思优化”的学习习惯，提升自主表达、合作分享与问题解决能力。 二、教学重难点 （一）教学重点 1. 掌握新增词汇souvenir、share的用法，熟练整合本单元知识，在真实情景中完成“经历-感受-物品”的连贯表达。 2. 强化一般过去式的精准运用，尤其是不规则动词过去式，能在短文、对话中灵活切换表达，无明显语法错误。 3. 能独立完成假期主题短文创作与情景展示，实现单元知识的落地应用，形成完整表达闭环。 （二）教学难点 1. 真实情景中“经历描述、情感表达、物品分享”的自然衔接，避免表达卡顿、逻辑断层，保证语言连贯性。 2. 短文创作中，能自主搭建逻辑框架，合理运用衔接词，将多场景假期经历有序整合，提升表达质感。 3. 面对真实分享场景，能克服表达胆怯，精准运用所学知识传递假期经历与感受，提升语言实用能力。 三、教学准备 1. 实物与道具：假期纪念品（钥匙扣、明信片等）、情景任务卡、小组互评表、单元知识清单、短文写作支架；小奖品（分享之星、表达之星勋章）。 2. 教具：多媒体课件（真实假期分享视频、范文音频、情景素材、易错点集锦）、黑板贴（新增词汇、核心句型、衔接词模板）。 3. 学具：学生自备假期相关物品（照片、纪念品）、错题本、练习本、作文本。 四、教学过程 （一）热身导入，激活应用 1. 旧知复盘，情景铺垫 开展“假期经历速答”活动，教师结合前3课内容提问，学生快速应答并补充细节： ① How was your holiday? ② What did you do during your holiday? ③ Did you take photos? 随后出示假期纪念品，追问：Many people buy souvenirs during holidays. What is it? 引导学生观察实物，自然引出新增词汇，过渡到分享情景。 2. 情景导入，明确主题 播放班级假期分享模拟视频，视频中包含经历讲述、纪念品展示、感受分享等环节，提问：What did they share in the video? 引导学生总结分享要素，板书课题“My holiday Lesson 4”，明确本节课核心——在真实分享情景中应用单元知识，完成假期分享展示，过渡到新知拓展环节。 （二）新知拓展，衔接应用 1. 词汇教学：情景具象，灵活运用 结合实物与情景，教学新增词汇，强化用法与搭配： ① souvenir：出示钥匙扣、明信片等实物，领读单词，讲解意为纪念品，搭配buy a souvenir、show a souvenir，造句：I bought a souvenir at the beach. ； ② share：模仿分享动作，领读单词，讲解意为分享，搭配share sth. with sb.，造句：I want to share my holiday with you. 。 词汇巩固：开展“实物配短语”游戏，学生手持自带假期物品，用新增词汇与前序知识造句，如：I traveled to the park. I bought this souvenir. I want to share it with you. ，强化词汇与旧知的衔接。 2. 句型整合：场景串联，连贯表达 结合分享情景，整合本单元句型，构建“分享闭环”句型链，板书核心句型： ① 开场引入：I want to share my holiday with you. ； ② 经历描述：During my holiday, I traveled to the beach. I took photos and ate delicious food. ； ③ 物品分享：I bought a souvenir. It's a beautiful key. ； ④ 情感总结：My holiday was wonderful. I felt very happy. 。 句型练习：播放句型音频，学生跟读模仿，注重语调和情感表达；开展“师生示范-生生互练”，教师结合实物示范完整分享，学生两人一组模仿练习，教师巡视纠正语法错误与表达卡顿。 3. 重难点突破：专项强化 （1）衔接词专项：讲解first、then、finally等衔接词用法，结合范文标注，引导学生用衔接词串联分享内容，避免逻辑混乱，示例：First, I visited my grandparents. Then I traveled to the beach. Finally, I bought a souvenir. ； （2）情景适配专项：展示不同分享场景（班级分享、家庭分享），学生调整表达语气与细节，强化真实情景的语言适配能力； （3）易错点专项：结合前3课易错点，展示典型错误句，学生抢答纠错，重点强化不规则动词过去式与句型语序，巩固知识应用。 （三）综合应用，成果落地 1. 任务一：短文创作，夯实表达 （1）范文引路：出示范文My Holiday Share，标注衔接词、核心句型与新增词汇，讲解创作框架： I want to share my holiday with you. During my holiday, it was wonderful. First, I visited my grandparents with my parents. They cooked delicious food for me. Then I traveled to the beach with my sister. We took many photos and ate delicious seafood. I bought a souvenir—a small shell. I like it very much. Finally, I played games with my friends in the park. My holiday was unforgettable. I hope to share more with you. 明确要求：① 不少于7句话；② 包含经历、物品、情感三要素；③ 运用衔接词与新增词汇，无明显语法错误。为学困生提供句型支架，降低创作难度。 （2）自主创作：学生结合自带物品与真实经历，独立完成短文写作，教师巡视指导，针对性解决语法错误、逻辑混乱等问题，帮助学生优化表达。 （3）小组互评：小组内参照互评表，从内容完整性、语法正确性、逻辑连贯性三方面互评短文，提出修改建议，学生自主优化作文。 2. 任务二：情景展示，实战应用 开展“班级假期分享会”，学生手持短文与自带物品，上台完成3-5分钟分享，要求：① 脱稿或半脱稿表达；② 结合物品展示，语气自然；③ 完整呈现分享闭环。 教师与学生共同点评，点评重点：知识应用准确性、表达连贯性、情景适配度，评选“最佳分享者”“最佳表达小组”，颁发奖品，激发学生表达热情。 3. 任务三：错题复盘，精准补漏 学生结合短文写作与情景展示中的错误，对照单元知识清单，完成两项任务：① 整理个人易错点，补充到错题本，标注正确用法；② 仿写2个句子，强化薄弱点巩固，教师抽查并集中讲解共性易错点，形成单元知识应用闭环。 （四）课堂小结，拓展延伸 1. 课堂小结 引导学生自主复盘：本节课你如何运用单元知识完成假期分享？新增了哪些实用词汇？还有哪些表达需要优化？学生分享收获与不足，教师结合板书总结，强调：语言学习的核心是学以致用，通过分享不仅能传递假期快乐，更能巩固知识、提升能力。同时引导感悟：学会分享是一种美好品质，用英语分享假期，既能锻炼语言，又能拉近彼此距离，养成及时复盘、优化表达的习惯。 2. 拓展延伸 （1）家庭任务：将优化后的短文读给家人听，结合物品向家人完成英语假期分享；尝试用所学知识倾听家人的假期经历，并用简单英语复述。 （2）实践拓展：发起“假期分享册”制作活动，学生将短文、假期照片、纪念品图片整合，标注核心词汇与句型，制作成分享册，在班级展示区陈列，作为单元学习成果。 （3）文化拓展：补充中西方假期分享文化细节，如西方节日假期常举办分享派对，展示旅行纪念品、美食；中国传统假期多家庭围坐讲述经历，引导学生尊重多元文化，尝试用英语模拟西方假期分享场景，拓宽文化视野。 五、板书设计 Unit 5 My holiday Lesson 4 一、核心词汇（新增+整合） 1. 新增词汇：souvenir（纪念品）、share（分享） 2. 整合词汇：visit grandparents、travel、beach、take photos、eat delicious food、wonderful 3. 动词过去式：visit→visited、go→went、take→took、eat→ate、buy→bought 二、分享句型链 1. 开场：I want to share my holiday with you. 2. 经历：During my holiday, I traveled to... I took photos and ate... 3. 物品：I bought a souvenir. It's a... 4. 总结：My holiday was wonderful. I felt very happy. 三、衔接词（逻辑支架） First、Then、Finally、Also、And 四、核心易错点（规避） 1. 不规则动词过去式：buy→bought（勿写buyed） 2. 句型搭配：share sth. with sb.（正确搭配） 3. 时态一致：全文统一用一般过去时 六、课堂练习 （一）情景内容 Lucy wants to share her holiday with her classmates. During her holiday, she traveled to a small town with her family. First, she visited her uncle's farm. She saw many animals and played with them. Then she went to a local market. She bought a souvenir—a hand-made doll. It was very beautiful. She also ate delicious local food with her family. Finally, she took many photos with her uncle. Lucy's holiday was great. She felt happy to share it with her classmates. （二）题目 1. What does Lucy want to do with her classmates? （ ） A. Visit her uncle's farm. B. Share her holiday. C. Buy a souvenir. D. Eat local food. 2. Where did Lucy travel during her holiday? （ ） A. To a small town. B. To the beach. C. To the park. D. To her grandparents' home. 3. What souvenir did Lucy buy? （ ） A. A small shell. B. A hand-made doll. C. A beautiful key. D. A postcard. 4. What did Lucy do first on her holiday? （ ） A. Visited her uncle's farm. B. Went to the local market. C. Bought a souvenir. D. Took photos with her uncle. 5. How was Lucy's holiday? （ ） A. Boring. B. Sad. C. Great. D. Tired. 6. Which is the past tense of buy? （ ） A. Buy. B. Buys. C. Bought. D. Buying. 7. Which sentence is correct according to the grammar? （ ） A. I want to share my holiday you. B. She buy a hand-made doll yesterday. C. Lucy traveled to a small town with her family. D. During my holiday, I take many photos. 8. What do we know from the passage? （ ） A. Lucy didn't eat local food. B. Lucy played with animals on the farm. C. Lucy's souvenir was made by herself. D. Lucy traveled alone. 9. 请根据情景内容，用I want to share.../I bought a souvenir. 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分享（不少于7句话，包含经历、物品、情感三要素，运用衔接词）。 七、答案解析 （一）单选题答案 1. B 2. A 3. B 4. A 5. C 6. C 7. C 8. B （二）解析 1. 解析：根据Lucy wants to share her holiday with her classmates. 可知，露西想和同学分享她的假期，故选B。 2. 解析：根据During her holiday, she traveled to a small town with her family. 可知，露西去了一个小镇旅行，故选A。 3. 解析：根据She bought a souvenir—a hand-made doll. 可知，露西买了一个手工娃娃作为纪念品，故选B。 4. 解析：根据First, she visited her uncle's farm. 可知，露西假期首先去了她叔叔的农场，故选A。 5. 解析：根据Lucy's holiday was great. 可知，露西的假期很棒，故选C。 6. 解析：buy的过去式为bought，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项缺少介词with，正确表达为share my holiday with you；B项表过去，buy→bought；D项表过去，take→took；只有C项正确，故选C。 8. 解析：根据First, she visited her uncle's farm. She saw many animals and played with them. 可知，露西在农场和动物玩了，故选B。 （三）材料分析题答案 9. 示例：① I want to share my holiday with my classmates. ② I bought a souvenir—a hand-made doll. I like it very much. 10. 示例：I want to share my holiday with you. During my holiday, it was great. First, I traveled to a small town with my family. We visited my uncle's farm and I played with many animals. Then I went to a local market. I bought a souvenir—a hand-made doll. It was beautiful. Finally, I ate delicious local food with my family. My holiday was unforgettable. I felt very happy. 学科网（北京）股份有限公司 $