《Unit 3 Going outdoors：Lesson4》（教学设计）-2024-2025学年北师大版（三起）（2024）小学英语三年级下册

《Unit3Goingoutdoors：Lesson4》（教学设计）-2024-2025学年北师大版（2024）小学英语三年级下册一、教材分析《Unit3Goingoutdoors》围绕户外活动这一主题展开，旨在引导学生学习与户外活动相关的词汇、句型，并培养学生运用英语描述户外活动和表达喜好的能力。本单元共包含多个课时，《Lesson4》作为其中的重要部分，在知识体系上起到了巩固和拓展前几课内容的作用。从词汇方面来看，它进一步丰富了与户外活动相关的词汇，如picnicking（野餐）、cycling（骑自行车）等，让学生对户外活动有更全面的认知。在句型上，继续强化学生对描述活动和表达喜好句型的运用，如“Ilike...ing.”“Let'sgo...ing.”等，提升学生语言运用的熟练度和灵活性。课文内容通过生动有趣的情境，展示了不同角色在户外进行各种活动的场景，不仅能激发学生的学习兴趣，还能为学生提供真实的语言运用范例，帮助学生更好地理解和掌握所学知识，同时培养学生热爱户外活动、亲近大自然的情感。二、教学目标（一）知识目标学生能够听懂、会说、认读并拼写与户外活动相关的新词汇：picnicking、cycling、fishing、boating。学生能够熟练运用句型“Ilike...ing.”“Let'sgo...ing.”来表达自己喜欢的户外活动以及提议进行某项户外活动。学生能够理解并朗读课文，掌握课文中的关键信息，如人物所进行的活动等。（二）能力目标通过听说读写的训练，提升学生的语言综合运用能力，尤其是口语表达和书面表达能力，使学生能够在实际情境中自如地运用所学词汇和句型交流关于户外活动的话题。培养学生的阅读理解能力，能够从课文中提取关键信息，理解文本含义。激发学生的想象力和创造力，让学生能够根据所学知识，描述自己理想中的户外活动场景。（三）情感目标增强学生对英语学习的热情，提高学生参与课堂活动的积极性。引导学生热爱户外活动，培养学生亲近自然、享受自然的意识，激发学生对生活的热爱之情。三、教学重难点（一）教学重点掌握新词汇picnicking、cycling、fishing、boating的发音、拼写和用法。熟练运用句型“Ilike...ing.”“Let'sgo...ing.”进行表达和交流。理解课文内容，能够朗读并复述课文中的关键信息。（二）教学难点词汇picnicking的拼写较为复杂，学生容易出错，需要重点指导。在实际情境中灵活运用所学句型，自然流畅地进行交流，避免机械套用。引导学生在理解课文的基础上，进行创造性的表达，如根据课文内容进行拓展和改编。四、教学准备制作精美的教学课件，包含与户外活动相关的高清图片、有趣的动画、课文录音及视频等，用于辅助教学，增强教学的直观性和趣味性。准备单词卡片，将新学的户外活动词汇写在卡片上，并配上相应的图片，便于学生认读和记忆。准备一些小道具，如玩具自行车、钓鱼竿模型、小船模型等，在课堂上用于演示和互动，帮助学生更好地理解词汇含义。设计课堂练习纸，包括词汇拼写、句型填空、阅读理解等多种题型，用于巩固学生所学知识。准备奖励小贴纸，对课堂上积极参与、表现优秀的学生给予奖励，激发学生的学习动力。五、教学过程（一）Warming-up（5分钟）GreetingsT:Hello,boysandgirls!Howareyoutoday?Ss:Fine,thankyou.Andyou?T:I'mgreattoo.Nicetoseeyouallhere.FreetalkT:Inthelastfewlessons,wetalkedaboutmanyoutdooractivities.Canyoutellmesomeofthem?（Encouragestudentstoraisetheirhandsandanswer）Ss:Flyingkites,skating,skiing...T:Verygood!Youallrememberthemwell.Now,whichactivitydoyoulikebest?Why?Inviteseveralstudentstosharetheirfavoriteactivitiesandreasons.Forexample:S1:Ilikeflyingkitesbest.Becauseit'ssomuchfuntoseethekiteflyinghighinthesky.T:Wonderful!Youexpresseditveryclearly.（Giveastickertothestudentasareward）设计意图：通过亲切的问候和轻松的自由交谈，营造和谐的课堂氛围，拉近师生距离。回顾之前学过的户外活动，激活学生已有的知识储备，为新课的学习做好铺垫，同时锻炼学生的口语表达能力，激发学生的学习兴趣。（二）Presentation（10分钟）TeachnewwordsShowapictureofafamilyhavingapicniconthegrassintheparkonthescreen.T:Lookatthispicture.Whataretheydoing?Theyarehavingapicnic.Picnicmeanseatingoutside,usuallyinaparkorabeautifulplace.Readafterme,picnic.（Writetheword“picnic”ontheblackboardandleadthestudentstoreaditseveraltimes.Thenadd“-ing”tomakeit“picnicking”andexplainthechangeoftheformforthepresentparticiple）Usethesamemethodtoteachthewords“cycling”,“fishing”and“boating”.Showrelevantpicturesrespectively,suchasapersonridingabikefor“cycling”,amanfishingbytheriverfor“fishing”,andaboatonthelakefor“boating”.Whileteaching,payattentiontothepronunciationandspellingofeachword.Forexample,whenteaching“cycling”,emphasizethepronunciationof“y”as/aɪ/,andwhenteaching“fishing”,pointoutthedouble“s”.Afterteachingthefourwords,playagamecalled“What'smissing?”.Putallthewordcardsontheblackboard,letthestudentslookatthemforawhile,andthenquicklytakeawayonecard.Askthestudentstotellwhichwordismissing.Theonewhoanswerscorrectlygetsasmallsticker.设计意图：运用直观的图片展示新词汇所代表的活动场景，符合三年级学生形象思维占主导的认知特点，有助于学生快速理解和记忆词汇。详细讲解词汇的发音、拼写和用法，让学生扎实掌握基础知识。通过有趣的游戏，增加学习的趣味性，提高学生的注意力和参与度，同时巩固学生对新词汇的记忆。TeachkeysentencepatternsT:Now,Iknowyoualllikedifferentoutdooractivities.Ilikecycling.Becauseitcanmakemestrongandhealthy.（Showapictureofmyselfcyclinganddoasimplecyclingaction）Ilikecycling.Readafterme.Letthestudentsrepeatthesentenceseveraltimes,andtheninvitethemtousethenewwordstomakesentenceslike“Ilike...ing.”.Forexample:S1:Ilikepicnicking.T:Great!Whydoyoulikepicnicking?S1:BecauseIcaneatalotofdeliciousfood.T:Wonderfulanswer.（Giveastickertothestudent）Next,showapictureofseveralchildrengoingboatingonthelake.T:Lookatthesechildren.Theyarehavingsomuchfunboating.Let'sgoboating.Thissentencemeanswesuggestgoingtodothisactivitytogether.Readafterme,Let'sgoboating.Leadthestudentstoreadthesentence,andthenaskthemtomakesimilarsentencestosuggestdifferentoutdooractivities.设计意图：通过教师的示范和引导，结合生动的图片和动作，让学生理解两个关键句型的含义和用法。鼓励学生积极参与造句，在实践中运用句型，培养学生的口语表达能力和语言运用能力，同时让学生感受到英语在日常生活中的实用性。（三）Textlearning（15分钟）ListenandanswerT:Now,let'slistentoadialogue.Listencarefullyandfindoutwhatoutdooractivitiesthechildrenaretalkingabout.（Playtherecordingofthetextforthefirsttime）Afterlistening,askthestudentstoraisetheirhandsandanswerthequestion.Ss:Theyaretalkingaboutpicnicking,cyclingandfishing.ListenandreadPlaytherecordingagain,andthistimeletthestudentslistenandreadafterthetapesentencebysentence.Theteacherwalksaroundtheclassroom,payingattentiontothestudents'pronunciationandintonation.Stopatsomedifficultsentencesandexplainthem.Forexample,forthesentence“Therearesomanyfishintheriver!”,explainthemeaningof“somany”andhowtouseittodescribealargequantity.Afterlisteningandreading,askthestudentstoreadthetextinpairs,helpingeachotherwiththepronunciationandunderstanding.ReadandactDividethestudentsintogroupsofthreeorfour.Eachgroupisassignedapartofthetexttoactout.Theycanusethesmallpropspreparedinadvance,suchasthetoybikeforcycling,thefishingrodmodelforfishing,etc.Inviteseveralgroupstocometothefrontoftheclassroomandperformtheirparts.Therestofthestudentswatchandevaluate.Aftereachperformance,asktheaudiencesomequestionsrelatedtotheperformance,like“Whatactivitydidtheyactout?”“Whatdidtheysayinthedialogue?”.设计意图：听力训练帮助学生捕捉关键信息，培养学生的听力理解能力。跟读和分角色朗读环节，让学生在模仿中纠正发音，提高朗读水平，同时加深对课文内容的理解。角色扮演活动使课堂更加生动有趣，增强学生的口语表达能力和团队协作能力，让学生在亲身体验中更好地掌握课文知识，提高学生的学习积极性和主动性。（四）Practice（10分钟）GroupworkDividethestudentsintogroupsoffour.Eachgroupgetsasetofcardswithdifferentoutdooractivitieswrittenononesideandpicturesontheotherside.Thetaskforeachgroupistotaketurnstopickacard,describetheactivityonthecardusingthesentencepattern“Ilike...ing.”or“Let'sgo...ing.”,andthenshowthepicturetothegroupmemberstocheckiftheyareright.Forexample:S1:Ipickacard.Ilikefishing.BecauseIcanenjoythequiettimebytheriver.（Thenshowthepictureoffishingtothegroup）S2:Yes,youareright.Nowit'smyturn.Let'sgocycling.Ithinkit'sveryexciting.（Pickacardandshowthepicture）Walkaroundthegroupstogiveguidanceandhelp.Encouragethestudentstousedifferentreasonstoexplaintheirchoices.WriteandshareHandouttheexercisepaperstothestudents.Onthepaper,therearesomesentenceswithblanks.Forexample:“Ilike______ing.Becauseit's______.”“Let'sgo______ing.Itwillbefun.”Askthestudentstofillintheblankswiththenewwordstheylearnedandtheirownreasons.Aftertheyfinishwriting,askthemtosharetheirsentenceswiththeirpartnersinthegroup.Theninviteseveralstudentstocometothefrontoftheclassroomandsharetheirsentenceswiththewholeclass.设计意图：小组活动为学生提供了更多的口语交流机会，培养学生的合作学习能力和沟通能力。通过描述卡片上的活动，学生能够更加熟练地运用所学句型，同时丰富对户外活动的表达。写作和分享环节，将口语表达转化为书面表达，巩固学生对词汇和句型的运用，提高学生的写作能力和语言组织能力，同时让学生从同伴的分享中获取更多的灵感和想法。（五）Production（5分钟）Letthestudentsdrawapictureoftheirfavoriteoutdooractivityonapieceofwhitepaper.Theycanalsodrawsomeotherelementsrelatedtotheactivity,suchastheplace,thepeople,andthethingstheyneed.Afterdrawing,askthestudentstowriteashortpassageabouttheirpicturesusingthewordsandsentencestheylearned.Forexample:“Myfavoriteoutdooractivityispicnicking.IlikepicnickingbecauseIcaneatdeliciousfoodwithmyfamily.Weoftengototheparkforapicnic.Wetakeabigblanket,sandwiches,fruitsanddrinks.Wesitontheblanket,enjoythefoodandchathappily.It'ssomuchfun.”Inviteseveralstudentstocometothefrontoftheclassroom,showtheirpicturesandreadtheirpassagestotheclass.Therestofthestudentslistencarefullyandcanasksomequestionsiftheyareinterested.设计意图：绘画和写作相结合的活动，充分发挥学生的想象力和创造力，让学生将所学知识与个人兴趣和生活实际紧密联系起来。通过用英语描述自己的画作，学生能够综合运用词汇、句型和语法知识，提高语言综合运用能力，同时培养学生的自信心和表达能力，展示学生的个性和风采。（六）Summaryandhomework（5分钟）SummaryT:Boysandgirls,todaywelearnedsomenewwordsaboutoutdooractivities,likepicnicking,cycling,fishingandboating.Wealsolearnedtwoimportantsentencepatterns“Ilike...ing.”and“Let'sgo...ing.”totalkaboutourfavoriteactivitiesandmakesuggestions.Andwereadaveryinterestingdialogueaboutchildren'soutdooractivities.Let'sreviewthesewordsandsentencestogether.（Reviewthenewwordsandkeysentencepatternswiththestudents,askingthemtoreadaloudandspellthewords）HomeworkAskthestudentstomakeasmallphotoalbumabouttheiroutdooractivities.Theycanchooses