北师大版（三起）（2024）三年级上册英语Unit2《School life》教学设计（共4课）.docx

1、北师大版（三起）（2024）三年级上册英语Unit2School life教学设计（共4课）Unit2School lifeLesson 1教案一、教材分析1. 单元主题本单元的主题是“School life”，围绕学校生活展开，贴近学生的实际生活，能够激发学生的学习兴趣和共鸣。通过学习本单元，学生将了解学校的不同场所、学习用品以及在学校的日常活动等内容，培养学生用英语表达学校生活相关事物和活动的能力，同时增强学生对学校生活的热爱和对英语学习的积极性。2. 本节课内容Lesson 1是本单元的第一课时，主要内容包括学习学校场所的单词classroom, library, playground以

2、及句型“This is our. Its.”。教材通过生动的图片和简单的对话，引导学生认识学校的主要场所，并能用所学句型进行简单的介绍。这些单词和句型是本单元的基础，为后续学习学校生活中的其他内容做好铺垫。3. 教材地位和作用本节课是学生学习本单元的开端，对于学生建立对学校生活的英语认知具有重要意义。学习学校场所的单词和句型，不仅能够帮助学生在实际生活中运用英语进行交流，如介绍自己的学校，还为后续学习关于学校活动、课程等内容奠定了词汇和语言结构基础。同时，通过对学校场所的学习，也有助于培养学生对校园环境的熟悉和热爱之情。二、教学目标1. 知识目标学生能够听懂、会说、认读单词classroom,

3、 library, playground。学生能够理解并运用句型“This is our. Its.”来介绍学校的场所。2. 能力目标学生能够在实际情境中准确运用所学单词和句型描述学校的不同场所。培养学生的观察能力、口语表达能力和合作学习能力。3. 情感目标激发学生对英语学习的兴趣，培养学生积极参与课堂活动的意识。让学生感受学校生活的丰富多彩，增强对学校的热爱之情。三、教学重难点1. 教学重点掌握单词classroom, library, playground的发音、拼写和意义。熟练运用句型“This is our. Its.”进行学校场所的介绍。2. 教学难点“library”的发音及正确运

4、用“This is our.”句型进行复数场所的介绍，如“This is our classrooms.”。引导学生在实际情境中自然、流畅地运用所学知识进行交流表达。四、学生情况三年级的学生刚刚接触英语学习，对英语充满了好奇心和求知欲。他们具有较强的模仿能力和表现欲望，但注意力集中时间较短，抽象思维能力尚未发展成熟。在学习本节课之前，学生已经对一些简单的日常用语有了初步的了解，如Hello, Hi等。对于学校场所，他们在日常生活中非常熟悉，但用英语表达还存在一定的困难。因此，在教学过程中，要注重采用生动有趣的教学方法，激发学生的学习兴趣，通过多种形式的活动，让学生积极参与到课堂中来，逐步掌握所

5、学知识。五、教学准备1. 教师准备新教材北师大版（三起）（2024）小学英语三年级上册课本。多媒体课件，包括学校场所的图片、视频、动画等。单词卡片、教学道具（如小黑板、玩具桌椅等模拟学校场所）。奖励学生的小贴纸、小奖品。2. 学生准备英语课本。学习用品，如铅笔、橡皮等。六、教学过程（一）Warming-up1. GreetingsT: Hello, boys and girls. Nice to meet you!Ss: Hello, teacher. Nice to meet you, too!T: How are you today?Ss: Im fine, thank you. And

6、you?T: Im very well too. Before we start our new lesson, lets sing a song together. Are you ready?设计意图：通过日常问候和简单的对话，拉近师生距离，营造轻松愉快的课堂氛围，同时复习已学的日常用语，为新课的学习做好铺垫。2. Sing a song播放歌曲“Our School”，师生一起跟着音乐唱歌、做动作。Our school is very beautiful.There are many classrooms and trees.We study and play here every da

7、y.Our school is like a big family.设计意图：利用歌曲导入新课，激发学生的学习兴趣，让学生在欢快的音乐中初步感受学校的氛围，同时也为引出本节课的主题“School life”做铺垫。（二）Lead-in1. Free talkT: Boys and girls, we just sang a song about our school. Do you like our school?Ss: Yes!T: What can you see in our school?S1: I can see trees.T: Very good! What else?S2: I

8、 can see flowers.T: Great! You are all very observant. Today, we are going to learn more about our school. Lets look at some pictures.设计意图：通过自由谈话，引导学生回忆学校里的事物，自然地引出本节课的学习内容，同时也锻炼了学生的口语表达能力和观察能力。2. Show pictures教师通过多媒体课件展示学校不同场所的图片，如教室、图书馆、操场等，每张图片展示时，教师先问学生：“Whats this?”引导学生用中文回答，然后再用英语说：“This is a.

9、（classroom/library/playground）”，让学生对所学单词有一个初步的印象。设计意图：利用图片直观地展示学校场所，吸引学生的注意力，帮助学生建立单词与实物的联系，为后续的单词学习做好铺垫。（三）Presentation1. Learn the new wordsClassroom教师拿出单词卡片“classroom”，带领学生读单词，强调字母“a”的发音/。然后将单词卡片贴在黑板上，指着卡片说：“This is a classroom. Classroom.”让学生跟读几遍。接着，教师用手指着教室问学生：“Whats this?”引导学生回答：“This is a cla

10、ssroom.”Library教师拿出单词卡片“library”，先让学生观察单词的发音，然后教师示范发音，注意字母“i”的发音/a/。教师带领学生读单词，多读几遍后，将单词卡片贴在黑板上，说：“This is a library. Library.”让学生跟读。教师可以通过提问：“Where can we read books?”引导学生回答：“In the library.”来加深学生对单词的理解和记忆。Playground教师拿出单词卡片“playground”，让学生尝试自己发音，然后教师纠正发音，强调字母“ou”的发音/a/。教师带领学生读单词，将单词卡片贴在黑板上，说：“This

11、is a playground. Playground.”让学生跟读。教师可以通过提问：“Where can we play sports?”引导学生回答：“On the playground.”来帮助学生记忆单词。设计意图：通过单词卡片、发音示范、跟读等方式，让学生逐个学习新单词，注重单词的发音和意义的讲解，帮助学生准确掌握单词。同时，通过提问与学生互动，引导学生将单词与实际场景联系起来，加深记忆。2. Practice the new wordsGame 1: Whats missing?教师在黑板上展示三张单词卡片（classroom, library, playground），让学生闭

12、上眼睛，教师悄悄拿走一张卡片，然后让学生睁开眼睛，问：“Whats missing?”学生用英语回答。这个游戏可以反复进行几次，以巩固学生对单词的记忆。Game 2: Listen and point教师说出单词（classroom, library, playground），学生用手指向相应的单词卡片。或者教师用手指向单词卡片，学生说出单词。这个游戏可以锻炼学生的听力和反应能力。设计意图：通过游戏的方式进行单词练习，增加学习的趣味性，激发学生的学习积极性，让学生在轻松愉快的氛围中巩固所学单词。3. Learn the new sentence pattern教师在黑板上画出一个学校的简单平面

13、图，在图上分别标注classroom, library, playground等场所。然后，教师指着教室的位置说：“This is our classroom. Its big and clean.”并用手势比划教室的大小和干净程度，让学生理解句子的意思。接着，教师带领学生读句子“This is our classroom. Its big and clean.”，多读几遍后，让学生模仿例句，用“This is our. Its.”来描述图书馆和操场。例如，教师指着图书馆问学生：“What can you say about the library?”引导学生回答：“This is our l

14、ibrary. Its quiet and there are many books.”教师再指着操场问学生：“How about the playground?”学生回答：“This is our playground. Its very wide and we can play football there.”设计意图：通过在黑板上画平面图，结合实际场景，直观地教授新句型，让学生明白句型的用法和意义。同时，引导学生模仿例句进行描述，培养学生的语言运用能力和创造力。（四）Text learning1. Open the bookT: Now, lets open our books and

15、turn to page 14. Look at the pictures and listen to the tape. What are the children talking about?设计意图：让学生打开课本，引导学生关注教材内容，为学习课文做准备。2. Listen and answer播放课文录音，让学生边听边看课文图片，然后回答问题：How many places do they talk about?（Three. They are classroom, library and playground.）What does the girl say about the cla

16、ssroom?（This is our classroom. Its nice.）What does the boy say about the library?（This is our library. Its big.）What do they say about the playground?（This is our playground. We can play games there.）设计意图：通过听录音回答问题，培养学生的听力理解能力和获取关键信息的能力，同时让学生进一步熟悉课文内容和所学句型。3. Read after the tapeT: Now, lets read aft

17、er the tape. Pay attention to the pronunciation and intonation.教师播放课文录音，学生跟读，模仿录音中的语音、语调。跟读两遍后，教师让学生自己读课文，然后请几位同学站起来朗读，教师给予纠正和评价。设计意图：让学生跟读录音，纠正发音，培养学生良好的语音语调习惯。让学生自己读课文并进行朗读展示，有助于检查学生对课文的掌握情况，同时也能锻炼学生的口语表达能力。4. Role-play将学生分成小组，每组三人，分别扮演课文中的女孩、男孩和旁白。学生在小组内练习对话，然后进行角色扮演展示。在展示过程中，教师鼓励学生尽量模仿课文中的语音、语调，

18、并加上适当的动作和表情。其他小组的学生认真观看，并在展示结束后进行评价，如发音是否准确、表演是否生动等。设计意图：通过角色扮演，让学生在实际情境中运用所学知识，提高学生的语言运用能力和合作学习能力。同时，评价环节可以培养学生的倾听能力和批判性思维能力。（五）Practice1. Group work教师将学生分成若干小组，每组发给一张学校平面图（平面图上标注了一些学校场所，但没有标注名称）和一套单词卡片（classroom, library, playground等）。要求学生小组合作，将单词卡片贴在相应的场所位置上，并使用“This is our. Its.”句型对每个场所进行介绍。例如：“

19、This is our classroom. Its bright and spacious.” “This is our library. Its quiet and has a lot of books.” “This is our playground. Its very large and we can play basketball here.”每个小组推选一名代表进行展示，向全班同学介绍他们小组完成的学校平面图。设计意图：通过小组活动，让学生在合作中巩固所学单词和句型，培养学生的团队合作精神和语言表达能力。同时，让学生自己动手贴单词卡片和介绍场所，增加学习的趣味性和参与度。2. M

20、ake a dialogue教师创设情境：假设你的朋友来你们学校参观，你要向他介绍学校的一些场所。学生两人一组，根据情境编对话。对话内容可以参考课文，也可以自己发挥想象，如介绍学校的其他场所（如食堂、体育馆等）。例如：A: Hello, welcome to our school.B: Thank you. Your school is very beautiful.A: This is our classroom. Its clean and tidy. We have classes here.B: Thats great. Whats this building?A: Its our l

21、ibrary. There are many interesting books in it. We can read books and do our homework there.B: Wow, it sounds good. And where is the playground?A: Look, over there. Thats our playground. We can play sports and games on it. Its a lot of fun.学生编好对话后，在小组内进行练习，然后请几组同学上台表演对话。设计意图：创设真实的情境，让学生运用所学知识进行对话练习，

22、培养学生在实际生活中运用英语进行交流的能力。同时，鼓励学生发挥想象，拓展学生的思维能力和语言运用能力。（六）Summary1. Review the words and sentencesT: Today, we have learned some new words about school places. What are they?Ss: Classroom, library, playground.T: Very good! And what sentence pattern did we learn?Ss: This is our. Its.教师带领学生一起回顾所学单词和句型，通过单

23、词卡片和黑板上的板书进行复习，让学生加深记忆。设计意图：对本节课的重点内容进行总结回顾，帮助学生梳理知识，强化记忆，确保学生掌握所学内容。2. Summary the importance of learning EnglishT: Boys and girls, we have learned how to talk about our school in English today. English is a very useful language. It can help us communicate with people from different countries and k

24、now more about the world. So, we should study English hard and use it more in our daily life. Do you understand?Ss: Yes!设计意图：在总结知识的同时，对学生进行学习英语重要性的教育，激发学生学习英语的动力和积极性，培养学生的学习兴趣和学习态度。（七）Homework1. Listen to the tape of Lesson 1 for five times and read the text aloud.设计意图：通过听读作业，巩固学生的听力和口语表达能力，培养学生的语感。

25、2. Draw a picture of your school and label the different places with English words (classroom, library, playground, etc.). Then write a short passage to introduce your school using the sentence pattern “This is our. Its.”设计意图：让学生通过画学校并标注英文单词和写短文的方式，进一步巩固所学知识，培养学生的动手能力和书面表达能力，同时也能让学生更加熟悉自己的学校环境。七、板书设

26、计Unit2 School life：Lesson 1Words:classroom /klsrum/library /labrri/playground /plerand/Sentence patterns:This is our classroom. Its big and clean.This is our library. Its quiet and there are many books.This is our playground. Its very wide and we can play football there.设计意图：板书设计简洁明了，重点突出，将本节课的重点单词和

27、句型展示在黑板上，便于学生理解和记忆。同时，通过合理的布局和书写规范，为学生树立良好的书写榜样。八、教学反思在本节课的教学过程中，通过多种教学方法和活动，如歌曲、游戏、角色扮演等，激发了学生的学习兴趣，让学生积极参与到课堂中来。学生在轻松愉快的氛围中学习了学校场所的单词和句型，并能够在实际情境中进行运用。但是，在教学过程中也存在一些不足之处。例如，在单词发音教学中，部分学生对“library”的发音掌握不够准确，需要在今后的教学中加强个别辅导。在小组活动中，个别小组的合作不够积极，需要进一步引导学生学会合作学习。在今后的教学中，我将不断改进教学方法，关注学生的个体差异，加强对学生学习方法的指导

28、，提高课堂教学的有效性，让学生在英语学习中取得更大的进步。北师大版（三起）（2024）三年级上册英语Unit2School lifeLesson 2教案一、教材分析本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit2School life中的Lesson 2。本单元主题围绕学校生活展开，Lesson 2主要聚焦于学校里的各种物品以及相关的活动和场景。教材通过生动的图片和简单的对话，引导学生学习与学校生活密切相关的词汇和句型。例如，教材中可能会出现教室、书桌、椅子、黑板等物品的词汇，以及“This is my desk. That is the blackboard.”等句型，

29、旨在帮助学生熟悉学校环境的同时，初步掌握用英语表达身边事物的能力，为后续的英语学习奠定基础。二、教学目标（一）知识目标1. 学生能够听懂、会说、认读与学校生活相关的词汇，如：classroom, desk, chair, blackboard, book, pencil等。2. 学生能够理解并运用句型“This is my That is the”来介绍学校里的物品。（二）能力目标1. 学生能够在实际情境中准确运用所学词汇和句型描述学校里的物品和位置。2. 培养学生的听、说、读能力，使其能够初步运用英语进行简单的日常交流。（三）情感目标1. 激发学生学习英语的兴趣，培养他们积极参与课堂活动的意

30、识。2. 引导学生热爱学校生活，增强对学校的归属感和认同感。三、教学重难点（一）教学重点1. 掌握与学校生活相关的词汇，如：classroom, desk, chair, blackboard, book, pencil等。2. 熟练运用句型“This is my That is the”进行表达。（二）教学难点1. 区分“This is my”和“That is the”的用法，以及准确理解“my”和“the”的含义和用法差异。2. 让学生能够在实际情境中自然、流畅地运用所学词汇和句型进行交流。四、学生情况三年级的学生刚刚接触英语学习，对英语充满了好奇心和求知欲。他们具有较强的模仿能力和表现

31、欲望，但注意力集中时间相对较短。在知识储备方面，学生已经在之前的学习中对一些简单的日常用语有了初步的了解，但对于学校相关的具体词汇和句型还需要进一步学习和巩固。因此，在教学过程中，要注重采用生动有趣的教学方法，激发学生的学习兴趣，通过多样化的活动和反复练习，帮助学生掌握知识，提高他们的语言运用能力。五、教学准备1. 教师准备相关的教学图片、单词卡片、实物道具（如书桌、椅子、黑板擦等）、多媒体课件。2. 学生准备自己的学习用品（如书本、铅笔等）。六、教学过程（一）Warming-up1. GreetingsT: Hello, boys and girls. Nice to see you aga

32、in.Ss: Hello, teacher. Nice to see you too.设计意图：通过日常问候，拉近师生距离，营造轻松愉快的课堂氛围。2. Sing a songPlay the song “Hello” on the multimedia. Let the students sing along with the music.T: Now, lets sing a song together. Are you ready?Ss: Yes!设计意图：以歌曲导入，激发学生的学习兴趣，让学生快速进入英语学习状态，同时复习之前学过的问候语。（二）Lead-in1. Show a pic

33、ture of a schoolDisplay a picture of a school on the multimedia and ask the students what they can see in the picture.T: Look at this picture. Whats this? Its a school. What can you see in the school?Ss: I can see a building. / I can see some trees. / I can see a playground. etc.设计意图：通过展示学校的图片，引导学生观

34、察并说出学校里的常见事物，为引出本节课的主题和相关词汇做铺垫。2. Point to the classroom in the picture and sayT: This is a classroom. Its a very important place in our school. We have classes here. Do you like our classroom?Ss: Yes!Then lead to the new lesson by saying “Today, we are going to learn more about things in the classr

35、oom.”设计意图：自然地引出“classroom”这个单词，并强调其重要性，激发学生对教室相关内容的学习兴趣，从而顺利导入新课。（三）Presentation1. Teach the new wordsClassroomPoint to the classroom in the picture again and say “classroom” slowly and clearly. Let the students repeat several times.Then write the word “classroom” on the blackboard and ask the stude

36、nts to read it together.T: Look at the blackboard. This is the word “classroom”. Read after me, classroom.Ss: Classroom.设计意图：通过图片、板书和跟读等方式，让学生直观地学习“classroom”这个单词，加深记忆。Desk and chairBring a desk and a chair to the front of the classroom and say “This is a desk. And this is a chair.” while pointing t

37、o them respectively. Let the students touch and feel the desk and chair to have a better understanding.Have the students repeat the words “desk” and “chair” after the teacher, and ask them to pair up and practice saying the words to each other, pointing to the corresponding objects.T: Now, you two.

38、One points to the desk and says “desk”, the other points to the chair and says “chair”. Then switch.Ss: (Do as the teacher says)设计意图：利用实物展示，让学生亲身体验和感受“desk”和“chair”的含义，增加学习的趣味性和真实性，同时通过小组练习，提高学生的口语表达能力。BlackboardPoint to the blackboard in the classroom and say “This is the blackboard. We write and d

39、raw on it.” Then ask a student to come to the blackboard and touch it.T: Who wants to come here and touch the blackboard?S1: Me! (The student comes to the blackboard and touches it.)T: Yes, this is the blackboard. Its very big and useful. Now, say “blackboard” with me.Ss: Blackboard.Write the word “

40、blackboard” on the blackboard and have the students read it aloud.设计意图：通过让学生亲自触摸黑板，加深对“blackboard”这个单词的印象，同时强调其在课堂中的作用，使学生更好地理解和记忆。Book and pencilTake out a book and a pencil from the teachers bag and say “This is a book. And this is a pencil. We use them to study.” Show the students how to hold a p

41、encil and open a book.Let the students pass the book and pencil around and say the words “book” and “pencil” as they pass them.T: Now, pass the book and pencil to your classmates one by one. When you get them, say the words loudly.Ss: (Pass the items and say the words)设计意图：以实际的学习用品为例，让学生在传递过程中学习“boo

42、k”和“pencil”这两个单词，增强学生的参与感和学习积极性。2. Drill the new wordsFlashcard gameShow the flashcards of the new words (classroom, desk, chair, blackboard, book, pencil) quickly one by one. Ask the students to say the words as fast as they can when they see the cards.T: Look carefully. When I show the card, you s

43、ay the word quickly. Ready? Go!Ss: (Say the words according to the flashcards)If a student says the word correctly, give them a small sticker or a praise. If they make a mistake, correct them gently and let them try again.设计意图：通过闪卡游戏，快速复习所学单词，训练学生的反应能力和词汇认读能力，同时给予奖励，激发学生的学习积极性。Whats missing?Display

44、all the flashcards of the new words on the blackboard. Then turn around and take away one of the cards secretly. Turn back and ask the students “Whats missing?”T: Now, look at the blackboard. Close your eyes for a second. (Take away a card) Open your eyes. Whats missing?Ss: The book is missing. / Th

45、e chair is missing. etc.Let the students guess several times and encourage them to use the sentence “I think is missing.”设计意图：这个游戏可以帮助学生巩固所学单词的记忆，同时培养他们的观察力和注意力，让学生在轻松愉快的氛围中学习。（四）Text learning1. Show the text on the multimediaPresent the dialogue in the textbook:A: Look! This is my classroom.B: Wow!

46、 Its so big.A: This is my desk. And that is the blackboard.B: Cool!Play the recording of the dialogue and let the students listen and watch carefully.T: Now, lets listen to a dialogue between two students. Listen carefully and see what they are talking about.设计意图：通过多媒体展示课文对话，让学生先整体感知语言情境和内容，为后续的学习打下

47、基础。2. Explain the key sentencesThis is myPoint to the students own desk and say “This is my desk.” Explain that “this” is used to refer to something close to the speaker, and “my” indicates possession. Have the students point to their own desks and say “This is my desk.”T: Look at your own desk. Say “This is my desk.” like this.Ss: This is my desk.Then ask the students to point to other things they own (such as their books, pencils, etc.) and say “This is my”T: Now, point to your book and say “This is my book.”Ss: This is my book.设计意图：通过实际情境和示范，让学生理解“Thi