北师大版（三起）（2024）三年级上册英语Unit3《Learning》教学设计（共4课）.docx

1、北师大版（三起）（2024）三年级上册英语Unit3Learning教学设计（共4课）Unit3LearningLesson 1教案一、教材内容本课是Unit3 Learning的Lesson 1，主要围绕学习相关的主题展开。教材内容包括一些与学习活动和学习用品相关的词汇，如“read, write, draw, listen, book, pencil, crayon”等，以及简单的句型“I can.”来表达自己能够做的事情。通过图片和简单的对话情境，引导学生在实际场景中运用所学词汇和句型，初步培养学生用英语表达自己学习能力和相关活动的意识。二、核心素养目标（一）语言能力目标1. 学生能够听

2、懂、会说、认读单词“read, write, draw, listen, book, pencil, crayon”。2. 学生能够理解并运用句型“I can.”表达自己的学习能力和相关活动，如“I can read. I can write with a pencil.”等。（二）学习能力目标1. 通过多种教学方法和活动，培养学生的观察能力、记忆能力和思维能力，如观察图片理解单词含义、记忆单词发音和拼写、思考如何运用句型进行表达等。2. 引导学生学会自主学习和合作学习，在课堂活动中积极参与，与同学合作完成任务，培养团队合作精神和交流能力。（三）思维品质目标1. 在学习单词和句型的过程中，培养

3、学生的逻辑思维能力，如理解单词与学习活动之间的关系，运用句型进行合理的表达。2. 通过开放性的问题和活动，激发学生的创新思维，鼓励学生尝试用不同的方式表达自己的学习能力和相关活动。（四）文化意识目标1. 让学生了解英语国家中关于学习的一些常见表达方式和习惯，增强跨文化交际意识。2. 培养学生对学习的积极态度和兴趣，认识到学习是一个不断成长和进步的过程，无论在何种文化背景下都具有重要意义。三、教学重难点（一）教学重点1. 掌握单词“read, write, draw, listen, book, pencil, crayon”的发音、拼写和意义。2. 正确运用句型“I can.”表达自己的学习能

4、力和相关活动。（二）教学难点1. 单词“draw”和“listen”的发音准确掌握。2. 引导学生理解并灵活运用句型“I can.”进行多种情境下的表达，不仅仅局限于教材中的示例。四、教学准备1. 教师准备：多媒体课件、单词卡片、实物（书、铅笔、蜡笔等）、教学挂图、奖励小贴纸。2. 学生准备：英语课本、文具。五、教学过程（一）Warming-up1. GreetingsT: Hello, boys and girls. Nice to meet you.Ss: Hello, teacher. Nice to meet you too.设计意图：通过简单的问候，建立良好的师生关系，营造轻松愉快的

5、课堂氛围，为新课的学习做好准备。2. Sing a songT: Lets sing a song together. The song is ABC Song.（播放歌曲，师生一起跟着音乐唱）设计意图：利用歌曲活跃课堂气氛，复习英文字母，为学习新单词的发音打下基础。（二）Presentation1. Lead-inT: Boys and girls, we know that we learn many things at school. What do we do at school? Can you tell me?Ss: We study, we read books.（学生可能会用中

6、文回答，教师适时用英语引导）设计意图：通过提问引导学生思考在学校的学习活动，自然引出本节课的学习主题“Learning”。2. Learn new words（1）readT: Look at this picture.（展示一个孩子读书的图片）What is the boy doing? He is reading. Read after me, read, /rid/.Ss: /rid/.T: I can read. Can you read?（做读书的动作）Ss: Yes, I can.（学生模仿动作并回答）T: Who can read a sentence in the book?（

7、请一位学生站起来读课本上的一句话）S1:.（学生读书中的句子）设计意图：通过图片展示和动作示范，让学生直观地理解单词“read”的含义和用法，并及时引导学生运用句型“I can read.”进行表达。（2）writeT: Now, look at this.（展示一个孩子写字的图片）Whats she doing? She is writing. Say write, /rat/.Ss: /rat/.T: I can write with a pencil.（拿起一支铅笔写字）What can you write with?Ss: I can write with a pen. / I can

8、 write with a crayon.（学生根据自己的实际情况回答）设计意图：以同样的方式教授单词“write”，并引导学生结合实际情况运用句型，拓展学生的思维。（3）drawT: What about this picture?（展示一个孩子画画的图片）The girl is drawing. /dr/. Pay attention to the pronunciation of dr.Ss: /dr/.T: Can you draw a picture for me?（请一位学生上台画画）S2: Yes.（学生上台画画）T: What are you drawing?S2: Im dr

9、awing a flower.T: Very good. You can say I can draw a flower.设计意图：通过让学生上台画画的互动方式，增加学习的趣味性，同时帮助学生理解和运用单词“draw”及句型“I can draw.”。（4）listenT: Listen carefully.（教师做出倾听的动作）What am I doing? Im listening. /lsn/.Ss: /lsn/.T: Lets listen to a song.（播放一段简短的音乐）Are you listening?Ss: Yes.T: I can listen to music.

10、 What can you listen to?Ss: I can listen to the teacher. / I can listen to the story.（学生回答）设计意图：利用动作和实际听音乐的体验，教授单词“listen”，并引导学生运用句型表达自己能听的内容。（5）book, pencil, crayonT: When we read, write, draw and listen, we need some things. Look, this is a book.（拿起一本书）/bk/.Ss: /bk/.T: We can read a book. And this

11、 is a pencil.（拿出一支铅笔）/pensl/. We can write with a pencil.Ss: /pensl/.T: What color is this pencil?Ss: Its.（学生回答颜色）T: And this is a crayon.（展示一支蜡笔）/kren/. We can draw with a crayon.Ss: /kren/.T: Show me your pencil / crayon.（学生展示自己的铅笔或蜡笔）设计意图：在学习动词的基础上，引出相关的学习用品名词，让学生明白学习活动与学习用品之间的联系，同时通过实物展示和互动，加深学生

12、对单词的记忆。3. Text learning（1）Show the text on the PPTT: Now, lets look at the text. Listen carefully and watch.（播放课文录音，同时展示课文图片）I can read.I can write.I can draw.I can listen.（2）Explain the textT: After listening, lets read the text sentence by sentence. I can read. What does it mean?Ss: 我能读。T: Yes, ve

13、ry good. When we say I can read, we are telling others that we have the ability to read. Who can make a sentence with I can read and something else?S3: I can read and I can write.T: Great! I can write. What can you write?S4: I can write my name.T: Wonderful. I can draw. What can you draw?S5: I can d

14、raw a house.T: Excellent. I can listen. What can you listen to?S6: I can listen to the birds singing.（3）Read the textT: Now, lets read the text together. Then, read it in groups. Each group reads one sentence.（学生先齐读课文，然后分组读句子）设计意图：通过讲解课文、让学生造句和分组读课文等方式，帮助学生理解和掌握课文内容，培养学生的阅读能力和合作学习能力。（三）Practice1. Fl

15、ashcard gameT: Now, I will show you the flashcards quickly. When you see the card, read the word aloud as fast as you can. Lets see who is the fastest.（教师快速展示单词卡片，学生快速认读单词）For example:T:（展示“read”的卡片）Ss: Read!T: Very good! Next one.（展示“write”的卡片）.设计意图：通过闪卡游戏，巩固学生对单词的认读能力，提高学生的反应速度和注意力。2. Pair workT:

16、Work in pairs. One student asks What can you do? and the other student answers using I can. and the words we learned. For example:S1: What can you do?S2: I can read and I can draw.Then, swap roles.（学生两两练习，教师巡视并给予指导）S3: What can you do?S4: I can write with a pencil and I can listen to the teacher.设计意

17、图：让学生通过两两对话的方式，实际运用所学句型进行交流，提高口语表达能力和合作学习能力。3. Do and sayT: Now, I will say a word. You do the action and say the sentence. For example, when I say read, you do the action of reading and say I can read. Are you ready?Ss: Yes.T: Draw.（学生做画画的动作并说“I can draw.”）T: Write.（学生做写字的动作并说“I can write.”）.设计意图：通

18、过做动作说句子的活动，加深学生对单词和句型的理解和记忆，同时增强学习的趣味性。（四）Production1. Group activityT: Now, lets work in groups. Each group makes a poster about What I can do at school. You can draw pictures and write sentences on the poster. Use the words and sentences we learned. For example, if you can play basketball at schoo

19、l, you can draw a basketball and write I can play basketball.（学生分组活动，制作海报，教师巡视并给予帮助）设计意图：让学生通过小组合作的方式，综合运用所学知识，发挥想象力和创造力，制作海报展示自己在学校能做的事情，培养学生的综合语言运用能力和团队合作精神。2. PresentationT: Time is up. Each group comes to the front and shows your poster to the class. And one student in each group introduces your

20、 poster.Group 1:S1: Hello, everyone. This is our poster. I can read books.（指着画有书和一个孩子读书的图片）I can write with a pencil.（指着铅笔和写字的图片）And I can draw beautiful pictures.（指着画有各种图案的图片）Thank you.（其他小组依次上台展示并介绍，教师和其他学生认真倾听，并给予评价和鼓励）设计意图：通过小组展示的方式，为学生提供展示自我的平台，增强学生的自信心和表现力，同时也让学生从其他小组的作品中学习和借鉴。（五）Summary1. Rev

21、iew the words and sentencesT: Today, we learned some new words and sentences about learning. What are the words?Ss: Read, write, draw, listen, book, pencil, crayon.T: And the sentences?Ss: I can.T: Very good. Lets read these words and sentences together one more time.（学生齐读单词和句型）设计意图：回顾本节课所学的重点内容，帮助学

22、生巩固记忆。2. Encourage studentsT: You all did a great job today. Learning is very important and fun. We can learn many things and do many things. Keep learning and you will be better and better.设计意图：对学生进行鼓励和情感教育，激发学生对学习的兴趣和积极性，培养学生积极向上的学习态度。（六）课后练习1. Listen to the tape of Lesson 1 and repeat the words a

23、nd sentences three times.设计意图：通过听读练习，巩固学生的语音、语调，培养语感。2. Write down five sentences using I can. to describe what you can do at home.设计意图：让学生将所学知识运用到实际生活中，提高语言运用能力，同时也加深对自己能力的认识。六、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，如图片展示、动作示范、游戏、小组合作等，激发了学生的学习兴趣，学生积极参与课堂学习，较好地掌握了所学单词和句型。但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，个别学生对“draw

24、”和“listen”的发音掌握还不够准确，需要在今后的教学中加强个别辅导和发音练习。在小组活动中，部分学生的参与度不够高，合作能力还有待进一步培养。在今后的教学中，我将更加关注学生的个体差异，采用多样化的教学方法和评价方式，提高教学质量，让每个学生都能在英语学习中取得进步。同时，要不断改进教学活动的设计，增强活动的趣味性和实效性，更好地培养学生的语言综合运用能力和核心素养。北师大版（三起）（2024）三年级上册英语Unit3LearningLesson 2教案一、教材内容Lesson 2延续了“Learning”的主题，进一步拓展学生在学习方面的表达。教材主要内容包括学习科目相关的词汇，如“C

25、hinese, English, math, art, music, PE”等，以及用句型“I like.”来表达对不同学科的喜好。通过图片和简单的对话情境，引导学生学会用英语谈论自己喜欢的学科，并初步了解不同学科的特点和意义。二、教学目标（一）知识目标1. 学生能够听懂、会说、认读单词“Chinese, English, math, art, music, PE”。2. 学生能够理解并运用句型“I like. Its fun/interesting.”表达自己对学科的喜好及原因。（二）能力目标1. 学生能够在实际情境中准确运用所学单词和句型谈论自己喜欢的学科。2. 培养学生的观察能力、口语表

26、达能力和逻辑思维能力，能够简单阐述喜欢某学科的理由。（三）情感目标1. 激发学生对英语学习的兴趣，培养他们积极参与课堂活动的意识。2. 引导学生认识到不同学科的重要性，培养学生对学习的全面兴趣和积极态度。三、教学重难点（一）教学重点1. 掌握单词“Chinese, English, math, art, music, PE”的发音、拼写和意义。2. 正确运用句型“I like. Its fun/interesting.”表达对学科的喜好及原因。（二）教学难点1. 单词“Chinese”和“math”的发音准确掌握，以及“English”的正确拼读。2. 引导学生用恰当的形容词描述喜欢某学科的原

27、因，使表达更加丰富和准确。四、教学准备1. 教师准备：多媒体课件、单词卡片、学科相关的图片或实物（如语文书、英语书、数学教具、画笔、音乐器材等）、教学挂图、奖励小贴纸。2. 学生准备：英语课本、文具。五、教学过程（一）Warming-up1. GreetingsT: Hello, boys and girls. How are you today?Ss: Im fine, thank you. And you?T: Im very well too. Glad to see you.Ss: Glad 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，为

28、新课的学习做好准备。2. RevisionT: Lets review the words and sentences we learned in Lesson 1. What can you do?（随机提问学生）S1: I can read.T: Very good. What else can you do?S2: I can write and draw.T: Great. And what can you do with a pencil?S3: I can write with a pencil.设计意图：复习上节课所学的关于学习能力的单词和句型，巩固学生的记忆，同时为引出本节课关

29、于学科的学习做好铺垫。（二）Presentation1. Lead-inT: Boys and girls, we know we can do many things at school. And at school, we also learn different subjects. Do you know what subjects we have?（展示学校课程表的图片）Ss: Chinese, English.（学生可能会用中文回答，教师适时用英语引导）设计意图：通过展示课程表图片，引导学生思考在学校学习的学科，自然引出本节课的学习内容学科词汇。2. Learn new words（

30、1）ChineseT: Look at this book.（拿出一本语文书）This is a Chinese book. We learn Chinese. Chinese, /taniz/.Ss: /taniz/.T: Do you like Chinese? Why?S4: Yes, I like Chinese. Its interesting. We can learn many stories and poems in Chinese.T: Very good. You can say I like Chinese. Its interesting.（板书“I like Chin

31、ese. Its interesting.”）设计意图：通过实物展示和提问互动，让学生直观地理解单词“Chinese”的含义，并引导学生用句型表达对语文的喜好及原因，为后续学习其他学科的表达方式做好示范。（2）EnglishT: And this is an English book. We learn English. English, /l/. Pay attention to the pronunciation of ng and sh.Ss: /l/.T: Who likes English? Why?S5: I like English. Its fun. We can sing E

32、nglish songs and talk with foreign friends in English.T: Wonderful. So you can say I like English. Its fun.（板书“I like English. Its fun.”）设计意图：以同样的方式教授单词“English”，并引导学生用不同的形容词表达喜欢英语的原因，丰富学生的语言表达。（3）mathT: Now, look at this.（展示数学教具或数学书）Whats this subject? Its math. Math, /m/.Ss: /m/.T: Some students t

33、hink math is a little difficult, but its also very useful. Do you like math? Why?S6: I like math. It makes me think. I can solve many problems in math.T: Great. You can say I like math. It makes me think.（板书“I like math. It makes me think.”）设计意图：在教授单词“math”时，引导学生认识到数学虽然有一定难度，但也很有用，培养学生正确看待不同学科的态度，并让

34、学生学会用恰当的理由表达对数学的喜好。（4）artT: What about this?（展示画笔和绘画作品）This is art. We can draw and paint in art class. Art, /t/.Ss: /t/.T: I like art because its very creative. What do you think about art?S7: I like art. Its beautiful. I can draw my favorite things in art class.T: Excellent. I like art. Its beauti

35、ful.（板书“I like art. Its beautiful.”）设计意图：通过展示绘画相关的物品和作品，让学生感受艺术的魅力，从而学习单词“art”并理解用“beautiful”等形容词描述喜欢艺术的原因。（5）musicT: Listen.（播放一段音乐）What subject is it related to? Its music. Music, /mjuzk/.Ss: /mjuzk/.T: Do you like music? Why?S8: I like music. It makes me happy. I can sing and dance to the music.T

36、: Thats right. I like music. It makes me happy.（板书“I like music. It makes me happy.”）设计意图：利用音乐导入单词“music”，让学生在听觉上感受音乐的魅力，进而引导学生用“makes me happy”等表达喜欢音乐的原因，增加学习的趣味性。（6）PET: Look at the pictures of students running and playing basketball. This is PE. Physical Education. PE, /pi i/.Ss: /pi i/.T: Why do

37、 you like PE?S9: I like PE. Its exciting. I can play games and do sports in PE class.T: Very good. I like PE. Its exciting.（板书“I like PE. Its exciting.”）设计意图：通过展示体育活动的图片，让学生直观地理解“PE”的含义，并引导学生用“exciting”等形容词表达对体育的喜爱之情，同时让学生感受到体育的活力。3. Text learning（1）Show the text on the PPTT: Now, lets look at the t

38、ext. Listen carefully and watch.（播放课文录音，同时展示课文图片）I like Chinese. Its interesting.I like English. Its fun.I like math. It makes me think.（2）Explain the textT: After listening, lets read the text sentence by sentence. I like Chinese. Its interesting. What does this sentence mean?Ss: 我喜欢语文。它很有趣。T: Yes,

39、 very good. When we say I like., we are expressing our preference for something. And then we give a reason why we like it. For example, Its interesting. Who can read the second sentence and explain it?S10: I like English. Its fun. It means I like English and its enjoyable.T: Great! How about the thi

40、rd sentence?S11: I like math. It makes me think. It means math can make us use our brains and think.（3）Read the textT: Now, lets read the text together. Then, read it in pairs. One student reads the sentence about the subject they like, and the other student repeats it and adds a reason of their own

41、. For example:S12: I like Chinese. Its interesting.S13: I like Chinese. Its interesting. I think we can learn a lot about our culture in Chinese class.设计意图：通过讲解课文、让学生读课文并解释句子含义以及两两对话读课文并添加自己的理由等方式，帮助学生深入理解课文内容，掌握句型的用法，并培养学生的合作学习能力和语言运用能力。（三）Practice1. Listen and pointT: Now, I will say the words of

42、the subjects. You point to the corresponding pictures or things in the classroom. For example, when I say Chinese, you point to the Chinese book or something related to Chinese. Are you ready?Ss: Yes.T: Math.（学生指向数学教具或数学书等相关物品）T: Music.（学生指向音乐器材或与音乐相关的图片等）.设计意图：通过听指令指物的游戏，巩固学生对所学学科单词的认知和理解，提高学生的听力和反

43、应能力。2. Pair workT: Work in pairs. Ask your partner What subject do you like? and your partner answers I like. Its. Then you can ask Why? and your partner gives a reason. For example:S14: What subject do you like?S15: I like art. Its beautiful.S14: Why?S15: Because I can create many beautiful picture

44、s in art class.Then, swap roles.（学生两两练习，教师巡视并给予指导）S16: What subject do you like?S17: I like English. Its fun.S16: Why?S17: Because I like learning new words and speaking English with my friends.设计意图：让学生通过两两对话的方式，实际运用所学句型进行交流，询问对方喜欢的学科及原因，提高口语表达能力和逻辑思维能力，同时也增进学生之间的了解。3. Group discussionT: Now, lets h

45、ave a group discussion. Each group talks about which subject is the most popular in your group and why. After the discussion, one student from each group reports the result to the class.（学生分组讨论，教师巡视并参与部分小组的讨论）Group 1:S18: In our group, most of us like music. Its because music makes us feel happy and

46、 relaxed. We can also express our feelings through singing and dancing.Group 2:S19: In our group, we think English is the most popular. Its fun and useful. We can watch English movies and communicate with people from different countries in the future.设计意图：通过小组讨论的活动，培养学生的合作学习能力和团队精神，让学生在交流中进一步巩固所学知识，同时也锻炼学生的归纳总结和口头表达能力。（四）Production1. Make a surveyT: Now, each of you is going to be a little reporter. You need to survey five classmates about their favorite subjects and the reasons. Use the questions we learned in the pair work. You can write down the answers on a piece of paper.（学生进行调查活动，教师巡视