小学英语北师大版（2024）三年级上册Unit 2 School life教学设计及反思

这是一份小学英语北师大版（2024）三年级上册Unit 2 School life教学设计及反思，共15页。教案主要包含了教材分析，教学目标，教学重难点，学生情况，教学准备，教学过程，板书设计等内容，欢迎下载使用。
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit2《Schl life》中的Lessn 2。本单元主题围绕学校生活展开，Lessn 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 blackbard.”等句型，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：classrm, desk, chair, blackbard, bk, 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：classrm, desk, chair, blackbard, bk, 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-up
1. Greetings
T: Hell, bys and girls. Nice t see yu again.
Ss: Hell, teacher. Nice t see yu t.
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 sng
Play the sng “Hell” n the multimedia. Let the students sing alng with the music.
T: Nw, let's sing a sng tgether. Are yu 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-in
1. Shw a picture f a schl
Display a picture f a schl n the multimedia and ask the students what they can see in the picture.
T: Lk at this picture. What's this? It's a schl. What can yu see in the schl?
Ss: I can see a building. / I can see sme trees. / I can see a playgrund. etc.
设计意图：通过展示学校的图片，引导学生观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. Pint t the classrm in the picture and say
T: This is a classrm. It's a very imprtant place in ur schl. We have classes here. D yu like ur classrm?
Ss: Yes!
Then lead t the new lessn by saying “Tday, we are ging t learn mre abut things in the classrm.”
设计意图：自然地引出“classrm”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）Presentatin
1. Teach the new wrds
Classrm
Pint t the classrm in the picture again and say “classrm” slwly and clearly. Let the students repeat several times.
Then write the wrd “classrm” n the blackbard and ask the students t read it tgether.
T: Lk at the blackbard. This is the wrd “classrm”. Read after me, classrm.
Ss: Classrm.
设计意图：通过图片、板书和跟读等方式，让学生直观地学习“classrm”这个单词，加深记忆。
Desk and chair
Bring a desk and a chair t the frnt f the classrm and say “This is a desk. And this is a chair.” while pinting t them respectively. Let the students tuch and feel the desk and chair t have a better understanding.
Have the students repeat the wrds “desk” and “chair” after the teacher, and ask them t pair up and practice saying the wrds t each ther, pinting t the crrespnding bjects.
T: Nw, yu tw. One pints t the desk and says “desk”, the ther pints t the chair and says “chair”. Then switch.
Ss: (D 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。
Blackbard
Pint t the blackbard in the classrm and say “This is the blackbard. We write and draw n it.” Then ask a student t cme t the blackbard and tuch it.
T: Wh wants t cme here and tuch the blackbard?
S1: Me! (The student cmes t the blackbard and tuches it.)
T: Yes, this is the blackbard. It's very big and useful. Nw, say “blackbard” with me.
Ss: Blackbard.
Write the wrd “blackbard” n the blackbard and have the students read it alud.
设计意图：通过让学生亲自触摸黑板，加深对“blackbard”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。
Bk and pencil
Take ut a bk and a pencil frm the teacher's bag and say “This is a bk. And this is a pencil. We use them t study.” Shw the students hw t hld a pencil and pen a bk.
Let the students pass the bk and pencil arund and say the wrds “bk” and “pencil” as they pass them.
T: Nw, pass the bk and pencil t yur classmates ne by ne. When yu get them, say the wrds ludly.
Ss: (Pass the items and say the wrds)
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“bk”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 wrds
Flashcard game
Shw the flashcards f the new wrds (classrm, desk, chair, blackbard, bk, pencil) quickly ne by ne. Ask the students t say the wrds as fast as they can when they see the cards.
T: Lk carefully. When I shw the card, yu say the wrd quickly. Ready? G!
Ss: (Say the wrds accrding t the flashcards)
If a student says the wrd crrectly, give them a small sticker r a praise. If they make a mistake, crrect 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。
What's missing?
Display all the flashcards f the new wrds n the blackbard. Then turn arund and take away ne f the cards secretly. Turn back and ask the students “What's missing?”
T: Nw, lk at the blackbard. Clse yur eyes fr a secnd. (Take away a card) Open yur eyes. What's missing?
Ss: The bk is missing. / The chair is missing. etc.
Let the students guess several times and encurage them t 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 learning
1. Shw the text n the multimedia
Present the dialgue in the textbk:
A: Lk! This is my classrm.
B: Ww! It's s big.
A: This is my desk. And that is the blackbard.
B: Cl!
Play the recrding f the dialgue and let the students listen and watch carefully.
T: Nw, let's listen t a dialgue between tw students. Listen carefully and see what they are talking abut.
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，为后续的学习打下基础。
2. Explain the key sentences
This is my…
Pint t the student's wn desk and say “This is my desk.” Explain that “this” is used t refer t smething clse t the speaker, and “my” indicates pssessin. Have the students pint t their wn desks and say “This is my desk.”
T: Lk at yur wn desk. Say “This is my desk.” like this.
Ss: This is my desk.
Then ask the students t pint t ther things they wn (such as their bks, pencils, etc.) and say “This is my…”
T: Nw, pint t yur bk and say “This is my bk.”
Ss: This is my bk.
设计意图：通过实际情境和示范，让学生理解“This is my…”的用法和含义，培养学生运用所学句型进行自我表达的能力。
That is the…
Pint t the blackbard far away frm the students and say “That is the blackbard.” Explain that “that” is used t refer t smething farther away frm the speaker, and “the” is used t indicate a specific thing that bth the speaker and the listener knw abut. Have the students pint t smething far away in the classrm and say “That is the…”
T: Lk at the blackbard ver there. Say “That is the blackbard.”
Ss: That is the blackbard.
Then let the students chse ther bjects in the classrm that are relatively far away and practice saying “That is the…”
T: Can yu find smething else far away and say “That is the…”?
Ss: That is the windw. / That is the dr. etc.
设计意图：以类似的方式讲解“That is the…”的用法，让学生通过对比理解“this”和“that”的区别，以及“my”和“the”的不同用法，同时引导学生在实际情境中运用句型进行描述。
3. Practice the dialgue
Rle-play
Divide the students int pairs. One student acts as A and the ther acts as B. Have them practice the dialgue accrding t the text, using their wn desks and the blackbard in the classrm as references.
T: Nw, let's practice the dialgue in pairs. Yu are A, and yu are B. Try t use the real things in the classrm t talk like in the dialgue.
Ss: (Practice the dialgue with their partners)
Walk arund the classrm and prvide guidance and help t the students as they practice. Encurage them t use apprpriate expressins and gestures.
Dialgue shw
Ask several pairs f students t cme t the frnt f the classrm and perfrm their dialgues fr the class. The ther students listen carefully and watch their perfrmances.
T: Nw, which pairs want t cme and shw yur dialgues t everyne?
(Sme pairs raise their hands and cme t the frnt)
After each pair finishes, give them praise and feedback, highlighting the gd pints and suggesting imprvements if necessary.
T: Well dne! Yu tw did a great jb. Yur prnunciatin is very clear. And yu als used sme nice gestures. Next pair, please.
设计意图：通过角色扮演和对话展示，让学生在实际情境中运用所学句型进行交流，提高学生的口语表达能力和语言运用能力，同时增强学生的自信心和表演能力。
（五）Cnslidatin and extensin
1. Grup wrk: Describe the classrm
Divide the students int grups f fur. Ask them t lk arund the classrm and use the wrds and sentences they have learned t describe the classrm. Each grup member shuld say at least ne sentence.
T: Nw, let's wrk in grups. Lk at ur classrm carefully. Then use the wrds and sentences we learned tday t describe it. Everyne in the grup needs t say smething. Fr example, yu can say “This is my chair. It's very cmfrtable.” r “That is the windw. It lets in a lt f light.”
Ss: (In grups, discuss and describe the classrm)
Circulate arund the grups and listen t their discussins. Offer help and guidance if needed. Encurage the students t be creative and use different expressins.
2. Game: Listen and pint
Say sme sentences abut the things in the classrm randmly, such as “This is the blackbard.” “That is a desk.” “This is my bk.” etc. Ask the students t listen carefully and pint t the crrespnding bjects quickly.
T: Listen carefully. I will say sme sentences. When yu hear me say, yu pint t the right thing as fast as yu can. Fr example, when I say “This is the blackbard.” yu pint t the blackbard. Ready? G!
Ss: (Listen and pint t the bjects)
This game can be repeated several times t reinfrce the students' understanding and recgnitin f the wrds and sentences. If a student pints crrectly, give them a cmpliment. If they make a mistake, crrect them gently and let them try again.
设计意图：通过小组活动和游戏，进一步巩固所学知识，让学生在合作和竞争中提高语言运用能力和反应能力，同时培养学生的团队合作精神和观察能力。
（六）Summary
1. Review the new wrds and sentences
Display the pictures f the new wrds (classrm, desk, chair, blackbard, bk, pencil) n the multimedia again and ask the students t say the wrds tgether.
T: Let's review the wrds we learned tday. Lk at these pictures and say the wrds ludly.
Ss: Classrm, desk, chair, blackbard, bk, pencil.
Then ask sme students t cme t the frnt and pint t the bjects in the classrm and say the sentences “This is my… That is the…”
T: Wh can cme here and pint t smething in the classrm and say a sentence with “This is my…” r “That is the…”?
S1: This is my chair.
S2: That is the blackbard. etc.
设计意图：通过图片回顾单词，让学生再次巩固所学词汇的发音和拼写。同时，让学生在实际情境中运用句型进行表达，检查学生对知识的掌握情况。
2. Summarize the key pints
Summarize the usage f “this is my…” and “that is the…” with the students. Emphasize the difference between “this” and “that” in terms f distance, and the meaning and usage f “my” and “the”.
T: Tday, we learned tw very imprtant sentences “This is my…” and “That is the…”. Remember, “this” is used fr smething clse t us, and “that” is fr smething farther away. “My” means it belngs t me, and “the” is used t refer t a specific thing that we all knw.
Encurage the students t use these sentences mre in their daily lives t describe things arund them.
设计意图：对本节课的重点知识进行总结归纳，帮助学生梳理知识框架，加深对重点句型和词汇用法的理解，培养学生的归纳总结能力。
（七）Hmewrk
1. Listen t the dialgue in the textbk and repeat it fr five times. Try t imitate the prnunciatin and intnatin.
设计意图：通过听读练习，巩固学生对课文对话的掌握，提高学生的口语表达能力和语感。
2. Draw a picture f yur classrm and label the things in it with English wrds. Use “This is my…” and “That is the…” t describe them t yur parents r friends.
设计意图：让学生将所学知识运用到实际生活中，通过绘画和描述，加深对学校物品的记忆，同时提高学生的英语书面表达能力和语言运用能力，增强学生与家长或朋友之间的互动和交流。
七、板书设计
在黑板的右侧，留出一部分空间用于临时板书学生在课堂上生成的重要句子或单词，以及进行一些重点语法的讲解和示例。通过合理的板书设计，帮助学生清晰地看到本节课的重点内容，便于学生理解和记忆。New wrds:
classrm, desk, chair, blackbard, bk, pencil
Key sentences:
This is my…
That is the…