北师大版（2024）三年级下册（2024）Unit 3 Going outdoors精品教案

这是一份北师大版（2024）三年级下册（2024）Unit 3 Going outdoors精品教案，共12页。教案主要包含了教材分析，教学目标，教学重难点，教学准备，教学过程，教学反思等内容，欢迎下载使用。
一、教材分析
《Unit 3 Ging utdrs》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，《Lessn 4》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 “I ”“Let's ” 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、bating。
学生能够熟练运用句型 “I ”“Let's ” 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、bating 的发音、拼写
和用法。
熟练运用句型 “I ”“Let's ” 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）
Greetings
T: Hell, bys and girls! Hw are yu tday?
Ss: Fine, thank yu. And yu?
T: I'm great t. Nice t see yu all here.
Free talk
T: In the last few lessns, we talked abut many utdr activities.
Can yu tell me sme f them? （Encurage students t raise their
hands and answer）
Ss: Flying kites, skating, skiing...
T: Very gd! Yu all remember them well. Nw, which activity d
yu like best? Why?
Invite several students t share their favrite activities and reasns.
Fr example:
S1: I like flying kites best. Because it's s much fun t see the kite
flying high in the sky.
T: Wnderful! Yu expressed it very clearly. （Give a sticker t the
student as a reward）
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）Presentatin（10 分钟）
Teach new wrds
Shw a picture f a family having a picnic n the grass in the park
n the screen.
T: Lk at this picture. What are they ding? They are having a
picnic. Picnic means eating utside, usually in a park r a beautiful place.
Read after me, picnic. （Write the wrd“picnic”n the blackbard and
lead the students t read it several times. Then add “-ing” t make it
“ picnicking” and explain the change f the frm fr the present
participle）
Use the same methd t teach the wrds“cycling”,“fishing”and
“bating”. Shw relevant pictures respectively, such as a persn riding
a bike fr“cycling”, a man fishing by the river fr“fishing”, and a bat
n the lake fr “ bating” . While teaching, pay attentin t the
prnunciatin and spelling f each wrd. Fr example, when teaching
“cycling”, emphasize the prnunciatin f “y” as /aɪ /, and when
teaching “fishing”, pint ut the duble “s”.
After teaching the fur wrds, play a game called “ What's
missing?”. Put all the wrd cards n the blackbard, let the students
lk at them fr a while, and then quickly take away ne card. Ask the
students t tell which wrd is missing. The ne wh answers crrectly
gets a small sticker.
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。
Teach key sentence patterns
T: Nw, I knw yu all like different utdr activities. I like cycling.
Because it can make me strng and healthy. （Shw a picture f myself
cycling and d a simple cycling actin） I like cycling. Read after me.
Let the students repeat the sentence several times, and then invite
them t use the new wrds t make sentences like “I ”. Fr
example:
S1: I like picnicking.
T: Great! Why d yu like picnicking?
S1: Because I can eat a lt f delicius fd.
T: Wnderful answer. （Give a sticker t the student）
Next, shw a picture f several children ging bating n the lake.
T: Lk at these children. They are having s much fun bating.
Let's g bating. This sentence means we suggest ging t d this
activity tgether. Read after me, Let's g bating.
Lead the students t read the sentence, and then ask them t make
similar sentences t suggest different utdr activities.
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）Text learning（15 分钟）
Listen and answer
T: Nw, let's listen t a dialgue. Listen carefully and find ut what
utdr activities the children are talking abut. （Play the recrding f
the text fr the first time）
After listening, ask the students t raise their hands and answer the
questin.
Ss: They are talking abut picnicking, cycling and fishing.
Listen and read
Play the recrding again, and this time let the students listen and
read after the tape sentence by sentence. The teacher walks arund the
classrm, paying attentin t the students' prnunciatin and
intnatin. Stp at sme difficult sentences and explain them. Fr
example, fr the sentence“There are s many fish in the river!”, explain
the meaning f“s many”and hw t use it t describe a large quantity.
After listening and reading, ask the students t read the text in pairs,
helping each ther with the prnunciatin and understanding.
Read and act
Divide the students int grups f three r fur. Each grup is
assigned a part f the text t act ut. They can use the small prps
prepared in advance, such as the ty bike fr cycling, the fishing rd
mdel fr fishing, etc.
Invite several grups t cme t the frnt f the classrm and
perfrm their parts. The rest f the students watch and evaluate. After
each perfrmance, ask the audience sme questins related t the
perfrmance, like“What activity did they act ut?”“What did they say
in the dialgue?”.
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）
Grup wrk
Divide the students int grups f fur. Each grup gets a set f
cards with different utdr activities written n ne side and pictures
n the ther side.
The task fr each grup is t take turns t pick a card, describe the
activity n the card using the sentence pattern “I ” r “Let's
”, and then shw the picture t the grup members t check if
they are right. Fr example:
S1: I pick a card. I like fishing. Because I can enjy the quiet time by
the river. （Then shw the picture f fishing t the grup）
S2: Yes, yu are right. Nw it's my turn. Let's g cycling. I think it's
very exciting. （Pick a card and shw the picture）
Walk arund the grups t give guidance and help. Encurage the
students t use different reasns t explain their chices.
Write and share
Hand ut the exercise papers t the students. On the paper, there
are sme sentences with blanks. Fr example:“I like ______ing. Because
it's ______.” “Let's g ______ing. It will be fun.”
Ask the students t fill in the blanks with the new wrds they
learned and their wn reasns. After they finish writing, ask them t
share their sentences with their partners in the grup. Then invite
several students t cme t the frnt f the classrm and share their
sentences with the whle class.
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）Prductin（5 分钟）
Let the students draw a picture f their favrite utdr activity n
a piece f white paper. They can als draw sme ther elements related
t the activity, such as the place, the peple, and the things they need.
After drawing, ask the students t write a shrt passage abut their
pictures using the wrds and sentences they learned. Fr example:
“My favrite utdr activity is picnicking. I like picnicking because
I can eat delicius fd with my family. We ften g t the park fr a
picnic. We take a big blanket, sandwiches, fruits and drinks. We sit n
the blanket, enjy the fd and chat happily. It's s much fun.”
Invite several students t cme t the frnt f the classrm, shw
their pictures and read their passages t the class. The rest f the
students listen carefully and can ask sme questins if they are
interested.
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）Summary and hmewrk（5 分钟）
Summary
T: Bys and girls, tday we learned sme new wrds abut utdr
activities, like picnicking, cycling, fishing and bating. We als learned
tw imprtant sentence patterns“I ”and“Let's ”t
talk abut ur favrite activities and make suggestins. And we read a
very interesting dialgue abut children's utdr activities. Let's review
these wrds and sentences tgether. （Review the new wrds and key
sentence patterns with the students, asking them t read alud and spell
the wrds）
Hmewrk
Ask the students t make a small pht album abut their utdr
activities. They can chse sme phts f themselves ding utdr
activities at hme r find sme pictures frm magazines r the Internet.
Then write a shrt descriptin under each pht using the English wrds
and sentences they learned.
Encurage the students t share their pht albums with their
family members and friends, and intrduce their favrite utdr
activities t them in English.
设计意图：课堂总结帮助学生梳理本节课所学的重点知识，强化
记忆，让学生对所学内容有一个清晰的整体认识。课后作业既巩固了
课堂所学知识，又将英语学习延伸到课外，通过制作和分享照片集，
培养学生的动手能力和语言运用能力，同时增强学生与家人、朋友之
间的交流互动，提高学生学习英语的兴趣和积极性。
六、教学反思
在本节课的教学过程中，通过多种教学方法和丰富的教学活动，
如图片展示、游戏、小组合作、角色扮演等，成功地激发了学生的学
习兴趣，学生参与度较高，大部分学生能够掌握新学的词汇和句型，
并能在一定程度上运用所学知识进行交流和表达。然而，在教学实践
中也发现了一些不足之处。
例如，在教授单词 “picnicking” 的拼写时，尽管通过多种方式
进行了强调，但仍有部分学生在拼写练习中出错，后续需要加强对这
类较难拼写词汇的专项训练，可采用更多有趣的拼写游戏或练习方式，
加深学生的记忆。在小组活动中，个别小组存在学生参与不均衡的情
况，部分能力较强的学生主导了讨论和交流，而一些基础较弱的学生
参与度较低。在今后的教学中，需要更加关注学生的个体差异，优化
小组分组方式，明确小组成员的分工，为每个学生提供充分的参与机
会，鼓励学生互相帮助、共同进步。
此外，在引导学生进行创造性表达时，部分学生的思维受到一定
限制，表达内容较为单一。在未来的教学中，可以提供更多开放性的
话题和情境，启发学生的思维，培养学生的创新能力和语言运用的灵
活性。总体而言，通过对本节课的反思，我将在后续教学中不断改进
教学方法和策略，以更好地满足学生的学习需求，提高教学效果。