外研版（三起）2024四年级上册（2024）Unit 5 Let's go!教学设计

这是一份外研版（三起）2024四年级上册（2024）Unit 5 Let's go!教学设计，共8页。教案主要包含了教学目标，教学重难点，教学准备，教学过程，板书设计，教学反思等内容，欢迎下载使用。
一、教学目标
（一）语言能力（Language Cmpetence）
Master the prnunciatin, spelling and meanings f 11 cre wrds: travel (/ˈtrævl/) (旅行), bus (/bʌs/) (公交车), car (/kɑː(r)/) (汽车), train (/treɪn/) (火车), ship (/ʃɪp/) (大船), plane (/pleɪn/) (飞机), city (/ˈsɪti/) (城市), twn (/taʊn/) (城镇), sky (/skaɪ/) (天空), place (/pleɪs/) (地方), near (/nɪə(r)/) (近的).
Understand and use the cre phrase "g by + transprtatin tl" t express travel methds, e.g., "I g by bus.", "I g by plane.".
Prficiently sing the transprtatin-themed sng, and cmplete the "listen and fill" task f the sng lyrics accurately.
Match transprtatin tls with crrespnding pictures (e.g., matching "bus" with a bus picture) and describe travel methds in simple English.
（二）文化意识（Cultural Awareness）
Learn that cmmn transprtatin tls (bus, car, train, plane, ship) are widely used in different cuntries fr travel, understanding the universality f these tls in daily life acrss cultures.
Understand that "g by + transprtatin tl" is a cmmn English expressin fr travel methds, and cmpare it with Chinese expressin habits (e.g., "by bus" vs "乘坐公交车"), realizing the difference in prepsitin usage between the tw languages.
（三）思维品质（Thinking Quality）
Develp bservatinal thinking by linking transprtatin tl pictures with English wrds, and summarizing the characteristics f each tl (e.g., "plane" flies in the "sky", "ship" sails acrss the sea).
Cultivate lgical thinking thrugh the "lk and match" activity, cnnecting transprtatin tls with their visual images and usage scenaris.
Enhance quick-respnse thinking in the "Sharp eyes" game (recgnizing wrds quickly), training the ability t assciate written wrds with their meanings.
（四）学习能力（Learning Ability）
Imprve cperative learning skills thrugh grup singing, sng cmpetitins and ther activities, learning t cmmunicate and cllabrate with classmates.
Develp self-learning ability by reviewing the sng and wrds after class, and cmpleting hmewrk such as writing wrds.
Cultivate the habit f applying English in daily life, by bserving transprtatin tls arund and describing their English names.
二、教学重难点
教学重点（Teaching Key Pints）
Master the prnunciatin, spelling and meaning f the 11 cre wrds related t travel and transprtatin.
Prficiently use the phrase "g by + transprtatin tl" and sing the transprtatin sng.
Cmplete the "listen and fill" task and picture-wrd matching task accurately.
教学难点（Teaching Difficult Pints）
Crrectly prnunce wrds with difficult phnetic sunds, such as "travel" (/ˈtrævl/) (paying attentin t the /tr/ cnsnant cluster) and "train" (/treɪn/) (distinguishing /eɪ/ frm ther vwel sunds).
Flexibly use "g by + transprtatin tl" in daily cmmunicatin, aviding mistakes like "I g bus." (missing "by").
Remember the spelling f lng wrds (e.g., "transprtatin", "travel") withut letter missins r errrs.
三、教学准备（Teaching Preparatin）
Multimedia equipment: Cmputer and prjectr t play the PPT (including transprtatin pictures, sng audi, "Sharp eyes" game interface and "listen and fill" exercises).
Teaching aids:
Wrd cards: Cards with the 11 cre wrds, marked with phnetic symbls and crrespnding transprtatin/picture prmpts n the back (e.g., a bus picture fr "bus").
Sng lyrics sheets: Printed lyrics f the transprtatin sng fr students t use in "listen and fill" and singing activities.
Transprtatin tl pictures: Separate pictures f bus, car, train, ship and plane fr the "lk and match" activity.
Small rewards: Sticker sheets with transprtatin-themed patterns (e.g., small cars, planes) fr encuraging students wh actively participate in games, singing r answer crrectly.
四、教学过程（Teaching Prcess）
1. Warm-up & Lead-in (5 minutes)
The teacher greets students in English: "Gd mrning, bys and girls! D yu like ging t the park r z? Hw d yu g there?" Guide students t answer in Chinese first (e.g., "坐公交车", "坐汽车").
Intrduce the new lessn theme: "Tday we will learn abut different transprtatin tls and hw t say 'g by these tls' in English. Let’s start with a fun sng!"
Play a 30-secnd clip f the transprtatin sng. Invite students t listen and guess the cntent f the sng (expected answer: It’s abut hw t g t places).
Design Intent
Use daily travel scenaris t aruse students’ interest and cnnect their life experience with English learning.
The shrt sng clip attracts students’ attentin and naturally leads int the cre cntent f transprtatin tls and travel methds.
2. Presentatin (18 minutes)
Step 1: Teach cre wrds
Shw the wrd card f "travel" first. Teach its prnunciatin (/ˈtrævl/) and meaning (旅行), and guide students t read repeatedly. Use a simple example: "I like t travel." t help understanding.
Intrduce transprtatin tl wrds ne by ne (bus, car, train, ship, plane):
Hld up the crrespnding transprtatin picture (e.g., a bus picture) and the wrd card, teach the prnunciatin and explain the meaning.
Use bdy language r nmatpeia t assist memry (e.g., pretend t drive a car and make "beep beep" sunds when teaching "car", pretend t fly a plane when teaching "plane").
Guide students t read in grups r individually, crrecting incrrect prnunciatin (e.g., reminding students t prnunce the /b/ sund in "bus" clearly).
Teach place-related wrds (city, twn, sky, place, near):
Cnnect with transprtatin tls (e.g., "train ges frm city t twn" when teaching "city" and "twn"; "plane flies in the sky" when teaching "sky").
Use simple gestures t explain "near" (e.g., pinting t a nearby bject and saying "It’s near").
Step 2: Teach the phrase "g by + transprtatin tl"
Cmbine the transprtatin wrds t teach the phrase. Fr example:
Hld up the bus picture and say: "I g by bus." Write the phrase n the blackbard, explain its meaning (我坐公交车去) and the usage f "by" (used t indicate the travel tl).
Use the same methd t teach "I g by car.", "I g by train.", "I g by ship.", "I g by plane.".
Invite 5 students t cme t the frnt, assign each a transprtatin tl picture, and ask them t say the crrespnding phrase (e.g., the student with the car picture says "I g by car.").
Step 3: Learn the sng
Distribute the sng lyrics sheets. Play the full sng audi nce. Invite students t listen and mark the rhythm.
Play the audi again, and guide students t sing alng line by line. Emphasize the cnnectin between the lyrics and the learned phrases (e.g., "We can g by bus" matches the phrase "g by bus").
Design Intent
Teach wrds with pictures and bdy language, making abstract vcabulary cncrete and easy fr students t remember.
Teach the cre phrase in a situatinal way (matching with transprtatin pictures), helping students understand the usage f "by" in cntext.
Integrate sng learning with phrase practice, making language learning mre interesting and imprving students’ mastery f the phrase.
3. Practice (15 minutes)
Activity 1: Sharp eyes game
Shw randm wrd cards (bus, car, train, etc.) n the PPT quickly. Ask students t stand up and say the wrd alud as sn as they see it. The student wh respnds crrectly first gets a small sticker.
Activity 2: Lk and match
Distribute wrksheets with transprtatin tl pictures (a, b, c, d, e) and wrd labels (bus, car, train, ship, plane). Ask students t match the pictures with the crrect wrds independently.
After matching, check the answers tgether. Fr students wh make mistakes, use the wrd cards t review the wrds and pictures again.
Activity 3: Listen and fill & grup singing
Shw the "listen and fill" exercise n the PPT (e.g., "We can g by ____, Ging up and dwn."). Play the sng audi twice. The first time, students listen and mark the blanks; the secnd time, they fill in the blanks while listening.
Divide students int 5 grups. Assign each grup a verse f the sng (e.g., Grup 1 sings the bus verse, Grup 2 sings the car verse). Cnduct a "singing cmpetitin" and award stickers t the grup with the best rhythm and prnunciatin.
Design Intent
The "Sharp eyes" game cnslidates wrd recgnitin in a lively way, imprving students’ respnse speed.
The "lk and match" activity helps students cnnect wrds with visual images, strengthening their memry f wrd meanings.
The "listen and fill" and grup singing activities enhance students’ listening cmprehensin and ral expressin ability, while als prmting teamwrk.
4. Extensin (7 minutes)
Activity: Talk abut travel methds
Ask students t think abut their daily travel: "Hw d yu g t schl? Hw d yu g t the park?"
Invite 4-5 students t share their answers in English, using the phrase "I g by + transprtatin tl". Fr example: "I g t schl by bus.", "I g t the park by car."
Guide ther students t ask fllw-up questins: "D yu g by bike t the z?" (even if "bike" is nt taught, it encurages cmmunicatin). The sharer answers "Yes, I d." r "N, I g by...".
Design Intent
Cnnect English learning with students’ real life, enabling them t apply the learned phrase t describe their wn travel methds, imprving language applicatin ability.
The fllw-up questins increase class interactin and stimulate students’ interest in cmmunicating abut travel.
5. Summary (3 minutes)
The teacher guides students t review the key cntent f the class:
Ask: "What wrds did we learn tday?" (Guide students t list the 11 cre wrds, fcusing n transprtatin tls and place-related wrds.)
Ask: "What phrase did we learn t talk abut travel methds?" (Expected answer: g by + transprtatin tl, e.g., I g by bus.)
Ask: "What sng did we learn?" (Expected answer: The sng abut hw t g t places by different transprtatin tls.)
The teacher summarizes: "Tday we learned 11 new wrds abut travel and transprtatin, a useful phrase fr talking abut hw t g places, and a fun sng. Remember t use these wrds and the phrase t talk abut yur travel methds!"
Design Intent
Guide students t srt ut the knwledge framewrk independently, strengthening their memry f key pints.
Emphasize the practical applicatin f knwledge, encuraging students t use English in daily cnversatins abut travel.
6. Hmewrk (2 minutes)
Read the 11 cre wrds three times, and ask parents t check the prnunciatin.
Listen t the transprtatin sng at hme and sing it t family members.
Write each new wrd three times in the exercise bk, paying attentin t crrect spelling.
Finish the "lk and match" exercise in the textbk and check the answers by yurself.
Design Intent
Reading t parents helps students cnslidate the prnunciatin f wrds and btain family supprt fr English learning.
Singing the sng t family members strengthens the memry f the sng and increases the fun f English learning.
Writing wrds and cmpleting textbk exercises help students further cnslidate the learned knwledge and imprve learning efficiency.
五、板书设计（Blackbard Design）
六、教学反思（Teaching Reflectin）
1. Strengths
The warm-up link used daily travel scenaris t cnnect with students’ life experience, which effectively arused their interest and made the transitin t the new lessn natural.
The presentatin f wrds cmbined pictures, bdy language and nmatpeia, which was vivid and intuitive. Mst students culd master the prnunciatin and meaning f the 11 cre wrds.
The practice activities (Sharp eyes, grup singing) were diverse and interesting, which fully mbilized students’ participatin enthusiasm. The extensin activity f talking abut travel methds als effectively cnnected learning with real life.
2. Weaknesses
A few students had difficulty prnuncing "travel" (/ˈtrævl/) and "train" (/treɪn/), ften mitting the /tr/ cnsnant cluster r misprnuncing the /eɪ/ vwel.
The time fr the "listen and fill" activity was a little tight. Sme students culd nt fill in the blanks crrectly after listening twice, especially fr lng wrds like "transprtatin" (thugh nt a cre wrd, it appeared in the PPT summary).
When teaching the phrase "g by + transprtatin tl", the teacher did nt give enugh examples f negative answers (e.g., "I dn’t g by bus. I g by car."), leading t sme students being unable t express "nt using a certain tl".
3. Imprvement Measures
Fr difficult prnunciatins, add a shrt "phnetic drill" in the next class (e.g., practicing /tr/ with "train, travel, tree") t help students master the crrect prnunciatin.
Adjust the time allcatin in the next class, extend the "listen and fill" time apprpriately, and play the audi a third time fr students wh need it. Prvide key wrd prmpts (e.g., writing "bus" n the blackbard as a hint).
When reviewing the phrase in the next class, add negative example exercises (e.g., "D yu g by ship t schl? N, I g by...") t help students understand and use the phrase mre cmprehensively.
Left Side
Middle
Right Side
Cre Wrdstravel /ˈtrævl/ (旅行)bus /bʌs/ (公交车)car /kɑː(r)/ (汽车)train /treɪn/ (火车)ship /ʃɪp/ (大船)plane /pleɪn/ (飞机)
Tpic: Let’s g! (Get ready)(Transprtatin-themed picture sticker)
Key Phrase & Sng1. Key Phrase:g by + transprtatin tl(Examples: I g by bus. I g by plane.)2. Sng Lyrics (Key Lines):We can g by bus, Ging up and dwn.We can g by plane, High up in the sky.
city /ˈsɪti/ (城市)twn /taʊn/ (城镇)sky /skaɪ/ (天空)place /pleɪs/ (地方)near /nɪə(r)/ (近的)
Grup Singing ScresGrup 1: ☆☆☆Grup 2: ☆☆☆☆Grup 3: ☆☆☆☆☆Grup 4: ☆☆☆Grup 5: ☆☆☆☆