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

这是一份外研版（三起）2024四年级上册（2024）Unit 5 Let's go!教学设计及反思，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）语言能力（Language Cmpetence）
Review and cnslidate transprtatin-related wrds and phrases: by bus, by bike, by car, by subway, by tram, by plane, by ship, n ft, by shared bike, and flexibly use them t describe travel methds.
Prficiently use the cre dialgue pattern t cnduct surveys:
"Hw d yu g t (schl/wrk), + family member?" (e.g., "Hw d yu g t wrk, Dad?")
"I g t (schl/wrk) by + transprtatin tl." (e.g., "I g t wrk by car.")
Design a family travel survey, cmplete the survey table, draw a picture f the survey result, and intrduce the result t the class in fluent English (e.g., "My dad ges t wrk by car. My sister ges t schl n ft.").
Discuss hw t chse prper travel methds based n distance (near/far) and envirnmental factrs, using simple English t express reasns (e.g., "Chse n ft fr near places. It’s gd exercise.").
（二）文化意识（Cultural Awareness）
Understand that "green travel" (n ft, by bike, by public transprtatin) is a universal envirnmental prtectin cncept, and learn that many cuntries advcate lw-carbn travel t reduce pllutin.
Cmpare family travel methds in different cultures (e.g., mre shared bikes in China, mre subways in big cities f ther cuntries), realizing the similarity and diversity f daily travel habits acrss regins.
（三）思维品质（Thinking Quality）
Develp rganizatinal thinking by designing the survey prcess (list travel ways → ask family members → fill in the table → draw pictures), and srting ut the survey steps lgically.
Cultivate analytical thinking by discussing hw t chse prper travel methds: linking distance (near/far) with travel tls, and understanding the cnnectin between travel chices and envirnmental prtectin.
Enhance expressive thinking by cnverting survey data (text in the table) int visual pictures and ral intrductins, imprving the ability t present infrmatin in multiple frms.
（四）学习能力（Learning Ability）
Imprve survey and cmmunicatin skills thrugh cnducting family travel surveys, learning t ask questins plitely and recrd answers accurately.
Develp cperative learning skills thrugh class discussins n travel chices and sharing survey results, learning t listen t peers’ ideas and supplement their wn.
Cultivate the ability t apply knwledge in real life, by using the learned dialgue patterns t cmplete surveys and guide family members t chse green travel methds.
二、教学重难点
教学重点（Teaching Key Pints）
Cnslidate transprtatin-related wrds and the cre dialgue pattern fr surveys.
Cmplete the family travel survey independently (list ways, ask questins, fill in the table, draw pictures).
Intrduce the survey result t the class in fluent English.
教学难点（Teaching Difficult Pints）
Designing a clear and lgical survey prcess, withut missing steps (e.g., frgetting t list "n ft" as a travel way).
Using cherent sentences t intrduce the survey result, aviding fragmented expressins (e.g., nt just saying "Dad: car. Sister: ft." but cmplete sentences).
Discussing travel chices in depth: explaining why a certain methd is prper fr a specific distance, using simple English t express reasns like "exercise" r "lw-carbn".
三、教学准备（Teaching Preparatin）
Multimedia equipment: Cmputer and prjectr t play the PPT (including "Fast respnse" game interfaces, survey steps, discussin prmpts and green travel pictures).
Teaching aids:
Transprtatin wrd cards: Review cards with wrds like "by bike", "n ft", used fr the "Fast respnse" game.
Survey templates: Printed templates with three parts—"List f travel ways", "Survey table (Wh + Ways t travel)" and "Picture drawing area"—fr students t cmplete the survey.
Green travel prmpt cards: Cards with reasns fr green travel (e.g., "gd exercise", "reduce pllutin") t assist discussin.
Small rewards: Sticker sheets with transprtatin r envirnmental prtectin themes (e.g., shared bikes, green leaves) fr encuraging students wh actively participate in surveys, share clearly r discuss psitively.
四、教学过程（Teaching Prcess）
1. Warm-up & Lead-in (5 minutes)
The teacher greets students in English: "Gd mrning, everyne! Let’s play a 'Fast respnse' game first. I’ll shw transprtatin pictures, and yu say the travel way quickly!"
Play the "Fast respnse" game: Shw PPT pictures f transprtatin tls (bike, bus, subway, etc.). Students stand up and say the crrespnding travel way (e.g., "by bike", "n ft") as sn as they see the picture.
After the game, cnduct free talk: "Hw d yu g t schl? Hw des yur mm/dad g t wrk?" Invite 2-3 students t answer. Then intrduce the lessn theme: "Tday we will d a fun survey abut ur family’s travel ways t schl r wrk!"
Design Intent
The "Fast respnse" game reviews transprtatin-related wrds in a lively way, helping students quickly enter the learning state.
Free talk cnnects students’ family life with the survey task, naturally leading int the cre cntent f the lessn.
2. Presentatin: Guide the Survey Prcess (15 minutes)
Step 1: List travel ways
Ask students: "What ways d peple use t g t schl r wrk?" Guide them t list familiar ways (by bus, by bike, by car).
Shw mre travel ways n the PPT (by subway, by tram, by plane, by ship, n ft, by shared bike). Add these t the list tgether, and review the English expressins f each way.
Distribute survey templates. Ask students t write dwn the cmplete list f travel ways in the first part f the template.
Step 2: Teach the survey dialgue
Use a scenari example: "If yu want t ask Dad hw he ges t wrk, what d yu say?" Write the dialgue n the blackbard:
Student: "Hw d yu g t wrk, Dad?"
Dad: "I g t wrk by car."
Explain the key pints: Use "Hw d yu g t + place?" fr questins, and "I g t + place by + tl." fr answers.
Invite a student t act as "Dad" and practice the dialgue with the teacher. Then ask students t practice with deskmates (ne as family member, ne as surveyr).
Step 3: Explain survey steps
Clearly explain the three survey steps n the PPT:
List all travel ways (finished in Step 1).
Ask 3-4 family members abut their travel ways and fill in the survey table (clumns: Wh, Ways t travel).
Draw a picture f the survey result (e.g., draw a car next t "Dad", a bike next t "Mm").
Design Intent
Listing travel ways helps students srt ut existing knwledge and ensure the survey cvers all pssible methds.
Teaching the survey dialgue in a scenari way makes the language pint cncrete, laying a fundatin fr students t cnduct the survey independently.
Explaining steps clearly guides students t cmplete the survey in a lgical rder, aviding cnfusin.
3. Practice: Cmplete the Survey (15 minutes)
Activity 1: Fill in the survey table
Give students 8 minutes t imagine r recall their family members’ travel ways (e.g., Dad: by car, Mm: by subway, Sister: n ft). Fill in the survey table in the template. The teacher walks arund t help students with spelling r expressin mistakes (e.g., reminding "n ft" nt "by ft").
Activity 2: Draw the survey result
Ask students t draw a picture in the template’s drawing area: Draw simple figures f family members and the crrespnding transprtatin tls (e.g., draw Dad next t a small car, draw Sister walking). Give 5 minutes fr drawing.
Activity 3: Prepare the intrductin
Guide students t prepare a 2-3 sentence intrductin f their survey result, using the template: "My family has three travel ways. My dad ges t wrk by car. My sister and I g t schl n ft." Give 2 minutes t practice speaking quietly.
Design Intent
Filling in the table and drawing pictures let students cnvert abstract language int cncrete infrmatin, imprving their ability t rganize and present data.
Preparing the intrductin in advance helps students express mre fluently when sharing later, building their cnfidence in public speaking.
4. Extensin: Share & Discuss (8 minutes)
Activity 1: Share survey results
Invite 4-5 students t cme t the frnt, shw their survey pictures, and intrduce the result t the class. Fr example: "My family travels in fur ways. My dad ges t wrk by car. My mm ges by subway. My brther ges t schl by bike. I g n ft."
After each share, the teacher asks ther students simple questins (e.g., "Des yur dad g t wrk by car t?") t increase interactin.
Activity 2: Discuss prper travel chices
Shw PPT prmpts: "Hw d we chse a prper travel way? Fr near places, what d we chse? Fr far places?"
Divide students int pairs t discuss. Prvide green travel prmpt cards if they have difficulty. After 3 minutes, invite pairs t share:
Fr near places: Chse n ft r by bike (reasns: gd exercise, lw-carbn).
Fr far places: Chse public transprtatin (by bus, by subway) (reasns: ecnmical, reduce traffic jam).
Design Intent
Sharing survey results exercises students’ ral expressin ability and cnfidence, while letting peers learn abut different family travel habits.
Discussing prper travel chices cnnects the survey with real-life decisin-making, helping students understand the significance f green travel and apply knwledge t life.
5. Summary (3 minutes)
The teacher guides students t review the key cntent f the class:
Ask: "What did we d tday?" (Expected answer: A survey abut family’s travel ways t schl r wrk.)
Ask: "What steps did we take fr the survey?" (Guide students t answer: List travel ways → Ask family members → Fill in the table → Draw pictures → Share results.)
Ask: "What’s a gd travel way fr near places?" (Expected answer: On ft r by bike.)
The teacher summarizes: "Tday we cmpleted a great family travel survey, learned t ask abut travel ways and share results. Remember t chse green travel when pssible!"
Design Intent
Guiding students t review the survey prcess and key cnclusins helps them srt ut the knwledge and skills learned, strengthening memry.
Emphasizing green travel again reinfrces the envirnmental prtectin cncept, making the lessn mre meaningful.
6. Hmewrk (2 minutes)
Take the survey template hme. Interview 1-2 mre family members (e.g., grandma, uncle) abut their travel ways, and add the infrmatin t the survey table and picture.
Intrduce the cmplete survey result t parents in English, and encurage them t chse green travel (e.g., "Mm, let’s g t the supermarket n ft next time. It’s gd exercise!").
Finish the exercises abut family travel ways in the textbk.
(Optinal) Design a "Green Travel Pster" with family members, drawing pictures f green travel ways (by bike, n ft) and writing simple English slgans (e.g., "G by bike! Save the earth!").
Design Intent
Interviewing mre family members extends the survey, making it mre cmprehensive and practical.
Intrducing t parents and designing psters prmtes family participatin in green travel, cnnecting English learning with family envirnmental prtectin actins.
The ptinal pster task cmbines art and English, increasing the fun f hmewrk.
五、板书设计（Blackbard Design）
六、教学反思（Teaching Reflectin）
1. Strengths
The warm-up "Fast respnse" game effectively reviewed transprtatin wrds and arused students’ enthusiasm. Mst students culd quickly and accurately say the travel ways.
Guiding the survey prcess step by step (list ways → teach dialgue → explain steps) was clear and in line with 四年级 students’ cgnitive level. Mst students culd cmplete the survey table and drawing independently.
The extensin discussin n green travel cnnected the survey with envirnmental prtectin, making the lessn mre than just language learning, but als cultivating students’ envirnmental awareness.
2. Weaknesses
A few students had difficulty filling in the survey table: They frgt t write "n ft" r "by shared bike" as travel ways, and sme mixed up "by" and "n" (e.g., "by ft" instead f "n ft").
The time fr sharing survey results was limited. Only a small number f students had the pprtunity t present, and sme students’ intrductins were t shrt (nly listing wrds, nt cmplete sentences).
When discussing green travel reasns, the teacher used t many Chinese explanatins fr students with pr English, which reduced the amunt f English input in the class.
3. Imprvement Measures
Fr travel way expressins (e.g., "n ft"), add a shrt "errr crrectin" link in the next class. Shw wrng expressins and ask students t crrect them, helping them remember the crrect prepsitins.
Adjust the time allcatin in the next class, shrten the survey guidance time apprpriately, and extend the sharing time. Use a "rtating sharing" methd (students share in small grups first, then each grup selects a representative) t ensure mre students participate.
Prepare mre English picture prmpts fr green travel reasns (e.g., a picture f a persn walking with "gd exercise" belw) t reduce Chinese explanatins and let students understand thrugh visuals and simple English.
Left Side
Middle
Right Side
Travel Ways (Review)by busby bikeby carby subwayby tramby planeby shipn ftby shared bike
Tpic: Family Travel Survey (Hit it big)(Survey template sample sticker)
Survey Dialgue1. Questin:Hw d yu g t (schl/wrk), + family member?(Examples: Hw d yu g t wrk, Dad? Hw d yu g t schl, Sister?)2. Answer:I g t (schl/wrk) by + tl.(Examples: I g t wrk by car. I g t schl n ft.)
Survey Steps1. List travel ways2. Ask & fill in the table3. Draw pictures4. Share results
Green Travel Reasns- Gd exercise (n ft/bike)- Reduce pllutin- Save mney (public transprt)