《Unit3Goingoutdoors:Lesson3》（教學設計）-2024-2025學年北師大版（2024）小學英語三年級下冊一、教學目標（一）知識目標學生能夠聽懂、會說、認讀并拼寫關于季節的單詞：spring、summer、autumn、winter。學生能夠理解并運用句型“What'syourfavouriteseason?Myfavouriteseasonis...”來詢問和表達自己最喜歡的季節。學生能夠聽懂、理解課文內容，掌握文中描述季節活動的短語，如：flyingkites、skating等。（二）能力目標通過聽說讀寫的訓練，提高學生的語言綜合運用能力，尤其是口語表達能力，使學生能夠在實際情境中運用所學句型和詞匯進行交流。培養學生的觀察力、想象力和創造力，引導學生能夠根據季節特點描述相應的活動。（三）情感目標激發學生對英語學習的興趣，培養學生積極參與課堂活動的意識。引導學生熱愛大自然，關注季節變化，感受不同季節的魅力。二、教學重難點（一）教學重點掌握四個季節的單詞發音和拼寫。熟練運用句型“What'syourfavouriteseason?Myfavouriteseasonis...”進行對話交流。理解課文內容，掌握描述季節活動的短語。（二）教學難點單詞autumn的發音較為復雜，學生可能難以準確發音。在實際情境中靈活運用所學句型和詞匯進行自然流暢的交流，而不是機械背誦。三、教學準備教學課件，包含四季的圖片、動畫、課文錄音等。單詞卡片，制作spring、summer、autumn、winter以及相關活動短語的卡片。小道具，如風箏、滑冰鞋模型等，用于輔助教學，增強學生的直觀感受。獎勵小貼紙，用于鼓勵積極參與課堂的學生。四、教學過程（一）Warming-up（5分鐘）GreetingsT:Hello,boysandgirls.Nicetoseeyouagain.Ss:Hello,teacher.Nicetoseeyoutoo.SingasongPlaythesong“Theseasonssong”onthemultimedia.Letthestudentssingalongwiththemusic.Whilesinging,theteachercanleadthestudentstodosomesimpleactionsrelatedtotheseasons,suchasspreadingarmslikeflyingakiteinspring,wipingsweatinsummer,pickingfruitsinautumn,andshiveringinwinter.設計意圖：通過歡快的歌曲營造輕松愉快的課堂氛圍，吸引學生的注意力，激發學生的學習興趣，同時自然地引出本節課的主題——季節，為后續教學做好鋪墊。（二）Presentation（15分鐘）TeachthewordsofseasonsShowapictureofspringonthescreen,withflowersbloomingandgrassgrowing.T:Lookatthispicture.Whatabeautifulseason!Theflowersarebloomingandthegrassisgreen.It'sspring.Readafterme,spring.（Writetheword“spring”ontheblackboardandleadthestudentstoreaditseveraltimes,payingattentiontothepronunciationoftheletter“i”as/?/）Usethesamewaytoteachthewords“summer”,“autumn”and“winter”.Showrelevantpicturesrespectively,forexample,apictureofahotsunforsummer,apictureoffallingleavesforautumn,andapictureofsnowforwinter.Whenteaching“autumn”,emphasizethepronunciationoftheword,especiallythesound/??/.Afterteachingthefourwords,playagamecalled“Flashcards”.Theteachershowsthewordcardsquicklyandasksthestudentstoreadthewordsasfastaspossible.Theonewhoreadscorrectlyandquicklygetsasmallstickerasareward.設計意圖：運用直觀的圖片展示四季的特點，幫助學生形象地理解和記憶單詞，符合三年級學生的認知特點。通過多種方式的朗讀練習，加深學生對單詞發音的印象。游戲環節則增加了學習的趣味性，激發學生的競爭意識，提高學生的參與度。TeachthekeysentencepatternT:Now,boysandgirls.Ilikespringverymuch.BecauseIcanflykitesinspring.（Showapictureofagirlflyingakiteanddotheactionofflyingakite）What'syourfavouriteseason?（Usebodylanguageandfacialexpressionstomakethestudentsunderstandthemeaningofthesentence）Invitesomestudentstoanswerthequestion.Ifthestudentshavedifficultyanswering,theteachercanguidethem,forexample:T:Doyoulikespring?（Pointtothepictureofspring）S1:Yes.T:So,yourfavouriteseasonisspring.（Helpthestudenttoanswer“Myfavouriteseasonisspring.”）Thenaskmorestudents,andwritethekeysentencepattern“What'syourfavouriteseason?Myfavouriteseasonis...”ontheblackboard.Letthestudentsreadthesentencestogether.設計意圖：通過教師的示范和引導，結合圖片和動作，讓學生理解句型的含義和用法。鼓勵學生積極參與回答，在實踐中運用句型，培養學生的口語表達能力。（三）Textlearning（15分鐘）ListenandanswerT:Now,let'slistentothedialoguebetweentwofriends.Listencarefullyandanswermyquestion:Whataretheirfavouriteseasons?（Playtherecordingofthetextforthefirsttime）Afterlistening,askthestudentstoraisetheirhandsandanswerthequestion.Ss:Max'sfavouriteseasoniswinter.Thegirl'sfavouriteseasonisspring.ListenandreadPlaytherecordingagain,andletthestudentslistenandreadafterthetapesentencebysentence.Theteacherwalksaroundtheclassroomtocheckthestudents'pronunciationandintonation.Payattentiontosomedifficultsentences,suchas“Springismyfavouriteseason!”and“Let'scomehereagaininwinter!”.Explainthemeaningandusageofthesesentencestothestudents.Forexample,explainthat“Let's...”isusedtomakeasuggestion.ReadandactDividethestudentsintopairs.Letthemreadthedialoguewiththeirpartners,andatthesametime,actouttheactionsrelatedtotheseasons,likeflyingkitesinspringandskatinginwinter.Inviteseveralpairsofstudentstocometothefrontoftheclassroomandshowtheirperformance.Therestofthestudentswatchandevaluate.設計意圖：通過聽力訓練，培養學生捕捉關鍵信息的能力。跟讀環節有助于學生糾正發音，提高朗讀水平。角色扮演讓學生更深入地理解課文內容，同時增強學生的口語表達能力和團隊協作能力，讓學生在輕松愉快的氛圍中學習英語。（四）Practice（10分鐘）GroupworkDividethestudentsintogroupsoffour.Eachgroupgetsasetofcardswithdifferentseasonsandactivitieswrittenonthem.Thetaskforeachgroupistomakedialoguesusingthekeysentencepattern.Forexample:S1:What'syourfavouriteseason?S2:Myfavouriteseasonissummer.S1:Whydoyoulikesummer?S2:BecauseIcanswiminsummer.（Pickupthecardwith“swim”onit）Encouragethestudentstouseasmanydifferentseasonsandactivitiesaspossibleintheirdialogues.Walkaroundthegroupstogiveguidanceandhelp.Afterafewminutes,invitesomegroupstoshowtheirdialoguesinfrontoftheclass.MakeasurveyHandoutasurveyformtoeachstudent.Theformhascolumnsfor“Name”,“Favouriteseason”and“Reason”.T:Now,boysandgirls.Youneedtomakeasurveyamongyourclassmates.Askthem“What'syourfavouriteseason?”andwritedowntheiranswersintheform.Thenreportyourresultstotheclass.Thestudentsstarttodothesurvey.Afterfinishingthesurvey,askseveralstudentstoreporttheirresults.Forexample:S1:Isurveyedthreeclassmates.Tom'sfavouriteseasonisautumn.Becausehecanpickapples.Lily'sfavouriteseasonisspring.Shelikesflyingkites.AndJack'sfavouriteseasoniswinter.Helikesskating.設計意圖：小組活動為學生提供了更多的口語交流機會，培養學生的合作學習能力和創新思維。調查活動則進一步鞏固了所學知識，讓學生在實際情境中運用英語進行交流，同時提高學生的信息收集和整理能力以及口語表達能力。（五）Production（5分鐘）Letthestudentsdrawtheirfavouriteseasonsonapieceofpaper,andwritedownsomeactivitiestheycandointhatseason.Thenaskthestudentstointroducetheirpicturestotheclass.Forexample:S:Lookatmypicture.Thisismyfavouriteseason-summer.It'shotinsummer.Icaneatice-cream.Icanswiminthepool.Ilikesummerverymuch.設計意圖：繪畫和介紹環節充分發揮了學生的想象力和創造力，讓學生將所學知識與實際生活相結合，用英語表達自己對季節的感受和喜愛的活動，提高學生的綜合語言運用能力。（六）Summaryandhomework（5分鐘）SummaryT:Boysandgirls,todaywelearnedfourwordsaboutseasons:spring,summer,autumn,winter.Andwelearnedhowtoaskandansweraboutourfavouriteseasonsusingthesentencepattern“What'syourfavouriteseason?Myfavouriteseasonis...”.Also,weknowsomeactivitiesindifferentseasons.Let'sreviewthesewordsandsentencestogether.（Reviewthewor