英语三年级上册Unit 5 My home教学设计及反思

这是一份英语三年级上册Unit 5 My home教学设计及反思，共15页。教案主要包含了教材内容，核心素养目标，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。
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit 5《My hme》的Lessn 3。在之前学习房间名称和物品位置表达的基础上，进一步拓展关于家庭活动和对家的情感表达的内容。教材可能会通过对话、短文或故事的形式，呈现家庭成员在不同房间进行的各种活动，如在客厅看电视、在卧室睡觉、在厨房做饭等，以及表达对家的喜爱和珍惜之情的语句，如“I lve my hme. It's a warm and happy place.（我爱我的家。它是一个温暖又快乐的地方。）”等。同时，教材还会设置一些相关的练习活动，如根据描述判断家庭活动发生的房间、用所学词汇和句型编写关于家庭的小短文等，以巩固学生对知识的掌握和运用能力。
二、核心素养目标
（一）语言能力目标
1. 学生能够听懂、会说、认读与家庭活动相关的词汇和短语，如watch TV（看电视）、read a bk（看书）、have a meal（吃饭）、take a shwer（洗澡）等，并能在实际情境中正确运用。
2. 能够熟练运用句型“In the... (rm), we... (activity).（在……房间，我们……活动。）”来描述家庭成员在不同房间进行的活动。
3. 进一步巩固和运用关于房间名称、物品位置的词汇和句型，提高学生的语言综合表达能力。
（二）学习能力目标
1. 通过观察图片、听录音、阅读短文等多种学习方式，培养学生的观察力、听力和阅读理解能力。
2. 引导学生在小组活动和交流中积极思考、主动参与，培养学生的合作学习能力和语言表达能力，提高学生的学习效率和自主学习能力。
（三）思维品质目标
1. 培养学生的逻辑思维能力，让学生能够有条理地描述家庭活动和房间之间的关系，以及对家的感受和认识。
2. 鼓励学生发挥想象力，创新地运用所学语言表达自己对家庭生活的独特体验和情感，培养学生的批判性思维和创造性思维能力。
（四）文化意识目标
1. 让学生了解不同文化背景下家庭生活的差异和共同点，增强学生对多元文化的理解和包容，培养学生的跨文化交际意识。
2. 引导学生认识到家的重要性，培养学生对家庭的责任感和关爱之情，传承和弘扬家庭美德等优秀文化传统。
三、教学重难点
（一）教学重点
1. 掌握与家庭活动相关的新词汇和短语的含义及用法。
2. 正确运用句型“In the... (rm), we... (activity).”描述家庭活动与房间的对应关系，实现语言的准确表达和流畅交流。
（二）教学难点
1. 如何引导学生将家庭活动、房间名称和物品位置等知识有机结合起来，进行综合运用和拓展表达，培养学生的语言综合运用能力和思维能力。
2. 帮助学生理解和表达对家的情感，让学生在语言学习中体会家的温暖和重要性，培养学生积极的情感态度和价值观。
四、教学准备
1. 多媒体课件，包含教材中的图片、动画、音频等资源，以及一些与家庭生活相关的视频片段和拓展资料。
2. 单词卡片、房间图片、人物头饰、道具（如电视模型、书籍、餐具等）。
3. 制作小组活动任务卡、写作练习纸。
五、教学过程
（一）Warming-up（设计意图：通过歌曲和游戏复习旧知，激发学生的学习兴趣，营造轻松愉快的课堂氛围，同时为新知识的学习做好铺垫，引导学生快速进入学习状态。）
1. Sing a sng
T: Let's start ur class with a sng. We have learned the sng "In My Hme" befre. Let's sing it tgether again and d the actins.
(Play the sng "In My Hme" n the multimedia and lead the students t sing alng with actins)
In my hme, there's a living rm.
In my hme, there's a bedrm.
In my hme, there's a kitchen t.
In my hme, there's a bathrm.
This is my hme, I lve it s.
2. Review
T: Great! Yu sing very well. Nw, let's play a quick review game. I will shw yu sme pictures f rms and bjects. Yu need t say the wrds as quickly as pssible and describe their psitins using the prepsitins we learned in the last lessn. Are yu ready?
Ss: Yes.
(Shw pictures f a bedrm with a bed, a desk, a chair, and a bk. The bk is n the desk and the chair is under the desk.)
Ss: This is a bedrm. The bed is in the bedrm. The desk is in the bedrm t. The bk is n the desk. The chair is under the desk.
(Cntinue t shw ther pictures and ask the students t describe, giving praise and encuragement fr crrect answers)
（二）Presentatin（设计意图：利用图片、情境创设和动作演示等多种方式呈现新词汇和短语，直观形象地帮助学生理解其含义和用法，激发学生的学习兴趣和求知欲，为学生的语言学习提供丰富的素材和语境。）
1. Teach the new wrds and phrases abut family activities
Watch TV
T: (Shw a picture f a family watching TV in the living rm) Lk at this picture. What are they ding? They are watching TV. We say "watch TV" in English. Read after me, "watch TV".
Ss: Watch TV.
T: What d yu usually watch n TV? (Ask sme students t answer)
Ss: Cartns, news, mvies...
T: Nw, let's pretend t watch TV. Sit n the chair and lk at the blackbard as if it were a TV. This is watching TV. (The students d the actin and say the phrase tgether)
Read a bk
T: (Take ut a bk and pretend t read it) What am I ding nw? I'm reading a bk. "Read a bk" means “看书” in Chinese. Say "read a bk".
Ss: Read a bk.
T: Where d yu usually read a bk?
Ss: In the bedrm, in the living rm, in the library...
T: Gd. Nw, take yur bk and d the actin f reading a bk. This is read a bk. (The students hld their bks and act ut reading)
Have a meal
T: (Shw a picture f a family having a meal in the kitchen) Lk at this picture. They are having a meal. We can als say "have a meal" r "eat dinner/lunch/breakfast". Read it, "have a meal".
Ss: Have a meal.
T: What d yu have fr breakfast/lunch/dinner usually? (Have a shrt cnversatin with the students abut their meals)
T: Nw, let's pretend t have a meal. Put yur hands n the table as if yu were eating. This is having a meal. (The students d the actin and learn the phrase)
Take a shwer
T: (Shw a picture f a persn taking a shwer in the bathrm) What's this? It's a persn taking a shwer. We say "take a shwer" in English. Say it slwly, "take a shwer".
Ss: Take a shwer.
T: When d yu take a shwer?
Ss: In the mrning, in the evening...
T: Nw, stand up and pretend t take a shwer with yur hands. This is take a shwer. (The students d the actin and repeat the phrase)
2. Practice the new wrds and phrases
Game 1: "Act and Guess"
T: Nw, let's play a game called "Act and Guess". I will ask ne student t cme t the frnt and act ut ne f the new phrases we just learned. The ther students need t guess what he/she is ding. Fr example, if a student acts ut watching TV, the thers shuld say "Watch TV". The ne wh guesses crrectly first can have a chance t cme t the frnt and act next. Let's start.
(A student cmes t the frnt and acts ut "read a bk". The ther students guess and say "Read a bk". Then anther student cmes t the frnt and cntinues the game. This activity helps students cnslidate the new wrds and phrases in a fun way)
Game 2: "Wrd and Picture Matching"
T: Nw, I will shw yu sme wrds and pictures n the multimedia. Yu need t match the wrds with the crrect pictures as quickly as pssible. Fr example, when yu see the wrd "watch TV", yu shuld find the picture f a family watching TV. Are yu clear?
Ss: Yes.
(Shw the wrds and pictures n the multimedia and ask the students t d the matching. Check the answers tgether and give feedback)
（三）Text Learning（设计意图：通过听、读、理解和角色扮演等活动，让学生学习教材中的短文或对话内容，深入理解家庭成员在不同房间进行的活动以及对家的情感表达，培养学生的听力、口语表达和阅读理解能力，同时让学生在情境中感受语言的实际运用和情感内涵。）
1. Listen t the text
T: Nw, let's listen t a shrt passage abut a family's day at hme. Open yur bks and turn t Page XX. Listen carefully and see what they d in different rms. (Play the text audi n the multimedia)
In the mrning, we get up in the bedrm. Then we g t the bathrm and take a shwer. After that, we cme t the kitchen and have breakfast. My father reads a newspaper in the living rm while my mther is cking in the kitchen. I like t watch TV in the living rm after breakfast. In the evening, we have a meal tgether in the dining rm. I lve my hme. It's a warm and happy place.
2. Read the text
T: Nw, let's read the text tgether. Fllw me, please. (Read the text sentence by sentence with the students, paying attentin t the prnunciatin, intnatin, and the stress f the wrds)
In the mrning, we get up in the bedrm.
Ss: In the mrning, we get up in the bedrm.
Then we g t the bathrm and take a shwer.
Ss: Then we g t the bathrm and take a shwer.
-...
3. Explain the text
T: Let's lk at the text again. It tells us what the family members d in different rms thrughut the day. Fr example, in the mrning, they get up in the bedrm. Then they g t the bathrm t take a shwer and have breakfast in the kitchen. We can use the sentence pattern "In the... (rm), we... (activity)." t describe these actins. Nw, let's practice this sentence pattern with the activities in the text. I'll say the rm, and yu say the activity. Fr example, I say "bedrm", yu say "get up".
T: Bedrm.
Ss: Get up.
T: Bathrm.
Ss: Take a shwer.
-... (Cntinue this practice fr a few mre rms and activities)
T: Besides the activities, the text als expresses the feeling f lving the hme. Why des the authr say "I lve my hme. It's a warm and happy place."? What makes yur hme a warm and happy place? (Have a shrt discussin with the students and encurage them t share their thughts and feelings abut their hmes)
4. Rle-play
T: Nw, let's d a rle-play. I will ask sme students t cme t the frnt and act as the family members in the text. Each student chses a rle and acts ut the activities in the crrespnding rm. Let's see wh can act it ut the best and remember t use the English wrds and sentences we learned.
(Several students vlunteer t cme t the frnt and put n the crrespnding头饰 r name tags. They start t act ut the family's day at hme, fr example, ne student acts as the father reading a newspaper in the living rm, anther student acts as the mther cking in the kitchen, and s n. After the rle-play, the class gives applause and the teacher cmments n their perfrmance, praising their use f language and acting skills)
（四）Practice（设计意图：通过多种形式的练习活动，巩固所学的词汇、短语和句型，提高学生的语言运用能力和综合表达能力，培养学生的合作意识和思维能力，让学生在实际情境中灵活运用英语进行交流和表达，同时加深学生对家庭生活和家的情感的理解。）
1. Pair wrk
T: Nw, it's yur turn t practice. Wrk in pairs. One student asks the ther student abut what his/her family members usually d in different rms at hme, and the ther student answers using the sentence pattern "In the... (rm), we... (activity)." Fr example:
A: What des yur father usually d in the living rm?
B: In the living rm, he usually watches TV r reads a bk.
A: What des yur mther d in the kitchen?
B: In the kitchen, she ften cks meals and washes dishes.
(After a few minutes f practice, ask sme pairs t cme t the frnt and have a shrt cnversatin, and encurage the ther students t listen carefully and give cmments)
2. Grup wrk
T: Nw, let's wrk in grups f fur. Each grup imagines a day at their wn hme and makes a timetable f the family activities in different rms. Then write a shrt passage t describe it using the wrds and sentences we learned. Yu can start like this: "In the mrning, in my hme, my family members..." After yu finish writing, each grup can read their passage alud t the class.
(The students frm grups and start t wrk. They discuss, make the timetable, and write the passage. The teacher ges arund the grups, prviding supprt and guidance. When each grup presents their passage, the ther grups can listen and ask questins if they have any)
3. Listen and rder
T: Nw, let's d a listening exercise. I will describe sme family activities and the rms they happen in. Yu need t listen carefully and number the pictures in the crrect rder. Fr example, I say "The mther is cking in the kitchen.", yu shuld number the picture f the kitchen first. Are yu ready?
Ss: Yes.
(Describe several family activities and rms, such as "The child is reading a bk in the bedrm.", "The father is taking a shwer in the bathrm.", "The family is having a meal in the dining rm." etc. The students listen and number the pictures. Then check the answers tgether)
（五）Summary（设计意图：引导学生回顾本节课所学的内容，总结重点知识，强化记忆，帮助学生建立知识体系，培养学生的归纳总结能力和语言表达能力，同时引导学生再次感受家的重要性和温暖，培养学生对家庭的积极情感和价值观。）
1. T: Nw, let's summarize what we have learned tday. What new wrds and phrases abut family activities did we learn?
Ss: Watch TV, read a bk, have a meal, take a shwer.
T: Very gd. And what sentence pattern did we use t describe family activities in different rms?
Ss: In the... (rm), we... (activity).
T: Yes, yu have learned a lt tday. We nt nly learned the English expressins fr family activities and rms, but als understd hw imprtant and warm ur hme is. Hme is where we have happy times with ur family, d many interesting things, and feel lved and cared fr. S, we shuld cherish ur hme and spend mre gd time with ur family.
2. T: I hpe yu can use what yu have learned tday t talk abut yur hme and family activities with yur parents and friends in English. Yu can als share yur feelings abut yur hme with them. Remember, hme is always a special place fr us.
（六）Hmewrk（设计意图：通过布置多样化的作业，让学生在课后巩固所学知识，进一步提高学生的语言运用能力和自主学习能力，同时培养学生对家庭生活的观察和体验能力，增强学生对家的情感和责任感，促进学生在语言学习和生活实践中不断成长和进步。）
1. Write a shrt diary abut yur family's activities at hme n a weekend. Use the wrds, phrases, and sentence patterns we learned in class t describe what yu and yur family members d in different rms. Try t write at least five sentences.
2. Make a pht album r a mini-presentatin abut yur hme. Take sme pictures f the rms in yur hme and label them with the English names. Then, fr each rm, write a shrt descriptin f the activities that usually happen there. Yu can present it t yur classmates next time.
3. Help yur parents d sme husewrk at hme and describe what yu are ding in English while yu are ding it. Fr example, when yu are sweeping the flr, yu can say "I'm sweeping the flr in the living rm." This way, yu can practice using English in real life and als shw yur lve and care fr yur hme.
六、教学反思
在本节课的教学过程中，通过多种教学方法和活动的设计，学生在语言知识和情感体验方面都取得了一定的收获。成功之处在于：
1. 情境创设和活动设计丰富多样，如“Act and Guess”“Wrd and Picture Matching”等游戏以及角色扮演活动，能够充分激发学生的学习兴趣和参与度，让学生在轻松愉快的氛围中学习和巩固新词汇和短语，同时提高了他们的语言运用能力和表演能力。
2. 在教学过程中注重引导学生将语言学习与实际生活相结合，通过讨论家庭活动和对家的感受，让学生深刻体会到英语在日常生活中的实用性，增强了学生学习英语的动力和积极性。同时，也培养了学生对家庭的情感认知和责任感。
3. 小组合作活动的开展有助于培养学生的合作学习能力和团队精神。学生在小组中共同完成任务，如制作家庭活动时间表和编写短文，相互交流和协作，提高了学生的语言表达能力和思维能力，也促进了学生之间的友谊和互动。
然而，教学过程中也存在一些不足之处：
1. 在时间把控上，部分活动的时间安排不够合理，导致后面的小组展示和总结环节略显仓促。在今后的教学中，需要更加精细地规划每个教学环节的时间，确保教学进度的顺利进行，同时给予学生充分的展示和交流机会。
2. 在学生个体差异关注方面，虽然在教学过程中尽量鼓励每个学生参与，但仍有个别学生表现不够积极主动，可能是对知识的掌握不够熟练或者缺乏自信心。在今后的教学中，要更加关注这些学生，给予他们更多的指导和鼓励，提供更多适合他们的学习机会和任务，帮助他们逐步提高英语水平和学习兴趣。
3. 在教学评价方面，虽然在课堂上对学生的表现进行了及时的评价和反馈，但评价方式还可以更加多样化。除了教师评价，还可以增加学生自评和互评的环节，让学生更加积极地参与到评价过程中，提高他们的自我认知和反思能力。
总之，通过这节课的教学实践，我深刻认识到在教学过程中需要不断改进和完善教学方法和策略，关注学生的学习需求和个体差异，以提高教学质量和效果，让学生在英语学习中获得更多的知识和成长。同时，也要注重培养学生的情感态度和价值观，让英语教学不仅仅是语言知识的传授，更是学生全面发展的助力。