第第頁北師大版（三起）（2024）三年級上冊英語Unit2《Schoollife》Lesson2教案一、教材分析本課時是新教材北師大版（三起）（2024）小學英語三年級上冊Unit2《Schoollife》中的Lesson2。本單元主題圍繞學校生活展開，Lesson2主要聚焦于學校里的各種物品以及相關的活動和場景。教材通過生動的圖片和簡單的對話，引導學生學習與學校生活密切相關的詞匯和句型。例如，教材中可能會出現(xiàn)教室、書桌、椅子、黑板等物品的詞匯，以及“Thisismydesk.Thatistheblackboard.”等句型，旨在幫助學生熟悉學校環(huán)境的同時，初步掌握用英語表達身邊事物的能力，為后續(xù)的英語學習奠定基礎。二、教學目標（一）知識目標1.學生能夠聽懂、會說、認讀與學校生活相關的詞匯，如：classroom,desk,chair,blackboard,book,pencil等。2.學生能夠理解并運用句型“Thisismy…Thatisthe…”來介紹學校里的物品。（二）能力目標1.學生能夠在實際情境中準確運用所學詞匯和句型描述學校里的物品和位置。2.培養(yǎng)學生的聽、說、讀能力，使其能夠初步運用英語進行簡單的日常交流。（三）情感目標1.激發(fā)學生學習英語的興趣，培養(yǎng)他們積極參與課堂活動的意識。2.引導學生熱愛學校生活，增強對學校的歸屬感和認同感。三、教學重難點（一）教學重點1.掌握與學校生活相關的詞匯，如：classroom,desk,chair,blackboard,book,pencil等。2.熟練運用句型“Thisismy…Thatisthe…”進行表達。（二）教學難點1.區(qū)分“Thisismy…”和“Thatisthe…”的用法，以及準確理解“my”和“the”的含義和用法差異。2.讓學生能夠在實際情境中自然、流暢地運用所學詞匯和句型進行交流。四、學生情況三年級的學生剛剛接觸英語學習，對英語充滿了好奇心和求知欲。他們具有較強的模仿能力和表現(xiàn)欲望，但注意力集中時間相對較短。在知識儲備方面，學生已經在之前的學習中對一些簡單的日常用語有了初步的了解，但對于學校相關的具體詞匯和句型還需要進一步學習和鞏固。因此，在教學過程中，要注重采用生動有趣的教學方法，激發(fā)學生的學習興趣，通過多樣化的活動和反復練習，幫助學生掌握知識，提高他們的語言運用能力。五、教學準備1.教師準備相關的教學圖片、單詞卡片、實物道具（如書桌、椅子、黑板擦等）、多媒體課件。2.學生準備自己的學習用品（如書本、鉛筆等）。六、教學過程（一）Warming-up1.GreetingsT:Hello,boysandgirls.Nicetoseeyouagain.Ss:Hello,teacher.Nicetoseeyoutoo.設計意圖：通過日常問候，拉近師生距離，營造輕松愉快的課堂氛圍。2.SingasongPlaythesong“Hello”onthemultimedia.Letthestudentssingalongwiththemusic.T:Now,let'ssingasongtogether.Areyouready?Ss:Yes!設計意圖：以歌曲導入，激發(fā)學生的學習興趣，讓學生快速進入英語學習狀態(tài)，同時復習之前學過的問候語。（二）Lead-in1.ShowapictureofaschoolDisplayapictureofaschoolonthemultimediaandaskthestudentswhattheycanseeinthepicture.T:Lookatthispicture.What'sthis?It'saschool.Whatcanyouseeintheschool?Ss:Icanseeabuilding./Icanseesometrees./Icanseeaplayground.etc.設計意圖：通過展示學校的圖片，引導學生觀察并說出學校里的常見事物，為引出本節(jié)課的主題和相關詞匯做鋪墊。2.PointtotheclassroominthepictureandsayT:Thisisaclassroom.It'saveryimportantplaceinourschool.Wehaveclasseshere.Doyoulikeourclassroom?Ss:Yes!Thenleadtothenewlessonbysaying“Today,wearegoingtolearnmoreaboutthingsintheclassroom.”設計意圖：自然地引出“classroom”這個單詞，并強調其重要性，激發(fā)學生對教室相關內容的學習興趣，從而順利導入新課。（三）Presentation1.TeachthenewwordsClassroomPointtotheclassroominthepictureagainandsay“classroom”slowlyandclearly.Letthestudentsrepeatseveraltimes.Thenwritetheword“classroom”ontheblackboardandaskthestudentstoreadittogether.T:Lookattheblackboard.Thisistheword“classroom”.Readafterme,classroom.Ss:Classroom.設計意圖：通過圖片、板書和跟讀等方式，讓學生直觀地學習“classroom”這個單詞，加深記憶。DeskandchairBringadeskandachairtothefrontoftheclassroomandsay“Thisisadesk.Andthisisachair.”whilepointingtothemrespectively.Letthestudentstouchandfeelthedeskandchairtohaveabetterunderstanding.Havethestudentsrepeatthewords“desk”and“chair”aftertheteacher,andaskthemtopairupandpracticesayingthewordstoeachother,pointingtothecorrespondingobjects.T:Now,youtwo.Onepointstothedeskandsays“desk”,theotherpointstothechairandsays“chair”.Thenswitch.Ss:(Doastheteachersays)設計意圖：利用實物展示，讓學生親身體驗和感受“desk”和“chair”的含義，增加學習的趣味性和真實性，同時通過小組練習，提高學生的口語表達能力。BlackboardPointtotheblackboardintheclassroomandsay“Thisistheblackboard.Wewriteanddrawonit.”Thenaskastudenttocometotheblackboardandtouchit.T:Whowantstocomehereandtouchtheblackboard?S1:Me!(Thestudentcomestotheblackboardandtouchesit.)T:Yes,thisistheblackboard.It'sverybiganduseful.Now,say“blackboard”withme.Ss:Blackboard.Writetheword“blackboard”ontheblackboardandhavethestudentsreaditaloud.設計意圖：通過讓學生親自觸摸黑板，加深對“blackboard”這個單詞的印象，同時強調其在課堂中的作用，使學生更好地理解和記憶。BookandpencilTakeoutabookandapencilfromtheteacher'sbagandsay“Thisisabook.Andthisisapencil.Weusethemtostudy.”Showthestudentshowtoholdapencilandopenabook.Letthestudentspassthebookandpencilaroundandsaythewords“book”and“pencil”astheypassthem.T:Now,passthebookandpenciltoyourclassmatesonebyone.Whenyougetthem,saythewordsloudly.Ss:(Passtheitemsandsaythewords)設計意圖：以實際的學習用品為例，讓學生在傳遞過程中學習“book”和“pencil”這兩個單詞，增強學生的參與感和學習積極性。2.DrillthenewwordsFlashcardgameShowtheflashcardsofthenewwords(classroom,desk,chair,blackboard,book,pencil)quicklyonebyone.Askthestudentstosaythewordsasfastastheycanwhentheyseethecards.T:Lookcarefully.WhenIshowthecard,yousaythewordquickly.Ready?Go!Ss:(Saythewordsaccordingtotheflashcards)Ifastudentsaysthewordcorrectly,givethemasmallstickerorapraise.Iftheymakeamistake,correctthemgentlyandletthemtryagain.設計意圖：通過閃卡游戲，快速復習所學單詞，訓練學生的反應能力和詞匯認讀能力，同時給予獎勵，激發(fā)學生的學習積極性。What'smissing?Displayalltheflashcardsofthenewwordsontheblackboard.Thenturnaroundandtakeawayoneofthecardssecretly.Turnbackandaskthestudents“What'smissing?”T:Now,lookattheblackboard.Closeyoureyesforasecond.(Takeawayacard)Openyoureyes.What'smissing?Ss:Thebookismissing./Thechairismissing.etc.Letthestudentsguessseveraltimesandencouragethemtousethesentence“Ithink…ismissing.”設計意圖：這個游戲可以幫助學生鞏固所學單詞的記憶，同時培養(yǎng)他們的觀察力和注意力，讓學生在輕松愉快的氛圍中學習。（四）Textlearning1.ShowthetextonthemultimediaPresentthedialogueinthetextbook:A:Look!Thisismyclassroom.B:Wow!It'ssobig.A:Thisismydesk.Andthatistheblackboard.B:Cool!Playtherecordingofthedialogueandletthestudentslistenandwatchcarefully.T:Now,let'slistentoadialoguebetweentwostudents.Listencarefullyandseewhattheyaretalkingabout.設計意圖：通過多媒體展示課文對話，讓學生先整體感知語言情境和內容，為后續(xù)的學習打下基礎。2.ExplainthekeysentencesThisismy…Pointtothestudent'sowndeskandsay“Thisismydesk.”Explainthat“this”isusedtorefertosomethingclosetothespeaker,and“my”indicatespossession.Havethestudentspointtotheirowndesksandsay“Thisismydesk.”T:Lookatyourowndesk.Say“Thisismydesk.”likethis.Ss:Thisismydesk.Thenaskthestudentstopointtootherthingstheyown(suchastheirbooks,pencils,etc.)andsay“Thisismy…”T:Now,pointtoyourbookandsay“Thisismybook.”Ss:Thisismybook.設計意圖：通過實際情境和示范，讓學生理解“Thisismy…”的用法和含義，培養(yǎng)學生運用所學句型進行自我表達的能力。Thatisthe…Pointtotheblackboardfarawayfromthestudentsandsay“Thatistheblackboard.”Explainthat“that”isusedtorefertosomethingfartherawayfromthespeaker,and“the”isusedtoindicateaspecificthingthatboththespeakerandthelistenerknowabout.Havethestudentspointtosomethingfarawayintheclassroomandsay“Thatisthe…”T:Lookattheblackboardoverthere.Say“Thatistheblackboard.”Ss:Thatistheblackboard.Thenletthestudentschooseotherobjectsintheclassroomthatarerelativelyfarawayandpracticesaying“Thatisthe…”T:Canyoufindsomethingelsefarawayandsay“Thatisthe…”?Ss:Thatisthewindow./Thatisthedoor.etc.設計意圖：以類似的方式講解“Thatisthe…”的用法，讓學生通過對比理解“this”和“that”的區(qū)別，以及“my”和“the”的不同用法，同時引導學生在實際情境中運用句型進行描述。3.PracticethedialogueRole-playDividethestudentsintopairs.OnestudentactsasAandtheotheractsasB.Havethempracticethedialogueaccordingtothetext,usingtheirowndesksandtheblackboardintheclassroomasreferences.T:Now,let'spracticethedialogueinpairs.YouareA,andyouareB.Trytousetherealthingsintheclassroomtotalklikeinthedialogue.Ss:(Practicethedialoguewiththeirpartners)Walkaroundtheclassroomandprovideguidanceandhelptothestudentsastheypractice.Encouragethemtouseappropriateexpressionsandgestures.DialogueshowAskseveralpairsofstudentstocometothefrontoftheclassroomandperformtheirdialoguesfortheclass.Theotherstudentslistencarefullyandwatchtheirperformances.T:Now,whichpairswanttocomeandshowyourdialoguestoeveryone?(Somepairsraisetheirhandsandcometothefront)Aftereachpairfinishes,givethempraiseandfeedback,highlightingthegoodpointsandsuggestingimprovementsifnecessary.T:Welldone!Youtwodidagreatjob.Yourpronunciationisveryclear.Andyoualsousedsomenicegestures.Nextpair,please.設計意圖：通過角色扮演和對話展示，讓學生在實際情境中運用所學句型進行交流，提高學生的口語表達能力和語言運用能力，同時增強學生的自信心和表演能力。（五）Consolidationandextension1.Groupwork:DescribetheclassroomDividethestudentsintogroupsoffour.Askthemtolookaroundtheclassroomandusethewordsandsentencestheyhavelearnedtodescribetheclassroom.Eachgroupmembershouldsayatleastonesentence.T:Now,let'sworkingroups.Lookatourclassroomcarefully.Thenusethewordsandsentenceswelearnedtodaytodescribeit.Everyoneinthegroupneedstosaysomething.Forexample,youcansay“Thisismychair.It'sverycomfortable.”or“Thatisthewindow.Itletsinalotoflight.”Ss:(Ingroups,discussanddescribetheclassroom)Circulatearoundthegroupsandlistentotheirdiscussions.Offerhelpandguidanceifneeded.Encouragethestudentstobecreativeandusedifferentexpressions.2.Game:ListenandpointSaysomesentencesaboutthethingsintheclassroomrandomly,suchas“Thisistheblackboard.”“Thatisadesk.”“Thisismybook.”etc.Askthestudentstolistencarefullyandpointtothecorrespondingobjectsquickly.T:Listencarefully.Iwillsaysomesentences.Whenyouhearmesay,youpointtotherightthingasfastasyoucan.Forexample,whenIsay“Thisistheblackboard.”youpointtotheblackboard.Ready?Go!Ss:(Listenandpointtotheobjects)Thisgamecanberepeatedseveraltimestoreinforcethestudents'understandingandrecognitionofthewordsandsentences.Ifastudentpointscorrectly,givethemacompliment.Iftheymakeamistake,correctthemgentlyandletthemtryagain.設計意圖：通過小組活動和游戲，進一步鞏固所學知識，讓學生在合作和競爭中提高語言運用能力和反應能力，同時培養(yǎng)學生的團隊合作精神和觀察能力。（六）Summary1.ReviewthenewwordsandsentencesDisplaythepicturesofthenewwords(classroom,desk,chair,blackboard,book,pencil)onthemultimediaagainandaskthestudentstosaythewordstogether.T:Let'sreviewthewordswelearnedtoday.Lookatthesepicturesandsaythewordsloudly.Ss:Classroom,desk,chair,blackboard,book,pencil.Thenasksomestudentstocometothefrontandpointtotheobjectsintheclassroomandsaythesentences“Thisismy…Thatisthe…”T:Whocancomehereandpointtosomethingintheclassroomandsayasentencewith“Thisismy…”or“Thatisthe…”?S1:Thisismychair.S2:Thatistheblackboard.etc.設計意圖：通過圖片回顧單詞，讓學生再次鞏固所學詞匯的發(fā)音和拼寫。同時，讓學生在實際情境中運用句型進行表達，檢查學生對知識的掌握情況。2.SummarizethekeypointsSummarizetheusageof“thisismy…”and“thatis