Unit 3 Lesson 3 Transportation for Weekend 教案（含特色说明）

人教版义务教育教科书 英语（一年级起点）四年级上册
Unit 3 Transportation Lesson 3 Transportation for Weekend教学设计
指导思想与理论依据
《英语课程标准（2022年版）》倡导在体验中学习、在实践中运用、在迁移中创新的学习理念。因此，在教学中我创设了较为真实的情境和真实问题，以此来激活学生已知，引导他们参与到指向合理选择出行方式主题意义的学习活动中。通过设计阅读海报回答问题等学习理解类活动，引导学生获取、梳理语言知识。通过设计阅读海报提取信息、读对话完成填空等应用实践类活动，使学生内化所学语言并加深理解。通过制作海报这一迁移创新活动，让学生运用所学介绍自己的周末活动计划以及交通出行方式，树立合理选择交通工具出行的意识。
教学背景分析
（一）单元整体分析：
本单元是对交通工具这一话题的首次学习，但是个别单词在前几册书曾出现过，如一年级下Unit 3 Toys学生学习了train, plane, bus, 二上Unit 5 In the Park学习了boat, 二下Unit 1 Playtime学习了bike。由于之前学生对于交通工具这一话题没有系统学习，因此在进行单元设计时教师要统一情境，围绕单元主题，挖掘育人价值进行整体设计。针对本单元的学习内容和我校学生的实际情况，以培养学生各项英语学科素养为目标，我确定了本单元的学习主题Transportation in our life。我将本单元整体设计如下：
（二）课时内容分析：即第三课时
What: 本课语篇为海报和日常对话的形式，内容主要围绕采摘苹果和新电影以及讨论周末活动计划展开。通过学习学生能从时间、地点、活动、交通方式等方面交流、描述周末活动计划。
Why: 通过Joy和Yaoyao描述自己的周末活动计划，渗透合理选择交通工具出行的意识。
How：本课海报部分和对话部分均以为一般现在时呈现。在提取信息部分以一般将来时（be going to）呈现并描述周末计划，学生在三下已经学习过该时态。该语篇内容简单，易于理解，具有现实意义。
（三）学情分析：
学习特点：四年级学生已具备了听、说、读和简单书写的的基本技能，能以小组的形式较为顺利地开展活动，有着较强的表现欲。学生对交通工具这一话题比较感兴趣，尤其是对贴近生活的内容更愿意进行表达交流。因此在教学中，教师创设了为班级周末出游设计小海报的情景，引导学生思考并选择合适的交通工具，进一步激发学习的兴趣。
语言基础：学生在一年级下Unit 3 Toys学习了train, plane, bus, 二上Unit 5 In the Park学习了boat, 二下Unit 1 Playtime学习了bike，这为本单元学习提供了语言支持。通过前两课时的学习，学生已熟练掌握课本中交通工具的相关词汇，能简单介绍自己日常出行的交通方式，这为本课时进一步学习如何合理的选择交通工具进行了语言的铺垫。
生活经验：学生对交通工具这一话题比较熟悉，对于交通工具特点也比较了解。大部分学生出行的方式为乘坐汽车，缺少绿色出行的意识。
三、教学目标
能够读懂介绍周末的活动计划以及交通出行方式的语篇。(学习理解)
能够提取语篇中有关时间、地点、交通方式等关键信息，完成填空。（应用实践）
3. 能够仿照范例制作海报，介绍自己的周末活动计划以及交通出行方式。（迁移创新）
四、教学重难点：
重点：能够读懂介绍周末的活动计划以及交通出行方式的语篇。
难点：能够仿照范例制作海报，介绍自己的周末活动计划以及交通出行方式。
五、技术准备：
单词卡片，多媒体课件，学习任务单
六、教学过程
Step 1 Review and lead in
Free talk
T: Today, we will learn Unit 3 Transportation Lesson 3. In last two classes, we talk about transportation and transportation to school. So how do you usually go to school
Ss: I usually go to school by car/by bus/on foot.
T: So we usually go to school on foot and by car. I never go to school...
Ss: I never go to school by boat/ship/school bus...
[设计意图] 通过对话的形式复习交通工具词汇和2课功能句，为本课学习进行语言铺垫。
Group the transportation
T：Ok, we know so many transportation. But can you group them For example, some transportation are on the water, some transportation are on the land, and some are in the air. Let's group them!
Ss: Train is on land. Planes is in the air. Boat is on the water.
T: Sometimes when we in dangerous, we usually use helicopter to help people. Repeat after me: helicopter.
[设计意图] 利用思维导图引导学生将出行方式进行归类，分为on land, on the water, in the air发散学生的思维。
Step 2 Presentation and Practice
Read the first poster
T: Ok. We go to school on foot, because our home is near our school. Some students go to school by car or by e bike because their homes are far from our school. On weekends, we sometimes do some weekend activities. Such as:
Ss: Go to the cinema.
T:Yes. Look, the people are seeing a film in the cinema. Ok. Read after me: film. Sometimes we go to the theater to see a film. Look, this is a theater. Many people are watching a film in this theatre. Let’ say theatre. Sometimes we also...
Ss:Go fishing, climb a hill, pick fruit, go to a drawing club.
T: When do some weekend activities, we also need transportation.
[设计意图] 复习2单元学习的周末活动词汇，引出本课主题Transportation for weekend。学习film和theater单词为后面学习海报进行语言上的铺垫。
T: On weekends, Joy, Yaoyao, Binbin, Andy and their friends have fun things to doNow, here are 2 posters. What are posters This is a poster for supermarket. This is a poster for cars. These are posters. And these are posters, too. Let’s look at the first poster for 1 minute and think what’s the poster about
Students read the poster and think about the questions.
Ss: Fruit picking.
T: Yes, it’s about fruit picking. What fruit do they want to pick
Ss: Pick apples.
T: Where do they pick apples
Ss: Fruit garden.
T: Look. This is a fruit garden. The girl is picking apples in the fruit garden.
Q1: When do they meet
Ss: 8:00 am Saturday.
T: AM means in the morning.
Q2: Where do they meet
Ss: School gate.
T: They will meet at school gate. This is our school gate. Look at the gate, it’s very big. We come to school and go home through the gate.
Q3: How do they go there
Ss: By school bus.
T: Is it fun Yes, it’s fun to pick apples. Let's have fun. This is the first poster.
[设计意图] 教师带领学生共读第一张海报，利用问题引导学生提取海报中的关键信息，了解海报的基本格式。
Read the second poster
T: This poster is about fruit picking. How about the next one Please read it by yourself.
Students read the second poster.
T: What’s this poster about
Ss:New Film.
T: Yes. It’s about new film. What’s the name of the film Look here. The Earth in 2055.
T: Where can they see the film
Ss: Snow theater.
T: The name of the theatre is Snow Theatre. Not cloud theatre, not rain theatre. I think it’s an interesting name. Do you think so
Ss: Yes.
T: What time do they meet Where do they meet How do they go there Please read and find the answers.
T: What time do they meet
S1: 2:00 pm Saturday.
T: What does pm mean Pm means in the afternoon.
T: How do they go there
S2: School playground.
T: How do they go there
S3: By subway.
[设计意图] 教师给学生时间自主阅读海报，引导学生运用所学的方法提取海报中的关键信息，教师利用问题检测学生对第二张海报的理解程度，对于学生不理解的部分再去进行讲解，促进知识向能力的转化。
Read the dialogue and fill in the blanks
T: The children can pick fruits or see a new film on Saturday. How about Joy and Yaoyao Let’s read their dialogue. And maybe from their dialogue we will know what they are going to do. Please open your book page 26, read the dialogue by yourself.
Students read the dialogue and find what Yaoyao and Joy are going to do.
T: What are they going to do this weekend What is Joy going to do How do you know Look at this sentence. Yaoyao says what do you do on the weekend And Joy says I often go to the cinema. Then Yaoyao shows the poster and says: Look, a new film...Then Joy says oh yeah....So from this sentence we know Joy is going to the cinema. How about Yaoyao What is Yaoyao going to do
Ss: Yaoyao is going to pick apples.
T: Ok, this time. Please read these 2 posters and the dialogue again, then fill in the blanks of these 2 sentences.
Students fill in the blanks and talk in pairs.
T: Let’s check your answers. Who want to say
S1:Joy is going to the cinema by subway.
S2: Yaoyao is going to pick apples by school bus.
[设计意图] 让学生自主阅读Joy和Yaoyao的对话，尝试找出周末所做的活动，利用how do you know 进行追问，检测学生对对话的理解程度，教师再进行针对性讲解，给学生思考和自主学习的时间。然后让学生再次阅读海报和对话独立完信息填空，教师巡视给予指导，完成后两人一组进行交流，培养学生自主阅读，提取关键信息的能力。
Step 3 Production
Make a poster
T: Joy goes to the cinema and Yaoyao goes to pick apples on the weekend. This weekend, our class are going to have a trip. Look!
Ss: Deer World Theme Park. Flower Sea, Car Museum, Mutianyu Great Wall.
T: We can choose 1 place to go. What place do you want to go Let's make a poster. So that we can give all the posters to your head teacher Miss Liu. And Miss Liu will decide which place we will go. Now, look this is my poster. I want to go to the Deer World Theme park. We are going to meet at 8:00 am on Sunday. We are going to meet at school gate. Because the Deer World Theme Park is near our school. So we can go there on foot. Let’s have fun.Can you make your own poster Take out your worksheet and envelop choose 1 place you want to go and stick it here. OK. If you have finished your poster, you can talk about it in pairs. This sentence may help you.
[设计意图] 通过创设班级周末旅行的情境，让学生自主选择旅行地点并为班级设计海报，培养他们的运用所学解决问题的能力，同时渗透合理选择交通工具的意识，促进能力向素养的转化。考虑到我校学生的基础，教师采用选词填空的形式让学生完成信息的填写，降低书写的难度。
Step 4 Summary & Homework
Summary
T: You did a good job. After class, we can give the posters to Miss Liu. I hope you can have fun this weekend.
Homework: Read Fun Time on Page 29 to see what other transportation and try to make your own mind map.
[设计意图] 总结本课内容，布置作业。
板书设计：
学习效果评价设计：
教师评价：本课中，教师主要运用各种口头语言、肢体语言和金种子奖章评价学生。在学生回答问题的过程中，教师关注每一个学生的特点，给予不同的口头评价，如excellent, wonderful, good job等。
自我评价：让学生对本节课所学进行自我评价。
我能读懂介绍周末的活动计划及出行方式的语篇，完成阅读任务。☆☆☆
我能制作海报，并介绍自己的周末活动计划及出行方式。☆☆☆
教学设计特色说明
学生是学习的主体，教师要设计丰富的活动让学生在参与中理解语言知识，培养解决问题的能力。本节课，通过Free talk和Mind map活动让学生在交流和分类中复习交通工具词汇，激发学生参与学习的热情与积极性。在产出环节，教师搭建学习支架，首先示范填写海报并介绍，然后让学生自主设计并在小组内交流分享。学生在个体和小组的交流活动中发展语言与思维能力，在展示活动中收获成就感。
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