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【优质课堂】冀教版小学英语四年级上册教学设计Unit 3 Jobs Lesson3 I am proud of my father.
冀教版小学英语四年级上册
Unit4 Lesson3
I am proud of my father.
丛台区实验小学 任路娜
01
教学内容
（一）主题与内容
本课语篇为连环画式叙事短文，围绕“火灾救援”展开，讲述广安医院附近大楼失火，一名消防员紧急出动、搜救被困人员并成功灭火的故事。故事结尾由消防员的女儿点明主题：父亲是英雄，她为父亲感到骄傲。文本画面感强、语言简单、情节完整，符合四年级学生图文阅读习惯，以事件发展顺序推进，包含起火、求助、救援、安全、情感升华五个环节，整体结构清晰易懂，便于学生梳理故事脉络。
（二）意义与价值
构建火灾救援完整语篇，掌握职业、应急、情感类核心词汇与句型。
学习火灾自救常识，增强安全意识与生存能力；体验消防员的勇敢与辛劳，树立致敬平凡英雄、感恩身边劳动者的价值观。
（三）方式与方法
以图片环游推进故事，通过What—Where—How—Result—Feeling问题链引导探究；将词汇学习、句型运用、角色扮演融入情节，实现“词不离句，句不离境，境中运用”。
02
教学目标
通过本课学习，学生能够:
（一）学习理解类目标
通过听录音、看图预测、快速阅读等活动，帮助学生感知故事整体内容，理解故事发生的时间、地点、人物与事件，能够准确识别并认读fireman、proud、hero、on fire、put out等核心词汇与短语。学生能借助图文梳理故事顺序，听懂基本课堂用语，掌握核心句型的结构与含义，初步建立词汇、句型与语篇之间的紧密联系，完成语言知识的感知、识记与理解，为后续语言运用打下扎实基础。
（二）应用实践类目标
学生能够准确使用He is a…、I am proud of…等句型描述职业与情感，能在图片提示下简单复述救援过程，逐步实现从语言理解到表达输出的过渡。借助图片与问题链回答问题、复述故事；在报警、搜救、灭火等情境中规范运用应急句型。
（三）迁移创新类目标
引导学生将课文语言与自身生活经验相结合，能用英语表达基本防火与逃生知识；能结合生活表达对身边英雄的敬佩与自豪之情.增强防火安全意识，尊重并敬佩消防员等职业，学会珍爱生命、感恩他人。围绕“我敬佩的人”“我家人的职业”进行真实表达与创作。学生能够运用所学句型介绍身边的劳动者，真诚表达敬佩与自豪之情，实现语言知识从课本到生活的有效迁移。同时通过绘画、写作、分享展示等形式，鼓励学生大胆创新、进行个性化表达，深化对职业价值与亲情的理解，真正做到学以致用，全面提升综合语言运用能力与人文素养。
教学重难点：
（一）教学重点
1.掌握核心词汇与短语的认读、理解及书写；
2.熟练运用核心句型“He is a… He helps… ”“I am proud of… ”；
3.掌握一般现在时第三人称单数动词变化规则。
（二）教学难点
1.准确运用应急句型描述救援场景；
2.正确使用第三人称单数动词形式；
3.在真实情境中自然表达对职业的敬佩与自豪之情。
03
教学过程
Step 1 Warm-up
T: Good morning, boys and girls!
Ss: Good morning, teacher!
T: How are you today?
Ss: I’m fine, thank you. And you?
T: I’m great! Thank you. Let’s warm up first.
T: Play a job song for students. (Plays upbeat song: "Teacher, teacher, help me learn. Doctor, doctor, keep me clean. Policeman, keeps us safe. Fireman, puts out the fire.")
T: Great job! Please sit down.
T: Show pictures of different jobs on the screen.
T: Look at these people. What are their jobs? Read after me: Fireman. /ˈfaɪəmən/.
Ss: Fireman. /ˈfaɪəmən/.
T: Good. A fireman is very brave. He puts out fire and helps people. (Mimes putting out a fire with hands)
T: Today we’ll learn a story about a fireman. His daughter says, "I am proud of my father." (Writes the title on the blackboard, emphasizes "proud" /praʊd/)
【设计意图】
通过职业主题歌曲活跃课堂氛围，契合四年级学生爱唱特点；结合图片、音标领读核心词汇“fireman”“proud”，搭建词汇学习支架；通过动作模拟直观呈现消防员职业特质，自然引出课文主题，快速建立学生与语篇的联结。
Step 2 Presentation (Picture Tour 图片环游 + 问题链 + 情境操练)
1. Picture1：大楼起火
问题链：
T: What can you see? What happened?
Ss: A building is on fire.
T: Where is the fire?
Ss: Near Guang’an Hospital.
板书：on fire 着火
情境操练：
T: The building is on fire. What can we do?
Ss: Ask for help! Call 119!
板书：ask for help，全班齐喊：Help! Help! Call 119!
2. Picture 2–3：等待救援与自救
问题链：
T: We called 119. What should we do before firemen come?
Ss: Don’t be afraid. Stay safe.
板书：stay safe
T: Show me how to stay safe.
学生做捂口鼻、下蹲等动作，齐说：Stay safe! Don’t be afraid!
渗透安全提示：Don’t take the lift.
3. P4：消防员赶到
问题链：
T: Who is coming? What do they do?
Ss: Firemen. They run fast.
新词学习：run fast 快跑；fireman 消防员
情境操练：
T: You are firemen. Run fast and save people!
学生模仿奔跑动作：Run fast! Run fast!
4. Picture4:搜救被困人员
问题链：
T: What are the firemen doing now? What do they ask?
Ss: They look for people.
T: What can they say?
Ss: Is anyone here? Can anyone hear me?
板书：look for 寻找
角色扮演：
一组扮演消防员，一组扮演被困人员，进行对话：
Fireman: Is anyone here?
People: Help! Help!
5. Picture : 5–6：灭火与自豪情感
问题链：
T: What do the firemen do finally?
Ss: They put out the fire.
T: How does the girl feel? Why?
Ss: She is proud. Because her father is a fireman. He is a hero.
板书：put out 扑灭；proud 自豪的；hero 英雄
情感升华：
T: Let’s say: I am proud of my father. He is a hero.
【设计意图】
以图片环游串联故事，问题链层层深入，词汇随文学习，表演即时运用，让学生在体验中理解语言、感知情节。
Step 3 Practice & Application（应用实践类活动，15分钟）
Activity 1: Pair Work（对话内化）
T: Now, work in pairs. Look at the pictures and the time line on the board. Ask and answer like this:
T (Models): "What does the fireman do on the building?"
T: "He runs fast into the building and looks for people."
T: Now, you try. Talk about the rescue process: run fast → look for → find → put out.
(Students practice in pairs. Teacher walks around, listens, and corrects pronunciation and grammar)
T: Which pair wants to show us?
S1 & S2: (Acts out the dialogue)
T: Wonderful! Your pronunciation is great. Pay attention to "runs fast" and "looks for".
Activity 2: Game - "Sharp Eyes"（极速巩固）
T: Let’s play a game. I will show a picture for 3 seconds. Then you tell me the sentence.
(Shows a picture of "fire near Guang’an Hospital" quickly)
Ss: A building near Guang’an Hospital is on fire!
(Shows a picture of "fireman putting out fire" quickly)
Ss: The fireman puts out the fire!
(Shows a picture of "girl saying proud" quickly)
Ss: I am proud of my father!
T: Wow! You have sharp eyes! Great job!
Activity 3: Retell the story. 教师出示故事时间线，带领全班共同复述。
A building is on fire. We ask for help and call 119. Firemen run fast. They look for people. They put out the fire. The girl is proud of her father.
【设计意图】
通过结对问答落实应用实践类活动的语言内化目标，帮助学生运用核心句型描述救援过程；通过“Sharp Eyes”游戏强化词汇与句型的快速反应，提升语言运用的熟练度；歌谣吟唱帮助学生巩固语法与核心表达，增加学习趣味性。
Activity 4: Talk & Create（迁移创作）
T: Wang Lele’s father is a fireman. He is a hero. Who is your hero? Or what job do you love?
T: Use the sentence structure: "My hero is a... He/She helps... I am proud of... "
(Students prepare for 3 minutes. Teacher guides some students to add details)
T: Who wants to share?
S1: My hero is my mother. She is a teacher. She helps students learn. I am proud of her.
T: Excellent! You use the sentences correctly!
S2: I love doctors. They help sick people. I want to be a doctor one day.
T: Great! You have a big dream!
T: Now, please draw a picture of your hero or favorite job. Write 2-3 sentences about it. We will share it next class.
【设计意图】
通过“分享身边英雄”落实迁移创新类活动，引导学生结合自身经验迁移运用所学语言，实现知识向生活的迁移；通过绘画创作，培养学生创新思维，同时深化对“职业自豪”“英雄精神”的理解，升华情感态度目标。
Step 4 Fire Safety Education 防火安全知识普及
1. 教师出示防火安全小贴士，用简单英语讲解并带读：
Don’t play with fire. 不玩火。
Call 119 when there is a fire. 遇火灾拨打119。
Don’t take the lift. 不乘坐电梯。
Stay low and cover your mouth. 弯腰捂口鼻。
Stay safe and ask for help. 保持安全，及时求助。
2. 全班齐读安全口诀，配合动作记忆。
【设计意图】
结合故事进行安全教育，将语言学习与生活安全紧密结合，增强自我保护意识，落实学科育人价值。
Step 5 Homework
1.基础层（必做）：抄写核心词汇与短语各3遍，背诵重点句型，熟读课文。
2.提高层（必做）：向家人用英语讲述《I am proud of my father》的故事，录制1分钟音频。
3.拓展层（选做）：制作“Fire Safety Tips”海报，写出3条英文防火安全知识。或者和家人完成一次家庭逃生演练，用今天学的英语发出指令。
【设计意图】
师生共同总结梳理核心知识，帮助学生构建知识框架；分层作业兼顾不同水平学生需求，基础层巩固知识，提高层强化语言运用，拓展层培养创新能力，让每位学生都能在作业中获得成长。
Blackboard Writing
04
教学反思
（一）亮点
本课以图片环游与问题链为主线，将词汇、句型、故事与安全教育融为一体，学生参与度高，情境真实自然。通过即时角色扮演，学生能主动运用语言，突破应急表达与情感词难点。课堂既落实语言目标，又渗透安全与感恩教育，符合新课标英语学习活动观与核心素养要求。
（二）不足
1. 部分基础薄弱学生在小组合作中参与度不高，需更多一对一指导；
2. 迁移创新环节时间较紧张，部分学生展示不充分，可适当压缩操练环节时间；
3. 对第三人称单数的拓展练习不足，部分学生仍存在用法混淆，需后续课时强化。
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文本|任路娜
编辑|牛炳怡
校对|王 瑞
审核|张爱霞
