Unit 6 Lovely Animals Lesson 3（教学设计）-2024-2025学年重大版（2024）英语三年级上册

Unit6《Lovely Animals：Lesson3》（教学设计）-2024-2025学年重大版（2024）小学英语三年级上册 一、教材内容 （一）Let's Listen and Say 1. I have a cat.（我有一只猫。） It's white.（它是白色的。） It can run.（它会跑。） 2. I have a dog.（我有一只狗。） It's brown.（它是棕色的。） It can jump.（它会跳。） 3. I have a bird.（我有一只鸟。） It's green.（它是绿色的。） It can fly.（它会飞。） 4. I have a fish.（我有一条鱼。） It's red.（它是红色的。） It can swim.（它会游。） （二）Let's Learn - have（有） can（能，会） run（跑） jump（跳） fly（飞） swim（游） （三）Let's Play 学生两人一组，互相询问对方拥有的动物及其特征和能力。例如： A: What do you have? B: I have a rabbit. It's grey. It can jump. A: That's cool. （四）Let's Act 学生分组表演，一个学生扮演主人，介绍自己拥有的动物，其他学生扮演动物，做出相应的动作。例如： Student 1 (as the owner): I have a dog. It's black. It can run and jump. Student 2 (as the dog): Woof! Woof! (run and jump around) 二、学情分析 三年级的学生经过一段时间的英语学习，已经对一些简单的英语词汇和句型有了一定的基础，对英语学习有一定的兴趣和好奇心。他们喜欢直观、形象、生动的教学方式，乐于参与各种课堂活动。在本单元前两课的学习中，学生已经学习了一些动物的名称和描述动物特征的词汇及句型，为本课的学习奠定了基础。但是，对于“have”的用法以及用英语表达动物的能力这一知识点，学生可能还需要进一步的理解和练习。同时，三年级学生的注意力集中时间较短，在教学过程中需要采用多样化的教学方法和活动来吸引他们的注意力，提高学习效果。 三、教学目标 （一）知识目标 1. 学生能听懂、会说、认读单词：have, can, run, jump, fly, swim。 2. 学生能理解并运用句型“I have a… It's… It can…”来描述自己拥有的动物及其特征和能力。 （二）能力目标 1. 学生能够在实际情境中运用所学单词和句型进行简单的交流，介绍自己拥有的动物及其相关信息。 2. 培养学生的观察能力、口语表达能力和合作交流能力。 （三）情感目标 1. 激发学生对动物的喜爱之情，培养学生关爱动物的意识。 2. 通过小组活动和表演，增强学生的自信心和团队合作精神。 四、教学重难点 （一）教学重点 1. 掌握单词：have, can, run, jump, fly, swim的发音和拼写。 2. 运用句型“I have a… It's… It can…”描述自己拥有的动物及其特征和能力。 （二）教学难点 1. 理解并正确运用“have”表示“拥有”的含义，以及“can”表示“能力”的用法。 2. 引导学生区分动物的不同能力，并能用准确的动词进行表达。 五、教学过程 （一）Warming-up 1. Greetings T: Hello, boys and girls. How are you today? Ss: I'm fine, thank you. And you? T: I'm very well too. Are you ready for our English class? Ss: Yes. 设计意图：通过简单的问候，拉近师生距离，营造轻松愉快的课堂氛围，为新课的学习做好准备。 2. Revision - Show pictures of animals learned in the previous lessons (monkey, panda, elephant, rabbit, giraffe, bear, deer, dog) on the screen. T: What's this? Ss: It's a... (monkey / panda / etc.) T: How is it? Ss: It's... (thin / fat / tall / short / beautiful / cute / etc.) （Ask several students to answer and review the words and sentences about animal features.） 设计意图：复习旧知，巩固已学的动物名称和描述动物特征的词汇及句型，为引入本节课关于动物能力的学习做好铺垫，同时激活学生的记忆和思维。 （二）Presentation 1. Lead-in - Show a picture of a little girl with a cat in her arms. T: Look at this picture. What can you see? Ss: A girl and a cat. T: Yes, the girl has a cat. Do you have any pets at home? （Some students may raise their hands and answer. Encourage them to speak in English if possible.） T: Today, we are going to learn how to talk about the animals we have and what they can do. 设计意图：通过展示图片和提问的方式，引出本节课的主题“拥有动物及动物的能力”，激发学生的学习兴趣和好奇心，同时联系学生的生活实际，让学生更容易理解和接受新知识。 2. Teach the new words and sentences - Teach the word “have” T: (Point to the picture of the girl with a cat.) The girl has a cat. “Have” means “拥有”. Follow me, “have, have, I have a book.” (Hold up a book and say the sentence.) Ss: Have, have, I have a book. （Let students repeat the word and sentence several times. Then ask them to make sentences with “have” using the things around them. For example, “I have a pencil.” “I have a bag.”） - Teach the word “can” and the verbs of animal abilities T: Look at the cat. What can the cat do? Ss: It can run. (Some students may answer based on their knowledge or guess.) T: Yes, very good. The cat can run. “Can” means “能，会”. It shows the ability of something. Now, watch me. (Do the action of running.) This is “run”. Run, run, it can run. （Write the word “run” on the blackboard and let students read and imitate the action. Then teach “jump”, “fly”, and “swim” in the same way, using corresponding actions and pictures. For example, for “jump”, jump up and down and say “jump, jump, it can jump.” For “fly”, wave the arms like wings and say “fly, fly, it can fly.” For “swim”, make the swimming gesture and say “swim, swim, it can swim.”） - Teach the sentences “I have a… It's… It can…” T: Now, let's put it all together. I have a cat. It's white. It can run. Say it with me. Ss: I have a cat. It's white. It can run. （Use pictures of different animals and ask students to describe them using the new sentences. For example, show a picture of a brown dog and guide students to say “I have a dog. It's brown. It can jump.”） 设计意图：通过图片、动作演示和情境创设等方式，直观地教授新单词和句型，帮助学生理解“have”表示“拥有”、“can”表示“能力”以及动物相关动词的含义和用法。让学生在模仿和练习中逐渐掌握新知识，提高语言表达能力。同时，引导学生将单词和句子结合起来，形成完整的语言表达，培养学生的综合语言运用能力。 （三）Practice 1. Listen and repeat T: Now, let's listen to the tape and repeat. Pay attention to the pronunciation and intonation of the new words and sentences. （Play the recording of the Let's Listen and Say part. Students listen and repeat sentence by sentence. The teacher can pause the recording occasionally to correct students' pronunciation.） 设计意图：让学生跟读录音，有助于纠正发音，培养良好的语感，熟悉单词和句子的正确发音和语调，为准确的口语表达打下基础。 2. Group work - Divide the students into groups of four. Each group gets a set of pictures of animals with different colors and abilities. T: In your groups, take turns to choose a picture and describe the animal using the sentence pattern “I have a… It's… It can…”. The other group members listen and repeat. Then change the roles. （For example, a student chooses a picture of a green bird and says “I have a bird. It's green. It can fly.” The other students in the group repeat after him.） - The teacher walks around the groups, listening to their conversations and providing guidance and help if needed. 设计意图：通过小组活动，让学生在合作中练习运用所学句型描述动物，提高口语表达能力和团队协作能力。同时，使用图片增加了学习的趣味性和直观性，让学生更容易理解和表达。每个学生都有机会参与到活动中，锻炼了他们的语言运用能力和自信心。 3. Game: Animal Relay - Divide the class into two teams. Each team stands in a line. T: I'll show a picture of an animal on the screen. The first student in each team needs to say a sentence using “I have a… It's… It can…” to describe the animal. Then the second student repeats the sentence and adds another sentence about a different animal. For example, Team A's first student says “I have a cat. It's black. It can run.” Team B's first student says the same sentence and then Team B's second student says “I have a dog. It's white. It can jump.” And so on. The team that finishes first and makes the fewest mistakes wins. （Show the pictures one by one and start the game. Encourage the students to speak loudly and clearly and pay attention to the grammar and pronunciation.） 设计意图：通过游戏的方式，激发学生的竞争意识和学习兴趣，进一步巩固所学的单词和句型。同时，这个游戏需要学生快速反应和准确表达，锻炼了他们的思维能力和口语表达能力。在团队竞赛中，培养了学生的团队合作精神和集体荣誉感。 （四）Production 1. Let's Talk - Ask students to think about their own favorite animals and what they know about them. T: Now, think about your favorite animal. What does it look like? What can it do? - Have students pair up and talk to each other about their favorite animals using the sentences we learned. A: I have a rabbit. It's white. It can jump. What about you? B: I have a parrot. It's colorful. It can fly and talk. （Encourage students to use more words and sentences to describe their animals, such as the shape of the animal, its habits, etc.） - Ask some pairs to come to the front of the class and share their conversations with the whole class. 设计意图：让学生结合自己的实际情况，运用所学知识进行交流，培养学生的语言运用能力和自主表达能力。通过与同伴的交流，拓宽学生的思维和语言表达范围，同时提高学生的学习积极性和自信心。在全班分享的过程中，让学生互相学习，进一步巩固和提高语言技能。 2. Let's Write - Give each student a piece of paper. T: Now, let's write down a short passage about your favorite animal. You can use the sentences we learned and add more details if you like. For example, you can write about its appearance, its favorite food, where it lives, etc. （The teacher walks around the class and provides help and guidance as needed. Remind students to pay attention to the spelling and grammar.） - After students finish writing, ask them to read their passages aloud to their partners. Then each partner gives some feedback and suggestions. - Select a few students to read their passages to the class and display their writings on the blackboard for everyone to see. Praise and encourage the students for their good work. 设计意图：通过写作练习，进一步巩固学生对所学单词和句型的掌握，培养学生的书面表达能力。同时，让学生在写作过程中发挥想象力，丰富对动物的描述，提高语言综合运用能力。互相阅读和反馈可以促进学生之间的交流和学习，让学生从他人的作品中获取灵感和经验，共同提高写作水平。 （五）Summary 1. Review the words and sentences T: Today, we learned some new words and sentences. Let's review them together. What are the new words? Ss: Have, can, run, jump, fly, swim. T: Very good. And what sentences did we learn? Ss: I have a… It's… It can… （Write the words and sentences on the blackboard again and ask students to read them aloud.） T: These words and sentences are very useful when we talk about the animals we have and what they can do. 设计意图：通过回顾本节课所学的重点单词和句型，帮助学生巩固知识，明确学习要点，加深记忆。同时，再次强调这些知识在实际交流中的应用，让学生意识到所学知识的实用性。 2. Cultural Extension - Show some pictures of different animals and their cultural symbols in different countries. For example, in China, the panda is a symbol of friendship and peace; in the West, the dove is often associated with peace. T: Animals have different meanings and symbols in different cultures. Do you know any other examples? （Encourage students to share their knowledge and have a brief discussion. This can help students understand the cultural diversity and the rich connotations of animals in different cultures, broadening their cultural horizons.） 设计意图：在总结知识的基础上，进行文化拓展，让学生了解动物在不同文化中的象征意义，拓宽学生的文化视野，增强学生对多元文化的理解和包容。同时，培养学生的跨文化交际意识，提高学生的综合文化素养。 （六）Homework 1. Listen to the tape and read the text for 5 times. Try to imitate the pronunciation and intonation. 2. Draw a picture of your favorite animal and write a few sentences to describe it using the words and sentences we learned today. You can show your picture and sentences to your parents and tell them about your favorite animal. 设计意图：通过听读作业，巩固学生对课文的掌握，培养语感和口语表达能力。绘画写作作业则将英语学习与美术相结合，激发学生的学习兴趣，让学生在动手实践中进一步运用所学知识，同时增强学生与家长的互动，提高学生的学习积极性和自信心。 六、课堂总结 1. 在本节课中，我们学习了新单词“have”（拥有）、“can”（能，会）以及表示动物能力的动词“run”（跑）、“jump”（跳）、“fly”（飞）、“swim”（游）。通过图片、动作演示和情境创设等方式，同学们对这些单词的含义和用法有了较好的理解。 2. 我们还学习了重要的句型“I have a… It's… It can…”，并用这个句型来描述自己拥有的动物及其特征和能力。在课堂练习和活动中，同学们积极参与，大部分同学都能够正确地运用所学句型进行表达。 3. 通过小组活动和游戏，我们不仅提高了口语表达能力，还培养了团队合作精神。同学们在互相交流和学习中，不断进步。 4. 在文化拓展部分，我们了解了动物在不同文化中的象征意义，这让我们更加认识到文化的多样性和丰富性。希望同学们在今后的学习中，继续努力，多观察、多思考，将英语学习与生活实际紧密结合起来，不断提高自己的英语综合运用能力。同时，我们也要关爱动物，因为它们是我们人类的好朋友，共同生活在这个美丽的地球上。 学科网（北京）股份有限公司 $$