Unit 2 We are different Lesson 4（教学设计）-2024-2025学年北师大版（三起）（2024）英语三年级下册

《Unit 2 We are different：Lesson4》（教学设计）-2024-2025学年北师大版（三起）（2024）小学英语三年级下册 一、教学目标 （一）知识目标 学生能够准确认读、理解并运用单词：tall（高的）、short（矮的）、fat（胖的）、thin（瘦的）、big（大的）、small（小的），以及短语：long hair（长发）、short hair（短发）。 熟练掌握并运用核心句型描述人物外貌特征：He/She is... He/She has... 学生能够正确朗读并理解教材对话及短文内容，掌握其中的语音、语调与连读技巧。 （二）能力目标 通过观察、倾听、模仿等活动，培养学生获取人物外貌信息的能力。 引导学生在实际情境中运用所学句型描述他人或自己的外貌，提升口语表达与语言运用能力。 鼓励学生进行小组合作，完成描述人物外貌的任务，锻炼团队协作与创新思维能力。 （三）情感态度与价值观目标 引导学生关注他人的外貌特征，培养学生的观察力和对他人的尊重。 让学生认识到每个人都有独特的外貌，树立尊重差异、接纳自我与他人的积极态度。 二、教学重难点 （一）教学重点 掌握描述人物外貌的相关词汇和短语。 熟练运用 “He/She is... He/She has...” 句型描述人物外貌。 理解并能流利朗读对话和短文内容。 （二）教学难点 在实际情境中灵活运用所学词汇和句型，准确且生动地描述人物外貌。 能够综合运用所学知识，有条理地介绍多个人物的外貌特征。 三、教学准备 多媒体课件，包含人物外貌相关的图片、动画、视频以及教材对话和短文的音频、视频资料。 单词卡片，用于词汇教学与巩固练习。 人物头像卡片，上面绘制有不同外貌特征的人物形象，用于课堂活动。 制作小组活动记录表格，用于学生在小组活动中记录信息。 四、教学过程 （一）Warming - up（5 分钟） Greeting T: Hello, boys and girls! How are you today? Ss: Fine, thank you. And you? T: I'm wonderful. Before we start our new lesson, let's sing a song together. 设计意图：通过日常问候，营造轻松、友好的课堂氛围，拉近师生距离，为后续教学活动的开展做好铺垫。 Sing a song: “Head, Shoulders, Knees and Toes” Play the song on the multimedia. Encourage students to sing along and do the actions. After the song, ask some students: Do you like this song? Which part of the body do you like best? 设计意图：歌曲内容与身体部位相关，能快速吸引学生注意力，活跃课堂气氛，同时复习已学的身体部位词汇，为学习描述人物外貌做铺垫。通过提问，引导学生参与互动，激发学习兴趣。 （二）Lead - in（3 分钟） Show pictures of cartoon characters Display pictures of well - known cartoon characters like Mickey Mouse, Donald Duck, and Snow White on the screen. T: Look at these pictures. These are our old friends. Who can tell me something about them? For example, what do they look like? Invite several students to answer. S1: Mickey Mouse has big ears and a small nose. 设计意图：利用学生熟悉的卡通人物图片，引发学生兴趣，自然地导入本节课关于描述人物外貌的主题，让学生对即将学习的内容有初步的感知，同时激活学生已有的关于描述人物的知识储备。 （三）Presentation（15 分钟） Vocabulary teaching Show a picture of a tall man and a short man side by side. T: Look at these two men. This man is tall, and that man is short. Read after me, tall, short. Use the word cards to teach the pronunciation clearly, emphasizing the different vowel sounds. Then let students read in different ways, such as individual reading, pair reading, and chanting: “Tall, tall, he is tall. Short, short, he is short.” Do the same way to teach the words “fat，thin，big，small” with relevant pictures. For example, when teaching “fat”: T: Look at this picture. This person is fat. Read after me, fat. After teaching all the words, play a “Guessing game”. Describe a word using body language or simple sentences, and ask students to guess which word it is. For example, T: I'm round and a little heavy. What am I? Ss: Fat. Then introduce the phrases “long hair” and “short hair”. Show pictures of people with long hair and short hair respectively, and teach the phrases in the same way. 设计意图：运用图片对比展示词汇，能让学生直观地理解单词含义，符合三年级学生形象思维为主的认知特点。多样化的朗读和有趣的游戏活动，有助于学生加深对单词发音和拼写的记忆，提高单词认读能力，增强学习的趣味性。 Text learning Dialogue learning Play the recording of the dialogue for the first time. Students listen carefully and watch the pictures on the screen. T: Listen carefully. Who are talking in the dialogue? What are they talking about? After listening, ask some students to answer. S2: Xiaohua and Xiaobei are talking. They are talking about their new classmates. Play the recording again. This time, students listen and read after the recording sentence by sentence. Stop at key sentences like “He is tall and thin. He has short hair.” and “She is short and fat. She has long hair.” to explain the usage and meaning. Use simple examples like “My friend is tall and has big eyes.” Divide the dialogue into parts. In the part about the boy: T: Why does Xiaohua say the boy is tall and thin? Guide students to observe the picture and answer. S3: Because we can see in the picture that the boy is tall and not fat. Analyze the part about the girl in the same way. Short passage learning Present the short passage on the screen. Let students read it silently first. T: Now, read this passage by yourself and find out how many people are described in it. After students finish reading, ask them to answer. S4: Three people. Then read the passage aloud together, sentence by sentence. Explain new words or difficult sentences. For example, in the sentence “The teacher is tall and kind. She has long hair.”, explain the word “kind”. Ask students to summarize the main idea of the passage. S5: It's about a teacher and two students' looks. 设计意图：通过听录音、跟读等方式学习对话，培养学生的听力理解和口语模仿能力。详细讲解重点句型和对话内容，结合实际例子帮助学生理解，符合学生的认知规律。在短文学习中，先让学生自主阅读获取信息，再进行讲解和总结，培养学生的自主学习和归纳能力，让学生更好地理解和运用所学语言知识描述人物外貌。 （四）Practice（12 分钟） Look and say Show some pictures of people with different 外貌特征 on the screen. T: Now, look at these pictures. Work in pairs. Describe the people in the pictures using the words and sentences we learned. For example, S6: The man in the first picture is big and has a big nose. Let students start the activity. Walk around the classroom to monitor and offer help if necessary. After a while, invite some pairs to stand up and show their description. 设计意图：通过图片展示创设情境，让学生运用所学词汇和句型进行描述练习，巩固所学语言知识，提高学生在不同情境中运用语言的能力，培养学生的语言迁移能力和口语表达能力。 Guessing game: “Who is it?” Divide the class into two groups. One group chooses a person from the class without telling the other group. Then they describe the person's 外貌特征 using the learned sentences. The other group guesses who the person is. For example, Group A: He is tall. He has short hair. He likes playing football. Group B: Is it Tom? After several rounds, switch the roles of the two groups. 设计意图：游戏活动能激发学生的学习兴趣和积极性，增强学生运用语言的灵活性。在游戏过程中，学生需要综合运用所学知识进行描述和猜测，进一步巩固对人物外貌描述的表达，同时培养学生的团队协作能力和竞争意识。 （五）Production（8 分钟） Group work: “My family photo” Divide the students into groups of four. Ask each student to bring a family photo to class (or they can draw a simple family picture in class if they don't have a real photo). T: Now, in your group, show your family photo and describe your family members' looks to your group members. Use the sentences “He/She is... He/She has...” Then fill in the group activity form. The form has columns like “Family member”, “Appearance description”. For example, S7: This is my father. He is tall and strong. He has short black hair. Students start to discuss in groups. Walk around to guide and help. After the group work, invite some groups to report to the class. One group's reporter can show the family photos of the group members on the screen and describe each family member. 设计意图：小组合作活动能让学生将所学知识运用到实际生活情境中，通过描述自己家人的外貌，进一步巩固和拓展所学语言知识。填写表格和汇报环节锻炼了学生整理信息、口头表达和团队协作的能力，同时增进学生之间的了解和交流，培养学生对家庭的热爱之情。 （六）Summary（1 分钟） Review the key points T: Boys and girls, today we have learned some new words and phrases about people's looks, such as tall, short, fat, thin, long hair, short hair. And we also learned how to describe people using the sentences “He/She is... He/She has...” 设计意图：课堂总结帮助学生梳理本节课所学的重点知识，加深学生对新知识的印象，强化记忆，让学生对本节课学习内容有一个系统的认识，便于知识的存储和提取。 （七）Homework（1 分钟） Oral homework Ask students to go home and describe their family members' looks to their parents in English. Written homework Let students write a short passage about their best friend's appearance, using at least five sentences. They can also draw a picture of their best friend next to the passage. 设计意图：口头作业能让学生将课堂所学知识运用到日常生活中，加强亲子间的交流，巩固课堂学习内容。书面作业有助于培养学生的写作能力和综合运用语言的能力，通过写作和画画相结合的方式，增加作业的趣味性，提高学生完成作业的积极性，同时进一步强化学生对人物外貌描述的能力。 五、教学反思 在本节课的教学过程中，通过多种教学方法和丰富的活动设计，大部分学生能够积极参与课堂，较好地掌握了描述人物外貌的词汇和句型，达到了预期的教学目标。在词汇教学环节，借助图片对比、多样化朗读以及有趣的游戏，学生能够快速理解和记忆单词，学习兴趣高涨。然而，在教学过程中发现部分学生在运用 “He/She has...” 句型时，容易混淆单复数形式，例如将 “He has long hair.” 说成 “He have long hair.”，在今后的教学中需要加强这方面的专项练习，比如设计单复数形式的句型转换练习和口语纠错练习。在对话和短文教学部分，通过听录音、跟读、分析等活动，学生对文本内容理解较为深入，口语表达能力也得到了锻炼。但在小组合作的 “ My family photo” 活动中，个别小组存在个别学生参与度不高的情况。在今后的教学中，要更加注重小组活动的组织和引导，提前明确每个学生在小组中的任务和角色，鼓励每个学生积极参与，充分发挥小组合作学习的优势。此外，在教学评价方面，可以进一步丰富评价形式，除了教师评价外，增加学生自评和互评环节。学生自评可以让学生更好地认识自己的学习过程和成果，互评能促进学生之间的相互学习和交流。例如，在小组活动后，让学生对自己和小组其他成员在活动中的表现从语言运用、参与度、合作能力等方面进行评价。总体而言，本节课在教学内容和教学方法上有一定的成效，但也存在一些需要改进和完善的地方，在今后的教学中应不断优化教学过程，提高教学质量，以更好地满足学生的学习需求。 学科网（北京）股份有限公司 $$