Unit 4 We love animals Lesson 3 Hi,panda! （教学设计）-2024-2025学年粤教沪外教版（2024）英语三年级下册

Unit 4 We love animals Lesson 3 Hi, panda! （教学设计）2024-2025学年粤教沪外教版（2024）英语三年级下册 教学目标 一、语言能力目标 1．能正确拼读并书写单词 panda, bamboo, black, white, round, legs, ears, face, back, tail, fat, cute, curious, gentle, clumsy, forest, favorite, environment，共计18个核心词汇。能准确理解并运用句型 "This is a panda" "It has... " "The panda is..." "Pandas like... "进行描述性表达。 2．能流利朗读课文，正确提取信息回答问题。在3分钟内完成信息梳理，如用时间轴记录熊猫的日常活动，用思维导图概括熊猫的特征。 3．能通过关键词句复述课文内容，描述熊猫的外形特征和生活习性。能用"compare and contrast"策略区分熊猫与其他动物的特点。 4．能通过小组合作完成情景对话，使用"Where is it? What is it doing? How does it look? "等询问句型展开对话。 二、思维品质目标 1．能通过观察图片信息推测熊猫的栖息环境，建立"视觉推理"思维路径。能用"根据...可知..."句式解释推理依据。 2．能运用"分类归纳"策略将熊猫特征分门别类，如身体部位、生活习性、性格特点等。能用"Pandas have... They use... to..."等结构进行逻辑化描述。 3．能通过对比不同句型的表达效果，理解"形容词+名词"的构词规律。能用"the + 形容词+名词"结构造句。 三、文化意识目标 1．能通过课文描述的熊猫形象，理解动物保护的国际文化。能通过"生词卡"理解不同文化中的动物象征意义。 2．能在小组讨论中表达对熊猫的喜爱之情，学会用"Most of all, I love... because..."等句型表达个人观点。 四、学习能力目标 1．能运用"多媒体词库"策略记忆新词汇，通过联想"panda panda bear"完成词汇关联。 2．能通过"观察提问-验证"的阅读策略，提取课文中的关键信息。能用"Which is true? "等判断性问题验证猜测。 3．能通过"角色扮演"情境化活动，提高英语表达的实际应用能力。能用"Here's a panda"等日常交际用语完成对话。 教学重难点 教学重点： 1．掌握熊猫描写的核心词汇和句型结构，能正确区分同类动物的特征 2．学会用描述性英语表达动物形象，建立"外观行为-性格"三维描述意识 教学难点： 1．理解"the bamboo forest is its home"等复杂句型的句法结构 2．运用"compare and contrast"策略进行跨动物对比描述，如将熊猫与狮子进行特征对比 教材分析 《Hi, panda!》是粤教沪外教版英语三年级下册Unit 4 We love animals的核心课文，以大熊猫为描写对象。本单元围绕"动物特征"展开教学，重点训练学生运用英语描述动物的外形、习性及栖息环境。课文通过简单句式呈现熊猫的视觉特征："It has black and white fur" "Long ears and round eyes"，并通过动作描述突出其活动特点："It eats bamboo" "It sleeps a lot"。同时通过"living in the forest"等短语构建熊猫的生存场景，为学生搭建起"感知描述-比较"的学习框架。本课将重点培养学生的观察描述能力和跨文化理解，通过描绘熊猫形象建立人与动物和谐共生的意识，为后续学习"How does this animal look? "等探究性问题奠定基础。 课前准备 单词卡片：panda, bamboo, black, white, round, legs, ears, face, back, tail, fat, cute, curious, gentle, clumsy, forest, favorite, environment 图片素材：熊猫在竹林中吃竹子、爬树、睡觉的照片 听读材料：课文录音磁带 学案材料：包含视觉线索的填空练习卡 课时安排 共2课时 教学过程 一、情境导入，激活经验 1．教师展示熊猫简笔画，用英语提问："What animal is this? What do you know about it?" 预设学生回答："It's a panda." "It has black and white fur." 2．引导学生回顾已学动物词汇，通过"旧词新用"策略建立联系。如"Look, this is a panda. 比较与cat, dog的不同，你会用什么词描述？" 3．呈现熊猫照片，用"观察提问"法引导发现："What parts of the panda do you see? Does it have wings? How long is its tail? " 4．通过"thinkpair-share"活动让学生分享对熊猫的认知："My favorite animal is... I know pandas live in... They eat..." （设计意图：通过视觉刺激激活学生前经验，建立新旧知识联系，为新授内容搭建认知脚手架） 二、细读文本，提取信息 1．教师播放课文录音，学生完成信息捕获任务 ① 填写听着卡： Panda's parts: ears, eyes, nose, mouth, fur, legs, tail Panda's actions: eating, sleeping, climbing, playing Panda's home: forest, bamboo, trees ② 绘制时间轴： 8:00 am eats bamboo 10:00 am sleeps 2:00 pm climbs 5:00 pm plays 2．教师用英语提问："How many parts of the panda do we need to know? What does the panda like?" 学生分组回应："Three parts: ears, eyes, nose." "Pandas like bamboo and sleep." 3．学生用所学句型完成填空练习： The panda has ___ ears. It ___ bamboo with its teeth. Pandas live in the ___. 4．教师通过"图片猜测"活动深化理解："This is a panda. Look at the picture. What parts does it have?"出示简化线条图，学生用英语描述："It has..." 三、结构探究，建构知识 1．分析课文脉络，明确描述逻辑 ① 外形描写：由整体到局部 1.1 教师示范："This is a panda. It has black and white fur." 学生跟读，观察图示 1.2 小组合作：用单词卡组成熊猫身体部位图，如"ears"贴在头部，"legs"贴在身体下部 ② 习性描述：从静态到动态 2.1 教师展示动作图片："Look, the panda is eating. How does it eat?" 用"chew"，"bite"等动词填空 2.2 学生用"panda likes... it often... "句型造句："Pandas like to sleep. They often sleep for 12 hours." 2．提炼描述结构，总结表达规律 ① 基本结构： This is a panda. It has (描述特征) It (描述行为) It lives in (描述环境) ② 联系迁移： 分小组用相同结构描述其他动物，如"clownfish"："This is a clownfish. It has stripes. It swims in the sea. It is a favorite in the ocean." ③ 教师示范： "Look, this is a lion. It has a big head. It roars. It lives in the jungle." 学生根据图片续说："It has a long tail. It runs quickly. It is a king of the forest." 四、思维建模，掌握策略 1．运用"金鱼图"策略进行特征分析 ① 教师引导："We can use the goldfish drawing to show the panda's features. Draw the eyes first, then the ears, then the nose." ② 学生绘制简笔画并标注英文单词，完成"lookand-say"活动。如画出圆形头部，写"round face"，四条腿写"long legs"。 2．开展"对比观察"任务 ① 教师出示熊猫与其他动物的图片："Compare the panda with the monkey. What's the same? What's different?" ② 学生使用"it has... it doesn't have..."句型作答："Pandas have black and white fur. Monkeys have brown fur." "Pandas don't have wings. Monkeys have arms." 3．设计"信息填空"任务 （1）听读填空练习： This is a panda. It ___ (has) black and white fur. It has long ears and round eyes. It eats bamboo. It ___ (lives) in the forest. （2）复述练习： 教师示范："The panda has a round face, long ears, and black eyes. It also has a big nose and white fur. It lives in the forest. It eats bamboo every day." 学生跟说，逐句跟读 （3）句型转换： 教师改写句子："It has black fur and white fur." → "It has black and white fur." 学生模仿创造："It has long legs and short legs." → "It has long and short legs." 五、文化理解，拓展思维 1．开展"熊猫知识小课堂"活动 ① 教师用英语介绍："The panda is a special animal. It's a symbol of China." 学生补充："It's also a symbol of friendship." ② 小组讨论："Why is the panda important?" 预设答案："Because it's cute. It helps us learn about the environment. It needs protection." 2．设计"保护行动"任务 ① 教师提问："What can we do to help pandas? " 学生回答："We can protect the forest. We can not cut trees. We can make people know about pandas." ② 完成"宣传倡议"表达："Let's save pandas. They are in danger. We should protect their home." 3．进行"跨文化比较"活动 ① 教师提问："What animals are important in China?" 学生回答："The dragon. The phoenix." ② 教师补充："Pandas are important for the world. They are a symbol of peace." ③ 分组制作"动物文化卡"：用英文标注重要动物的国家象征意义 六、场景应用，巩固技能 1．开展"我是动物讲解员"角色扮演 ① 教师示范："Hello, I'm a panda. Look at my eyes. They are black. My fur is black and white. I live in the forest." ② 学生分组准备对话手稿，三人一组轮流扮演熊猫解说员 ③ 其他组完成"信息提取"任务："What does the panda say about its fur? How many times does it eat bamboo?" 2．进行"动物特征大战"游戏 ① 教师说："A panda has... " 学生抢答："It has black and white fur. It has round eyes." ② 教师提问："What's special about pandas? " 学生回答："They are cute. They like to eat bamboo." ③ 情景模拟："You can't see a panda. What can you say to find it?" 学生用描述句："It has black and white fur. It lives in the forest." 3．完成"侦探任务"活动 ① 教师展示多幅动物图片："Which animal is it? " ② 学生使用"判断句型"协助推理："It has long ears. It lives in the forest. It's black and white. It's a panda." ③ 进行"特征侦探"练习，用观察卡片描述特征："It has... It lives in... It eats..." 七、思维拓展，迁移运用 1．设计"动物绘画日记"活动 ① 学生用英语描述自己的绘画作品："I drew a panda. It has a round face and long legs. It is black and white. It is sleeping." ② 教师用"思维魔方"引导记忆："panda make a call for help" 联想活动："Pandas are cute but they need help. Let's make cards to save them." 2．开展"问题探究"任务 ① 教师提问："Why is the panda's life in danger? " 引导学生用简单的英语解释："(1) Because people cut trees. (2) Because there are not enough bamboo." ② 学生完成"原因列表"："Pandas are in danger because... (1) animals are attacked. (2) their home is gone..." 3．组织"表达优化"活动 ① 教师改写："The panda has a round head. It's cute." → "The panda has a round head. It has a big, cute face." ② 学生修改描述："The panda is fat. It climbs trees. " → "The panda is fat. It moves slowly. It climbs trees to sleep." 设计作业 一、基础巩固作业 1．完成单词听写练习：听写panda(熊猫)，bamboo(竹子)，black(黑色)，white(白色)，round(圆的)，legs(腿)，ears(耳朵)，face(脸)，back(背部)，tail(尾巴)，fat(胖的)，cute(可爱的)，curious(好奇的)，gentle(温顺的)，clumsy(笨拙的)，forest(森林)，favorite(最喜爱的)，environment(环境) 2．完成"词义连线"：将动物单词与对应描述连线，如panda black and white fur 3．完成"句子排序"：将打乱的句子重新排列，如"has It long ears" → "It has long ears." 二、能力提升作业 1．用"describe a panda"句型完成对话：描述熊猫的外形和行为，填表 Part of the panda Description Body shape (round) Ears (long) Eyes (black) Fur (white and black) Behavior (sleep a lot) 2．完成"特征比较"练习：用口语方式比较熊猫和大象的异同 Panda Elephant Black and white Gray Small legs Long legs Eats bamboo Eats grass Lives in forest Lives in savannah 3．用"动物线索卡"编写描述：根据给出的线索画出动物，如"This animal is fat. It has a round face. It eats bamboo." 三、拓展创新作业 1．制作"熊猫知识卡"：在纸上画出熊猫并标注英文描述 Ears: long Tail: short Eye: black Fur: white and black 2．设计"保护标语"：用英语表达保护熊猫的呼吁，如"Protect pandas. They are cute." 3．完成"情景对话"：设计三个角色扮演对话，用"Hi, panda! "开头，描述特征和行为 教学反思预设 1.活动参与度提升方向：优化小组分组策略，增加"角色分配"环节，确保每位学生都有明确任务 2.语言准确性改进方案：设计"错误修正"练习，通过同伴互评提升描述准确性 3.思维深度拓展策略：加入"为什么熊猫是濒危动物"的延伸讨论，引导学生理解动物保护意义 学科网（北京）股份有限公司 $$