Unit 2 My class Lesson 2（教学设计）-2025-2026学年人教精通版英语三年级下册

Unit 2 My class Lesson 2 教学设计 一、核心素养目标 立足三年级英语启蒙学情，衔接Lesson 1知识，落实四大核心素养。语言能力上，掌握classmate核心词汇，熟练运用“He is.../She is... ”句型描述同学性别与身份，能听懂并回应班级人物介绍对话。文化意识上，深化班级同伴情谊认知，养成友好互助、尊重他人的品质。思维品质上，通过性别区分、情景表达，提升逻辑判断与语言组织能力。学习能力上，保持英语表达兴趣，学会在合作互动中巩固知识，为单元后续交流奠定基础，言简意赅覆盖核心要求。 二、教学重难点及突破策略 （一）教学重点 1. 核心词汇：准确认读、理解classmate（同班同学）的含义，能结合班级场景指认同学并运用词汇，发音标准。2. 核心句型：熟练运用“He is a boy./She is a girl.”描述同学性别，结合“This is my classmate.”整合表达，实现完整的同学介绍。3. 情景运用：能在班级情景中听懂他人对同学的描述，主动用核心句型回应、介绍自己的同班同学。 （二）教学难点 1. 代词辨析：正确区分He（他）与She（她）的用法，避免根据姓名或外貌误判性别导致代词误用。2. 句型整合：灵活衔接“This is my classmate.”与“He/She is... ”句型，实现连贯表达，不出现句式割裂或语法错误。3. 情景适配：能根据不同同学的性别，快速调整代词与句型，在真实互动中自然表达，而非机械背诵。 （三）突破策略 1. 实物情景突破：以班级真实同学为载体，指着男生说“He is a boy.”，指着女生说“She is a girl.”，搭配性别手势（男生比“♂”、女生比“♀”），直观区分He/She用法。2. 游戏互动突破：设计“性别速判”“句型接龙”“同学猜猜猜”等趣味游戏，在互动中强化代词辨析与句型整合，降低运用难度。3. 分层引导突破：从“词汇认读”到“单一句型练习”，再到“句型整合表达”，逐步提升难度，通过教师示范、同伴互助，确保不同水平学生掌握核心用法。 三、教学过程 （一）导入环节：情景衔接，旧知唤醒 1. 情景导入 创设“班级同伴介绍会”情景：教师手持班级合影，微笑着说“Hello, everyone! Last class we learned to introduce our teacher and classmates. Today we will know more about our classmates. Who is your good classmate? Let's talk about them!”，自然引出Lesson 2主题，聚焦同学介绍的核心内容。 2. 旧知衔接复习 ① 词汇回顾：开展“词汇快闪”活动，教师出示Lesson 1核心词汇卡片（teacher, student, boy, girl），学生快速认读并搭配性别或身份手势，强化旧知记忆。② 句型回顾：组织“旧句接龙”，学生轮流用“This is my teacher./This is a boy.”等句型表达，教师随机提问“Is he a boy?”，引导学生回应，为He/She句型铺垫。③ 过渡衔接：教师板书课题“Unit 2 My class Lesson 2”，明确本节课目标——认识classmate词汇，学会用He/She句型介绍同班同学，激发学生探究欲。 （二）探究环节：新知学习，互动深化 1. 核心词汇学习 ① 词汇教学：结合班级真实情景，聚焦classmate教学。教师拉着两名同学的手，说“This is Tom. This is Lucy. They are classmates. Tom is Lucy's classmate. Lucy is Tom's classmate.”，强调classmate表示“在同一个班级学习的同学”，带领学生跟读，注意“classmate”的重音在第一个音节，拆分发音“class-mate”帮助学生掌握。② 词汇巩固：开展“找同伴”活动，教师说“Find your classmate!”，学生快速找到自己的同桌或好友，互相说“This is my classmate.”，完成词汇运用；组织“词汇抢答”，教师说出中文“同班同学”，学生快速说出classmate，准确应答者为小组积累积分。 2. 核心句型学习 ① 句型示范呈现：结合词汇教学，自然引出He/She句型，注重代词辨析。示范He is... ：教师指着班级男生说“This is my classmate. He is a boy.”，强调He用于描述男生，搭配男生手势；示范She is... ：指着班级女生说“This is my classmate. She is a girl.”，强调She用于描述女生，搭配女生手势，反复对比演示，让学生明确代词与性别的对应关系。② 句型拆分练习：先进行单一句型练习，教师随机指认学生，学生快速说“He is a boy./She is a girl.”；再进行句型整合练习，教师示范“This is my classmate. He is a boy.”，引导学生模仿，替换同学姓名与性别，如“This is my classmate. She is a girl.”。③ 句型纠错强化：针对易混淆点，教师故意说错句子（如指着女生说“He is a girl.”），引导学生发现错误并纠正，强化He与She的正确用法，加深记忆。 3. 课文感知与跟读 ① 课文初听感知：播放教材Lesson 2录音（人教精通版Lesson 2录音以班级同学介绍对话、短句练习形式呈现，整合classmate词汇与He/She句型），引导学生闭目倾听，感知语音语调与整体语境，不纠结细节。② 课文再听跟读：结合课文插图或简笔画PPT（呈现两名同学互相介绍的场景），学生边听边圈出听到的核心词汇与句型，跟随录音逐句跟读，模仿发音与语气，教师重点纠正classmate的发音及He/She的语调差异。③ 课文角色扮演跟读：将录音拆分为对话片段，学生分组分角色跟读（一组扮演介绍者，一组扮演回应者），教师巡视指导，确保每个学生都能准确跟读，理解句子含义，深化对课文语境的把握。 4. 趣味拓展互动 ① 游戏一：“同学猜猜猜”。教师描述“ This is my classmate. He is a boy. He has short hair.”，学生快速猜出对应的同学，猜对后由该同学介绍自己的另一位同伴；轮流进行，强化句型运用与听力理解。② 游戏二：“班级介绍接龙”。小组内轮流介绍自己的同伴，用“This is my classmate. He/She is a boy/girl.”表达，下一名同学需接着介绍新的同伴，不能重复，教师对表达流畅、准确的小组给予表扬。③ 互动分享：邀请学生上台介绍自己的好朋友（同班同学），完整表达后，其他同学用“Hello!”回应，营造友好的班级氛围，深化句型的情景运用。 （三）巩固环节：分层任务，深化提升 1. 基础任务：词汇句型夯实 ① 词汇练习：完成“词汇-句子匹配”，将classmate词汇与对应的句子（This is my classmate.）连线；开展“词汇填空”，根据句意补全词汇（This is my ______ (同班同学). He is a boy.），确保词汇拼写与语义正确。② 句型练习：根据例句仿写句子，如例句“This is my classmate. She is a girl.”，仿写3句不同同学的句子；完成“句型纠错”，修正句子中的错误（如“This is my classmate. He is a girl. → This is my classmate. She is a girl.”），强化代词与性别对应。 2. 提升任务：小组展示表达 分组任务：以“我的班级同伴”为主题，小组合作，每组编写一段4-5句的简短介绍，需包含classmate词汇、He/She句型及整合表达，如“This is my classmate. His name is Tom. He is a boy. We are good friends.”。小组内反复练习发音与流畅度后，上台展示，教师点评并给予改进建议，提升综合表达能力。 3. 拓展任务：实践延伸运用 布置实践任务：① 回家后和家长一起介绍自己的3位同班同学，用所学句型说“This is my classmate. She is a girl. Her name is Lucy.”，让家长帮忙纠正发音与代词运用，下节课分享自己的介绍内容。② 制作“班级同伴卡片”，正面画同班同学，背面写下对应的词汇与句型，下节课带来和同学交换认读、介绍，培养动手能力与知识巩固意识。 （四）拓展环节：总结升华，品质培养 1. 主旨总结 师生共同总结：Today we learned the word classmate and sentences He is.../She is... We can introduce our classmates now. Our classmates are our good friends. We should be friendly to each other and help each other in class. 强化知识梳理，升华同伴情谊，培养友好互助的良好品质。 2. 易错辨析 梳理本节课核心易错点，① 词汇类：classmate发音不标准，易漏读“mate”部分；② 句型类：He与She混淆，导致代词与性别不匹配；句型整合不连贯，出现句式割裂；③ 运用类：介绍时遗漏classmate词汇，仅描述性别，表达不完整。引导学生对照卡片自查，通过同伴互查、教师抽查，强化正确用法，形成知识闭环。 （五）总结梳理环节：归纳回顾，能力提升 1. 知识回顾 师生共同梳理：本节课作为Unit 2的第二课时，核心是掌握classmate词汇与He/She句型，学生能准确认读、运用核心词汇，熟练整合句型介绍同班同学；通过游戏、情景互动与实践任务，提升了语言表达能力、合作探究能力，巩固了英语学习兴趣，深化了班级同伴情谊，落实了核心素养目标。 2. 方法提炼 提炼学习方法：① 情景关联法：结合班级真实同伴记忆词汇句型，让知识贴近生活，提升记忆效率与运用能力；② 对比记忆法：通过He与She的性别对比、手势辅助，强化代词辨析，突破运用难点；③ 合作练习法：通过小组游戏、展示，在互助中纠正错误，提升表达流畅度；④ 实践延伸法：将课堂知识延伸到家庭生活，实现“学用结合”。鼓励学生运用这些方法，为单元后续班级场景交流奠定基础。 四、板书设计 Unit 2 My class Lesson 2 （一）核心词汇 1. classmate /ˈklɑːsmeɪt/ 同班同学 ① 搭配短语：my classmate 我的同班同学 ② 例句：This is my classmate. （二）核心句型 1. 描述男生： ① He is a boy. 他是一个男孩。 ② 整合表达：This is my classmate. He is a boy. 2. 描述女生： ① She is a girl. 她是一个女孩。 ② 整合表达：This is my classmate. She is a girl. （三）情景例句（班级适配） 1. This is my classmate. His name is Li Ming. He is a boy. 2. This is my classmate. Her name is Wang Hong. She is a girl. （四）易错提醒 1. He 对应男生，She 对应女生，不可混淆 2. 介绍时需整合句型，表达完整连贯 3. classmate 注意发音，区分“class”与“mate” 五、课堂练习 情景内容：In the English class, Miss Wang asks students to introduce their classmates. Lily stands up first. She says This is my classmate. Her name is Lucy. She is a girl. Then Tom introduces his classmate. He says This is my classmate. His name is Jack. He is a boy. Miss Wang asks other students to guess who the classmate is. All students take turns to introduce and guess, and the class is very lively. 1. Lily introduces her classmate first. She says 【This is my classmate.】. Who is Lily's classmate? （ ） A. Jack B. Lucy C. Miss Wang D. Tom 2. How does Lily describe her classmate's gender? （ ） A. He is a boy. B. She is a girl. C. This is my classmate. D. Her name is Lucy. 3. What does Tom say about his classmate? （ ） A. This is my classmate. She is a girl. B. This is my classmate. He is a boy. C. Her name is Jack. D. This is my teacher. 4. Which sentence is correct according to the passage? （ ） A. Lily's classmate is a boy. B. Tom's classmate is Jack. C. Miss Wang introduces her classmate. D. Students don't like the game. 5. What does Miss Wang ask students to do? （ ） A. Introduce their classmates. B. Guess the teacher's name. C. Read the new word. D. Draw their classmates. 6. Which pronoun should be used to describe Lucy? （ ） A. He B. She C. It D. They 7. Which sentence uses the correct form? （ ） A. This is my classmate. He is a girl. B. This is my classmate. She is a girl. C. This is my classmate. She is a boy. D. This is my teacher. He is a girl. 8. What is the main activity in the class? （ ） A. Drawing pictures. B. Introducing classmates. C. Learning new words. D. Singing English songs. 9. 结合上述情景，用所学句型完成一段对话，要求包含classmate词汇、He/She句型各1句，整合表达，还原课堂互动场景，不少于5句。 10. 结合情景和所学知识，用3-4句话介绍你的一位同班同学，整合本节课核心词汇与句型，说明其性别。 六、答案解析 （一）单选题答案及解析 1. B 解析：情景提到Lily says This is my classmate. Her name is Lucy.，可知莉莉的同班同学是露西，故选B。 2. B 解析：情景中莉莉介绍的同班同学是露西（女生），结合核心句型，应说She is a girl.，A项描述男生，C项仅介绍身份，D项仅说姓名，故选B。 3. B 解析：情景提到Tom introduces his classmate. He says This is my classmate. His name is Jack. He is a boy.，可知汤姆介绍同学时用了对应的男生句型，A项描述女生，C项姓名与性别不符，D项介绍老师，故选B。 4. B 解析：A项莉莉的同学是女生，并非男生；C项是王老师让学生介绍同学，并非自己介绍；D项情景提到课堂很热闹，学生喜欢这个活动；B项汤姆的同学是杰克，与情景一致，故选B。 5. A 解析：情景开头提到Miss Wang asks students to introduce their classmates.，可知王老师让学生介绍自己的同班同学，故选A。 6. B 解析：露西是女生，描述女生需用代词She，He用于男生，It用于非人物，They用于复数，故选B。 7. B 解析：A项He与girl性别不匹配；C项She与boy性别不匹配；D项He与girl性别不匹配，且介绍对象是老师，与句型语境不符；B项代词、性别与句型均正确，故选B。 8. B 解析：整篇情景围绕王老师让学生轮流介绍同班同学、互相猜测展开，核心活动是介绍同班同学，A、C、D三项均非核心活动，故选B。 （二）材料分析题参考答案 9. 示例：Miss Wang: Boys and girls, let's introduce our classmates. Lily: Hello, everyone! This is my classmate. Her name is Lucy. She is a girl. Tom: My turn! This is my classmate. His name is Jack. He is a boy. Miss Wang: Well done! Who wants to try again? 10. 示例：This is my classmate. Her name is Wang Hong. She is a girl. We are good friends in class. I like playing with her. 七、反思与感悟 本节课通过班级情景与趣味游戏落实教学目标，学生能基本掌握词汇句型。但部分学生He/She代词仍易混淆，句型整合表达不连贯。后续需强化性别对比练习，增加个性化表达机会，优化句型整合引导，贴合三年级启蒙课堂的语言输出需求。 学科网（北京）股份有限公司 $