Unit One Keep Things in Order Lesson 4 I Should Tidy up My Room（教学设计）-2025-2026学年北京版英语三年级下册

该小学英语教学设计聚焦Unit One Lesson 4核心单词（room, tidy, up等）及句型（I should tidy up my room等），通过复习前3节课衣物、文具类单词和句型，结合杂乱与整洁房间图片对比导入，搭建新旧知识衔接的学习支架。 资料特色在于以生活化房间整理场景为载体，通过图片对比、情景模拟、分层练习（跟读替换到情景表达）及小组合作探究，强化语言能力（连贯表达）和文化意识（责任习惯），如句子接龙活动提升思维连贯性，助力学生自主运用英语，为教师提供清晰教学流程与实用练习资源。

Unit One Keep Things in Order Lesson 4 I Should Tidy up My Room 教学设计 一、核心素养目标 （一）语言能力 1.能听懂、认读核心单词【room】【tidy】【up】【should】【messy】【bed】【wardrobe】【floor】，熟练运用单词描述房间状态及整理动作，巩固过往介词用法。 2.能听懂、会说、会用核心句型I should tidy up my room.及拓展句型My room is messy./I should put...in/on the...，能表达整理房间的责任和具体动作。 （二）文化意识 1.强化整理房间的良好习惯，树立“自己的房间自己整理”的责任意识，养成整洁有序的生活态度。 2.乐于用英语表达自己整理房间的意愿和做法，感受英语在日常生活中的实用性，提升英语表达自信心。 （三）思维品质 1.能结合房间场景，准确运用句型表达房间状态和整理意愿，培养观察能力和语言组织能力。 2.能灵活结合前3节课句型，连贯表达房间杂乱状态、整理意愿及具体动作，培养思维的连贯性和逻辑性。 （四）学习能力 1.能在互动、合作中主动参与练习，养成认真倾听、大胆表达、主动思考的学习习惯。 2.能结合自身生活实际，自主运用所学知识表达整理房间的想法和做法，培养自主运用英语的能力。 二、教学重难点 （一）教学重点 1.核心单词【room】【tidy】【up】【should】【messy】【bed】【wardrobe】【floor】的认读、朗读、运用，掌握单词含义及tidy up的固定搭配。 2.核心句型I should tidy up my room.的理解、朗读及情景运用，能表达整理房间的意愿和责任。 （二）教学难点 1.准确运用should表达“应该”的含义，结合tidy up的搭配，连贯表达整理房间的意愿及具体动作。 2.能灵活结合前3节课的介词和句型，连贯表达My room is messy./I should put...in/on the...，实现场景化连贯表达。 （三）重难点突破 1.通过房间杂乱与整洁的图片对比、情景模拟，让学生直观感受messy和tidy的含义，结合动作演示掌握tidy up的用法，突破搭配难点。 2.设计分层练习，从跟读、替换、仿写至情景表达，逐步提升should和核心句型的运用能力，通过小组合作练习，突破连贯表达难点。 3.结合学生整理房间的日常场景，设计生活化任务，引导学生主动运用句型表达整理意愿和做法，实现知识迁移。 三、字词句音梳理 （一）单词梳理 1.房间及物品类单词 ①【room】：房间，名词，发音/ruːm/，复数形式rooms，常用搭配my room。 ②【bed】：床，名词，发音/bed/，末尾浊辅音/d/，复数形式beds，常用搭配on the bed。 ③【wardrobe】：衣柜，名词，发音/ˈwɔːdrəʊb/，注意/ɔː/的发音，复数形式wardrobes。 ④【floor】：地板，名词，发音/flɔː(r)/，末尾浊辅音/r/，复数形式floors，常用搭配on the floor。 2.动作及状态类单词 ①【tidy】：整洁的；整理，形容词/动词，发音/ˈtaɪdi/，形容词意为“整洁的”，动词常与up搭配。 ②【up】：向上，副词，发音/ʌp/，与tidy构成固定搭配tidy up，意为“整理，收拾”。 ③【should】：应该，情态动词，发音/ʃʊd/，后接动词原形，无复数变化。 ④【messy】：杂乱的，形容词，发音/ˈmesi/，与tidy是反义词，用于描述房间或物品状态。 （二）句型梳理 1.核心句型：I should tidy up my room. 译为“我应该整理我的房间。” ①用法：should后接动词原形tidy，tidy up为固定搭配，my room作宾语，用于表达自己应该做的事情（整理房间）。 ②朗读注意：句末用降调，should发音轻读，tidy up连读为/ˈtaɪdi ʌp/。 2.拓展句型 ①描述房间状态：My room is messy./My room is tidy. 译为“我的房间是杂乱的。/我的房间是整洁的。” ②具体整理动作：I should put...in/on the... 译为“我应该把……放在……里面/上面。” ③连贯表达：My room is messy. I should tidy up my room. I should put the coat in the wardrobe. （三）发音要点 1.注意单词发音差异：tidy（/ˈtaɪdi/）与messy（/ˈmesi/），区分元音/aɪ/和/e/的发音。 2.巩固连读技巧：tidy up → /ˈtaɪdi ʌp/；should tidy → /ʃʊd ˈtaɪdi/；put the bed → /pʊt ðə bed/。 3.注意should（/ʃʊd/）的轻读发音，避免读得过重，影响句子流畅度。 四、教学过程 （一）热身导入 1.师生问候：教师用英语问候，Good morning, boys and girls.引导学生回应，Good morning, teacher.，延续轻松的英语课堂氛围。 2.复习巩固：教师出示前3节课核心单词（衣物、文具类）和句型，提问Where is your coat? Let's put it in the wardrobe. 引导学生回应，随后出示杂乱房间和整洁房间的图片，引导学生观察对比，引出本节课核心——描述房间状态和整理房间的意愿。 （二）新知讲授 1.核心单词教学 （1）房间及物品类单词：教师逐一展示room、bed、wardrobe、floor的实物图片，结合房间场景图，示范朗读，强调【room】【bed】【wardrobe】【floor】的发音、含义，带领学生跟读、分组读、个别读，结合图片让学生联想自己的房间，加深记忆。 （2）动作及状态类单词：教师出示杂乱和整洁的房间图片，示范讲解messy和tidy的含义，结合动作演示tidy up的动作，讲解should的用法（后接动词原形），带领学生跟读单词和短语，巩固tidy up的固定搭配，让学生直观感受单词含义和用法。 2.核心句型教学 （1）句型示范：教师指着杂乱的房间图片，示范句型I should tidy up my room.，朗读并讲解含义，强调should、tidy up的用法，带领学生跟读，纠正发音和语调，引导学生结合自身感受，表达自己的意愿。 （2）句型仿写：教师引导学生替换内容，如I should tidy up my bed./I should tidy up my wardrobe.，结合具体物品，模仿造句，初步掌握句型结构和should的用法。 （3）连贯练习：教师引导学生先描述房间状态My room is messy.，再表达整理意愿I should tidy up my room.，最后说具体动作I should put the coat in the wardrobe.，反复练习，实现连贯表达。 （三）师生互动交流 1.互动练习一：情景应答，教师出示不同房间状态图片（杂乱/整洁），提问What should you do? 引导学生用I should tidy up my room.回应，随后邀请学生上台，描述自己房间的状态并表达整理意愿，巩固句型运用。 2.互动练习二：句子接龙，教师先说My room is messy.，一名学生接龙I should tidy up my room.，下一名学生接龙I should put...in/on the...，依次接龙，回答正确给予表扬，鼓励学生大胆表达，提升互动交流能力。 （四）探究与分享 1.小组探究：将学生分成4-5组，每组发放房间场景图（杂乱）、物品图片（coat、shirt、book等），小组内成员合作，一人描述房间状态，一人表达整理意愿，一人说具体整理动作，轮流练习，探究连贯表达的技巧，教师巡视指导。 2.分享展示：每组邀请2-3名代表上台，展示小组练习成果，完整呈现房间状态描述、整理意愿及具体动作的连贯表达，其他小组认真倾听，展示结束后，教师点评，肯定优点，纠正不足。 3.拓展分享：引导学生分享自己整理房间的日常，用英语表达自己应该做的整理动作，如I should tidy up my bed every morning.，强化责任意识和整洁习惯，同时巩固所学知识。 （五）重点知识归纳概括 1.单词归纳：本节课重点掌握8个核心单词，其中房间及物品类4个（【room】【bed】【wardrobe】【floor】），动作及状态类4个（【tidy】【up】【should】【messy】），能准确认读、朗读，掌握单词含义和用法，牢记tidy up的固定搭配。 2.句型归纳：核心句型为I should tidy up my room.，用于表达整理房间的意愿和责任；拓展句型为My room is messy./My room is tidy.和I should put...in/on the...，能结合核心句型实现连贯表达。 3.用法归纳：should为情态动词，后接动词原形；tidy up为固定搭配，意为“整理，收拾”；messy和tidy是反义词，用于描述房间或物品状态；介词in、on、under结合具体位置灵活运用。 4.注意事项：注意单词发音的准确性和连读技巧；运用should时，后面必须接动词原形；tidy和up不可拆分使用，固定搭配为tidy up；描述房间状态时，区分messy和tidy的用法。 五、板书设计 Unit One Keep Things in Order Lesson 4 I Should Tidy up My Room （一）核心单词 1.房间及物品类 ①【room】（房间） ②【bed】（床） ③【wardrobe】（衣柜） ④【floor】（地板） 2.动作及状态类 ①【tidy】（整洁的；整理） ②【up】（向上）tidy up（整理，收拾） ③【should】（应该） ④【messy】（杂乱的） （二）核心句型 1.核心：I should tidy up my room. 2.拓展 ①描述状态：My room is messy./My room is tidy. ②具体动作：I should put...in/on the... （三）例句 1.My room is messy. I should tidy up my room. 2.I should put my coat in the wardrobe. 3.I should tidy up my bed and my desk. 六、练习 情景材料：It’s Saturday morning. The students are at home. Jim’s room is very messy. His coat is on the floor. His shirt is under the bed. His books are on the floor. His mother sees it and says, “Jim, your room is messy. You should tidy up your room.” Jim feels sorry and says, “OK, Mum. I should tidy up my room.” He starts to tidy up. He puts his coat in the wardrobe. He puts his shirt on the bed. He puts his books on the desk. Lily’s room is tidy. She often tidies up her room. She says, “I should tidy up my room every day.” Tom’s room is a little messy. He asks Lily for help. Lily tells him, “You should put your things in order.” 1.Jim’s room is very messy. His mother tells him to tidy up. Jim should say:（） A.My room is tidy. B.I should tidy up my room. C.I should tidy up your room. D.Where is my room? 2.Lily’s room is tidy. She often does this. She should say:（） A.My room is messy. B.I should tidy up my room every day. C.You should tidy up your room. D.Let's tidy up the room. 3.Jim’s coat is on the floor. He should do what?（） A.I should put the coat on the floor. B.I should put the coat in the wardrobe. C.My coat is on the floor. D.Where is my coat? 4.Tom’s room is a little messy. He asks Lily for help. Lily should say:（） A.Your room is tidy. B.I should tidy up my room. C.You should put your things in order. D.My room is messy. 5.—What should you do if your room is【messy】? —（） A.My room is tidy. B.I should tidy up my room. C.I should play in my room. D.It's a messy room. 6.—I should【tidy up】my room. What does “tidy up” mean?（） A.弄脏 B.整理，收拾 C.玩耍 D.寻找 7.Jim puts his books on the desk after tidying up. Which sentence is wrong?（） A.Jim’s books are on the desk. B.I should put the books on the desk. C.Jim’s books are under the desk. D.Where are Jim’s books? They are on the desk. 8.—My room is messy. What should I do? —（） A.You should tidy up your room. B.Your room is tidy. C.I should tidy up my room. D.Where is your room? 9.It’s Sunday morning. Amy’s room is messy. Her bed is not tidy. Her coat is on the floor. Her skirt is under the chair. Her books are on the bed. Her mother comes in and says, “Amy, your room is messy. You should tidy up your room.” Amy says, “I’m sorry, Mum. I will tidy up my room.” She first tidies up her bed. Then she puts her coat in the wardrobe. She puts her skirt on the chair. She puts her books on the desk. Soon her room is tidy. （1）What does Amy’s room look like at first? What does her mother tell her to do? （2）What does Amy do to tidy up her room? 10.After tidying up their rooms, the students are talking about their feelings. Jim says, “My room was messy. I should tidy up my room every day. Now it’s tidy. I’m happy.” Lily says, “I always tidy up my room. It’s important to keep our rooms tidy.” Tom says, “I learned to tidy up my room. I should help my parents tidy up the house too.” Their teacher knows this and praises them. （1）What does Jim say about his room? （2）What does Lily think is important? Why does the teacher praise them? 七、练习答案及解析 1.B 解析：题干中Jim的房间很杂乱，妈妈让他整理，Jim应表达自己应该整理房间的意愿。A选项说房间整洁，不符；C选项说整理别人的房间，不符；D选项询问房间位置，不符；B选项表述正确，符合题意。 2.B 解析：题干中Lily的房间很整洁，她经常整理，应表达自己每天都应该整理房间。A选项说房间杂乱，不符；C选项让别人整理，不符；D选项提议一起整理，不符；B选项表述正确，符合题意。 3.B 解析：题干中Jim的外套在地板上，他应该把外套放到合适的地方（衣柜）。A选项提议放在地板上，未体现整理，不符；C选项描述位置，不符；D选项询问位置，不符；B选项表述正确，符合题意。 4.C 解析：题干中Tom的房间有点杂乱，向Lily求助，Lily应告诉他应该怎么做。A选项说房间整洁，不符；B选项说自己应该整理，不符；D选项说自己的房间杂乱，不符；C选项表述正确，符合题意。 5.B 解析：题干中询问如果房间杂乱应该做什么，应回答整理房间。A选项说房间整洁，不符；C选项说在房间玩耍，不符；D选项说明是杂乱的房间，不符；B选项表述正确，符合题意。 6.B 解析：题干中tidy up结合语境，用于整理房间，因此含义是整理，收拾。A选项是反义词含义，C、D选项与语境无关，B选项正确。 7.C 解析：题干中Jim整理后把书放在了书桌上。A选项表述正确；B选项提议合理；D选项询问并回答正确；C选项说书在书桌下，与题干不符，是错误句子，符合题意。 8.A 解析：题干中别人说自己的房间杂乱，询问应该做什么，应建议对方整理自己的房间。B选项说对方房间整洁，不符；C选项说自己应该整理，不符；D选项询问对方房间位置，不符；A选项表述正确，符合题意。 9.（1）Amy’s room is messy at first. Her bed is not tidy, her coat is on the floor, her skirt is under the chair and her books are on the bed. Her mother tells her to tidy up her room. 解析：根据材料中Amy’s room is messy. Her bed is not tidy. Her coat is on the floor. Her skirt is under the chair. Her books are on the bed. Her mother...says, “...You should tidy up your room.”可知，Amy的房间起初很杂乱，妈妈让她整理房间。 （2）First she tidies up her bed. Then she puts her coat in the wardrobe, her skirt on the chair and her books on the desk. 解析：根据材料中She first tidies up her bed. Then she puts her coat in the wardrobe. She puts her skirt on the chair. She puts her books on the desk.可知，Amy整理房间的具体做法。 10.（1）Jim says his room was messy, he should tidy up his room every day, and now it’s tidy and he is happy. 解析：根据材料中Jim says, “My room was messy. I should tidy up my room every day. Now it’s tidy. I’m happy.”可知，Jim对自己房间的描述。 （2）Lily thinks it’s important to keep their rooms tidy. The teacher praises them because they can realize the importance of tidying up rooms and are willing to tidy up their rooms and even help their parents. 解析：根据材料中Lily says, “...It’s important to keep our rooms tidy.”及Tom says, “...I should help my parents tidy up the house too.”可知，Lily的想法，老师表扬他们是因为他们认识到整理房间的重要性，且愿意整理房间、帮助父母。 八、反思与感悟 本节课围绕整理房间主题，聚焦核心句型I should tidy up my room.和相关单词，通过图片对比、情景模拟、互动练习等环节，帮助学生掌握新知，实现连贯表达。课堂上学生能主动参与，结合自身生活表达整理意愿，但部分学生对should后接动词原形的用法掌握不牢，tidy up搭配运用不够熟练，连贯表达不够流畅。后续教学中，应加强语法用法讲解，增加生活化情景练习，强化固定搭配和连贯表达，持续渗透责任意识和整洁习惯，提升学生英语综合运用能力。 学科网（北京）股份有限公司 $