Unit One Keep Things in Order Lesson 3 （教学设计）-2025-2026学年北京版英语三年级下册

该小学英语教案聚焦“整理衣物”主题，核心单词为clothes、shirt等衣物类及put、order等动作类词汇，核心句型包括Let's put our...in order.和Put on your.../Take off your...。课堂导入通过对比杂乱与整齐衣物图片，复习前两节课“整理物品”相关单词（如tidy、room）和句型，搭建新旧知识衔接的学习支架。 资料亮点在于融合核心素养培养，语言能力上通过实物展示、动作模拟（穿脱衣物）帮助学生区分put on和take off，结合句型仿写实现连贯表达。思维品质与学习能力方面，设计小组合作探究（提议—回应—动作指令—配合）和生活化情景模拟（如整理衣物日常分享），强化知识迁移。练习题型贴近生活场景，答案解析详尽，助力教师高效教学，提升学生英语运用能力与整理习惯。

Unit One Keep Things in Order Lesson 3 Let's Put Our Clothes in Order 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【clothes】【put】【order】【shirt】【skirt】【coat】，熟练运用单词表达衣物及整理衣物的动作，巩固前两节课“整理物品”相关单词。 2.能听懂、会说、会用核心句型Let's put our...in order.及Put on your.../Take off your...，能主动提议整理衣物，表达穿脱衣物的动作，结合前两节课句型实现连贯表达。 （二）文化意识 1.培养整理衣物的良好习惯，懂得保持衣物整洁有序的重要性，树立“自己的事情自己做”的意识。 2.乐于用英语提议整理衣物、交流穿脱衣物的动作，感受英语在日常生活中的实用性，提升英语表达的主动性和自信心。 （三）思维品质 1.能结合衣物图片、生活场景，准确运用单词和句型表达衣物名称及整理、穿脱动作，培养观察能力和语言组织能力。 2.能灵活结合前两节课“整理物品”的句型，实现“提议整理—表达动作—回应配合”的连贯表达，培养思维的连贯性和灵活性。 （四）学习能力 1.能在互动、合作中主动参与整理衣物的情景练习，养成认真倾听、大胆表达、主动模仿的学习习惯。 2.能结合生活实际，自主运用所学知识提议整理衣物、表达穿脱动作，培养自主运用英语解决日常简单交流问题的能力。 二、教学重难点 （一）教学重点 1.核心单词【clothes】【put】【order】【shirt】【skirt】【coat】的认读、朗读、运用，掌握衣物类单词的含义、发音及词形特点，牢记核心动词put的用法。 2.核心句型Let's put our...in order.及Put on your.../Take off your...的理解、朗读及情景运用，能主动提议整理衣物，准确表达穿脱衣物的动作。 （二）教学难点 1.准确区分【put on】和【take off】的含义和用法，结合衣物名称灵活表达穿、脱两个相反动作，避免混淆。 2.熟练掌握句型Let's put our...in order.的用法，能结合不同衣物名称仿写句子，自然、连贯地结合前两节课句型实现完整表达。 （三）重难点突破 1.通过动作模拟（穿衣服、脱衣服）、实物/图片展示，让学生直观感受put on和take off的区别，结合句型反复练习，突破动作表达混淆的难点。 2.通过情景示范、分组练习，引导学生结合不同衣物名称仿写提议句型，逐步掌握“提议整理衣物”的表达方法，设计分层练习，提升句型运用能力。 3.结合生活场景，引导学生联想自己整理衣物的经历，主动运用句型提议、表达动作，联系生活实际，实现知识迁移，强化单词和句型记忆。 三、字词句音梳理 （一）单词梳理 1.衣物类单词 ①【clothes】：衣服，衣物，名词，发音/kləʊðz/，复数形式，无单数，泛指各类衣物，常用搭配put clothes in order（整理衣物）。 ②【shirt】：衬衫，名词，发音/ʃɜːt/，可数名词，复数形式为shirts，特指男士或宽松的衬衫。 ③【skirt】：裙子，名词，发音/skɜːt/，可数名词，复数形式为skirts，特指女士短裙。 ④【coat】：外套，大衣，名词，发音/kəʊt/，可数名词，复数形式为coats，用于保暖的外层衣物。 2.动作及其他类单词 ①【put】：放，放置，动词，发音/pʊt/，常用搭配put...in order（把……整理好）、put on（穿上），过去式和原形一致。 ②【order】：顺序，整齐，名词，发音/ˈɔːdə/，常用搭配in order（整齐）、put...in order（整理……）。 3.巩固单词（前两节课） ①【tidy】：整理，收拾，②【up】：向上，③【room】：房间，④【desk】：书桌，用于结合本节课句型巩固“整理”相关表达。 （二）句型梳理 1.核心句型 ①Let's put our clothes in order. 译为“让我们把我们的衣服整理好。” ②Put on your shirt/skirt/coat. 译为“穿上你的衬衫/裙子/外套。” ③Take off your shirt/skirt/coat. 译为“脱下你的衬衫/裙子/外套。” ①用法：Let's后接动词原形，用于提出建议，邀请他人一起做某事；put on和take off后接衣物名称，分别表示“穿上”和“脱下”的动作，your后接衣物，表所属关系。 ②朗读注意：Let's读成/lets/，语气轻快；put on和take off连读（put on → /pʊt ɒn/，take off → /teɪk ɒf/），句末用降调，语气自然有力。 2.连贯表达句型 ①提议：Let's put our clothes in order. ②回应：OK./Great. ③动作表达：Put on your coat. Take off your shirt. ④拓展：Let's tidy up our room. Put our books in order. （三）发音要点 1.注意衣物类单词发音差异：shirt（/ʃɜːt/）和skirt（/skɜːt/），区分开头辅音/ʃ/和/sk/的发音，避免混淆。 2.巩固连读技巧：Let's put → /lets pʊt/；put our → /pʊt ˈaʊə/；put on → /pʊt ɒn/；take off → /teɪk ɒf/。 3.注意clothes（/kləʊðz/）的发音，结尾为/ðz/，舌尖轻触上齿背，发音清晰，避免读成/kləʊz/。 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.，营造轻松的英语课堂氛围。 2.复习巩固：教师出示前两节课核心句型（Let's tidy up our room. Put our books in order.），引导学生跟读、回应练习，随后出示杂乱的衣物图片和整齐的衣物图片对比，提问学生哪张图片更整洁，引导学生用中文说“整理衣服”，引出本节课核心——用英语提议整理衣物、表达穿脱衣物的动作。 （二）新知讲授 1.核心单词教学 （1）衣物类单词：教师逐一出示shirt、skirt、coat、clothes的实物或实景图片，结合衣物实物展示，示范朗读单词，强调发音和词形特点，带领学生跟读、分组读、个别读，结合图片让学生联想自己的衣物，加深记忆，区分不同衣物的名称。 （2）动作及其他类单词：教师通过动作示范（把物品放整齐），示范朗读【put】【order】，强调发音和常用搭配，带领学生跟读，结合短语put...in order，让学生理解单词的含义和用法，巩固记忆。 2.核心句型教学 （1）提议句型示范：教师出示杂乱的衣物图片，示范句型Let's put our clothes in order.，朗读并讲解含义，强调Let's和put...in order的用法，带领学生跟读，纠正发音和语调，引导学生结合图片模仿句子，表达提议。 （2）动作句型示范：教师结合衣物实物，示范put on your shirt和take off your shirt的动作，同步示范句型，讲解put on和take off的含义，强调两个短语的区别，带领学生跟读，结合动作模仿，让学生直观感受动作含义。 （3）句型仿写：教师更换衣物名称，引导学生仿写句型，如Let's put our shirts in order./Put on your skirt./Take off your coat.，替换不同衣物，初步掌握句型结构和用法。 （4）连贯练习：教师引导学生结合提议和动作句型，先提议Let's put our clothes in order.，再回应OK.，随后表达穿脱衣物的动作，反复练习，实现连贯表达。 （三）师生互动交流 1.互动练习一：句型配对，教师出示提议句型卡片和动作句型卡片，再出示衣物图片，邀请学生上台配对，并用完整句型说出句子，巩固句型和单词的搭配运用。 2.互动练习二：情景模拟，教师扮演“小老师”，提议Let's put our clothes in order.，引导学生回应并模仿整理衣物的动作，随后教师用Put on your.../Take off your...指令，学生做对应动作，同时说出句型，提升学生的互动交流能力和动作表达能力。 （四）探究与分享 1.小组探究：将学生分成4-5组，每组发放一套衣物图片和句型卡片，小组内成员合作，一人提议整理衣物、一人回应、一人发出穿脱衣物的指令、一人做对应动作，轮流练习，探究“提议—回应—动作指令—动作配合”的连贯技巧和句型搭配，教师巡视指导。 2.分享展示：每组邀请2-3名代表上台，完整呈现“提议整理衣物—回应—发出动作指令—做对应动作”的连贯场景，其他小组认真倾听、观察，展示结束后，教师点评，肯定优点，纠正不足，强调单词发音、句型表达和动作的对应性。 3.拓展分享：引导学生分享自己整理衣物的日常，用核心句型表达，如I can put my clothes in order. Put on my coat.，结合生活实际，强化单词和句型运用，同时鼓励学生养成整理衣物的好习惯。 （五）重点知识归纳概括 1.单词归纳：本节课重点掌握6个核心单词，其中衣物类4个（【clothes】【shirt】【skirt】【coat】），动作及其他类2个（【put】【order】），能准确认读、朗读，掌握单词含义、发音及用法，牢记衣物类单词的词形特点和put、order的常用搭配，巩固前两节课“整理”相关单词。 2.句型归纳：核心句型为Let's put our...in order.（提议整理衣物）、Put on your...（穿上你的……）、Take off your...（脱下你的……）；能结合前两节课句型Let's tidy up our...，实现提议整理、回应配合、动作表达的连贯运用。 3.用法归纳：clothes为复数名词，无单数形式，泛指衣物；shirt、skirt、coat为可数名词，有复数形式，可搭配put on、take off使用；put可构成put...in order、put on短语，take off与put on含义相反；Let's后接动词原形，用于提出建议。 4.注意事项：注意衣物类单词的发音准确性和连读技巧；区分put on和take off的含义和用法，避免混淆；运用提议句型时，可替换不同衣物名称；clothes为复数，不可与a/an连用，表达单件衣物用shirt、skirt等具体单词。 五、板书设计 Unit One Keep Things in Order Lesson 3 Let's Put Our Clothes in Order （一）核心单词 1.衣物类 ①【clothes】（衣服，衣物） ②【shirt】（衬衫） ③【skirt】（裙子） ④【coat】（外套） 2.动作及其他类 ①【put】（放，放置） ②【order】（顺序，整齐） 3.巩固单词 ①【tidy】（整理）②【up】（向上）③【room】（房间） （二）核心句型 1.提议句型：Let's put our...in order. ①Let's put our clothes in order. ②Let's put our shirts in order. 2.动作句型 ①Put on your shirt/skirt/coat. ②Take off your shirt/skirt/coat. 3.连贯句型 ①—Let's put our clothes in order. —OK./Great. ②—Put on your coat. —OK. 六、练习 情景材料：It’s Thursday morning. The students are in the classroom. Their teacher shows them two pictures. One picture has messy clothes on the desk, and the other has tidy clothes in the box. The teacher says, “Let's put our clothes in order.” All the students agree. Amy takes out her shirt and puts it in the bag. She says, “Put on your shirt.” Mike takes off his coat and puts it in order. He says, “Take off your coat.” Lucy has a beautiful skirt. She puts it in the box and says, “Let's put our skirts in order.” Tom helps his deskmate put his clothes in order. They are happy to learn to tidy up their clothes and use English to talk about it. 1.The teacher shows the students two pictures. One has messy clothes, the other has tidy clothes. The teacher should say:（） A.Put on your clothes. B.Let's put our clothes in order. C.Take off your clothes. D.Let's tidy up our room. 2.Amy takes out her shirt and wants to ask her deskmate to wear it. She should say:（） A.Put on your shirt. B.Take off your shirt. C.Let's put our shirts in order. D.Put on your coat. 3.Mike takes off his coat and puts it in order. Which sentence is right?（） A.Put on your coat. B.Take off your shirt. C.Take off your coat. D.Let's put our coats in order. 4.Lucy has a beautiful skirt. She puts it in the box and makes a suggestion. She should say:（） A.Put on your skirt. B.Let's put our skirts in order. C.Take off your skirt. D.Put your skirt on the desk. 5.—Let's put our【clothes】in order. What does “clothes” mean?（） A.书本 B.衣服 C.文具 D.玩具 6.—Put on your【shirt】. What does “shirt” mean?（） A.衬衫 B.裙子 C.外套 D.裤子 7.Amy says Put on your shirt, but Mike takes off his shirt. Which sentence is wrong?（） A.Amy says Put on your shirt. B.Mike should put on his shirt. C.Mike takes off his shirt. D.Put on your shirt means 脱下你的衬衫. 8.Tom helps his deskmate put his clothes in order. Which sentence is in line with this?（） A.Tom puts his deskmate's clothes in messy order. B.Tom helps his deskmate tidy up his clothes. C.Tom asks his deskmate to take off his clothes. D.Tom puts his clothes in the box. 9.It’s Saturday afternoon. Lily is at home. Her clothes are messy on the sofa. Her mom says, “Let's put our clothes in order.” Lily agrees happily. She takes her skirt and puts it in the wardrobe. She says, “Put on your skirt.” Her little sister takes off her coat and puts it next to Lily's skirt. She says, “Take off your coat.” Then they work together to put all the clothes in order. Their mom is very happy and praises them for being good children. （1）What does Lily's mom say to her? What does Lily do after agreeing? （2）What does Lily's little sister do? What do they do together? 10.After school, Sam and Betty are in the classroom. They see some clothes on the desk. Sam says, “Let's put our clothes in order.” Betty says, “Great!” Sam takes a shirt and puts it in the bag. He says, “Put on your shirt.” Betty takes a coat and puts it in the box. She says, “Take off your coat.” Then they finish putting all the clothes in order. The classroom becomes tidy. They are very proud of themselves. （1）What does Sam say to Betty? How does Betty respond? （2）What do Sam and Betty do respectively? What happens to the classroom at last? 七、练习答案及解析 1.B 解析：题干中老师出示杂乱和整齐的衣物图片，目的是提议整理衣物，应说核心提议句型。A选项是穿上衣服，C选项是脱下衣服，D选项是整理房间，均不符；B选项表述正确，符合题意。 2.A 解析：题干中Amy拿出衬衫，想让同桌穿上，应说穿上衬衫的动作句型。B选项是脱下衬衫，C选项是提议整理衬衫，D选项是穿上外套，均不符；A选项表述正确，符合题意。 3.C 解析：题干中Mike脱下外套并整理，对应的动作句型应是脱下外套。A选项是穿上外套，B选项是脱下衬衫，D选项是提议整理外套，均不符；C选项表述正确，符合题意。 4.B 解析：题干中Lucy有一条漂亮的裙子，放进盒子里并提出建议，应说提议整理裙子的句型。A选项是穿上裙子，C选项是脱下裙子，D选项是把裙子放在桌子上，均不符；B选项表述正确，符合题意。 5.B 解析：题干中clothes结合语境，用于提议整理，结合本节课内容，可知含义是衣服。A、C、D选项均与语境无关；B选项正确。 6.A 解析：题干中shirt结合动作句型Put on，结合本节课衣物类单词，可知含义是衬衫。B选项是skirt的含义，C选项是coat的含义，D选项并非本节课所学；A选项正确。 7.D 解析：题干中Amy说穿上你的衬衫，Mike却脱下了衬衫。A、B、C选项表述均正确；D选项说穿上你的衬衫的含义是脱下你的衬衫，与实际含义相反，是错误句子，符合题意。 8.B 解析：题干中Tom帮助同桌整理衣服，对应选项应是帮助同桌收拾衣服。A选项说整理得杂乱，不符；C选项说让同桌脱下衣服，不符；D选项说把自己的衣服放进盒子，不符；B选项表述正确，符合题意。 9.（1）Lily's mom says Let's put our clothes in order. After agreeing, Lily takes her skirt and puts it in the wardrobe, and she says Put on your skirt. 解析：根据材料中Her mom says, “Let's put our clothes in order.” Lily agrees happily. She takes her skirt and puts it in the wardrobe. She says, “Put on your skirt.”可知，妈妈说的话及Lily同意后的做法。 （2）Lily's little sister takes off her coat and puts it next to Lily's skirt, and she says Take off your coat. They work together to put all the clothes in order. 解析：根据材料中Her little sister takes off her coat and puts it next to Lily's skirt. She says, “Take off your coat.” Then they work together to put all the clothes in order.可知，妹妹做的事及她们一起做的事。 10.（1）Sam says Let's put our clothes in order to Betty. Betty responds Great. 解析：根据材料中Sam says, “Let's put our clothes in order.” Betty says, “Great!”可知，Sam说的话及Betty的回应。 （2）Sam takes a shirt and puts it in the bag, and he says Put on your shirt. Betty takes a coat and puts it in the box, and she says Take off your coat. At last, the classroom becomes tidy. 解析：根据材料中Sam takes a shirt and puts it in the bag. He says, “Put on your shirt.” Betty takes a coat and puts it in the box. She says, “Take off your coat.” Then they finish putting all the clothes in order. The classroom becomes tidy.可知，两人分别做的事及教室最后的变化。 八、反思与感悟 本节课围绕整理衣物主题，聚焦核心句型和衣物类单词，通过实物展示、动作模拟、互动练习等环节，帮助学生掌握新知，实现与前两节课句型的连贯运用。课堂上学生参与热情高，能主动模仿动作、表达句型，但部分学生对put on和take off的含义仍有混淆，衣物类单词的发音不够准确，提议句型的仿写不够灵活。后续教学中，应加强动作短语的专项辨析练习，强化单词发音训练，增加生活化情景模拟，引导学生规范、灵活运用句型，同时渗透整理习惯的培养，提升学生英语综合运用能力。 学科网（北京）股份有限公司 $