Unit 2 Know your body Start up & Speed up（教学设计）-2025-2026学年外研版（三起）英语三年级下册

该小学英语教学设计聚焦身体部位词汇及功能描述句型，通过身体部位歌曲舞蹈和3D人物单词闪读游戏复习旧知，再用AI生成的3D人物梦境视频引出故事，搭建从旧知到新知的学习支架。 特色在于融合AI技术创设情境，通过读前预测、读中功能描述、读后角色扮演的任务链提升语言能力，小组合作表演和保护身体讨论培养思维品质与学习能力，丰富资源和活动设计助力教师高效教学，促进学生综合素养发展。

Unit 2 Know your body-Speed up The best body part教学设计 一、基本信息 教材：外研版（三年级起点）三年级下册 板块：Unit 2 Know your body-Speed up：The best body part. 课时：1课时（40分钟） 课型：故事阅读与口语表达课 授课对象：小学三年级学生 2、 教学目标 1.知识目标 （1）学生能掌握best, part, hear, smell, talk, hey, stop, important, team, dream, ask, answer，能听、说、认读。 （2）学生能掌握并理解核心句型结构：You’ve got…; I/We help you…;You are all important to me; You are a team。 （3）学生能认读故事中的核心词句。 2.能力目标 （1）学生能听、说、认读身体部位词汇，运用核心句型描述身体部位及其功能。 （2）学生能听懂、跟读、朗读故事，借助图片与关键词理解故事大意。 （3）学生能积极参与小组合作与角色扮演，简单表达个人观点，提升语言运用与合作交流能力。 3.情感目标 （1）学生能了解并爱护自己的身体，养成健康生活习惯。 （2）学生懂得团结协作、互相配合的重要性，树立“每个部位都重要、合作才最好”的意识。 （3）学生乐于参与英语学习活动，敢于开口表达，体验学习乐趣。 三、教学重难点 重点:认读并掌握词汇：best, part, hear, smell, talk, hey, stop, important, team, dream, ask, answer。 难点：学生能正确运用You’ve got…; I/We help you…;You are all important to me; You are a team句型；理解团队合作的意义。 四、教学准备 PPT课件、课文音频、身体部位单词卡 5、 教学过程 Step 1 Warm-up 1.Greeting. T:Good morning, boys and girls. Ss:Good morning. T:Welcome to our English class. Today we’ll learn Unit 2 Know your body-Speed up:The best body part. 2.Dancing. T:Before the new lesson, let’s enjoy a song. You can dance along if you can. Ss:Ok. （本环节通过跟唱和跟跳关于身体部位主题的歌曲，活跃课堂氛围，引导学生在歌舞律动中复习已学的身体部位相关知识。） 3.Look and say. T: Let’s read together. 学生齐读：head, eyes, nose, mouth, ears, body, arms, hands, legs, feet. T: Look, here’s a cute girl. Her name is Nana. She is our new friend. （本环节依托课件设计，以单词闪读形式呈现3D人物身体形象，借助趣味游戏激趣导学，引导学生在互动中巩固、复习单词。） 4.Lead-in. T: What is she doing? Ss: She is sleeping. T: She has a dream. Her body parts are arguing. Today we’ll learn The best body part. Step 2 Pre-reading 1.Watch a video. T: What happened? Ss: Nana had a dream. Her body parts are having an argument. （本环节借助AI生成3D人物及梦境AI视频，创设情境导入新课，引导学生初步感知本课主题并思考回答相关问题，同时讲授dream、part等核心词汇。） 2.Read and answer (Picture 1-3) T:What are they arguing about? A.Who is the best? B.Who is the most beautiful? Ss: A. Who is the best? T:Now let's look at Nana's face when she hears the question, "Who is the best?" Ss:She is very confused. T: She is very confused. And fell into deep thought. She say: well... (本环节引导学生观察3D图片，锻炼读图观察能力，启发学生发现故事核心问题“谁是最好的？”，进而引发思考，激发学生对故事内容的探究兴趣，并教授生词：best, well) Step 3 While-reading 1. Read and answer (Picture 4-5) T: What are the body parts? Ss: ears, eyes, nose, mouth T: What does each body part help? 2. Listen and say T:They all think they are the best, so they have a PK. You’ve got two ears. We help you hear. You’ve got two eyes. We help you see. You’ve got a nose. I help you smell. You’ve got a mouth. I help you talk and eat. （本环节学生能听并补全句子，学习生词hear,smell,talk,eat，然后跟读句子，感知各个身体器官的功能。） 3. Read and say. T: You’ve got… We/I help you… (本环节可以锻炼学生掌握并运用重点句型，用句型描述各身体部位功能。) 4. Think and say. T: What other body parts does Nana have? Ss: arms, hands, legs, feet… （本环节引导学生延申思考其他身体部位及他们的功能，进一步练习巩固所学句型，勇于开口表达。） T: Can you guess what other body parts say? Ss: And me… And me… Ss: I’m the best. 5. Think and say. T: Which is the best body part? （本环节鼓励学生表述自己的观点并说出理由。） T:Let’s listen to what Nana says. Hey! Please stop! You are all important to me. You are a team. （本环节教授单词：hey, stop, important, team和句子：You are all important to me. You are a team.） Step 4 Post-reading 1.Discuss and say. T: Do you agree with Nana’s opinion? Why or why not? （本环节引导学生思考回答：Yes. All body parts are important.） 2.Listen and say. T: What will the body parts do? Ss: Let’s work together for Nana. （本环节教授词组：work together） T: How does Nana feel now? Ss: Happy. 3.Emotional sublimation T:What have you learned from this story? Ss:Unity is strength, cooperation makes success. （本环节引导学生感悟团结就是力量、合作铸就成功的本课主题内涵，实现情感与认知的双重升华。） 3.Listen, point and imitate. （本环节通过跟读课文，让学生感知语音语调，整体把握故事完整内容。） 4. Read and complete. T:Let’s read again and fill in the blanks. Ss:ears, eyes, nose, mouth, best T:Let’s check it. （本环节安排学生自主阅读课文，完成课后填空练习，既锻炼学生的单词书写能力，展示利用AI技术生成的娜娜与母亲的对话视频，深化学生对课文整体内容的理解并教授生词：What’s up,ask, answer。） 5.Pair work T:Who can read this dialogue?One student acts as Mum, and the other acts as Nana. （本环节以两两合作的形式，共读新对话，整体感知娜娜梦醒后与妈妈的交流。既借助对话复述内化课文内容，巩固所学知识，又能锻炼学生朗读表达与语境理解能力，培养互助共读的学习习惯。） 6. Work in groups. Act out the story. （本环节通过小组表演，能让学生沉浸式代入故事情境，巩固本课句型与词汇；在合作演绎中提升口语表达、肢体表现力与团队协作能力，同时加深对故事主旨的理解。） Step 5 Tips for cherishing our body. T: Can you give some tips on protecting our bodies? Ss:do eye exercises/ wash hands/ have a balanced diet/do exercise T:Healthy body! Happy life! （本环节依托本课所学，引导学生自主思考保护身体的卫生习惯，渗透拥有健康体魄才能更好生活的理念，实现知识学习与情感教育相结合。） Step 6 Summary 1.New words：best, part, hear, smell, talk, hey, stop, important, team, dream, ask, answer 2.Key sentences：We/I help you… You are all important. You are a team. 3.Lessons:Unity and cooperation; Take good care of our bodies （本环节引导学生自主梳理、归纳本课所学知识，充分发挥学生主体作用，加深知识记忆与理解，培养归纳概括能力和自主学习习惯，同时实现课堂所学的内化与巩固。） Step 7 Homework Need to do：Listen and imitate the story. Choose to do：Act out the story with your friends. （本环节设计分层作业兼顾学生差异，必做夯实语音语调与文本记忆，选做鼓励学以致用、口语输出；既巩固课堂所学，又拉近生活距离，培养表达能力与合作意识。） 6、 板书设计 1 学科网（北京）股份有限公司 $