Unit 7 Are these bears？(教學(xué)設(shè)計)-2023-2024學(xué)年陜旅版（三起）英語三年級上冊

Unit7Arethesebears？(教學(xué)設(shè)計)-2023-2024學(xué)年陜旅版（三起）英語三年級上冊科目授課時間節(jié)次--年—月—日（星期——）第—節(jié)指導(dǎo)教師授課班級、授課課時授課題目（包括教材及章節(jié)名稱）Unit7Arethesebears？(教學(xué)設(shè)計)-2023-2024學(xué)年陜旅版（三起）英語三年級上冊教學(xué)內(nèi)容分析1.本節(jié)課的主要教學(xué)內(nèi)容為Unit7"Arethesebears？"的教學(xué)，主要涉及陜旅版（三起）英語三年級上冊中關(guān)于詢問物品及肯定/否定回答的句型。教學(xué)內(nèi)容包括學(xué)習(xí)單詞"bear"、"these"、"are"、"yes"、"no"等，以及句型"Arethese...?"和"Yes,theyare./No,theyaren't."。

2.教學(xué)內(nèi)容與學(xué)生已有知識的聯(lián)系在于，學(xué)生在之前的學(xué)習(xí)中已經(jīng)掌握了一些動物單詞和基本的問句回答，如"Yes,itis./No,itisn't."。本節(jié)課的學(xué)習(xí)將幫助學(xué)生擴展動物詞匯，并學(xué)習(xí)如何詢問多個物品，以及如何用肯定/否定回答。教材中涉及的情景和句型與學(xué)生的日常生活緊密相關(guān)，有助于鞏固和提升學(xué)生的英語應(yīng)用能力。核心素養(yǎng)目標(biāo)1.語言能力：通過學(xué)習(xí)Unit7"Arethesebears？"的內(nèi)容，學(xué)生能夠熟練運用本單元所學(xué)的詞匯和句型進(jìn)行物品的詢問和描述，提高口語表達(dá)和聽力理解能力。

2.文化意識：通過課堂活動，學(xué)生能夠了解和尊重不同文化中對于動物的認(rèn)知和表達(dá)方式，增強跨文化交際意識。

3.思維品質(zhì)：鼓勵學(xué)生在課堂上積極思考，通過觀察圖片和實際物品，培養(yǎng)學(xué)生的觀察力和想象力，提高邏輯思維和批判性思維能力。

4.學(xué)習(xí)能力：通過互動學(xué)習(xí)，學(xué)生能夠掌握有效的學(xué)習(xí)策略，培養(yǎng)自主學(xué)習(xí)能力，為今后的英語學(xué)習(xí)打下堅實基礎(chǔ)。學(xué)習(xí)者分析1.學(xué)生已經(jīng)掌握了基本的英語問候語和一些動物單詞，能夠進(jìn)行簡單的自我介紹和物品指認(rèn)。在語法方面，學(xué)生已經(jīng)學(xué)習(xí)了如何使用"Isthis..."和"Yes,itis./No,itisn't."進(jìn)行詢問和回答。

2.學(xué)習(xí)興趣方面，三年級的學(xué)生通常對生動、有趣的學(xué)習(xí)內(nèi)容感興趣，他們喜歡游戲和互動活動。在能力上，學(xué)生的聽說能力通常強于讀寫能力，他們更愿意通過口語交流來學(xué)習(xí)新知識。在風(fēng)格上，學(xué)生偏好直觀、形象的教學(xué)方式，對于故事性和情境性的教學(xué)內(nèi)容更易于接受。

3.學(xué)生可能遇到的困難和挑戰(zhàn)包括：對于新詞匯的記憶和發(fā)音，以及在復(fù)雜句型中的語法使用。此外，學(xué)生在實際應(yīng)用中可能會混淆肯定和否定的回答，以及對于"these"和"those"的區(qū)別理解不夠清晰。在課堂上，教師需要提供足夠的練習(xí)和反饋，幫助學(xué)生克服這些困難。教學(xué)資源-教科書（陜旅版（三起）英語三年級上冊）

-互動白板或投影儀

-彩色圖片或卡片（動物圖片）

-簡易教具（如玩具熊）

-錄音機或音頻播放設(shè)備（用于播放課文錄音）

-教學(xué)PPT或動畫

-小組討論材料

-課堂活動指導(dǎo)卡片

-學(xué)生練習(xí)冊

-教師評價工具（如學(xué)生表現(xiàn)記錄表）教學(xué)過程Today,wearegoingtolearnUnit7"Arethesebears?"Let'sgetstarted!

**Step1:Warm-upandReview**

1.**Greeting**:

-Isay"Goodmorning,boysandgirls!"andthestudentsrespond.

-Iask,"Howareyoutoday?"andthestudentsanswer.

2.**Review**:

-Iholdupsomeflashcardswithanimalsfromthepreviousunitandaskthestudentstonamethem.

-Wequicklyreviewthesentencestructures"Isthisa...?"and"Yes,itis./No,itisn't."

**Step2:IntroductiontoNewVocabulary**

1.**Presentation**:

-Ishowthestudentsapictureofabearandask,"Whatisthis?"Theyanswer,"It'sabear."

-Iintroducethenewwords"bear,""these,"and"are"byusingthepictureandrepeatingthesentence,"Thesearebears."

2.**Repetition**:

-Irepeatthesentenceseveraltimes,pointingtothepictureandusinggesturestoemphasizethemeaning.

-Thestudentsrepeatafterme.

**Step3:ListeningandSpeakingPractice**

1.**Listening**:

-Iplaytherecordingofthedialoguefromthetextbook.

-Thestudentslistencarefullyandtrytofollowalong.

2.**Speaking**:

-Iaskthestudentstorole-playthedialoguewithapartner.

-Iprovidesentenceframesandpromptstohelpthempractice,suchas"Arethese...?"and"Yes,theyare./No,theyaren't."

**Step4:TextbookExploration**

1.**Reading**:

-IopenthetextbooktoUnit7andpointtothepictures.

-Iaskthestudentstoreadthedialogueinpairs.

2.**Comprehension**:

-Iaskquestionstochecktheirunderstanding,suchas"Whataretheytalkingabout?"and"Howdotheyanswer?"

-Wediscussthemeaningofthedialogueandthenewvocabulary.

**Step5:InteractiveActivities**

1.**Game:FindtheBears**:

-Ihidesomebearpicturesaroundtheclassroom.

-Thestudentswalkaroundandfindthebears.

-Whentheyfindone,theyask,"Arethesebears?"andIrespond,"Yes,theyare."

2.**GroupWork:CreateaDialogue**:

-Idividethestudentsintosmallgroups.

-Eachgroupgetsasetofanimalpicturesandmustcreateashortdialogueusingthesentencestructuresfromthelesson.

**Step6:WritingandReadingPractice**

1.**Writing**:

-Igivethestudentsaworksheetwithpicturesofdifferentanimals.

-Theywritesentencesusing"Arethese...?"and"Yes,theyare./No,theyaren't."

2.**Reading**:

-Thestudentstaketurnsreadingtheirsentencesaloudtotheclass.

**Step7:SummaryandAssessment**

1.**Summary**:

-Ireviewthemainpointsofthelessonwiththestudents.

-Wegooverthenewvocabularyandsentencestructures.

2.**Assessment**:

-Iaskthestudentstowriteashortdialogueusingthesentencestructuresandvocabularyfromthelesson.

-Iprovideimmediatefeedbackandcorrections.

**Step8:HomeworkAssignment**

-Forhomework,thestudentsaretopracticethedialoguewiththeirfamiliesandwriteashortparagraphabouttheirfavoriteanimalsusingthesentencestructuresfromthelesson.

**Step9:Closing**

-Ithankthestudentsfortheirhardworkandremindthemtocontinuepracticingathome.

-Isay,"Goodbye,everyone.Seeyoutomorrow!"

Throughoutthelesson,Iemphasizetheimportanceofspeakingclearlyandusingthecorrectsentencestructures.Ialsoencouragethestudentstoaskandanswerquestionsincompletesentences.Bytheendofthelesson,thestudentsshouldbeabletoaskaboutmultipleitemsusing"Arethese...?"andrespondwith"Yes,theyare./No,theyaren't."Additionally,theyshouldbeabletowritesimplesentencesusingthenewvocabulary.教學(xué)資源拓展拓展資源：

1.**故事書**：尋找一些包含本節(jié)課所學(xué)的動物單詞的故事書，如《TheBearandtheMouse》等，讓學(xué)生在課后閱讀，增強他們對動物單詞的理解和記憶。

2.**科普視頻**：播放關(guān)于熊的科普視頻，讓學(xué)生了解熊的生活習(xí)性、種類和棲息地，拓展他們的知識面。

3.**歌曲**：教唱英文歌曲《BearsonMyChair》，通過歌曲的節(jié)奏和旋律，幫助學(xué)生記住單詞和句型。

4.**互動游戲**：使用在線互動游戲，如“猜猜我是誰”游戲，讓學(xué)生在游戲中練習(xí)使用“Arethese...?”的句型。

5.**實地考察**：如果條件允許，可以組織學(xué)生去動物園或野生動物園實地觀察熊和其他動物，增強他們的直觀感受。

拓展建議：

1.**家庭作業(yè)**：鼓勵學(xué)生在家中與家長一起制作一本關(guān)于熊的圖畫書，使用本節(jié)課所學(xué)的單詞和句型，如“Arethesebears?Yes,theyare.”，這樣的活動可以增強學(xué)生的創(chuàng)造力和語言應(yīng)用能力。

2.**小組項目**：在課堂上，將學(xué)生分成小組，每個小組選擇一種熊，進(jìn)行研究和報告。學(xué)生需要使用英語介紹熊的特征、習(xí)性等，這樣的項目可以提高學(xué)生的團隊合作能力和公共演講技巧。

3.**日常對話練習(xí)**：鼓勵學(xué)生在日常對話中使用本節(jié)課所學(xué)的句型。例如，在家中與家長對話時，可以詢問“Aretheseapples?Yes,theyare.”，這樣的實踐可以讓學(xué)生在實際生活中運用所學(xué)知識。

4.**詞匯卡片**：制作包含本節(jié)課所學(xué)的動物單詞和句型的卡片，學(xué)生可以用來復(fù)習(xí)和自我測試。卡片可以包括圖片、單詞和例句，幫助學(xué)生更好地記憶和理解。

5.**閱讀理解練習(xí)**：提供一些包含本節(jié)課單詞和句型的短文，讓學(xué)生閱讀并回答問題。這樣的練習(xí)可以幫助學(xué)生提高閱讀理解能力，并鞏固課堂所學(xué)知識。教學(xué)反思與改進(jìn)AftercompletingthelessononUnit7"Arethesebears?"fromthe陜旅版（三起）EnglishtextbookforGrade3,Ihavetakensometimetoreflectontheteachingprocessandstudentoutcomes.Herearemythoughtsandplansforimprovement:

Thestudentswereengagedthroughoutthelesson,especiallyduringtheinteractiveactivitieslikethe"FindtheBears"game.Theyseemedtoenjoythehands-onapproachandwereeagertopracticethenewvocabularyandsentencestructures.However,thereweresomeareaswhereIfeelthelessoncouldbeimproved.

Firstly,Inoticedthatsomestudentswerestillstrugglingwiththepronunciationofthenewwords.Toaddressthis,Iplantoincorporatemorephonicspracticeintofuturelessons.Thiscouldinvolveusingwordcardswithphoneticspellingsandconductingindividualorsmallgrouppronunciationdrills.

Additionally,whilethestudentswereabletofollowthedialogueinthetextbook,Ifeelthattheircomprehensioncouldbedeeper.Inthenextlesson,Iwillincludemorecomprehensionchecks,suchasaskingthemtosummarizethedialogueintheirownwordsoranswerquestionsaboutthedetailsofthestory.

Ialsoobservedthatafewstudentswerehesitanttoparticipateinthegroupactivities.Toencouragemoreparticipation,Iwillprovideclearerinstructionsandmoresupportduringgroupwork.Imightalsocreateamoreinclusiveenvironmentbysettingupbuddysystems,wheremoreconfidentstudentscanhelpthosewhoarelessconfident.

AnotheraspectIneedtoconsideristhepacingofthelesson.Somepartsofthelessonfeltrushed,whichmayhavecausedsomestudentstofeeloverwhelmed.Toimprovethis,Iwilladjustthetimingofeachactivity,allowingformorepausesandrepetitionswherenecessary.

Intermsoftheassessment,Ifoundthatthewrittendialoguetaskattheendofthelessonwaschallengingforsomestudents.Tohelpthem,Iwillprovidemoreguidedexamplesandstep-by-stepinstructionsforwritingtheirdialogues.Iwillalsoofferone-on-oneassistancetothosewhoneedextrahelp.

Movingforward,herearesomespecificimprovementmeasuresIplantoimplement:

1.**EnhancedPhonicsPractice**:Introducephonicsexercisesatthebeginningofeachlessontoreinforcethecorrectpronunciationofnewwords.

2.**ComprehensionChecks**:Incorporatemoreinteractivecomprehensionactivities,suchasrole-playingandquestion-answersessions,toensurestudentsunderstandthecontent.

3.**SupportforHesitantStudents**:Createasupportiveenvironmentwithbuddysystemsandclearerinstructionstoencourageallstudentstoparticipate.

4.**PacingAdjustments**:Adjustthepacingofthelessontoensurethatallstudentshaveenoughtimetoprocessandpracticethenewmaterial.

5.**WritingSupport**:Providemoreguidedexamplesandindividualsupportforstudentsduringwritingtasks.

Byreflectingonthislessonandplanningtheseimprovements,IhopetoenhancethelearningexperienceformystudentsandhelpthemachieveadeeperunderstandingoftheEnglishlanguage.Iamcommittedtocontinuouslyrefiningmyteachingmethodsandprovidingthebestpossibleeducationformystudents.典型例題講解Inordertoreinforcethekey知識點fromthetext,Ihavepreparedseveralexampleexercisesthatfocusontheusageof"Arethese...?"and"Yes,theyare./No,theyaren't."Herearetheexercisesalongwithexplanationsandanswers:

**Exercise1:DialogueCompletion**

Fillintheblankswiththecorrectresponses.

A:Arethese_______?

B:Yes,theyare./No,theyaren't.

Example:

A:Aretheseapples?

B:Yes,theyare.

Answers:

1.A:Arethesepencils?

B:No,theyaren't.(Theyarepens.)

2.A:Arethesebooks?

B:Yes,theyare.

3.A:Arethesebirds?

B:No,theyaren't.(Theyarebutterflies.)

**Exercise2:PictureDescription**

Lookatthepictureandwriteadialogueusing"Arethese...?"and"Yes,theyare./No,theyaren't."

Example:

Picture:Agroupofcats

A:Arethesecats?

B:Yes,theyare.

Answers:

1.Picture:Agroupofdogs

A:Arethesedogs?

B:Yes,theyare.

2.Picture:Agroupofflowers

A:Aretheseflowers?

B:No,theyaren't.(Theyaretrees.)

**Exercise3:Role-play**

Withapartner,taketurnsaskingandansweringquestionsusing"Arethese...?"and"Yes,theyare./No,theyaren't."

Example:

Student1:Aretheserabbits?

Student2:No,theyaren't.(Theyaresquirrels.)

Answers:

1.Student1:Arethesefish?

Student2:Yes,theyare.

2.Student1:Arethesebuses?

Student2:No,theyaren't.(Theyarecars.)

**Exercise4:TrueorFalse**

Readthesentencesanddecideiftheyaretrueorfalse.Write"T"fortrueor"F"forfalse.

Example:

Sentence:These