Unit 5 Fun at the zoo（說(shuō)課稿）-2024-2025學(xué)年人教大同版（2024）英語(yǔ)三年級(jí)上冊(cè)

Unit5Funatthezoo（說(shuō)課稿）-2024-2025學(xué)年人教大同版（2024）英語(yǔ)三年級(jí)上冊(cè)一、設(shè)計(jì)意圖

本節(jié)課旨在通過(guò)Unit5"Funatthezoo"的學(xué)習(xí)，讓學(xué)生在三年級(jí)上學(xué)期掌握關(guān)于動(dòng)物園中動(dòng)物的基本英語(yǔ)詞匯和句型，培養(yǎng)他們用英語(yǔ)進(jìn)行簡(jiǎn)單交流的能力。結(jié)合2024-2025學(xué)年人教大同版英語(yǔ)三年級(jí)上冊(cè)教材內(nèi)容，本節(jié)課將以生動(dòng)有趣的方式，引導(dǎo)學(xué)生了解動(dòng)物的特點(diǎn)和生活習(xí)性，激發(fā)他們對(duì)英語(yǔ)學(xué)習(xí)的興趣。同時(shí)，通過(guò)互動(dòng)游戲和小組活動(dòng)，提高學(xué)生的合作能力和口語(yǔ)表達(dá)能力。二、核心素養(yǎng)目標(biāo)分析

本節(jié)課核心素養(yǎng)目標(biāo)聚焦于語(yǔ)言能力、文化意識(shí)和學(xué)習(xí)策略。通過(guò)學(xué)習(xí)"Funatthezoo"，學(xué)生將提升對(duì)動(dòng)物相關(guān)英語(yǔ)詞匯和句型的理解與應(yīng)用能力，增強(qiáng)語(yǔ)言實(shí)踐中的自信和流暢性。文化意識(shí)方面，學(xué)生將了解不同動(dòng)物在不同文化中的象征意義，培養(yǎng)跨文化交際的意識(shí)。學(xué)習(xí)策略上，學(xué)生將學(xué)會(huì)通過(guò)觀察、模仿和實(shí)踐來(lái)學(xué)習(xí)英語(yǔ)，同時(shí)掌握合作學(xué)習(xí)和自主學(xué)習(xí)的方法，提高解決問(wèn)題的能力。三、學(xué)情分析

三年級(jí)的學(xué)生正處于英語(yǔ)學(xué)習(xí)的基礎(chǔ)階段，他們已經(jīng)掌握了一些基礎(chǔ)的英語(yǔ)詞匯和簡(jiǎn)單的句型，但語(yǔ)言表達(dá)能力有限，對(duì)于復(fù)雜的句子結(jié)構(gòu)和生僻的詞匯理解能力較弱。在知識(shí)層面，學(xué)生對(duì)動(dòng)物有一定的認(rèn)知，但關(guān)于動(dòng)物的專業(yè)英語(yǔ)詞匯接觸較少。能力方面，學(xué)生能夠進(jìn)行簡(jiǎn)單的英語(yǔ)交流，但需要引導(dǎo)和鼓勵(lì)才能更自信地使用英語(yǔ)。

在素質(zhì)方面，學(xué)生的好奇心和學(xué)習(xí)興趣較濃，對(duì)動(dòng)物園這一主題充滿興趣，有利于激發(fā)他們對(duì)英語(yǔ)學(xué)習(xí)的熱情。然而，學(xué)生的注意力容易分散，需要通過(guò)有趣的活動(dòng)和互動(dòng)來(lái)維持他們的專注度。

行為習(xí)慣上，學(xué)生可能習(xí)慣了中文授課環(huán)境，對(duì)全英文教學(xué)可能會(huì)有些不適應(yīng)。他們可能習(xí)慣于被動(dòng)接受知識(shí)，而非主動(dòng)探索和學(xué)習(xí)，這對(duì)英語(yǔ)學(xué)習(xí)提出了挑戰(zhàn)。因此，在教學(xué)過(guò)程中，需要設(shè)計(jì)富有吸引力的課堂活動(dòng)，引導(dǎo)學(xué)生積極參與，逐步培養(yǎng)他們的自主學(xué)習(xí)能力和合作精神。對(duì)課程學(xué)習(xí)的影響主要體現(xiàn)在，學(xué)生需要在教師的引導(dǎo)下，逐漸適應(yīng)英語(yǔ)學(xué)習(xí)環(huán)境，提高學(xué)習(xí)效率和興趣。四、教學(xué)資源準(zhǔn)備

1.教材：確保每位學(xué)生都配備了人教大同版英語(yǔ)三年級(jí)上冊(cè)教材，以便于學(xué)生跟隨課程進(jìn)度學(xué)習(xí)。

2.輔助材料：準(zhǔn)備動(dòng)物圖片、動(dòng)物園場(chǎng)景視頻、動(dòng)物聲音音頻等多媒體資源，幫助學(xué)生更直觀地理解單詞和句型。

3.教學(xué)工具：準(zhǔn)備交互式白板或投影儀，以便展示教學(xué)資源，增強(qiáng)課堂互動(dòng)性。

4.教室布置：將教室劃分為活動(dòng)區(qū)，包括小組討論區(qū)，確保學(xué)生能夠進(jìn)行有效的合作學(xué)習(xí)。五、教學(xué)過(guò)程

Goodmorning,boysandgirls.TodaywearegoingtolearnUnit5"Funatthezoo".IhopeyouwillenjoyourclasstodayandlearnalotaboutanimalsandEnglish.

1.**Warm-upandLead-in**

First,let'swarmup.Canyoutellmewhatyouknowaboutthezoo?(Studentsmayanswerfreely.)That'sgreat!Thezooisawonderfulplacewherewecanseemanydifferentanimals.Now,let'slookatthepicturesontheboard.Doyouknowtheseanimals?(Showpicturesofanimalssuchaselephants,tigers,monkeys,etc.)WhataretheirnamesinEnglish?(Studentsanswer.)

2.**NewWordsandSentencesIntroduction**

Now,let'slearnsomenewwordsandsentences.Pleaseopenyourbookstopage34.Lookatthepictureofthezoo.Iwillshowyousomeflashcardswithanimalnamesonthem.Canyouguesswhatanimalitis?(Holdupflashcardswithwordslike"elephant,""tiger,""monkey,"etc.,andstudentsguess.)Verygood!Now,let'slearnthenewsentences.Iwillsayasentence,andyourepeatafterme.Forexample,"Iseeanelephant.""Iseeatiger."(Studentsrepeataftertheteacher.)

3.**TextbookExploration**

Now,let'sexplorethetextbook.Pleaseturntopage34.Lookatthebigpictureofthezoo.Whatcanyousee?(Studentsanswer.)Yes,wecanseemanyanimals.Now,let'sreadthedialoguetogether.Iwillreadfirst,andthenyoureadafterme.(Teacherreadsthedialogue,andstudentsrepeat.)WhatdidZoomandZipsay?(Studentsanswer.)

4.**DetailedTextAnalysis**

Let'slookatthedialoguemoreclosely.Inthefirstpart,Zoomsays,"Iseeanelephant."Whatdoes"see"mean?(Studentsanswer.)Itmeanstolookatsomethingwithyoureyes.Now,let'slookatthesecondpart.Zipsays,"Iseeatiger."Canyoufindthewords"I,""see,"and"tiger"inthesentence?(Studentsfindthewords.)Goodjob!

5.**ListeningPractice**

Now,let'slistentothetape.PleaselistencarefullyandtrytounderstandwhatZoomandZiparesaying.(Playthetape.)Didyouunderstand?Cananyonetellmewhattheysaid?(Studentsanswer.)

6.**SpeakingPractice**

Great!Now,let'spracticespeaking.Iwillgiveyousomeanimalflashcards,andyouwillmakesentenceslike"Iseeanelephant."withyourpartner.(Studentsworkinpairsandmakesentenceswiththeflashcards.)

7.**GroupActivity**

Next,let'shaveagroupactivity.Iwilldivideyouintosmallgroups.Eachgroupwillgetasetofanimalflashcardsandapictureofazoo.Yourtaskistomakeashortdialogueusingthesentenceswelearned,like"Iseeanelephant.""Iseeatiger."(Studentsworkingroupsandcreatedialogues.)

8.**Role-play**

Afterthegroupactivity,let'sdosomerole-play.Eachgroupwillcometothefrontandactoutyourdialogue.Therestoftheclass,pleasepayattentionandseehowwelltheyperform.(Groupscometothefrontandrole-playtheirdialogues.)

9.**SummaryandReview**

Alright,wehavedoneagreatjobtoday!Let'ssummarizewhatwehavelearned.Welearnedsomenewanimalwordsandsentences,andwepracticedspeakingandactingoutdialogues.Cananyonetellmeonethingtheylearnedtoday?(Studentsanswer.)

10.**HomeworkAssignment**

Forhomework,Iwantyoutodotwothings.First,reviewthenewwordsandsentenceswelearnedtoday.Makesureyoucansaythemfluently.Second,drawapictureofyourfavoriteanimalandwriteasentencelike"Iseea__________."(Studentsdrawpicturesandwritesentences.)

Welldone,everyone!Youhaveworkedveryhardtoday.Iamproudofyou.RemembertopracticeyourEnglisheveryday.Seeyounexttime!六、教學(xué)資源拓展

1.拓展資源

Inthisunit,wehavelearnedaboutdifferentanimalsandhowtodescribetheminEnglish.Tofurtherenhanceyourlearningexperience,herearesomeadditionalresourcesthatyoucanexplore:

-**AnimalFactBooks**:Lookforbooksthatprovideinterestingfactsaboutanimals.Thesebookscangiveyoumoreinformationabouttheanimalswediscussedinclass,suchastheirhabitats,diets,andbehaviors.

-**OnlineAnimalEncyclopedia**:Usereputableonlineencyclopediastosearchforinformationaboutanimals.Youcanfinddetaileddescriptions,images,andvideosthatcanhelpyoulearnmoreabouttheanimalsyouareinterestedin.

-**AnimalVideos**:Watcheducationalvideosaboutanimals.Therearemanyvideoplatformswhereyoucanfindvideosthatshowanimalsintheirnaturalhabitats,theiruniquebehaviors,andtheirinteractionswithotheranimals.

-**ZooVisits**:Ifpossible,planavisittoalocalzoo.Thiswillgiveyouachancetoseetheanimalsupcloseandlearnfromthezookeepersandeducationaldisplays.

2.拓展建議

Tomakethemostoftheseresources,herearesomespecificsuggestionsforfurtherlearning:

-**ResearchProject**:Chooseananimalthatyouareinterestedinandconductaresearchproject.Usetheanimalfactbooksandonlineencyclopediastogatherinformationabouttheanimal'sappearance,diet,habitat,andanyinterestingbehaviors.Prepareapresentationtoshareyourfindingswiththeclass.

-**VideoJournal**:Watchanimalvideosandkeepajournal.Writedownwhatyoulearnfromeachvideo,includingnewvocabularywordsandinterestingfacts.Youcanalsodrawpicturesoftheanimalsyousee.

-**ZooObservation**:Whenyouvisitthezoo,takenotesontheanimalsyouobserve.Writedowntheirnames,whattheylooklike,whattheyaredoing,andanyotherobservationsyoumake.Usethesenotestocreateareportorascrapbookaboutyourzoovisit.

-**ReadingPractice**:ReadbooksaboutanimalsinEnglish.Thiswillhelpyoupracticeyourreadingskillsandlearnnewvocabulary.Trytoreadbooksthatareslightlyaboveyourcurrentreadingleveltochallengeyourself.

-**WritingPractice**:Writesentencesorshortparagraphsabouttheanimalsyouhavelearnedabout.Usethesentencestructureswepracticedinclass,suchas"Iseeanelephant."or"Thetigerisbigandstrong."Thiswillhelpyoupracticeyourwritingskillsandreinforcethevocabularyyouhavelearned.

-**InteractiveLearning**:Engageininteractivelearningactivities,suchasonlinequizzesorgamesaboutanimals.Theseactivitiescanbefunandhelpyoutestyourknowledgeinadifferentway.

Remembertoalwaysaskforpermissionfromyourparentsorteacherbeforeusingtheinternetorvisitingthezoo.Learningaboutanimalscanbeafunandeducationalexperience,andtheseresourceswillhelpyoucontinuetobuildyourEnglishlanguageskillswhilediscoveringmoreabouttheanimalkingdom.七、教學(xué)反思

Youknow,teaching"Unit5Funatthezoo"wasquiteanadventure.I'vebeenreflectingonhowthelessonwentandwhatwecandotomakeitevenbetternexttime.

Theengagementlevelintheclassroomwasreallyhigh,whichisalwaysagoodsign.Thekidswereexcitedtolearnabouttheanimalsandseemedtoenjoytheactivitieswedid.Usingtheflashcardsandthepicturesfromthetextbookreallyhelpedthemvisualizethenewvocabulary.IcouldseetheireyeslightupwhentheymadetheconnectionbetweentheanimalanditsEnglishname.

However,Inoticedthatsomeofthestudentswereabitshywhenitcametospeaking.Theyunderstoodthesentencesandcouldrepeatthemafterme,butwhenitwastimeforthemtocreatetheirownsentencesinthegroupactivity,theywereabithesitant.Ithinkit'simportanttocreateamoresupportiveenvironmentwheretheyfeelsafetotryandmakemistakes.Maybewecanstartwithsomemoreguidedpracticebeforelettingthemlooseinthegroups.

Thelisteningpracticewasahighlightofthelesson.Thestudentswerereallyfocusedandseemedtoenjoylisteningtothetape.Itwasgreattoseethemtryingtomatchthesentencestheyheardwiththepicturesintheirbooks.ButIwonderifwecouldincorporatemorelisteningactivitiesthroughoutthelesson,notjustasasingleactivity.Perhapswecouldhaveashortlisteningexerciseaftereachnewsentencestructurewelearn.

Therole-playactivitywasfun,butitwasalsoabitchaotic.Notallthestudentsgotachancetospeak,andsomeofthegroupswereabittoorowdy.Nexttime,Imightsetclearerexpectationsforbehaviorduringtherole-playandperhapsuseasystemwhereeachstudenthastosayatleastonesentence.Thisway,everyonegetsinvolvedandwecankeeptheenergypositivebutcontrolled.

OnethingIwashappyaboutwasthehomeworkassignment.Iaskedthestudentstodrawtheirfavoriteanimalandwriteasentenceaboutit.WhenIcheckedtheirhomeworkthenextday,Iwasimpressedbyhowmuchefforttheyhadputintoit.Itwasasimpletask,butitreallyreinforcedwhatwehadlearnedinclass.

Intermsoftheresources,theanimalfactbooksandonlineencyclopediaswereahit.Thestudent