Unit 7 Are these bears？(教学设计)-2023-2024学年陕旅版（三起）英语三年级上册

Unit7Arethesebears？(教学设计)-2023-2024学年陕旅版（三起）英语三年级上册科目授课时间节次--年—月—日（星期——）第—节指导教师授课班级、授课课时授课题目（包括教材及章节名称）Unit7Arethesebears？(教学设计)-2023-2024学年陕旅版（三起）英语三年级上册教学内容分析1.本节课的主要教学内容为Unit7"Arethesebears？"的教学，主要涉及陕旅版（三起）英语三年级上册中关于询问物品及肯定/否定回答的句型。教学内容包括学习单词"bear"、"these"、"are"、"yes"、"no"等，以及句型"Arethese...?"和"Yes,theyare./No,theyaren't."。

2.教学内容与学生已有知识的联系在于，学生在之前的学习中已经掌握了一些动物单词和基本的问句回答，如"Yes,itis./No,itisn't."。本节课的学习将帮助学生扩展动物词汇，并学习如何询问多个物品，以及如何用肯定/否定回答。教材中涉及的情景和句型与学生的日常生活紧密相关，有助于巩固和提升学生的英语应用能力。核心素养目标1.语言能力：通过学习Unit7"Arethesebears？"的内容，学生能够熟练运用本单元所学的词汇和句型进行物品的询问和描述，提高口语表达和听力理解能力。

2.文化意识：通过课堂活动，学生能够了解和尊重不同文化中对于动物的认知和表达方式，增强跨文化交际意识。

3.思维品质：鼓励学生在课堂上积极思考，通过观察图片和实际物品，培养学生的观察力和想象力，提高逻辑思维和批判性思维能力。

4.学习能力：通过互动学习，学生能够掌握有效的学习策略，培养自主学习能力，为今后的英语学习打下坚实基础。学习者分析1.学生已经掌握了基本的英语问候语和一些动物单词，能够进行简单的自我介绍和物品指认。在语法方面，学生已经学习了如何使用"Isthis..."和"Yes,itis./No,itisn't."进行询问和回答。

2.学习兴趣方面，三年级的学生通常对生动、有趣的学习内容感兴趣，他们喜欢游戏和互动活动。在能力上，学生的听说能力通常强于读写能力，他们更愿意通过口语交流来学习新知识。在风格上，学生偏好直观、形象的教学方式，对于故事性和情境性的教学内容更易于接受。

3.学生可能遇到的困难和挑战包括：对于新词汇的记忆和发音，以及在复杂句型中的语法使用。此外，学生在实际应用中可能会混淆肯定和否定的回答，以及对于"these"和"those"的区别理解不够清晰。在课堂上，教师需要提供足够的练习和反馈，帮助学生克服这些困难。教学资源-教科书（陕旅版（三起）英语三年级上册）

-互动白板或投影仪

-彩色图片或卡片（动物图片）

-简易教具（如玩具熊）

-录音机或音频播放设备（用于播放课文录音）

-教学PPT或动画

-小组讨论材料

-课堂活动指导卡片

-学生练习册

-教师评价工具（如学生表现记录表）教学过程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.教学资源拓展拓展资源：

1.**故事书**：寻找一些包含本节课所学的动物单词的故事书，如《TheBearandtheMouse》等，让学生在课后阅读，增强他们对动物单词的理解和记忆。

2.**科普视频**：播放关于熊的科普视频，让学生了解熊的生活习性、种类和栖息地，拓展他们的知识面。

3.**歌曲**：教唱英文歌曲《BearsonMyChair》，通过歌曲的节奏和旋律，帮助学生记住单词和句型。

4.**互动游戏**：使用在线互动游戏，如“猜猜我是谁”游戏，让学生在游戏中练习使用“Arethese...?”的句型。

5.**实地考察**：如果条件允许，可以组织学生去动物园或野生动物园实地观察熊和其他动物，增强他们的直观感受。

拓展建议：

1.**家庭作业**：鼓励学生在家中与家长一起制作一本关于熊的图画书，使用本节课所学的单词和句型，如“Arethesebears?Yes,theyare.”，这样的活动可以增强学生的创造力和语言应用能力。

2.**小组项目**：在课堂上，将学生分成小组，每个小组选择一种熊，进行研究和报告。学生需要使用英语介绍熊的特征、习性等，这样的项目可以提高学生的团队合作能力和公共演讲技巧。

3.**日常对话练习**：鼓励学生在日常对话中使用本节课所学的句型。例如，在家中与家长对话时，可以询问“Aretheseapples?Yes,theyare.”，这样的实践可以让学生在实际生活中运用所学知识。

4.**词汇卡片**：制作包含本节课所学的动物单词和句型的卡片，学生可以用来复习和自我测试。卡片可以包括图片、单词和例句，帮助学生更好地记忆和理解。

5.**阅读理解练习**：提供一些包含本节课单词和句型的短文，让学生阅读并回答问题。这样的练习可以帮助学生提高阅读理解能力，并巩固课堂所学知识。教学反思与改进AftercompletingthelessononUnit7"Arethesebears?"fromthe陕旅版（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.典型例题讲解Inordertoreinforcethekey知识点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