1、教科版（2024新版）三年级上册英语Unit 3Whos Who?单元整体教学设计(共3课时）一、教材分析本单元是新教材教科版（2024）小学英语三年级上册 Unit3Whos Who?。本单元以“认识人物”为主题，通过介绍家庭成员、同学、老师等人物，让学生学会用英语询问和介绍人物。教材内容贴近学生生活实际，容易引起学生的学习兴趣。1. 单元结构 Lets Talk：通过对话的形式呈现本单元的重点句型和词汇。 Lets Learn：学习与人物相关的词汇。 Lets Sing：通过歌曲巩固本单元的重点内容。 Lets Play：通过游戏活动，让学生在轻松愉快的氛围中练习英语。 Lets Read
2、：阅读短文，培养学生的阅读理解能力。2. 教材特点 以学生为中心，注重培养学生的语言运用能力。 内容生动有趣，图文并茂，容易激发学生的学习兴趣。 活动形式多样，包括对话、歌曲、游戏、阅读等，满足不同学生的学习需求。二、教学目标1. 知识目标 能听懂、会说、认读本单元的词汇：father, mother, brother, sister, grandfather, grandmother, teacher, friend。 能听懂、会说本单元的重点句型：Whos he/she? Hes/Shes.。 能理解并演唱本单元的歌曲Whos That?。 能正确朗读本单元的阅读短文。2. 技能目标 能够
3、用英语询问和介绍人物。 能够在实际情境中运用本单元的重点句型和词汇。 培养学生的听说读写能力。3. 情感目标 培养学生对英语学习的兴趣和积极性。 培养学生的合作意识和团队精神。 让学生学会关爱家人和朋友。三、教学重难点1. 教学重点 掌握本单元的词汇和重点句型。 能够用英语询问和介绍人物。2. 教学难点 正确区分 he 和 she 的用法。 能够在实际情境中灵活运用本单元的重点句型和词汇。四、教学准备1. 教师准备 多媒体课件、单词卡片、图片、录音机、磁带。 准备一些小奖品，如贴纸、糖果等，用于奖励表现优秀的学生。2. 学生准备 英语课本、练习本、彩色笔。五、教学过程第一课时教学环节教学内容师
4、生互动设计意图Warm-up1. Greetings.2. Sing a song Hello.T: Good morning, boys and girls!Ss: Good morning, teacher!T: Lets sing a song Hello together.通过唱歌和问候，营造轻松愉快的学习氛围，激发学生的学习兴趣。Lead-in1. Show some pictures of family members.2. Ask students: Who are they?T: Look at these pictures. Who are they?Ss: They are
5、 father, mother, brother, sister.通过展示图片，引出本单元的主题 “认识人物”，为学习新词汇做铺垫。Presentation1. Teach the new words: father, mother, brother, sister, grandfather, grandmother.2. Show the pictures and words cards, let students read and repeat.3. Play a game: Whats missing?T: Now, lets learn some new words. Look at
6、this picture. This is father. Read after me, father.Ss: Father.T: Mother.Ss: Mother.T: Now, lets play a game. Whats missing? I will show you some words cards. Then I will take one away. You should guess which one is missing.通过图片和单词卡片，直观地教授新词汇。游戏活动可以增加学习的趣味性，巩固学生对新词汇的掌握。Practice1. Listen and point.2.
7、 Let students introduce their family members to their partners.T: Listen and point. I will say a word. You should point to the corresponding picture.Ss: OK.T: Father.Ss: (Point to the picture of father.).T: Now, please introduce your family members to your partners.通过听指令指图片和互相介绍家庭成员的活动，让学生在实际情境中运用新词
8、汇，提高学生的口语表达能力。Consolidation1. Summary.2. Homework.T: Today, we learned some new words about family members. Who can remember them?Ss: Father, mother, brother, sister, grandfather, grandmother.T: Very good. For homework, please draw a picture of your family and write down the names of your family mem
9、bers in English.总结本课时的重点内容，布置作业，让学生巩固所学知识。第二课时教学环节教学内容师生互动设计意图Warm-up1. Greetings.2. Review the words learned in the last lesson.T: Good morning, boys and girls!Ss: Good morning, teacher!T: Lets review the words we learned last lesson. What are they?Ss: Father, mother, brother, sister, grandfather,
10、grandmother.通过问候和复习上节课的词汇，巩固学生的记忆，为学习新内容做准备。Lead-in1. Show a picture of a teacher.2. Ask students: Whos she?T: Look at this picture. Whos she?Ss: Shes a teacher.通过展示老师的图片，引出新词汇 “teacher”，为学习新句型做铺垫。Presentation1. Teach the new word: teacher.2. Teach the new sentence pattern: Whos he/she? Hes/Shes.3.
11、Show some pictures of people and ask students to practice the sentence pattern.T: This is teacher. Read after me, teacher.Ss: Teacher.T: Now, look at this picture. Whos he?Ss: Hes a boy.T: Whos she?Ss: Shes a girl.T: Very good. Now, lets practice. I will show you some pictures. You should ask and an
12、swer in pairs.Ss: OK.通过图片和师生互动，教授新词汇和新句型。让学生在实际情境中练习新句型，提高学生的口语表达能力。Practice1. Listen and repeat.2. Role-play.3. Make a dialogue.T: Listen to the tape and repeat.Ss: (Listen and repeat.)T: Now, lets do role-play. I will be A. You will be B. Lets practice the dialogue.Ss: OK.T: Whos he?Ss: Hes.T: Who
13、s she?Ss: Shes.T: Very good. Now, please make a dialogue with your partner.通过听录音跟读、角色扮演和对话练习，巩固学生对新句型的掌握，提高学生的口语表达能力。Consolidation1. Summary.2. Homework.T: Today, we learned a new word and a new sentence pattern. Who can remember them?Ss: Teacher. Whos he/she? Hes/Shes.T: Very good. For homework, pl
14、ease introduce your teacher and your classmates to your parents in English.总结本课时的重点内容，布置作业，让学生在实际生活中运用所学知识。第三课时教学环节教学内容师生互动设计意图Warm-up1. Greetings.2. Sing the song Whos That?.T: Good morning, boys and girls!Ss: Good morning, teacher!T: Lets sing the song Whos That? together.通过唱歌和问候，营造轻松愉快的学习氛围，激发学生的
15、学习兴趣，同时复习本单元的重点内容。Lead-in1. Show some pictures of friends.2. Ask students: Who are they?T: Look at these pictures. Who are they?Ss: They are friends.通过展示朋友的图片，引出新词汇 “friend”，为学习阅读短文做铺垫。Presentation1. Teach the new word: friend.2. Read the short passage and answer the questions.3. Explain the difficu
16、lt words and sentences.T: This is friend. Read after me, friend.Ss: Friend.T: Now, lets read a short passage. Then answer the questions.Ss: OK.T: (Read the passage.) Who is Toms friend?Ss: Lily is Toms friend.T: Very good. Now, lets explain some difficult words and sentences.通过图片和阅读短文，教授新词汇，培养学生的阅读理
17、解能力。解释难词难句，帮助学生更好地理解短文内容。Practice1. Read the passage aloud.2. Retell the passage.3. Make a new passage.T: Now, lets read the passage aloud.Ss: (Read aloud.)T: Who can retell the passage?Ss: Lily is Toms friend. They are in the same class. They like to play together.T: Very good. Now, please make a n
18、ew passage about your friend.通过朗读、复述和创作新短文的活动，巩固学生对阅读短文的理解，提高学生的语言运用能力。Consolidation1. Summary.2. Homework.T: Today, we learned a new word and read a short passage. Who can remember them?Ss: Friend. Lily is Toms friend. They are in the same class. They like to play together.T: Very good. For homewor
19、k, please write a short passage about your friend and introduce him/her to your classmates next class.总结本课时的重点内容，布置作业，让学生进一步巩固所学知识，提高写作能力。六、教学反思在本单元的教学中，我采用了多种教学方法，如直观教学法、游戏教学法、情境教学法等，以激发学生的学习兴趣，提高教学效果。通过图片、单词卡片等直观教具，让学生更加直观地学习新词汇；通过游戏活动，如“Whats missing?”“Listen and point”等，增加了学习的趣味性，巩固了学生对新词汇和新句型的掌握；通过创设情境，如互相介绍家庭成员、介绍老师和同学等，让学生在实际情境中运用英语，提高了学生的口语表达能力。在教学过程中，我也注意到了一些问题。例如，部分学生对 he 和 she 的用法容易混淆，需要在今后的教学中加强练习；在小组活动中，有些学生参与度不高，需要教师更加关注这些学生，鼓励他们积极参与。此外，在教学评价方面，我还需要更加多样化，不仅要关注学生的学习成绩，还要关注学生的学习过程和学习态度。总之，通过本单元的教学，我积累了一些教学经验，也发现了一些问题。在今后的教学中，我将不断改进教学方法，提高教学质量，让学生在轻松愉快的氛围中学习英语。第 19 页 共 19 页
