小学英语北师大版 (三年级起点)三年级上册unit 6 Review教案

这是一份小学英语北师大版 (三年级起点)三年级上册unit 6 Review教案，共17页。教案主要包含了教学目标，教学重难点，教学准备，教学过程，板书设计，教学反思等内容，欢迎下载使用。

（一）知识目标
1. 学生能够复习巩固Unit6中所学的关于数字（ne - ten）、颜色（red, yellw, blue, green, black, white, range, brwn, pink, purple）、动物（dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin）等词汇。
2. 学生能够熟练运用句型“Hw many... are there? There is/are...”来询问和描述物品的数量。
3. 学生能够理解并运用句型“What clr is it? It's...”来询问和回答物体的颜色。
4. 学生能够听懂、会说、认读关于动物特征和喜好的短语，如“like carrts”（喜欢胡萝卜）、“has a lng nse”（有一个长鼻子）等。
（二）能力目标
1. 通过各种形式的复习活动，如游戏、对话、阅读等，提高学生的听、说、读、写能力。
2. 培养学生的观察能力、思维能力和语言运用能力，使其能够在实际情境中灵活运用所学知识进行交流。
3. 引导学生通过小组合作学习，培养学生的合作意识和团队精神。
（三）情感目标
1. 激发学生学习英语的兴趣，让学生在轻松愉快的氛围中复习知识，增强学习的自信心。
2. 培养学生爱护动物、关注自然的情感意识。
二、教学重难点
（一）教学重点
1. 复习巩固Unit6中所学的词汇和句型，包括数字、颜色、动物及相关的描述短语和句型。
2. 能够准确运用“Hw many... are there? There is/are...”和“What clr is it? It's...”进行问答交流。
（二）教学难点
1. 学生能够区分“There is”和“There are”的用法，并能根据实际情况正确运用。
2. 引导学生将所学的词汇和句型综合运用到实际情境中，进行有条理的表达和交流。
三、教学准备
1. 多媒体课件、单词卡片、动物图片、彩色气球、实物道具（如玩具动物、彩色铅笔等）、奖励小贴纸。
2. 学生准备自己制作的动物卡片（可以画上自己喜欢的动物，并标注动物名称和颜色）。
四、教学过程
（一）Warming-up
1. Greetings
T: Hell, bys and girls. Hw are yu tday?
Ss: Hell, teacher. I'm fine, thank yu. And yu?
T: I'm very well t. Nice t see yu.
设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂氛围，为课堂教学做好准备。
2. Sing a sng
T: Let's sing a sng tgether. “The number sng”.（播放歌曲视频，师生一起唱）
One, tw, three, fur, five,
Once I caught a fish alive.
Six, seven, eight, nine, ten,
Then I let it g again.
Why did yu let it g?
Because it bit my finger s.
Which finger did it bite?
This little finger n the right.
设计意图：以欢快的数字歌曲开场，复习数字词汇，激发学生的学习兴趣，同时活跃课堂气氛，让学生快速进入学习状态。
（二）Revisin f numbers
1. Cunting game
T: Nw, let's play a cunting game. I'll shw yu sme things. Yu cunt them and say the numbers in English. Fr example, lk at the ballns n the screen.（展示课件上的气球图片）Hw many ballns are there?
Ss: One, tw, three... ten. There are ten ballns.
T: Very gd. Nw, lk at these apples.（展示苹果图片）Hw many apples are there?
S1: One, tw, three... five. There are five apples.
设计意图：通过展示不同数量的物品图片，让学生进行数数练习，复习数字词汇，并引导学生运用“There are...”句型表达物品的数量，增强学生的口语表达能力和对数字的敏感度。
2. Number flashcards
Shw the number flashcards quickly t the students. The students read the numbers alud as fast as they can.
T: Lk at the flashcards. What's the number?
Ss: It's ne/tw/three...
设计意图：利用数字闪卡，快速呈现数字，让学生快速认读，提高学生的反应能力和对数字的记忆。
3. Math prblems with numbers
Write sme simple math prblems n the blackbard, such as “2 + 3 =?”, “5 - 1 =?”, “4 × 2 =?”. Ask the students t answer them in English.
T: Wh can answer this math prblem? What's tw plus three?
S2: It's five.
T: Great. Hw abut this ne? Five minus ne is...
S3: It's fur.
设计意图：将数字与数学运算相结合，通过解决简单的数学问题，进一步巩固数字的认读和运用，同时培养学生的数学思维和英语表达能力。
（三）Revisin f clrs
1. Clr guessing game
Shw sme clr cards with nly a small part f the clr visible. Ask the students t guess the clr.
T: What clr is it? Guess!
S1: Is it red?
T: N, it isn't.
S2: Is it blue?
T: Yes, it is. Yu're right. Nw, let's try anther ne.（展示另一张颜色卡片）
设计意图：通过颜色猜谜游戏，激发学生的好奇心和参与度，复习颜色词汇，同时培养学生的观察能力和语言猜测能力。
2. Clr and bject matching
Shw sme pictures f bjects in different clrs, such as a red apple, a yellw banana, a blue sky, a green tree, etc. Ask the students t match the bjects with the crrespnding clrs.
T: Lk at these pictures. What clr is the apple?
Ss: It's red.
T: Gd. And what clr is the banana?
S3: It's yellw.
T: Nw, match the bjects with the clrs n yur paper.（给学生发放印有物体和颜色选项的纸张，让学生进行匹配）
设计意图：将颜色与物体相结合，让学生通过观察图片，复习颜色词汇，并进行颜色与物体的匹配练习，加深学生对颜色的理解和记忆，同时提高学生的动手能力和认知能力。
3. Describe the clrs f things in the classrm
Ask the students t lk arund the classrm and describe the clrs f the things they see using the sentence pattern “It's...”.
T: Lk arund ur classrm. What clrs can yu see? Fr example, the blackbard is black. What else?
S4: The desks are yellw.
S5: The walls are white.
...
设计意图：引导学生观察教室里的物品，用所学句型描述物品的颜色，将英语学习与实际生活相结合，提高学生的语言运用能力和对周围环境的观察力。
（四）Revisin f animals
1. Animal flashcards
Shw the animal flashcards ne by ne. The students say the names f the animals alud.
T: What's this?
Ss: It's a dg.
T: Yes. Next ne. What's this?
Ss: It's a cat.
...
设计意图：通过展示动物闪卡，复习动物词汇，让学生快速说出动物的名称，加深对动物单词的记忆。
2. Animal characteristics and actins
Describe the characteristics and actins f sme animals and ask the students t guess what animal it is.
T: It has a lng tail and it can climb trees. What animal is it?
S1: Is it a mnkey?
T: Yes, yu're right. Nw, I'll describe anther ne. It has a big bdy and a lng nse. What animal is it?
S2: It's an elephant.
设计意图：通过描述动物的特征和动作，让学生猜测动物名称，不仅复习了动物词汇，还培养了学生的听力理解能力和思维能力，增加了学习的趣味性。
3. Dialgues abut animals
Create sme dialgues abut animals with the students.
T: D yu like animals?
Ss: Yes, we d.
T: What's yur favrite animal?
S3: My favrite animal is a panda. It's very cute.
T: Why d yu like pandas?
S3: Because they are black and white and they lk very lvely.
T: Very gd. Nw, ask yur partner abut his/her favrite animal.（学生两两一组进行对话练习，询问对方最喜欢的动物及原因）
设计意图：通过师生对话和学生两两对话，复习关于动物的话题，运用所学句型进行交流，提高学生的口语表达能力和语言运用能力，同时培养学生的交流意识和合作精神。
（五）Revisin f sentences
1. “Hw many...” sentence pattern practice
(1) Shw sme pictures f grups f animals r bjects. Ask the students t use “Hw many... are there?” t ask abut the number f things in the pictures and then answer using “There is/are...”.
Fr example, shw a picture f three dgs.
T: Lk at this picture. Hw many dgs are there?
Ss: Hw many dgs are there?
T: There are three dgs.（引导学生一起回答）
Nw, yu try. Lk at this picture f sme apples.（展示苹果图片）Hw many apples are there?
S4: Hw many apples are there?
Ss: There are five apples.
(2) Grup wrk
Divide the students int grups. Each grup is given a set f pictures. They take turns t ask and answer questins using the “Hw many...” sentence pattern.
设计意图：通过图片展示，让学生练习“Hw many...”句型，复习询问物品数量的表达方式，并引导学生用“There is/are...”进行回答，培养学生的观察能力和语言运用能力。小组活动可以让学生在合作中学习，提高学生的团队协作能力和口语交流能力。
2. “What clr...” sentence pattern practice
(1) Shw sme pictures f clred bjects. Ask the students t use “What clr is it?” t ask abut the clr f the bject and then answer using “It's...”.
Fr example, shw a picture f a red car.
T: What clr is it?
Ss: What clr is it?
T: It's red.（引导学生一起回答）
Nw, lk at this picture f a flwer.（展示花朵图片）What clr is it?
S5: What clr is it?
Ss: It's yellw.
(2) Pair wrk
Ask the students t wrk in pairs. One student pints t an bject in the classrm r n their wn animal card and asks “What clr is it?”, and the ther student answers “It's...”. Then they exchange rles.
设计意图：利用图片和教室里的实物以及学生自己制作的动物卡片，练习“What clr...”句型，让学生在实际情境中运用所学句型询问和回答物体的颜色，加深对句型的理解和记忆，提高学生的口语表达能力和语言运用能力。
3. Cmbine the tw sentence patterns
Shw sme pictures with bth animals/bjects and clrs. Ask the students t make sentences using “Hw many... are there?” and “What clr is it?”.
Fr example, shw a picture f tw blue birds.
T: Lk at this picture. Hw many birds are there?
Ss: There are tw birds.
T: What clr are they?
Ss: They are blue.
Then ask the students t make mre cmplex sentences, such as “There are tw blue birds.” r “Hw many blue birds are there? There are tw.”
设计意图：将“Hw many...”和“What clr...”两个句型结合起来进行练习，培养学生综合运用语言的能力，让学生能够在描述物品数量的同时，也能表达出物品的颜色，提高学生的语言表达的准确性和完整性。
（六）Text review
1. Listen and repeat
Open the textbk t the relevant pages f Unit6. Play the audi f the text dialgues r passages. The students listen and repeat sentence by sentence, paying attentin t the prnunciatin, intnatin and rhythm.
T: Nw, let's listen t the text. Listen carefully and repeat after it.（播放课文音频）
设计意图：通过听读课文，让学生复习课本中的语言内容，纠正发音，培养语感，加深对课文的理解和记忆。
2. Rle-play the text
Divide the students int grups. Each grup assigns rles t the students and rle-plays the text dialgues r passages. They can use the prps they have prepared r make sme simple actins t make the perfrmance mre vivid.
T: Nw, let's rle-play the text. Yu can use yur animal cards r ther prps t make it mre interesting.（学生分组进行角色扮演）
After the rle-plays, ask sme grups t cme t the frnt and perfrm fr the class. The ther students watch and listen carefully.
设计意图：让学生通过角色扮演的方式复习课文，增强学生对课文内容的理解和记忆，同时提高学生的口语表达能力和表演能力，培养学生的自信心和团队合作精神。
3. Explain the key pints in the text
While the students are rle-playing r after they finish, g ver the key wrds, phrases and sentence patterns in the text. Explain the meanings and usages f them, and give sme examples t help the students understand better.
T: In this text, we have sme imprtant phrases and sentence patterns. Fr example, “like carrts” means...（讲解课文中的重点短语和句型）
设计意图：对课文中的重点知识进行讲解和梳理，帮助学生理解和掌握课文中的关键内容，提高学生的语言知识水平和阅读理解能力。
（七）Practice and extensin
1. Grup activity: Make a z
Divide the students int grups. Each grup is given a large piece f paper and sme clred pens r crayns. They wrk tgether t design a z n the paper. They need t draw different animals, write the names f the animals and describe their clrs and characteristics using the wrds and sentences we have learned. They can als add sme numbers t shw hw many animals f each kind there are.
Fr example:
There are three pandas in ur z. They are black and white. They like bamb.
There are five mnkeys. They are brwn. They like bananas. They can climb trees.
...
After they finish, each grup presents their z t the class and explains what they have drawn and written.
设计意图：通过小组活动“制作一个动物园”，将所学的数字、颜色、动物等知识进行综合运用，培养学生的创造力和团队合作精神。学生在设计动物园的过程中，需要运用所学的词汇和句型进行描述，提高学生的语言运用能力和书面表达能力。同时，小组展示环节可以让学生互相学习，分享彼此的创意和成果，增强学生的自信心和学习兴趣。
2. Game: Animal bing
Prepare sme bing cards with pictures f different animals, clrs and numbers n them. Each card has a 3x3 r 4x4 grid. The teacher calls ut wrds r phrases related t animals, clrs and numbers, such as “a red dg”, “three blue birds”, “a panda that likes bamb”. The students mark the crrespnding pictures n their bing cards if they have them. The first student t get a full rw, clumn r diagnal marked wins the game.
T: Nw, let's play a game called Animal Bing. Here are yur bing cards. Listen carefully t what I say and mark the pictures n yur cards.（给学生发放宾果卡片，开始游戏）
设计意图：通过“动物宾果”游戏，进一步巩固学生对动物、颜色和数字等知识的掌握，同时提高学生的听力理解能力和反应能力。游戏的形式可以增加学习的趣味性，让学生在轻松愉快的氛围中复习知识，提高学习效果。
（八）Summary
1. Review the key wrds and sentence patterns
T: What have we learned tday? Let's review tgether. We have reviewed the numbers frm ne t ten, the clrs like red, yellw, blue... and the animals such as dg, cat, panda... We als learned hw t ask and answer questins abut the number and clr f things using “Hw many... are there?” and “What clr is it?”. And we practiced using these wrds and sentences t describe animals and things in different situatins.
设计意图：通过回顾本节课所学的重点内容，帮助学生梳理知识框架，加深对所学知识的记忆，明确学习目标和重点。
2. Encurage students
T: Yu have all dne a very gd jb tday. Keep up the gd wrk and remember t use English mre in yur daily life. Yu can talk abut the things arund yu with yur classmates r parents in English. I believe yu will make great prgress.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心，激发学生的学习积极性，同时引导学生将英语学习延伸到日常生活中，培养学生的语言运用习惯和自主学习能力。
（九）Hmewrk
1. Review the wrds and sentences we learned in Unit6. Write dwn five sentences using “Hw many... are there?” and “What clr is it?” t describe the things in yur rm r arund yu.
设计意图：通过布置书面作业，让学生进一步巩固所学的词汇和句型，培养学生的书面表达能力和语言运用能力。同时，让学生观察身边的事物，用英语进行描述，将英语学习与实际生活相结合，提高学生的学习兴趣和学习效果。
2. Draw a picture f yur favrite animal and write a shrt passage abut it. Yu shuld describe its appearance, clr, characteristics and what it likes t eat. Yu can use the wrds and sentences we have learned in class.
设计意图：让学生通过画自己喜欢的动物并写一篇短文的方式，综合运用所学知识，培养学生的创造力和书面表达能力。同时，加深学生对动物的了解和喜爱，培养学生爱护动物的情感意识。
五、板书设计
Unit6 Review: Lessn1
Numbers: ne, tw, three... ten
Clrs: red, yellw, blue, green, black, white, range, brwn, pink, purple
Animals: dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin
Sentence patterns:
Hw many... are there? There is/are...
Example: Hw many dgs are there? There are three dgs.
What clr is it? It's...
Example: What clr is the car? It's red.
Animal characteristics and likes:
like carrts (rabbits)
has a lng nse (elephants)
can climb trees (mnkeys)
设计意图：板书设计清晰明了，将本节课复习的重点内容，包括数字、颜色、动物词汇以及主要句型和动物的特征与喜好等进行分类展示。这样的设计有助于学生系统地回顾和记忆所学知识，同时在课堂练习和讲解过程中，学生可以随时参考板书进行表达和书写，提高学习效果。通过举例的方式，让学生更直观地理解句型的用法和动物的相关特点，为学生的语言运用提供了示范和引导。
六、教学反思
在本节课的教学过程中，通过多种形式的复习活动，如游戏、对话、小组合作等，学生积极参与，课堂气氛活跃，较好地达到了复习巩固的教学目标。数字、颜色和动物等词汇的复习通过直观的图片、实物和有趣的游戏，让学生在轻松愉快的氛围中加深了记忆。句型的练习注重了情境创设和实际运用，学生能够在不同的场景中熟练运用“Hw many... are there?”和“What clr is it?”进行提问和回答。
然而，在教学过程中也发现了一些不足之处。部分学生在区分“There is”和“There are”的用法时仍存在一些困难，需要在今后的教学中加强针对性的练习。在小组活动中，个别小组的合作效率有待提高，可能需要进一步引导学生明确小组分工和合作方法。另外，对于学生的个体差异关注还不够，在今后的教学中应更加注重分层教学，满足不同学生的学习需求。
针对以上问题，在今后的教学中可以采取以下改进措施。在讲解“There is”和“There are”的用法时，可以结合更多的实际例子，通过对比分析和反复练习，帮助学生理解和掌握。在小组活动前，明确活动规则和要求，加强对小组合作过程的指导和监督，及时给予帮助和鼓励。在教学活动设计中，充分考虑学生的个体差异，设置不同难度层次的任务，让每个学生都能在课堂上有所收获，提高学生的整体学习效果。同时，要不断反思和改进教学方法，提高课堂教学质量，为学生的英语学习打下坚实的基础。