人教版PEP（2024）三年级下册（2024）Unit 3 Tools and senses for learning表格教案

这是一份人教版PEP（2024）三年级下册（2024）Unit 3 Tools and senses for learning表格教案，共13页。

课时教案
课时教案
课时教案
课时教案
课时教案
Subject
（科目）
English
Grade
（年级）
3
Teacher
（教师）
Ms.Li
Perid
（课时）
1
Tpic
（课题）
Unit 3 Learning better
A.Let's Talk & Ask and Answer
Type
（课型）
New Lessn
Text analysis
（语篇研读）
What:Students learn sentences fr asking permissin t use schl items, like “Can I use ”, and the respnses “Sure. Here yu are.” and “N prblem.” They practice these in the “Ask and answer” sectin.
Hw: Set up a classrm - brrwing scenari. Play the dialgue recrding, and then have students imitate and practice in pairs. Use real - life prps t make it mre vivid.
Why: This methd allws students t learn language in a practical cntext. Pair - wrk prmtes active cmmunicatin, enhancing students' speaking and listening skills.
Learning bjectives
（学习目标）
1.Students can understand and use the sentences fr asking permissin t use schl things accurately.
2.Students are able t respnd apprpriately when thers ask t brrw items.
3.Students can actively participate in pair - wrk and cmmunicate in English abut brrwing.
Key and difficult pints
（教学重难点）
Key pint：Master the sentences fr asking permissin and the crrespnding respnses.
Difficult pint：Use the sentences fluently and naturally in real - life cmmunicatin.
Teaching aids
（教学准备）
1.Prepare real schl items such as rulers, erasers, and pencils t demnstrate.
2.Prepare multimedia with the dialgue recrding and relevant pictures.
Teaching steps
（教学环节）
Teaching prcedures
（教学过程）
Revised
lessn planning
（二次备课）
Lead in
（导入）
Greet students and start a simple cnversatin abut their schl days. Then, hld up a ruler and say “I frgt my ruler. What shuld I d?” Encurage students t think f slutins. This leads t the tpic f asking t use thers' schl things, sparking students' interest.
Presentatin
（呈现）
Play the “Let's talk” dialgue n the multimedia. After that, explain the sentences “Can I use ” and the respnses. Use the real schl items t act ut the dialgue with a student. Fr example, pick up an eraser and ask “Can I use yur eraser?” and shw the crrect respnse.
Practice
（操练）
Have students wrk in pairs. One student asks t use a schl item using the target sentence, and the ther respnds. Walk arund the classrm t mnitr their practice. Crrect any prnunciatin r grammar mistakes they make during the prcess.
Cnslidatin
（巩固）
Create a “classrm stre” scenari. Sme students play as stre wners with different schl items, and thers are custmers asking t use the items. This makes the practice mre interesting and helps students apply the language in a mre cmplex situatin.
Hmewrk（作业）
Level 1 (Basic)
Read the dialgue five times and practice asking permissin with a family member using schl - related items at hme.
Level 2 (Intermediate)
Write dwn three cnversatins abut asking t use schl things and their respnses.
Level 3 (Advanced)
Create a shrt skit abut brrwing schl things and perfrm it fr family r friends.
Blackbard design
（板书设计）
Reflectin
（教后反思）
This lessn effectively used real - life scenaris t engage students. The pair - wrk and rle - play activities were well - received. Hwever, sme students still hesitated when using the sentences. Future lessns shuld prvide mre pprtunities fr individual practice and build students' cnfidence. Als, the “classrm stre” scenari culd be better rganized t ensure all students are actively invlved.
Subject
（科目）
English
Grade
（年级）
3
Teacher
（教师）
Ms.Li
Perid
（课时）
2
Tpic
（课题）
Unit 3 Learning better
A.Let's Learn, Listen and D & Let's Spell
Type
（课型）
New Lessn
Text analysis
（语篇研读）
What:Students will learn vcabulary related t schl things, including "bag", "bk", "pencil", etc. They'll als practice fllwing instructins in the "Listen and D" part and study the "i - e" phnics rule in "Let's Spell".
Hw: Use real - life bjects and flashcards t present vcabulary. Play the audi fr the "Listen and D" activity and guide students t fllw. Fr the "i - e" phnics, use chants and spelling games.
Why: Real - life bjects make vcabulary learning mre tangible. Audi - based practice helps with listening skills, and phnics games make learning prnunciatin and spelling fun.
Learning bjectives
（学习目标）
1. Students can recgnize, prnunce, and spell the vcabulary f schl things.
2.Students are able t understand and fllw simple instructins related t schl activities.
3.Students can master the "i - e" phnics rule and use it t read and spell wrds.
Key and difficult pints
（教学重难点）
Key pint：Master the schl - thing vcabulary, understand the instructins, and grasp the "i - e" phnics rule.
Difficult pint：Prnunce and spell wrds with the "i - e" rule accurately and use the new vcabulary in sentences.
Teaching aids
（教学准备）
1.Prepare real schl things like bags, bks, pencils, etc., and flashcards with their English wrds.
2.Have the audi ready fr the "Listen and D" and "Let's Spell" chants.
Teaching steps
（教学环节）
Teaching prcedures
（教学过程）
Revised
lessn planning
（二次备课）
Lead in
（导入）
Greet students and briefly review the sentences fr asking permissin frm the last lessn. Then, hld up a schl item, like a bk, and ask students if they remember hw t say it in English. This review leads t the new vcabulary learning.
Presentatin
（呈现）
Shw the real schl things ne by ne, saying the English wrds clearly and having students repeat. After teaching all the wrds, use the flashcards fr review. Then, play the "Listen and D" audi. First, let students listen carefully, and then guide them t fllw the instructins, such as "Read yur bk" r "Put the pen in yur pencil bx". Fr "Let's Spell", play the chant. Explain the "i - e" prnunciatin as students listen and chant alng.
Practice
（操练）
Play a "vcabulary bing" game. Prepare cards with pictures f schl things r the English wrds. Call ut the wrds, and students mark them n their cards. Fr the "i - e" wrds, play a wrd - building game. Give students letter cards and ask them t frm "i - e" wrds.
Cnslidatin
（巩固）
Ask students t write a shrt list f schl things they have in their bags, using the new wrds. Then, have them share their lists with a partner. Walk arund t check their writing and ffer suggestins. This helps them use the vcabulary in a practical cntext.
Hmewrk（作业）
Level 1 (Basic)
Cpy the new wrds five times and read the "Listen and D" instructins t parents.
Level 2 (Intermediate)
Draw a picture f yur schl bag and label the items in it with English wrds.
Level 3 (Advanced)
Write a shrt paragraph abut yur favrite schl thing, using at least three new wrds and ne "i - e" wrd.
Blackbard design
（板书设计）
Reflectin
（教后反思）
This lessn cmbined vcabulary, listening, and phnics learning. The games made the class lively, and students were actively invlved. Hwever, sme students still had truble with the "i - e" prnunciatin. Future classes shuld include mre individual prnunciatin checks. Als, the writing task culd be mre scafflded fr students wh struggle.
Subject
（科目）
English
Grade
（年级）
3
Teacher
（教师）
Ms.Li
Perid
（课时）
3
Tpic
（课题）
Unit 3 Learning better
B.Let's Talk & Play a guessing game
Type
（课型）
New Lessn
Text analysis
（语篇研读）
What:Students learn t identify bjects thrugh senses using sentences like "What's this?" "What are these?" They practice this in a guessing - game cntext.
Hw: Present the dialgue thrugh multimedia. After that, use real bjects r pictures t play the guessing game. Encurage students t ask and answer in English.
Why: Multimedia and games make learning mre engaging. The guessing - game frmat helps students apply the language in a fun and interactive way, imprving their speaking, listening, and bservatinal skills.
Learning bjectives
（学习目标）
1.Students can use the target sentences t identify bjects thrugh senses.
2.Students are able t actively participate in the guessing game and cmmunicate in English.
3.Students can describe the characteristics f bjects based n their senses.
Key and difficult pints
（教学重难点）
Key pint：Master the sentences fr identifying bjects and actively participate in the guessing game.
Difficult pint：Use the learned sentences fluently and accurately in the game and describe bjects precisely.
Teaching aids
（教学准备）
1.Prepare multimedia with the dialgue recrding and relevant pictures.
2.Cllect varius bjects like fruits, tys, and statinery t use in the guessing game.
Teaching steps
（教学环节）
Teaching prcedures
（教学过程）
Revised
lessn planning
（二次备课）
Lead in
（导入）
Greet students and shw a mystery bx. Ask them what they think is inside. This simple interactin can aruse students' curisity and lead int the tpic f identifying bjects thrugh senses. Then, briefly review sme vcabulary f bjects learned befre.
Presentatin
（呈现）
Play the “Let's talk” dialgue n the multimedia. After playing, explain the sentences “What's this?” “What are these?” Use real bjects t demnstrate. Fr example, hld up an apple and ask “What's this?” and then answer “It's an apple.” Let students repeat. After that, intrduce the “Play a guessing game” activity.
Practice
（操练）
Start the guessing game. Put an bject in a bag. One student takes a turn t reach int the bag, feel the bject, and ask the class “What's this?” The class answers using the learned sentences. Walk arund t ensure students are using the crrect language and encurage them t describe the bject's features.
Cnslidatin
（巩固）
Make the game mre challenging. Instead f just feeling, students can als smell r listen t the bject (fr example, a rattle). Have students wrk in grups. Each grup takes turns t play the game. This can strengthen their ability t use the language in a practical situatin and imprve teamwrk.
Hmewrk（作业）
Level 1 (Basic)
Read the dialgue three times and play the guessing game with a family member using bjects at hme.
Level 2 (Intermediate)
Draw three bjects and write tw sentences abut each, asking and answering “What's this?” r “What are these?”.
Level 3 (Advanced)
Write a shrt paragraph abut a guessing - game experience, using at least five sentences with “What's this?” r “What are these?”.
Blackbard design
（板书设计）
Reflectin
（教后反思）
In this lessn, the guessing - game activity made the class interesting, and students actively participated. Hwever, sme students had difficulty describing bjects precisely. Future lessns shuld fcus mre n descriptive vcabulary teaching. Als, the grup - game rules culd be clearer t ensure fairness and better participatin.
Subject
（科目）
English
Grade
（年级）
3
Teacher
（教师）
Ms.Li
Perid
（课时）
4
Tpic
（课题）
Unit 3 Learning better
B.Let's Learn, Listen and D & Read and Write
Type
（课型）
New Lessn
Text analysis
（语篇研读）
What:Students will learn vcabulary related t the five senses, such as "see", "smell", "taste", "hear", "tuch". They'll practice fllwing instructins in "Listen and D" and enhance reading and writing skills in "Read and Write".
Hw: Use vivid pictures and real - life examples t intrduce vcabulary. Play the audi fr "Listen and D" and guide students t fllw. In "Read and Write", have students read the text, understand it, and cmplete writing tasks.
Why: Visual and real - life teaching makes vcabulary learning mre accessible. Audi - based practice imprves listening skills, and reading and writing exercises develp cmprehensive language abilities.
Learning bjectives
（学习目标）
1.Students can master the vcabulary f the five senses.
2. Students are able t understand and carry ut instructins related t the senses.
3. Students can read the "Read and Write" text, answer related questins, and cmplete writing tasks.
Key and difficult pints
（教学重难点）
Key pint：Remember the vcabulary f the five senses and cmplete the reading and writing tasks.
Difficult pint：Use the vcabulary accurately in writing and understand the reading text thrughly.
Teaching aids
（教学准备）
1.Prepare multimedia with pictures and shrt vides shwing different sense - related actins, and the audi fr "Listen and D".
2.Print ut wrksheets fr reading cmprehensin and writing practice.
Teaching steps
（教学环节）
Teaching prcedures
（教学过程）
Revised
lessn planning
（二次备课）
Lead in
（导入）
Greet students and shw a shrt vide f a child experiencing different senses, like smelling a flwer, tasting an ice - cream. Ask students what the child is ding in each scene. This can lead t the tpic f the five senses and aruse students' interest.
Presentatin
（呈现）
Shw pictures and shrt vides t teach the new wrds “see”, “smell”, “taste”, “hear”, “tuch”. Let students repeat after yu. After teaching all the wrds, play the “Listen and D” audi. First, let students listen carefully, and then guide them t fllw the instructins, such as “See sme fruit” r “Taste an apple”. Fr “Read and Write”, present the text. Read it alud slwly, explaining any difficult wrds r cncepts.
Practice
（操练）
Play a “Simn Says” - like game. Fr example, say “Simn says tuch yur nse” r “Simn says hear the sund”. This helps students practice the new vcabulary. Fr reading, divide students int pairs. One reads a sentence frm the text, and the ther repeats and explains its meaning.
Cnslidatin
（巩固）
Ask students t write three sentences abut what they can d with their senses, using the new wrds. Then, have them share their sentences with the class. Walk arund t check their writing and ffer feedback. This can strengthen their writing and speaking skills.
Hmewrk（作业）
Level 1 (Basic)
Cpy the new wrds five times and read the “Read and Write” text t parents.
Level 2 (Intermediate)
Draw a picture abut using ne f the senses and write at least tw sentences t describe it.
Level 3 (Advanced)
Write a shrt passage abut hw yur senses help yu in a day, using at least five new wrds.
Blackbard design
（板书设计）
Reflectin
（教后反思）
This lessn effectively cmbined vcabulary, listening, reading, and writing. The games and grup wrk increased students' participatin. Hwever, sme students struggled with writing cmplex sentences. Future lessns shuld fcus n prviding mre sentence - building guidance. Als, the time fr sharing sentences culd be better managed t ensure all students have a chance t participate.
Subject
（科目）
English
Grade
（年级）
3
Teacher
（教师）
Ms.Li
Perid
（课时）
5
Tpic
（课题）
Unit 3 Learning better
C. Prject: Make a sense bk
Type
（课型）
Practice Lessn
Text analysis
（语篇研读）
What:Students will create a sense - bk prject. They'll review and integrate vcabulary abut schl things and the five senses. They'll als practice writing simple sentences related t their senses in different scenaris.
Hw: Intrduce the cncept f a sense - bk with examples. Guide students t brainstrm ideas, chse relevant pictures r draw their wn, and write sentences. Then, have students share and present their sense - bks in class.
Why: This prject - based learning helps students apply what they've learned, develp creativity, and enhance cmmunicatin thrugh sharing. It als deepens their understanding f hw senses and schl things are related t learning.
Learning bjectives
（学习目标）
1.Students can review and use vcabulary related t schl things and the five senses.
2.Students are able t create a simple sense - bk with pictures and sentences.
3.Students can share their sense - bks and cmmunicate with classmates abut hw senses help in learning.
Key and difficult pints
（教学重难点）
Key pint：Create a well - rganized sense - bk with relevant cntent.
Difficult pint：Think creatively t include diverse examples f hw senses help in learning and present the sense - bk clearly.
Teaching aids
（教学准备）
1.Prepare examples f sense - bks n the multimedia.
2.Prvide blank sheets f paper, clred pens, and magazines (fr cutting pictures) fr students t make their sense - bks.
Teaching steps
（教学环节）
Teaching prcedures
（教学过程）
Revised
lessn planning
（二次备课）
Lead in
（导入）
Greet students and briefly review the vcabulary f schl things and the five senses frm previus lessns. Then, shw an example f a sense - bk n the screen. Explain what a sense - bk is and hw it shws different things we can sense in ur daily life, especially in a learning cntext. Ask students if they are interested in making their wn.
Presentatin
（呈现）
Shw mre examples f sense - bks with different themes, like schl - related senses r utdr - related senses. Pint ut hw pictures and sentences are cmbined. Then, divide students int grups. Guide each grup t brainstrm ideas abut what t include in their sense - bks. Write sme useful sentence structures n the blackbard, such as “I can see... when I...”, “I hear... with my ears in class”.
Practice
（操练）
Let students start creating their sense - bks within the grups. Walk arund t ffer help, such as suggesting mre ideas, helping with drawing, r checking grammar in their sentences. Encurage students t use different clrs and decratins t make their sense - bks mre attractive.
Cnslidatin
（巩固）
Ask each grup t present their sense - bk in frnt f the class. Other students can ask questins r give suggestins. After all the presentatins, have a class discussin abut the mst interesting ways the senses were used in learning. This can expand students' thinking and imprve their cmmunicatin skills.
Hmewrk（作业）
Level 1 (Basic)
Neatly cpy the sentences in yur grup's sense - bk and read them alud.
Level 2 (Intermediate)
Add at least tw mre pages t yur sense - bk, including new pictures and sentences.
Level 3 (Advanced)
Create a new sense - bk abut a different tpic, like a trip, using at least ten different sentences abut the five senses.
Blackbard design
（板书设计）
Reflectin
（教后反思）
In this practice lessn, students were actively engaged in creating sense - bks. Hwever, sme grups faced challenges in rganizing their ideas and making their sense - bks visually appealing. Future teaching shuld prvide mre guidance n layut and design. Als, mre time culd be allcated fr grup discussin t ensure all students cntribute equally.
Subject
（科目）
English
Grade
（年级）
3
Teacher
（教师）
Ms.Li
Perid
（课时）
6
Tpic
（课题）
Unit 3 Learning better
Reading Time
Type
（课型）
Reading Lessn
Text analysis
（语篇研读）
What:Students will read a passage that explres hw different animals and humans learn, highlighting the rle f senses and tls. They'll encunter new expressins and understand the imprtance f varius learning methds.
Hw: Intrduce the reading tpic thrugh a shrt vide r a thught - prvking questin. Have students read the passage silently first t get a general idea, then read alud with guidance. Cnduct cmprehensin questins and grup discussins after reading.
Why: This apprach helps students imprve reading skills, expand vcabulary, and develp a deeper understanding f the unit's theme. Grup discussins encurage critical thinking and cmmunicatin.
Learning bjectives
（学习目标）
1.Students can read and understand the passage abut learning methds f different beings.
2. Students are able t answer simple cmprehensin questins abut the passage.
3. Students can share their thughts n hw different senses and tls help in learning, inspired by the passage.
Key and difficult pints
（教学重难点）
Key pint：Understand the main idea f the passage and answer related questins.
Difficult pint：Grasp new expressins and make cnnectins between the passage cntent and real - life learning experiences.
Teaching aids
（教学准备）
Prepare multimedia materials with pictures and a recrding f the reading passage.
2.Design wrksheets with cmprehensin questins.
Teaching steps
（教学环节）
Teaching prcedures
（教学过程）
Revised
lessn planning
（二次备课）
Lead in
（导入）
Greet students and shw a shrt vide f animals learning, like a baby bird learning t fly. Ask students hw they think animals learn and cmpare it t hw humans learn. This can aruse their curisity and lead int the reading passage.
Presentatin
（呈现）
Shw the reading passage n the screen. Let students read it silently fr the first time t get a general sense f the cntent. Then, play the recrding while students fllw alng, emphasizing new wrds and expressins like “learn frm” and “the same”. Explain these wrds if necessary. After that, read the passage alud with students, sentence by sentence, and help them understand the meaning.
Practice
（操练）
Hand ut the wrksheets with cmprehensin questins, such as “What d plar bears learn frm their parents?” r “Hw d bees make a map?”. Let students wrk individually t answer the questins. Then, have them check their answers in pairs and discuss any differences.
Cnslidatin
（巩固）
Organize a grup discussin. Ask students t share hw their wn senses and tls help them learn, similar t what they read in the passage. Encurage students t think creatively and express their pinins. Walk arund t listen t their discussins and ffer guidance.
Hmewrk（作业）
Level 1 (Basic)
Read the passage alud t parents and tell them the main idea.
Level 2 (Intermediate)
Write tw sentences abut what yu learned frm the passage.
Level 3 (Advanced)
Find an example in yur daily life where yu use yur senses r tls t learn smething new and write a shrt paragraph abut it.
Blackbard design
（板书设计）
Reflectin
（教后反思）
This reading lessn expsed students t different learning methds. Hwever, sme students had difficulty understanding the cmplex sentences in the passage. Future lessns shuld fcus mre n sentence - structure analysis befre reading. Als, grup discussins culd be better facilitated t ensure all students participate actively.