北师大版（2024）三年级下册（2024）Unit 2 We are different教学设计

这是一份北师大版（2024）三年级下册（2024）Unit 2 We are different教学设计，共5页。教案主要包含了核心素养目标，教学重难点，字词句音梳理，教学过程，板书设计，课堂练习，参考答案及解析，重点知识归纳概括等内容，欢迎下载使用。
（一）语言能力
1.巩固全单元核心词汇（外貌、性格、能力、喜好、外形细节类），熟练掌握has/be动词、like后接动名词、and/but连接词的用法，形成系统的差异表达词汇语法体系。
2.能灵活运用单元句型完成生活化情景表达，如介绍家人差异、撰写自我介绍短文、情景对话交流差异，实现“输入-输出”的完整转化。
3.能听懂复杂差异描述语篇、情景对话指令，读懂多维度差异短文，能书写结构完整、逻辑流畅的综合差异语篇，达成单元语言运用的熟练化目标。
（二）思维品质
1.通过单元知识复盘、多情景应用，培养知识整合与迁移运用能力，能根据不同场景调整表达逻辑，提升思维的灵活性与实用性。
2.在情景对话、语篇创编中，学会多角度梳理差异、精准提炼核心信息，提升思维的逻辑性与精准性，培养解决实际语言问题的能力。
（三）文化意识
1.了解中西方在家庭成员差异描述、日常交际表达中的文化差异，尊重不同文化的表达习惯与价值观念，强化跨文化交际意识。
2.在生活化情景中学会友善表达差异、欣赏他人独特之处，养成尊重多元、礼貌交际的态度，树立积极的人际认知观念。
（四）学习能力
1.掌握“知识复盘-错题整理-情景应用-总结提升”的学习方法，能自主梳理单元易错点，形成个性化知识体系，提升自主学习与反思能力。
2.积极参与情景表演、小组合作、成果展示，学会倾听他人表达、主动沟通协作，提升合作探究与实际语言运用能力。
二、教学重难点
（一）教学重点
1.知识复盘：巩固全单元核心词汇（tall, shrt, quiet, active, hair, eye, has, like等）与句型（描述句、对比句、整合句），强化语法规则运用。
2.情景应用：能在家庭介绍、自我介绍、情景对话等生活化场景中，灵活运用单元知识完成连贯表达，做到语义准确、语气得体。
3.能力目标：能熟练完成差异描述语篇的读写任务，能精准理解多维度差异短文，实现单元知识的综合化、熟练化运用。
（二）教学难点
1.语法运用：熟练区分has与be动词的用法，准确掌握like后接动名词的搭配，避免在复杂句型中出现语法错误；灵活运用and/but优化语篇逻辑。
2.情景迁移：能根据不同场景（家庭、校园、交际）调整表达角度与句式，避免句式单一，做到表达自然、贴合情景需求。
3.语篇提升：能在语篇写作中补充细节内容，优化语句衔接，使语篇更具完整性与丰富性；能精准提炼复杂短文中的多维度差异信息。
（三）重难点突破
1.通过易错点专项练习、例句对比辨析，强化语法规则记忆；设计“语法闯关”游戏，针对性攻克has/be动词、动名词搭配等易错点。
提供分场景表达支架，标注核心句型与连接词，创设“情景剧场”“语篇优化”活动，引导学生在实践中提升情景迁移与语篇表达能力。
三、字词句音梳理
（一）核心词汇复盘
1. 外貌性格类：tall, shrt, fat, thin, happy, sad, quiet, active（Lessn 1核心）
2. 外形细节类：hair, eye（eyes）, big, small, lng, shrt（Lessn 3核心）
3. 功能语法类：has（have的三单）, like（喜欢）, playing, reading（动名词）, and（并列）, but（转折）, many ways（许多方面）
4. 拓展词汇：family（家庭）, parent（父母）, brther（兄弟）, sister（姐妹）, daily（日常的）, cmmunicate（交流）
（二）核心句型复盘
1. 基础描述句：I like...（全单元基础）
2. 对比整合句：I am..., but he/she likes..., but I is..., and she has...（Lessn 2、3核心）
3. 场景拓展句：This is my brther. He is tall and active. He has shrt hair, and he likes playing basketball./We are different in many ways, but we get alng well.（Lessn 4拓展）
（三）易错点复盘
1. 语法易错：has与be动词误用（He has tall.× He is tall.√）；like后接动词原形（I like play.× I like playing.√）；and与but混用。
2. 发音易错：quiet /ˈkwaɪət/、active /ˈæktɪv/、hair /heə/、reading /ˈriːdɪŋ/，需强化跟读纠正。
3. 语篇易错：语篇结构混乱、细节缺失；信息提取不全面，遗漏多维度差异点。
四、教学过程
（一）热身导入
1. 单元知识快闪复盘
开展“词汇句型闯关”游戏，分为三关：第一关（词汇反义配对），教师说tall，学生答shrt；第二关（语法填空），教师说He ______ big eyes.，学生答has；第三关（句型仿写），教师说I am active.，学生仿写She is quiet. 快速激活单元旧知，梳理核心知识点。
2. 情景激趣导入
创设“家庭差异分享会”情景，教师示范介绍家人：This is my sister. She is shrt and quiet. She has lng hair, and she likes reading. I am tall and active. I like playing ftball. We are different. 引导学生思考：Can yu intrduce yur family members and their differences? 自然引出本节课情景应用主题。
3. 易错点初探
展示3-5个单元典型错题（如语法误用、句型错误），让学生分组判断对错并改正，教师针对性点评，明确本节课需重点攻克的易错点，为后续练习铺垫。
（二）新知拓展与情景应用
1. 分场景表达指导
围绕“家庭介绍”“校园交际”“自我介绍”三个核心场景，提供表达支架，讲解场景化表达技巧。如家庭介绍：This is my ______. He/She is ______. He/She has ______. He/She likes ______. I am ______, but he/she is ______. 引导学生结合支架，尝试描述自己的家人，教师巡视指导，纠正语法与表达错误。
2. 情景对话创编
将学生分为4人小组，每组抽取一个情景主题（如“向新朋友介绍自己和同桌”“介绍家人的差异”“分享自己和朋友的日常喜好差异”），小组内合作创编3-5句的情景对话，要求灵活运用单元句型，做到逻辑连贯、语气自然。如情景“介绍自己和同桌”：A: Hell! My name is Tm. I am active. B: Hell! I am Lucy. I am quiet. A: We are different. I like playing ftball, but yu like reading. B: Yes! Yu have shrt hair, and I have lng hair. 教师参与小组讨论，提供优化建议。
3. 语篇优化训练
呈现一篇结构简单的差异短文（缺失细节、逻辑松散），引导学生小组合作优化。如原文：We are different. She is quiet. I am active. 优化后：We are different in many ways. She is quiet, and she likes reading bks. I am active, and I like playing basketball. She has lng hair, but I have shrt hair. 讲解细节补充、连接词运用的技巧，提升学生语篇优化能力。
（三）巩固练习
1. 基础练习：易错点专项突破
发放专项练习单，包含三类题型：①语法填空（has/be动词、动名词搭配）：He ______ (has/is) shrt hair. She likes ______ (dance/dancing).；②连接词选择（and/but）：I am tall, ______ (and/but) my brther is shrt. She likes reading, ______ (and/but) she can read fast.；③句子改错：找出并改正错误句子（如He have big eyes.× He has big eyes.√）。学生独立完成后，小组互评，教师讲解共性易错点。
2. 情景练习：情景剧场展示
各小组展示创编的情景对话，可搭配动作、表情增强代入感。教师从语法准确性、表达流畅度、情景贴合度三方面点评打分，邀请其他小组提出补充建议。展示结束后，评选“最佳情景对话小组”，激发学生参与积极性。
3. 提升练习：语篇读写训练
布置读写任务：写作要求“介绍自己和一位家人的差异”，按“总-分-总”结构撰写5-6句短文，覆盖外形、性格、喜好维度；阅读要求“读懂一篇家人差异短文，提取3个差异点”。学生完成后，两两互改作文，教师抽查点评，强化语篇读写能力。
（四）探究与分享
1. 主题探究
呈现中西方家庭介绍的语篇与对话片段，引导学生讨论：Hw d Chinese and Western peple intrduce their family differences? 对比发现西方更侧重个人个性表达，中方更侧重家庭和谐氛围描述，培养学生跨文化交际意识，引导学生在不同场景中灵活调整表达风格。
2. 成果分享
开展“优秀作品分享会”，邀请学生上台朗读自己的语篇作文，或展示情景对话片段。其他学生认真倾听，分享自己的收获与感悟。教师总结学生的优点与不足，鼓励学生互相学习，优化自身表达，强化单元知识的运用能力。
（五）课堂小结
1. 知识总结：师生共同复盘全单元核心词汇、句型与语法规则，梳理共性易错点，形成单元知识框架，帮助学生构建系统的知识体系，强化记忆。
2. 情感升华：引导学生总结 Differences make ur life clrful. We shuld respect differences and get alng well with thers. 培养学生尊重多元差异、友善交际的良好品质，鼓励学生在生活中大胆用英语表达。
五、板书设计
Unit 2 We are different Lessn 4
一、单元知识复盘
（一）核心词汇
1. 外貌性格：tall-shrt, fat-thin, quiet-active, happy-sad
2. 外形细节：hair, eye(eyes), big-small, lng-shrt
3. 功能词汇：has, like, playing, reading, and, but
（二）核心句型
1. 描述句：He/She like...
2. 对比句：I am..., but he/she likes..., but I like...
3. 整合句：We are different in many ways. She is..., and she has...
二、易错点提醒
1. has（拥有）vs be动词（状态）：He has big eyes.√ He is big eyes.×
2. like+动名词：I like playing.√ I like play.×
3. and（并列）vs but（转折）：She is quiet, and she likes reading.√
三、场景表达支架
家庭介绍：This is my... He/She is... He/She has... We are different...
交际介绍：Hell! I am... My friend is... He/She likes..., but I like...
六、课堂练习
（一）单项选择题（1-8题，每题给出情景材料，选出最佳答案）
1. 家庭分享会上，小明想介绍自己的妹妹“她有长头发，而且她喜欢看书”，需要正确使用and连接并列内容，同时注意has与like的用法，下列句子符合要求的是（）
A.She has lng hair, and she likes reading bks.
B.She is lng hair, and she likes read bks.
C.She has lng hair, but she likes reading bks.
D.She has lng hair, and she like reading bks.
2. 英语课上，老师让学生改正句子错误，给出的句子是“He have small eyes.”，结合has的用法规则，下列改正后的句子正确的是（）
A.He has small eyes.
B.He is small eyes.
C.He have big eyes.
D.She have small eyes.
3. 向新朋友介绍自己和同桌时，小红想表达“我很安静，但是我的同桌很活泼”，用but连接对比内容，下列表达最恰当的是（）
A.I am quiet, and my deskmate is active.
B.I am active, but my deskmate is quiet.
C.I am quiet, but my deskmate is active.
D.I am quiet, but my deskmate is quiet.
4. 老师针对【like】的用法进行专项提问，让学生判断下列句子的正确性，要求语法正确、语义通顺，下列选项符合要求的是（）
A.I like playing ftball. She likes reading bks.
B.I like play ftball. She likes reading bks.
C.I like playing ftball. She likes read bks.
D.I like playing ftball. He like reading bks.
5. 撰写家庭差异短文时，小刚想表达“我的爸爸很高，我的妈妈很矮，我们在身高上不同”，整合句子逻辑，下列表达连贯、准确的是（）
A.My father is tall, my mther is shrt. We are different in height.
B.My father is tall, but my mther is shrt. We are different in height.
C.My father is tall, and my mther is shrt. We are same in height.
D.My father is shrt, but my mther is tall. We are different in height.
6. 英语测试中，有一道句子改写题，要求将“他很活泼。他会踢足球。”合并为一句，用and连接并列内容，下列选项正确的是（）
A.He is active, and he can play ftball.
B.He is active, but he can play ftball.
C.He is quiet, and he can play ftball.
D.He is active, and he can plays ftball.
7. 情景对话中，小丽想回答新朋友的提问“你的姐姐有什么特征？”，表达“她有大眼睛，而且她很安静”，下列句子符合语境与语法的是（）
A.She has big eyes, and she is quiet.
B.She has big eyes, but she is quiet.
C.She is big eyes, and she has quiet.
D.She has big eyes, and he is quiet.
8. 下列关于单元知识综合运用的句子，语法正确、表达通顺，且贴合生活化情景的是（）
A.This is my brther. He has shrt hair, and he likes playing basketball.
B.This is my brther. He have shrt hair, and he likes play basketball.
C.This is my brther. He has shrt hair, but he likes playing basketball.
D.This is my sister. He has shrt hair, and he likes playing basketball.
（二）材料分析题（9-10题，结合情景材料回答问题）
9. 阅读下面短文，完成下列问题。
Hell, my name is Lisa. I have a happy family. There are three peple in my family: my parents and me. We are different in many ways. My father is tall and strng. He has shrt black hair and big eyes. He is active, and he likes playing basketball. My mther is shrt and quiet. She has lng black hair and small eyes. She likes reading bks, and she can ck well. I am thin and happy. I have shrt hair and big eyes. I like drawing, and I can draw beautiful pictures. My father is active, but my mther is quiet. My mther likes reading, but I like drawing. We are different, but we lve each ther.
（1）What des Lisa's father lk like? What is he like? What des he like t d?
（2）What des Lisa's mther have? What can she d? What des she like t d?
（3）In what tw ways are Lisa and her mther different? Hw many peple are there in Lisa's family?
10. 阅读下面短文，完成下列问题。
My name is David. I have a gd friend. His name is Jhn. We are in the same class. We are different in many ways. David is tall and thin. I have shrt hair and small eyes. I am quiet, and I like reading strybks. I can read fast, and I like ding hmewrk after schl. Jhn is shrt and fat. He has shrt hair and big eyes. He is active, and he likes playing ftball. He can run fast, and he likes playing games after schl. I like reading, but Jhn likes playing. I am quiet, but Jhn is active. We help each ther with ur lessns every day.
（1）What des David lk like? What is he like? What des he like t d after schl?
（2）What is Jhn like? What can he d? What des he like t d?
（3）In what tw ways are David and Jhn different? What d they d every day?
七、参考答案及解析
（一）单项选择题答案及解析
1.答案：A。解析：has用于描述拥有特征，like后接动名词reading，and连接并列内容，语义与语法均正确。B中be动词与read用法错误，C中but表转折错误，D中like未变第三人称单数，均不符合要求。
2.答案：A。解析：He为第三人称单数，后接has，“有小眼睛”语义通顺，语法正确。B中用be动词错误，C中语义与原句不符，D中人称与动词均错误，均不符合规则。
3.答案：C。解析：“安静”与“活泼”为对比关系，用but连接，语义与题干一致。A中and表并列错误，B中语义颠倒，D中无对比关系，均不符合要求。
4.答案：A。解析：两句均遵循“like+动名词”规则，主语与动词搭配正确，语法无错误。B、C中动词形式错误，D中He后like未变第三人称单数，均不符合规则。
5.答案：B。解析：“爸爸高”与“妈妈矮”为对比关系，用but连接，“身高上不同”语义准确。A中缺少连接词，C中same与and用法错误，D中语义颠倒，均不符合要求。
6.答案：A。解析：两句为并列关系，用and连接，can后接动词原形，语义准确。B中but表转折错误，C中quiet语义错误，D中play变第三人称单数错误，均不符合要求。
7.答案：A。解析：has描述外形，be动词描述性格，and连接并列内容，语义连贯、语法正确。B中but表转折错误，C中be动词与has误用，D中人称错误，均不符合要求。
8.答案：A。解析：介绍家人的句子，has与like后接动名词用法正确，and连接并列内容，语义与情景贴合。B中have与play用法错误，C中but连接无对比关系，D中人称错误，均不符合规则。
（二）材料分析题答案及解析
9.（1）答案：Lisa's father is tall and strng. He has shrt black hair and big eyes. He is active. He likes playing basketball. 解析：根据短文中“My father is tall and strng. He has shrt black hair and big eyes. He is active, and he likes playing basketball.”可得出答案，全面提炼外形、性格与喜好。
（2）答案：Lisa's mther has lng black hair and small eyes. She can ck well. She likes reading bks. 解析：根据短文中“My mther is shrt and quiet. She has lng black hair and small eyes. She likes reading bks, and she can ck well.”可得出答案，完整回答外形、能力与喜好。
（3）答案：Lisa likes drawing, but her mther likes reading. Lisa has shrt hair, but her mther has lng hair. There are three peple in Lisa's family. 解析：根据短文中“My mther likes reading, but I like drawing. She has lng black hair... I have shrt hair”及“There are three peple in my family”可得出答案，梳理差异点与家庭人数。
10.（1）答案：David is tall and thin. He has shrt hair and small eyes. He is quiet. He likes ding hmewrk after schl. 解析：根据短文中“David is tall and thin. I have shrt hair and small eyes. I am quiet... I like ding hmewrk after schl.”可得出答案，准确提炼外形、性格与课后喜好。
（2）答案：Jhn is shrt and fat. He is active. He can run fast. He likes playing ftball and playing games. 解析：根据短文中“Jhn is shrt and fat... He is active, and he likes playing ftball. He can run fast, and he likes playing games after schl.”可得出答案，完整梳理外形、性格、能力与喜好。
（3）答案：David likes reading, but Jhn likes playing. David is quiet, but Jhn is active. They help each ther with their lessns every day. 解析：根据短文中“I like reading, but Jhn likes playing. I am quiet, but Jhn is active. We help each ther with ur lessns every day.”可得出答案，梳理差异点与日常行为。
八、重点知识归纳概括
本课时作为Unit 2的收尾课，核心是实现单元知识的复盘巩固与综合应用。通过系统梳理核心词汇、句型与语法规则，针对性攻克has/be动词、动名词搭配、连接词运用等易错点，帮助学生构建完整的单元知识体系。
重点聚焦生活化情景应用，引导学生在家庭介绍、情景对话、语篇读写中灵活运用单元知识，提升语言迁移与综合运用能力。同时，通过探究分享与情感升华，深化学生对个体差异的认知，培养尊重多元、友善交际的品质，圆满达成单元教学目标。
九、反思与感悟
本节课通过游戏复盘、情景创编、语篇训练等环节，有效实现了单元知识的巩固与应用，多数学生能熟练运用核心词汇句型完成情景表达与语篇读写，易错点掌握程度明显提升。但部分学生仍存在句式单一、语篇细节不足的问题，情景表达的灵活性有待加强。
后续教学中，需为学困生提供更细致的句式拓展支架，增加个性化辅导；设计更多生活化情景练习，提升学生语言迁移能力。同时，引导学生做好单元总结，形成自主反思习惯，强化知识的长效记忆与运用。