小学英语人教精通版（2024）三年级下册（2024）Unit 2 My class Lesson 3教学设计及反思

这是一份小学英语人教精通版（2024）三年级下册（2024）Unit 2 My class Lesson 3教学设计及反思，共23页。教案主要包含了核心素养目标，教学重难点及突破策略，教学过程，板书设计，课堂练习，答案解析，反思与感悟等内容，欢迎下载使用。
立足单元知识递进逻辑，衔接前两课时内容，落实四大核心素养。语言能力上，掌握tall、shrt、thin、strng四大外貌词汇，熟练整合“This is my classmate. He/She is + 外貌词汇.”句型，能听懂并描述同学外貌。文化意识上，引导学生尊重同伴外貌差异，深化友好互助的班级情谊。思维品质上，通过观察外貌、组织语言，提升具象描述与逻辑表达能力。学习能力上，保持英语表达兴趣，学会在观察与合作中巩固知识，为单元综合介绍奠定基础，言简意赅覆盖核心要求。
二、教学重难点及突破策略
（一）教学重点
1. 核心词汇：准确认读、理解tall（高的）、shrt（矮的/短的）、thin（瘦的）、strng（强壮的）含义，结合真人外貌场景运用，发音标准。2. 核心句型：熟练整合前两课时句型，用“This is my classmate. He/She is tall/shrt.”完整描述同学外貌，表达连贯。3. 情景运用：能听懂他人对同伴外貌的描述，主动用核心词汇与句型回应、介绍，实现真实场景交流。
（二）教学难点
1. 词汇辨析：shrt兼具“矮的”“短的”含义，需结合语境区分；strng发音易漏读尾音，thin易与sin混淆，精准发音难度大。2. 句型整合：灵活衔接“身份介绍”与“外貌描述”句型，避免句式割裂，同时准确匹配He/She与性别、外貌词汇。3. 情景适配：能结合同伴真实外貌选择合适词汇，不机械套用，实现自然、贴合实际的描述。
（三）突破策略
1. 具象观察突破：以班级同学、卡通形象为载体，直观展示外貌特征（指高个子说tall、矮个子说shrt），搭配手势辅助记忆；拆分strng（str-ng）、thin（th-in）发音，强调舌尖发音与尾音完整性。2. 游戏互动突破：设计“外貌速描”“句型闯关”“同伴画像”游戏，在互动中强化词汇辨析、句型整合，降低运用难度。3. 分层引导突破：从“词汇认读-单一句型-整合表达-情景运用”逐步递进，通过教师示范、同伴互查、个性化点评，确保不同水平学生掌握核心内容。
三、教学过程
（一）导入环节：情景衔接，旧知唤醒
1. 情景导入
创设“班级外貌观察会”情景：教师手持班级合影，笑着说“Hell, everyne! Last class we learned t intrduce ur classmates. Tday we will talk abut what ur classmates lk like. Wh is tall in ur class? Wh is shrt? Let's find them tgether!”，自然引出Lessn 3“外貌描述”主题，衔接前两课时知识。
2. 旧知衔接复习
① 词汇回顾：开展“词汇快闪”活动，出示Lessn 1、2核心词汇卡片（classmate、by、girl、teacher），学生快速认读并搭配性别手势，强化记忆。② 句型回顾：组织“同伴介绍接龙”，学生轮流用“This is my classmate. He/She is a by/girl.”表达，教师随机追问“What des he/she lk like?”，引发学生思考，为外貌词汇铺垫。③ 过渡衔接：教师板书课题“Unit 2 My class Lessn 3”，明确本节课目标——掌握4个外貌词汇，学会整合句型描述同学外貌，激发学生探究兴趣。
（二）探究环节：新知学习，互动深化
1. 核心词汇学习
① 词汇教学：结合真人实景，逐一教学词汇，注重发音与语境适配。教学tall/shrt：指着班级高个子同学说“He is tall.”，搭配抬手手势；指着矮个子同学说“She is shrt.”，搭配垂手手势，强调shrt此处表“矮的”；教学thin/strng：邀请体型瘦的同学站起，说“She is thin.”，搭配纤细手势；邀请体型壮的同学示范，说“He is strng.”，搭配肌肉手势，拆分发音帮助掌握。② 词汇巩固：开展“外貌配对”活动，教师出示词汇卡片，学生快速指向班级对应外貌的同学，并用词汇说出句子；组织“词汇抢答”，教师描述外貌（如“个子高的”），学生快速说出对应词汇，准确应答者为小组积分。③ 词汇辨析：针对shrt的多义性，用对比句区分“Her hair is shrt.（短的）”“She is shrt.（矮的）”，结合头发、身高场景，让学生理解语境对词义的影响。
2. 核心句型学习
① 句型示范呈现：结合词汇教学，自然整合句型，注重逻辑衔接。教师指着高个子男生说“This is my classmate. He is a by. He is tall.”，指着瘦个子女生说“This is my classmate. She is a girl. She is thin.”，反复示范，让学生明确“身份-性别-外貌”的表达逻辑。② 句型拆分练习：先进行单一句型练习，教师随机指认学生，学生快速用“He/She is tall/shrt/thin/strng.”描述；再进行整合练习，教师示范完整表达，引导学生模仿，替换同学、性别与外貌词汇，如“This is my classmate. She is a girl. She is shrt.”。③ 句型纠错强化：针对易错点，教师故意说错句子（如指着瘦同学说“She is strng.”、混淆He/She），引导学生发现错误并纠正，强化词汇与代词的正确搭配，加深记忆。
3. 课文感知与跟读
① 课文初听感知：播放教材Lessn 3录音（人教精通版Lessn 3录音以班级同伴外貌介绍对话、短句练习形式呈现，整合核心词汇与句型），学生闭目倾听，感知语音语调与整体语境，不纠结细节。② 课文再听跟读：结合课文插图PPT（呈现不同外貌同学互相介绍的场景），学生边听边圈出核心词汇与句型，跟随录音逐句跟读，模仿发音与语气，教师重点纠正strng、thin的发音及句型停顿。③ 课文角色扮演：将录音拆分为对话片段，学生分组分角色朗读（介绍者、回应者），教师巡视指导，鼓励学生加入手势辅助表达，深化对课文语境与句型运用的理解。
4. 趣味拓展互动
① 游戏一：“外貌猜猜猜”。教师描述“ This is my classmate. She is a girl. She is thin and tall.”，学生快速猜出对应的同学，猜对后由该同学介绍自己的外貌；轮流进行，强化句型运用与听力理解。② 游戏二：“同伴画像”。小组内互相观察，为同伴画简笔肖像，标注对应的外貌词汇，然后上台介绍“ This is my classmate. He is strng. He is a by.”，教师点评画像与表达的契合度。③ 互动分享：邀请学生上台介绍自己的外貌，用“He/She is... ”句型表达，其他同学认真倾听并回应，营造友好的班级交流氛围，深化情景运用。
（三）巩固环节：分层任务，深化提升
1. 基础任务：词汇句型夯实
① 词汇练习：完成“词汇-图片匹配”，将tall、shrt、thin、strng与对应人物图片连线；开展“词汇填空”，根据句意补全词汇（This is my classmate. He is ______ (强壮的).），确保词汇拼写、发音与语义正确。② 句型练习：根据例句仿写句子，如例句“This is my classmate. She is a girl. She is shrt.”，仿写4句不同同学的外貌描述；完成“句型纠错”，修正句子错误（如“This is my classmate. He is a girl. She is thin. → This is my classmate. She is a girl. She is thin.”），强化代词、性别与外貌词汇的匹配。
2. 提升任务：小组展示表达
分组任务：以“我的班级同伴外貌”为主题，小组合作编写一段5-6句的介绍稿，需包含全部核心词汇、整合句型，可补充姓名信息，如“This is my classmate. His name is Li Ming. He is a by. He is tall and strng. We are gd friends.”。小组内反复练习发音与流畅度后，上台展示，教师针对性点评，提出改进建议，提升综合表达能力。
3. 拓展任务：实践延伸运用
布置实践任务：① 回家后和家长一起介绍自己的2位同班同学，用完整句型描述外貌，如“This is my classmate. She is a girl. She is thin and shrt.”，让家长帮忙纠正发音与表达错误，下节课分享介绍内容。② 制作“外貌词汇卡片”，正面画对应外貌形象，背面写下词汇与例句，下节课带来和同学交换认读、描述，培养动手能力与知识巩固意识。
（四）拓展环节：总结升华，品质培养
1. 主旨总结
师生共同总结：Tday we learned fur wrds abut appearance: tall, shrt, thin, strng. We can intrduce ur classmates' appearance with the sentence "This is my classmate. He/She is...". Everyne has different appearances, and we shuld respect and help each ther. 强化知识梳理，引导学生尊重外貌差异，升华同伴情谊。
2. 易错辨析
梳理本节课核心易错点：① 词汇类：shrt多义混淆，strng、thin发音不准；② 句型类：He/She与性别不匹配，外貌词汇与句型整合不连贯；③ 运用类：词汇选择与同伴真实外貌不符，表达机械。引导学生对照自查，通过同伴互查、教师抽查，强化正确用法，形成知识闭环。
（五）总结梳理环节：归纳回顾，能力提升
1. 知识回顾
师生共同梳理：本节课作为Unit 2的第三课时，核心是掌握4个外貌词汇与句型整合运用，学生能准确认读、运用词汇，熟练描述同学外貌；通过实景观察、趣味游戏与实践任务，提升了语言表达、合作探究与观察能力，巩固了英语学习兴趣，为单元综合介绍同伴奠定了基础，落实了核心素养目标。
2. 方法提炼
提炼学习方法：① 实景观察法：结合同伴真实外貌记忆词汇句型，让知识贴近生活，提升运用能力；② 发音拆分法：拆分复杂词汇发音，搭配手势辅助，突破发音难点；③ 整合练习法：从单一句型到完整表达，逐步整合知识，提升语言组织能力；④ 实践延伸法：将课堂知识延伸到家庭，实现“学用结合”。鼓励学生运用这些方法，为单元后续学习蓄力。
四、板书设计
Unit 2 My class Lessn 3
（一）核心词汇
1. tall /tɔːl/ 高的
① 例句：He is tall.
2. shrt /ʃɔːt/ 矮的；短的
① 语境区分：She is shrt.（矮的）；Her hair is shrt.（短的）
3. thin /θɪn/ 瘦的
① 发音提醒：舌尖轻触上齿背，尾音清晰
4. strng /strɒŋ/ 强壮的
① 发音提醒：重音在首音节，尾音/ŋ/鼻音饱满
（二）核心句型
1. 描述男生外貌：
① 基础表达：He is tall/shrt/thin/strng.
② 整合表达：This is my classmate. He is a by. He is tall.
2. 描述女生外貌：
① 基础表达：She is tall/shrt/thin/strng.
② 整合表达：This is my classmate. She is a girl. She is thin.
（三）情景例句（班级适配）
1. This is my classmate. His name is Zhang Wei. He is strng and tall.
2. This is my classmate. Her name is Liu Ying. She is thin and shrt.
（四）易错提醒
1. shrt 结合语境区分“矮的”“短的”含义
2. He/She 对应性别，搭配外貌词汇准确
3. strng、thin 注意发音完整，避免漏读尾音
五、课堂练习
情景内容：In the English class, Miss Li hlds an appearance intrductin activity. First, she asks Tm t intrduce his classmate. Tm says This is my classmate. His name is Jack. He is a by. He is tall and strng. Then Lucy intrduces her deskmate. She says This is my classmate. Her name is Lily. She is a girl. She is thin and shrt. After that, Miss Li asks students t wrk in pairs. They take turns intrducing their partners' appearance. Sme students say My partner is shrt and thin. Others say My partner is tall and strng. The class is full f fun. After the activity, Miss Li asks students t write dwn their partner's appearance, helping them cnslidate what they have learned.
1. Wh des Tm intrduce in the class? （ ）
A. His teacher B. His classmate Jack
C. His deskmate Lily D. Miss Li
2. Hw des Tm describe Jack's appearance? （ ）
A. He is tall and strng. B. He is thin and shrt.
C. She is tall and thin. D. She is shrt and strng.
3. What des Lucy say abut her deskmate? （ ）
A. This is my classmate. He is a by. He is thin. B. This is my classmate. She is a girl. She is thin and shrt.
C. This is my teacher. She is tall. D. This is my brther. He is strng.
4. Which sentence is crrect accrding t the passage? （ ）
A. Tm's classmate is a girl. B. Lily is thin and shrt.
C. Miss Li intrduces her partner. D. Students dn't like the activity.
5. What activity des Miss Li hld? （ ）
A. A vcabulary dictatin activity. B. An appearance intrductin activity.
C. A drawing cmpetitin. D. A singing activity.
6. Which wrd can describe Jack? （ ）
A. thin B. shrt
C. strng D. small
7. Which sentence uses the crrect frm? （ ）
A. This is my classmate. She is a by. She is tall. B. This is my classmate. He is a by. He is strng.
C. This is my teacher. She is thin and strng. She is a student. D. This is my classmate. He is a girl. She is shrt.
8. What des Miss Li ask students t d after the activity? （ ）
A. Write dwn their partner's appearance. B. Draw their teacher's picture.
C. Recite new wrds. D. Sing English sngs.
9. 结合上述情景，用所学核心词汇与句型编写一段对话，要求包含全部4个外貌词汇，整合表达，还原课堂结对介绍场景，不少于6句。
10. 结合情景和所学知识，用4-5句话介绍你的一位同班同学，需包含身份、性别与2个及以上外貌词汇，表达连贯。
六、答案解析
（一）单选题答案及解析
1. B 解析：情景提到Tm says This is my classmate. His name is Jack.，可知汤姆介绍的是他的同班同学杰克，故选B。
2. A 解析：情景明确说明Tm介绍杰克时说He is tall and strng.，B项描述相反，C、D项代词与性别不匹配，故选A。
3. B 解析：情景提到Lucy intrduces her deskmate. She says This is my classmate. Her name is Lily. She is a girl. She is thin and shrt.，A项性别错误，C项介绍对象错误，D项与情景无关，故选B。
4. B 解析：A项汤姆的同学是男生，并非女生；C项是李老师组织活动，并非自己介绍同伴；D项情景提到课堂充满乐趣，学生喜欢该活动；B项莉莉瘦且矮，与情景一致，故选B。
5. B 解析：情景开头提到Miss Li hlds an appearance intrductin activity.，可知李老师组织的是外貌介绍活动，故选B。
6. C 解析：情景描述杰克He is tall and strng.，thin（瘦的）、shrt（矮的）、small（小的）均不符合，strng（强壮的）可描述杰克，故选C。
7. B 解析：A项She与by性别不匹配；C项介绍对象是老师，却描述为学生，逻辑错误；D项He与girl性别不匹配；B项代词、性别、词汇与句型均正确，故选B。
8. A 解析：情景结尾提到Miss Li asks students t write dwn their partner's appearance.，可知活动后李老师让学生写下同伴的外貌，故选A。
（二）材料分析题参考答案
9. 示例：Miss Li: Bys and girls, let's intrduce ur partners' appearance in pairs. Tm: Hell, Lucy! This is my partner. His name is Jack. He is a by. He is tall and strng. Lucy: Hi, Tm! This is my partner. Her name is Lily. She is a girl. She is thin and shrt. Tm: Ww, yur partner is very thin. Lucy: Yes! Yur partner is strng. Miss Li: Well dne! Yu all did a gd jb.
10. 示例：This is my classmate. Her name is Wang Mei. She is a girl. She is thin and shrt. She is my gd deskmate. We ften help each ther in class.
七、反思与感悟
本节课以班级实景为载体，通过趣味游戏与分层任务落实教学目标，多数学生能掌握核心词汇句型，主动参与互动表达。但仍存在不足：部分学生对shrt的多义性理解不透彻，strng、thin发音不够标准；少数学生句型整合不流畅，外貌词汇选择与实际场景脱节。后续教学中，需增加词汇多义语境练习，针对性纠音；设计更多个性化表达任务，引导学生结合真实外貌灵活运用句型，同时关注学困生，通过同伴互助强化知识掌握，贴合三年级启蒙课堂的语言输出需求。