PEP人教版三年级下册英语教材分析与教学建议

三年级下册英语教材解读及教学建议Unit1-Recycle1语音线情感线文化线话题线功能线教材整体分析迎接新同学邀请新同学家中做客和新同学参观动物园

介绍自己及他人谈论及介绍家人描述整体和局部特征欢迎接纳新成员热爱家庭关爱家人人与动物和谐共处

-a--e--i-国家标识与民族自信复活节特征相似动物辨识

以学为先课程越来越走向整合、关联和发展导向于实现学生对语言的深度学习（即语言、文化、思维的融合）从语言情境到语言运用从语言支架到知识内化从语言信息到语言交际从教学留白到思维发展从关注细节到关联生活从趣味活动到兴趣培养Unit1Welcomebacktoschool!

Unit2Myfamily

Unit3AtthezooRecycle1教材解读及教学建议2义务教育教科书人教版小学英语三年级下册Unit1Welcomebacktoschool!教材分析与教学建议

主情境图：

通过新学期开学老师和同学们互相打招呼的情景呈现了本单元的核心句型和词汇。

本单元学习的主题：

初次见面向别人介绍自己和他人。

1.学生能够听懂、会说并在真实的语境中运用句型：

Whereareyoufrom?I'mfrom…He/Sheisa...Welcome!2.学生能够听、说、认读并在真实语境中运用词汇:UK,Canada,USA,China,he,she,teacher,student（pupil）3.学生能够正确说出元音字母a在单词中的短音发音/æ/，并能够根据发音规律拼读学过的语音例词的基础上,逐步做到见词能读、听音能写。4.学生能够学会与人沟通，交流个人信息，能够养成对人有礼貌的好习惯；能了解中国和主要英语国家的标志性建筑物,并增强热爱祖国的信念。第一单元整体目标能在情境中运用目标句型，交流自己的个人信息能听、说、认读目标词汇，并在真实语境中运用能了解国家标志性建筑物、增强热爱祖国的信念第一课时教学建议：

Tolearnthenewword：friendsStepⅠWarm-upandRevision1.GreetingandfreetalkT:HappyNewYear.Howareyou?Nicetoseeyouagain.Welcomebacktoschool!WelcomebacktoourhappyEnglishclass!2.Let’ssing:Boyandgirl（1）Enjoythesong（2）T:Look,theboyandthegirlaregoodfriendsnow.Doyouwanttobemyfriends？歌曲激趣，导入话题情境交流，融入主题StepⅡPresentation1.Let'stalk（1）Talkaboutthedialoguepicture:Herecomestwonewfriendstoday.Whoarethey?（2）Watchthevideoandfindout:HowdoesMissWhiteintroducethenewfriends?T：InMissWhite’sclass,therearesomenewfriends,too.Look,aboyandagirl,howdoesMissWhiteintroducethem?Let’swatchthecartoonandfindout.（3）Watchagainandfindout:Howdotheyintroducethemselves？观看视频，整体感知谈论图片，进入情境复看视频，聚焦关键引出核心句型：I’mfromtheUK./I’mfromShandong.从语言情境到语言运用

（4）Learnthesentenceswith“from”:

①Show“from”.②Showthesentences:“I’mAmy.I’mfromtheUK.”③Showtheword“UK”andthefullnameoftheUK.④PresenttheflagoftheUKandintroduce“BigBen”.⑤Practicethesentences:“I’m...I’mfromtheUK.”聚焦关键词：from细读对话，关注细节文化渗透，拓展视野

（5）Practicethesentences:“I’m...I’mfromShandong.”ShowthemapofShandong,introduceQingdaoandJiaozhou’spositiononthemap.文化渗透，拓展视野（6）Emotionaleducation①Howdothestudentssay?②Howdoyouthinkofthem?（7）Listenandimitate.（8）Roleplay.听音模仿，角色扮演启发思考，情感渗透2.Let’slearn(1)Learnthenewwordsingroups.①Trytoreadthenewwords.②Discuss:Wherearetheyfrom?③Makeareport:Hi,I’m...I’mfrom...(2)Learn“China,USA，Canada”withthehelpoftheteacher.①Learnthewords:China（i：icecreamkite）,USA,Canada(thefirsta:apple,ant;thesecondandthethirda:/ə/)②PresenttheflagsandthelandmarkbuildingsofChina,USAandCanada.③Practice“I’m...I’mfrom...”.(3)Listen,pointandimitate.自主学习，合作探究交流展示，词不离句听音跟读，纠正发音从语言支架到知识内化StepIIIConsolidationandExtension1.Let’schant.2.Emotioneducation:Whereverwecomefrom,wearefriends.情感渗透，友谊无界3.Storytime.（1）Enjoyastory:Thewonderfulsummercamp.（2）Talkingroupsandmatch.（3）Chooseoneyoulikeandreport.（4）Presenttheemotionaleducation:Everyoneshouldbeproudofhismotherland.情感渗透，热爱祖国绘本阅读，延伸课堂结合板书，归纳总结巩固知识，延伸课堂第二课时能在情境中运用目标句型，询问或回答来自哪里能听、说、认读目标词汇，并在真实语境中运用能了解国家代表性动物，体会人与自然和谐统一StepⅠWarm-upandRevision1.Greetings.2.Enjoyachant.Inthechant,thestudentsarefromdifferentcountries.3.Playagame.Playaflipcardgametoreviewthenamesofthesecountries.歌谣激趣，导入话题闪卡游戏，激活旧知StepⅡPresentation1.Let'stalk(1)ShowAmy'spictureandintroducethetopicofthislesson:Mr.JonesmeetsAmy.（WeallknowAmynow,sheisfrom...ButMr.Jonesdoesn’tknowher.）(2)Talkaboutthedialoguepicture:YifanisintroducingAmytoMrJones.(3)Watchthevideoandfindout:HowdoesheintroduceAmy?“She’sanewstudent.”Learnthenewword“student”here.观看视频，整体感知学会读图，抓住主线让孩子们的视线聚焦在图片上，培养其读图的能力。适时的解决生词创设情境，聚焦主题(4)Readandfindout:Amysays:I’mfromtheUK.ButhowdoesMr.Jonesask?Askthestudentstoopentheirbooksandunderlinethekeysentences.what→where,学习疑问词：where（并比较两个疑问词的不同，造句举例5.Practiceinpairs:Whereareyoufrom?I’mfrom...6.Listen,pointandimitate.7.Role-play.问题推动，聚焦文本以旧引新，深入学习2.Let’slearn(1)1.ShowthepictureofAmy.运用句型：Thisis...Sheisa...学习单词：she,student,pupil.(2)Usepicturestoshowthedifferencesbetweenthetwowords：studentandpupil.(3)ShowthepictureofMr.Jones,learnthewords:he,teacher.(4)Listenandimitate.词不离句，句不离境听音跟读，纠正发音加入判断小练习图文结合，加深理解(5)Drawandsay:Drawyourfriendorteacher,usethesentencestructure:Thisis...He’s/She’sa...He’s/She’sfrom...tointroducehim/her.(6)Let’ssing.从语言支架到知识内化趣味操练，自然输出自编歌谣，潜移默化的体会人称、be动词的运用从趣味活动到兴趣培养(7)Let’schant.Watchandchanttogether.Emotionaleducation:Weareallfriends.Friendscancrossnationalities.Friendscanalsocrossspecies.共唱歌谣，体验情感StepIIIConsolidationandExtensionLookandsay1.Gettoknowthenamesoftheseanimals.2.Askandanswerinpairs:Whereareyoufrom?I'mfrom…

Emotionaleducation:Whatamazinganimals!Whatamazingworld!体会人与自然的和谐统一，尊重生命，热爱生活。欣赏图片，开拓眼界第三课时能听、说、读、写单词cat，bag，dad,hand能正确说出元音字母a在单词中的短音发音/æ/能根据发音规律，尝试拼读新单词教学建议：

整体感知五个元音字母的发音.StepⅠWarm-up1.Enjoyasong:ThevowelfamilyT:What’sthesongabout?2.T:Therearefivemembersinthevowelfamily.Whoarethey?Today,let’smakefriendwiththefirstone:a.歌曲热身，导入课题整体感知，聚焦主题StepⅡPresentation1.Enjoyastory:Dadandcat.Trytofindthewordswith“a”.2.T:Haveyougot?Let’shavealook.置于故事情境中感知单词，前后联系，增强语音学习的趣味性，引导探索字母a的发音。创设情境，呈现单词3.T:First,let’slookatthesefourwords:Readandfind:Whatdoestheletter“a”say？让学生通过发现式的学习去观察、感知、体验并自己感悟出a在单词中发短元音/æ/的发音规律。4.Watchavideoandseehowtomakethesound.5.Doandsay.(读发音顺口溜）6.Listenandrepeat.7.Readtogether.动作记忆，辅助发音本土示范，规范发音听音跟读，语音模仿动画呈现歌谣，巩固a的发音/æ/8.Enjoythechant.9.Readotherwordswith“a”inthestory.StepIIIConsolidationandExtension1.Read,listenandcircle.2.Listenandwrite.(1)T:Let’swatchthevideoandwritetogether.Showmeyourfingers.(2)Observeandsay.(2)T:Nowtraceandwritethewordsonyourbook.手指书空细心观察笔头落实3.Playagame:Crazytyper.

aftmdsbLet'splay从趣味活动到兴趣培养3.Playagame:Crazytyper.领悟自然拼读，达到见词能读。4.Enjoyastory:Zacandcat.(1)T：Whatcanyouseefromthecover?Acatandarat.(2）Watchandfind:Cantheybefriends?(3）Readandfind:WhatdoesZachave?导图辅助，清晰呈现观看动画，寻找答案StepIVSummaryTeacherhelpstheSssumupwhattheyhavelearnedtoday.StepVHomework1.Copythefourwords“hand,bag,cat,dad”3timesandwritethemfrommemory.2.Findmorewordswith“a”sounds/æ/.3.Tellthetwostoriestoyourparents.

第四课时能流畅阅读小故事，并听说认读:I’mateacher.I’mastudent.

能熟练掌握已学知识，并能在实际生活运用

能够辩证理解Zip和Zoom的人物特点StepⅠWarm-up1.Greeting.2.Enjoyasong:Whereareyoufrom?T:Whatcanyouhearfromthesong？歌曲热身，激发兴趣

：StepⅡPresentationandExtension1.Revision(1)Wehavelearnedfivecountries,canyouread?(2)Weareinabigworld.Let’stravelthebigworldtogether.(观看视频，游览过程中说出国家的名字。）T:Everycountryisspecial.Differentflags,differentsceneryanddifferentanimals.Whatacolourfulworld!Besidesthat,wealsohavemanyfriendsfromdifferentcountries.(3)语用功能总结词卡回顾，激活旧知视频环游，增强体验导图呈现，系统归纳情感共鸣2.Storytime(1)T:Look,ZoomandZiparecoming.Whataretheydoing?(Showpicture1）Oh,theyareplayingagame.(2)Watchandchoose:Whatgamearetheyplaying?(3)Watchandfind:Whatdotheywanttobe?Why?T:Theybothwanttobetheteacher.WhydoesZoomwanttobetheteacher?Yes,Zoomsays:“I’mbig.I’mtheteacher.”T:HowaboutZip?Zipsays:“I’mclever.I’mtheteacher.”Learnthenewword:clever图文结合，趣味解读观看视频，深入故事(4)T:Canthebigonebetheteacher?Orthecleverone?3321...(播放视频）Oh,thecleveronecanbetheteacher.(5)T:Zipissohappy,butZoomissad.(你希望谁成为你的老师呢？)Zoomiskindandfunny.Zipisclever.Ilikethemall.Howaboutyou?(6)Shadowreading.(7)Role-play.辩证理解，启发思考影子阅读，语音模仿趣味表演，体验情感StepIIISummaryandHomework1.MakeamindmapofUnit1.2.Trytoreciteandactthestory.2义务教育教科书人教版小学英语三年级下册Unit2Myfamily教材分析与教学建议话题从谈论小家到谈论大家

结构从特殊问句到一般问句

功能从谈论家人到介绍家人

语音从见词能读到听音能写

情感从亲子关系到祖孙关系

文化从节日传统到赞美欣赏

1.学生能够听懂、会说并在真实的语境中运用句型：Who'sthatman/woman?He's/She'smy...Ishe/sheyourfather/mother?No,heisn't./Yes,sheis.2.学生能够听、说、认读并在真实语境中运用词汇:man,woman,father/dad,mother/mum,brother,sister,grandmother(grandpa),grandfather(grandma)3.学生能够知道字母结构-e-发短音/e/,并能够根据发音规律拼读学过的语音例词的基础上,逐步做到见词能读、听音能写。4.学生初步了解复活节文化习俗，能够发展热爱家庭、感恩、

赞美家人的思想情感。第二单元整体目标能用特殊疑问句及其回答，谈论自己和朋友父母能听、说、认读目标词汇，并在真实语境中运用能了解复活节的相关知识、加深热爱家庭的情感第一课时StepIWarm-up&Leadingin1.欣赏歌曲，引出课题T:Let'sEnjoythesongMyFamilyandthinkwhatitisabout?2.支架辅助，检查理解T:Thisismyfamily.(呈现自家照片)Whosefamilyisit?(呈现主情景图)Howdoyouknow？Whosefamilyisit？(呈现文本图)(搭建支架-情境验证-引入对话）1.谈论图片，关联语境。T:AmyisChenJie'snewfriend.TodayAmyisvisitingChenJie'sfamily.(唤醒背景-描述场景-铺垫学习）2.先问后教，留白促思。T:Theyaretalkingabouttheman.Doyouknow‘man’?Iama...Yourfatherisa...(提问等待-举例留白-思考补白）StepⅡPresentation3.问题驱动，观看解疑。T:Let'swatchthevideoandfindout:Who'sthatman?4.语境带动，关联生活。T:Great!He'sChenJie'sfather.Iamtwochildren’sfather.MychildrenoftencallmeDad.Howmanychildrendoesyourfatherhave?HowdoyoucallyourfatherinEnglish？(关联生活-检验理解-引导输出)5.再提问题，引出新知。T:ChenJiewantstointroduceAmytoherfather.Howdoesshesay？S:Hi,Dad.Thisismyfriend,Amy.6.语境串联，学以致用。T:AmyisChenJie'sfriend.Whoisyourfriend？Pleasetellmelikethis:Thisismyfriend,xxx.(文本语境-现实语境-交际语境)7.听音跟读，模仿语调。T：Let'slistenandimitate.8.手势辅助，角色扮演。T：Makearoleplaywithyourfingers.(适合多角色，独自练习)Thenmakearoleplaywithyourpartner.(机械训练-意义训练-交际训练)9.看图提问，导入新词。T:Nextlet’smeetanotherfamily.Whosefamilyisit?Howdoyouknow?(已会不教，不孤立教)S:Sarahsays:Sheismymother.T:Wecallmother...T:ButhowdoesZhangPengask?S:Who’sthatwoman?(man-woman，由部分到整体,感知发音异同)(读图提问-语境带动-关联对比)10.看图提问，导入新词。T:Nowlet’smeetanotherfamily.Whosefamilyisit?Howdoyouknow?S:BecauseSarahsays:Sheismymother.Wecallmother...T:ButhowdoesZhangPengask?S:Who’sthatwoman?(先写man，再补全woman，让学生感知woman与man发音异同）10.听音标号，音形结合。T:Pleaselistenandnumberthenewwords.T:ThenIsaythenumber,andyoutellmetheword.(操作简单，快捷高效)11.听音猜词，音义结合。T:Pleaseguess.Manorwoman?Fatherormother?T:Heis...Sheis...(音形义合-思维参与-寓教于乐)12.观察解疑，关联文化。T:Let’sthinkaboutwhattheyarelookingfor.T:Good.Eastereggs.Butwhy?...T:WhatisEasterDay?Thereisatipforyou.(观察细节-引导发现-拓展延伸)1.谈论图片，预设文本。T:Lookatthepicture.It’sanotherhappyfamily.Who'sthatman/woman/boy?Whoistall/short/small?2.听唱追问，体验情感。T:Let’senjoy,thenchant.Doyoulikethisfamily?Why?(谈图预设-吟唱体验-联系生活)StepIIIPracticeandconsolidation3.谈论家庭，回归生活。T:Takeoutyourfamilypictureplease.Pleasetalkaboutyourfatherandmotherwithyourpartner.T:Youcansay:Who'sthatman/woman?He's/she's...(回归生活-支架参与-实现语用)4.专项练习，达标检测。(对标训练-检查反馈-归因分析）能用一般疑问句及回答谈论大家庭，介绍自己家庭树能听说、认读目标词汇并在真实语境中运用能感受到从祖辈到自身，代代相传的家庭文化传统。第二课时1.齐唱儿歌，引出课题。T:First,let’ssingasongMyFamily.TodaywearegoingontalkingaboutUnit2MyfamilyPartB.2.快速反应，复习词句。T:I’llshowsomewordsandsentencesquickly.Pleasestandupandsayasquicklyasyoucan.(词句结合-图文结合-由易到难)StepIWarm-up&Leadingin1.植入背景，启发提问。T:Lastclass,AmywenttoChenJie'shome.Todayshecomestoanotherfriend’shome.Look!Whosehomeisit?Theyaretalkingaboutthepeopleinthevideo.Anyquestionsaboutthem?Who’sthatboy/man/woman?(语境关联-描述场景-预设文本)StepⅡPresentation2.观看视频，解决问题。T:Who'sthatboy?Who'sthatwoman?Who'sthatman？3.语境带动，教学词汇。T:Doyouknowbrother?Doyouhavebrother?Howoldisyourbrother?Doyouknowmother?Howdoyoucallourmother?(语境支持-联系生活-检验理解)4.听音跟读，模仿语调。T:Let'slistenandimitate.5.手势辅助，角色扮演。T:Makearoleplaywithyourfingers.Thenmakearoleplaywithyourpartner.(机械训练-意义训练-交际训练)6.预设图片，激活词汇。T:Justnow,wemetSarah'sfamily.Nowlet'smeetMike'sfamily.Wow!It'ssobig!Butwhoarethey?Guess!T:grandfather(grandpa)grandmother(grandama)ArethereanydifferencesbetweenChineseandEnglish?(引导关注文化异同)7.代入角色，激发语用。T:CanyouhelpMiketointroduceallthefamily?(读图提问-语境带动-角色代入)8.听词标号，音形结合。T:Pleaselistenandnumberthenewwords.ThenIsaythenumber,andyousaytheword.9.谜语猜词，形义结合。T:Pleasereadandguess.Whoarethey?(音形义合-思维参与-寓教于乐)StepIIIPracticeandconsolidation1.问题驱动，预设铺垫。T:Whoarethey?CanthechildrenhelpGrandmaandGrandpa？2.听唱追问，情感体验。T:Let'senjoythechant.Thenchanttogether.Doyouloveyourgrandparents?Canyouhelpyourgrandpaandgrandma？(谈图预设-吟唱体验-联系生活)3.图文连线，假设留白。T:Pleasematchthepicturesandsentences.T:IfyouareWuYifan，howdoyouintroduceyourfamily?4.介绍家人，真实运用。T:Pleaseintroduceyourbigfamilytoyourpartner.(假设留白—代入补白—交际运用)Lookandtick看图选择5.听音标号，捕捉信息。6.阅读选择，分析推断。(读图预设-听读推断-归因分析)能根据发音规律拼读含有-e-结构的新词能在真实的语境中运用本单元目标语言进行交际能知道字母结构-e-在单词中一般发短音/e/能根据发音规律，听音写出简单的-e-结构的单词第三课时1.歌曲游戏，引入课题。T:Let'senjoyasong.Fromthesongweknoweveryletterhasitsusualsound.Let'splayagame.Isaytheletter,andyousaythesoundanditsword.Todaywearegoingontalkingaboutletterandsound.2.话题交流，联系旧知。T:WearetalkingaboutMyfamilythisweek.Who’sthatman/woman？Isthat...?(引入发现-反应训练-头脑风暴）StepIWarm-up&Leadingin1.问题引导，聚焦新知。T:Whichlettersoundwillwelearntoday?Let'schantandfindout.TodaywearegoingtotalkabouttheEsound.Howmany-e-wordscanyousee?2.问题跟进，朗读发现。T:Whatdoes-e-oftensayintheword?Trytoreadthefourwords.Canyousaymorewordslikethis?（建立新旧知识的联系）(问题递进—引导发现—联系发散)StepⅡPresentation3.先读再听，选择单词。T：Pleasereadthewords,andthenlistenandcircle.4.观察书空，动笔书写。T:Firstwatchthevideoandwritewithyourfingers.Thenwritedownontheexercisebook.5.听音圈选，组成单词。T:Listenandcirlce,thenwritethewords.(听音辨认-观察仿写-听音组合)

1.字母连线，试读单词。T:WhenEsays/e/，howdoweblendthem?2.口令练习，强化语感。T:Thereisachantforyou.Canyouread?Letmemakeamodelfirst.Thenrepeatafterme.Thistime,it’syourturn.(拼读实践-韵律体验-强化训练)StepIIIConsolidation&Extension3.问题引导，谈论封面。T:Whatcanyouseefromthepicture?Whatdoyouwanttoknowaboutthisstory？4.追问问题，观看视频。T:WhyisBobsoclean？WhyisBobsohappy？Pleasewatchthevideoandfindout.(谈图启问-补问关键-听读发现)5.带读故事，体会深意。T:Whatdoyoulearnfromthisstory?Let'sreadtogetherandthinkaboutit.T:Weshouldkeepeverythingcleanandtidy.(开放追问-默读思辨-深意呈现)能流畅阅读小故事，并听说认读:

She'sbeautiful.Mymumisanactress.能感受到家人的关爱，学会欣赏和赞美别人能熟练掌握已学知识，并能在实际生活运用第四课时1.欣赏歌曲，引出主题。2.引入情境，复习词汇。3.形成导图，突破难点。T:Heisformanandboy.Sheisforwomanandgirl.4.基于功能，总结语用。(引题入境-复习归纳-难点突破)Step1Pre-reading1.看图预设，建立背景。T:Let’smeetZoom'sfamily.Whoarethey?2.观看视频，聚焦主旨。T:Whoaretheytalkingabout?Zoom’sfatherZoom’smother(谈图预设-主旨问答-聚焦主角)StepⅡWhile-reading3.阅读思考，呈现新知。T:HowdoyouthinkofZoom’smother?HowdoesZipthinkofZoom’smother?T:Zipsays:She’sbeautiful.4.借助图片，加深理解。T:Howdoyouthinkofthem？T:Remembertoappreciateothers.(预设深入-阅读验证-支架留白)She's...5.阅读回答，学习新词。T:WhatdoesZoom’smotherdo?T:Sheisanactress.6.借助图片，增强理解。7.阅读发现，追问看法。T:Whatwillhappennext?T:HowdoyouthinkofZoom?T:WhatdoesMomsaytoZoom?8.影子阅读，选图表演。(语境带动-支架参与-设疑发现-聚焦文化-回归文本)图片里有信息！仔细观察！文本中有玄机！认真推敲！板块中有联系！科学分析！生活中有素材！用心发现！知识中有递进！好好研究！教学中有生成！努力捕捉！做教学中的有心人，

发现每一个，

激励每一个，

成就每一个！2义务教育教科书人教版小学英语三年级下册Unit3Atthezoo教材分析与教学建议

1.学生能够听懂、认读、会说并在真实的语境中运用句型：It's(so)tall/short...2.学生能够听、说、认读并在真实语境中运用词汇:tall,short,fat,thin,big,small,long3.学生能够正确说出元音字母i在单词中的短音发音/i/，并能够根据发音规律拼读学过的语音例词的基础上,逐步做到见词能读、听音能写。4.学生能够具有热爱动物保护动物的意识，不乱逗玩动物或乱投喂动物等。第三单元整体目标

本单元学习的主题：

谈论动物的外形特征

本单元核心句型：

Lookatthe...It's(so)...Ithas...

ALet'stalk&Let'slearn第一课时教学建议：

Unit3Atthezoo教学目标：1.能在图片和教师的帮助下，在语境中运用句型Lookatthat…It’sso…,来交流动物的特征。2.能听、说、认读单词：tall，fat，short，thin。3.能够爱护动物；不捉弄动物；不乱喂动物园里的动物。教学重难点：1.学生能将词汇与本课基本句型相结合，灵活地在真实的语言表达中运用。2.单词thin的读音。

StepⅠWarm-up1.引出话题animal

欣赏一组动物快闪。2.复习动物名称Enjoyasong:Theyareinthezoo.

讨论你能看到那些动物。3.激活储备Freetalk:Doyouknowotheranimals?动感激趣，导入话题语言信息

语言交际

欣赏歌曲，以旧推新StepⅡPresentationLet'stalk1.认读giraffe看第一遍视频，回答问题：Whatanimalsaretheytalkingabout?出示单词卡片。2.学习重点句子Lookatthatgiraffe.It’ssotall.学习单词tall。看第二遍视频，回答问题：Whatdoesthegiraffelooklike?呈现单词ball,自然拼读tall。3.学习重点句子It’sshortandfat.学习单词short，fat。观察图片，回答问题：WhatdoesZoomlooklike?呈现单词卡片short，fat。板书句子，听音跟读。4.教育学生要遵守动物园规则。引导学生观察图片，讨论Zoom进入长颈鹿园的做法是否正确。（Wemustkeepthezoorulesinmind.）聚焦关键词：giraffe谈论图片，进入情境关注细节关联生活

有趣的插图会说话StepIIIConsolidationandExtension1.语用输出，操练基本句型和单词，拓展词汇。

猜一猜游戏。教师描述特征，学生猜动物。2.语用输出，归纳总结动物的外貌和性格特点，拓展思维空间。语言训练体验内化4.教育学生要保护动物。

讨论保护动物的方法。文化感悟品格生成

欣赏保护动物公益视频。StepⅣ:SummaryandHomework

BLet'stalk&Let'slearn第二课时教学建议：

StepⅠWarm-up12.1.趣味复习,激活储备（1）Enjoyasong:Atthezoo.Whatdotheanimalslooklikeinthissong？（2）Playagame:Whack-a-Moletoreviewthewords.歌曲热身，激发兴趣从趣味活动到兴趣培养趣味操练，复习引入StepⅡPresentationLet'stalk1.认读childrenIntroducethepictureandpresenttheword:children.2.学习comehere看视频:WhatdoesMissWhitesaytochildren?Learnthenewpoints“Comehere，children”.Toguidestudentsenterthecontext.3.学习单词long,small,tail,操练句型：Ithas…Readandunderline：Whatdothechildrensayabouttheelephants?Learnthenewwords“long”“small”“tail”andexplain:Ihave…It/He/shehas…thenpractice.4.Listenpointandimitate.5.Makearoleplay.从教学留白到思维发展StepⅡPresentationLet’slearn1.Guessinggameandleadintotheostrich.2.Studentsdescribetheostrichwith“Ithasa…”“Ithas…s”.3.Listen,pointandimitate.4.Tocorrectthepronunciationandintonation.StepIIIConsolidationandExtension1.Let’sdo.2.Talkabouttheanimalsinthezoo.3.Makeamonster.4.Enjoyotherlovelyanimals.从趣味操练到兴趣培养StepⅣ:SummaryandHomeworkALet'sspell第三课时教学建议：

教学目标：1.能够知道元音字母i在单词中的短音发音/i/。2.能够听、说、认读单词“big，pig，six，milk”。3.能正确说出元音字母i在单词中的短音发音，并能根据其发音规律尝试拼读新单词。教学重难点:字母i的发音规律,以及拼读符合字母i发音规律的单词。StepⅠWarm-upandrevision1.引出课题，欣赏歌曲，铺垫游戏。Singasong:Thephonicsong.2.谜语游戏，复习旧知，聚焦语音。3.复习旧知，引导发散，滚动复现。Reviewthesoundsofletter“e”.T：Doyouknowmorewordswithesays/e/?StepⅡPresentationandPractice1.提出问题，欣赏歌曲，自主发现。2.继续追问，听音模仿，发现规律。T：Whatsounddoes-i-makeinthesewords?Really!Listenandrepeatandfindout:i发音小诀窍:嘴巴宽度是食指的宽度；舌头的前部抵住下齿，舌头的前部挺起来。3.自然拼读，延伸拓展，举一反三。T：Spellthewordswithphonics.Andthentrytosaymorewordswith-i-says/i/.this,fishStepIIIConsolidationandExtension1.自读为先，听音选择，验证答案。T:Let'sread,listenandcircle.(课本练习)

2.书空练习，笔头练习，强化记忆。T：Readandwritewiththefinger,thenwritedownontheexercisebook.3.游戏激趣，试读单词，学以致用。T：Readthewordsinthegoal.深入故事，增强体验解读封面，激发兴趣StepIIIConsolidationandExtension辩证理解，启发思考整体呈现，系统归纳1.Readandwritethewordstwice:big,pig,six,milk.

听音跟读所学单词两遍。Homework

2.ReadthestoryAnnie'sWish,andreadmore'i'words.读绘本Annie’swish，试读更多带有i的单词。StepⅣ:SummaryandHomework

PartCstorytime第四课时教学建议：

教学内容：本课时为复习拓展教学，对第三单元的已学进行巩固和拓展。首先复习本单元partA、partB部分的重点词句，之后结合storytime的课文进行巩固，认识新的动物，学习lion,fox,zebra,horse,wolf等新的单词，同时拓展一些与动物有关的科学知识。教学目标：1.学生能够熟练掌握已学知识，认识单词并能将句子的语用功能应用到实际生活之中。2.学生能够流畅阅读故事语篇，够听懂、会说、认读单词:lion,fox,zebra,horse,wolf。3.学生能够了解一些动物相关的科学知识，拓宽知识层面。教学重难点：学生能将词汇与本课基本句型相结合，灵活地在真实的语言表达中运用。内容分析：

本部分通过Zoom和Zip比赛认识动物，重现了已学的部分动物单词和形容词，并拓展了新的动物单词，目的是通过辨识动物，增加学生语言的输入，使得学生逐步适应文本阅读。教师可以根据学生的具体情况制定不同层次的教学目标。StepIWarm-up

1.Enjoyasong“Animalsatthezoo”T:“Whatcanyouhearfromthesong？”2.Revision结合PPT，复习动物单词和重点句子：It's.../Ithas...3.Mindmap语用功能总结：(1)当你想描述动物的整体特征时：Itis...eg：Itisfat./Itisthin.(2)当你想描述动物的局部特征时：Ithas...eg：Ithasalongnose.Ithassmalleyes.此句型注意强调名词的单复数形式。导图辅助，清晰呈现从语言支架到知识内化1.ListenandfindT:“Look,ouroldfriends,ZoomandZiparecoming.Whataretheytalkingabout?Let’slistenandfind.”S:“Animals.”2.WatchandcircleT:“Whatanimalsaretheytalkingabout?”S:“Tiger,lion,fox...”StepⅡPresentationandExtension问题推动，聚焦文本观看视频，整体感知3.ReadandunderlineT:“DoesZoomknowalltheanimals?”S:“No.”根据第5/6幅图的课文和图片讲解monkey和gorilla的区别，注意强调gorilla的发音。T:“Whatotherdifferencesbetweengorillaandmonkey?”引导学生用已学句型总结：从语言支架到知识内化4.Doyouknow?T:“Doyouknowtheanimals?”tiger&lion:(1)由tiger引出，复习三上U4动物单词(2)拓展雄狮和雌狮的区别fox&wolf:(1)Whythefoxhasabigtail?(2)强调字母o在这两个单词中发音的不同。zebra&horse:(1)zebra的发音(2)斑马有条纹外衣的原因5.Shadowreading拓展资源，全面发展Treatanimalsasourfriends.Pleaseloveandprotectthem.

请善待和保护我们的动物朋友Homework2义务教育教科书人教版小学英语三年级下册Recycle1教材分析与教学建议四上Recycle12020—2021学年度四年级阶段性质量检测试题五上Recycle12020年义务教育学业质量监测五年级试题六上Recycle1

2020-2021学年度六年级才艺大赛试题

模块内容简析

板块整合建议一、模块内容简析

本单元由“情景对话、歌曲歌谣、看图阅读以及找词游戏”等不同形式的活动组成。通过新的语境和不同形式的活动重现了前三单元的核心句型和词汇，旨在帮助学生在新的语境中将独立的知识点串成线、连成片、结成知识网络图，从而达到巩固、迁移和提高综合语言运用能力的目标。本部分通过一个情景对话活动复现了第1—3单元所学的“打招呼、自我介绍和介绍他人”等内容的核心句型”。活动建议：在进行对话教学前，可以组织活动让学生围绕“打招呼、自我介绍和介绍他人”等话题，复现前三单元的主要词汇和句型，进行语言知识的归纳，然后再引入情景对话文本的学习。本部分通过听唱歌谣和句子认读活动重现了第3单元所学的描述动物的句型和词汇。活动建议：在教学这首歌谣时，应注意情景的创设，通过熊猫和小鸟的对话引出文本内容。本部分通过找单词、找人物的游戏巩固复习第2单元所学单词和句型。本页由两个活动组成，一个是看图说话活动：FindSarah’sfamily./Whoisnothere?图中设计了Sarah家人观看才艺表演的情景；另一个是根据插图认读单词：Lookandtick.复习了第2单元的相关知识。本部分通过圈单词活动复习a，e，i三个元音字母在单词中的短音发音规律。并通过歌曲演唱巩固复习第1—3单元所学单词和句型。活动建议：1.看图谈图，讲故事，建构意义。2.圈单词，读单词并按音素分类。从关注细节到关联生活二、板块整合建议根据语言交际（Communication）和发音规则（Pronunciation）把本单元划分为两课时。第一课时板块整合建议教学目标:

1.能够在真实的情境中询问他人籍贯或国籍并运用句型：Whereareyoufrom?I’mfrom…/He’sfrom…并能够学会与人沟通，交流个人信息，发展热爱祖国的情感。2.能够在真实的情境中询问远处陌生人并运用句型：Who’sthatman/woman?He’s/She’smy…Ishe/sheyour…?No,he/sheisn’t.并能够发展热爱家庭、赞美家人的思想情感。3.能够在真实的情境中描述动物特征并运用句型：Itis(so)…/Ithas…，并发展热爱动物保护动物的意识。StepⅠWarm-upEnjoyasong:a.Whereisthecat(panda)from?b.Whatdoesitlooklike?教学建议：

带着问题欣赏歌曲，培养学生听的能力，激活学生已有的知识经验。StepⅡPresentationandPractice1.ListenandchantQ:Whatdoesthebabypandalooklike?Howaboutthelittlebird?

2.解释“Yourtailisnot.Whatdoesitmean?Itmeans“Yourtailisnotshort.”注意情景的创设，通过谈论熊猫和小鸟的样子引出文本内容，解决生词“fast”和“alittlebit”。从语言信息到语言交际处理生词“fast”和“alittlebit”3.MatchandreadaloudT：Look！Herecomesomeotheranimals.Let’smatchandreadaloud.师生用It’s…和Ithas…描述动物特征，学生读句子完成连线活动。4.Readaloud.Q:Who’sournewfriend?Yes,thetallgirl.