課題：Unit2《English and Chinese》
科目：小學(xué)英語
年級(jí)：三年級(jí)上冊(cè)
版本：教科版（2024）
課時(shí)安排：3課時(shí)
一、學(xué)情分析
1. 學(xué)生已有知識(shí)和技能
經(jīng)過一年級(jí)和二年級(jí)的英語學(xué)習(xí)，學(xué)生已經(jīng)掌握了一些簡(jiǎn)單的英語詞匯和日常用語，如問候語、數(shù)字、顏色等。
學(xué)生在語文學(xué)習(xí)中已經(jīng)對(duì)漢語有了一定的認(rèn)識(shí)和理解，能夠用漢語進(jìn)行簡(jiǎn)單的表達(dá)和交流。
2. 學(xué)生學(xué)習(xí)特點(diǎn)和可能遇到的困難
三年級(jí)的學(xué)生活潑好動(dòng)，好奇心強(qiáng)，喜歡參與各種活動(dòng)。但他們的注意力集中時(shí)間較短，需要教師采用多樣化的教學(xué)方法來吸引他們的注意力。
學(xué)生在學(xué)習(xí)英語和漢語的區(qū)別時(shí)可能會(huì)遇到一些困難，需要教師通過具體的例子和對(duì)比來幫助他們理解。
學(xué)生在發(fā)音和拼寫方面可能會(huì)出現(xiàn)一些錯(cuò)誤，需要教師及時(shí)糾正和指導(dǎo)。
二、教學(xué)目標(biāo)
1. 語言知識(shí)目標(biāo)
掌握本單元的重點(diǎn)詞匯，如 English、Chinese、bk、pencil、ruler 等。
掌握本單元的重點(diǎn)句型，如“I like English.”“I like Chinese.”“This is a bk.”“This is a pencil.”等。
了解英語和漢語的一些基本特點(diǎn)和區(qū)別。
2. 語言技能目標(biāo)
能夠正確地發(fā)音和拼寫本單元的重點(diǎn)詞匯。
能夠運(yùn)用本單元的重點(diǎn)句型進(jìn)行簡(jiǎn)單的表達(dá)和交流。
能夠聽懂、讀懂關(guān)于英語和漢語的簡(jiǎn)單對(duì)話和短文。
3. 情感態(tài)度目標(biāo)
培養(yǎng)學(xué)生對(duì)英語學(xué)習(xí)的興趣和積極性。
引導(dǎo)學(xué)生尊重不同的語言和文化，培養(yǎng)學(xué)生的跨文化意識(shí)。
4. 學(xué)習(xí)策略目標(biāo)
培養(yǎng)學(xué)生的自主學(xué)習(xí)能力，通過觀察、模仿等方式學(xué)習(xí)英語。
培養(yǎng)學(xué)生的合作學(xué)習(xí)能力，通過小組活動(dòng)共同完成學(xué)習(xí)任務(wù)。
三、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)
掌握本單元的重點(diǎn)詞匯和句型。
能夠運(yùn)用本單元的重點(diǎn)句型進(jìn)行簡(jiǎn)單的表達(dá)和交流。
2. 教學(xué)難點(diǎn)
了解英語和漢語的一些基本特點(diǎn)和區(qū)別。
正確發(fā)音和拼寫本單元的重點(diǎn)詞匯。
四、教學(xué)準(zhǔn)備
1. 教師準(zhǔn)備
教材、教學(xué)課件、單詞卡片、圖片、實(shí)物等。
設(shè)計(jì)各種教學(xué)活動(dòng)，如游戲、歌曲、故事等。
2. 學(xué)生準(zhǔn)備
預(yù)習(xí)本單元的內(nèi)容，了解一些關(guān)于英語和漢語的知識(shí)。
準(zhǔn)備鉛筆、橡皮、練習(xí)本等學(xué)習(xí)用品。
五、教學(xué)過程
第一課時(shí)
第二課時(shí)
第三課時(shí)
七、板書設(shè)計(jì)
Unit 2 English and Chinese
1. New wrds: English, Chinese, bk, pencil, ruler
2. Sentences:
This is an English bk.
This is a Chinese bk.
This is a pencil.
This is a ruler.
3. Differences between English and Chinese:
Writing system
Structure
Prnunciatin
Grammar
八、教學(xué)反思
在本單元的教學(xué)中，通過多種教學(xué)方法和活動(dòng)，學(xué)生對(duì)英語和漢語的認(rèn)識(shí)有了進(jìn)一步的提高。在教學(xué)過程中，利用圖片、實(shí)物、游戲等方式激發(fā)了學(xué)生的學(xué)習(xí)興趣，提高了學(xué)生的參與度。
然而，也存在一些不足之處。例如，部分學(xué)生在發(fā)音和拼寫方面還存在一些困難，需要更多的個(gè)別指導(dǎo)和練習(xí)。在討論和小組活動(dòng)中，有些學(xué)生不夠積極主動(dòng)，需要進(jìn)一步引導(dǎo)和鼓勵(lì)。
針對(duì)這些問題，在今后的教學(xué)中可以采取以下措施。加強(qiáng)發(fā)音和拼寫的訓(xùn)練，通過更多的示范和練習(xí)活動(dòng)，幫助學(xué)生掌握正確的發(fā)音和拼寫方法。在小組活動(dòng)中，更加關(guān)注每個(gè)學(xué)生的參與情況，及時(shí)給予鼓勵(lì)和指導(dǎo)，讓每個(gè)學(xué)生都能積極參與到學(xué)習(xí)中來。同時(shí)，可以提供更多的閱讀材料和語言實(shí)踐機(jī)會(huì)，讓學(xué)生在實(shí)際運(yùn)用中不斷提高語言能力。
教學(xué)環(huán)節(jié)
教學(xué)內(nèi)容
師生互動(dòng)
設(shè)計(jì)意圖
Warming-up
1. Greet the students and sing an English sng.
2. Ask students sme questins abut their daily lives, such as “What’s yur favrite clr?” “D yu like animals?” etc.
T: Gd mrning, bys and girls! Let’s sing an English sng tgether. (Sing “Hell, Hell”)
T: Nw, I want t ask yu sme questins. What’s yur favrite clr?
S1: My favrite clr is blue.
T: D yu like animals?
S2: Yes, I d. I like dgs.
通過唱歌和提問的方式，營(yíng)造輕松愉快的學(xué)習(xí)氛圍，激發(fā)學(xué)生的學(xué)習(xí)興趣，同時(shí)復(fù)習(xí)一些舊知識(shí)，為學(xué)習(xí)新知識(shí)做鋪墊。
Presentatin
1. Shw sme pictures f English bks, Chinese bks, pencils, rulers, etc. and teach the new wrds: English, Chinese, bk, pencil, ruler.
2. Use the wrds t make sentences, such as “This is an English bk.” “This is a Chinese bk.” “This is a pencil.” “This is a ruler.” etc.
T: Lk at these pictures. What are they? (Shw a picture f an English bk.)
S1: It’s a bk.
T: Yes, it’s a bk. But it’s an English bk. (Write “English bk” n the blackbard and teach the wrd “English”.) Read after me, English.
Ss: English.
T: This is an English bk. (Pint t the picture and say.)
Ss: This is an English bk.
T: Nw, lk at this picture. What’s this? (Shw a picture f a Chinese bk.)
S2: It’s a bk.
T: Yes, it’s a bk. But it’s a Chinese bk. (Write “Chinese bk” n the blackbard and teach the wrd “Chinese”.) Read after me, Chinese.
Ss: Chinese.
T: This is a Chinese bk. (Pint t the picture and say.)
Ss: This is a Chinese bk.
T: Nw, let’s learn sme ther wrds. Lk at this. What’s this? (Shw a picture f a pencil.)
S3: It’s a pencil.
T: Yes, it’s a pencil. (Write “pencil” n the blackbard and teach the wrd.) Read after me, pencil.
Ss: Pencil.
T: This is a pencil. (Pint t the picture and say.)
Ss: This is a pencil.
T: What’s this? (Shw a picture f a ruler.)
S4: It’s a ruler.
T: Yes, it’s a ruler. (Write “ruler” n the blackbard and teach the wrd.) Read after me, ruler.
Ss: Ruler.
T: This is a ruler. (Pint t the picture and say.)
Ss: This is a ruler.
通過圖片展示和實(shí)物演示的方式，直觀地呈現(xiàn)新單詞，讓學(xué)生更容易理解和記憶。同時(shí)，用新單詞造句，幫助學(xué)生掌握單詞的用法。
Practice
1. Play a game called “What’s missing?” Shw sme pictures f English bks, Chinese bks, pencils, rulers, etc. and let students clse their eyes. Then take away ne picture and ask students t guess what’s missing.
2. Ask students t wrk in pairs and practice saying the new wrds and sentences. Fr example, ne student shws a picture and asks “What’s this?” The ther student answers “This is an English bk.” “This is a Chinese bk.” “This is a pencil.” “This is a ruler.” etc.
T: Nw, let’s play a game. This game is called “What’s missing?” Lk at these pictures. (Shw sme pictures f English bks, Chinese bks, pencils, rulers, etc.) Nw, clse yur eyes. (Let students clse their eyes.) I will take away ne picture. Then pen yur eyes and guess what’s missing.
S1: The English bk is missing.
T: Yes, yu are right. Nw, let’s play again.
T: Nw, wrk in pairs. Practice saying the new wrds and sentences. Fr example, ne student shws a picture and asks “What’s this?” The ther student answers “This is an English bk.” “This is a Chinese bk.” “This is a pencil.” “This is a ruler.” etc.
S2: What’s this?
S3: This is a pencil.
S4: What’s this?
S5: This is an English bk.
通過游戲和小組活動(dòng)的方式，讓學(xué)生在輕松愉快的氛圍中鞏固新單詞和句型，提高學(xué)生的口語表達(dá)能力和合作學(xué)習(xí)能力。
Summary
1. Summarize the new wrds and sentences learned in this class.
2. Ask students t repeat the new wrds and sentences.
T: Tday, we learned sme new wrds and sentences. Wh can repeat them?
S1: English, Chinese, bk, pencil, ruler.
S2: This is an English bk.
S3: This is a Chinese bk.
S4: This is a pencil.
S5: This is a ruler.
總結(jié)本節(jié)課的重點(diǎn)內(nèi)容，幫助學(xué)生鞏固所學(xué)知識(shí)。
Hmewrk
1. Cpy the new wrds five times each.
2. Read the new wrds and sentences t yur parents.
T: Fr hmewrk, cpy the new wrds five times each. And read the new wrds and sentences t yur parents. See yu next time!
通過布置作業(yè)，讓學(xué)生進(jìn)一步鞏固所學(xué)知識(shí)，同時(shí)讓家長(zhǎng)了解學(xué)生的學(xué)習(xí)情況。
教學(xué)環(huán)節(jié)
教學(xué)內(nèi)容
師生互動(dòng)
設(shè)計(jì)意圖
Revisin
1. Review the new wrds and sentences learned in the last class.
2. Play a game called “Wrd Relay”. Divide the class int several grups. The first student in each grup says a new wrd, such as “English”. The secnd student says a sentence with the wrd, such as “This is an English bk.” The third student says anther new wrd, such as “Chinese”. The furth student says a sentence with the wrd, such as “This is a Chinese bk.” etc. The grup that finishes first wins.
T: Gd mrning, bys and girls! Let’s review the new wrds and sentences we learned last class. What are these? (Shw sme pictures f English bks, Chinese bks, pencils, rulers, etc.)
S1: This is an English bk.
S2: This is a Chinese bk.
S3: This is a pencil.
S4: This is a ruler.
T: Very gd! Nw, let’s play a game. This game is called “Wrd Relay”. I will divide yu int several grups. The first student in each grup says a new wrd, such as “English”. The secnd student says a sentence with the wrd, such as “This is an English bk.” The third student says anther new wrd, such as “Chinese”. The furth student says a sentence with the wrd, such as “This is a Chinese bk.” etc. The grup that finishes first wins.
Grup 1: English.
Grup 1: This is an English bk.
Grup 2: Chinese.
Grup 2: This is a Chinese bk.
Grup 3: pencil.
Grup 3: This is a pencil.
Grup 4: ruler.
Grup 4: This is a ruler.
通過復(fù)習(xí)和游戲的方式，鞏固上節(jié)課所學(xué)的新單詞和句型，激發(fā)學(xué)生的學(xué)習(xí)興趣和競(jìng)爭(zhēng)意識(shí)。
Presentatin
1. Shw sme pictures f peple speaking English and Chinese and ask students t bserve the differences between English and Chinese. Fr example, the prnunciatin, the writing system, the grammar, etc.
2. Explain the differences between English and Chinese in simple language. Fr example, English uses the Latin alphabet, while Chinese uses Chinese characters. English has a subject-verb-bject structure, while Chinese has a tpic-cmment structure. etc.
T: Lk at these pictures. What are they ding? (Shw sme pictures f peple speaking English and Chinese.)
S1: They are speaking English and Chinese.
T: Yes, they are. Nw, let’s bserve the differences between English and Chinese. What d yu see?
S2: The prnunciatin is different.
S3: The writing system is different.
S4: The grammar is different.
T: Very gd! Nw, let me explain the differences between English and Chinese in simple language. English uses the Latin alphabet, while Chinese uses Chinese characters. English has a subject-verb-bject structure, while Chinese has a tpic-cmment structure. etc.
通過圖片展示和提問的方式，引導(dǎo)學(xué)生觀察英語和漢語的區(qū)別，激發(fā)學(xué)生的好奇心和探索欲望。然后，用簡(jiǎn)單的語言解釋英語和漢語的區(qū)別，讓學(xué)生初步了解兩種語言的特點(diǎn)。
Practice
1. Ask students t wrk in grups and discuss the differences between English and Chinese. Then ask each grup t present their findings t the class.
2. Play a game called “Guess the Language”. Shw sme sentences in English and Chinese respectively and ask students t guess which language it is. Fr example, “I like apples.” “我喜歡蘋果?！?etc.
T: Nw, wrk in grups and discuss the differences between English and Chinese. Then each grup can present yur findings t the class.
Grup 1: English uses the Latin alphabet, while Chinese uses Chinese characters.
Grup 2: English has a subject-verb-bject structure, while Chinese has a tpic-cmment structure.
Grup 3: The prnunciatin is different.
Grup 4: The grammar is different.
T: Very gd! Nw, let’s play a game. This game is called “Guess the Language”. I will shw sme sentences in English and Chinese respectively. Yu need t guess which language it is. Fr example, “I like apples.” “我喜歡蘋果?！?etc.
S1: “I like apples.” is English.
S2: “我喜歡蘋果?！?is Chinese.
S3: “This is a bk.” is English.
S4: “這是一本書?！?is Chinese.
通過小組討論和游戲的方式，讓學(xué)生在實(shí)踐中進(jìn)一步了解英語和漢語的區(qū)別，提高學(xué)生的口語表達(dá)能力和合作學(xué)習(xí)能力。
Summary
1. Summarize the differences between English and Chinese learned in this class.
2. Encurage students t respect different languages and cultures.
T: Tday, we learned abut the differences between English and Chinese. English uses the Latin alphabet, while Chinese uses Chinese characters. English has a subject-verb-bject structure, while Chinese has a tpic-cmment structure. The prnunciatin and grammar are als different. We shuld respect different languages and cultures. D yu understand?
Ss: Yes.
T: Very gd!
總結(jié)本節(jié)課的重點(diǎn)內(nèi)容，強(qiáng)調(diào)尊重不同語言和文化的重要性，培養(yǎng)學(xué)生的跨文化意識(shí)。
Hmewrk
1. Observe mre differences between English and Chinese in yur daily lives.
2. Write dwn three differences between English and Chinese.
T: Fr hmewrk, bserve mre differences between English and Chinese in yur daily lives. And write dwn three differences between English and Chinese. See yu next time!
通過布置作業(yè)，讓學(xué)生在日常生活中繼續(xù)觀察英語和漢語的區(qū)別，提高學(xué)生的觀察能力和寫作能力。
教學(xué)環(huán)節(jié)
教學(xué)內(nèi)容
師生互動(dòng)
設(shè)計(jì)意圖
Revisin
1. Review the differences between English and Chinese learned in the last class.
2. Ask sme students t share their bservatins f the differences between English and Chinese in their daily lives.
T: Gd mrning, bys and girls! Let’s review the differences between English and Chinese we learned last class. Wh can tell me sme differences?
S1: English uses the Latin alphabet, while Chinese uses Chinese characters.
S2: English has a subject-verb-bject structure, while Chinese has a tpic-cmment structure.
S3: The prnunciatin is different.
S4: The grammar is different.
T: Very gd! Nw, wh can share yur bservatins f the differences between English and Chinese in yur daily lives?
S5: I fund that English wrds are shrter than Chinese wrds.
S6: I nticed that English sentences are usually mre direct than Chinese sentences.
通過復(fù)習(xí)和提問的方式，鞏固上節(jié)課所學(xué)的英語和漢語的區(qū)別，同時(shí)讓學(xué)生分享他們?cè)谌粘Ｉ钪械挠^察，激發(fā)學(xué)生的學(xué)習(xí)興趣和主動(dòng)性。
Presentatin
1. Shw a shrt stry in English and Chinese respectively and ask students t cmpare and understand the tw versins. Fr example, “The Three Little Pigs” in English and “三只小豬” in Chinese.
2. Explain sme difficult wrds and expressins in the stries and help students understand the meanings.
T: Lk at these tw stries. One is in English and the ther is in Chinese. They are bth “The Three Little Pigs”. (Shw the stries in English and Chinese respectively.) Let’s cmpare and understand the tw versins. What d yu find?
S1: The English stry has mre wrds than the Chinese stry.
S2: The Chinese stry is easier t understand.
S3: The pictures in the tw stries are the same.
T: Very gd! Nw, let me explain sme difficult wrds and expressins in the stries. Fr example, “pig” means “豬” in Chinese. “huse” means “房子” in Chinese. etc.
通過展示中英文對(duì)照的故事，讓學(xué)生在比較中進(jìn)一步理解英語和漢語的表達(dá)方式和特點(diǎn)，同時(shí)解釋一些難詞和短語，幫助學(xué)生理解故事的內(nèi)容。
Practice
1. Ask students t wrk in pairs and retell the stry in their wn wrds. One student retells the stry in English and the ther student retells the stry in Chinese.
2. Play a game called “Translatin Relay”. Divide the class int several grups. The first student in each grup says a sentence in English, and the secnd student translates it int Chinese. The third student says anther sentence in English, and the furth student translates it int Chinese. etc. The grup that finishes first wins.
T: Nw, wrk in pairs and retell the stry in yur wn wrds. One student retells the stry in English and the ther student retells the stry in Chinese.
S1: Once upn a time, there were three little pigs. They lived in a frest. One day, a big bad wlf came...
S2: 從前，有三只小豬。他們住在森林里。有一天，一只大壞狼來了...
T: Very gd! Nw, let’s play a game. This game is called “Translatin Relay”. I will divide yu int several grups. The first student in each grup says a sentence in English, and the secnd student translates it int Chinese. The third student says anther sentence in English, and the furth student translates it int Chinese. etc. The grup that finishes first wins.
Grup 1: I like apples.
Grup 1: 我喜歡蘋果。
Grup 2: This is a bk.
Grup 2: 這是一本書。
Grup 3: I am a student.
Grup 3: 我是一名學(xué)生。
Grup 4: She is beautiful.
Grup 4: 她很漂亮。
通過小組活動(dòng)和游戲的方式，讓學(xué)生在實(shí)踐中運(yùn)用英語和漢語進(jìn)行表達(dá)和翻譯，提高學(xué)生的口語表達(dá)能力和翻譯能力。
Summary
1. Summarize the main pints learned in this class.
2. Encurage students t read mre stries in English and Chinese and imprve their language skills.
T: Tday, we read and cmpared a stry in English and Chinese. We als practiced retelling and translating. We learned that English and Chinese have different expressins and characteristics. Reading stries in bth languages can help us imprve ur language skills. S, I encurage yu t read mre stries in English and Chinese and have fun learning
Ss: Yes, we will
T: Remember, learning a language is a jurney. Keep explring and enjying the prcess.
總結(jié)本節(jié)課的重點(diǎn)內(nèi)容，鼓勵(lì)學(xué)生多讀中英文故事以提高語言技能，強(qiáng)調(diào)學(xué)習(xí)語言是一個(gè)持續(xù)的過程，激發(fā)學(xué)生的學(xué)習(xí)積極性和探索精神。
Hmewrk
1. Read a shrt stry in English r Chinese and write dwn three differences between the tw languages as yu find in the stry.
2. Share the stry and yur findings with yur parents r classmates.
T: Fr hmewrk, read a shrt stry in English r Chinese. Then write dwn three differences between the tw languages as yu find in the stry. Yu can als share the stry and yur findings with yur parents r classmates. This will help yu deepen yur understanding f English and Chinese.
Ss: Okay, we understand.
通過布置作業(yè)，讓學(xué)生在閱讀故事中繼續(xù)尋找中英文的差異，并與他人分享，進(jìn)一步鞏固所學(xué)知識(shí)，同時(shí)提高學(xué)生的閱讀和分析能力，以及交流表達(dá)能力。

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Unit 2 English and Chinese

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