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沪教版（2024）小学英语三年级上册
Unit 3《What do we look like》教学设计
课题：Unit 3《What do we look like》
科目：小学英语
年级：一年级上册
版本：沪教版（2024）
课时安排：2课时
一、教学内容
本单元的主题是 “What do we look like ”，主要围绕描述人物的外貌特征展开。学生将学习与外貌相关的词汇，如 tall, short, fat, thin, big, small 等，以及句型 “He’s/She’s...（描述外貌特征）”。通过学习，学生能够用英语简单地描述自己和他人的外貌，并能在实际情境中进行交流。
二、教材特点与地位
1、教材特点
贴近学生生活实际，以生动有趣的图片和情境引导学生学习英语，激发学生的学习兴趣。
注重语言的实用性和交际性，通过各种活动和任务，培养学生的语言运用能力。
逐步渗透语音、语法等知识，帮助学生系统地学习英语。
2、教材地位
本单元是在学生已经学习了一些简单的日常用语和词汇的基础上，进一步拓展学生的语言知识和技能，为后续的英语学习打下基础。
外貌描述是日常生活中常见的话题，学习本单元有助于学生提高用英语进行日常交流的能力，增强自信心。
三、教学设计理念
1、以学生为中心，关注学生的兴趣和需求，设计多样化的教学活动，激发学生的学习积极性和主动性。
2、创设真实的语言情境，让学生在情境中学习和运用语言，提高语言的实际运用能力。
3、注重培养学生的合作学习能力和思维能力，通过小组活动、讨论等形式，促进学生之间的交流与合作。
4、采用多元化的评价方式，及时反馈学生的学习情况，鼓励学生积极参与学习。
四、教学目标
（一）知识目标
学生能听懂、会说、认读单词：tall, short, fat, thin, big, small。
学生能理解并运用句型 “He’s/She’s...（描述外貌特征）” 来描述他人或自己的外貌。
（二）能力目标
学生能够在实际情境中准确运用所学词汇和句型描述人物的外貌特征。
学生能够通过观察、比较等方式，培养自己的观察力和思维能力。
学生能够在小组活动中积极与他人合作，提高自己的合作学习能力和语言表达能力。
（三）情感目标
培养学生学习英语的兴趣，增强自信心。
引导学生关注他人，学会用英语赞美他人的优点，培养良好的人际关系。
五、教学重难点
（一）教学重点
掌握与外貌相关的词汇：tall, short, fat, thin, big, small。
运用句型 “He’s/She’s...（描述外貌特征）” 进行准确的表达。
（二）教学难点
单词 thin 和 fat 的发音区别，以及 tall 和 short 的正确运用。
引导学生能够灵活运用所学词汇和句型描述不同人物的外貌特征，并进行简单的交流。
六、教学准备
多媒体课件、单词卡片、图片、头饰等。
学生准备自己喜欢的人物照片或图片。
七、教学过程
第一课时
教学环节 教学内容 师生互动 设计意图
Warm-up 1. Greetings
2. Sing a song “Head, shoulders, knees and toes” T: Hello, boys and girls.
Ss: Hello, teacher.
T and Ss sing the song together and do the actions. 通过问候和唱歌，营造轻松愉快的学习氛围，复习身体部位的词汇，为引出外貌描述做铺垫。
Lead-in 1. Show a picture of a family.
2. Ask questions: Who are they What do they look like T: Look at this picture. Who are they
Ss: They are a family.
T: What do they look like Let’s have a look together. 利用图片创设情境，激发学生的好奇心和学习兴趣，自然导入新课。
Presentation 1. Learn new words: tall, short
- Show pictures of a tall man and a short boy.
- Teach the words “tall” and “short” by pronunciation, gestures and repeated reading.
2. Learn new words: fat, thin
- Show pictures of a fat woman and a thin man.
- Teach the words “fat” and “thin” in the same way as above, emphasizing the pronunciation difference between “thin” and “fat”.
3. Learn new words: big, small
- Show pictures of a big ball and a small ball.
- Teach the words “big” and “small” through visual demonstration and reading practice.
4. Practice the words
- Use the flashcards to quickly show the words and ask students to read them out.
- Play a game “What’s missing ” Remove one of the word cards and ask students to guess which one is missing. T: Look at this man. He is very tall. (Point to the tall man in the picture and do the gesture of being tall.) Read after me, “tall, tall, /t l/”.
Ss: Tall, tall, /t l/. (Repeat several times)
T: Now, look at this boy. He is short. (Point to the short boy and show the gesture of being short.) Say it, “short, short, / t/”.
Ss: Short, short, / t/.
(Teach the other words in a similar way)
T: Now, let’s play a game. Look at these flashcards. When I show them, you read them out as quickly as you can. Ready Go!
(Show the flashcards quickly)
T: OK, now close your eyes. I will take away one card. Open your eyes and guess what’s missing.
Ss: Is it the “tall” card
T: No, try again.
... 通过图片、手势、发音示范等多种方式直观地教授新单词，让学生易于理解和记忆。利用闪卡和游戏进行单词练习，增加学习的趣味性，巩固所学单词。
Practice 1. Listen and do
- T say the words “tall, short, fat, thin, big, small” and students do the corresponding gestures.
2. Pair work
- Students work in pairs. One student describes the appearance of a person in the picture using the new words, and the other student guesses who it is.
- Example:
S1: He’s tall and thin.
S2: Is it the man in the blue shirt
S1: Yes, you’re right.
3. Group work
- Divide students into groups of four. Each group takes out their own pictures or photos. They describe the people in the pictures using the new words and sentences, and then have a group discussion to see who can describe the most accurately and vividly. T: Now, listen to me. When I say “tall”, you stand up straight and stretch your hands up. When I say “short”, you squat down a little. Ready Tall!...
(Students do the actions according to the teacher’s instructions)
T: Now, work in pairs. Look at the pictures in your books or your own pictures. One of you describes and the other guesses. Let’s start.
(Students practice in pairs)
T: OK, now let’s do it in groups. Each group takes out your pictures and talk about them. Try to use the words and sentences we learned to describe as much as possible. Then, we’ll have a little competition to see which group is the best.
(Students work in groups and have a discussion)
T: Time’s up. Which group wants to share first
Group 1: We have a picture of a girl. She’s short and fat. She has big eyes and a small nose.
T: Very good! Any other groups
... 通过听做活动，让学生进一步熟悉单词的含义和发音，同时训练学生的反应能力。Pair work 和 group work 为学生提供了更多的口语练习机会，培养学生的合作学习能力和语言运用能力，让学生在实际交流中巩固所学知识。
Production 1. Make a dialogue
- Students make a dialogue with their partners according to the given situation: You meet a new friend at the park. You want to know what he/she looks like. Use the sentences we learned to have a conversation.
- Example:
S1: Hello! Nice to meet you.
S2: Nice to meet you too.
S1: What do you look like
S2: I’m tall and thin. I have big eyes and a small mouth. What about you
S1: I’m short and fat. But I’m very cute.
2. Role-play
- Ask some pairs to come to the front of the class and act out their dialogues. The rest of the students listen carefully and give comments. T: Now, imagine you meet a new friend at the park. You want to know what he/she looks like. Make a dialogue with your partner using the sentences we learned. You can start like this: “Hello! Nice to meet you.”
(Students prepare and practice their dialogues)
T: OK, who wants to come to the front and show your dialogue
(Some pairs come to the front and act out their dialogues)
T: Well done! Everyone, let’s give them a big hand. Now, let’s listen carefully and give some comments. What do you think is good about their dialogue Are there any places that need to be improved
Ss: I think they speak very clearly and use the words and sentences correctly.
Ss: Maybe they can add more expressions and actions to make it more interesting.
T: Very good suggestions. Thank you. Next pair, please.
... 创设真实的情境，让学生进行对话创编和角色扮演，培养学生的语言综合运用能力和创造力，同时提高学生的口语表达能力和自信心。通过学生的展示和评价，让学生相互学习，共同进步。
Summary 1. Review the new words and sentences learned in this class.
- T shows the pictures and words cards again and asks students to read and say the words and sentences.
2. Summarize the main points of this class.
- T: Today, we learned some words about people’s appearance, such as tall, short, fat, thin, big, small. And we also learned how to use the sentence “He’s/She’s...” to describe someone’s look. Remember to use these words and sentences correctly in our daily life. T: Let’s review what we learned today. Look at these pictures and words cards. What are they
Ss: Tall, short, fat, thin, big, small.
T: Very good. And how do we describe someone’s appearance
Ss: He’s/She’s...
T: Right. So in our daily life, when we see someone, we can use these words and sentences to talk about their looks. Do you understand
Ss: Yes, we understand.
T: OK, great job everyone! 回顾本节课所学的重点内容，帮助学生巩固知识，强化记忆。同时，引导学生将所学知识与日常生活联系起来，培养学生学以致用的意识。
Homework 1. Listen to the tape of this unit and repeat the words and sentences for at least three times.
2. Describe the appearance of your family members to your parents in English. T: Today’s homework is to listen to the tape and repeat the words and sentences. Do it at least three times. And you can also describe the appearance of your family members to your parents in English. Can you do it
Ss: Yes, we can.
T: Great! See you next time.
Ss: See you, teacher. 布置听读作业，让学生巩固所学的语音知识，培养学生的语感。同时，让学生用英语描述家庭成员的外貌，将英语学习延伸到家庭生活中，增强学生的学习兴趣和语言运用能力。
第二课时
教学环节 教学内容 师生互动 设计意图
Warm-up 1. Revision
- Review the words and sentences learned in the last class by playing a game “Quick response”. The teacher shows the word cards or pictures randomly, and students quickly say the words or sentences.
2. Free talk
- T asks some students questions about their family members’ appearance: What does your father/mother look like T: Now, let’s play a game. Look at the cards and pictures. Say the words or sentences as quickly as you can. Ready Go!
(Show the cards and pictures)
Ss: Tall, short, fat, thin... He’s tall and thin. She’s short and fat.
...
T: Very good! Now, I want to ask some of you. What does your father look like
S1: My father is tall and fat. He has big eyes.
T: That’s great. And what about your mother
S2: My mother is short and thin. She has a small nose and a big mouth.
T: Good job! Thank you. 通过游戏复习上节课所学的单词和句型，激发学生的学习兴趣，快速进入学习状态。Free talk 环节让学生运用所学知识进行实际交流，巩固语言知识，同时也为新课的学习做好铺垫。
Lead-in 1. Show a picture of a cartoon character.
2. Ask students to describe its appearance using the words and sentences they learned. T: Look at this picture. Who is it Do you know
Ss: It’s Mickey Mouse.
T: Yes, it’s Mickey Mouse. Now, describe what Mickey Mouse looks like. You can use the words and sentences we learned last class.
Ss: He’s short and fat. He has big ears and a small nose.
T: Very good! So today we are going to learn more about describing people’s appearance. 利用学生熟悉的卡通形象引出新课，激发学生的学习兴趣，同时复习已学知识，为进一步学习拓展内容做准备。
Presentation 1. Learn the sentence “I have...”
- T points to own eyes and says: “I have big eyes.” Then points to own hair and says: “I have long hair.” Teach the sentence “I have...” by repeating and gestures.
2. Practice the sentence
- Students look at themselves in the mirror or pictures of themselves and say sentences like “I have... (describing their own features)”.
3. Learn to describe in more detail
- Show some pictures of people with different features and clothes. Teach students how to describe not only the basic appearance but also the details such as hair style, clothes color, etc.
- Example: She’s tall and thin. She has long straight hair. She’s wearing a red dress.
4. Listen and repeat
- Play the tape of the dialogues or sentences related to the new content. Students listen and repeat, paying attention to the pronunciation and intonation. T: Look at me. I have big eyes. (Point to own eyes and say slowly) I have long hair. (Point to own hair and say) Now, you say after me. “I have...”
Ss: I have... (Students follow the teacher and say)
T: Good. Now, look at yourself in the mirror or your pictures. Say sentences like “I have...” to describe your own features.
(Students practice describing themselves)
T: Now, look at these pictures. This girl is tall and thin. She has long straight hair. She’s wearing a red dress. (Point to the details in the picture and describe) We can describe people more detailed like this. Do you understand
Ss: Yes, we understand.
T: OK. Let’s listen to the tape and repeat. Listen carefully to the pronunciation and intonation.
(Play the tape and students listen and repeat) 通过教师的自身示范和引导，让学生学习用 “I have...” 来描述自己的外貌特征，增加学生的参与感和学习积极性。进一步教授学生如何更详细地描述人物外貌，包括发型、服装颜色等细节，拓展学生的语言表达能力。听读练习帮助学生纠正发音，培养语感。
Practice 1. Pair work: Describe and guess
- Students work in pairs. One student describes a person in the class or a famous person they know in detail (including appearance and clothing), and the other student guesses who it is.
- Example:
S1: He’s a boy in our class. He’s tall and thin. He has short black hair. He’s wearing a blue T-shirt and black pants. Who is he
S2: Is it Tom
S1: Yes, you’re right.
2. Group work: Design a fashion show
- Divide students into groups. Each group designs a fashion show using pictures or drawings. They describe the models’ appearances and the clothes they are wearing. Then, each group presents their fashion show to the class and the other groups listen and give comments.
3. Sentence making competition
- Divide the class into several teams. The teacher shows a picture or a word related to appearance. Each team has to make a sentence using the words and sentences learned as quickly as possible. The team that makes the most correct and creative sentences wins. T: Now, let’s do a pair work. One of you describes a person in our class or a famous person you know, and the other guesses. Remember to describe in detail. Let’s start.
(Students practice in pairs)
T: OK, now it’s time for group work. Each group designs a fashion show. You can use pictures or draw by yourselves. Then describe the models’ appearances and clothes. After that, present your fashion show to the class.
(Students work in groups and design their fashion shows)
Group 1: This is our fashion show. Our model is a girl. She’s short and cute. She has long curly hair. She’s wearing a pink dress and white shoes.
T: Very good! Group 2, it’s your turn.
...
T: Now, let’s have a sentence making competition. I will show you a picture. Each team has to make a sentence as quickly as possible. The team that makes the most correct and creative sentence wins. Look at this picture. (Show a picture of a person with glasses)
Team 1: He has big eyes and he’s wearing glasses. He’s tall and thin.
T: Good job! Team 2, what’s your sentence
Team 2: She’s a girl. She has short hair and she’s wearing glasses. She’s not fat or thin. She’s wearing a yellow T-shirt.
T: Well done! Both teams did a great job.
Pair work 让学生在互动中进一步巩固所学知识，提高语言运用能力，同时培养学生的观察力和记忆力。Group work 培养学生的团队合作精神和创造力，通过设计时尚秀并描述，让学生将外貌描述与实际情境相结合，增加学习的趣味性。Sentence making competition 激发学生的竞争意识，促使学生积极思考，快速运用所学词汇和句型进行造句，进一步强化语言表达能力。
Production 1. Write a short passage
- Ask students to write a short passage about a person they like (it can be a family member, a friend, a teacher or a celebrity). They need to describe the person’s appearance in detail, including height, build, hair, eyes, and clothing. Encourage students to use the words and sentences they have learned in this unit as much as possible.
2. Share and read
- Ask some students to come to the front of the class and read their passages aloud. The other students listen carefully and try to understand what the person looks like. Then, they can ask questions or give comments if they have any. T: Now, it’s time for you to show your writing skills. Write a short passage about a person you like. Remember to describe their appearance carefully. You can start writing now.
(Students write their passages)
T: OK, who wants to share their passage with us
S1: I like my mother. She is tall and thin. She has long black hair and big eyes. She always wears a beautiful dress. I love her very much.
T: Very good! Anyone else
S2: My favorite celebrity is Wang Yibo. He is very tall and handsome. He has short hair and his eyes are very bright. He often wears cool clothes. I think he is very cool.
T: Great! Everyone, listen carefully and see if you can understand what they are describing. Do you have any questions or comments
S3: I want to ask S1. What color is your mother’s dress usually
S1: Her dress is usually red or blue. She likes these colors.
T: Very good interaction. Keep it up! 通过写作练习，让学生综合运用所学的语言知识，提高学生的书面表达能力。Share and read 环节为学生提供了展示和交流的平台，让学生在分享中互相学习，同时也锻炼了学生的听力和口语表达能力。通过提问和评论，培养学生的批判性思维和语言交际能力。
Summary 1. Review the key points learned in this class
- Summarize the new sentence “I have...” and how to describe a person’s appearance in more detail, including hair style, clothing, etc.
- Review the words and sentences learned in the previous class.
2. Encourage students to use English to describe people’s appearance in daily life
- T: We have learned a lot about describing people’s appearance today. Remember to use these words and sentences when you talk about people with your friends or family in English. It will help you improve your English skills and also make your communication more interesting. T: Let’s review what we learned today. We learned the sentence “I have...” to describe our own features. And we also learned how to describe a person more detailed, like their hair style and clothes. Who can repeat some of the sentences we used
Ss: She has long straight hair. He’s wearing a red dress.
T: Very good! And don’t forget the words and sentences we learned last class, like tall, short, fat, thin... Now, remember to use English to describe people’s appearance in your daily life. It will make your English better and better. Do you understand
Ss: Yes, we understand.
T: Great! Well done everyone! 总结本节课的重点知识，帮助学生梳理所学内容，强化记忆。鼓励学生在日常生活中运用英语描述人物外貌，将所学知识运用到实际生活中，提高学生的语言运用能力和学习积极性，培养学生的语言学习习惯。
Homework 1. Finish the workbook exercises related to this unit.
2. Describe the appearance of three people around you (one in English and two in Chinese) and share it with your classmates next class. T: For today’s homework, first, finish the workbook exercises related to this unit. It will help you review what we learned. Second, describe the appearance of three people around you. One of them should be in English and the other two can be in Chinese. We will share them in the next class. Are you clear
Ss: Yes, we are clear.
T: OK, goodbye everyone. See you next class.
Ss: Goodbye, teacher. 布置作业让学生通过完成练习册巩固课堂所学知识，同时要求学生用英语描述一个身边人的外貌，进一步强化英语语言运用能力，并用中文描述另外两个人的外貌，为下节课的分享做准备，增加学生对身边人的观察和语言表达能力。
八、板书设计
Unit 3 What do we look like
（一）Words
tall short fat thin big small
（二）Sentences
He’s/She’s...
He’s tall and thin.
She’s short and fat.
I have...
I have big eyes.
I have long hair.
（在黑板上通过图片或简笔画的形式展示相应的单词和句型，以便学生直观地理解和记忆。同时，留出一定的空间用于学生的课堂练习和展示。）
九、教学反思
通过这两节课的教学，学生对与外貌相关的词汇和句型有了较好的掌握，能够用英语简单地描述自己和他人的外貌。在教学过程中，我注重创设情境，让学生在真实的情境中学习和运用语言，提高了学生的学习兴趣和积极性。同时，通过多种形式的练习和活动，如游戏、小组合作、角色扮演等，培养了学生的语言运用能力、合作学习能力和思维能力。
然而，在教学过程中也存在一些不足之处。例如，在单词发音教学中，部分学生对于 thin 和 fat 的发音区别仍然掌握得不够准确，需要在今后的教学中加强个别辅导和发音练习。在小组活动中，个别小组的合作不够积极，参与度不够高，需要进一步引导和鼓励学生积极参与小组活动，提高团队合作意识。另外，在教学时间的把控上还需要更加精准，确保每个教学环节都能充分展开，让学生有足够的时间进行练习和展示。
针对以上问题，在今后的教学中，我将采取以下改进措施：一是加强语音教学，采用更多的发音练习方法，如绕口令、发音对比练习等，帮助学生准确掌握单词发音。二是关注小组活动的开展情况，及时给予指导和帮助，鼓励每个学生积极参与，发挥小组合作的优势。三是在教学设计时更加合理地安排教学时间，充分考虑学生的学习情况和实际操作时间，确保教学过程的顺利进行。
总之，通过这两节课的教学实践，我对教学有了更深刻的认识和体会，也将不断改进自己的教学方法和策略，提高教学质量，让学生在轻松愉快的氛围中更好地学习英语。

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