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（PEP版）三年级下学期
Unit3 Tools and senses for learning单元整体分析
课时 Unit3 Tools and senses for learning B let’s talk
语篇内容 A guessing game 类型 对话课
语篇分析 What 主题意义 & 主要内容本课时的“Let’s talk”部分呈现的是Wu Binbin与Mike Black在教室对话的场景，围绕关于询问或猜测物品是什么的对话，让学生学习词汇“these”和句型“What’s this ”“What are these ”“It’s …”“They’re …”等。“Play a guessing game”部分以趣味游戏的形式展开。通过描述某个学习用品或某物的特点，让对方根据描述的情况猜测对应的单词。不仅巩固了新学词汇，还锻炼了学生的听力理解、口语表达以及逻辑思维能力。How 文体结构 & 语言特点本课语篇采用了先对话后实践、循序渐进的结构。Let’s talk以对话的文体形式呈现，有明确的角色，通过角色之间一来一往的问答，使语言交流自然流畅地展开，符合真实社交场景中的对话模式。句子结构较为简单，属于日常交际用语中的简单句，易于学生理解和模仿。“Play a guessing game”环节则是对所学词汇的拓展应用。可以采用图片、文字、视觉、感官等方式进行提示提示，便于学生理解。学生在猜测过程中需要运用所学词汇和句子进行回答，形成了有效的语言互动循环，逐步提升学生从认知词汇到运用词汇进行交流的能力。Why 语篇意图 & 语篇价值从语言学习的角度，语篇为学生提供了真实且实用的语言素材，为他们今后更复杂的语言表达和交流奠定基础。在认知发展方面，通过将英语词汇与日常学习环境相结合，帮助学生建立起英语与现实生活的联系，提高他们的认知能力和语言敏感度。从情感态度上看，猜谜游戏的设置让英语学习充满乐趣，减轻学生对学习英语的畏难情绪，激发他们学习英语的兴趣和积极性，培养学生在课堂上积极参与、大胆表达的良好学习品质，有利于学生长期保持对英语学习的热情。
教学目标教学重点、难点 1.在听、说、认、读的活动中，学生能识别并理解本课所学的词汇和句子。通过观察图片、实物以及教师的动作示范等方式，建立起单词与实物及对应场景对话的联系，理解相关词汇在简单句子中的运用。（学习理解）2.能够在“Play a guessing game”中，运用恰当的表达方式描述物品特征，让同学用所学词汇和句型准确地猜出答案。在小组合作交流中熟练运用这些单词和句型进行互动，提高口语表达的准确性和流利性。（应用实践）3.学生将本课所学迁移到校园学习场景中，用英语改编对话，拓展语言运用的情境。鼓励学生发挥创意，设计英语小短剧，运用所学词汇进行角色对话，从而培养创新思维与跨情境运用英语的能力，提升语言综合素养。（迁移创新）
资源选取及运用 教材、PPT及图片
教学过程：
教学目标 学习活动 效果评价
1.学习理解在听、说、认、读的活动中，学生能识别并理解本课所学的词汇和句子。通过观察图片、实物以及教师的动作示范等方式，建立起单词与实物及对应场景对话的联系，理解相关词汇在简单句子中的运用。 1.Let’s chant:What's the video about A. Tools（工具）. B. Senses.2.Look and say3.Listen and say4.Presentation5.Watch and answer6.Watch and imitate 教师观察学生能否参与互动交流，根据需要调整领读与鼓励。教师根据学生发音情况，并且利用图片让学生理解短语的意思，给与指导与反馈教师根据学生不同的水平，结合教学中出现的问题给与指导与鼓励
设计意图：本阶段学习活动旨在帮学生在语境中理解学习内容，学习核心词汇和核心语言。学生在教师的指导下看图预测对话内容，在跟读模仿中模仿正确的语音语调，内化语言，为语言输出奠定基础。
教学目标 学习活动 效果评价
2.应用实践：能正确朗读对话和表演对话。在小组合作交流中熟练运用这些单词和句型进行互动，提高口语表达的准确性和流利性。 1.Listen and imitate2.Listen and choose3.Let’s dub4.Role play5.Grammar6.Make a new dialogue 教师观察学生运用核心语言进行交流的情况，根据学生表现给与指导与反馈。教师观察学生能否能够顺利完成连线题目，根据学生表现给与提示和指导。
设计意图：本阶段学习活动引导学生在游戏中巩固知识。特别是重点语句，在游戏中不知不觉完成知识的学习。
教学目标 学习活动 效果评价
3.迁移创新：利用猜一猜的游戏，巩固内容，完成输出。 1.A guessing game2.Listen and choose 教师观察学生在小组内运用所学语言交流，教师根据学生对问题的回应与反馈，引导讨论和正确的评价。及时给与帮助和鼓励
设计意图：本阶段的教学活动旨在帮助学生内化语言知识，将所学知识运用到实际中，从学习理解过渡到运用实践，为后面的迁移创新有了真实的感受和体验。
板书设计
阶梯式作业设计：
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Unit3 Tools and senses for learning B let’s talk同步练习
一、根据句意和图片提示，选择合适的单词补全句子或对话。(注意大小写)
this that these
1. Look!is an orange.2.is an apple.
3.— What are — They' re grapes.
二、为下列句子选择合适的应答语。
( )1. What's this A. Sure. Here you are.
( )2. Do you have a pencil B. They' re books.
( )3. What are these C. I'm from China.
( )4. Can I use your ruler D. It's a pen.
( )5. Where are you from E. Yes, I do.
三、[传统文化]霜降是秋季的最后一个节气。阅读材料，完成下列任务。
It's Frost's Descent(霜降)! Let's use our senses to learn it. Look at these persimmons(柿子). They are orange. Eat a persimmon. Yummy! Pick up the leaves. It's cool.
任务一：材料中的感受对应哪些感官 在对应的图片下面打“ ”。
任务二：根据材料和图片，回答问题。
What are these
__________________
参考答案
一、
1. That 2. This 3. these
二、
1. D 2. E 3. B 4. A 5. C
三、
任务一：在眼睛、嘴巴和手下面打“ ”
任务二: They are persimmons.
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Unit 3 Tools and senses for learning
Part B Let's talk (a guessing game)
让教学更有效
Let’s chant
What's the video about
A. Tools（工具）. B. Senses.
√
ruler
book
Aho! 没抓到，再试试吧！
pencil box
pencil
crayon
pen
eraser
Look and say
What's this
It's….
bird
chicken
sheep
duck
Listen and say
What helps us learn (什么帮助我们学习 )
Senses(感官)
School tools
A.Senses(感官)
B.School tools
rulers
crayons
pencils
pens
I use...
A.I hear with my ears.
B.I see with my eyes.
A
B
Look and say
Look and say
Who are they
Look and say
Listen and tick
What are they guessing
(他们正在猜测什么？)
pencil
pen
bananas
grapes
duck
snake
Watch and answer
--What helps Mike learn
--He can _____ .
see smell taste touch
hear
1
What’s this
2
It's a pencil.
Listen and repeat
Watch and answer
--What helps Mike learn
--He can _____ .
see smell taste touch
hear
What are these
They're grapes.
Listen and repeat
Look and say
What are
these
They are rabbits.
Look and say
What are
these
They are cats.
Let’s find
this
these
or
a pencil
grapes
this
these
Tip：
单数用this
复数用these
Watch and answer
--What helps Mike learn
--He can _____ .
see smell taste touch
hear
Quack! Quack! What about this
Aha! It's a duck!
Listen and repeat
Listen and say
What‘s this
It's a/an ________
Ask and answer
What senses does Mike use
Revision
touch
taste
see and hear
Look and say
Make a new dialogue
Watch and imitate
Listen and imitate
Do you like this games Can you do like Mike and Binbin Let’s listen and imitate.
不同的语气可以传递出不同的情感，请认真感受人物说话的情感哦！
Tips
What are these
Quack! Quack!
What about this
What's this
It's a pencil.
They're grapes.
Aha! It's a duck!
What are these
Quack! Quack!
What's this
It's a pencil.
They're grapes.
Aha! It's a duck!
What about this
Listen and choose
What are these
Quack! Quack!
What about this
What's this
1. _____________
2. ____________
Aha! 3. __________
They’re grapes.
It’s a duck.
It’s a pencil.
A
B
C
They’re grapes.
It’s a pencil.
It’s a duck.
Let’s dub
Role play
I can read correcly.
I can read fluently.
I can read with emotion.
I can play with action and creation.
Grammar
What are these
Quack! Quack!
What about this
What's this
It’s a pencil.
They’re grapes.
Aha! It’s a duck.
Look at these two sentences. Are they the same What’s the difference
Grammar
Make a new dialogue
Make a new dialogue in your group.
What's this
It's a ______.
What are these
They’re______.
Play a guessing game
Let’s use our eyes to see and use our mouth to say.
What are these
They're ...
Listen and choose
Do you have good ears like Mike Let’s check.
A. It’s a duck.
B. They are ducks.
Listen and choose
Do you have good ears like Mike Let’s check.
A. It’s a cat.
B. They are cats.
Listen and choose
Do you have good ears like Mike Let’s check.
A. It’s a dog.
B. They are dogs.
Listen and choose
Do you have good ears like Mike Let’s check.
A. It’s a bird.
B. They are birds.
Unit 3 Learning better
Unit 3 Learning better
Unit 3 Learning better
B Let's talk
B Let's talk
B Let's talk
How do our senses help us learn
v
v
v
What's this
What's this
What's this
It's a pencil.
It's a pencil.
It's a pencil.
What're these
What're these
What're these
They are grapes.
They are grapes.
They are grapes.
What about this
What about this
What about this
It's a duck.
It's a duck.
It's a duck.
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