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英语三年级上册unit 6 Review教学设计
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这是一份英语三年级上册unit 6 Review教学设计，共45页。教案主要包含了教学目标，教学重难点，教学准备，教学过程，板书设计，教学反思等内容，欢迎下载使用。
一、教学目标
（一）知识目标
1. 学生能够复习巩固Unit6中所学的关于数字（ne - ten）、颜色（red, yellw, blue, green, black, white, range, brwn, pink, purple）、动物（dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin）等词汇。
2. 学生能够熟练运用句型“Hw many... are there? There is/are...”来询问和描述物品的数量。
3. 学生能够理解并运用句型“What clr is it? It's...”来询问和回答物体的颜色。
4. 学生能够听懂、会说、认读关于动物特征和喜好的短语，如“like carrts”（喜欢胡萝卜）、“has a lng nse”（有一个长鼻子）等。
（二）能力目标
1. 通过各种形式的复习活动，如游戏、对话、阅读等，提高学生的听、说、读、写能力。
2. 培养学生的观察能力、思维能力和语言运用能力，使其能够在实际情境中灵活运用所学知识进行交流。
3. 引导学生通过小组合作学习，培养学生的合作意识和团队精神。
（三）情感目标
1. 激发学生学习英语的兴趣，让学生在轻松愉快的氛围中复习知识，增强学习的自信心。
2. 培养学生爱护动物、关注自然的情感意识。
二、教学重难点
（一）教学重点
1. 复习巩固Unit6中所学的词汇和句型，包括数字、颜色、动物及相关的描述短语和句型。
2. 能够准确运用“Hw many... are there? There is/are...”和“What clr is it? It's...”进行问答交流。
（二）教学难点
1. 学生能够区分“There is”和“There are”的用法，并能根据实际情况正确运用。
2. 引导学生将所学的词汇和句型综合运用到实际情境中，进行有条理的表达和交流。
三、教学准备
1. 多媒体课件、单词卡片、动物图片、彩色气球、实物道具（如玩具动物、彩色铅笔等）、奖励小贴纸。
2. 学生准备自己制作的动物卡片（可以画上自己喜欢的动物，并标注动物名称和颜色）。
四、教学过程
（一）Warming-up
1. Greetings
T: Hell, bys and girls. Hw are yu tday?
Ss: Hell, teacher. I'm fine, thank yu. And yu?
T: I'm very well t. Nice t see yu.
设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂氛围，为课堂教学做好准备。
2. Sing a sng
T: Let's sing a sng tgether. “The number sng”.（播放歌曲视频，师生一起唱）
One, tw, three, fur, five,
Once I caught a fish alive.
Six, seven, eight, nine, ten,
Then I let it g again.
Why did yu let it g?
Because it bit my finger s.
Which finger did it bite?
This little finger n the right.
设计意图：以欢快的数字歌曲开场，复习数字词汇，激发学生的学习兴趣，同时活跃课堂气氛，让学生快速进入学习状态。
（二）Revisin f numbers
1. Cunting game
T: Nw, let's play a cunting game. I'll shw yu sme things. Yu cunt them and say the numbers in English. Fr example, lk at the ballns n the screen.（展示课件上的气球图片）Hw many ballns are there?
Ss: One, tw, three... ten. There are ten ballns.
T: Very gd. Nw, lk at these apples.（展示苹果图片）Hw many apples are there?
S1: One, tw, three... five. There are five apples.
设计意图：通过展示不同数量的物品图片，让学生进行数数练习，复习数字词汇，并引导学生运用“There are...”句型表达物品的数量，增强学生的口语表达能力和对数字的敏感度。
2. Number flashcards
Shw the number flashcards quickly t the students. The students read the numbers alud as fast as they can.
T: Lk at the flashcards. What's the number?
Ss: It's ne/tw/three...
设计意图：利用数字闪卡，快速呈现数字，让学生快速认读，提高学生的反应能力和对数字的记忆。
3. Math prblems with numbers
Write sme simple math prblems n the blackbard, such as “2 + 3 =?”, “5 - 1 =?”, “4 × 2 =?”. Ask the students t answer them in English.
T: Wh can answer this math prblem? What's tw plus three?
S2: It's five.
T: Great. Hw abut this ne? Five minus ne is...
S3: It's fur.
设计意图：将数字与数学运算相结合，通过解决简单的数学问题，进一步巩固数字的认读和运用，同时培养学生的数学思维和英语表达能力。
（三）Revisin f clrs
1. Clr guessing game
Shw sme clr cards with nly a small part f the clr visible. Ask the students t guess the clr.
T: What clr is it? Guess!
S1: Is it red?
T: N, it isn't.
S2: Is it blue?
T: Yes, it is. Yu're right. Nw, let's try anther ne.（展示另一张颜色卡片）
设计意图：通过颜色猜谜游戏，激发学生的好奇心和参与度，复习颜色词汇，同时培养学生的观察能力和语言猜测能力。
2. Clr and bject matching
Shw sme pictures f bjects in different clrs, such as a red apple, a yellw banana, a blue sky, a green tree, etc. Ask the students t match the bjects with the crrespnding clrs.
T: Lk at these pictures. What clr is the apple?
Ss: It's red.
T: Gd. And what clr is the banana?
S3: It's yellw.
T: Nw, match the bjects with the clrs n yur paper.（给学生发放印有物体和颜色选项的纸张，让学生进行匹配）
设计意图：将颜色与物体相结合，让学生通过观察图片，复习颜色词汇，并进行颜色与物体的匹配练习，加深学生对颜色的理解和记忆，同时提高学生的动手能力和认知能力。
3. Describe the clrs f things in the classrm
Ask the students t lk arund the classrm and describe the clrs f the things they see using the sentence pattern “It's...”.
T: Lk arund ur classrm. What clrs can yu see? Fr example, the blackbard is black. What else?
S4: The desks are yellw.
S5: The walls are white.
...
设计意图：引导学生观察教室里的物品，用所学句型描述物品的颜色，将英语学习与实际生活相结合，提高学生的语言运用能力和对周围环境的观察力。
（四）Revisin f animals
1. Animal flashcards
Shw the animal flashcards ne by ne. The students say the names f the animals alud.
T: What's this?
Ss: It's a dg.
T: Yes. Next ne. What's this?
Ss: It's a cat.
...
设计意图：通过展示动物闪卡，复习动物词汇，让学生快速说出动物的名称，加深对动物单词的记忆。
2. Animal characteristics and actins
Describe the characteristics and actins f sme animals and ask the students t guess what animal it is.
T: It has a lng tail and it can climb trees. What animal is it?
S1: Is it a mnkey?
T: Yes, yu're right. Nw, I'll describe anther ne. It has a big bdy and a lng nse. What animal is it?
S2: It's an elephant.
设计意图：通过描述动物的特征和动作，让学生猜测动物名称，不仅复习了动物词汇，还培养了学生的听力理解能力和思维能力，增加了学习的趣味性。
3. Dialgues abut animals
Create sme dialgues abut animals with the students.
T: D yu like animals?
Ss: Yes, we d.
T: What's yur favrite animal?
S3: My favrite animal is a panda. It's very cute.
T: Why d yu like pandas?
S3: Because they are black and white and they lk very lvely.
T: Very gd. Nw, ask yur partner abut his/her favrite animal.（学生两两一组进行对话练习，询问对方最喜欢的动物及原因）
设计意图：通过师生对话和学生两两对话，复习关于动物的话题，运用所学句型进行交流，提高学生的口语表达能力和语言运用能力，同时培养学生的交流意识和合作精神。
（五）Revisin f sentences
1. “Hw many...” sentence pattern practice
(1) Shw sme pictures f grups f animals r bjects. Ask the students t use “Hw many... are there?” t ask abut the number f things in the pictures and then answer using “There is/are...”.
Fr example, shw a picture f three dgs.
T: Lk at this picture. Hw many dgs are there?
Ss: Hw many dgs are there?
T: There are three dgs.（引导学生一起回答）
Nw, yu try. Lk at this picture f sme apples.（展示苹果图片）Hw many apples are there?
S4: Hw many apples are there?
Ss: There are five apples.
(2) Grup wrk
Divide the students int grups. Each grup is given a set f pictures. They take turns t ask and answer questins using the “Hw many...” sentence pattern.
设计意图：通过图片展示，让学生练习“Hw many...”句型，复习询问物品数量的表达方式，并引导学生用“There is/are...”进行回答，培养学生的观察能力和语言运用能力。小组活动可以让学生在合作中学习，提高学生的团队协作能力和口语交流能力。
2. “What clr...” sentence pattern practice
(1) Shw sme pictures f clred bjects. Ask the students t use “What clr is it?” t ask abut the clr f the bject and then answer using “It's...”.
Fr example, shw a picture f a red car.
T: What clr is it?
Ss: What clr is it?
T: It's red.（引导学生一起回答）
Nw, lk at this picture f a flwer.（展示花朵图片）What clr is it?
S5: What clr is it?
Ss: It's yellw.
(2) Pair wrk
Ask the students t wrk in pairs. One student pints t an bject in the classrm r n their wn animal card and asks “What clr is it?”, and the ther student answers “It's...”. Then they exchange rles.
设计意图：利用图片和教室里的实物以及学生自己制作的动物卡片，练习“What clr...”句型，让学生在实际情境中运用所学句型询问和回答物体的颜色，加深对句型的理解和记忆，提高学生的口语表达能力和语言运用能力。
3. Cmbine the tw sentence patterns
Shw sme pictures with bth animals/bjects and clrs. Ask the students t make sentences using “Hw many... are there?” and “What clr is it?”.
Fr example, shw a picture f tw blue birds.
T: Lk at this picture. Hw many birds are there?
Ss: There are tw birds.
T: What clr are they?
Ss: They are blue.
Then ask the students t make mre cmplex sentences, such as “There are tw blue birds.” r “Hw many blue birds are there? There are tw.”
设计意图：将“Hw many...”和“What clr...”两个句型结合起来进行练习，培养学生综合运用语言的能力，让学生能够在描述物品数量的同时，也能表达出物品的颜色，提高学生的语言表达的准确性和完整性。
（六）Text review
1. Listen and repeat
Open the textbk t the relevant pages f Unit6. Play the audi f the text dialgues r passages. The students listen and repeat sentence by sentence, paying attentin t the prnunciatin, intnatin and rhythm.
T: Nw, let's listen t the text. Listen carefully and repeat after it.（播放课文音频）
设计意图：通过听读课文，让学生复习课本中的语言内容，纠正发音，培养语感，加深对课文的理解和记忆。
2. Rle-play the text
Divide the students int grups. Each grup assigns rles t the students and rle-plays the text dialgues r passages. They can use the prps they have prepared r make sme simple actins t make the perfrmance mre vivid.
T: Nw, let's rle-play the text. Yu can use yur animal cards r ther prps t make it mre interesting.（学生分组进行角色扮演）
After the rle-plays, ask sme grups t cme t the frnt and perfrm fr the class. The ther students watch and listen carefully.
设计意图：让学生通过角色扮演的方式复习课文，增强学生对课文内容的理解和记忆，同时提高学生的口语表达能力和表演能力，培养学生的自信心和团队合作精神。
3. Explain the key pints in the text
While the students are rle-playing r after they finish, g ver the key wrds, phrases and sentence patterns in the text. Explain the meanings and usages f them, and give sme examples t help the students understand better.
T: In this text, we have sme imprtant phrases and sentence patterns. Fr example, “like carrts” means...（讲解课文中的重点短语和句型）
设计意图：对课文中的重点知识进行讲解和梳理，帮助学生理解和掌握课文中的关键内容，提高学生的语言知识水平和阅读理解能力。
（七）Practice and extensin
1. Grup activity: Make a z
Divide the students int grups. Each grup is given a large piece f paper and sme clred pens r crayns. They wrk tgether t design a z n the paper. They need t draw different animals, write the names f the animals and describe their clrs and characteristics using the wrds and sentences we have learned. They can als add sme numbers t shw hw many animals f each kind there are.
Fr example:
There are three pandas in ur z. They are black and white. They like bamb.
There are five mnkeys. They are brwn. They like bananas. They can climb trees.
...
After they finish, each grup presents their z t the class and explains what they have drawn and written.
设计意图：通过小组活动“制作一个动物园”，将所学的数字、颜色、动物等知识进行综合运用，培养学生的创造力和团队合作精神。学生在设计动物园的过程中，需要运用所学的词汇和句型进行描述，提高学生的语言运用能力和书面表达能力。同时，小组展示环节可以让学生互相学习，分享彼此的创意和成果，增强学生的自信心和学习兴趣。
2. Game: Animal bing
Prepare sme bing cards with pictures f different animals, clrs and numbers n them. Each card has a 3x3 r 4x4 grid. The teacher calls ut wrds r phrases related t animals, clrs and numbers, such as “a red dg”, “three blue birds”, “a panda that likes bamb”. The students mark the crrespnding pictures n their bing cards if they have them. The first student t get a full rw, clumn r diagnal marked wins the game.
T: Nw, let's play a game called Animal Bing. Here are yur bing cards. Listen carefully t what I say and mark the pictures n yur cards.（给学生发放宾果卡片，开始游戏）
设计意图：通过“动物宾果”游戏，进一步巩固学生对动物、颜色和数字等知识的掌握，同时提高学生的听力理解能力和反应能力。游戏的形式可以增加学习的趣味性，让学生在轻松愉快的氛围中复习知识，提高学习效果。
（八）Summary
1. Review the key wrds and sentence patterns
T: What have we learned tday? Let's review tgether. We have reviewed the numbers frm ne t ten, the clrs like red, yellw, blue... and the animals such as dg, cat, panda... We als learned hw t ask and answer questins abut the number and clr f things using “Hw many... are there?” and “What clr is it?”. And we practiced using these wrds and sentences t describe animals and things in different situatins.
设计意图：通过回顾本节课所学的重点内容，帮助学生梳理知识框架，加深对所学知识的记忆，明确学习目标和重点。
2. Encurage students
T: Yu have all dne a very gd jb tday. Keep up the gd wrk and remember t use English mre in yur daily life. Yu can talk abut the things arund yu with yur classmates r parents in English. I believe yu will make great prgress.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心，激发学生的学习积极性，同时引导学生将英语学习延伸到日常生活中，培养学生的语言运用习惯和自主学习能力。
（九）Hmewrk
1. Review the wrds and sentences we learned in Unit6. Write dwn five sentences using “Hw many... are there?” and “What clr is it?” t describe the things in yur rm r arund yu.
设计意图：通过布置书面作业，让学生进一步巩固所学的词汇和句型，培养学生的书面表达能力和语言运用能力。同时，让学生观察身边的事物，用英语进行描述，将英语学习与实际生活相结合，提高学生的学习兴趣和学习效果。
2. Draw a picture f yur favrite animal and write a shrt passage abut it. Yu shuld describe its appearance, clr, characteristics and what it likes t eat. Yu can use the wrds and sentences we have learned in class.
设计意图：让学生通过画自己喜欢的动物并写一篇短文的方式，综合运用所学知识，培养学生的创造力和书面表达能力。同时，加深学生对动物的了解和喜爱，培养学生爱护动物的情感意识。
五、板书设计
Unit6 Review: Lessn1
Numbers: ne, tw, three... ten
Clrs: red, yellw, blue, green, black, white, range, brwn, pink, purple
Animals: dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin
Sentence patterns:
Hw many... are there? There is/are...
Example: Hw many dgs are there? There are three dgs.
What clr is it? It's...
Example: What clr is the car? It's red.
Animal characteristics and likes:
like carrts (rabbits)
has a lng nse (elephants)
can climb trees (mnkeys)
设计意图：板书设计清晰明了，将本节课复习的重点内容，包括数字、颜色、动物词汇以及主要句型和动物的特征与喜好等进行分类展示。这样的设计有助于学生系统地回顾和记忆所学知识，同时在课堂练习和讲解过程中，学生可以随时参考板书进行表达和书写，提高学习效果。通过举例的方式，让学生更直观地理解句型的用法和动物的相关特点，为学生的语言运用提供了示范和引导。
六、教学反思
在本节课的教学过程中，通过多种形式的复习活动，如游戏、对话、小组合作等，学生积极参与，课堂气氛活跃，较好地达到了复习巩固的教学目标。数字、颜色和动物等词汇的复习通过直观的图片、实物和有趣的游戏，让学生在轻松愉快的氛围中加深了记忆。句型的练习注重了情境创设和实际运用，学生能够在不同的场景中熟练运用“Hw many... are there?”和“What clr is it?”进行提问和回答。
然而，在教学过程中也发现了一些不足之处。部分学生在区分“There is”和“There are”的用法时仍存在一些困难，需要在今后的教学中加强针对性的练习。在小组活动中，个别小组的合作效率有待提高，可能需要进一步引导学生明确小组分工和合作方法。另外，对于学生的个体差异关注还不够，在今后的教学中应更加注重分层教学，满足不同学生的学习需求。
针对以上问题，在今后的教学中可以采取以下改进措施。在讲解“There is”和“There are”的用法时，可以结合更多的实际例子，通过对比分析和反复练习，帮助学生理解和掌握。在小组活动前，明确活动规则和要求，加强对小组合作过程的指导和监督，及时给予帮助和鼓励。在教学活动设计中，充分考虑学生的个体差异，设置不同难度层次的任务，让每个学生都能在课堂上有所收获，提高学生的整体学习效果。同时，要不断反思和改进教学方法，提高课堂教学质量，为学生的英语学习打下坚实的基础。
北师大版（三起）（2024）三年级上册英语Unit6《Review》Lessn 2教案
一、教材内容
本单元主要围绕数字、颜色和动物等主题展开，学生在之前的学习中已经掌握了一些相关的单词和句型。在Lessn2的复习中，将进一步巩固和拓展这些知识，通过各种形式的练习和活动，提高学生的综合语言运用能力。教材内容可能包括一些关于动物数量、颜色以及它们的特征和喜好的对话、短文或练习题等。
二、教学目标
（一）知识目标
1. 学生能够熟练掌握并准确拼写数字1 - 10（ne, tw, three, fur, five, six, seven, eight, nine, ten）、颜色单词（red, yellw, blue, green, black, white, range, brwn, pink, purple）以及常见动物单词（dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin）。
2. 学生能够正确运用句型“Hw many... are there?”询问物品或动物的数量，并能用“There is/are...”进行回答。例如：“Hw many dgs are there? There are three dgs.”
3. 学生能够运用句型“What clr is it? It's...”询问物体的颜色并回答。如：“What clr is the balln? It's red.”
4. 学生能够理解并说出一些动物的特征和喜好的短语，如“has a lng tail”（有一条长尾巴）、“likes bananas”（喜欢香蕉）等。
（二）能力目标
1. 通过听力、口语、阅读和写作等多种形式的练习，提高学生的语言综合运用能力，包括听辨能力、口语表达能力、阅读理解能力和书写能力。
2. 培养学生的观察能力和思维能力，使其能够在不同的情境中灵活运用所学知识进行交流和表达。
3. 鼓励学生积极参与课堂活动，提高学生的合作学习能力和团队协作精神，如在小组活动中共同完成任务、交流讨论等。
（三）情感目标
1. 激发学生学习英语的兴趣和积极性，让学生在轻松愉快的氛围中复习和巩固知识，增强学习的自信心和成就感。
2. 培养学生爱护动物、热爱大自然的情感意识，引导学生关注动物的生活习性和特点，树立保护动物的观念。
三、教学重难点
（一）教学重点
1. 复习巩固数字、颜色和动物相关的单词和句型，确保学生能够准确认读、拼写和运用。
2. 熟练掌握“Hw many... are there?”和“What clr is it?”这两个重点句型的用法，并能在实际情境中进行正确的问答交流。
3. 理解和运用关于动物特征和喜好的短语，能够用简单的英语描述动物的特点。
（二）教学难点
1. 让学生理解并区分“There is”和“There are”在不同情境下的使用方法，能够根据实际情况准确选择和运用。
2. 引导学生将所学的单词、短语和句型进行综合运用，能够用较为连贯的语言描述一个场景或讲述一个关于动物的小故事。
3. 培养学生在口语表达和书面表达中的准确性和流利性，避免出现语法错误和表达不清晰的情况。
四、教学准备
1. 多媒体课件，包含与数字、颜色、动物相关的图片、动画、音频和视频等资料。
2. 单词卡片、动物头饰、彩色气球、玩具动物、彩色画笔、绘画纸等实物道具。
3. 练习题纸，上面设计有各种与本单元知识点相关的练习题，如填空、选择、连线、画图等。
4. 奖励小贴纸，用于表扬和鼓励在课堂上表现积极的学生。
五、教学过程
（一）Warming-up
1. Sing a sng
T: Let's start ur class with a sng. D yu remember the “Animal Sng”? Let's sing it tgether.（播放“Animal Sng”的音频，师生一起唱歌）
Old MacDnald had a farm,
And n his farm he had sme cws,
With a m m here and a m m there.
Here a m, there a m, everywhere a m m.
Old MacDnald had a farm,
...
设计意图：通过唱歌的方式活跃课堂气氛，激发学生的学习兴趣，同时复习与动物相关的词汇，为接下来的教学内容做好铺垫。
2. Free talk
T: What animals did yu see in the sng?
Ss: Cws, ducks...
T: Very gd. D yu like animals?
Ss: Yes, we d.
T: What's yur favrite animal? Why?
S1: My favrite animal is a panda. Because it's very cute.
S2: I like dgs. They are friendly.
...
设计意图：与学生进行简单的自由对话，复习关于动物的话题，了解学生对动物的喜好，拉近师生距离，同时引导学生运用所学的英语知识进行表达。
（二）Revisin f wrds
1. Flashcards game
Shw the wrd cards f numbers, clrs and animals quickly ne by ne. The students read the wrds alud as fast as they can.
T: Lk at the cards. What's this?
Ss: It's ne/tw/red/blue/dg/cat...
设计意图：利用闪卡游戏复习单词，快速呈现单词卡片可以提高学生的注意力和反应能力，帮助学生巩固对单词的记忆。
2. Wrd guessing game
Describe a wrd related t numbers, clrs r animals withut saying the wrd directly. Let the students guess what it is.
T: It's a number. It's between five and seven. What is it?
Ss: Six.
T: Great. Nw, it's a clr. It's the clr f the sky. What is it?
Ss: Blue.
...
设计意图：通过猜词游戏增加学习的趣味性，培养学生的听力理解能力和思维能力，同时进一步加深学生对单词的理解和记忆。
3. Grup cmpetitin
Divide the students int several grups. Each grup is given a set f wrd cards. The teacher shws a picture r gives a descriptin related t a wrd. The students in each grup need t find the crrespnding wrd card as quickly as pssible. The grup that finds the crrect card first gets a pint.
Fr example, shw a picture f a yellw banana.
T: Which grup can find the wrd card fr “yellw” and “banana” quickly?
...
设计意图：以小组竞赛的形式进行单词复习，激发学生的团队合作精神和竞争意识，提高学生的参与度和学习积极性。
（三）Revisin f sentence patterns
1. “Hw many...” sentence pattern practice
(1) Shw sme pictures f animals r bjects in different quantities. Ask the students t use “Hw many... are there?” t ask abut the number and then answer using “There is/are...”
Fr example, shw a picture f fur apples.
T: Lk at this picture. What can yu ask?
S1: Hw many apples are there?
T: Gd. And hw d we answer?
Ss: There are fur apples.
(2) Pair wrk
The students wrk in pairs. One student shws a picture r uses sme bjects t create a scene, and the ther student asks and answers questins using the “Hw many...” sentence pattern. Then they switch rles.
S2: (shws a picture f three dgs) Hw many dgs are there?
S3: There are three dgs.
...
设计意图：通过图片展示和两两合作练习，让学生熟练掌握“Hw many...”句型的用法，提高学生的口语表达能力和实际运用能力。
2. “What clr is it?” sentence pattern practice
(1) Shw sme clred bjects r pictures. Ask the students t use “What clr is it?” t ask abut the clr and then answer using “It's...”
Fr example, shw a red balln.
T: What's this?
Ss: It's a balln.
T: Right. Nw, ask abut the clr.
S4: What clr is it?
T: Hw d we answer?
Ss: It's red.
(2) Clr and bject matching game
The teacher gives each student a card with an bject n it and a card with a clr. The students need t match the bject card with the crrect clr card and then make a sentence using “What clr is it? It's...”
Fr example, a student has a card with a car n it and a card with the clr “black”.
S5: What clr is it? It's black. The car is black.
...
设计意图：利用实物和游戏的方式练习“What clr is it?”句型，让学生在实际操作中加深对句型的理解和运用，同时培养学生的观察力和动手能力。
3. Cmbine the tw sentence patterns
Shw sme pictures that cntain bth animals/bjects and clrs in different quantities. Ask the students t make sentences using bth “Hw many...” and “What clr is it?”
Fr example, shw a picture f five green trees.
T: Lk at this picture. What can yu say?
S6: Hw many trees are there? There are five trees. What clr are they? They are green.
S7: There are five green trees. Hw many green trees are there? There are five.
...
设计意图：将两个句型结合起来进行练习，培养学生综合运用语言的能力，提高学生的语言表达的逻辑性和连贯性。
（四）Text review
1. Listen and repeat
Open the textbk and play the audi f the dialgues r passages related t Unit6. The students listen carefully and repeat sentence by sentence, paying attentin t the prnunciatin, intnatin and rhythm.
T: Nw, let's listen t the text in the bk. Listen carefully and repeat after it.
...
设计意图：通过听读课文，复习课本中的语言内容，帮助学生纠正发音，培养语感，加深对课文的理解和记忆。
2. Rle-play
Divide the students int grups and assign them different rles t rle-play the dialgues r passages in the text. They can use the prps prepared befre t make the perfrmance mre vivid.
T: Nw, let's rle-play the text. Each grup chses a dialgue r passage t act ut. Use the prps if yu need.
After the rle-plays, ask sme grups t cme t the frnt and perfrm fr the class. The ther students watch and listen carefully.
设计意图：让学生通过角色扮演的方式复习课文，增强学生对课文内容的理解和记忆，同时提高学生的口语表达能力和表演能力，培养学生的自信心和团队合作精神。
3. Text analysis and discussin
After the rle-plays, analyze the key sentences and grammar pints in the text with the students. Ask them sme questins abut the text t check their understanding and encurage them t discuss in grups.
T: Nw, let's lk at the text again. There are sme imprtant sentences and grammar pints. Fr example, in this sentence “There are three dgs in the park.”, why d we use “There are” instead f “There is”? Can yu discuss with yur grup members and tell me the answer?
...
设计意图：对课文进行分析和讨论，帮助学生深入理解课文中的重点知识和语法结构，培养学生的阅读理解能力和思维能力，同时促进学生之间的交流和合作。
（五）Practice and extensin
1. Drawing and describing
Ask the students t draw a picture f their favrite animal in a z r a park. They need t use the wrds and sentence patterns we have learned t describe the animal, including its clr, features, what it likes t d and hw many there are.
Fr example:
I draw a panda. It's black and white. It has tw big black eyes and a shrt tail. It likes t eat bamb. There is nly ne panda in the picture.
After they finish drawing and writing, ask sme students t cme t the frnt and shw their pictures and describe their animals t the class.
设计意图：通过绘画和描述的活动，让学生将所学知识运用到实际创作中，培养学生的想象力和创造力，同时提高学生的书面表达能力和口语表达能力。
2. Strytelling
Divide the students int small grups. Each grup is given sme pictures f animals with different clrs and numbers. They need t wrk tgether t create a shrt stry using these pictures and the wrds and sentence patterns we have learned. The stry can be abut animals in a frest, a z r any ther place.
Fr example:
Once upn a time, there was a beautiful frest. There were five red birds in the tree. They were singing happily. Under the tree, there was a brwn bear. It liked t eat hney. There was a little white rabbit near the bear. It was very cute...
After the grups finish creating their stries, ask each grup t tell their stry t the class. Encurage the ther students t listen carefully and ask questins if they have any.
设计意图：以小组合作的方式进行故事创作和讲述，培养学生的团队协作能力和语言综合运用能力，让学生在故事中灵活运用数字、颜色、动物等相关知识，提高学生的学习兴趣和积极性。
3. Game: Memry challenge
Shw a series f pictures n the screen fr a shrt time. The pictures cntain different animals, clrs and numbers. Then turn ff the screen. Ask the students t write dwn as many details as they can remember, such as hw many animals f each kind there were, what clrs they were and what they were ding.
Fr example:
There were three yellw ducks swimming in the pnd. There was a black cat sleeping n the grass. There were tw pink flwers next t the tree...
After a few minutes, ask the students t share their answers with the class. The ne wh remembers the mst details crrectly wins the game.
设计意图：通过记忆挑战游戏，锻炼学生的记忆力和观察力，同时复习和巩固所学的数字、颜色、动物等知识，让学生在紧张有趣的氛围中提高学习效果。
（六）Summary
1. Review the key pints
T: Tday, we have reviewed many things in Unit6. We reviewed the numbers, clrs and animals. We als practiced the sentence patterns “Hw many... are there?” and “What clr is it?”. Can yu remember them?
Ss: Yes.
T: Let's say them tgether.
Ss: One, tw, three... red, yellw, blue... dg, cat, panda... Hw many... are there? There is/are... What clr is it? It's...
设计意图：与学生一起回顾本节课复习的重点内容，包括单词和句型，帮助学生梳理知识框架，加深对所学知识的记忆。
2. Emphasize the imprtance f learning
T: English is very interesting and useful. By learning these wrds and sentences, we can cmmunicate better with thers and knw mre abut the wrld arund us. S, remember t practice English mre in yur daily life.
设计意图：对学生进行学习重要性的教育，鼓励学生在日常生活中多运用英语，提高学生的学习积极性和主动性，培养学生的学习兴趣和自主学习能力。
（七）Hmewrk
1. Write a shrt passage abut yur favrite animal. Yu shuld include its name, clr, features, what it likes t eat and hw many yu think there are in the wrld. Use the wrds and sentence patterns we have learned in class.
设计意图：通过写作作业，让学生进一步巩固所学知识，提高学生的书面表达能力，同时培养学生对动物的关注和热爱之情。
2. Make a pster abut animals. Yu can draw sme animals, write their names and clrs, and use the sentence patterns “Hw many... are there?” and “What clr is it?” t describe them. Yu can als add sme interesting facts abut the animals.
设计意图：让学生制作关于动物的海报，综合运用绘画、书写和语言表达等多种技能，培养学生的创造力和动手能力，同时加深学生对动物知识的理解和记忆，提高学生的学习兴趣和积极性。
六、板书设计
Unit6 Review: Lessn2
Numbers: 1 - 10 (ne, tw, three... ten)
Clrs: red, yellw, blue, green, black, white, range, brwn, pink, purple
Animals: dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin
Sentence patterns:
Hw many... are there? There is/are...
Example: Hw many dgs are there? There are three dgs.
What clr is it? It's...
Example: What clr is the car? It's red.
Animal features and likes:
has a lng tail (mnkey)
likes bamb (panda)
can swim (duck)
设计意图：板书设计简洁明了，将本单元的重点单词（数字、颜色、动物）和重点句型（“Hw many... are there?”和“What clr is it?”）以及一些动物的特征和喜好的短语展示出来。这样的设计有助于学生清晰地看到本节课的复习要点，方便学生在课堂上随时参考和记忆。通过举例的方式，让学生更直观地理解句型和短语的用法，为学生的语言运用提供了示范和引导。同时，板书的布局合理，层次分明，能够吸引学生的注意力，提高课堂教学效果。
北师大版（三起）（2024）三年级上册英语Unit6《Review》Lessn 3教案
一、学情分析
三年级学生经过一段时间的英语学习，已经对数字、颜色和动物等基本词汇有了一定的认识和掌握，但对于这些知识的综合运用能力还需要进一步提高。他们具有较强的好奇心和模仿能力，喜欢通过游戏、歌曲、故事等形式学习英语。然而，这个年龄段的学生注意力集中时间较短，抽象思维能力尚未完全发展，因此在教学过程中需要采用多样化的教学方法和活动，激发学生的学习兴趣，保持他们的注意力，并注重知识的巩固和运用。同时，学生之间的个体差异也逐渐显现，部分学生可能在词汇记忆、句型运用或口语表达方面存在不同程度的困难，教师需要关注学生的个体差异，给予针对性的指导和帮助。
二、教材内容
本单元的复习课主要涵盖了数字1 - 10、颜色（如red, yellw, blue等）以及常见动物（如dg, cat, panda等）的相关知识。教材内容可能包括对话、短文、练习题等，旨在通过不同的形式帮助学生复习和巩固这些知识点，并引导学生运用所学知识进行简单的交流和表达。例如，教材中可能会有关于询问动物数量和颜色的对话，或者是描述动物特征及喜好的短文。
三、教学目标
（一）知识目标
1. 学生能够准确认读、拼写数字1 - 10、颜色单词以及常见动物单词。
2. 熟练掌握并运用句型“Hw many... are there? There is/are...”来询问和描述物品或动物的数量。
3. 正确运用句型“What clr is it? It's...”来询问和回答物体的颜色。
4. 了解一些动物的特征和喜好，如“Pandas like bamb.” “Mnkeys like t climb trees.”等。
（二）能力目标
1. 通过听、说、读、写等多种活动，提高学生的语言综合运用能力，包括听力理解、口语表达、阅读理解和书写能力。
2. 培养学生的观察能力、思维能力和创新能力，使其能够在实际情境中灵活运用所学知识解决问题。
3. 鼓励学生积极参与小组合作学习，提高学生的团队协作能力和交流能力。
（三）情感目标
1. 激发学生学习英语的兴趣和热情，让学生在轻松愉快的氛围中复习知识，增强学习的自信心。
2. 培养学生爱护动物、保护自然的意识，引导学生关注动物的生活和习性。
四、教学重难点
（一）教学重点
1. 复习巩固数字、颜色和动物相关的词汇和句型，确保学生能够熟练运用。
2. 掌握“Hw many...”和“What clr is it?”句型的正确用法，并能进行有效的问答交流。
3. 理解和表达动物的特征和喜好。
（二）教学难点
1. 区分“There is”和“There are”的用法，根据实际情况准确选择使用。
2. 引导学生将所学知识进行整合，运用到实际的语言情境中，进行较为连贯和准确的表达。
3. 培养学生在口语和书面表达中的规范性和流利性，避免常见的语法错误。
五、教学过程
（一）Warming-up
1. Sng and dance
T: Let's start ur class with a fun sng and dance. D yu remember the “Numbers Sng”? Let's stand up and sing and dance tgether.（播放“Numbers Sng”的视频，师生一起跟着唱跳）
One, tw, buckle my she.
Three, fur, pen the dr.
Five, six, pick up sticks.
Seven, eight, lay them straight.
Nine, ten, a big fat hen.
设计意图：通过歌曲和舞蹈的形式，激发学生的学习兴趣，活跃课堂气氛，同时复习数字1 - 10，为接下来的教学活动做好铺垫。
2. Revisin game: Quick respnse
Shw sme flashcards f numbers, clrs and animals quickly n the screen. The students need t say the wrds as fast as they can.
T: Lk at the screen. What's this?
Ss: It's a three/five/red/blue/dg/cat...
设计意图：利用闪卡进行快速反应游戏，复习单词，提高学生的注意力和反应能力，巩固学生对词汇的记忆。
（二）Vcabulary review
1. Wrd matching
Divide the students int pairs. Give each pair a set f cards with numbers, clrs and animals written n them. They need t match the wrds with the crrespnding pictures.
Fr example:
Number cards: ne, tw, three...
Clr cards: red, yellw, blue...
Animal cards: dg, cat, panda...
Picture cards: a picture f ne apple, a picture f a red flwer, a picture f a panda...
T: Nw, wrk with yur partner. Match the wrds with the pictures crrectly.
After a few minutes, check the answers with the students.
设计意图：通过单词与图片匹配的活动，帮助学生加深对数字、颜色和动物单词的理解和记忆，同时培养学生的合作学习能力和观察能力。
2. Wrd spelling cmpetitin
The teacher says a wrd, and the students need t spell it ut quickly n their ntebks. Then, ask sme students t cme t the blackbard and write the wrds.
T: Hw d yu spell “dg”?
S1: D - O - G.
T: Very gd. Nw, spell “blue”.
...
After that, check the spelling tgether and give praise t the students wh spell crrectly.
设计意图：进行单词拼写比赛，强化学生对单词的拼写记忆，提高学生的书写能力和竞争意识。
（三）Sentence pattern review
1. “Hw many...” sentence pattern practice
(1) Shw sme pictures f bjects r animals in different quantities. Ask the students t make sentences using “Hw many... are there?” and “There is/are...”
Fr example, shw a picture f five bks n the desk.
T: Lk at this picture. What can yu say?
S1: Hw many bks are there?
T: Gd. And the answer?
S1: There are five bks.
(2) Grup discussin
Divide the students int grups. Each grup is given a picture. They discuss and describe the picture using the “Hw many...” sentence pattern. Then, each grup chses a representative t reprt their discussin results t the class.
Fr example:
Grup 1: There are three dgs in the park.
Grup 2: There is ne cat n the chair.
...
设计意图：通过图片展示和小组讨论，让学生熟练掌握“Hw many...”句型的用法，提高学生的口语表达能力和团队协作能力，培养学生的观察能力和语言运用能力。
2. “What clr is it?” sentence pattern practice
(1) Shw sme clred bjects r pictures. Ask the students t ask and answer questins using “What clr is it?” and “It's...”
Fr example, shw a green apple.
T: What's this?
Ss: It's an apple.
T: Nw, ask abut the clr.
S2: What clr is it?
T: Hw d we answer?
Ss: It's green.
(2) Clr guessing game
The teacher describes the clr f an bject withut saying the name f the bject. The students need t guess what the bject is.
T: It's a fruit. It's red. What is it?
Ss: Is it an apple?
T: N, it isn't.
Ss: Is it a strawberry?
T: Yes, yu're right.
...
设计意图：利用实物和猜谜游戏练习“What clr is it?”句型，增加学习的趣味性，激发学生的学习兴趣，提高学生的听力理解能力和语言猜测能力。
（四）Text review
1. Listen and read
Open the textbk and play the audi f a dialgue r a shrt passage related t Unit6. The students listen and read alng silently. Then, ask them t read alud tgether.
T: Nw, pen yur bks and listen t the text. Then, read it alud with me.
设计意图：通过听读课文，复习课本中的语言内容，培养学生的听力和朗读能力，让学生熟悉课文中的句型和词汇用法。
2. Rle-play
Divide the students int grups and assign them rles t rle-play the dialgue r passage in the text. They can use sme prps t make the perfrmance mre vivid.
T: Let's rle-play the text. Each grup chses yur wn rles and act it ut. Yu can use these tys as prps.（给学生提供一些相关的玩具道具）
After the rle-plays, ask sme grups t perfrm in frnt f the class. The ther students watch and listen carefully.
设计意图：让学生通过角色扮演复习课文，加深对课文内容的理解和记忆，提高学生的口语表达能力和表演能力，增强学生的自信心和学习兴趣。
3. Text cmprehensin questins
Ask sme questins abut the text t check the students' understanding. Fr example:
T: Hw many animals are mentined in the text?
S1: There are three animals.
T: What are they?
S1: A dg, a cat and a panda.
T: What clr is the dg?
S2: It's black and white.
...
设计意图：通过提问文本理解问题，检验学生对课文的掌握程度，培养学生的阅读理解能力和思维能力，引导学生关注文本细节。
（五）Practice and extensin
1. Describe and draw
The teacher describes an animal with its clr, features and likes. The students need t draw the animal accrding t the descriptin and then write a shrt passage abut it using the wrds and sentence patterns we have learned.
Fr example:
T: I'm thinking f an animal. It's big and fat. It's black and white. It likes t eat bamb. What is it?
Ss: It's a panda.
Then, the students draw a panda and write a passage like this:
I draw a panda. It's black and white. It has tw big black eyes and a shrt tail. It likes t eat bamb. There are many pandas in China. They are very cute.
After they finish, ask sme students t shw their pictures and read their passages t the class.
设计意图：通过描述和绘画的活动，培养学生的听力理解能力、想象力和创造力，同时提高学生的书面表达能力，让学生将所学知识综合运用到实际创作中。
2. Strytelling cmpetitin
Divide the students int grups. Each grup needs t create a shrt stry abut animals using the numbers, clrs and animals we have learned. The stry shuld include at least three sentences. Then, each grup tells their stry t the class. The ther students vte fr the best stry.
Fr example:
Grup 1: Once upn a time, there was a beautiful frest. There were five red apples n the tree. A little brwn rabbit saw the apples. It was very happy. It wanted t eat the apples. But there was a big grey wlf nearby. The rabbit was a little scared...
Grup 2: There were three yellw ducks in the pnd. They were swimming happily. One day, a white cat came t the pnd. It wanted t play with the ducks. The ducks were very friendly. They played tgether fr a lng time...
...
设计意图：以小组为单位进行故事创作和讲述比赛，激发学生的学习兴趣和竞争意识，培养学生的团队协作能力和语言综合运用能力，让学生在故事中灵活运用所学的知识，提高学生的口语表达能力和创新思维能力。
3. Make a survey
The students wrk in pairs. They ask each ther abut their favrite animals, the clrs f the animals and hw many they think there are in the wrld. Then, they fill in a survey frm.
Survey frm:
...
After the survey, ask sme pairs t share their results with the class.
T: Nw, wrk with yur partner and d the survey. Then, tell us yur findings.
设计意图：通过调查活动，让学生运用所学句型进行交流和询问，提高学生的口语表达能力和人际交往能力，同时培养学生对数据的收集和整理能力，增强学生对动物的关注度和了解。
（六）Summary
1. Review the key pints
T: What have we learned tday? Let's review tgether. We reviewed the numbers, clrs and animals. We als practiced the sentence patterns “Hw many... are there?” and “What clr is it?”. And we learned abut the features and likes f sme animals.
Ss: Yes.
T: Let's say the wrds and sentences again.
Ss: One, tw, three... Hw many dgs are there? There are... What clr is the cat? It's... Pandas like bamb.
设计意图：与学生一起回顾本节课的重点内容，包括词汇和句型，帮助学生梳理知识框架，加深对所学知识的记忆。
2. Encurage students
T: Yu have all dne a great jb tday. Keep learning and practicing English. Yu can use English t talk abut the things arund yu and share yur ideas with thers. I believe yu will make mre prgress in the future.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心和积极性，激发学生的学习动力，培养学生的学习兴趣和自主学习能力。
（七）Hmewrk
1. Write a diary abut yur visit t a z r a park. Yu shuld describe the animals yu saw, their clrs, numbers and what they were ding. Use the wrds and sentence patterns we have learned in class.
设计意图：通过写日记的方式，让学生将课堂所学知识运用到实际生活中，提高学生的书面表达能力，培养学生观察生活和记录生活的习惯。
2. Make a handmade bk abut animals. Yu can draw pictures f different animals, write their names, clrs and sme interesting facts abut them n each page. Then, share yur bk with yur classmates next class.
设计意图：让学生制作关于动物的手工书，综合运用绘画、书写和知识整理等能力，培养学生的创造力和动手能力，加深学生对动物知识的了解和记忆，同时提高学生的学习兴趣和分享意识。
六、教学反思
在本节课的教学过程中，通过多种形式的复习活动，如歌曲、游戏、小组合作等，学生的学习积极性较高，参与度较广，较好地达到了复习巩固的教学目标。在词汇复习环节，单词与图片匹配和拼写比赛等活动有效地帮助学生加深了对数字、颜色和动物单词的记忆和理解。句型复习部分，通过图片展示、小组讨论和游戏等方式，学生能够熟练掌握“Hw many...”和“What clr is it?”句型的用法，并能在实际情境中进行运用。课文复习中的角色扮演和阅读理解问题，增强了学生对课文的理解和记忆，同时培养了学生的口语表达和阅读能力。
然而，在教学过程中也发现了一些不足之处。部分学生在描述动物和创作故事时，语言表达还不够流畅和准确，存在一些语法错误和词汇运用不当的情况。这提示我在今后的教学中要加强对学生语言表达准确性的训练，提供更多的语言实践机会，并及时给予纠正和指导。在小组活动中，个别小组的合作效率有待提高，有些学生参与度不够高。在今后的教学中，需要进一步明确小组分工，加强对小组合作过程的监督和引导，鼓励每个学生积极参与。
针对以上问题，在今后的教学中可以采取以下改进措施。在课堂上增加更多的口语练习时间，鼓励学生大胆表达，对于学生的错误给予及时、耐心的纠正，并提供正确的表达方式供学生参考。在小组活动前，详细讲解活动要求和分工，确保每个学生都清楚自己的任务。在活动过程中，加强巡视和指导，及时解决小组中出现的问题，鼓励小组内成员互相帮助、共同进步。同时，要不断反思和改进教学方法，根据学生的实际情况调整教学内容和活动形式，以提高教学质量，更好地满足学生的学习需求。
Name
Favrite animal
Clr
Hw many in the wrld (guess)
A
Dg
Black and white
Many
B
Cat
Orange
Lts f
一、教学目标
（一）知识目标
1. 学生能够复习巩固Unit6中所学的关于数字（ne - ten）、颜色（red, yellw, blue, green, black, white, range, brwn, pink, purple）、动物（dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin）等词汇。
2. 学生能够熟练运用句型“Hw many... are there? There is/are...”来询问和描述物品的数量。
3. 学生能够理解并运用句型“What clr is it? It's...”来询问和回答物体的颜色。
4. 学生能够听懂、会说、认读关于动物特征和喜好的短语，如“like carrts”（喜欢胡萝卜）、“has a lng nse”（有一个长鼻子）等。
（二）能力目标
1. 通过各种形式的复习活动，如游戏、对话、阅读等，提高学生的听、说、读、写能力。
2. 培养学生的观察能力、思维能力和语言运用能力，使其能够在实际情境中灵活运用所学知识进行交流。
3. 引导学生通过小组合作学习，培养学生的合作意识和团队精神。
（三）情感目标
1. 激发学生学习英语的兴趣，让学生在轻松愉快的氛围中复习知识，增强学习的自信心。
2. 培养学生爱护动物、关注自然的情感意识。
二、教学重难点
（一）教学重点
1. 复习巩固Unit6中所学的词汇和句型，包括数字、颜色、动物及相关的描述短语和句型。
2. 能够准确运用“Hw many... are there? There is/are...”和“What clr is it? It's...”进行问答交流。
（二）教学难点
1. 学生能够区分“There is”和“There are”的用法，并能根据实际情况正确运用。
2. 引导学生将所学的词汇和句型综合运用到实际情境中，进行有条理的表达和交流。
三、教学准备
1. 多媒体课件、单词卡片、动物图片、彩色气球、实物道具（如玩具动物、彩色铅笔等）、奖励小贴纸。
2. 学生准备自己制作的动物卡片（可以画上自己喜欢的动物，并标注动物名称和颜色）。
四、教学过程
（一）Warming-up
1. Greetings
T: Hell, bys and girls. Hw are yu tday?
Ss: Hell, teacher. I'm fine, thank yu. And yu?
T: I'm very well t. Nice t see yu.
设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂氛围，为课堂教学做好准备。
2. Sing a sng
T: Let's sing a sng tgether. “The number sng”.（播放歌曲视频，师生一起唱）
One, tw, three, fur, five,
Once I caught a fish alive.
Six, seven, eight, nine, ten,
Then I let it g again.
Why did yu let it g?
Because it bit my finger s.
Which finger did it bite?
This little finger n the right.
设计意图：以欢快的数字歌曲开场，复习数字词汇，激发学生的学习兴趣，同时活跃课堂气氛，让学生快速进入学习状态。
（二）Revisin f numbers
1. Cunting game
T: Nw, let's play a cunting game. I'll shw yu sme things. Yu cunt them and say the numbers in English. Fr example, lk at the ballns n the screen.（展示课件上的气球图片）Hw many ballns are there?
Ss: One, tw, three... ten. There are ten ballns.
T: Very gd. Nw, lk at these apples.（展示苹果图片）Hw many apples are there?
S1: One, tw, three... five. There are five apples.
设计意图：通过展示不同数量的物品图片，让学生进行数数练习，复习数字词汇，并引导学生运用“There are...”句型表达物品的数量，增强学生的口语表达能力和对数字的敏感度。
2. Number flashcards
Shw the number flashcards quickly t the students. The students read the numbers alud as fast as they can.
T: Lk at the flashcards. What's the number?
Ss: It's ne/tw/three...
设计意图：利用数字闪卡，快速呈现数字，让学生快速认读，提高学生的反应能力和对数字的记忆。
3. Math prblems with numbers
Write sme simple math prblems n the blackbard, such as “2 + 3 =?”, “5 - 1 =?”, “4 × 2 =?”. Ask the students t answer them in English.
T: Wh can answer this math prblem? What's tw plus three?
S2: It's five.
T: Great. Hw abut this ne? Five minus ne is...
S3: It's fur.
设计意图：将数字与数学运算相结合，通过解决简单的数学问题，进一步巩固数字的认读和运用，同时培养学生的数学思维和英语表达能力。
（三）Revisin f clrs
1. Clr guessing game
Shw sme clr cards with nly a small part f the clr visible. Ask the students t guess the clr.
T: What clr is it? Guess!
S1: Is it red?
T: N, it isn't.
S2: Is it blue?
T: Yes, it is. Yu're right. Nw, let's try anther ne.（展示另一张颜色卡片）
设计意图：通过颜色猜谜游戏，激发学生的好奇心和参与度，复习颜色词汇，同时培养学生的观察能力和语言猜测能力。
2. Clr and bject matching
Shw sme pictures f bjects in different clrs, such as a red apple, a yellw banana, a blue sky, a green tree, etc. Ask the students t match the bjects with the crrespnding clrs.
T: Lk at these pictures. What clr is the apple?
Ss: It's red.
T: Gd. And what clr is the banana?
S3: It's yellw.
T: Nw, match the bjects with the clrs n yur paper.（给学生发放印有物体和颜色选项的纸张，让学生进行匹配）
设计意图：将颜色与物体相结合，让学生通过观察图片，复习颜色词汇，并进行颜色与物体的匹配练习，加深学生对颜色的理解和记忆，同时提高学生的动手能力和认知能力。
3. Describe the clrs f things in the classrm
Ask the students t lk arund the classrm and describe the clrs f the things they see using the sentence pattern “It's...”.
T: Lk arund ur classrm. What clrs can yu see? Fr example, the blackbard is black. What else?
S4: The desks are yellw.
S5: The walls are white.
...
设计意图：引导学生观察教室里的物品，用所学句型描述物品的颜色，将英语学习与实际生活相结合，提高学生的语言运用能力和对周围环境的观察力。
（四）Revisin f animals
1. Animal flashcards
Shw the animal flashcards ne by ne. The students say the names f the animals alud.
T: What's this?
Ss: It's a dg.
T: Yes. Next ne. What's this?
Ss: It's a cat.
...
设计意图：通过展示动物闪卡，复习动物词汇，让学生快速说出动物的名称，加深对动物单词的记忆。
2. Animal characteristics and actins
Describe the characteristics and actins f sme animals and ask the students t guess what animal it is.
T: It has a lng tail and it can climb trees. What animal is it?
S1: Is it a mnkey?
T: Yes, yu're right. Nw, I'll describe anther ne. It has a big bdy and a lng nse. What animal is it?
S2: It's an elephant.
设计意图：通过描述动物的特征和动作，让学生猜测动物名称，不仅复习了动物词汇，还培养了学生的听力理解能力和思维能力，增加了学习的趣味性。
3. Dialgues abut animals
Create sme dialgues abut animals with the students.
T: D yu like animals?
Ss: Yes, we d.
T: What's yur favrite animal?
S3: My favrite animal is a panda. It's very cute.
T: Why d yu like pandas?
S3: Because they are black and white and they lk very lvely.
T: Very gd. Nw, ask yur partner abut his/her favrite animal.（学生两两一组进行对话练习，询问对方最喜欢的动物及原因）
设计意图：通过师生对话和学生两两对话，复习关于动物的话题，运用所学句型进行交流，提高学生的口语表达能力和语言运用能力，同时培养学生的交流意识和合作精神。
（五）Revisin f sentences
1. “Hw many...” sentence pattern practice
(1) Shw sme pictures f grups f animals r bjects. Ask the students t use “Hw many... are there?” t ask abut the number f things in the pictures and then answer using “There is/are...”.
Fr example, shw a picture f three dgs.
T: Lk at this picture. Hw many dgs are there?
Ss: Hw many dgs are there?
T: There are three dgs.（引导学生一起回答）
Nw, yu try. Lk at this picture f sme apples.（展示苹果图片）Hw many apples are there?
S4: Hw many apples are there?
Ss: There are five apples.
(2) Grup wrk
Divide the students int grups. Each grup is given a set f pictures. They take turns t ask and answer questins using the “Hw many...” sentence pattern.
设计意图：通过图片展示，让学生练习“Hw many...”句型，复习询问物品数量的表达方式，并引导学生用“There is/are...”进行回答，培养学生的观察能力和语言运用能力。小组活动可以让学生在合作中学习，提高学生的团队协作能力和口语交流能力。
2. “What clr...” sentence pattern practice
(1) Shw sme pictures f clred bjects. Ask the students t use “What clr is it?” t ask abut the clr f the bject and then answer using “It's...”.
Fr example, shw a picture f a red car.
T: What clr is it?
Ss: What clr is it?
T: It's red.（引导学生一起回答）
Nw, lk at this picture f a flwer.（展示花朵图片）What clr is it?
S5: What clr is it?
Ss: It's yellw.
(2) Pair wrk
Ask the students t wrk in pairs. One student pints t an bject in the classrm r n their wn animal card and asks “What clr is it?”, and the ther student answers “It's...”. Then they exchange rles.
设计意图：利用图片和教室里的实物以及学生自己制作的动物卡片，练习“What clr...”句型，让学生在实际情境中运用所学句型询问和回答物体的颜色，加深对句型的理解和记忆，提高学生的口语表达能力和语言运用能力。
3. Cmbine the tw sentence patterns
Shw sme pictures with bth animals/bjects and clrs. Ask the students t make sentences using “Hw many... are there?” and “What clr is it?”.
Fr example, shw a picture f tw blue birds.
T: Lk at this picture. Hw many birds are there?
Ss: There are tw birds.
T: What clr are they?
Ss: They are blue.
Then ask the students t make mre cmplex sentences, such as “There are tw blue birds.” r “Hw many blue birds are there? There are tw.”
设计意图：将“Hw many...”和“What clr...”两个句型结合起来进行练习，培养学生综合运用语言的能力，让学生能够在描述物品数量的同时，也能表达出物品的颜色，提高学生的语言表达的准确性和完整性。
（六）Text review
1. Listen and repeat
Open the textbk t the relevant pages f Unit6. Play the audi f the text dialgues r passages. The students listen and repeat sentence by sentence, paying attentin t the prnunciatin, intnatin and rhythm.
T: Nw, let's listen t the text. Listen carefully and repeat after it.（播放课文音频）
设计意图：通过听读课文，让学生复习课本中的语言内容，纠正发音，培养语感，加深对课文的理解和记忆。
2. Rle-play the text
Divide the students int grups. Each grup assigns rles t the students and rle-plays the text dialgues r passages. They can use the prps they have prepared r make sme simple actins t make the perfrmance mre vivid.
T: Nw, let's rle-play the text. Yu can use yur animal cards r ther prps t make it mre interesting.（学生分组进行角色扮演）
After the rle-plays, ask sme grups t cme t the frnt and perfrm fr the class. The ther students watch and listen carefully.
设计意图：让学生通过角色扮演的方式复习课文，增强学生对课文内容的理解和记忆，同时提高学生的口语表达能力和表演能力，培养学生的自信心和团队合作精神。
3. Explain the key pints in the text
While the students are rle-playing r after they finish, g ver the key wrds, phrases and sentence patterns in the text. Explain the meanings and usages f them, and give sme examples t help the students understand better.
T: In this text, we have sme imprtant phrases and sentence patterns. Fr example, “like carrts” means...（讲解课文中的重点短语和句型）
设计意图：对课文中的重点知识进行讲解和梳理，帮助学生理解和掌握课文中的关键内容，提高学生的语言知识水平和阅读理解能力。
（七）Practice and extensin
1. Grup activity: Make a z
Divide the students int grups. Each grup is given a large piece f paper and sme clred pens r crayns. They wrk tgether t design a z n the paper. They need t draw different animals, write the names f the animals and describe their clrs and characteristics using the wrds and sentences we have learned. They can als add sme numbers t shw hw many animals f each kind there are.
Fr example:
There are three pandas in ur z. They are black and white. They like bamb.
There are five mnkeys. They are brwn. They like bananas. They can climb trees.
...
After they finish, each grup presents their z t the class and explains what they have drawn and written.
设计意图：通过小组活动“制作一个动物园”，将所学的数字、颜色、动物等知识进行综合运用，培养学生的创造力和团队合作精神。学生在设计动物园的过程中，需要运用所学的词汇和句型进行描述，提高学生的语言运用能力和书面表达能力。同时，小组展示环节可以让学生互相学习，分享彼此的创意和成果，增强学生的自信心和学习兴趣。
2. Game: Animal bing
Prepare sme bing cards with pictures f different animals, clrs and numbers n them. Each card has a 3x3 r 4x4 grid. The teacher calls ut wrds r phrases related t animals, clrs and numbers, such as “a red dg”, “three blue birds”, “a panda that likes bamb”. The students mark the crrespnding pictures n their bing cards if they have them. The first student t get a full rw, clumn r diagnal marked wins the game.
T: Nw, let's play a game called Animal Bing. Here are yur bing cards. Listen carefully t what I say and mark the pictures n yur cards.（给学生发放宾果卡片，开始游戏）
设计意图：通过“动物宾果”游戏，进一步巩固学生对动物、颜色和数字等知识的掌握，同时提高学生的听力理解能力和反应能力。游戏的形式可以增加学习的趣味性，让学生在轻松愉快的氛围中复习知识，提高学习效果。
（八）Summary
1. Review the key wrds and sentence patterns
T: What have we learned tday? Let's review tgether. We have reviewed the numbers frm ne t ten, the clrs like red, yellw, blue... and the animals such as dg, cat, panda... We als learned hw t ask and answer questins abut the number and clr f things using “Hw many... are there?” and “What clr is it?”. And we practiced using these wrds and sentences t describe animals and things in different situatins.
设计意图：通过回顾本节课所学的重点内容，帮助学生梳理知识框架，加深对所学知识的记忆，明确学习目标和重点。
2. Encurage students
T: Yu have all dne a very gd jb tday. Keep up the gd wrk and remember t use English mre in yur daily life. Yu can talk abut the things arund yu with yur classmates r parents in English. I believe yu will make great prgress.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心，激发学生的学习积极性，同时引导学生将英语学习延伸到日常生活中，培养学生的语言运用习惯和自主学习能力。
（九）Hmewrk
1. Review the wrds and sentences we learned in Unit6. Write dwn five sentences using “Hw many... are there?” and “What clr is it?” t describe the things in yur rm r arund yu.
设计意图：通过布置书面作业，让学生进一步巩固所学的词汇和句型，培养学生的书面表达能力和语言运用能力。同时，让学生观察身边的事物，用英语进行描述，将英语学习与实际生活相结合，提高学生的学习兴趣和学习效果。
2. Draw a picture f yur favrite animal and write a shrt passage abut it. Yu shuld describe its appearance, clr, characteristics and what it likes t eat. Yu can use the wrds and sentences we have learned in class.
设计意图：让学生通过画自己喜欢的动物并写一篇短文的方式，综合运用所学知识，培养学生的创造力和书面表达能力。同时，加深学生对动物的了解和喜爱，培养学生爱护动物的情感意识。
五、板书设计
Unit6 Review: Lessn1
Numbers: ne, tw, three... ten
Clrs: red, yellw, blue, green, black, white, range, brwn, pink, purple
Animals: dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin
Sentence patterns:
Hw many... are there? There is/are...
Example: Hw many dgs are there? There are three dgs.
What clr is it? It's...
Example: What clr is the car? It's red.
Animal characteristics and likes:
like carrts (rabbits)
has a lng nse (elephants)
can climb trees (mnkeys)
设计意图：板书设计清晰明了，将本节课复习的重点内容，包括数字、颜色、动物词汇以及主要句型和动物的特征与喜好等进行分类展示。这样的设计有助于学生系统地回顾和记忆所学知识，同时在课堂练习和讲解过程中，学生可以随时参考板书进行表达和书写，提高学习效果。通过举例的方式，让学生更直观地理解句型的用法和动物的相关特点，为学生的语言运用提供了示范和引导。
六、教学反思
在本节课的教学过程中，通过多种形式的复习活动，如游戏、对话、小组合作等，学生积极参与，课堂气氛活跃，较好地达到了复习巩固的教学目标。数字、颜色和动物等词汇的复习通过直观的图片、实物和有趣的游戏，让学生在轻松愉快的氛围中加深了记忆。句型的练习注重了情境创设和实际运用，学生能够在不同的场景中熟练运用“Hw many... are there?”和“What clr is it?”进行提问和回答。
然而，在教学过程中也发现了一些不足之处。部分学生在区分“There is”和“There are”的用法时仍存在一些困难，需要在今后的教学中加强针对性的练习。在小组活动中，个别小组的合作效率有待提高，可能需要进一步引导学生明确小组分工和合作方法。另外，对于学生的个体差异关注还不够，在今后的教学中应更加注重分层教学，满足不同学生的学习需求。
针对以上问题，在今后的教学中可以采取以下改进措施。在讲解“There is”和“There are”的用法时，可以结合更多的实际例子，通过对比分析和反复练习，帮助学生理解和掌握。在小组活动前，明确活动规则和要求，加强对小组合作过程的指导和监督，及时给予帮助和鼓励。在教学活动设计中，充分考虑学生的个体差异，设置不同难度层次的任务，让每个学生都能在课堂上有所收获，提高学生的整体学习效果。同时，要不断反思和改进教学方法，提高课堂教学质量，为学生的英语学习打下坚实的基础。
北师大版（三起）（2024）三年级上册英语Unit6《Review》Lessn 2教案
一、教材内容
本单元主要围绕数字、颜色和动物等主题展开，学生在之前的学习中已经掌握了一些相关的单词和句型。在Lessn2的复习中，将进一步巩固和拓展这些知识，通过各种形式的练习和活动，提高学生的综合语言运用能力。教材内容可能包括一些关于动物数量、颜色以及它们的特征和喜好的对话、短文或练习题等。
二、教学目标
（一）知识目标
1. 学生能够熟练掌握并准确拼写数字1 - 10（ne, tw, three, fur, five, six, seven, eight, nine, ten）、颜色单词（red, yellw, blue, green, black, white, range, brwn, pink, purple）以及常见动物单词（dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin）。
2. 学生能够正确运用句型“Hw many... are there?”询问物品或动物的数量，并能用“There is/are...”进行回答。例如：“Hw many dgs are there? There are three dgs.”
3. 学生能够运用句型“What clr is it? It's...”询问物体的颜色并回答。如：“What clr is the balln? It's red.”
4. 学生能够理解并说出一些动物的特征和喜好的短语，如“has a lng tail”（有一条长尾巴）、“likes bananas”（喜欢香蕉）等。
（二）能力目标
1. 通过听力、口语、阅读和写作等多种形式的练习，提高学生的语言综合运用能力，包括听辨能力、口语表达能力、阅读理解能力和书写能力。
2. 培养学生的观察能力和思维能力，使其能够在不同的情境中灵活运用所学知识进行交流和表达。
3. 鼓励学生积极参与课堂活动，提高学生的合作学习能力和团队协作精神，如在小组活动中共同完成任务、交流讨论等。
（三）情感目标
1. 激发学生学习英语的兴趣和积极性，让学生在轻松愉快的氛围中复习和巩固知识，增强学习的自信心和成就感。
2. 培养学生爱护动物、热爱大自然的情感意识，引导学生关注动物的生活习性和特点，树立保护动物的观念。
三、教学重难点
（一）教学重点
1. 复习巩固数字、颜色和动物相关的单词和句型，确保学生能够准确认读、拼写和运用。
2. 熟练掌握“Hw many... are there?”和“What clr is it?”这两个重点句型的用法，并能在实际情境中进行正确的问答交流。
3. 理解和运用关于动物特征和喜好的短语，能够用简单的英语描述动物的特点。
（二）教学难点
1. 让学生理解并区分“There is”和“There are”在不同情境下的使用方法，能够根据实际情况准确选择和运用。
2. 引导学生将所学的单词、短语和句型进行综合运用，能够用较为连贯的语言描述一个场景或讲述一个关于动物的小故事。
3. 培养学生在口语表达和书面表达中的准确性和流利性，避免出现语法错误和表达不清晰的情况。
四、教学准备
1. 多媒体课件，包含与数字、颜色、动物相关的图片、动画、音频和视频等资料。
2. 单词卡片、动物头饰、彩色气球、玩具动物、彩色画笔、绘画纸等实物道具。
3. 练习题纸，上面设计有各种与本单元知识点相关的练习题，如填空、选择、连线、画图等。
4. 奖励小贴纸，用于表扬和鼓励在课堂上表现积极的学生。
五、教学过程
（一）Warming-up
1. Sing a sng
T: Let's start ur class with a sng. D yu remember the “Animal Sng”? Let's sing it tgether.（播放“Animal Sng”的音频，师生一起唱歌）
Old MacDnald had a farm,
And n his farm he had sme cws,
With a m m here and a m m there.
Here a m, there a m, everywhere a m m.
Old MacDnald had a farm,
...
设计意图：通过唱歌的方式活跃课堂气氛，激发学生的学习兴趣，同时复习与动物相关的词汇，为接下来的教学内容做好铺垫。
2. Free talk
T: What animals did yu see in the sng?
Ss: Cws, ducks...
T: Very gd. D yu like animals?
Ss: Yes, we d.
T: What's yur favrite animal? Why?
S1: My favrite animal is a panda. Because it's very cute.
S2: I like dgs. They are friendly.
...
设计意图：与学生进行简单的自由对话，复习关于动物的话题，了解学生对动物的喜好，拉近师生距离，同时引导学生运用所学的英语知识进行表达。
（二）Revisin f wrds
1. Flashcards game
Shw the wrd cards f numbers, clrs and animals quickly ne by ne. The students read the wrds alud as fast as they can.
T: Lk at the cards. What's this?
Ss: It's ne/tw/red/blue/dg/cat...
设计意图：利用闪卡游戏复习单词，快速呈现单词卡片可以提高学生的注意力和反应能力，帮助学生巩固对单词的记忆。
2. Wrd guessing game
Describe a wrd related t numbers, clrs r animals withut saying the wrd directly. Let the students guess what it is.
T: It's a number. It's between five and seven. What is it?
Ss: Six.
T: Great. Nw, it's a clr. It's the clr f the sky. What is it?
Ss: Blue.
...
设计意图：通过猜词游戏增加学习的趣味性，培养学生的听力理解能力和思维能力，同时进一步加深学生对单词的理解和记忆。
3. Grup cmpetitin
Divide the students int several grups. Each grup is given a set f wrd cards. The teacher shws a picture r gives a descriptin related t a wrd. The students in each grup need t find the crrespnding wrd card as quickly as pssible. The grup that finds the crrect card first gets a pint.
Fr example, shw a picture f a yellw banana.
T: Which grup can find the wrd card fr “yellw” and “banana” quickly?
...
设计意图：以小组竞赛的形式进行单词复习，激发学生的团队合作精神和竞争意识，提高学生的参与度和学习积极性。
（三）Revisin f sentence patterns
1. “Hw many...” sentence pattern practice
(1) Shw sme pictures f animals r bjects in different quantities. Ask the students t use “Hw many... are there?” t ask abut the number and then answer using “There is/are...”
Fr example, shw a picture f fur apples.
T: Lk at this picture. What can yu ask?
S1: Hw many apples are there?
T: Gd. And hw d we answer?
Ss: There are fur apples.
(2) Pair wrk
The students wrk in pairs. One student shws a picture r uses sme bjects t create a scene, and the ther student asks and answers questins using the “Hw many...” sentence pattern. Then they switch rles.
S2: (shws a picture f three dgs) Hw many dgs are there?
S3: There are three dgs.
...
设计意图：通过图片展示和两两合作练习，让学生熟练掌握“Hw many...”句型的用法，提高学生的口语表达能力和实际运用能力。
2. “What clr is it?” sentence pattern practice
(1) Shw sme clred bjects r pictures. Ask the students t use “What clr is it?” t ask abut the clr and then answer using “It's...”
Fr example, shw a red balln.
T: What's this?
Ss: It's a balln.
T: Right. Nw, ask abut the clr.
S4: What clr is it?
T: Hw d we answer?
Ss: It's red.
(2) Clr and bject matching game
The teacher gives each student a card with an bject n it and a card with a clr. The students need t match the bject card with the crrect clr card and then make a sentence using “What clr is it? It's...”
Fr example, a student has a card with a car n it and a card with the clr “black”.
S5: What clr is it? It's black. The car is black.
...
设计意图：利用实物和游戏的方式练习“What clr is it?”句型，让学生在实际操作中加深对句型的理解和运用，同时培养学生的观察力和动手能力。
3. Cmbine the tw sentence patterns
Shw sme pictures that cntain bth animals/bjects and clrs in different quantities. Ask the students t make sentences using bth “Hw many...” and “What clr is it?”
Fr example, shw a picture f five green trees.
T: Lk at this picture. What can yu say?
S6: Hw many trees are there? There are five trees. What clr are they? They are green.
S7: There are five green trees. Hw many green trees are there? There are five.
...
设计意图：将两个句型结合起来进行练习，培养学生综合运用语言的能力，提高学生的语言表达的逻辑性和连贯性。
（四）Text review
1. Listen and repeat
Open the textbk and play the audi f the dialgues r passages related t Unit6. The students listen carefully and repeat sentence by sentence, paying attentin t the prnunciatin, intnatin and rhythm.
T: Nw, let's listen t the text in the bk. Listen carefully and repeat after it.
...
设计意图：通过听读课文，复习课本中的语言内容，帮助学生纠正发音，培养语感，加深对课文的理解和记忆。
2. Rle-play
Divide the students int grups and assign them different rles t rle-play the dialgues r passages in the text. They can use the prps prepared befre t make the perfrmance mre vivid.
T: Nw, let's rle-play the text. Each grup chses a dialgue r passage t act ut. Use the prps if yu need.
After the rle-plays, ask sme grups t cme t the frnt and perfrm fr the class. The ther students watch and listen carefully.
设计意图：让学生通过角色扮演的方式复习课文，增强学生对课文内容的理解和记忆，同时提高学生的口语表达能力和表演能力，培养学生的自信心和团队合作精神。
3. Text analysis and discussin
After the rle-plays, analyze the key sentences and grammar pints in the text with the students. Ask them sme questins abut the text t check their understanding and encurage them t discuss in grups.
T: Nw, let's lk at the text again. There are sme imprtant sentences and grammar pints. Fr example, in this sentence “There are three dgs in the park.”, why d we use “There are” instead f “There is”? Can yu discuss with yur grup members and tell me the answer?
...
设计意图：对课文进行分析和讨论，帮助学生深入理解课文中的重点知识和语法结构，培养学生的阅读理解能力和思维能力，同时促进学生之间的交流和合作。
（五）Practice and extensin
1. Drawing and describing
Ask the students t draw a picture f their favrite animal in a z r a park. They need t use the wrds and sentence patterns we have learned t describe the animal, including its clr, features, what it likes t d and hw many there are.
Fr example:
I draw a panda. It's black and white. It has tw big black eyes and a shrt tail. It likes t eat bamb. There is nly ne panda in the picture.
After they finish drawing and writing, ask sme students t cme t the frnt and shw their pictures and describe their animals t the class.
设计意图：通过绘画和描述的活动，让学生将所学知识运用到实际创作中，培养学生的想象力和创造力，同时提高学生的书面表达能力和口语表达能力。
2. Strytelling
Divide the students int small grups. Each grup is given sme pictures f animals with different clrs and numbers. They need t wrk tgether t create a shrt stry using these pictures and the wrds and sentence patterns we have learned. The stry can be abut animals in a frest, a z r any ther place.
Fr example:
Once upn a time, there was a beautiful frest. There were five red birds in the tree. They were singing happily. Under the tree, there was a brwn bear. It liked t eat hney. There was a little white rabbit near the bear. It was very cute...
After the grups finish creating their stries, ask each grup t tell their stry t the class. Encurage the ther students t listen carefully and ask questins if they have any.
设计意图：以小组合作的方式进行故事创作和讲述，培养学生的团队协作能力和语言综合运用能力，让学生在故事中灵活运用数字、颜色、动物等相关知识，提高学生的学习兴趣和积极性。
3. Game: Memry challenge
Shw a series f pictures n the screen fr a shrt time. The pictures cntain different animals, clrs and numbers. Then turn ff the screen. Ask the students t write dwn as many details as they can remember, such as hw many animals f each kind there were, what clrs they were and what they were ding.
Fr example:
There were three yellw ducks swimming in the pnd. There was a black cat sleeping n the grass. There were tw pink flwers next t the tree...
After a few minutes, ask the students t share their answers with the class. The ne wh remembers the mst details crrectly wins the game.
设计意图：通过记忆挑战游戏，锻炼学生的记忆力和观察力，同时复习和巩固所学的数字、颜色、动物等知识，让学生在紧张有趣的氛围中提高学习效果。
（六）Summary
1. Review the key pints
T: Tday, we have reviewed many things in Unit6. We reviewed the numbers, clrs and animals. We als practiced the sentence patterns “Hw many... are there?” and “What clr is it?”. Can yu remember them?
Ss: Yes.
T: Let's say them tgether.
Ss: One, tw, three... red, yellw, blue... dg, cat, panda... Hw many... are there? There is/are... What clr is it? It's...
设计意图：与学生一起回顾本节课复习的重点内容，包括单词和句型，帮助学生梳理知识框架，加深对所学知识的记忆。
2. Emphasize the imprtance f learning
T: English is very interesting and useful. By learning these wrds and sentences, we can cmmunicate better with thers and knw mre abut the wrld arund us. S, remember t practice English mre in yur daily life.
设计意图：对学生进行学习重要性的教育，鼓励学生在日常生活中多运用英语，提高学生的学习积极性和主动性，培养学生的学习兴趣和自主学习能力。
（七）Hmewrk
1. Write a shrt passage abut yur favrite animal. Yu shuld include its name, clr, features, what it likes t eat and hw many yu think there are in the wrld. Use the wrds and sentence patterns we have learned in class.
设计意图：通过写作作业，让学生进一步巩固所学知识，提高学生的书面表达能力，同时培养学生对动物的关注和热爱之情。
2. Make a pster abut animals. Yu can draw sme animals, write their names and clrs, and use the sentence patterns “Hw many... are there?” and “What clr is it?” t describe them. Yu can als add sme interesting facts abut the animals.
设计意图：让学生制作关于动物的海报，综合运用绘画、书写和语言表达等多种技能，培养学生的创造力和动手能力，同时加深学生对动物知识的理解和记忆，提高学生的学习兴趣和积极性。
六、板书设计
Unit6 Review: Lessn2
Numbers: 1 - 10 (ne, tw, three... ten)
Clrs: red, yellw, blue, green, black, white, range, brwn, pink, purple
Animals: dg, cat, rabbit, mnkey, duck, panda, bear, elephant, tiger, lin
Sentence patterns:
Hw many... are there? There is/are...
Example: Hw many dgs are there? There are three dgs.
What clr is it? It's...
Example: What clr is the car? It's red.
Animal features and likes:
has a lng tail (mnkey)
likes bamb (panda)
can swim (duck)
设计意图：板书设计简洁明了，将本单元的重点单词（数字、颜色、动物）和重点句型（“Hw many... are there?”和“What clr is it?”）以及一些动物的特征和喜好的短语展示出来。这样的设计有助于学生清晰地看到本节课的复习要点，方便学生在课堂上随时参考和记忆。通过举例的方式，让学生更直观地理解句型和短语的用法，为学生的语言运用提供了示范和引导。同时，板书的布局合理，层次分明，能够吸引学生的注意力，提高课堂教学效果。
北师大版（三起）（2024）三年级上册英语Unit6《Review》Lessn 3教案
一、学情分析
三年级学生经过一段时间的英语学习，已经对数字、颜色和动物等基本词汇有了一定的认识和掌握，但对于这些知识的综合运用能力还需要进一步提高。他们具有较强的好奇心和模仿能力，喜欢通过游戏、歌曲、故事等形式学习英语。然而，这个年龄段的学生注意力集中时间较短，抽象思维能力尚未完全发展，因此在教学过程中需要采用多样化的教学方法和活动，激发学生的学习兴趣，保持他们的注意力，并注重知识的巩固和运用。同时，学生之间的个体差异也逐渐显现，部分学生可能在词汇记忆、句型运用或口语表达方面存在不同程度的困难，教师需要关注学生的个体差异，给予针对性的指导和帮助。
二、教材内容
本单元的复习课主要涵盖了数字1 - 10、颜色（如red, yellw, blue等）以及常见动物（如dg, cat, panda等）的相关知识。教材内容可能包括对话、短文、练习题等，旨在通过不同的形式帮助学生复习和巩固这些知识点，并引导学生运用所学知识进行简单的交流和表达。例如，教材中可能会有关于询问动物数量和颜色的对话，或者是描述动物特征及喜好的短文。
三、教学目标
（一）知识目标
1. 学生能够准确认读、拼写数字1 - 10、颜色单词以及常见动物单词。
2. 熟练掌握并运用句型“Hw many... are there? There is/are...”来询问和描述物品或动物的数量。
3. 正确运用句型“What clr is it? It's...”来询问和回答物体的颜色。
4. 了解一些动物的特征和喜好，如“Pandas like bamb.” “Mnkeys like t climb trees.”等。
（二）能力目标
1. 通过听、说、读、写等多种活动，提高学生的语言综合运用能力，包括听力理解、口语表达、阅读理解和书写能力。
2. 培养学生的观察能力、思维能力和创新能力，使其能够在实际情境中灵活运用所学知识解决问题。
3. 鼓励学生积极参与小组合作学习，提高学生的团队协作能力和交流能力。
（三）情感目标
1. 激发学生学习英语的兴趣和热情，让学生在轻松愉快的氛围中复习知识，增强学习的自信心。
2. 培养学生爱护动物、保护自然的意识，引导学生关注动物的生活和习性。
四、教学重难点
（一）教学重点
1. 复习巩固数字、颜色和动物相关的词汇和句型，确保学生能够熟练运用。
2. 掌握“Hw many...”和“What clr is it?”句型的正确用法，并能进行有效的问答交流。
3. 理解和表达动物的特征和喜好。
（二）教学难点
1. 区分“There is”和“There are”的用法，根据实际情况准确选择使用。
2. 引导学生将所学知识进行整合，运用到实际的语言情境中，进行较为连贯和准确的表达。
3. 培养学生在口语和书面表达中的规范性和流利性，避免常见的语法错误。
五、教学过程
（一）Warming-up
1. Sng and dance
T: Let's start ur class with a fun sng and dance. D yu remember the “Numbers Sng”? Let's stand up and sing and dance tgether.（播放“Numbers Sng”的视频，师生一起跟着唱跳）
One, tw, buckle my she.
Three, fur, pen the dr.
Five, six, pick up sticks.
Seven, eight, lay them straight.
Nine, ten, a big fat hen.
设计意图：通过歌曲和舞蹈的形式，激发学生的学习兴趣，活跃课堂气氛，同时复习数字1 - 10，为接下来的教学活动做好铺垫。
2. Revisin game: Quick respnse
Shw sme flashcards f numbers, clrs and animals quickly n the screen. The students need t say the wrds as fast as they can.
T: Lk at the screen. What's this?
Ss: It's a three/five/red/blue/dg/cat...
设计意图：利用闪卡进行快速反应游戏，复习单词，提高学生的注意力和反应能力，巩固学生对词汇的记忆。
（二）Vcabulary review
1. Wrd matching
Divide the students int pairs. Give each pair a set f cards with numbers, clrs and animals written n them. They need t match the wrds with the crrespnding pictures.
Fr example:
Number cards: ne, tw, three...
Clr cards: red, yellw, blue...
Animal cards: dg, cat, panda...
Picture cards: a picture f ne apple, a picture f a red flwer, a picture f a panda...
T: Nw, wrk with yur partner. Match the wrds with the pictures crrectly.
After a few minutes, check the answers with the students.
设计意图：通过单词与图片匹配的活动，帮助学生加深对数字、颜色和动物单词的理解和记忆，同时培养学生的合作学习能力和观察能力。
2. Wrd spelling cmpetitin
The teacher says a wrd, and the students need t spell it ut quickly n their ntebks. Then, ask sme students t cme t the blackbard and write the wrds.
T: Hw d yu spell “dg”?
S1: D - O - G.
T: Very gd. Nw, spell “blue”.
...
After that, check the spelling tgether and give praise t the students wh spell crrectly.
设计意图：进行单词拼写比赛，强化学生对单词的拼写记忆，提高学生的书写能力和竞争意识。
（三）Sentence pattern review
1. “Hw many...” sentence pattern practice
(1) Shw sme pictures f bjects r animals in different quantities. Ask the students t make sentences using “Hw many... are there?” and “There is/are...”
Fr example, shw a picture f five bks n the desk.
T: Lk at this picture. What can yu say?
S1: Hw many bks are there?
T: Gd. And the answer?
S1: There are five bks.
(2) Grup discussin
Divide the students int grups. Each grup is given a picture. They discuss and describe the picture using the “Hw many...” sentence pattern. Then, each grup chses a representative t reprt their discussin results t the class.
Fr example:
Grup 1: There are three dgs in the park.
Grup 2: There is ne cat n the chair.
...
设计意图：通过图片展示和小组讨论，让学生熟练掌握“Hw many...”句型的用法，提高学生的口语表达能力和团队协作能力，培养学生的观察能力和语言运用能力。
2. “What clr is it?” sentence pattern practice
(1) Shw sme clred bjects r pictures. Ask the students t ask and answer questins using “What clr is it?” and “It's...”
Fr example, shw a green apple.
T: What's this?
Ss: It's an apple.
T: Nw, ask abut the clr.
S2: What clr is it?
T: Hw d we answer?
Ss: It's green.
(2) Clr guessing game
The teacher describes the clr f an bject withut saying the name f the bject. The students need t guess what the bject is.
T: It's a fruit. It's red. What is it?
Ss: Is it an apple?
T: N, it isn't.
Ss: Is it a strawberry?
T: Yes, yu're right.
...
设计意图：利用实物和猜谜游戏练习“What clr is it?”句型，增加学习的趣味性，激发学生的学习兴趣，提高学生的听力理解能力和语言猜测能力。
（四）Text review
1. Listen and read
Open the textbk and play the audi f a dialgue r a shrt passage related t Unit6. The students listen and read alng silently. Then, ask them t read alud tgether.
T: Nw, pen yur bks and listen t the text. Then, read it alud with me.
设计意图：通过听读课文，复习课本中的语言内容，培养学生的听力和朗读能力，让学生熟悉课文中的句型和词汇用法。
2. Rle-play
Divide the students int grups and assign them rles t rle-play the dialgue r passage in the text. They can use sme prps t make the perfrmance mre vivid.
T: Let's rle-play the text. Each grup chses yur wn rles and act it ut. Yu can use these tys as prps.（给学生提供一些相关的玩具道具）
After the rle-plays, ask sme grups t perfrm in frnt f the class. The ther students watch and listen carefully.
设计意图：让学生通过角色扮演复习课文，加深对课文内容的理解和记忆，提高学生的口语表达能力和表演能力，增强学生的自信心和学习兴趣。
3. Text cmprehensin questins
Ask sme questins abut the text t check the students' understanding. Fr example:
T: Hw many animals are mentined in the text?
S1: There are three animals.
T: What are they?
S1: A dg, a cat and a panda.
T: What clr is the dg?
S2: It's black and white.
...
设计意图：通过提问文本理解问题，检验学生对课文的掌握程度，培养学生的阅读理解能力和思维能力，引导学生关注文本细节。
（五）Practice and extensin
1. Describe and draw
The teacher describes an animal with its clr, features and likes. The students need t draw the animal accrding t the descriptin and then write a shrt passage abut it using the wrds and sentence patterns we have learned.
Fr example:
T: I'm thinking f an animal. It's big and fat. It's black and white. It likes t eat bamb. What is it?
Ss: It's a panda.
Then, the students draw a panda and write a passage like this:
I draw a panda. It's black and white. It has tw big black eyes and a shrt tail. It likes t eat bamb. There are many pandas in China. They are very cute.
After they finish, ask sme students t shw their pictures and read their passages t the class.
设计意图：通过描述和绘画的活动，培养学生的听力理解能力、想象力和创造力，同时提高学生的书面表达能力，让学生将所学知识综合运用到实际创作中。
2. Strytelling cmpetitin
Divide the students int grups. Each grup needs t create a shrt stry abut animals using the numbers, clrs and animals we have learned. The stry shuld include at least three sentences. Then, each grup tells their stry t the class. The ther students vte fr the best stry.
Fr example:
Grup 1: Once upn a time, there was a beautiful frest. There were five red apples n the tree. A little brwn rabbit saw the apples. It was very happy. It wanted t eat the apples. But there was a big grey wlf nearby. The rabbit was a little scared...
Grup 2: There were three yellw ducks in the pnd. They were swimming happily. One day, a white cat came t the pnd. It wanted t play with the ducks. The ducks were very friendly. They played tgether fr a lng time...
...
设计意图：以小组为单位进行故事创作和讲述比赛，激发学生的学习兴趣和竞争意识，培养学生的团队协作能力和语言综合运用能力，让学生在故事中灵活运用所学的知识，提高学生的口语表达能力和创新思维能力。
3. Make a survey
The students wrk in pairs. They ask each ther abut their favrite animals, the clrs f the animals and hw many they think there are in the wrld. Then, they fill in a survey frm.
Survey frm:
...
After the survey, ask sme pairs t share their results with the class.
T: Nw, wrk with yur partner and d the survey. Then, tell us yur findings.
设计意图：通过调查活动，让学生运用所学句型进行交流和询问，提高学生的口语表达能力和人际交往能力，同时培养学生对数据的收集和整理能力，增强学生对动物的关注度和了解。
（六）Summary
1. Review the key pints
T: What have we learned tday? Let's review tgether. We reviewed the numbers, clrs and animals. We als practiced the sentence patterns “Hw many... are there?” and “What clr is it?”. And we learned abut the features and likes f sme animals.
Ss: Yes.
T: Let's say the wrds and sentences again.
Ss: One, tw, three... Hw many dgs are there? There are... What clr is the cat? It's... Pandas like bamb.
设计意图：与学生一起回顾本节课的重点内容，包括词汇和句型，帮助学生梳理知识框架，加深对所学知识的记忆。
2. Encurage students
T: Yu have all dne a great jb tday. Keep learning and practicing English. Yu can use English t talk abut the things arund yu and share yur ideas with thers. I believe yu will make mre prgress in the future.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心和积极性，激发学生的学习动力，培养学生的学习兴趣和自主学习能力。
（七）Hmewrk
1. Write a diary abut yur visit t a z r a park. Yu shuld describe the animals yu saw, their clrs, numbers and what they were ding. Use the wrds and sentence patterns we have learned in class.
设计意图：通过写日记的方式，让学生将课堂所学知识运用到实际生活中，提高学生的书面表达能力，培养学生观察生活和记录生活的习惯。
2. Make a handmade bk abut animals. Yu can draw pictures f different animals, write their names, clrs and sme interesting facts abut them n each page. Then, share yur bk with yur classmates next class.
设计意图：让学生制作关于动物的手工书，综合运用绘画、书写和知识整理等能力，培养学生的创造力和动手能力，加深学生对动物知识的了解和记忆，同时提高学生的学习兴趣和分享意识。
六、教学反思
在本节课的教学过程中，通过多种形式的复习活动，如歌曲、游戏、小组合作等，学生的学习积极性较高，参与度较广，较好地达到了复习巩固的教学目标。在词汇复习环节，单词与图片匹配和拼写比赛等活动有效地帮助学生加深了对数字、颜色和动物单词的记忆和理解。句型复习部分，通过图片展示、小组讨论和游戏等方式，学生能够熟练掌握“Hw many...”和“What clr is it?”句型的用法，并能在实际情境中进行运用。课文复习中的角色扮演和阅读理解问题，增强了学生对课文的理解和记忆，同时培养了学生的口语表达和阅读能力。
然而，在教学过程中也发现了一些不足之处。部分学生在描述动物和创作故事时，语言表达还不够流畅和准确，存在一些语法错误和词汇运用不当的情况。这提示我在今后的教学中要加强对学生语言表达准确性的训练，提供更多的语言实践机会，并及时给予纠正和指导。在小组活动中，个别小组的合作效率有待提高，有些学生参与度不够高。在今后的教学中，需要进一步明确小组分工，加强对小组合作过程的监督和引导，鼓励每个学生积极参与。
针对以上问题，在今后的教学中可以采取以下改进措施。在课堂上增加更多的口语练习时间，鼓励学生大胆表达，对于学生的错误给予及时、耐心的纠正，并提供正确的表达方式供学生参考。在小组活动前，详细讲解活动要求和分工，确保每个学生都清楚自己的任务。在活动过程中，加强巡视和指导，及时解决小组中出现的问题，鼓励小组内成员互相帮助、共同进步。同时，要不断反思和改进教学方法，根据学生的实际情况调整教学内容和活动形式，以提高教学质量，更好地满足学生的学习需求。
Name
Favrite animal
Clr
Hw many in the wrld (guess)
A
Dg
Black and white
Many
B
Cat
Orange
Lts f
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