小学英语北师大版（2024）三年级下册（2024）Unit 2 We are different教案设计

这是一份小学英语北师大版（2024）三年级下册（2024）Unit 2 We are different教案设计，共5页。教案主要包含了核心素养目标，教学重难点，字词句音梳理，教学过程，板书设计，课堂练习，参考答案及解析，重点知识归纳概括等内容，欢迎下载使用。
（一）语言能力
1.掌握能力、喜好类拓展词汇（can, can't, sing, dance, draw, run, like, fd, fruit），能准确认读、拼写，结合Lessn 1词汇搭建多维差异表达词汇体系。
熟练运用拓展对比句型He/She can' like..., but he/she likes...，能描述个人及他人的能力、喜好差异，整合新旧知识完成多维度差异表达。
3.能听懂关于能力、喜好差异的对话与指令，读懂多维差异描述语篇，能书写通顺的句子整合外貌、性格、能力、喜好维度进行对比表达，达成综合语言运用目标。
（二）思维品质
1.通过梳理外貌、性格、能力、喜好等多维度差异，培养分类归纳与逻辑对比思维，能搭建“多维度差异”表达框架，提升语篇组织能力。
2.在情景交际中，能根据他人表达灵活补充差异维度，调整语篇内容，提升思维的完整性、灵活性与语言适配能力。
（三）文化意识
1.了解中西方儿童在能力培养、喜好选择上的文化差异，尊重不同文化背景下的兴趣追求与表达习惯，培养文化包容心。
2.乐于分享自身能力与喜好，尊重他人的差异选择，养成友善交流、互相欣赏的交际态度，树立多元包容的认知观念。
（四）学习能力
1.掌握“旧知迁移+新知拓展+多维整合”的学习方法，能自主梳理单元词汇句型，形成完整的差异表达知识体系，提升自主学习效率。
2.积极参与小组合作、语篇创编与成果展示，学会倾听他人、主动补充观点，提升合作探究与综合语言运用能力。
二、教学重难点
（一）教学重点
1.核心词汇：can（能，会）、can't（不能，不会）、sing（唱歌）、dance（跳舞）、draw（画画）、run（跑步）、like（喜欢）、fd（食物）、fruit（水果）。
2.核心句型：①能力描述：He can sing./She can't dance.②喜好对比：I like apples, but she likes bananas.③多维整合：She is quiet, and she can draw. I am active, and I can run. We are different.
3.能力目标：能整合外貌、性格、能力、喜好维度，完成多维度差异对比表达，实现新旧知识的灵活运用。
（二）教学难点
1.词汇运用：区分can与can't的否定用法；掌握like后接名词（食物、水果）的搭配规则；准确发音dance /dɑːns/、draw /drɔː/，避免发音偏差。
2.句型运用：灵活切换人称搭配can/can't，避免句式混淆；能用and连接并列特征、but连接对比内容，实现多维度语句的流畅衔接，逻辑清晰。
3.语境运用：在真实情景（班级才艺展示、兴趣分享）中自然整合多维度知识，流畅表达差异，做到表达连贯、情感自然。
（三）重难点突破
1.借助才艺演示、实物道具、词汇卡片强化记忆，通过例句示范、替换练习巩固can/can't与like的用法，针对易混淆词汇与发音进行专项操练。
提供“多维度差异”语篇支架，标注and/but连接词提示，创设才艺对比、兴趣分享等实景活动，引导学生整合旧知、拓展表达维度，提升多维对比能力。
三、字词句音梳理
（一）核心词汇整合
1. 能力类：can /kæn/（能，会）、can't /kɑːnt/（不能，不会）、sing /sɪŋ/（唱歌）、dance /dɑːns/（跳舞）、draw /drɔː/（画画）、run /rʌn/（跑步）
2. 喜好类：like /laɪk/（喜欢）、fd /fuːd/（食物）、fruit /fruːt/（水果）（搭配常见名词：apple, banana, cake等）
3. 衔接词汇：and（和，并且）、but（但是）、t（也）（整合新旧句型用）
4. 旧知回顾：tall, shrt, fat, thin, happy, sad, quiet, active（Lessn 1核心词汇）
（二）核心句型整合
1. 能力描述句型：
① He can sing.（他会唱歌。）/She can draw.（她会画画。）
② I can't dance.（我不会跳舞。）/They can't run fast.（他们跑不快。）
2. 喜好对比句型：
① I like apples.（我喜欢苹果。）/She likes bananas.（她喜欢香蕉。）
② I like cake, but he likes bread.（我喜欢蛋糕，但是他喜欢面包。）
3. 多维整合句型：
① She is quiet, and she can draw.（她很安静，而且她会画画。）
② I am active, and I can run. She is quiet, and she can't run. We are different.（我很活泼，而且我会跑步。她很安静，而且她不会跑步。我们是不同的。）
（三）易错点梳理
1. 发音易错：dance尾音/s/易漏读，draw /drɔː/易读成/drəʊ/；can't /kɑːnt/在口语中易弱读为/kænt/，需结合领读、跟读纠正。
2. 语法易错：can/can't后直接接动词原形（He can sing正确，He can sings错误）；like后接名词复数表泛指（I like apples正确，I like apple错误）；and表并列、but表转折，避免连接词误用。
3. 语篇易错：多维差异表达易出现维度混乱，需遵循“外貌/性格+能力+喜好”的逻辑顺序，用and/but合理衔接，避免语句堆砌。
四、教学过程
（一）热身导入
1. 旧知回顾与迁移
开展“差异描述接龙”游戏，引导学生用Lessn 1句型回顾外貌、性格差异，如She is quiet./I am tall, but he is shrt. 激活旧知，提问：Besides lks and persnality, what else makes us different? 自然引出能力、喜好新维度。
2. 情景激趣与词汇导入
创设“班级才艺展示”情景，教师演示才艺并表达：I can sing. I can't dance. I like apples. 结合动作演示sing、dance、draw等词汇，邀请学生模仿动作，逐一教读核心词汇，让学生直观感知词义、巩固发音。
3. 词汇操练与巩固
采用“才艺抢答”“词汇配对”游戏强化记忆：教师做唱歌动作，学生快速说出sing；教师说can't run，学生做对应动作。通过分组竞赛形式，调动学生积极性，巩固词汇认读与含义匹配。
（二）新知讲授
1. 能力句型讲授
教师结合才艺演示示范句型：I can sing. I can't dance. 强调can后接动词原形、can't表否定的用法，再指向学生示范：He can draw./She can't run. 邀请学生结合自身才艺造句，如I can draw./I can't sing.，教师及时纠正句式错误。
2. 喜好对比句型讲授
教师展示水果、食物图片，示范句型：I like apples. She likes bananas. I like apples, but she likes bananas. 讲解but的转折含义，强调like后接名词的用法，引导学生结合自身喜好模仿造句，如I like cake, but he likes bread.，巩固对比表达。
3. 多维知识整合
教师进行多维差异表达示范，整合新旧知识：She is quiet. She can draw. She likes bananas. I am active. I can run. I like apples. We are different. 引导学生结合自身与同学情况，尝试整合多维度进行表达，教师针对性指导连接词运用与逻辑衔接。
（三）巩固练习
1. 基础练习：句型填空与衔接
发放句型练习单，包含can/can't填空、like搭配填空、and/but连接词选择三类题型。如① He ______ (can/can't) sing. ② I like ______ (apple/apples), but she likes bananas. ③ She is quiet, ______ (and/but) she can draw. 学生独立完成后小组核对，教师讲解易错点。
2. 情景练习：小组多维差异创编
将学生分为3-4人小组，发放多维度差异表达支架（标注外貌、性格、能力、喜好维度提示），要求小组内合作，描述两位同学的多维度差异，形成完整语篇。如Tm is tall and active. He can run. He likes ftball. Lucy is shrt and quiet. She can draw. She likes bks. Tm can run, but Lucy can't. They are different. 教师巡视指导，优化语篇流畅度。
3. 小游戏：差异大比拼
给每位学生发放信息卡片（标注1-2个维度特征，如quiet、can draw、like apples），学生在班级内寻找一位同学，两人合作梳理彼此的多维度差异，用整合句型完成对话展示，如A: I am quiet, and I can draw. I like apples. B: I am active, and I can run. I like bananas. We are different. 巩固多维表达能力。
（四）探究与分享
1. 主题探究
呈现中西方儿童才艺展示、兴趣爱好的图片与对话，引导学生讨论：Hw d they shw their abilities and hbbies? 对比差异，如西方儿童更注重个性化才艺展示，中方儿童更侧重集体兴趣活动，培养学生文化包容心，引导尊重不同表达习惯。
2. 成果分享
举办“多维差异分享会”，邀请小组派代表上台展示创编的差异语篇，鼓励加入肢体动作与情感表达。其他学生认真倾听，可补充更多差异维度，如He can sing, but she can dance. 深化交流，提升学生综合表达自信。
（五）课堂小结
1. 知识总结：师生共同回顾本节课核心词汇与句型，梳理能力、喜好类词汇的用法，强调can/can't、like的搭配规则及and/but的连接用法，整合Lessn 1知识，形成“多维度差异表达”知识框架。
2. 情感升华：引导学生总结We have different lks, persnalities, abilities and hbbies. It's wnderful t be different. 培养学生接纳差异、互相欣赏的良好品质，鼓励学生大胆展示自我、尊重他人。
五、板书设计
Unit 2 We are different Lessn 2
一、核心词汇
（一）能力类
1. can（能，会）— can't（不能，不会） 2. sing（唱歌） 3. dance（跳舞） 4. draw（画画） 5. run（跑步）
（二）喜好类
1. like（喜欢） 2. fd（食物）— cake, bread 3. fruit（水果）— apple, banana
（三）衔接词汇
1. and（和，并列） 2. but（但是，转折）
二、核心句型
1. 能力描述
— 主语 + can + 动词原形. 例：He can sing./I can draw.
— 主语 + can't + 动词原形. 例：She can't dance./They can't run.
2. 喜好对比
— I like + 名词复数, but 主语 + likes + 名词复数. 例：I like apples, but she likes bananas.
3. 多维整合
— 主语 + be动词 + 形容词, and 主语 + can + 动词原形. 例：She is quiet, and she can draw.
— 分句1, but 分句2. We are different. 例：I can run, but she can't. We are different.
三、用法提示
1. can/can't后直接接动词原形，无人称变化
2. like后接名词复数表泛指，第三人称单数主语后like变likes
3. and连接并列内容，but连接对比内容，优化语篇逻辑
六、课堂练习
（一）单项选择题（1-8题，每题给出情景材料，选出最佳答案）
1. 班级才艺展示活动中，小明想告诉大家自己会唱歌，但是不会跳舞，结合can/can't的用法，下列句子表达正确、符合语境的是（）
A.I can sing, but I can't dance.
B.I can sings, but I can't dances.
C.I can't sing, but I can dance.
D.I can sing, but I can dance.
2. 英语课上，老师让学生描述同桌的能力，小丽的同桌会画画，不会跑步，小丽想准确表达这一内容，下列句子正确的是（）
A.She can draw, but she can't run.
B.She can draws, but she can't runs.
C.She can't draw, but she can run.
D.She can draw, and she can run.
3. 课间分享喜好时，小刚喜欢苹果，他的同桌喜欢香蕉，小刚想用but连接句子对比两人喜好，下列表达最恰当的是（）
A.I like apple, but she likes banana.
B.I like apples, but she likes bananas.
C.I like apples, and she likes bananas.
D.I like banana, but she likes apple.
4. 老师针对【like】的用法进行专项提问，让学生判断下列句子的正确性，下列句子语法正确、语义通顺的是（）
A.I like cake, but he likes breads.
B.I like cakes, but he likes bread.
C.I likes cake, but he like bread.
D.I like cake, but he like bread.
5. 班级组织多维差异描述活动，要求整合外貌、性格、能力维度，小红想描述“她很安静，而且她会画画”，下列表达连贯、语法正确的是（）
A.She is quiet, but she can draw.
B.She is quiet, and she can draw.
C.She is active, and she can draw.
D.She is quiet, and she can draws.
6. 老师讲解can/can't的用法，强调“后接动词原形，无人称变化”，让学生模仿造句，下列句子符合规则的是（）
A.He can sings. She can't dances.
B.He can sing. She can't dance.
C.He can singing. She can't dancing.
D.He cans sing. She can'ts dance.
7. 小明在整合多维差异时，想表达“我很活泼，而且我会跑步。他很安静，而且他不会跑步。我们是不同的”，下列表达完整、逻辑清晰的是（）
A.I am active, and I can run. He is quiet, and he can't run. We are different.
B.I am active, but I can run. He is quiet, but he can't run. We are different.
C.I am active, and I can run. He is quiet, but he can't run. We are different.
D.I am active, and I can runs. He is quiet, and he can't run. We are different.
8. 下列关于多维差异表达的句子，语法正确、表达通顺、符合本节课知识要求的是（）
A.She is quiet, and she can draw. I like apples, but she likes bananas.
B.She is quiet, and she can draws. I like apple, but she likes bananas.
C.She are quiet, and she can draw. I like apples, but she like bananas.
D.She is quiet, but she can draw. I like apples, and she likes bananas.
（二）材料分析题（9-10题，结合情景材料回答问题）
9. 阅读下面短文，完成下列问题。
My name is Lucy. I am seven years ld. I am in Grade Three. I am shrt and quiet. I can draw very well. I can't run fast. I like bananas and cakes. My gd friend is Tm. He is tall and active. He can run and sing. He can't draw. He likes apples and bread. We are different. I am quiet, but he is active. I can draw, but he can't. I like bananas, but he likes apples. We ften play tgether after schl.
（1）What des Lucy lk like? What can she d? What can't she d?
（2）Wh is Lucy's gd friend? What is he like? What can he d?
（3）In what three ways are Lucy and Tm different? What d they like t eat?
10. 阅读下面对话，完成下列问题。
Jack: Hell, Lily. Let's talk abut ur differences.
Lily: OK. I am thin and happy. I can dance and sing. I like ranges. What abut yu, Jack?
Jack: I am fat and active. I can run and draw. I can't dance. I like pears and cakes. We are different.
Lily: Yes. Yu are fat, but I am thin. Yu can run, but I can't. Yu like pears, but I like ranges.
Jack: That's right. We can learn frm each ther.
（1）What is Lily like? What can she d? What des she like t eat?
（2）What can Jack d? What can't he d? What des he like t eat?
（3）In what three ways are Lily and Jack different? What d they want t d?
七、参考答案及解析
（一）单项选择题答案及解析
1.答案：A。解析：can/can't后接动词原形，“会唱歌但不会跳舞”语义准确，符合语境。B中动词变第三人称单数错误，C语义相反，D缺少转折关系，均不符合要求。
2.答案：A。解析：“会画画但不会跑步”语义准确，can/can't后接动词原形，but连接对比分句。B中动词变第三人称单数错误，C语义相反，D为并列关系无对比，均不符合语境。
3.答案：B。解析：like后接名词复数表泛指，apple变apples、banana变bananas，but连接对比分句，语义与语法均正确。A中名词用单数错误，C为并列关系，D语义与名词单复数均错误，均不符合要求。
4.答案：B。解析：cakes为可数名词复数，bread为不可数名词，like后搭配正确，且主谓一致。A中bread变复数错误，C中主谓搭配错误（I后接like，he后接likes），D中he后接like错误，均不符合语法规则。
5.答案：B。解析：“安静”与“会画画”为并列关系，用and连接，can后接动词原形，语义与语法均正确。A用but表转折错误，C中active语义错误，D中draw变第三人称单数错误，均不符合要求。
6.答案：B。解析：can/can't后接动词原形，无人称变化，句子语法正确。A中动词变第三人称单数错误，C中动词用ing形式错误，D中can/can't变复数错误，均不符合规则。
7.答案：A。解析：并列内容用and连接，对比内容用but连接，can后接动词原形，逻辑清晰、语法正确。B中并列内容用but错误，C中并列内容用but错误，D中run变第三人称单数错误，均不符合要求。
8.答案：A。解析：句子主谓一致，can后接动词原形，like后接名词搭配正确，and/but连接词使用恰当。B中draw变第三人称单数、apple用单数错误，C中主谓搭配错误，D中连接词使用错误，均不符合规则。
（二）材料分析题答案及解析
9.（1）答案：Lucy is shrt and quiet. She can draw very well. She can't run fast. 解析：根据短文中“I am shrt and quiet. I can draw very well. I can't run fast.”可直接得出答案。
（2）答案：Lucy's gd friend is Tm. He is tall and active. He can run and sing. 解析：根据短文中“My gd friend is Tm. He is tall and active. He can run and sing.”可得出答案。
（3）答案：Lucy is quiet, but Tm is active. Lucy can draw, but Tm can't. Lucy likes bananas, but Tm likes apples. Lucy likes cakes, and Tm likes bread. 解析：根据短文中“We are different. I am quiet, but he is active. I can draw, but he can't. I like bananas and cakes. He likes apples and bread.”可得出答案。
10.（1）答案：Lily is thin and happy. She can dance and sing. She likes t eat ranges. 解析：根据对话中“Lily: I am thin and happy. I can dance and sing. I like ranges.”可得出答案。
（2）答案：Jack can run and draw. He can't dance. He likes t eat pears and cakes. 解析：根据对话中“Jack: I can run and draw. I can't dance. I like pears and cakes.”可得出答案。
（3）答案：Lily is thin, but Jack is fat. Lily can dance, but Jack can't. Lily likes ranges, but Jack likes pears. They want t learn frm each ther. 解析：根据对话中“Lily: Yu are fat, but I am thin. Yu can run, but I can't. Yu like pears, but I like ranges. Jack: We can learn frm each ther.”可得出答案。
八、重点知识归纳概括
本课时作为Lessn 1的拓展延伸，核心是掌握能力、喜好类词汇与句型，实现多维度差异表达的整合。词汇层面，需牢记can/can't的用法及sing、dance等能力词汇，掌握like后接名词的搭配规则，准确区分and/but的连接功能，纠正易错发音与语法搭配。
句型层面，重点掌握can/can't的否定与肯定用法，灵活运用but连接对比分句、and连接并列分句，能整合外貌、性格、能力、喜好维度，搭建逻辑清晰的差异表达语篇。同时，通过情景交际与语篇创编，理解差异的多元价值，培养接纳差异、互相欣赏的品质，为单元后续综合表达奠定基础。
九、反思与感悟
本节课通过旧知迁移、情景创设、小组互动等环节，有效落实了多维差异表达的教学目标，多数学生能掌握能力、喜好类词汇句型，整合多维度知识完成差异表达，课堂参与度较高。但部分学生仍存在like后名词单复数误用、and/but连接词混淆的问题，学困生的多维语篇创编能力较弱。
后续教学中，需增加名词单复数、连接词运用的专项训练，为学困生提供更细致的语篇支架，强化多维整合表达的操练。同时优化情景设计，让学生在真实交流中灵活运用知识，提升语篇流畅度，进一步培养尊重差异、互相学习的良好品质。