(课件网) Unit2 Expressing yourself Part C Reading time （人教PEP版）三年级 下 Sing a song How do you express yourself (你如何表达自己的情感 ) Smile. Sing and dance. Wave hands. Say “love you”. ... Ways to express myself. （表达自己的方式。） Let’s review We can eat fruit. We can have fun（玩耍） with fruit too. How can we have fun with fruit Think and say While-reading: Skim and find (快速浏览文本，找一找） How can we have fun with fruit make animals with fruit make fruit friend act as fruit 扮演 write with fruit While-reading: Read and answer 1 We like fruit. We can have fu n with fruit. We can make animals with fruit. It’s a _____. shark shark It’s a _____. tortoise tortoise It’s a _____. caterpillar caterpillar While-reading: Look and say shark shark tortoise tortoise caterpillar caterpillar What do the animals look like It’s _____. It has _____. While-reading: Read and describe It has a _____. It has a _____. It has _____. long body big mouth short legs While-reading: Read and answer 2 We have friends. We can make fruit friends too. We _____. dance We _____. We _____. sing talk While-reading: Look and fill in the blanks. 3 We can act as fruit. We can be _____ or_____. tall short We can be _____ or _____. fat thin While-reading: Read and answer 4 We can also “write” with fruit. express Post-reading: Think and say Be _____. creative 有创造力的 Have _____. fun While-reading: Think and say draw a shark make a shark with paper make a shark with fruit 5 We can express our ideas in _____ ways. It is _____ ! different fun Post-reading: Watch and enjoy Post-reading: Look and find I see number _____. I see letter _____. Post-reading: Show and introduce your creative work Look at my _____. It is _____. It has _____. It can _____. Homework 基础作业 朗读并背诵的课文3遍。 提升作业 继续完成思维导图。。 拓展作业 请你仿照例子，写一写你爱的人或宠物和你表达爱的方式。PEP新三下Unit2 Expressing yourself!单元整体设计 第一部分 单元教学设计总思路 一、教学理念 《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。 二、单元教材分析 （一） 单元主题意义分析 项目 内容 主题意义 人与社会√ 人与自然 人与自我√ 单元功能：交往，感情，态度 育人价值 用所学语言描述动物特征及描述身边的事物、采用正确的方式和方法向周围的老师、家长和同学表达自己的 ... ...
