Unit 5 She's my mother Story time（教案）-2024-2025学年译林版（三起）（2024）英语三年级上册

三上Unit5 She’s my mother Story time 单元课时：第二课时 教学分析： What: 苏海在公园遇见刘涛，介绍各自家人、询问对方家人的对话语篇。 Why: 通过公园相遇的生活情境呈现不同的家庭结构，引发学生在对话理解后了解更多的家庭关系和成员，如父母、兄弟、姐妹，在第一课时的学习的基础上丰富对家庭的认知，回应Big question What makes a family. How: 故事的语言由三部分组成How to introduce, How to ask, How to greet?分别对应遇见朋友及其家人这一交际情境下的“主动介绍自己家人”“主动询问对方家人”“礼貌问候互动”三个子情境。重难点在于运用Who’s he/she? He’s/She’s...准确指代谈论的对象。拓展比对第一课时学习的mum dad和本课时的mother father的语用差别。 教学目标： 通过本课时的学习，学生能够： 1. 在故事阅读中认识刘涛和苏海的家人，理解mother, father, brother, sister并准确地说出人物关系。 2. 梳理介绍家人及询问他人身份的语言，准确运用 This is ... Who’s he/She? He’s/She’s...合作表演情境对话。 3. 在翻牌问答游戏中谈论彼此的家人，了解不同的家庭结构并感知互相介绍家人的快乐。 教学重难点： 1. 整体理解Story time并在情境中得体介绍家人。 2. 辨析he/she的人物指代特点，准确运用Who’s he/she? He’s/She’s ...询问并回答他人身份。 整体思路： 教学通过Meet three Animal families-- Meet finger family-- Meet Liu Tao’s family -- Meet Su Hai’s family -- Meet our families串联。借助人物头饰介绍Bobby, Sam, Tad和他们的父母，复习卡通板块，唤醒旧知的基础上，通过歌曲学习不同的家庭称谓，整体感知核心词汇，改编歌曲巩固所学；接着进入课文学习，通过勾选、圈画、划线等阅读活动理解对话、梳理语言；延续故事情境，模拟苏海介绍刘涛认识自己父母的对话，初步尝试合作运用语言交际；最后，关联学生实际，在信息沟的翻卡游戏中迁移所学，运用Who’s he/she? He’s/She’s...了解彼此的家庭关系，鼓励学生进行更多的语言输出如 He’s nice... 教学流程： Step1 Pre-reading 1. Talk and Review T: In the cartoon time, we meet three animals. They are... Ss: Bobby, Sam and Tad. T: Who are in their families? Let’s review and introduce. (Ss act as the animals and introduce: Hi, I’m... This is my.../ She’s my ...) 2. Sing and learn T: From their introduction, we can find Dad and mum can make a family. Here’s a song about them. Let’s sing along. (Ss sing along.) T: Look at the finger family. Who are in the finger family? (Ss look at the picture and learn father, mother, brother, sister, baby one by one.) T: Now, let’s make a new song for them. (Ss work in groups and sing about the members in the finger family.) 【设计意图：从复习导入话题，在唱歌的任务中学习单元核心词汇，并在认识手指家庭的情境中意义理解词汇，TPR活动巩固单词，创编歌曲，意义操练。】 Step2 While-reading 1. Watch and tick T：Today, we’ll meet another old friend’s family. Look, who’s he? Ss: He’s Liu Tao. T: Yes. Su Hai meets Liu Tao in the park. who are in Liu Tao’s family? Let’s watch and tick. (Ss watch the story. Tick the correct picture.) 2. Read and find T: These people are in his family. Who are they? Let’s read and find. (Ss read the story and check their answers in two. ) T: Now, let’s check. Act as Su Hai and Liu Tao. S1: Liu Tao, who’s she? S2: She’s my mother./mum. T: What does Liu Tao say? Ss: This is my mother. (Meet Liu Tao’s father and brother in the same way.) 3. Learn and share T: What do they say to introduce their family? And how to ask who someone is? Let’s learn and share. (Ss read the story again. They underline the useful sentences.) T: When we introduce, we can say... S1: This is... Come and meet ... He’s/She’s... T: When we ask we say ... S2: Who’s he? Who’s she? T: What’s the difference? S3: Liu Hao is a boy. Su Yang is a girl. T: Great. Can you help Su Hai and Liu Tao introduce them in a correct way? Let’s read and circle. (Ss finish task A read and circle.) 4. Listen and imitate 【设计意图：开门见山直接揭题 meeting Liu Tao’s family. 借助问题链Who are in Liu Tao’s family? Who are they?梳理刘涛的家庭成员信息。在理解的基础上发现核心语言Come and meet... This is... 等，通过归纳整理的活动，感知语言的语用功能；通过情境对比感知Who’s he? Who’s she?的区别并及时操练，在故事情境中关注并巩固he/she的用法，加深对brother和sister的词汇认知。】 Step3 Post-reading 1. Act and share T：It’s time for you to read or act the story. (Ss practise in six. Read the story or act it out in groups.) 2. Do a role-play T: Liu Tao comes to the park with his... Ss: father, mother and brother. T: What about Su Hai and Su Yang? They come to the park with... Ss: father and mother. T: Yes. It’s time for Liu Tao to meet Su Hai’s family. What can they say? (Ss predict the dialogue) T: If you were Su Hai, what would you say to introduce? S1: This is my mother/father. S2: This is my mum/dad. T: What’s the difference? (Ss think and share their ideas.) T: Can you act and show it out? Let’s work in four. (Ss work in four and do the role-play.) 3. Play a card game T: Actually we meet two families, Liu Tao’s and Su Hai’s. Who are in your family? Let’s play a card game to ask and answer. (Ss play the card game.) T: When you are drawing and looking at the pictures, how do you feel? Ss: happy, proud, nice ... T: So, let’s think what makes a family? S1: Father, mother, brother, sister, baby. Ss: Love. T: Let’s say a chant to answer together. 【设计意图：三个层次的读后输出，从课文朗读或表演反馈对故事本身的理解；从情境延展角色扮演创编对话，鼓励学生选择所学语言应用表达，实现意义交流；从互相问答家人信息巩固强化，反馈重难点Who’s he/she? He’s/She’s my...，在真实的情景中活用语言，实现迁移创新。对于学有余力的学生，鼓励他们表达自己对家人的情感。最后，再次回应big question, 强调“不同的家人在一起组成家庭”，为下一课时的情感升华奠定结构基础。】 Homework BB Design Unit 5 She’s my mother Story time 学科网（北京）股份有限公司 $$