Unit 2 Different families第3课时 Part B Let's talk＆Let's learn（教学设计）-2024-2025学年人教PEP版（2024）英语三年级上册

Unit 2 Different families 单元：Unit 2 课时：第3课时 教学内容分析： 本课时是一节词汇口语课，子话题是Talk about how families are different。本次课由Sarah邀请Chen Jie到家里做客，她向陈洁介绍了自己的家庭成员，由此展开学习。学生在A部分已经学习过Who is this? This is...句型及father, mother, grandfather, grandmother和me这几个家庭成员，因此对于询问和介绍家庭成员的句型并不陌生；本节课在此基础上拓展了Who is that? That is...和Is this/Is that...? Yes, it is./No, it isn’t.句型，容量比较大，因此教师在设计教学环节的时候应该注重新旧知识的迁移运用。 教学目标： 1.通过本节课的学习，学生能够通过图片、音视频学会并掌握更多家庭成员的英文单词并能说出不同家庭成员的称呼； 2.通过本节课的学习，学生能够用This is和I have句型介绍自己的家庭成员； 3.通过本节课的学习，学生能够使用Is this/that...? Yes it is./No, it isn’t.句型询问对方的家庭成员关系； 4.通过本节课的学习，学生能够在听录音或看视频时模仿说话者的语音语调。 教学重点： 1.通过本节课的学习，学生能够通过图片、音视频学会并掌握更多家庭成员的英文单词并能说出不同家庭成员的称呼； 2.通过本节课的学习，学生能够用This is和I have句型介绍自己的家庭成员； 3.通过本节课的学习，学生能够使用Is this/that...? Yes it is./No, it isn’t.句型询问对方的家庭成员关系。 教学难点： 1.通过本节课的学习，学生能够用This is和I have句型介绍自己的家庭成员； 2.通过本节课的学习，学生能够使用Is this/that...? Yes it is./No, it isn’t.句型询问对方的家庭成员关系。 教学方法： 情境教学法，迁移运用法，口语教学法 教学过程： Step I: Lead in 1. Sing a song T: Hello, boys and girls, at the beginning of this class, let’s sing a song for fun. Ss: ... . T:Hello, everyone! Do you still remember Chen Jie’s family members? Let’s see who they are. Ss:... . 设计意图：歌曲导入，活跃课堂氛围，通过回顾陈洁的家庭成员，复习家庭成员的词汇和介绍他人的句型。 Step 2: Presentation 1.Look and say T: Today, Chen Jie is going to Sarah’s home. She will meet Sarah’s family members. Let’s go and know them. Ss: ... . T: Chen Jie sees some photos in Sarah’s home. Who are they? Ss:... . T:Look, who is this man? Is this Sarah’s father? Please look carefully and try to tell me what Chen Jie and Sarah say. Ss:... . T:And how about this woman? Is she Sarah’s mother? Please try to read the sentences. Ss: ... . T:Who is this old man? Ss:... . T:What about this old lady? Who can she be? Ss:... . T:Who are the young man and the young woman? Ss:... . T:How about the children? Who are they? Ss:... . T:Now let’s know them one by one. Please look at the picture carefully, and listen to the recording carefully, pay attention to the pronunciations of these words. Ss:... . 设计意图：创设真实的情境引入新知识学习，让学生在重点句型问答操练中学习新词汇，把词汇教学放入句子教学中学习，既学会了新词汇，又掌握了词汇的用法，同时通过反复问答巩固了重点句型的运用。 2.Point and say T:By now, we have met all of Sarah’s family members, I will see if you have known them or not. Please say them out aloud. Ss:... . 3.Listen and repeat T:Now let’s listen to the recording and repeat the text aloud. Ss:... . 4.Let’s talk T: Now look at the pictures and the text, you are supposed to read the text by yourselves. Ss: .... 5.Listen and fill T: Now, listen to the recording and fill in the missing parts in the conversation. If you have got the right answers, please hands up and tell us aloud. Ss: ... . 6.Role-play T: Now let’s try to role play the conversation in pairs. You can do it with your partners in three minutes. When you are ready, please hands up and show us. Ss: ... . 7. Look and introduce T:This time, let’s try something different. Look at Sarah’s family photo and imagine if you were Sarah, how will you introduce your family members to us? S:... . T:Can you introduce your own families to us like Sarah does? Ss:... . 8. Listen and chant T: Let’s listen and chant together. Ss:... 设计意图：回归文本内容，通过听录音重复文本、自由朗读、角色扮演等活动加深对课文内容的印象；描述萨拉全家福环节训练学生的口头表达能力以及用完整的句子准确表达照片内容的能力。 Step 3:Practice T: Let’s play quick mind. I will see who can do it very well. Ss: ... . T:Next, let’s read and choose the right answer for each question. Ss:... . 设计意图：通过课堂游戏和练习题检测学生的学习效果，巩固本节课所学内容。 Step 4: Summary T:Now let’s summarize what we have learned in this period. You are supposed to take some notes in your textbooks. Ss: ... . 设计意图：归纳总结本节课所学内容，帮助学生再次巩固本节课所学。 Step 5: Homework 基础作业：模仿课文录音，跟读课文。 实践性作业：在英语本上抄写本节课所学的5个家庭成员单词(每个单词5遍，注意四线三格)。 拓展性作业：根据你的全家福，模仿Sarah用一段话介绍自己的家庭成员。 设计意图：通过作业布置，帮助学生巩固本节课所学；同时提高学生对本节课所学知识的运用能力。 Blackboard design： Unit 2 Part B Let’s talk＆Let’s learn 第三课时 教学反思:本课时是一节词汇和口语课，本节课对Let’s talk和Let’s learn的内容进行了整合，整堂课的知识容量比较大；难点在于this和that这两个指示代词以及Is this/Is that引导的一般疑问句的肯否定回答的运用，在教学环节设计环节我采用A部分的旧知识导入新课，通过反复问答的方式把词汇教学和句型教学融合在一起，做到了逐步递进，一般疑问句及其肯否定回答的学习上也做到了逐步进阶式学习。用一段话介绍Sarah的家庭成员这一环节难度比较大，可以让不同的学生多做操练和示范，让学习能力较强的学生尽快形成写作思维和逻辑，让学习能力一般的学生能够做到有所认知。 1 学科网（北京）股份有限公司 $$