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

译林新教材 三年级上册unit5 四课时教案（含阅读） ●课题 Unit 5 She’s my mother 第1课时 ●总第19课时 ●教学内容 Lead-in & Cartoon time ●教学目标 1.在语境中听懂、会说、会读、会写father, mother, brother, sister等家庭成员称谓类的词汇；能运用Who is ...? 等句型结构询问不认识的人，并根据实际情况运用句型He/She/This is ...进行回答。 2.通过Sam和Bobby互相介绍家人的故事学习，体验认识新朋友的乐趣；并在创设的新情境中，借助语言支架，改编并表演故事。 3.仿照Cartoon time的文本，用其他动物替换蝌蚪一家，多人合作创编并表演故事。 ●教学重点 在语境中听懂、会说、会读、会写father, mother, brother, sister等家庭成员称谓类的词汇；能运用Who is ...? 等句型结构询问不认识的人，并根据实际情况运用句型He/She/This is ...进行回答。 ●教学难点 在真实的语境中，学会介绍家庭成员并进行回答。 ●教学准备 PPT，人物头饰。 ●作业设计 1.尝试复述、表演Cartoon time的故事。 2.完善自己绘制和创编的故事，通过表演或故事分享等形式，与好朋友和家人分享。 ●板书计划 Unit 5 She’s my mother (1) father Who is ...? mother He / She / This is ... brother sister Bobby’s mum Sam’s dad Tad’s mum baby ●教学过程 修改栏 Step 1: Lead-in T: Let’s listen to a song. What’s the song about? S: It’s about finger family. T: Today we will learn about “family”. What makes a family? S: Father, mother, ... T: These are the learning objectives of this unit. Step 2: Look and learn 呈现教材第42页单元主题图。 T: Look at the picture. They are in the park. What are they doing? S: They are taking a family photo. T: Who are they? Who is he? 指着爸爸问。 S: Father. T: In our daily life, we usually call “dad” instead of “father”. T: Who is the baby? S: He is their little brother. Step 3: Cartoon time 1.Watch and match T: Sam and Bobby with their family are also in the park. Who is in Bobby’s family? Who is in Sam’s family? Let’s watch and match. S1: She is Bobby’s mum. S2: He is Sam’s dad. 2.Read and find T: What do they see the in the park? Please read Cartoon time and 了解家庭成员的相关表达后，教师引导学生思考本单元的Big question: What makes our family? 再欣赏一首《手指家庭》的歌曲，请学生运用所学进行改编。 T: Let’s enjoy a song about the family and try to adapt it. Eg: ______ finger, ______ finger, where are you? Here I am, here I am, how do you do? ●教学过程 修改栏 circle the pictures and key words. S1: Tad and Tad’s mother. T: Tad is a tad pole. Is his mum a tadpole too? S2: No. T: His mum is a frog. But they don’t look the same. 3.Read and act Step 4 Practice 1.Do a role-play T: It is the morning. Bobby is with his dad. Sam is with his mum. What can they say? Please make a new dialogue in six. 2.Draw and say T: Can you think about other animal family to replace Tad and his mum? You can also choose the animals in the video. Six students are in a group. Draw them try to make a story. Then, please share with us. 3.Review and think T: Today, we learned several families. Bobby’s, Sam’s, tadpole’s and other animals’ families. What makes a family? T: Family members make a family. We live and play together. ●课后反思 ●课题 Unit 5 She’s my mother 第2课时 ●总第20课时 ●教学内容 Story time ●教学目标 1.通过精读、略读等方式获取与梳理有效信息，借助思维导图厘清文本脉络，建构知识框架；并能使用正确、生动地语音语调模仿和演绎角色，表达角色语言。 2.通过学习Liu Tao和Su Hai介绍家人的故事，感知家庭成员的构成，内化语言知识，发现、感悟亲情，表达对家人的爱，理解“家庭”这一概念。 ●教学重点 通过精读、略读等方式获取与梳理有效信息，借助思维导图厘清文本脉络，建构知识框架；并能使用正确、生动地语音语调模仿和演绎角色，表达角色语言。 ●教学难点 通过学习Liu Tao和Su Hai介绍家人的故事，感知家庭成员的构成，内化语言知识，发现、感悟亲情，表达对家人的爱，理解“家庭”这一概念。 ●教学准备 PPT，人物头饰。 ●作业设计 1.尝试复述、表演Story time的故事。 2.绘制其他家庭成员的照片，与朋友们分享。 ●板书计划 Unit 5 She’s my mother (2) Liu Tao’s family father mother brother Su Hai’s family sister My family 学生绘制的 家庭成员 ●教学过程 修改栏 Step 1: Warm up 1.Listen and choose 播放一首关于“家庭成员”的歌曲。 T: Do you like the song? What’s the song about? You can choose. A.About friends B. About family Ss: B. About family. 2.Share and guess 教师拿出自己的全家福照片教授a family photo。 T: Look, this is my family photo. Which is me? Point and say. S: This is you. T: Yes, you’re right. But who is he/she? Who is this man/woman? Can you guess? S: Maybe / Perhaps he’s/she’s ... T: Yes, he’s my father. Follow me, father. Step 2: Pre-reading Look and say T: You know my family. What about Liu Tao? Look, today Liu Tao and his family are in the park. Who do they meet? S: They meet Su Hai. Step 3: While-reading 1.Watch and tick T: Who are in Liu Tao’s family? Let’s watch and tick. 2.Read and find T: What about this girl? Who is she? Please read and circle. ●教学过程 修改栏 S1: She is Su Yang. She is Su Hai’s sister. T: Why do they look the same? Ss: They are twins. T: Can you find any differences between them? 3.Read and act Step 4: Post-reading 1.Do a role-play T: Look, here come Su Hai and Su Yang’s father and mother. They meet Liu Tao. What can they say? Please imagine and make a new story. 2.Draw and share T: Today we know about my family, Liu Tao and Su Hai’s families. What about your family? Two students are in a group. One draws three people from your family. The other one asks who he/she is. You can draw your father, mother, brother and sister. You can also draw your grandpa, grandma, uncle and aunt. 3.Review and think T: Today we know about my family, Liu Tao and Su Hai’s families and your family. What makes a family? Post-reading Enjoy the picture book My family T: Who are in the bunny family? S: They’re mum, dad, sister, brother, grandma and grandpa. T: What do they like to do? Ss read, match and share. T: Do you like the family? Ss share the reasons. ●课后反思 ●课题 Unit 5 She’s my mother 第3课时 ●总第21课时 ●教学内容 Warp-up time & Assessment time ●教学目标 1.在语境中熟练运用father, mother, brother, sister等家庭成员称谓类的词汇，以及This is/He is/She is ...等句型介绍自己的家庭成员。 2.在语境中，运用教师提供的语言支架，利用图画或照片与同伴交流并介绍自己的家庭和家庭成员。 3.在解析图片和照片的过程中，明白建设和谐家庭的要素包括爱、互相帮助、互相包容、承担责任和义务等。 ●教学重点 在语境中熟练运用father, mother, brother, sister等家庭成员称谓类的词汇，以及This is/He is/She is ...等句型介绍自己的家庭成员。 ●教学难点 在语境中，运用教师提供的语言支架，利用图画或照片与同伴交流并介绍自己的家庭和家庭成员。 ●教学准备 PPT，学生准备全家福照片。 ●作业设计 和家人一起演唱歌曲My family。 ●板书计划 Unit 5 She’s my mother (3) This is my family. He’s ... She’s ... I love ... ●教学过程 修改栏 Step 1: Warm up 1.Look and say T: Look at the words. Please say them quickly. 2.Look and match 出示人物卡片贴在黑板上，请学生拿生词卡片与相对应的人物相连。 T: Look at the pictures and words. Can you match them? Step 2: Warp-up time 1.Look and find 出示第49页图片。 T: Look at the picture. Who are they? 2.Listen and order 出示49页A Listen and order练习。 T: Which is the first one? Which is the second one? Please listen and write down the numbers. 3.Show and tell 教师走进学生中间，就学生桌上的全家福照片与学生示范对话。 T: This is your family. Who’s he/she? S: He’s/She’s my ... I love my family. 学生两人一组，谈论自己的全家福照片。 4.Choose and act 出示如下几个场景图片，请学生自由选一幅编对话。 （1）你和妈妈在公园遇到了你的好朋友和他的爸爸。 （2）你和爸爸在超市遇到了你的英语老师和他的朋友。 （3）你的朋友在你家做客时，看到了你家相册。 ●教学过程 修改栏 T: Good morning, S1. S1: Good morning, Miss Lu. T: Who’s this? S1: This is my father. T:（对扮演爸爸的学生）Good morning. S2: Good morning. S1: Who’s this? T: This is my friend. T: Goodbye. S1 & S2: Goodbye. 学生小组讨论，编对话并上台表演。 Step 3: Assessment time 结合前面编的对话及归纳复习情况，运用自评、互评表引导学生进行学习评价。 1.T: Can you introduce your family members to friends? Can you ask who someone is? Can you talk about your happy family? Ss evaluate according to the evaluation criteria in pairs. 2.T: Look back through the unit. What makes a family? T: A family means love, live together and help each other. ●课后反思 ●课题 Unit 5 She’s my mother 第4课时 ●总第22课时 ●教学内容 绘本This is my family ●教学目标 1.通过听、说、读、写、画等丰富多彩的形式复习本单元的核心词、句，学会如何介绍自己的家人并表达自己对家庭的情感及态度。 2.能够依据学习目标，引导学生建立本单元知识体系，归纳和总结本单元与介绍家庭成员主题相关联的词、句、表达等。通过在情境中完成不同的学习挑战最终达成目标。 3.能够准确地从绘本、图片、音视频等多模态资源中提取与家庭成员相关的信息并理解其内涵，观察和分析不同家庭成员的特征，推断出家庭成员之间的紧密联系；运用多模态资源，描述和展示自己的家庭，提升综合语言运用和表达能力。 ●教学重点 能够依据学习目标，引导学生建立本单元知识体系，归纳和总结本单元与介绍家庭成员主题相关联的词、句、表达等。通过在情境中完成不同的学习挑战最终达成目标。 ●教学难点 能够准确地从绘本、图片、音视频等多模态资源中提取与家庭成员相关的信息并理解其内涵，观察和分析不同家庭成员的特征，推断出家庭成员之间的紧密联系；运用多模态资源，描述和展示自己的家庭，提升综合语言运用和表达能力 ●教学准备 PPT ●作业设计 1.Read this picture book to your family members. 2.Say “I love you” to your parents and give them a hug. ●板书计划 Unit 5 She’s my mother (4) This is my family The little tree’s father is tall. mother is nice. brother is strong. The little bird’s father is big. mother is beautiful. sister is cute. ●教学过程 修改栏 Step 1: Warm up 1.Enjoy a song T: What’s the song about? (Family song from Sesame Street) S: It’s about family. T: Who’s in the big family? S: Mum, dad, brother, sister, aunt, uncle, grandpa or grandma. T: Great! What family do you know from the song? S1: I know the fish family, the monkey family and the duck family. S2: The bug family and the human family. 2.Recall and play a loop game T: What family do you know in this unit? S1: I know Liu Tao’s family, Su Hai & Su Yang’s family. S2: I know Sam’s, Bobby’s and Tad’s family. Show the pictures of these characters. Then mess up the picture cards. T: Look, here are the character cards, let me check if you know them well, choose one and have a guess. Step 2: Reading time 1.Predict and check T: Today I’m going to show you a story of happy families. Guess whose families are mentioned. S1: (Observe the cover) Maybe the bird’s family. S2: Maybe the tree’s family. ●教学过程 修改栏 T: Now, let’s watch and check your prediction. So the picture book mentioned ... S: The tree’s family and the bird’s family. T: Yes, they both introduce their families to each other. How many members are there in their families? S: There are four members in each family. 2.Read, circle and report T: How are their families? Circle some key words in the text and share in six. Ss firstly read by themselves and then discuss in six, finally have a report. Eg: This is the little tree’s father. He’s strong. Each reporter should pick the word card with the character picture and stick on the blackboard. 3.Think and share T: Do they love their families? How do you know? S: Yes, because they say “We are family. We all love each other.” T: No matter our friends or our families, we all need to give ... S: Love / Care ... ●课后反思 学科网（北京）股份有限公司 $$