Unit6 Is he your grandpa 第二课时 (教案) -2024-2025学年译林版（三起）（2024）英语三年级上册

Unit 6 Is he your grandpa? Period 2 Story time I. Teaching content 三上 Unit 6 Is he your grandpa? (Story time) II. Teaching objectives 1. 能听懂、会说、会读单词：wow, big, happy, love。 2. 能用句型 Is he / she / it your ... ? Yes, he / she / it is. No, he / she / it isn’t. 询问家庭成员。 3. 能理解课文内容，正确流利地朗读并表演。 III. The main and difficult points 1.能理解课文，正确流利地朗读课文并合作表演故事。 2.情景对话中人称代词he/she/it的正确使用及isn’t的准确发音。 IV. Teaching procedures Activity One 课前播放歌曲：family song Step 1 Read and play T: Boys and girls, you can sing the family song well. Let’s read words about family members on page50 and then play a game in pairs. 设计意图：导入环节先检测学生课前听读复习任务，既是对学生课前作业的检查，也是对TS两人合作的展示，TS互相读单词、纠正发音并评价，学生体会到课前认真复习所带来的成功体验，积极的情感激发了学生的学习兴趣与动力。 Step 2 Ask and answer T：Wow, Liu Tao has a big family. Do you have a big family? Please show your family photo and talk with your partner.设计意图：通过展示全家福照片进入本课学习情境，询问他人家庭成员关系并介绍自己的家庭成员，在交流中感知核心语言，形成学习期待，熟悉新知，为后面的学习做好铺垫。 Activity Two Step 1 Match and say T: You know your friends’ family well. Who is in Liu Tao’s family? Who are they? Let’s read the story about Liu Tao’s family on P54-55, match family members then chant with your partner. Step 2 Read and act设计意图：首先，借助问题链Who is in Liu Tao’s family? Who are they? 梳理刘涛的家庭成员信息，并进行图文匹配。再运用I have a big family.与已学句型This is... .帮助刘涛介绍自己的大家庭，在厘清家庭成员信息的基础上，通过chant巩固内化家庭成员称谓，加深对大家庭的了解与喜爱。 T: Boys and girls, well done. You know the story well. Now please read the story and act in roles. 角色分配：S1- Su Hai, S2- Liu Tao, S3-Yang Ling, S4-Wang Bing 朗读符号：设计意图：通过听音模仿，学生能用正确的语音、语调朗读对话；通过角色扮演，进一步巩固文本内容，体会真实交际的意义。 Activity Three Step 1 Do a role-play T：At weekends, Yang Ling comes to Liu Tao’s home. They are talking about family photo. Please work in pairs, one is Yang Ling and the other is Liu Tao. Big question: 选一选（可以多选哦！） ( ) －What do you think of （认为）Liu Tao’s big family? － Liu Tao has（有） _____________. A. a warm(温馨的) family B. a cool family C. a happy family设计意图：学生在获取知识、完成理解类活动后，需要将所学知识内化并运用。在真实的语境中交际是语言学习最有效的途径，用学生已有的结构化知识完成贴近生活语境的语言实践活动，使学用结合，教学做合一的理念在课堂中落地。随后，以问题促进学生分析语篇背后的情感、态度、价值观，加深对主题意义的深层理解。 Step 2 Let’s chant T：We talked about Liu Tao’s family. Now, let’s chant about his big family.设计意图：将本课目标语言融入chant,利用琅琅上口的chant 巩固内化重点句型，推动学生对主题意义的理解，整个语言实践板块始终遵循意义引领，将全体学生卷入到学习活动，体现以学生为中心的理念。 Summary 说一说你在本课的收获吧！ 1. 我能我能用下面的对话谈论家庭成员。 Model: A:Who’s ...? B: He/She is ... A: Is he/she your ...? B: Yes, he/she is. / No, he/she isn’t. 2. 我能正确朗读Story time。 【课堂反馈】 1、 阅读并选择方框内合适的选项，完成对话。 A. Is she B. he isn’t C. She is D. my aunt E. a big family Yang Ling is talking(谈论) about Liu Tao’s family tree. Liu Tao: Look, Yang Ling. This is my family. Yang Ling: Wow！You have _____E________. Is he your father? Liu Tao: No, _______B______. He is my grandfather. Yang Ling: ______A_____ your mother? Liu Tao: No, she isn’t. She’s ____D________. She’s great. 二、根据所给情景，选择合适的英文表达。 ( A ) 1. 杨玲想问：“她是你的妈妈吗？她可以说：________ A. Is she your mother? B. Is he your father? ( B ) 2. 告诉对方你有一个大家庭，你可以这样说 ：________ A. I have a happy family. B. I have a big family. ( B ) 3. 想知道宝宝是不是对方的堂弟/妹，你可以问： ________ A. Is she your cousin? B. Is it your cousin? ( A ) 4. 想告诉对方你爱你的家人，你可以说：________ A. I love my family. B. We all love each other. 设计意图：课堂检测反馈是高效课堂必不可少的环节，精学、精练、精讲，才算是真正高效的课堂，通过学生间的互评，立刻发现知识理解方面的漏洞，及时弥补。 Homework 1. Read and try to recite story time. 2. Introduce your family to your friends. 2 学科网（北京）股份有限公司 $$