Unit 6 Is he your grandpa 第三课时 (教学设计) -2024-2025学年译林版（三起）（2024）英语三年级上册

Unit 6 Is he your grandpa? Period 3 Wrap-up time 【教学内容】 三上 Unit 6 Is he your grandpa?(Period 3 Wrap-up time) 【教学目标】 通过本课时的学习，希望学生能够： 1. 能用句型Who’s ... ? He’s/She’s my ... 和Is he/she your ...? Yes, he/she is. No, he/she isn’t. He/She is... 谈论家人。 2. 能用句型I have a big family. This is... I love my family.准确流利地介绍刘涛的家人。 3. 能用句型Look at my family tree. He’s/She’s my... I love my family.介绍自己的家人。 4.通过评价学习成果，对 Big question 进行回答和分享，形成家庭观念和亲情意识，理解主题意义。 【教学重难点】 1.否定回答中isn't的正确使用。 2.能用句型Look at my family tree. He’s/She’s my... I love my family.介绍自己的家人。 【教学过程】 Activity One Step 1 Greetings T: Hello, everyone. I’m your new English teacher today. T:Who are you? What’s your name? S1:My name is... T: Nice to meet you. S1:Nice to meet you too. T: Can you tell me who’s in your family? Step 2 Let’s chant 学习要求：1.自己拍手读。2.四人小组拍手说。 T: Wow, you have a big family. This time, let’s have a chant about family together. T: You read it beautifully and fluently. Let’s try to chant again. Black words for me and red words for you. Let’s have a try. (小组操练后，一问一答以不同颜色呈现，训练按小组齐读、T问S读等） 设计意图：通过chant复习巩固已学单词和句型，让学生迅速投入课堂中来，激发学生课堂状态，调动学生的专注力，提高课堂参与度，并且为后面的语言操练做铺垫。 Step 3 Read, fill and talk T: Do you remember Liu Tao’s big family? Please recite and finish Liu Tao’s family tree. T: Who are they in Liu Tao’s family? (师生做范例）Now you’re Liu Tao. Hello, Liu Tao. Is he your father? S: No, he isn’t. T：Who is he? S: He’s my uncle. T: Are you clear? Please work in two, ask and answer, OK? 学习要求：1.读背课本Pages54-55的故事。2.选词完成Liu Tao’s family tree。3.学伴问答。 设计意图：让学生自主读背story，训练学生的自主阅读和快速记忆能力，同时让学生完成Liu Tao’s family tree帮助学生对文章进行梳理，了解文章的大概，最后通过学伴问答帮助学生操练了句型。 Step 4 Look and say 学习要求：根据家庭树帮助Liu Tao介绍他的家人，说给学伴听。 T: Now can you please be Liu Tao and introduce his family? 练一练：学伴拍手说儿歌。 T: Thank you. What a big family! Listen, Liu Tao makes a chant for his family. This time let’s review and chant together. T: What do you think of Liu Tao’s big family?. S: They all love together. They are happy together.(从儿歌中提炼出对big question的初步理解） 设计意图：借助家庭树让学生学会用句型I have a big family. This is... I love my family.来介绍刘涛的家人，让学生更深入的理解并掌握文章，接着让学伴拍手说儿歌，既操练了句型又激发了学生的学习兴趣，增添了课堂的趣味性。 Activity two Step 1 Look, think and say T: Look, who are they in your family? Can you try to say? 学习要求：1.看课本Page57 A部分，自己说一说。2.说给学伴听。 设计意图:通过看、读、说等多个方式，并利用教材中的图片资源，帮助学生理解人物关系，提高学生的语言表达能力。 Step 2 Show and say 学习要求：根据全家福，学伴谈论自己的家人。 T: Well,now I think it’s time for us to talk about our own family members and show our photos. T: So you see your family photos. Actually, we’re having a big family. And what else can we say? We can also say it’s a nice family.Good word, it’s a happy family. You? S: It’s a beautiful family. 设计意图:像学伴展示自己的全家福，并和学伴交流自己的家人，复习巩固了句型Is he/she your ...? Yes, he/she is. No, he/she isn’t. He/She is... Step 3 Make and chant 学习要求：仿照“练一练”，创编儿歌介绍自己的家人，说给学伴听。 T: Very nice. All of you have a happy and big family. Now it’s your turn to make a new chant for your family. 设计意图:对上面的活动say a chant难度加深，由易到难，层层递进，让每个学生都有机会开口说，既巩固了介绍家人的句型，又提高了学生的综合语言实践能力。 Activity Three Step 1 Show and say 学习要求：1. 根据全家福，仿照范例，介绍家人。2. 说给学伴听。 设计意图:给出语言支架，检查学生的语言输出，了解学生的掌握情况。 Step 2 Think and choose 学习要求：1. 读一读，在表述更准确的方框内打√；2. 学伴互说。 T: Look at your family members. Do you love them? How do you feel? What do you think of a big family? Q：What do you think of （认为）a big family? There are（有） a lot of（许多） family members（成员） in a big family. There are a lot of family members in a big family. And they help(帮助)each other, they share(分享) with each other, they all love each other, they are happy together. 设计意图:在课堂的最后进行情感的升华，对学生提问，引发学生思考，点出本单元的主旨，实现情感教育的目标。 Summary 说一说你在本课的收获吧！ 1. 我能谈论我的家人。 Model 1: A: Is he/she your ...? B: Yes, he/she ... / No, he/she ...He’s / She’s my ... 2. 我能介绍我的家庭成员。 Model: Hello, my name is/I’m ... I have a big family. Come and meet my family. He’s ... She’s ... I love my family./We all love each other. 设计意图:带领学生清晰梳理并回顾了本节课的重要知识，达成“知识”与“能力”的双线发展。 1 学科网（北京）股份有限公司 $$