Unit 2 Different families Part C（教学设计）-2026-2027学年人教PEP版英语三年级上册

该小学英语教学设计聚焦家庭成员词汇（如grandfather, aunt等）及核心句型“This is my...”，通过图片识词、听力选家庭照片、补全家谱图等活动搭建学习支架，从复习旧知到理解家庭结构，为后续制作与分享个人家谱图奠定基础。 资料亮点在于项目式学习与阅读融合，Project环节让学生动手制作家谱图并运用句型介绍，提升语言能力，Reading time通过小诗对比大小家庭，深化文化意识，补全图区分辈分关系培养思维品质。学生在实践中巩固语言，教师可通过评价活动掌握学情，高效落实教学目标。

小学英语人教PEP版三年级上册 Unit 2 Different families Part C教案 授课教师：________ 授课时间：_________ 累计___课时 课题 Part C Project & Reading time 课型 新授课 语篇 研读 What： 本课包含Project与Reading time两部分。Project含四步骤：听录音选家庭照片、用词汇（如A. aunt, B. brother等）补全家谱图、制作个人家谱图并课堂分享。Reading time为两首小诗，分别以人类孩子和动物视角描述小家庭（玩、分享、倾听）与大家庭（和兄弟姐妹、堂亲互动），强调家人互爱。 Why： Project通过实操巩固家庭成员词汇，回应单元问题“What makes a family?”，理解家庭构成多样性；Reading time借小诗拓展家庭相处表达（play with, share, listen with care），深化对“爱”是家庭核心的认知，呼应单元结语“Families can be big or small. Family members love each other.”。 How： Project先以听力、匹配活动铺垫语言（如E. grandfather对应家谱图人物），再通过制作、分享家谱图（“This is my...”）综合运用。Reading time小诗语言简洁（“I play with my brother.”“We share.”），配图（孩子玩耍、狮子家庭）辅助理解，对比呈现“small family”与“big family”，复现核心词汇与句型，强化主题。 教学 目标 通过本课时学习，学生能够： 1. 在看、听、读的活动中，复习并认读家庭成员单词（grandfather, grandmother, father, mother, uncle, aunt, brother, sister, cousin, me），理解并补全家谱图；（学习理解） 2. 模仿样例制作自己的家谱图，并运用核心句型“This is my...”向同伴介绍自己的家谱图；（应用实践） 3. 阅读关于大小家庭的两首小诗，理解家庭有大有小，家人之间互相关爱，并尝试用简单语言描述自己与家人的相处方式。（迁移创新） 【核心词汇】 grandfather, grandmother, father, mother, uncle, aunt, brother, sister, cousin, me 【核心句型】 This is my... 教学 重难点 ▲重点： 1. 能够认读并运用家庭成员单词（如A. aunt, B. brother, C. cousin, D. father, E. grandfather, F. grandmother, G. mother, H. sister, I. uncle）。 2. 能够根据家谱图补全家庭成员信息。 3. 能够模仿样例制作自己的家谱图。 4. 能够运用句型“This is my family tree. This is my ...”介绍自己的家谱图。 5. 能够朗读Reading time中的两首小诗，理解大意，复习巩固家庭成员单词及相关句型。 ■难点： 1. 能够理解并区分家谱图中不同辈分和关系的家庭成员（如区分叔叔婶婶、堂兄弟姐妹与父母、兄弟姐妹）。 2. 能够独立制作并清晰地向全班介绍自己的家谱图，运用所学语言综合实践。 3. 理解“Families can be big or small. Family members love each other.”的含义，深化对“家庭”主题的认识。 流程 教学设计 备课 教学内容与过程 学习目标 学习活动 效果评价 设计意图 在看、听、读的活动中，复习并认读家庭成员单词（grandfather, grandmother, father, mother, uncle, aunt, brother, sister, cousin, me），理解并补全家谱图；（学习理解）。 1. T: Look at the pictures of two families. Who can you see? (Point to the old people, parents, children in the pictures.) S: I can see a grandfather/grandmother/father/mother/boy/girl... T: Yes! These are family members. Let's read the words together: grandfather, grandmother, father, mother, uncle, aunt, brother, sister, cousin, me. (Show word cards and lead students to read.) 2. T: Listen to the recording about Li Na's family. Which picture is her family? (Play the recording for Step 1 in Project.) S: (Listen and tick the correct picture.) 3. T: Look at the family tree (Step 2). Some members are missing. Let's match the words (A-I) with the pictures. For example, the top left is E. grandfather. What about the top right? S: F. grandmother. T: Good! Now work in pairs to complete the family tree. S: (Pair work, discuss and fill in the blanks.) T: Let's check together. (Call students to answer and confirm.) 1. 教师通过学生跟读单词的准确度和看图识词的反应，评价其对核心词汇的认读情况。 2. 教师通过学生勾选图片的结果，评价其听懂录音中家庭成员信息的能力。 3. 教师检查学生补全的家谱图，评价其对家庭成员关系及单词匹配的准确性。 本阶段活动旨在通过图片导入、单词复习、听力选择和家谱图补全，帮助学生在语境中复习巩固家庭成员词汇，理解家谱图的结构和人物关系，为后续制作和介绍自己的家谱图奠定语言基础。 模仿样例制作自己的家谱图，并运用核心句型“This is my...”向同伴介绍自己的家谱图；（应用实践）。 1. T: Now it's your turn! Let's make your family tree (Step 3). Draw or stick photos of your family members. Write "This is my..." under each member. For example, (Show a sample family tree.) This is my father. This is my mother. S: (Students work individually to make their family trees.) 2. T: Finish? Now share your family tree with your partner. Use "This is my..." to introduce. S: (Pair work, take turns to introduce their family trees. e.g., S1: This is my grandfather. S2: This is my sister.) 1. 教师观察学生制作家谱图的过程，检查是否能正确使用核心词汇标注家庭成员。 2. 教师巡视学生同伴间的介绍，评价其是否能运用“This is my...”句型清晰表达。 本阶段活动通过制作个人家谱图和同伴介绍，让学生在实践中运用核心词汇和句型，将语言知识与个人生活经验结合，提升语言运用能力。 阅读关于大小家庭的两首小诗，理解家庭有大有小，家人之间互相关爱，并尝试用简单语言描述自己与家人的相处方式。（迁移创新）。 1. T: Let's read two poems about families. First poem: Look at the picture (two children playing). What do they do? Read the poem and find out. (Show the first poem, play the recording, and lead students to read.) T: What does the child do with his brother? S: Play with my brother. Share. Listen with care. T: Is his family big or small? S: Small. T: He loves his small family. 2. T: Second poem: Look at the picture (lions family). How many family members? Read and find: What does the child do with brothers/sisters/cousins? S: Play with brothers. Share with sisters. Talk with cousins. T: His family is...? S: Big. T: He loves his big family. 3. T: Families can be big or small, but family members love each other. Now, think about your family. What do you do with your family members? You can say: "I play with my brother/sister. I share with my cousin..." S: (Think and share with the class, e.g., I play with my sister. I love my family.) 1. 教师通过学生跟读诗歌的流利度和回答问题的准确性，评价其对诗歌内容的理解程度。 2. 教师鼓励学生分享自己与家人的相处方式，评价其是否能迁移所学语言进行简单描述。 本阶段通过阅读小诗，拓展学生对家庭多样性的认知，感受家人间的关爱，并引导学生联系自身实际，用所学语言表达与家人的互动，实现知识的迁移和情感的升华。 板书 设计 单词 翻译 family tree 家庭树 share 分享 listen 听 small 小的 big 大的 love 爱 课后 任务 完成课本上的第2题，根据家庭树图选择正确的字母（A-I）补全家庭成员标注。 参照课本模板制作自己的家庭树（My family tree），可以用绘画或粘贴照片的方式完成。 结合自己制作的家庭树，用课本提供的句型“This is my family tree. This is my ...”准备一段课堂分享内容，下节课和同学交流。 教学 反思 课堂通过图片导入和单词认读活动，有效复习了家庭成员词汇，学生参与积极；家谱图补全和制作环节，让学生在合作与实践中巩固了语言知识，提升了动手能力和表达能力。阅读小诗环节，学生能较好理解大小家庭的差异和家人间的爱。但在介绍家谱图时，部分学生句型运用不够熟练，可增加示范和小组内多次练习的机会；小诗阅读后，可提供简单的句子框架帮助学生更自信地描述自己与家人的相处方式。 学科网（北京）股份有限公司 $