unit 2 第1课时 Part A Let's talk & Listen, sing and play-（课件+教案）2026—2027学年人教PEP版英语三年级上册

Unit 2 Different families A Let's talk & Listen, sing and play What makes a family? A Talk: introduce a friend and family 2 A Learn: family members 3 Letters: Ee—Hh 4 B Talk: ask about family photos B Learn: more family members 6 Read & Project: families and a family tree 5 Unit 2 Map 1 Hello again! A: Hi! I'm ______. A: Nice to meet you. B: Hello! My name is ____. B: Nice to meet you too. Greet your partner. Show the finger you hear. Sing and move. Enjoy a family song Look and predict Who comes to Chen Jie's home? A. Sarah Miller B. Miss White Who comes to Chen Jie's home? Watch and answer Who does Chen Jie introduce? Check and say Who comes to Chen Jie's home? Sarah Miller. Who does Chen Jie introduce? Mum and Dad. Grandma and Grandpa. Meet Sarah Miller Sarah is Chen Jie's friend. friend 朋友 Mum! Dad! This is my friend, Sarah Miller. Hi, Sarah. This is my friend, Sarah Miller. This is my _________. 用于介绍他人 Point and say This is my friend, Sarah Miller. This is my friend, Mike Black. This is my friend, Wu Binbin. Listen and repeat Chen Jie: Mum! Dad! This is my friend, Sarah Miller. Mum and Dad: Hi, Sarah. Listen and choose Who does Chen Jie introduce? A. Grandma and Grandpa B. Mum and Dad grandma 祖母；外祖母 grandpa 祖父；外祖父 grandma grandpa Quick match This is my grandma. This is my grandpa. Nice to meet you too. Nice to meet you. Listen and repeat This is my grandma. This is my grandpa. Nice to meet you. Listen and read Chen Jie: Mum! Dad! This is my friend, Sarah Miller. Mum and Dad: Hi, Sarah. Chen Jie: This is my grandma. This is my grandpa. Grandma and Grandpa: Nice to meet you. Fill and read Mum! Dad! This is my ________, Sarah Miller. Hi, ______. This is my ______. This is my ______. Nice to meet you. friend Sarah grandma grandpa Read and act Scene 1: Chen Jie • Sarah • Mum • Dad Scene 2: Chen Jie • Sarah • Grandma • Grandpa Speak clearly. Look at your partner. Use a friendly voice. Watch, sing and play Point to the finger you hear. Then sing and move. Listen and point Show your hand. Listen for the family member. 3 Point to the finger. 1 2 Sing with actions Listen to the name. Show the finger. Sing together. Show and say This is my _____. This is my friend, _____. Hi, _____. Nice to meet you. Pair work A: This is my ______. B: Hi, ______. Nice to meet you. A: Nice to meet you too. Summary friend · grandma · grandpa This is my ______. Nice to meet you. I can check I can introduce someone. I can greet politely. I can sing and act. Homework 1. Listen and read Let's talk. 2. Draw or choose a family photo. 3. Introduce one person with "This is my ...". Goodbye! Love your family. See you next time! null 25152.0 null 48840.0 $三年级上册英语Unit2 Different families 第1课时知识点总结 Part A Let's talk Listen,sing and play What makes a family? 一、核心词汇Key words、 friend grandma grandpa 朋友 祖母；外祖母 祖父；外祖父 二、 核心句型Key sentences☆ This is my friend,Sarah Miller. 。Nice to meet you. This is my grandma. 。Nice to meet you too. This is my grandpa. 三、课文情境 Story time女 Scene 1 Scene2】 Chen Jie:Mum!Dad!This is my friend, Chen Jie:This is my grandma.This is Sarah Miller. my grandpa. Mum and Dad:Hi,Sarah. Grandma and Grandpa:Nice to meet you. 四、介绍与问候Introduce and greet ①Point to a person. ② Say:This is my .. 3Greet:Nice to meet you. 本页小结I can I can introduce someone. √I can greet politely,. I can sing and act. 9 Say hello and love your family！ 三年级上册英语Unit2 Different families 第1课时课后小练习 氵After-.class Practice← Part A Let's talk Listen,sing and play This is my friend, Sarah Miller. Nice to meet you. 一、读一读，连一连Read and match 二、选-选Look and choose 1.friend ① Who is Sarah? A.祖父；外祖父 A.Chen Jie's friend. O 2.grandma B.朋友 B.Chen Jie's grandma. 0 3.grandpa C.祖母；外祖母 2 Who does Chen Jie introduce first? A.Mum and Dad. O B.Grandma and Grandpa. O 2. 3】 3. What do Grandma and Grandpa say? A.Hi,Sarah. O B.Nice to meet you. O 三、填一填Fill and say 四、演-演Role-play time friend Sarah grandma grandpa My family card A:This is my 1.Mum!Dad!This is my Sarah Miller. 2.Hi, B:Hi, Nice 3.This is my to meet you. A:Nice to meet you too. Name: 4.This is my This is my 交朋友挑战Check Time I can introduce someone. ☐I can greet politely. ☐I can sing and act.. Say hello and love your family!Unit 2 · Lesson 1 教师逐页授课稿 Unit 2 Different families 教师逐页授课稿 第1课时 A Let's talk & Listen, sing and play｜对应定稿PPT P01-P30 P01 单元封面：What makes a family? 本页目标｜进入Different families主题，建立温暖、友好的课堂基调。 教师话术｜Good morning, boys and girls! Welcome to Unit 2. Look at the picture first. What can you see?（停5秒）Yes, we can see different people together. The title is Different families. Families may look different, but people care for one another. Today we will meet Chen Jie, her friend and her family. Let's read the question: What makes a family? 先把问题放在心里，学完这节课再用自己的感受回答。 预设互动｜学生可答family、people、Mum、Dad或“大家在一起”。若只答中文，教师接住并补充：Yes, they are together. They are a family. 操作提示｜先看图、后读题；不在封面讲解全部家庭成员词汇，控制在1分钟左右。 P02 Unit 2 Map 本页目标｜了解单元学习路径，明确本课先学习介绍朋友和家人。 教师话术｜This is our Unit 2 map. We have six stops. Please find Stop 1 with your finger. What will we do today?（等待）Yes, introduce a friend and family. 后面我们还会学习更多家庭成员、字母、家庭照片和family tree，但今天先完成第一件事：介绍一个人，并礼貌地打招呼。请把手指放在Stop 1，say it with me: introduce a friend and family. Ready? Let's go! 预设互动｜学生指出第1站，回答friend / family或“介绍朋友和家人”。若读到后续站点，教师回应：Good preview. We will learn that later. Today, Stop 1. 操作提示｜地图只承担定位作用，不逐条教学六个站点；第1站高亮后进入复习。 P03 Hello again! 本页目标｜复习姓名问候，为新课的礼貌见面表达热身。 教师话术｜Before we meet Chen Jie's family, let's greet a classmate. Listen: Hi! I'm Miss/Mr _____. Nice to meet you.（请一名学生回应）Good. Read the two speech bubbles quietly. Who speaks first? What can B say? 对，B先介绍名字，再说Nice to meet you too. 两人一组，A先开始，完成一轮后交换角色。You have 30 seconds. Go!（巡视）Time. Who can show us? 预设互动｜学生完成Hi! I'm ... / Hello! My name is ... / Nice to meet you. / Nice to meet you too.。若漏too，教师停顿提示：Nice to meet you ...? 学生补词后重说整句。 操作提示｜先师生示范，再同桌交换；选1组展示即可，避免热身占时过长。 P04 Enjoy a family song 本页目标｜借歌曲视频激活家庭主题，练习听到人物后指向手指。 教师话术｜Now let's enjoy a family song. Before we watch, here is your job: Show the finger you hear. 听到歌里的人物时，请举起对应的手指。Don't worry if you don't know every word. Listen, point and move. Ready?（播放视频）Great energy! Which family words did you hear? 你可以只说一个。（接答）Good listening. 今天我们会重点认识grandma和grandpa，后面还会再唱一次。 预设互动｜学生边看边指、跟随动作；观看后可答mum、dad、grandma、grandpa等。若词汇不完整，教师重述正确词，不要求掌握歌曲全部内容。 操作提示｜完整播放一次；播放前给唯一任务，播放后只回收1—2个词，不逐句翻译歌词。 P05 Look and predict 本页目标｜根据画面预测来访者，形成带问题观看的准备。 教师话术｜Look at Chen Jie's home. Someone comes to visit. Who comes to Chen Jie's home, Sarah Miller or Miss White? Don't shout yet. Look at the face, the schoolbag and the people in the picture. Point to A or B.（停5秒）Most of you choose A. Tell your partner one clue: Why do you think so? 你可以说Because I see ...。Good prediction. Let's watch and check, not just guess. 预设互动｜学生选择A或B，并用画面线索说明理由。即使选错也不立即否定，教师说：Let's check in the video. 操作提示｜答案暂不揭示；给足观察时间，让预测服务下一页整体理解。 P06 Watch and answer 本页目标｜整体观看主对话，获取来访者和Chen Jie所介绍人物两类信息。 教师话术｜We have two questions. First: Who comes to Chen Jie's home? Second: Who does Chen Jie introduce? 第一次观看只要记人物，不需要跟读。Eyes on the screen.（播放视频）Now, question one. Who comes?（等待）Sarah Miller. Good. Question two is longer. Who does Chen Jie introduce? Think about all the people she points to. Whisper the names to your partner first.（同桌核对）Ready? Let's check one by one. 预设互动｜学生先独立观看，再回答Sarah Miller；第二问可先答Mum、Dad等关键词。教师不要求一次说全，保留到下一页核对。 操作提示｜视频完整播放一次；课堂受干扰时可重播关键片段，不反复无任务播放。 P07 Check and say 本页目标｜核对整体理解，完整说出Sarah及Chen Jie介绍的两组家人。 教师话术｜Let's check. Who comes to Chen Jie's home? Say the full answer: Sarah Miller comes to Chen Jie's home. Now the second answer. Who does Chen Jie introduce?（逐组指图）First, Mum and Dad. Then, Grandma and Grandpa. Did anyone hear both groups? Excellent listening. She introduces her mum and dad. She also introduces her grandma and grandpa. 先把人物关系说清楚，等会儿再学习怎样介绍。 预设互动｜学生核对答案并分两部分说出人物。若只说Mum and Dad，教师追问：Anyone else? Look at the second scene. 操作提示｜两个问题依次核对；肯定关键词初答，再示范完整表达，不额外增加人物。 P08 Meet Sarah Miller 本页目标｜建立Sarah与friend的关系，准确听说friend。 教师话术｜This is Sarah Miller. Who is she to Chen Jie? Look at the picture and the word. Sarah is Chen Jie's friend. Friend means 朋友. Watch my mouth: friend.（慢速示范）The last sound is short; don't add another vowel. Let's clap the word once: friend. Now point to Sarah and say: Sarah is Chen Jie's friend. Turn to your partner: Who is Sarah?—She is Chen Jie's friend. 预设互动｜学生跟读friend，指图回答人物关系。若说She is friend，教师自然重述：She is Chen Jie's friend.，请学生回说完整句。 操作提示｜发音纠正不做音标讲解；用人物关系和整句固定词义。 P09 介绍朋友的情境 本页目标｜听懂第一段介绍朋友以及父母的回应。 教师话术｜Look at Chen Jie's hand and face. She is excited to introduce Sarah. Listen: Mum! Dad! This is my friend, Sarah Miller.（播放音频）Who speaks first? Yes, Chen Jie. Who says Hi, Sarah? Mum and Dad. Listen to my voice: Mum! Dad!（读出呼唤感）This is my friend, Sarah Miller. Hi, Sarah. Now girls can be Chen Jie; boys can be Mum and Dad. Then we change roles. 预设互动｜学生听音辨人物并分组朗读。若Sarah Miller连读困难，教师切分节奏：Sarah / Miller，再合读完整句。 操作提示｜播放对应音频；先听辨、后分组跟读，保留呼唤和回应的真实语气。 P10 This is my ... 本页目标｜从对话中提炼介绍他人的表达This is my ...并完成简单替换。 教师话术｜Chen Jie points to Sarah and says This is my friend, Sarah Miller. When we introduce someone, we can use This is my ...。跟老师做动作：一只手礼貌地指向对方，同时说This is my friend. What can we put in the blank? friend，也可以是后面要学的family word。Let's try: This is my friend. This is my mum. 注意是my，不是I。我们先会用，不需要背语法名称。 预设互动｜学生配合手势说This is my friend/mum.。若只说My friend，教师提示开头：This is ...，再让学生补成整句。 操作提示｜用法发现控制在1分钟；不做术语讲解，马上进入人物替换。 P11 Point and say 本页目标｜使用三个人物完成介绍朋友的替换练习。 教师话术｜Now I point, you introduce. Ready?（指Sarah）This is my friend, Sarah Miller.（指Mike）Who can say the whole sentence? Good: This is my friend, Mike Black.（指Wu Binbin）One more. Excellent. Now work with your partner. A points to any picture; B introduces the person. After three turns, change roles. If the full name is hard, say it slowly, but keep the sentence complete. 预设互动｜学生根据随机指图说三个完整句，并与同桌交换。若漏friend，教师指页面中的词；若漏This is，给句首后请学生重说。 操作提示｜先全班随机指认，再同桌练3轮；不机械齐读三遍。 P12 Listen and repeat：介绍朋友 本页目标｜跟随原声模仿第一段对话的停顿、称呼和友好回应。 教师话术｜This time, listen for the voice and the pause. When Chen Jie says Mum! Dad!, her voice goes up because she wants their attention.（播放音频）Now shadow the speaker. 第一遍跟Chen Jie，手指指向Sarah；第二遍跟Mum and Dad，面带微笑说Hi, Sarah. Ready?（播放或分句带读）Good. Let's put the two lines together without stopping too long. 预设互动｜学生边指人物边影子跟读，随后两组接读。出现机械平读时，教师用自然语气示范一次并邀请再读。 操作提示｜使用第一段音频；需要时分句暂停，结束后整段连读一次。 P13 Listen and choose 本页目标｜通过听音判断Chen Jie第二段介绍的是祖辈而非父母。 教师话术｜Close your eyes or look away from the answer. Listen carefully: Who does Chen Jie introduce, Grandma and Grandpa or Mum and Dad?（播放音频）Open your eyes. Show A or B with your fingers.（等待）A, Grandma and Grandpa. What words helped you? 对，grandma和grandpa。Let's say the full answer: Chen Jie introduces her grandma and grandpa. 如果刚才选错也没关系，下一页我们把两个词看清、听清。 预设互动｜学生独立听音后用手势选择A，并说出听到的grandma/grandpa。教师关注是否依据声音，而非看图猜。 操作提示｜先播放、后显示答案；必要时只重放关键词所在句。 P14 grandma and grandpa 本页目标｜借人物图理解并辨读grandma、grandpa。 教师话术｜Meet two family members. This is grandma—祖母或外祖母。This is grandpa—祖父或外祖父。英语里这两个词在本课不区分爸爸一边还是妈妈一边。Listen to the endings: grand-ma, grand-pa.（配合动作示范）Girls, say grandma. Boys, say grandpa. Now everyone, point left or right when I say a word. Ready: grandpa ... grandma ... grandma ... grandpa. 预设互动｜学生跟读并根据随机报词指向人物。若混淆，教师放慢末尾ma/pa，再回到正常语速。 操作提示｜用图像、末尾音节和指认建立对应；不扩展成人化亲属分类。 P15 Quick match 本页目标｜快速匹配grandma、grandpa的文字与人物，检验辨认稳定度。 教师话术｜Quick match! Look at the two people and the two words. Don't follow your partner—think first. Which word goes with this lady?（指图）Grandma. Which word goes with this man? Grandpa. Now I will point faster. Say only the correct word, clearly.（随机指3—4次）Good. Last challenge: I say the word, you point; then I point, you say. Ready? 预设互动｜学生先独立匹配，再完成“听词指图、看图说词”双向练习。若只靠左右位置记忆，教师交换指认顺序检验。 操作提示｜控制在40秒左右，保持快速但不用淘汰制；让每名学生开口。 P16 This is my grandma / grandpa 本页目标｜把新词放进This is my ...句框，完整介绍两位家庭成员。 教师话术｜Words are useful when we put them into a sentence. Look at grandma and listen: This is my grandma.（手势指向人物）Now the other picture: This is my grandpa. Let's say both, but watch the last word carefully.（随机指图）Who can introduce this person? Good. Now turn to your partner. One points, one says; after two turns, change. Challenge: close your eyes for one second, open and say the sentence quickly. 预设互动｜学生完整说两句并随机指认。若说This is grandma，教师轻指my所在位置，请学生补my后重说整句。 操作提示｜先句型迁移，再随机化练习；不只从左到右固定齐读。 P17 Nice to meet you / too 本页目标｜把见面问候与礼貌回应成对掌握，突出too。 教师话术｜When Sarah meets Grandma and Grandpa, what can they say? Grandma and Grandpa: Nice to meet you. Sarah answers: Nice to meet you too. Listen to the word too. It means the same friendly feeling comes back. I say the first line, you answer. Nice to meet you.（学生回应）Good. Now half the class is Sarah, half is Grandma and Grandpa. Then change. Smile, look at the person, and use a friendly voice. 预设互动｜学生完成成对回应。若遗漏too，教师重复Nice to meet you并在句尾停顿、轻点too，请学生完整回应。 操作提示｜问候和回应必须成对练习；同时关注眼神和语气。 P18 Listen and repeat：介绍祖辈 本页目标｜模仿第二段对话，连贯呈现两次介绍和礼貌问候。 教师话术｜Listen to the second scene. Chen Jie introduces two people, so listen for the order.（播放音频）Who comes first? Grandma. Who comes next? Grandpa. Now follow: This is my grandma. This is my grandpa. Nice to meet you.（分角色跟读）Sarah's answer is on the next full-dialogue page, but you already know it. What can she say? Nice to meet you too. Let's read this short scene once with three voices. 预设互动｜学生听音说出顺序，分角色跟读，并主动补出Sarah的回应。若语速过快，教师按意群分句后再连读。 操作提示｜播放第二段音频；按Chen Jie—Grandparents—Sarah分组，确保说话人清楚。 P19 Listen and read：完整对话 本页目标｜整合两个场景，理解完整人物关系并进行有角色感的朗读。 教师话术｜Now we can read the whole talk. First, listen and point to the speaker in the picture. Don't read aloud yet.（播放完整音频）Second time, let's read by roles. Group 1 is Chen Jie, Group 2 is Mum and Dad, Group 3 is Grandma and Grandpa, Group 4 is Sarah. Remember: Chen Jie introduces, the family greets, Sarah replies. Ready?（朗读）Which line connects both scenes? This is my ...，because Chen Jie uses it to introduce different people. 预设互动｜学生先听音指说话人，再按四组朗读完整对话；回答共同语言框架This is my ...。 操作提示｜先听后读，避免学生抢读盖住原声；用手势指挥轮次。 P20 Fill and read 本页目标｜依据语境补全friend、Sarah、grandma、grandpa并重建对话。 教师话术｜The key words are missing. Read the whole line before you fill the blank. You have ten seconds.（等待）Blank 1: This is my—friend. Blank 2: Hi,—Sarah. Blank 3 and 4: grandma, grandpa. Don't just call out the word; put each answer back into the sentence.（逐句朗读）Now cover the word bank with your hand. Can you read from the pictures and sentence beginnings? 预设互动｜学生独立思考后逐空回答，并把答案放回整句。若grandma/grandpa顺序颠倒，教师请其回到人物图核对。 操作提示｜答案逐空揭示；每项都回到完整句，最后尝试少支架复述。 P21 Read and act 本页目标｜选择场景进行角色表演，做到声音清楚、看向伙伴、语气友好。 教师话术｜Choose Scene 1 or Scene 2. Scene 1 introduces Sarah to Mum and Dad. Scene 2 introduces Grandma and Grandpa to Sarah. Read the three success tips: Speak clearly. Look at your partner. Use a friendly voice. 基础组可以看气泡；想挑战的同学只看人物。You have 40 seconds to practise.（巡视）Time. Let's watch two groups. After each show, give one star and one useful suggestion based on the tips. 预设互动｜学生自选场景、分角色练习并展示；同伴依据三项标准反馈。若只说good，教师追问：What was clear or friendly? 操作提示｜准备40秒，展示1—2组；优先保证人人在小组中开口。 P22 Watch, sing and play 本页目标｜看懂歌曲活动规则，建立人物声音与手指动作的对应。 教师话术｜We are ready for the finger family activity. Watch the video and find the rule: When you hear a family member, what should you do?（播放视频）Tell me the rule. Yes, point to the finger, then sing and move. Let's practise without music. I say grandma—you point. I say grandpa—you point. Good. During the song, keep your hand where you can see it and move safely in your own space. 预设互动｜学生观看后用中文或英文说出规则，并完成两次无音乐指认。若跟不上，教师强调先听人物词，再做动作。 操作提示｜视频完整播放一次；先用无音乐示范确认规则，再进入音频活动。 P23 Listen and point 本页目标｜专注听辨家庭成员词，根据声音及时指向相应手指。 教师话术｜Show your hand. Step 1: listen for the family member. Step 2: point to the finger. This round, you don't need to sing loudly; listening comes first. Ready?（播放歌曲音频）Keep going ... good listening.（结束）Which word was easiest to hear? Which one was easy to mix up? If grandma and grandpa were hard, listen to the last part: -ma, -pa. Let's try those two once more without music. 预设互动｜学生安静听辨并指手指；活动后说出容易或困难的词，再完成grandma/grandpa快速辨听。 操作提示｜播放歌曲音频；巡视“听—指”对应，不以动作快慢比较学生。 P24 Sing with actions 本页目标｜在理解基础上跟随音乐演唱并用动作表现家庭成员。 教师话术｜This time, we add the singing. Listen to the name, show the finger, and sing together. Don't worry about a perfect voice—keep the words and actions together. Stand or sit safely, give yourself enough space. Ready?（播放音频，全班演唱）Wonderful! I saw many of you wait for the word before pointing. That's real listening. One last question: When you hear grandma, which finger or action do you show? Show me now. 预设互动｜学生跟随音频指、唱、动；结束后再次展示一个目标动作。对节奏较慢的学生，肯定其听到后再动作的准确性。 操作提示｜完整活动一轮；不重复过多遍。用具体观察反馈收束。 P25 Show and say 本页目标｜使用自选照片、绘画或人物卡进行个性化介绍。 教师话术｜Now bring the language to your own picture. You may use a family photo, a drawing, a friend card or a textbook character. You never have to share private family information. Listen to my sample: This is my grandma. This is my friend, Lily. Hi, Lily. Nice to meet you. Choose one person first. Point and say one complete sentence. Who would like to try?（接答）Good—your pointing helped us know who you meant. 预设互动｜学生自选人物，用This is my ...或This is my friend, ...介绍。若不愿分享家庭，可选择朋友卡或课本角色。 操作提示｜先个人低声准备10秒，再邀请2—3人展示；示例只作支架。 P26 Pair work 本页目标｜同伴合作完成“介绍—问候—回应”完整交际并交换角色。 教师话术｜Let's make a real conversation. A introduces: This is my _____. B looks at the person and says: Hi, _____. Nice to meet you. The other person replies: Nice to meet you too. Watch our quick demo.（与学生示范）Now choose your picture. Round 1, A introduces and B greets. Round 2, change roles. You have one minute.（巡视）Remember, if you hear Nice to meet you, don't stop—reply with too. 预设互动｜学生完成两轮并交换角色。常见初答为This is my grandma / Hi, grandma / Nice to meet you；教师重点检查最后的too和完整轮次。 操作提示｜先明确三步并示范，再计时；巡视时用手势或句首提示。 P27 Summary 本页目标｜由学生回收三个词汇和两组核心表达，形成可说的学习成果。 教师话术｜Let's build today's summary together. I point, you say.（指friend、grandma、grandpa）Great. Complete the first sentence: This is my—? Choose any one word. What do we say when we meet someone? Nice to meet you. And the reply? Nice to meet you too. Turn to your partner and use one word plus the greeting to make a tiny dialogue.（等待）So, what can you do now? I can introduce someone and greet politely. 预设互动｜学生看图说词、补句并完成微型对话。若只齐读页面，教师追加：Choose one word and make your own sentence. 操作提示｜让学生先说，页面作为核对；避免教师单向朗读总结。 P28 I can check 本页目标｜依据三项可观察表现作真实自评，明确下一步练习重点。 教师话术｜Be an honest learner. Read each statement with me.（逐条读页面三项）For each one, show three fingers for Yes, two for Almost, one for Not yet. There is no bad answer.（逐项观察）If you chose Almost or Not yet, choose one next step: practise the word, practise the full sentence, or practise the reply with too. Who can share one thing you can do now? 预设互动｜学生用手势逐项自评，并说一项已掌握或需继续练习的内容。教师接受真实选择，不要求全班统一“都会”。 操作提示｜逐项停顿观察；记录最常见的困难，作为下一课时开场复习点。 P29 Homework 本页目标｜明确三项分层作业及完成标准，把课堂语言延伸到课后。 教师话术｜Let's look at the homework. Number 1: Listen and read Let's talk. 朗读时注意谁在说话。Number 2: Draw or choose a family photo. 也可以选择一张愿意分享的人物图片。Number 3: Introduce one person with This is my ...。明天我会随机出示图片，请你完成一句介绍；如果同伴说Nice to meet you，你怎样回应？（学生答）Exactly—Nice to meet you too. Which task will help your speaking most? 预设互动｜学生复述朗读、准备图片、介绍一人的要求，并回答礼貌回应。没有照片时可画图或用人物卡。 操作提示｜逐项说明“做什么”和“怎样算完成”；请1名学生复述后进入结束页。 P30 Goodbye 本页目标｜用温暖、明确的结束信号收束课堂，回扣家庭关爱与礼貌交往。 教师话术｜Today you listened carefully, introduced people clearly and used friendly voices. I especially noticed that many of you remembered too when you replied. Look at our last message: Love your family. It can mean care for the people who care for you, and show respect in the way you speak and act. Now say goodbye to one person near you: Goodbye, _____. See you next time!（学生互道再见）Class is over. Goodbye, everyone! 预设互动｜学生与身边同伴完成有姓名的告别，再与教师告别，用Goodbye / See you next time.自然回应。 操作提示｜本页只承担情感收束和清晰下课信号，不再加入新知识或额外练习。 学科网（北京）股份有限公司 $Unit 2 · Lesson 1 教案设计 Unit 2 Different families 教案设计 第1课时 A Let's talk & Listen, sing and play 本课围绕Sarah到Chen Jie家做客的情境，组织学生完成介绍朋友、介绍家庭成员和礼貌回应三项交际任务，并通过歌曲指认与角色表演把理解转化为真实表达。 一、基本信息 教材版本 人教版小学英语（三年级上册，2024年版） 单元主题 Unit 2 Different families 课时内容 A Let's talk & Listen, sing and play（教材第14—16页） 课型 对话听说课 / 歌曲活动课 建议课时 40—45分钟 核心任务 在“Sarah到Chen Jie家做客”的情境中，介绍朋友和家庭成员，使用礼貌用语回应初次见面，并借手指家庭歌曲巩固理解。 核心语言 friend, grandma, grandpa；This is my ... / Nice to meet you. / Nice to meet you too. 教学准备 本课30页课件、教材、人物卡或家庭照片/自选人物图片、课堂评价贴。 二、课标依据与单元定位 本课围绕“人与社会”主题范畴中的家庭生活与人际交往展开。学生在真实、友好的见面语境中理解并使用介绍他人和礼貌回应的基本表达，感受家庭成员之间的亲近关系，形成尊重他人、友好交往的意识。 作为Unit 2的起始课，本课先建立friend、grandma、grandpa三个关键身份词和This is my ...的介绍框架，为后续学习更多家庭成员词汇、谈论家庭照片和制作family tree提供语境与语言基础。课堂不提前铺陈本单元全部词汇，确保三年级学生一次集中解决一个清晰的交际任务。 核心素养维度 本课落实方式 语言能力 听懂Sarah来访的两段介绍；能介绍一位朋友或家庭成员并作礼貌回应。 文化意识 在见面、介绍和回应中使用友好语气，感受家庭与友谊带来的温暖。 思维品质 根据人物、动作和声音进行预测，区分friend与family member，并从对话中提取人物关系。 学习能力 通过看、听、指、唱、演和同伴互评逐步完成从理解到表达。 三、教材分析 A Let's talk包含两个紧密相连的见面场景：Chen Jie先向父母介绍朋友Sarah Miller，再向Sarah介绍自己的grandma和grandpa。两段对话共同呈现“介绍—问候—回应”的完整交际链：This is my ... / Hi, ... / Nice to meet you. / Nice to meet you too.。教学应让学生看懂人物关系、听清称呼并在角色表演中体会语气，而不是把对话拆成孤立句型。 Listen, sing and play以手指家庭歌曲配合指、唱、动的活动呈现家庭成员。歌曲的价值在于调动注意力、强化声音与人物的对应。本课只要求学生在动作与语境中参与，不把歌曲中出现的全部家庭成员词汇都变成当堂识记任务。 课件依次经历“旧知问候—歌曲激趣—观察预测—整体视听—分段理解—核心表达操练—完整表演—歌曲活动—迁移介绍—总结评价—作业—结束”。3个视频页和2组音频页均服务于清晰任务，播放前给问题，播放后有核对或表达，避免无任务观看。 四、学情分析 三年级学生已在上一单元接触Hello、My name is ...、Nice to meet you.等见面表达，能够完成简单问候，但把人物介绍给第三方仍是新的交际动作。 friend的概念易懂，但学生可能只说Sarah或my friend，不能自然组成This is my friend, Sarah Miller.；需要手势、人物卡和句框帮助完成整句。 grandma、grandpa词形相近，学生容易凭字形猜或混读；应使用人物图、声音、指认和快速匹配建立稳定联系，不做复杂亲属分类。 部分学生能说Nice to meet you.，但容易漏掉回应中的too；教师需把问候与回应成对操练，促成真实轮次。 三年级学生注意保持时间较短。课堂每次观看、聆听或朗读前只给一个明确任务，并通过指一指、选一选、两人说、分角色演等短活动及时转换参与方式。 学生家庭情况不同。迁移表达允许使用家庭照片、绘画、自选人物卡或课本角色，尊重学生是否愿意公开家庭信息。 五、教学目标 目标 可观察的学习结果 1. 理解对话 观看或聆听后，能辨认来访者Sarah，并说出Chen Jie介绍的friend、Mum and Dad、grandma和grandpa。 2. 掌握表达 能听懂、认读friend、grandma、grandpa，并使用This is my ...介绍一位人物。 3. 完成交际 能在同伴活动中完成“介绍—问候—回应”至少一个完整轮次，正确使用Nice to meet you. / Nice to meet you too.。 4. 参与活动 能根据歌曲内容指向相应手指，跟随节奏唱和动，并在自评中判断自己的完成情况。 六、目标—活动—评价一致性 学习目标 主要学习活动 评价证据 目标1 P05—P07预测与整体视听；P13听音选择；P19—P20完整理解。 选择正确人物，能用关键词或完整句回答两类关系问题。 目标2 P08—P12学习friend和介绍朋友；P14—P18学习grandma、grandpa。 看人物图能说出词汇，并把词汇放入This is my ...完整句。 目标3 P17—P21礼貌回应、完整朗读与角色表演；P25—P26迁移介绍。 对话轮次完整，称呼合适，回应中包含too，语气友好。 目标4 P04、P22—P24观看、聆听、指认和动作演唱；P28自我检查。 能根据声音及时指向对应手指，参与演唱，并作真实自评。 七、教学重点、难点与策略 教学重点 理解两段对话中的人物关系；在真实轮次中使用This is my ... / Nice to meet you. / Nice to meet you too.。 教学难点 区分grandma与grandpa；把人物身份、姓名和礼貌回应组织成自然、完整的交际表达。 突破策略 用人物关系图和指认动作降低理解难度；先听辨、再跟读、后表演；接受关键词初答，再由教师重述并要求学生回说完整句。 课堂调控 播放前只给一个任务；一次操练控制在30—60秒；同伴活动先示范再计时；发现发音或句型问题时优先采用重述，不中断学生表达意愿。 八、教学过程 环节一 进入主题（P01—P02，约2分钟） 学习任务 观察单元封面并定位学习地图第1站，初步理解本课要介绍朋友和家人。 教师活动 借封面提出What makes a family?，请学生先观察、再说看到的人物；简要浏览Unit 2 Map，只聚焦Stop 1，明确本课任务。 学生活动 观察图片，用已知词或中文表达发现；指出Stop 1，跟读introduce a friend and family。 评价与调控 能指出本课站点并说出friend或family即可。学生提到后续内容时予以肯定，但不提前展开。 环节二 激活旧知与歌曲导入（P03—P04，约4分钟） 学习任务 复习姓名问候，在家庭歌曲中初步建立声音、人物与手指动作的联系。 教师活动 先与一名学生示范Hi! I'm ... / Nice to meet you.，再组织同桌交换角色；播放歌曲前给出单一任务：听到人物时举起相应手指。 学生活动 完成一轮姓名问候并交换角色；观看歌曲视频，指手指、做动作、尝试跟唱。 评价与调控 问候轮次中关注回应是否含too；歌曲重在参与和指认，不逐词翻译，也不要求一次唱准全部内容。 环节三 整体理解来访情境（P05—P07，约5分钟） 学习任务 根据画面预测来访者，观看主对话视频并获取“谁来了、介绍了谁”两项关键信息。 教师活动 先遮住答案，引导学生观察人物位置和表情作预测；依次呈现Who comes to Chen Jie's home?和Who does Chen Jie introduce?，带着问题播放视频并核对。 学生活动 先预测Sarah来访；观看后指出Sarah、Mum and Dad、grandma、grandpa，并尝试用完整句回答。 评价与调控 关键词正确即先肯定，再用Sarah comes. / She introduces ...重述并邀请学生回说，避免因句子不完整否定理解结果。 环节四 学习介绍朋友（P08—P12，约7分钟） 学习任务 听懂friend的身份关系，使用This is my friend, ...完整介绍一位朋友。 教师活动 用Sarah人物图建立Sarah—friend关系；播放P09、P12音频，指导学生听音指说话人；把This is my friend, Sarah Miller.按意群示范，再替换Mike、Wu Binbin等人物。 学生活动 跟读friend，完成听音指认；先模仿原句，再选择人物卡进行替换表达，并向同桌介绍。 评价与调控 重点观察是否保留This is my friend和人物姓名。Sarah Miller可按节奏分段跟读，基础学生允许先借助句框完成。 环节五 学习介绍祖辈与礼貌回应（P13—P18，约7分钟） 学习任务 从声音和画面中区分grandma、grandpa，并完成介绍—问候—回应的基本轮次。 教师活动 播放P13音频组织选择；用人物图、末尾音节和快速指认区分grandma、grandpa；把两个词分别放入This is my ...；示范Nice to meet you. / Nice to meet you too.的轮次。 学生活动 听音选择人物，看图说词；介绍grandma或grandpa；两人分角色练习问候与回应并交换角色。 评价与调控 混淆时回到人物图再次指认，不孤立死记拼写；漏too时以停顿和手势提示，学生随后重说完整回应。 环节六 整合对话并表演（P19—P21，约7分钟） 学习任务 还原完整对话信息，在角色表演中连贯使用介绍、问候和回应。 教师活动 播放P19完整音频，组织指读与角色跟读；利用P20填空重建人物关系；在P21先示范评价要求，再提供“介绍朋友”“介绍家人”两个场景。 学生活动 听音跟读并补全信息；小组选择场景、分配角色、练习后展示，未展示的小组完成同桌互演。 评价与调控 依据声音清楚、看向伙伴、语气友好三项反馈。基础组可看气泡，进阶组尝试脱稿并加入人物姓名。 环节七 歌曲指认与动作（P22—P24，约5分钟） 学习任务 理解活动规则，根据听到的家庭成员及时指向相应手指，并跟随节奏唱和动。 教师活动 播放P22活动视频，暂停确认“听到谁—指哪根手指”的规则；播放P23歌曲音频完成第一轮指认，再用P24组织全班带动作演唱。 学生活动 观察规则，听到人物后指向相应手指；第二轮跟唱并做动作，和同伴相互提醒。 评价与调控 以指认对应和持续参与为主要证据，不用速度竞赛淘汰学生；若普遍跟不上，只回放关键段，不重复整段观看。 环节八 迁移介绍（P25—P26，约5分钟） 学习任务 把课本语言迁移到自选人物，独立完成一个真实、完整的交际轮次。 教师活动 示范用家庭照片、绘画或人物卡介绍一人；明确A介绍、B问候并回应的步骤，计时组织同桌练习，随后交换角色并抽取代表展示。 学生活动 自主选择一位人物，用This is my ...介绍；同伴完成Nice to meet you. / Nice to meet you too.并交换角色。 评价与调控 至少完成一个完整轮次。能力较强学生加入姓名与自然手势；基础学生使用句框。不愿分享家庭信息者可选课本人物或自创角色。 环节九 总结、评价与结束（P27—P30，约3分钟） 学习任务 回顾核心词句，依据三项表现作真实自评，明确课后练习并完成情感收束。 教师活动 在P27用图和句框提问What did we learn?，让学生先总结；P28逐项组织三项自评；P29说明必做与选做要求；P30用Love your family.和礼貌告别结束课堂。 学生活动 说出friend、grandma、grandpa和核心句型；用手势完成真实自评；复述一项作业要求，向同伴和教师告别。 评价与调控 学生能说出一项收获和一项仍需练习的内容即形成闭环；教师记录共性问题，作为下节课开场复习依据。 九、分层支持与课堂预案 典型表现 教师支持 进阶要求 只说人物姓名 指向句框，重述This is my friend, Sarah.，请学生跟说整句。 加入完整姓名或自然手势。 grandma / grandpa混淆 回到人物图，突出末尾ma与pa并再次指认。 不看词卡随机指图作答。 回应漏掉too 教师说Nice to meet you.后停顿，并轻点句尾too的位置。 交换角色后自然连说一轮。 不愿展示家庭信息 允许选择课本人物、朋友卡或自创角色完成同样语言任务。 加入人物姓名和友好回应。 活动节奏偏慢 减少全班展示组数，保留人人同桌练习；歌曲只完整播放一次，第二次选重点段。 展示组根据评价标准给同伴建议。 十、评价设计 评价节点 可观察证据 反馈方式 整体视听 能指出Sarah，并说出至少一组被介绍的人物。 关键词正确即肯定；随后用完整句重述并邀请学生回说。 词汇与句型 能看图说friend、grandma、grandpa，并用This is my ...表达。 正确1项即时口头反馈；混淆时回图再测一次。 角色表演 介绍、问候、回应轮次完整，声音清楚，能看向伙伴。 同伴依据Speak clearly / Look at your partner / Use a friendly voice反馈。 歌曲活动 能根据听到的人物指向相应手指并参与演唱。 以动作准确与主动参与为主，不比较歌唱水平。 迁移输出 能独立或借句框介绍一位人物并礼貌回应。 基础达标看完整轮次；进阶看姓名、语气和脱稿程度。 自我评价 能在三项能力中作真实判断，并说出需要继续练习的一项。 教师记录共性问题，作为下节课复习起点。 十一、板书设计 Unit 2 Different families A Let's talk & Listen, sing and play Who? friend — Sarah Miller grandma grandpa Introduce This is my friend, Sarah Miller. This is my grandma. This is my grandpa. Meet and reply Nice to meet you. → Nice to meet you too. Be friendly Speak clearly · Look at your partner · Use a friendly voice 十二、作业设计 必做1：听录音并朗读Let's talk，能够区分Chen Jie、Sarah和家人的台词。 必做2：画一幅或选择一张自己愿意分享的家庭/人物图片，用This is my ...介绍其中一人。 选做：请家人或同伴与自己完成一轮介绍和回应：This is my ... / Nice to meet you. / Nice to meet you too.。 下节课检查：随机展示图片，学生用一句介绍语和一句礼貌回应完成口头交流。 十三、教学反思 观察维度 课后记录 目标达成 学生是否能听懂人物关系，并完成一个完整的介绍—问候—回应轮次？ 课堂节奏 视频、音频、跟读和同伴活动之间的转换是否清楚？是否出现等待时间过长或重复播放？ 学习困难 friend、grandma、grandpa或too中，哪一项仍需在下节课开场复现？ 参与公平 基础学生是否获得句框和回说机会？不愿展示家庭信息的学生是否有合适替代选项？ 调整方向 保留效果好的提问和动作；删减低效重复；把共性问题转化为下一课时的2分钟复习活动。 学科网（北京）股份有限公司 $