小学英语牛津译林版三年级上册Unit 4 My family图文课件ppt
展开《英语》（三年级上册）
Unit 4 My family
Cartoon time
Cartoon time
Teaching aims and learning objectives 教学目标
1. 能听懂、会说、会读grandpa, grandma和日常用语 Good evening。
2. 通过学唱 “Look at my family photo”以及其他游戏活动，了解更多家庭成员的称呼。
3. 通过角色扮演等游戏进一步熟练句型This is …和He’s/She’s …的运用，能结合family tree较完整地介绍自己的家庭。
4. 理解Cartoon time故事内容，体会各人物的心理并能以正确的感情朗读和表演故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：会用句型This is …完整介绍自己的家庭。
教学难点：理解人物心理并能有感情地朗读和表演故事。
Teaching procedures 教学过程
Step 1 Greeting &Warm up
1. Greeting
T: (戴Mike头像) Hello, boys and girls. I’m Mike.
S: Hello, Mike.
T: Nice to see you.
S: Nice to see you too.
T: Do you remember my family?
S: Yes.
2. Revision:
a. T: (出示Mike’s family photo) This is my family. (板书: my family并示意学生跟读)
b. T: Look! This is my … (呈现Mike家人图片并复习单词father, mother, brother, sister, me)
c. T: Who can be Mike and introduce his family? (给愿意尝试的学生戴上Mike头像)
T: Hello, Mike.
S1: Hello, Miss Tang.
T: Who is this? (指着Mike的各家庭成员的照片提问)
S1: This is my father.
T: Hi, Mike.
S2: Hi, Miss Tang.
T: Who’s he?
S2: He’s my brother.
T: Good morning, Mike.
S3: Good morning, Miss Tang.
T: Who’s she?
S3: She’s my mother.
(变换打招呼用语Hi，Good morning等，让学生用句型：This is my…He’s/She’s my...逐一介绍各人物。)
3. Play a game. (单词认读)
T: Look at these words. Let’s match them with the pictures. (图片与单词匹配，并请学生领读)
4. Read and act
T: Who wants to be Mike and try to introduce your family? (学生扮演Mike，手拿或指着PPT上Mike家人的图片，完整介绍自己家庭，复习Story time内容)
Step 2: Presentation
1. Enjoy a song
T: (播放歌曲 “Look at my family photo”.)
(学生欣赏歌曲，学习新词)
2. Play a guessing game
T: He’s my father’s father. Who is he?
S: grandpa (也可以鼓励学生试着用刚才歌曲里学到的句子Is he your grandpa?来问)
T: She’s old. She is my father’s mother. Who is she?
S: grandma (可引导学生用Is she your grandma?来问)
T: He’s tall. He is my mother’s brother.
S: uncle (Is he your uncle?)
S: (两人一组做这个游戏)
3. Family tree
(1) Point and say.
T: Look, Mike has a big family. This is his family tree. Do you have your family tree? Please make your family tree. Then point and introduce your family.
Eg: This is my family.
This is … He/She is...
I love my family.
(2) S: (两人一组，利用做好的family tree互相介绍，可以补充介绍人物的一些特征，如tall, strong, thin等)
4 Cartoon time
1. Lead-in
T: All of you have a warm family. Our friends, Bobby and Sam also have their families. Let’s go and have a look. (课件展示Cartoon time：Bobby and Sam)
T: Who is in Bobby’s family?
S: Tina. (学生根据第三单元学习的积累，已经了解了Tina是Bobby的sister)
T: Last time, Bobby introduced his sister Tina to his friend Sam. But Tina was afraid of Sam. So she ran away. What will happen this time? Let’s watch the cartoon. (播放卡通)
- Watch and answer.
T: How many families are there in this story?
S: Three.
T: Yes. They are Sam’s family, Bobby’s family, Tadpole’s family.
T: When do they meet?
S: (Learn to say In the evening，因为课文里有一句 Good evening)
T: Who is this? (出示两幅图)
S: Bobby’s mother, Sam’s father.
T: How do they introduce their family? Please read and answer.
S1: This is my mother.
S2: This is my father.
T: Let’s have a PK. Who can read nicely?
S1: (戴Bobby或Sam的头套)This is my mother./ This is my father.
S2: (戴Bobby或Sam的头套)This is my mother. She is nice.
/ This is my father. He is strong. (学生可以通过自己的语调表情，或者补充介绍爸妈的语句来为自己的表现加分。)
T: (出示Bobby and his mother的图片)How do they feel?
S: (Look at the pictures and try to choose.
A: They feel happy.
B: They feel hungry.
C: They feel scared.
T: (出示图3右半图) What is Sam’s father thinking about? (How to eat/cook them)
How to read this sentence? Try to read with your feeling.
S: (扮演Sam’s father)Good evening. (Emotion：frightening)
T: What about Bobby and his mum?
S: (扮演Bobby and his mum) Good evening. (Emotion：scared)
T: At last, they met a little tadpole and a frog. What did the tadpole say?
S: This is my mother. (Emotion：lovely)
T: (出示图4)Think and answer: Why they are so surprised? (The tadpole and its mother look different)
Step3: Consolidation
1. Read this story.
a. Watch the cartoon and read after it.
b. Point and read after the tape.
c. Point and read by yourselves.
d. Read in roles. (角色配音)
2. Read and act
T: How many animals can you see in this story?
S: Six.
T: So you can work in six. What would the frog say? Can you guess?
S: Good evening.
T: Act this story in groups.
Homework
1. 听磁带，跟读Cartoon time 3遍，注意模仿语音语调。
2. 听并学唱Look at my family photo.
Teaching aids 教学准备(含板书设计)
教学准备：Mike头套、Mike家人的图片，Bobby和Sam的自制头套、自制的family tree或fun time做的family album。
板书设计： Unit 4 My family
说课
本节课一开始是复习导入，学生通过扮演Mike来介绍家人，既复习了Story time的内容，又为本节课的学习进行了铺垫。在此过程中采用对话的形式，使得介绍更为自然，同时还滚动操练了打招呼的不同句式。然后通过玩单词与图片匹配的游戏，复习巩固单词的音形意。再让孩子扮演Mike，较完整地介绍家人，进一步巩固Story time的内容。
接下来通过欣赏歌曲，拓展学习更多家庭成员及介绍句式，随后通过Guessing game的游戏，通过描述和猜的过程进一步巩固单词和操练句式，也为后面的整体介绍家庭成员做好扎实的铺垫工作。有了前面的铺垫，再利用自己做的family tree进行小语段输出就显得水到渠成了。
在Cartoon time课文学习部分，出示了Unit 3 Cartoon time的图，有一个前后承接，并让学生带着期待和两个问题看课文动画，整体理解故事中出现了3个家庭，并且见面时间是在晚上。随后通过一个个问题，细致解读各幅图中的细节信息，由认识Bobby的妈妈和Sam的爸爸，到体会介绍他们时Bobby和Sam的情感，两位家长见面时的情感，以及青蛙会说什么等，培养孩子注意从图片中获取细节信息，并根据情节发展进行合理想象的能力。
课文学习后，通过各种形式的读进一步熟悉文本并体会感情，在小组合作表演中发挥各自的创意，通过语音，表情和语言来生动呈现这个故事，在此过程中可根据小组的发挥做适当点评，引导孩子们互相学习，取长补短。
特别分享：
·关注学生对课文的整体感知和从图片获取信息的能力培养。
·关注对话的理解和表演，通过引导性的评价语，互相学习借鉴。
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