译林版（三起）（2024）三年级上册（2024）Unit 5 She's my mother教案

这是一份译林版（三起）（2024）三年级上册（2024）Unit 5 She's my mother教案，共5页。
教学分析：
What: 苏海在公园遇见刘涛，介绍各自家人、询问对方家人的对话语篇。
Why: 通过公园相遇的生活情境呈现不同的家庭结构，引发学生在对话理解后了解更多的家庭关系和成员，如父母、兄弟、姐妹，在第一课时的学习的基础上丰富对家庭的认知，回应Big questin What makes a family.
Hw: 故事的语言由三部分组成Hw t intrduce, Hw t ask, Hw t greet?分别对应遇见朋友及其家人这一交际情境下的“主动介绍自己家人”“主动询问对方家人”“礼貌问候互动”三个子情境。重难点在于运用Wh’s he/she? He’s/She’s...准确指代谈论的对象。拓展比对第一课时学习的mum dad和本课时的mther father的语用差别。
教学目标：
通过本课时的学习，学生能够：
在故事阅读中认识刘涛和苏海的家人，理解mther, father, brther, sister并准确地说出人物关系。
梳理介绍家人及询问他人身份的语言，准确运用 This is ... Wh’s he/She? He’s/She’s...合作表演情境对话。
在翻牌问答游戏中谈论彼此的家人，了解不同的家庭结构并感知互相介绍家人的快乐。
教学重难点：
整体理解Stry time并在情境中得体介绍家人。
辨析he/she的人物指代特点，准确运用Wh’s he/she? He’s/She’s ...询问并回答他人身份。
整体思路：
教学通过Meet three Animal families-- Meet finger family-- Meet Liu Ta’s family -- Meet Su Hai’s family -- Meet ur families串联。借助人物头饰介绍Bbby, Sam, Tad和他们的父母，复习卡通板块，唤醒旧知的基础上，通过歌曲学习不同的家庭称谓，整体感知核心词汇，改编歌曲巩固所学；接着进入课文学习，通过勾选、圈画、划线等阅读活动理解对话、梳理语言；延续故事情境，模拟苏海介绍刘涛认识自己父母的对话，初步尝试合作运用语言交际；最后，关联学生实际，在信息沟的翻卡游戏中迁移所学，运用Wh’s he/she? He’s/She’s...了解彼此的家庭关系，鼓励学生进行更多的语言输出如 He’s nice...
教学流程：
Step1 Pre-reading
Talk and Review
T: In the cartn time, we meet three animals. They are...
Ss: Bbby, Sam and Tad.
T: Wh are in their families? Let’s review and intrduce.
(Ss act as the animals and intrduce: Hi, I’m... This is She’s my ...)
Sing and learn
T: Frm their intrductin, we can find Dad and mum can make a family. Here’s a sng abut them. Let’s sing alng.
(Ss sing alng.)
T: Lk at the finger family. Wh are in the finger family?
(Ss lk at the picture and learn father, mther, brther, sister, baby ne by ne.)
T: Nw, let’s make a new sng fr them.
(Ss wrk in grups and sing abut the members in the finger family.)
【设计意图：从复习导入话题，在唱歌的任务中学习单元核心词汇，并在认识手指家庭的情境中意义理解词汇，TPR活动巩固单词，创编歌曲，意义操练。】
Step2 While-reading
Watch and tick
T：Tday, we’ll meet anther ld friend’s family. Lk, wh’s he?
Ss: He’s Liu Ta.
T: Yes. Su Hai meets Liu Ta in the park. wh are in Liu Ta’s family? Let’s watch and tick.
(Ss watch the stry. Tick the crrect picture.)
Read and find
T: These peple are in his family. Wh are they? Let’s read and find.
(Ss read the stry and check their answers in tw. )
T: Nw, let’s check. Act as Su Hai and Liu Ta.
S1: Liu Ta, wh’s she?
S2: She’s my mther./mum.
T: What des Liu Ta say?
Ss: This is my mther.
(Meet Liu Ta’s father and brther in the same way.)
Learn and share
T: What d they say t intrduce their family? And hw t ask wh smene is? Let’s learn and share.
(Ss read the stry again. They underline the useful sentences.)
T: When we intrduce, we can say...
S1: This is... Cme and meet ... He’s/She’s...
T: When we ask we say ...
S2: Wh’s he? Wh’s she?
T: What’s the difference?
S3: Liu Ha is a by. Su Yang is a girl.
T: Great. Can yu help Su Hai and Liu Ta intrduce them in a crrect way? Let’s read and circle.
(Ss finish task A read and circle.)
Listen and imitate
【设计意图：开门见山直接揭题 meeting Liu Ta’s family. 借助问题链Wh are in Liu Ta’s family? Wh are they?梳理刘涛的家庭成员信息。在理解的基础上发现核心语言Cme and meet... This is... 等，通过归纳整理的活动，感知语言的语用功能；通过情境对比感知Wh’s he? Wh’s she?的区别并及时操练，在故事情境中关注并巩固he/she的用法，加深对brther和sister的词汇认知。】
Step3 Pst-reading
Act and share
T：It’s time fr yu t read r act the stry.
(Ss practise in six. Read the stry r act it ut in grups.)
D a rle-play
T: Liu Ta cmes t the park with his...
Ss: father, mther and brther.
T: What abut Su Hai and Su Yang? They cme t the park with...
Ss: father and mther.
T: Yes. It’s time fr Liu Ta t meet Su Hai’s family. What can they say?
(Ss predict the dialgue)
T: If yu were Su Hai, what wuld yu say t intrduce?
S1: This is my mther/father.
S2: This is my mum/dad.
T: What’s the difference?
(Ss think and share their ideas.)
T: Can yu act and shw it ut? Let’s wrk in fur.
(Ss wrk in fur and d the rle-play.)
Play a card game
T: Actually we meet tw families, Liu Ta’s and Su Hai’s. Wh are in yur family? Let’s play a card game t ask and answer.
(Ss play the card game.)
T: When yu are drawing and lking at the pictures, hw d yu feel?
Ss: happy, prud, nice ...
T: S, let’s think what makes a family?
S1: Father, mther, brther, sister, baby.
Ss: Lve.
T: Let’s say a chant t answer tgether.
【设计意图：三个层次的读后输出，从课文朗读或表演反馈对故事本身的理解；从情境延展角色扮演创编对话，鼓励学生选择所学语言应用表达，实现意义交流；从互相问答家人信息巩固强化，反馈重难点Wh’s he/she? He’s/She’s my...，在真实的情景中活用语言，实现迁移创新。对于学有余力的学生，鼓励他们表达自己对家人的情感。最后，再次回应big questin, 强调“不同的家人在一起组成家庭”，为下一课时的情感升华奠定结构基础。】
Hmewrk
BB Design
Unit 5 She’s my mther Stry time