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3页。
课程基本信息
学科
小学英语
年级
三年级
学期
秋季
课题
Unit 5 She’s my mther (Stry time)
教科书
书 名：《义务教育教科书·英语》三年级上册
出版社：译林出版社 出版日期：2024年7月
教学目标
1.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。
2.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...”进行表达。
3.在情景对话中形成“Different members make a family.（不同的家人在一起组成家庭）”的认知。
教学内容
教学重点：
整体理解Stry time并在情境中得体地介绍家人。
教学难点：
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。
教学过程
Step 1 Pre-reading
1.Talk and review: Three animal families
Act as the animals and intrduce: Hi, I’m... This is my... / She’s my ...
2.Sing and learn: The finger family
Sing the finger family and talk abut the members in this family.
Learn “father”, “mther”, “brther”, “sister”, “baby” ne by ne.
【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理解词汇，在TPR活动中巩固单词。】
Step 2 While-reading
1.Listen and circle: Wh meets Liu Ta’s family?
Listen t the stry and answer: Su Hai and Su Yang meet Liu Ta’s family.
2.Read and tick: Wh are in Liu Ta’s family?
T: These peple are in his family. Wh are they? Let’s read and find.
(Ss read the stry and check their answers in grups f 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.)
3.Imitate and learn: Hw t intrduce and hw t ask?
Read the stry again. Underline useful sentences.
T: When we intrduce, we can say “This is...”, “Cme and meet ...”, “He’s/She’s...”.
T: When we ask, we say “Wh’s he?” r “Wh’s she?”.
【设计意图：开门见山直接揭题Meeting Liu Ta’s family，借助问题链“Wh meets Liu Ta’s family? 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。】
Step 3 Pst-reading
1.Read and circle
T: Help Su Hai and Liu Ta t intrduce their family member.
2.D a rle-play
T: When Su Hai’s father and mther meet Liu Ta, what can they say?
Ss can wrk in fur and d the rle-play.
3.Play a card game
T: Wh are in yur family? Let’s play a card game t ask and answer.
T shws hw t play.
4.Think and say: What makes a family?
【设计意图：三个层次的读后输出，从课文理解的反馈到从情境延展角色扮演创编对话，再回归现实，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。】
Step 4 Hmewrk
1.Listen, read and act ut the stry.
2.Draw three members f yur family.
3.Intrduce yur family t yur friends.