【新教材】译林版（2024）三年级上册英语Unit 5 Shes my mother.教案

第第页PAGE【新教材】译林版（2024）三年级上册英语Unit5She’smymother.教案授课时间20___年___月____日总备课第___课时单元Unit5课题She’smymother.课型New第_1_课时教学目标1.在Lead-in主题图的帮助下，通过模仿跟读等活动了解与家庭成员有关的词汇，并初步感知歌谣的曲调与歌词。2.在看、听、说的活动中，获取、梳理Cartoontime中三个小动物的家庭成员，并分角色表演Cartoontime。同时运用想象力，改变角色，进行创意表演。3.了解字母O、P、Q的发音及规范书写，并通过发音规则朗读并了解更多的单词。4.通过多组不同家庭的学习，初步思考感知单元Bigquestion.教学重难点1.在看、听、说的活动中，获取、梳理Cartoontime中三个小动物的家庭成员，并分角色表演Cartoontime。同时运用想象力，改变角色，进行创意表演。2.通过多组不同家庭的学习，初步思考感知单元Bigquestion。教具准备PPT教学过程复备Step1GreetingsHello!Hi!I’m...What’syourname?Nicetomeetyou.(too)Who’syourfriend?What’shis/hername?Areyou...?Step2Lead-in1.Let’ssay.（呈现公园图，谈论图片，复习词句）T:Whatcanyouseeinthepicture?S:Abigfamily./man/woman/boy/girl/apark...2.Let’slisten.（听歌曲Thefingerfamily，了解主题）(1)What’sthesongabout?S:fatherfinger/motherfinger(2)Learntosay:finger,fingerfamily,fatherfinger,motherfinger(3)Listenandsing3.Let’sthink（呈现Bigquestion，提出思考）Bigquestion:Whatmakesafamily?Step3Cartoontime1.Let’swatch:Who’sshe?（观看故事，思考问题）Q:Howmanyfamiliescanyoufind?A.1B.2C.32.Let’sreadandmatch.（45页故事后练习A）Who’she/she?He/Sheis...3.Let'slearn:mum,dad,Tad’smum,frogT:Howdoyouknow?Lookandfind:She’smymum.She’sgreat.T:HowdoBobbyandSamfeel?S:surprised,confusedLearn:Who’sshe?4.Let’slisten.（听课文，享受故事，可圈出自己朗读有困难的单词哦~）Learn:quickpond5.Let’srepeat.6.Readinrolesandactitout.7.Doarole-play.（45页故事后练习B）Itismorning.Bobbyiswithhisdad.Samiswithhismum.Whatcantheysay?学生四人小组练习并表演。Step3Lettersinfocus1.Let’sfind.(1)Q:WhoisintheAlphabetFamily?(2)Let’sfind:MeetnewmembersinAlphabetFamilyReadthestoryagainandfindtheletters“Oo”,“Pp”and“Qq”.2.Let'slearn.（学习字母）Listen,pointandsaytheletters.3.Traceandwritetheletters.（师示范书写，生在书上学写）Step5Homework1.Readthecartoonfluentlyandactitoutwithyourfingerpuppetstoyourparents.2.PracticesingingthesongFingerFamily.3.Drawthreepeoplefromyourfamily.板书设计：教学反思：

授课时间20___年___月____日总备课第___课时单元Unit5课题She’smymother.课型New第_2_课时教学目标1.在故事阅读中认识刘涛和苏海的家人，理解mother,father,brother,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Thisis...Who'she/She?He's/She's..．合作表演情境对话。3．在翻牌问答游戏中谈论家人，形成"Differentmembersmakeafamily."（一个家庭包含多种亲情关系）的认知。教学重难点1.整体理解Storytime并在情境中得体介绍家人。2.辨析he/she的人物指代特点，准确运用Who'she/she?He's/She's..．问答他人身份。教具准备PPT教学过程复备Step1Pre-reading1.Let’sreview.（复习导入，激活相关经验。）回忆卡通，扮演一个角色，介绍家人。2.Let’ssing.（吟唱歌曲，学习核心词汇）小组合作：补全歌词，唱一唱ThefingerfamilyStep2While-reading1.Let’swatch.（观看故事，勾选出刘涛家的成员。）WhoareinLiuTao’sfamily?2.Let’sreadandfind.（阅读故事，获取和梳理信息）Who’she/she?He/Sheis...(1)阅读故事，找一找人物身份。(2)两人一组互相问答，核对信息。3.Let’slearn.（读一读，学一学，用“_____”划出相关语句。）Questions：(1)如何介绍家人？(2)如何询问他人身份？☆Learn：heWho’she?sheWho’sshe?4.Let'scircle.（P48根据图片提示读一读，圈一圈。）5.Let’simitate.（听录音并跟读对话，模仿语音语调。）Step3Post-reading1.Let’sshow.(Readoract.)2.Let'sthink.（想一想，他们会说什么？）创设新情境：SuHaiandSuYang’sfatherandmothercomeandmeetLiuTao.Whatcantheysay?☆如果你是苏海，你想用哪一种表述？mother,father/mum,dad（辨析he/she的指代特点，准确运用Who’she/she?He’s/She’s...回答他人身份）3.Let’sdoarole-play.（P48根据新的情境，角色扮演。）4.Let’splayagame.（轮流翻牌，谈论彼此的家人）Whoareinyourfamily?S1:Who’s...?S2:He’s/She’s...(T:Howdoyoufeelnow?happy,nice,good,great...)Step4Homework1.Listen,readandactthestory.2.Introduceyourfamilytoyourfriends.3.Copythewordsonyourpicturecards.板书设计：教学反思：

授课时间20___年___月____日总备课第___课时单元Unit5课题She’smymother.课型New第_3_课时教学目标1.回顾本单元学习内容，罗列家庭主要成员名称。2.在看、听、写的活动中，使用目标语言询问和介绍家庭成员。3.制作全家福照片墙，谈论家庭成员。4.通过评价学习成果，对Bigquestion进行回答和分享，形成家庭观念和亲情意识，理解主题意义。教学重难点1.制作全家福照片墙，谈论家庭成员。2.通过评价学习成果，对Bigquestion进行回答和分享，形成家庭观念和亲情意识，理解主题意义。教具准备PPT教学过程复备Step1Greetingsandwarmup1.T-SHello!Hi!I’m...What’syourname?Nicetomeetyou.(too)Who’syourfriend?What’shis/hername?Areyou...?Who’she/she?He’s/She’s...2.Let’ssing:Unit1Morningsong师生用真实姓名替换歌曲中...Step2Reviewandcheck1.Let’ssayhello.Bobby,Sam,LiuTao,SuHai2.Let'sdoit.FamilyphotoshowQ:Whoareintheirfamilies?3.Let’splay快速说出看到的单词，特别注意“Family”!4.Let'straceandwrite.先描写词卡，再组内读一读。用学生制作的词卡，贴板书。Togetherwemakeafamily.贴图，构成家庭结构板书5.Let’ssay.选择角色，介绍其家人。(1)Makeamodel.(2)Workinpairs.Bobby,LiuTao,SuHaiStep3Wrap-uptime1.Let’slisten.（A部分）Mike’sfamily(1)Lookatthepicture,thentalkaboutit.(2)Listenandorder(3)Checkitout.校对答案后，请学生上台扮演Mike，师生进行问答。T：Who’she/she?2.Let’splay.出示学生家人照片，学生轮流上台提问，照片主人回答问题。Who’she/she?He’s/She’s...3.Let’smatch.同桌一起，连线配对A.--Dad,thisisLiLing.She’smyfriend.B.--Who’sshe?--She’smymum,She’sgreat.C.Thisismyfamily.He’smyfather.D.--Who’she?--He’smyfriend,ZhangHua.4.Let’sshowandtell（B部分）小组合作，轮流介绍Bringafamilyphotototheclass.Tellyourpartneraboutyourfamily5.Thinkandshare(1)Q:Lookbackthroughtheunit.Whatmakesafamily?A______family(2)Let’ssayachant.Step4Assessmenttime1.Summary.对单元进行小结，回顾LearningObjectives2.展示评价目标，师生共同理解。Step5Homework1.Revisethisunit.2.Readapicturebook:Canyouplaywithme?板书设计：教学反思：

授课时间20___年___月____日总备课第___课时单元Unit5课题She’smymother.课型Review第_4_课时教学目标1.回顾本单元学习内容，罗列家庭主要成员名称。2.在看、听、写的活动中，使用目标语言询问他人身份和介绍家庭成员。3.在班级内制作全家福照片墙，并向全班同学进一步介绍自己的家庭成员。4.通过评价学习成果，对Bigquestion进行回答和分享，形成家庭观念和亲情意识，理解主题意义。教学重难点教学重难点：1.完成综合性学习活动，制作全家福照片墙，并向全班同学进一步介绍自己的家庭成员。2.围绕单元主题，有层次地复习，并灵活运用目标语言询问和介绍家庭成员。3.整体回顾本单元所学内容，完整回答Bigquestion。教学难点：1.灵活运用目标语言介绍全家福照片墙。2.完整回答Bigquestion。教具准备PPT教学过程复备Step1:Preparation1.SongAdaptation&Greeting‌:Studentscreativelyrephrasethelyricsofthesong"Goodmorning"fromUnit1Lead-in.2.ActivityIntroduction‌:Studentslearnthatthemaintaskforthislessonistocreateafamilyphotowall,whichtheywillcompletestepbystep.Step2:Implementation‌1.FamilyMemberIdentificationGame‌:Studentsnamefamilymembersandreviewallfamilymembernamesthroughthe"MagicEyes"game.GameRules‌:Basedonpicturesorwordsappearingonthescreen,quicklycalloutthefamilymember'sname.2.Studentstraceandwritethenamesoffamilymembers.Ingroups,studentsreadandrecognizethesewords.Observethewords"father,""mother,""brother,"and"sister"tonoticethattheyallendwith"er"andarefamilytitles.3.Role-Play‌:Aftertheteacher'sdemonstration,studentsrole-playasBobby,LiuTao,andSuHai,introducingtheirfamilymembers.‌4.Listening&OrderingExercise‌:Studentsobservethefamilymembersinthe"AListenandorder"pictures.Listentotherecording,completetheorderingexercise,andprovidefeedback.Studentsrole-playasMikeandanswertheteacher'squestionsabouthisfamilymembers.5.GroupGame‌:Ingroups,studentsquicklypointtothequestion"Who’she?"or"Who’sshe?"basedonasinglephotoofaclassmate'sparentappearingontheteacher'sscreen.Thestudentthenanswers"He’s/She’s…".6.GroupPresentation‌:Groupspresenttheirphotowalltotheclass,introducetheirfamilymembers,andcompletethecomprehensiveactivityB.Step3:Evaluation1.PeerEvaluation‌:Studentsevaluateothergroups'familytrees.Studentsevaluateitusingphraseslike:"It’sabig/nice/sweet/great/happy…family."2.Self-Assessment‌3.Reflection&Discussion‌:Guidestudentstothinkaboutthequestionin"Thinkandshare"andrespondtothe"Bigquestion":"Whatmakesafamily?"板书设计：Unit5She’smymotherHello,thisisMr...He’smyfather.ThisisMrs...She’smymother.Thisis...He’smybrother.Thisis...She’smysister.Ilovemyfamily.教学反思：

授课时间20___年___月____日总备课第___课时单元Unit5课题She’smymother.课型Review第_5_课时教学目标1.综合复习本单元的核心语言知识，学生能在语境中正确运用。2.大意。3.能够模仿、朗读故事，并尝试在图片和关键词的提示下，复述故事。4.hide-and-seek,ask,sorry,play,Shh等Oo、Pp、Qq6.能够在朗读、表演等活动中理解感受Liz心情变化的原因，了解家庭成员之间的交流，体会家庭的重要性。教学重难点1.交际用语在语境中的正确运用；2.巩固Oo、Pp、Qq的音、形和自然拼读。3.拓展口语交际文本以及绘本故事Canyouplaywithme?教具准备PPT教学过程复备Step1Greeting课前准备：板书Unit5She’smymotherT:Goodmorning/afternoon,class.Ss:Goodmorning/afternoon,MissWang.T:Howareyou?Ss:I’mfine,thankyou.Step2Reviewandcheck1.T-SAskandanswer.T:Who’syourfriend?...Nicetomeetyou...S:Thisismyfriend.He’s/She’s…2.（出示书中人物家庭照）Introducethem.4.(出示学生自己的家庭照)S:Hello,thisisMr...He’smyfather.ThisisMrs...She’smymother.Thisis...He’smybrother.Thisis...She’smysister.Ilovemyfamily.5.Let’schant.Step3LettersandPhonics1.LettersFamily2.Showthepictures,andreadquickly.3.Act.(1)佩戴字母头饰，进行自然拼读。(2)让学生发挥想象，表演中穿插字母形体模拟。(3)Morewords:quick,pond...出现新单词：playStep4ReadingtimePre-reading故事导入：引出人物，讨论封面Step1欣赏歌曲FamilyStep2介绍家人抽取学号，简单介绍家庭成员。(引出Liz)No.5:Hello,I’m…Ihaveahappy/sweetfamily.Theyare…T:Look,thisisournewfriend,Liz.Step3出示绘本封面，学生观察并获取封面信息。T:Today,wearegoingtoreadapicturebookaboutLizandherfamily.Lookatthecover.提问建议：What’sthetitleofthebook?学生猜测后出示书名，教师带领全班领读。教师继续提问，指出作者、绘者名字和出版社等。提问建议:Whoisthewriter?Whoistheillustrator?While-readingStep4图片环游通读绘本，知道Liz与家中谁一起玩。提问建议:WhocanplaywithLiz?第一次邀请玩伴教师出示书中第2−3页内容，学习内容。T:InthestoryLizwantstoplayhide-and-seekwithherfamily.提问建议：WhowillLizgotoaskfirst?学生猜测后，教师清除遮挡，展示姐姐的图片。WhatwillLizsay？CanhersisterplaywithLiz？Why？拓展：I’mreading.HowdoesLizfeel?播放音频，让学生跟读。请学生表演体会人物心理。第二次邀请玩伴教师展示书中4—5页的图片，遮挡Liz和哥哥所说的话，然后完成对话。Canyou______________me?Sorry,I’m_______.拓展:doinghomework提问建议：Whatisherbrotherbusywith?HowdoesLizfeel?学生表演绘本内容，体验人物心情变化。小总结Chant：Brother,sister,canyouplay?

I’msorry.I’mbusy.Readingabook,drawingapicture.Doinghomework,everyday.第三次邀请玩伴展示书本6—7页图片，遮挡Liz和爸爸妈妈所说的话，然后听一听，完成对话。提问建议：WhowillLizgotoasknext?CantheyplaywithLiz?Why？T:Canyoushowuswhatwillhappen?学生根据听对话提取Liz第三次的邀请信息，从而验证自己的猜