Unit 2 Different Families （說課稿）-2024-2025學年人教PEP(2024)三年級上冊

Unit2DifferentFamilies（說課稿）-2024-2025學年人教PEP(2024)三年級上冊學校授課教師課時授課班級授課地點教具教學內容本節(jié)課內容為2024-2025學年人教PEP(2024)三年級上冊Unit2DifferentFamilies。本單元主要圍繞家庭的不同類型和特點展開。具體教學內容包括：

1.學習詞匯：family,mother,father,brother,sister,grandmother,grandfather等與家庭成員相關的詞匯。

2.學習句型：Who's...?He/Sheis...，Thisis...，介紹家庭成員和表達家庭成員關系。

3.通過閱讀課文，了解不同家庭的結構和特點，培養(yǎng)尊重和包容不同家庭類型的態(tài)度。

4.通過練習和實踐，提高學生運用所學詞匯和句型進行交流的能力。核心素養(yǎng)目標1.語言能力：培養(yǎng)學生準確使用本單元詞匯和句型描述家庭成員的能力。

2.文化意識：增強學生對家庭多樣性的認識，培養(yǎng)尊重和理解不同文化背景下的家庭結構。

3.思維品質：通過觀察和描述不同家庭，發(fā)展學生的觀察力和批判性思維。

4.學習能力：激發(fā)學生學習興趣，培養(yǎng)自主學習和合作學習的能力。學習者分析1.學生已經掌握了基本的英語問候語和一些簡單的家庭詞匯，能夠進行簡單的自我介紹。

2.學習興趣：三年級學生對新鮮事物充滿好奇，對英語學習有較高的興趣，尤其是通過故事和游戲學習。學習能力：學生具備一定的聽說能力，但讀寫能力相對較弱。學習風格：學生偏好互動和合作學習，喜歡通過實際操作和游戲來學習。

3.學生可能遇到的困難和挑戰(zhàn)：本單元涉及家庭成員的描述和句型使用，學生可能在記憶新詞匯、掌握句型結構以及正確運用時遇到困難。此外，對于家庭多樣性概念的理解可能需要教師提供適當的引導和解釋。教學資源準備1.教材：確保每位學生都配備人教PEP(2024)三年級上冊教材。

2.輔助材料：準備家庭成員的圖片、相關詞匯卡片、教學視頻等，以增強直觀教學效果。

3.教室布置：劃分學習小組區(qū)域，準備互動游戲所需的教具，確保教室環(huán)境適合小組合作和互動討論。教學過程一、導入

1.Goodmorning,everyone!Todaywe'regoingtolearnaboutUnit2,DifferentFamilies.Canyoutellmewhatyouknowaboutfamilies?

2.Let'sstartwithagame.Iwillshowyousomepicturesofdifferentfamilies.Trytodescribethemusingthewordsyouknow.

3.Greatjob!Now,let'sseehowwellyoucanunderstandandtalkaboutfamiliesinEnglish.

二、課文主旨內容探究

1.翻開教材，我們一起來看看課文里的故事。Pleaseturntopage12inyourbooks.Lookatthepicturesandtellmewhatyousee.

2.Whatisthetitleofthestory?Yes,it's"DifferentFamilies."Now,let'sreadthestorytogether.

3.Whileweread,payattentiontothenewwordsandphrases,andtrytounderstandthemeaningfromthecontext.

三、詞匯學習

1.Now,let'slearnthenewvocabulary.Iwillshowyousomeflashcardswithpicturesandwords.Canyouguesswhattheymean?

2.mother,father,brother,sister,grandmother,grandfather.Iwillsaytheword,andyoushowmethepicture.

3.Good!Now,let'spracticesayingthesewordstogether.Repeatafterme:mother,father,brother,sister...

四、句型學習與練習

1.Next,we'regoingtolearnsomesentences.Lookatthescreen.Iwillshowyouasentence:"Who's...?He/Sheis..."

2.Canyouguesswhatthissentencemeans?Yes,it'saskingaboutsomeone'sidentity.Now,let'spracticewithsomeexamples.

3.Iwillask"Who'syourmother?"andyouanswer"Sheismymother."Let'sdothistogetherafewtimes.

4.Now,let'strywiththesentence"Thisis...".Iwillsay"Thisismyfather,"andyourepeatafterme.

5.Great!Now,let'sdosomerole-playing.Iwillgiveyousomecardswithfamilymembers'names,andyouwillaskandanswerthequestionsinpairs.

五、課文深入學習

1.Nowthatwehavelearnedthenewvocabularyandsentences,let'sgobacktothestory.Canyoutellmewhathappenedinthestory?

2.Whatdidthechildrenlearnaboutfamilies?Yes,theylearnedthatfamiliescanbedifferent,buttheyareallspecial.

3.Let'sreadthestoryagain,andthistime,Iwantyoutopayattentiontothesentencestructures.Howdoesthestoryuse"Who's...?"and"Thisis..."?

4.Afterreading,let'sdiscuss:Whatdoyouthinkaboutdifferentfamilies?Howdoyoufeelwhenyouseefamiliesthataredifferentfromyours?

六、互動活動

1.Now,let'shaveafunactivity.Iwilldivideyouintosmallgroups.Eachgroupwillgetasetofpicturesandcardswithfamilymembers'names.

2.Yourtaskistocreateashortdialogueusingthesentenceswelearned.Youcanusethepicturestohelpyou.

3.Eachgroupwillhave10minutestoprepare,andthenwewillshareyourdialogueswiththeclass.

4.Remembertospeakclearlyandusethecorrectsentences.Iwillbewalkingaroundtohelpyouifyouneedit.

七、總結與作業(yè)

1.Welldone,everyone!Wehavelearnedalotaboutdifferentfamiliestoday.Let'ssummarizewhatwe'velearned.

2.Welearnednewvocabulary:mother,father,brother,sister,grandmother,grandfather.Andwepracticedthesentences"Who's...?"and"Thisis...".

3.Yourhomeworkfortonightistowriteashortparagraphaboutyourfamily.Usethesentencesandvocabularywelearnedinclass.

4.RemembertopracticespeakingandwritinginEnglish.I'msureyou'lldogreat!

八、結束語

1.Thankyouforyourhardworktoday.I'mveryproudofyou.

2.Remembertorespectandunderstanddifferentfamilies,andalwaysbekindtoothers.

3.Seeyounextclass,anddon'tforgettobringyourcompletedhomework!

Throughoutthelesson,Iwillbemonitoringyourprogressandprovidingfeedbacktoensureyouareunderstandingandengagingwiththematerial.Let'smakethisafunandproductivelearningexperience!教學資源拓展1.拓展資源：

-故事書：介紹一些關于家庭多樣性的兒童故事書，如《TheFamilyBook》byToddParr，這本書以簡單易懂的語言和豐富多彩的插圖展示了各種不同的家庭。

-視頻材料：尋找一些關于家庭多樣性的短片或動畫片，例如動畫片《TheProudFamily》的片段，讓學生了解不同類型的家庭。

-文化素材：收集一些介紹不同文化背景下家庭結構的文章或資料，幫助學生拓寬視野，理解文化差異。

2.拓展建議：

-閱讀拓展：鼓勵學生在課外閱讀相關的英語故事書，不僅能夠增強他們的閱讀能力，還能夠讓他們在真實語境中學習到更多關于家庭的知識。

-觀看視頻：在家長的幫助下，學生可以觀看一些英語學習視頻，通過視覺和聽覺的結合，加深對家庭多樣性的理解。

-文化交流：組織學生參與文化交流活動，如與不同文化背景的同學交流，了解他們的家庭結構和習俗，增進彼此的理解和尊重。

-家庭調查：鼓勵學生進行家庭調查，讓他們采訪家人或親戚，了解自己家庭的特殊情況或傳統，然后在課堂上分享。

-角色扮演：通過角色扮演活動，學生可以模擬不同的家庭場景，使用本節(jié)課學習的詞匯和句型，提高他們的口語表達能力和情景應對能力。

-家庭樹制作：學生可以嘗試制作自己的家庭樹，用英語標注家庭成員的關系，這樣的活動既能鍛煉學生的動手能力，也能幫助他們更好地理解家庭成員之間的關系。

-寫作練習：鼓勵學生寫一篇關于自己家庭的短文，用上本節(jié)課學習的詞匯和句型，這樣的寫作練習可以提高學生的寫作技能，同時也能讓他們更加深入地反思和表達自己的家庭生活。

-互動游戲：設計一些互動游戲，如家庭拼圖游戲、家庭角色猜謎等，讓學生在游戲中復習和鞏固所學知識，同時增加學習的趣味性。

-家庭主題討論：組織學生進行以家庭為主題的討論，讓他們分享自己對于家庭的理解和感受，這樣的討論可以促進學生之間的交流和思考。板書設計①重點知識點：

-家庭成員詞匯：mother,father,brother,sister,grandmother,grandfather

-句型結構：Who's...?He/Sheis...；Thisis...

②重點詞匯：

-描述家庭成員的形容詞：happy,sad,tall,short,young,old

-家庭成員關系的詞匯：parent,child,sibling,grandparent

③重點句子：

-詢問家庭成員：Who'syourmother/father/brother/sister/grandmother/grandfather?

-介紹家庭成員：Thisismymother/father/brother/sister/grandmother/grandfather.

-表達家庭成員特點：Mymotheristall.Myfatherisyoung.教學反思與總結Reflectingontoday'slesson,Ifeelthattherewereseveralstrengthsaswellasareasforimprovement.Letmesharemythoughtsontheteachingprocess,strategies,management,andtheoveralleffectivenessofthelesson.

Firstly,Ibelievethattheintroductionwasengagingandsetapositivetoneforthelesson.Bystartingwithagamethatinvolvedstudentsdescribingpicturesofdifferentfamilies,Iwasabletotapintotheirpriorknowledgeandactivatetheirschemata.Thisapproachhelpedtocreatearelaxedandinteractiveatmosphere,whichiscrucialforyounglearners.

Intermsofteachingmethods,Iusedacombinationofwhole-classinstruction,groupwork,andindividualpractice.Thisvarietykeptthestudentsengagedandallowedfordifferentlearningstylestobeaccommodated.Thegroupworkactivity,inparticular,wasahighlightasitencouragedcollaborationandgavestudentstheopportunitytopracticethetargetlanguageinasupportiveenvironment.

However,Inoticedthatsomestudentswereabithesitantduringtherole-playingactivity.Thiscouldbeduetoshynessoralackofconfidence.Infuturelessons,Iplantoprovidemorestructuredsupportforthesestudents,perhapsbygivingthemspecificrolestoplayorbypairingthemwithmoreconfidentpeers.

OneaspectofthelessonthatIfeltwentwellwastheuseofvisualaids.Theflashcardsandstorybookillustrationshelpedtomakethevocabularyandsentencesmoreconcreteforthestudents.Theywereabletoassociatethewordswithimages,whichaidsinmemoryretention.Iwillcontinuetousethesetypesofmaterialsinfuturelessons.

Regardingclassroommanagement,Ifoundthatthestudentswerewell-behavedandfollowedthelesson'sstructure.Imadesuretoestablishclearexpectationsatthebeginningofthelesson,andIfrequentlycheckedforunderstandingtoensurethatallstudentswereontrack.However,Ididnoticethatsomestudentswerenotasactiveinthediscussionsasothers.Toaddressthis,Iwillimplementmorestrategiestoencourageparticipationfromallstudents,suchasgivingthemthink-timebeforeansweringquestionsandusinginclusivequestioningtechniques.

Intermsofthelesson'seffectiveness,Ibelievethestudentsmadesignificantprogress.Theywereabletolearnandusenewvocabularyandsentencestructurestotalkabouttheirfamilies.TheinteractiveactivitiesalsoseemedtoboosttheirconfidenceinspeakingEnglish.Ontheotherhand,Ifeelthatthewritingactivityattheendofthelessonwasrushed.Somestudentsmaynothavehadenoughtimetocompletetheirparagraphs,whichcouldaffecttheirlearning.Toimprovethis,Iwillallocatemoretimeforwritingtasksinfuturelessonsandprovideclearerguidelines.

Overall,thestu