Unit 2 Different families Part C Reading time（說課稿）-2024-2025學(xué)年人教PEP版（2024）英語三年級上冊

Unit2DifferentfamiliesPartCReadingtime（說課稿）-2024-2025學(xué)年人教PEP版（2024）英語三年級上冊一、教材分析

“Unit2DifferentfamiliesPartCReadingtime（說課稿）-2024-2025學(xué)年人教PEP版（2024）英語三年級上冊”本節(jié)課選自人教PEP版三年級上冊第二單元。本單元主題為“不同的家庭”，旨在讓學(xué)生了解不同家庭成員的稱呼，學(xué)會用英語介紹自己的家庭。PartCReadingtime部分是一篇關(guān)于動物家庭的故事，通過生動有趣的插圖和簡潔的語言，幫助學(xué)生拓展詞匯，提高閱讀理解能力。本節(jié)課的教學(xué)內(nèi)容與學(xué)生的生活實(shí)際緊密結(jié)合，有助于激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生的英語素養(yǎng)。二、核心素養(yǎng)目標(biāo)

培養(yǎng)學(xué)生語言運(yùn)用能力，通過閱讀理解練習(xí)，提升學(xué)生獲取和處理信息的能力；發(fā)展學(xué)生的思維品質(zhì)，鼓勵他們在閱讀過程中進(jìn)行預(yù)測、分析和推理；增強(qiáng)學(xué)生的文化意識，通過了解不同家庭的文化差異，增進(jìn)對多元文化的理解和尊重；激發(fā)學(xué)生的學(xué)習(xí)興趣和自主學(xué)習(xí)能力，培養(yǎng)學(xué)生養(yǎng)成良好的英語閱讀習(xí)慣。三、重點(diǎn)難點(diǎn)及解決辦法

重點(diǎn)：掌握不同家庭成員的英語稱呼，如mom,dad,sister,brother等；學(xué)會用英語描述家庭組成和特點(diǎn)。

難點(diǎn)：理解并運(yùn)用故事中的生詞，如“turtle”，“rabbit”等；把握故事的主旨和細(xì)節(jié)信息。

解決辦法：

1.通過圖片、實(shí)物或角色扮演等方式，讓學(xué)生直觀地理解家庭成員的稱呼，并通過重復(fù)練習(xí)加強(qiáng)記憶。

2.對生詞進(jìn)行重點(diǎn)講解，結(jié)合上下文幫助學(xué)生理解詞義，并通過游戲、小競賽等形式增加詞匯練習(xí)的趣味性。

3.設(shè)計(jì)問題鏈，引導(dǎo)學(xué)生邊讀邊思考，通過問答互動，幫助學(xué)生抓住故事的主旨和關(guān)鍵信息。

4.組織小組討論，讓學(xué)生在合作中分享閱讀體驗(yàn)，通過同伴互助解決理解上的困難。四、教學(xué)方法與策略

1.采用講授法介紹家庭成員稱呼，確保學(xué)生掌握基礎(chǔ)詞匯和句型。

2.設(shè)計(jì)角色扮演活動，讓學(xué)生模擬故事情境，增強(qiáng)語言實(shí)踐能力。

3.利用小組討論，引導(dǎo)學(xué)生分享閱讀心得，提高理解和表達(dá)能力。

4.運(yùn)用多媒體課件展示故事內(nèi)容，輔助教學(xué)，提升學(xué)習(xí)興趣。

5.通過游戲和競賽，激發(fā)學(xué)習(xí)熱情，鞏固所學(xué)知識。五、教學(xué)過程

Goodmorning,boysandgirls!Todaywe'regoingtocontinuewithUnit2,Differentfamilies.We'llbefocusingonPartC,Readingtime.Areyoureadytolearnaboutdifferentfamilies?

**Step1:Leading-in(5minutes)**

Ihaveapicturehere.Cananyonetellmewhattheysee?(Showapictureofafamilywithdifferentanimals.)That'sright,it'safamilyofanimals!Intoday'sstory,we'llmeetsomeanimalfamilies.Beforewestart,let'sreviewsomewordswelearnedinthisunit.Canyousaythemwithme?(Pointtowordslike"mom,""dad,""sister,""brother.")Greatjob!

**Step2:Pre-reading(10minutes)**

Now,let'slookatthetitleofthestory:"Differentfamilies."Whatdoyouthinkthisstorywillbeabout?Yes,it'saboutdifferentfamilies,justlikeourtitlesays.Beforeweread,let'smakesomepredictions.Whatanimalsdoyouthinkwewillseeinthestory?(Allowstudentstosharetheirpredictions.)

**Step3:FirstReading(15minutes)**

Alright,let'sopenourbookstopage22andreadthestorytogether.Asweread,payattentiontothenewwordsandtrytounderstandthestory.(Readthestoryaloud,pointingtothewordsandpictures.)Now,let'stalkaboutwhatwejustread.Canyoutellmewhathappenedinthestory?(Allowstudentstosummarizethestory.)

**Step4:DetailedReading(20minutes)**

Now,we'regoingtoreadthestoryagain,butthistimewe'llfocusonthedetails.I'llaskyousomequestions,andyoucantrytofindtheanswersinthetext.(Askcomprehensionquestionssuchas"Whatisthenameoftheturtle'sfamily?""Howmanybrothersdoestherabbithave?"etc.)Let'salsolookatthenewwordsweencountered.I'llshowyouapictureofa"turtle"anda"rabbit."Canyousaythewordswithme?(Practicepronunciationandmeaningofnewwords.)

**Step5:GroupWork(15minutes)**

Now,Iwantyoutoworkingroups.Eachgroupwillgetasetofpicturesfromthestory.Yourtaskistoputthepicturesinthecorrectorderaccordingtothestory.Youcanalsodiscusswhatishappeningineachpicture.(Monitorthegroupsastheywork,offeringhelpwhenneeded.)Whenyou'refinished,I'llasksomegroupstosharetheirworkwiththeclass.

**Step6:Role-play(15minutes)**

Next,let'sdosomerole-playing.I'llgiveeachgroupapartofthestorytoactout.Youcanusethepicturesasprompts.Trytousethenewwordswelearnedinyourrole-play.(Allowgroupstoprepareandthenperformtheirrole-plays.)Greatjob,everyone!Youreallybroughtthestorytolife!

**Step7:WritingPractice(10minutes)**

Now,Iwantyoutowriteaboutyourownfamily.Onapieceofpaper,drawapictureofyourfamilyandwritesentencesdescribingeachmember.Forexample,"Thisismymom.Sheisateacher."Youcanusethesentencestructureswelearnedinclass.(Monitorthestudentsastheywrite,offeringassistancewhenneeded.)

**Step8:SharingandFeedback(10minutes)**

Alright,let'sfinishupbysharingwhatwe'vewritten.I'dlikeafewvolunteerstocomeupandshowtheirdrawingsandreadtheirsentences.(Selectafewstudentstoshare.)Remembertogiveeachotherpositivefeedback!(Allowtimeforstudentstoshareandcommentoneachother'swork.)

**Step9:SummaryandHomework(5minutes)**

Today,welearnedaboutdifferentfamiliesandpracticedourreadingandwritingskills.Remembertopracticereadingthestoryathomeandtrytousethenewwordsinyourownsentences.Forhomework,Iwantyoutowriteashortparagraphaboutyourfamily.Youcanbringittoclassnexttimetosharewithyourfriends.

Welldone,everyone!You'veworkedveryhardtoday.I'mproudofyou.Seeyounexttime!六、教學(xué)資源拓展

拓展資源：

1.故事書：《動物家庭的故事》：這本書包含多個關(guān)于動物家庭的故事，可以幫助學(xué)生更好地理解動物家庭成員之間的關(guān)系，同時豐富他們的詞匯量。

2.視頻資源：搜索“動物家庭視頻”，可以找到許多關(guān)于不同動物家庭的生活習(xí)性和特點(diǎn)的視頻，這些視頻生動有趣，能夠吸引學(xué)生的注意力。

3.文化背景資料：收集一些關(guān)于不同文化背景下家庭結(jié)構(gòu)的資料，讓學(xué)生了解不同國家和地區(qū)的家庭文化差異。

4.英語繪本：《MyFamily》和《WeAreaFamily》等英語繪本，這些繪本書籍以簡單易懂的語言描述家庭，適合三年級學(xué)生閱讀。

拓展建議：

1.閱讀拓展：鼓勵學(xué)生在課后閱讀與家庭主題相關(guān)的英語繪本和故事書，如《動物家庭的故事》等，以提高他們的閱讀理解能力和詞匯量。

2.觀看視頻：讓學(xué)生在家觀看關(guān)于動物家庭的視頻，了解不同動物的生活習(xí)性，并在課堂上分享他們的觀后感。

3.文化交流：組織學(xué)生進(jìn)行小組討論，分享各自對家庭文化差異的理解和認(rèn)識，增進(jìn)對多元文化的理解和尊重。

4.家庭作業(yè)：布置學(xué)生寫一篇關(guān)于自己家庭的短文，要求使用本節(jié)課學(xué)到的家庭成員稱呼和描述句型，如“Myfamilyhas...”等。

5.繪本閱讀：推薦學(xué)生閱讀《MyFamily》和《WeAreaFamily》等英語繪本，讓他們在閱讀中鞏固所學(xué)知識，并嘗試用英語描述自己的家庭。

6.家庭互動：鼓勵學(xué)生與家人一起用英語談?wù)摷彝コ蓡T，進(jìn)行簡單的角色扮演，如模擬家庭成員之間的對話，提高學(xué)生的口語表達(dá)能力。

7.建立家庭相冊：讓學(xué)生收集家庭成員的照片，用英語注釋每個人的名字和關(guān)系，制作成家庭相冊，培養(yǎng)他們的觀察力和創(chuàng)造力。

8.家庭主題寫作：鼓勵學(xué)生在課后嘗試寫一篇關(guān)于自己家庭的英文短文，并在課堂上與其他同學(xué)分享，提高寫作能力。七、板書設(shè)計(jì)

①重點(diǎn)知識點(diǎn)：

-家庭成員的英語稱呼：mom,dad,sister,brother

-動物家庭成員的英語名稱：turtle,rabbit,bird,fish

-描述家庭組成和特點(diǎn)的句型：Thisismy...;Weareafamily.

②重點(diǎn)詞匯：

-turtle(海龜)

-rabbit(兔子)

-bird(鳥)

-fish(魚)

③重點(diǎn)句子：

-Thisismyfamily.

-Ihaveabrotherandasister.

-Weareahappyfamily.

-Theturtlehasabigfamily.

-Therabbithasmanybrothersandsisters.八、教學(xué)反思與總結(jié)

Reflectingontoday'slesson,Ifeelthattherewerebothsuccessesandareasforimprovement.Thethemeof"Differentfamilies"isonethatresonateswithstudents,asitdirectlyrelatestotheirownlives.Thismadethetopicinherentlyengagingandprovidedafertilegroundforlanguagelearning.

**TeachingReflections:**

Intermsofteachingmethods,Ifeelthattheuseofrole-playwasparticularlyeffective.Studentswereabletopracticetheirspeakingskillsinafunandinteractiveway.Theyseemedtoenjoy扮演thedifferentanimalfamilymembersandwereabletorememberthevocabularymoreeasilywhenitwasusedincontext.However,Inoticedthatsomestudentswerequiteshyanddidnotparticipateasactively.Forfuturelessons,Iplantoincorporatemoregroupworkandpairactivitiestoensurethatallstudentsareinvolved.

Theuseofvisualaids,suchaspicturesandthestorybook,alsoseemedtoenhancecomprehension.Studentswereabletofollowthestorymoreeasilywhentheycouldseetheillustrations.Thisreinforcedtheideathatvisuallearningisanimportantcomponentoflanguageacquisition.Iwillcontinuetouseavarietyofvisualmaterialsinfuturelessons.

OneareawhereIfeelIcouldhavedonebetterisinmanagingtheclassroomdynamics.Attimes,thenoiselevelincreased,anditwaschallengingtokeepeveryoneontask.Ibelievethatestablishingclearerexpectationsforbehavioratthebeginningofthelessoncouldhelpmitigatethisissue.Additionally,Iwillconsiderusinganoise-levelindicatororotherclassroommanagementtechniquestokeeptheenergypositivebutcontrolled.

**TeachingSummary:**

Thestudentsmadesignificantprogressinunderstandingandusingthetargetvocabularyandsentencestructures.Theywereabletodescribetheirownfamiliesandunderstandthestorywereadinclass.Theengagementlevelwashigh,andIobservedthatmanystudentswereeagertosharetheirownfamilystories.Thisindicatesthatthelessonwassuccessfulinfosteringasenseofcommunityandpersonalconnection.

Intermsofskills,studentsimprovedtheirreadingcomprehensionbyfollowingthestoryandansweringquestionsaboutit.Theirspeakingskillswerealsoenhancedthroughtherole-playingandgroupdiscussions.ThestudentsshowedapositiveattitudetowardslearningEnglish,whichisacrucialaspectoflanguageacquisition.

However,thereweresomechallenges.Notallstudentswereequallycomfortableparticipatingintheactivities.Someneededmoreencouragement,andIrealizedthatIneedtoprovidemoresupportforthesestudents.Ialsonotedthatsomestudentsstruggledwiththenewvocabulary.Toaddressthis,Iwillprovideadditionalpracticeopportunitiesandusemorerepetitioninfuturelessons.

**ImprovementMeasuresandSuggestions