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1、三年级上册 第四单元第3课时 教案Teaching contents 教学内容Cartoon time Teaching aims and learning objectives 教学目标1. 能听懂、会说、会读grandpa, grandma和日常用语Good evening。2. 通过学唱“Look at my family photo以及其他游戏活动，了解更多家庭成员的称呼。3. 通过角色扮演等游戏进一步熟练句型This is 和Hes/Shes 的运用，能结合family tree较完整地介绍自己的家庭。4. 理解Cartoon time故事内容，体会各人物的心理并能以正确的感情朗读和
2、表演故事。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：会用句型This is 完整介绍自己的家庭。教学难点：理解人物心理并能有感情地朗读和表演故事。Teaching procedures 教学过程Step 1 Greeting & Warm up 1. GreetingT: (戴Mike头像) Hello, boys and girls. Im Mike.S: Hello, Mike.T: Nice to see you.S: Nice to see you, too. T: Do you remember
3、my family? S: Yes.2. Revision: a. T: (出示Mikes family photo) This is my family. (板书：my family并示意学生跟读)b. T: Look! This is my (呈现Mike家人图片并复习单词father, mother, brother, sister, me)c. T: Who can be Mike and introduce his family? (给愿意尝试的学生戴上Mike头像) T: Hello, Mike. S1: Hello, Teacher. T: Who is this? (指着Mik
4、e的各家庭成员的照片提问) S1: This is my father. T: Hi, Mike. S2: Hi, Teacher. T: Whos he? S2: Hes my brother. T: Good morning, Mike. S3: Good morning, Teacher. T: Whos she? S3: Shes my mother.(变换打招呼用语Hi, Good morning等，让学生用句型：This is my Hes/Shes my 逐一介绍各人物。)3. Play a game. (单词认读)T: Look at these words. Lets mat
5、ch them with the pictures. (图片与单词匹配，并请学生领读)4. Read and actT: Who wants to be Mike and try to introduce your family? (学生扮演Mike，手拿或指着PPT上Mike家人的图片，完整介绍自己家庭，复习Story time内容)【设计意图：承接前两个课时学习的内容，在一开始以扮演Mike为抓手，复习家庭成员的名称和介绍他人的句式This is my ，为下一步学习进行铺垫。】Step 2 Presentation1. Enjoy a songT: (播放歌曲“Look at my fa
6、mily photo)S: (欣赏歌曲，学习新词)【设计意图：歌曲再次调动孩子的兴奋点，并在欣赏的过程中进一步渗透家庭成员单词aunt, uncle及句型，激发热爱家人的情感。】2. Play a guessing gameT: Hes my fathers father. Who is he? S: Grandpa. (也可以鼓励学生试着用刚刚歌曲里学到的句子Is he your grandpa?来问)T: Shes old. She is my fathers mother. Who is she?S: Grandma. (可引导学生用Is she your grandma?来问)T: H
7、es tall. He is my mothers brother.S: Uncle. (Is he your uncle?)Ss: (两人一组做这个游戏)【设计意图：通过描述和猜的游戏，既复习了家庭成员的单词，也培养孩子倾听的能力，鼓励孩子“现学现卖，用刚刚歌曲里的词和句型，通过一次次的反复稳固增加语言输出能力】3. Family tree(1) Point and say.T: Look, Mike has a big family. This is his family tree. Do you have your family tree? Please make your family
8、 tree. Then point and introduce your family. e.g.: This is my family. This is He/She is I love my family.(2) S: (两人一组，利用做好的family tree互相介绍，可以补充介绍人物的一些特征，如tall, strong, thin等)【设计意图：有了前面的铺垫，这个环节让学生尝试用小语段输出来完整地介绍自己的家人，并鼓励学生用上一些形容词来丰富自己的介绍，如人物的高矮胖瘦、年龄等。在日常教学中，适时渗透，多些语言输入，慢慢地学生的语言输出也会逐步丰富。】4. Cartoon tim
9、e1. Lead-inT: All of you have a warm family. Our friends, Bobby and Sam also have their families. Lets go and have a look. (课件展示Cartoon time：Bobby and Sam)T: Who is in Bobbys family?S: Tina. (学生根据第三单元学习的积累，已经了解了Tina是Bobby的sister)T: Last time, Bobby introduced his sister Tina to his friend Sam. But T
10、ina was afraid of Sam. So she ran away. What will happen this time? Lets watch the cartoon. (播放卡通)【设计意图：通过呈现Unit 3的一个场景，让孩子们对故事有前后串接的概念，顺势激发孩子联想：这一期会发生什么呢？让学生带着期待进入Cartoon time】2. Watch and answer.T: How many families are there in this story?S: Three.T: Yes. They are Sams family, Bobbys family, and
11、Tadpoles family.T: When do they meet?S: (Learn to say “In the evening. 因为课文里有“Good evening.)【设计意图：让孩子带着问题观看卡通，先整体感受故事中涉及到了3个家庭，同时根据对话中的Good evening推断出见面时间是在晚上。】T: Who is this? (出示两幅图)S: Bobbys mother and Sams father.T: How do they introduce their family? Please read and answer.S1: This is my mother.
12、S2: This is my father. T: Lets have a PK. Who can read nicely?S1: (戴Bobby或Sam的头套) This is my mother./This is my father.S2: (戴Bobby或Sam的头套) This is my mother. She is nice./This is my father. He is strong. (学生可以通过语调表情或者补充介绍爸妈的语句为自己的表现加分。)T: (出示Bobby and his mother的图片) How do they feel? S: (Look at the
13、 pictures and try to choose.)A: They feel happy.B: They feel hungry.C: They feel scared.T: (出示图3右半图) What is Sams father thinking about? (How to eat/cook them) How to read this sentence? Try to read with your feeling.S: (扮演Sams father) Good evening. (Emotion: frightening)T: What about Bobby and his
14、mum?S: (扮演Bobby and his mum) Good evening. (Emotion: scared)T: At last, they met a little tadpole and a frog. What did the tadpole say?S: This is my mother. (Emotion: lovely)T: (出示图4) Think and answer: Why they are so surprised? (The tadpole and its mother look different)【设计意图：这一局部通过谈论各幅图，引导孩子关注细节，培
15、养孩子从图片获取信息的能力；考虑到三年级孩子的模仿能力和好胜心，展开PK游戏竞赛读各个人物说的单句，引导孩子进一步体会并读出感情，为后面的整篇角色扮演做铺垫。】Step 3 Consolidation1. Read this story a. Watch the cartoon and read after it. b. Point and read after the tape. c. Point and read by yourselves. d. Read in roles. (角色配音)2. Read and actT: How many animals can you see in
16、this story?S: Six.T: So you can work in six. What would the frog say? Can you guess?S: Good evening.Act this story in groups.【设计意图：通过各种形式的读进一步熟悉文本并体会语气，最后一幅图引导孩子适当想象青蛙会说什么，在表演过程中培养合作能力。】Homework 家庭作业1. 听磁带，跟读Cartoon time 3遍，注意模仿语音语调。 2. 听并学唱“Look at my family photo。 Teaching aids 教学准备含板书设计教学准备：Mike头
17、套、Mike家人的图片、Bobby和Sam的自制头套、自制的family tree或fun time做的family album。板书设计： Unit 4 My family说课本节课一开始是复习导入，学生通过扮演Mike来介绍家人，既复习了Story time的内容，又为本节课的学习做了铺垫。在此过程中采用对话的形式，使得介绍更为自然，同时还滚动练习了打招呼的不同句式。然后通过玩单词与图片匹配的游戏，复习稳固单词的音、形、意。这时再让孩子扮演Mike，较完整地介绍家人，进一步稳固Story time的内容。接下来欣赏歌曲，拓展学习更多家庭成员及介绍句式。随后通过Guessing game的游
18、戏，在描述和猜的过程中进一步稳固单词、操练句式，也为后面整体介绍家庭成员做好了扎实的铺垫工作。有了前面的铺垫，再利用自己做的family tree进行小语段输出，就显得水到渠成了。在Cartoon time课文学习局部，出示Unit 3 Cartoon time的图，有一个前后承接。让学生带着期待和两个问题看课文动画，整体理解故事中出现的3个家庭，并注意见面时间是在晚上。随后通过一个个问题，细致解读各幅图中的细节信息，由认识Bobby的妈妈和Sam的爸爸，到体会介绍他们时Bobby和Sam的情感，两位家长见面时的情感，以及青蛙会说什么等，培养孩子从图片中获取细节信息并根据情节开展进行合理想象的能力。课文学习后，通过各种形式的读进一步熟悉文本并体会感情，在小组合作表演中发挥各自的创意，通过语音、表情和语言来生动地呈现这个故事，在此过程中可根据小组发挥做适当的点评，引导孩子们互相学习，取长补短。特别分享：l 关注培养学生对课文的整体感知能力和从图片中获取信息的能力l 关注学生对对话的理解和表演，通过引导性的评价，使其互相学习借鉴