Unit 2 Different Families （说课稿）-2024-2025学年人教PEP(2024)三年级上册

Unit2DifferentFamilies（说课稿）-2024-2025学年人教PEP(2024)三年级上册学校授课教师课时授课班级授课地点教具教学内容本节课内容为2024-2025学年人教PEP(2024)三年级上册Unit2DifferentFamilies。本单元主要围绕家庭的不同类型和特点展开。具体教学内容包括：

1.学习词汇：family,mother,father,brother,sister,grandmother,grandfather等与家庭成员相关的词汇。

2.学习句型：Who's...?He/Sheis...，Thisis...，介绍家庭成员和表达家庭成员关系。

3.通过阅读课文，了解不同家庭的结构和特点，培养尊重和包容不同家庭类型的态度。

4.通过练习和实践，提高学生运用所学词汇和句型进行交流的能力。核心素养目标1.语言能力：培养学生准确使用本单元词汇和句型描述家庭成员的能力。

2.文化意识：增强学生对家庭多样性的认识，培养尊重和理解不同文化背景下的家庭结构。

3.思维品质：通过观察和描述不同家庭，发展学生的观察力和批判性思维。

4.学习能力：激发学生学习兴趣，培养自主学习和合作学习的能力。学习者分析1.学生已经掌握了基本的英语问候语和一些简单的家庭词汇，能够进行简单的自我介绍。

2.学习兴趣：三年级学生对新鲜事物充满好奇，对英语学习有较高的兴趣，尤其是通过故事和游戏学习。学习能力：学生具备一定的听说能力，但读写能力相对较弱。学习风格：学生偏好互动和合作学习，喜欢通过实际操作和游戏来学习。

3.学生可能遇到的困难和挑战：本单元涉及家庭成员的描述和句型使用，学生可能在记忆新词汇、掌握句型结构以及正确运用时遇到困难。此外，对于家庭多样性概念的理解可能需要教师提供适当的引导和解释。教学资源准备1.教材：确保每位学生都配备人教PEP(2024)三年级上册教材。

2.辅助材料：准备家庭成员的图片、相关词汇卡片、教学视频等，以增强直观教学效果。

3.教室布置：划分学习小组区域，准备互动游戏所需的教具，确保教室环境适合小组合作和互动讨论。教学过程一、导入

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

2.Let'sstartwithagame.Iwillshowyousomepicturesofdifferentfamilies.Trytodescribethemusingthewordsyouknow.

3.Greatjob!Now,let'sseehowwellyoucanunderstandandtalkaboutfamiliesinEnglish.

二、课文主旨内容探究

1.翻开教材，我们一起来看看课文里的故事。Pleaseturntopage12inyourbooks.Lookatthepicturesandtellmewhatyousee.

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

3.Whileweread,payattentiontothenewwordsandphrases,andtrytounderstandthemeaningfromthecontext.

三、词汇学习

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、句型学习与练习

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、课文深入学习

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、互动活动

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

2.Yourtaskistocreateashortdialogueusingthesentenceswelearned.Youcanusethepicturestohelpyou.

3.Eachgroupwillhave10minutestoprepare,andthenwewillshareyourdialogueswiththeclass.

4.Remembertospeakclearlyandusethecorrectsentences.Iwillbewalkingaroundtohelpyouifyouneedit.

七、总结与作业

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、结束语

1.Thankyouforyourhardworktoday.I'mveryproudofyou.

2.Remembertorespectandunderstanddifferentfamilies,andalwaysbekindtoothers.

3.Seeyounextclass,anddon'tforgettobringyourcompletedhomework!

Throughoutthelesson,Iwillbemonitoringyourprogressandprovidingfeedbacktoensureyouareunderstandingandengagingwiththematerial.Let'smakethisafunandproductivelearningexperience!教学资源拓展1.拓展资源：

-故事书：介绍一些关于家庭多样性的儿童故事书，如《TheFamilyBook》byToddParr，这本书以简单易懂的语言和丰富多彩的插图展示了各种不同的家庭。

-视频材料：寻找一些关于家庭多样性的短片或动画片，例如动画片《TheProudFamily》的片段，让学生了解不同类型的家庭。

-文化素材：收集一些介绍不同文化背景下家庭结构的文章或资料，帮助学生拓宽视野，理解文化差异。

2.拓展建议：

-阅读拓展：鼓励学生在课外阅读相关的英语故事书，不仅能够增强他们的阅读能力，还能够让他们在真实语境中学习到更多关于家庭的知识。

-观看视频：在家长的帮助下，学生可以观看一些英语学习视频，通过视觉和听觉的结合，加深对家庭多样性的理解。

-文化交流：组织学生参与文化交流活动，如与不同文化背景的同学交流，了解他们的家庭结构和习俗，增进彼此的理解和尊重。

-家庭调查：鼓励学生进行家庭调查，让他们采访家人或亲戚，了解自己家庭的特殊情况或传统，然后在课堂上分享。

-角色扮演：通过角色扮演活动，学生可以模拟不同的家庭场景，使用本节课学习的词汇和句型，提高他们的口语表达能力和情景应对能力。

-家庭树制作：学生可以尝试制作自己的家庭树，用英语标注家庭成员的关系，这样的活动既能锻炼学生的动手能力，也能帮助他们更好地理解家庭成员之间的关系。

-写作练习：鼓励学生写一篇关于自己家庭的短文，用上本节课学习的词汇和句型，这样的写作练习可以提高学生的写作技能，同时也能让他们更加深入地反思和表达自己的家庭生活。

-互动游戏：设计一些互动游戏，如家庭拼图游戏、家庭角色猜谜等，让学生在游戏中复习和巩固所学知识，同时增加学习的趣味性。

-家庭主题讨论：组织学生进行以家庭为主题的讨论，让他们分享自己对于家庭的理解和感受，这样的讨论可以促进学生之间的交流和思考。板书设计①重点知识点：

-家庭成员词汇：mother,father,brother,sister,grandmother,grandfather

-句型结构：Who's...?He/Sheis...；Thisis...

②重点词汇：

-描述家庭成员的形容词：happy,sad,tall,short,young,old

-家庭成员关系的词汇：parent,child,sibling,grandparent

③重点句子：

-询问家庭成员：Who'syourmother/father/brother/sister/grandmother/grandfather?

-介绍家庭成员：Thisismymother/father/brother/sister/grandmother/grandfather.

-表达家庭成员特点：Mymotheristall.Myfatherisyoung.教学反思与总结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