最新版PEP小学英语三年级下册第二单元__unit_2_my_family___第二课时
Unit2MyFamily核心素养目标(教学设计)-2023-2024学年人教pep版英语三年级下册
1. 教学重点
本节课的核心内容是让学生能够用英语介绍家庭成员，并理解家庭成员之间的简单关系。具体来说，重点包括以下几个方面：
（1）家庭成员的称呼：学生需要掌握家庭成员的英文称呼，如爸爸、妈妈、兄弟姐妹等。
（2）家庭成员关系的表达：学生需要能够用英语表达家庭成员之间的关系，如爸爸是妈妈的丈夫，兄弟姐妹是同一父母所生等。
回顾旧知：
简要回顾上节课学习的家庭成员的称呼等知识，帮助学生建立知识之间的联系。
提出问题，检查学生对旧知的掌握情况，如：“你能用英语说出你的家庭成员吗？”等，为新课学习打下基础。
（三）新课呈现（预计用时：25分钟）
知识讲解：
清晰、准确地讲解家庭成员的称呼、关系和特征等知识点，结合实例帮助学生理解。
突出家庭成员称呼、关系和特征等重点，强调记忆难点，通过对比、归纳等方法帮助学生加深记忆。
Unit 2 My Family核心素养目标（教学设计）-2023-2024学年人教pep版英语三年级下册
课题：
科目：
班级：
课时：计划1课时
教师：
单位：
一、教材分析
本节课选自2023-2024学年人教pep版英语三年级下册，Unit 2 My Family。本单元主要围绕家庭成员进行学习，旨在让学生能够用英语介绍家庭成员，并能够理解家庭成员之间的简单关系。通过对本单元的学习，学生能够掌握家庭成员的称呼，能够用英语介绍自己的家庭成员，并能够理解家庭成员之间的简单关系。
（4）小组合作：教师让学生分组进行家庭介绍的项目，鼓励学生相互合作，共同完成任务，提高学生的团队合作能力和沟通能力。
3. 教学媒体和资源
为了支持教学活动和提高学生的学习效果，本节课使用以下教学媒体和资源：
三年级英语下册《unit2_My_family》PPT课件(人教版pep)
(grandma)
father 对应词 mother
(dad )
（ mom ）
• brmother—mom woman
sister
姐妹
•
brother——兄弟
let’s ——让我们 let us ——让我们
• great——太好了 • really——真的 • and——和；并且 • how——多么
Unit2 My family B Let’s learn Let’s chant Let’s sing
Qi Leng Primary School By Zhang Li e
Let’s chant
The man is the father—tall,tall,tall The woman is the mother—not so tall.
That is the son---small,small,small. They are a family,one and all.
学习目标
• 【知识目标】
• A、掌握下列单词的正确发音并能认 读:sister, brother, grandmother(grandma), grandfather(grandpa). B、能听懂、会说句型：this is…. 【能力目标】 培养学生用英语进行思维；加强学生语音方面的 训练，使学生能在现实生活中灵活运用所学英语。 • •
• 虽然我们还没有长大，还不能担当很多的责 任，但我们可以从今天开始做一个孝顺的好 孩子。
• grandmother ——grandma外祖母
• grandfather—— grandpa外祖父
复习所学单词
• • grandfather 对应词 grandmother
人教PEP版英语三年级下册2单元《My+Family》知识点课件
( A ) 3. This is my friend.
C. She is my sister.
(C
)
4.
Who's
this
girl?
汇报人：乔瑟D芬.奴He is my father. E. Yes, she is.
( B ) 5. Is he your father?
Thank you !
汇报人：乔瑟芬奴
三年级英语下
Unit 2 My Family
单词识记：
father ['fɑːðə] 父亲；爸爸
dad [dæ d] 爸爸（口语）
grandfather ['græ ndˌfɑːðə]
（外）祖父 grandpa ['græ ndpɑː] （口语）祖父
mother ['mʌðə] 母亲；妈妈
mum [mʌm] 妈妈（口语）
对话练习二：
Who’s that boy?
He’s my brother.
Is she your mother? Is he your father?
Yes, she is.
No, he isn’t. He’s my teacher.
对话练习三：
Who’s that boy? Is he your brother?
—________
A. Yes, she is.
B. Yes, he isn't汇. 报人：乔瑟芬奴
C. Yes, he is.
随堂练习：
( A ) 3. My father's father is my ________.
A. grandpa
B. grandma C. grandmother
小学英语(三年级起点) 人教(PEP)版 三年级下册Unit 2 My family教学设计
4操练会话
学生指着班里的同学做问答：Who's that girl? She's ... Who's that boy? He's ...
引导问答：Who's that girl? She's ... Who's that boy? He's ...
教师出示自己的家庭照片鼓励学生对照片中的人物提问，教师用She's my mother. He's my father.来回答，并重复单词father, mother。教师再次用mom, dad代替mother, father进行回答，向学生指出mom和dad更多地用于日常口语中。
学习单词：father, dad, mother, mum
直接教学法，学习本课新单词。
3.巩固单词
操练词汇
1.小火车认读单词卡片。
2.听录音，给A部分Let’s learn部分的词和句标出顺序，并跟着录音朗读。
3.看嘴型猜单词。
从听、读、看等形式巩固单词认读。
4.语用活动
巩固句型Who’s that…?
4.能够知道妈美式mom。
5.通过情景图片和教师讲解，知道西方的复活节：Easter，知道复活节兔子（主情境图中有）和找彩蛋的游戏。
具体环节设计
教学环节
学生活动
教师活动
设计意图
1.热身进入
拿着自己的家庭照，通过实物投影展示给大家，并指着其中的人物做介绍：He’s my father. She’s my mother.
3.能够朗读对话，并能进行角色表演。
具体环节设计
教学环节
学生活动
人教版PEP三年级下册英语Unit 2 My family教案(一)
Unit 2 My familyPart A教学内容Let’s talk Point and say Let’s learn Let’s chant Let’s spell教学目标【知识目标】1.能够掌握A部分Let's learn和Let's talk中的三会单词和重点句子；2.能够掌握Let's spell中元音字母e在闭音节中的发音规律并正确发音。
【能力目标】能用所学的词汇与句型“—Who’s that man/woman？—He’s/She’smy...”问答他人的身份。
【情感目标】培养学生爱家、关心家人的情感。
教学重点1.掌握元音字母e在闭音节中的发音；2.掌握词汇father,dad，man, woman, mother的听、说、认读；3.句型“—Who’s that man/woman？—He’s/She’s my...”的运用。
教学难点元音字母e在闭音节中的发音规律；在情境中问答他人的身份。
教学准备课本、录音机、磁带、相关单词卡片、家庭成员照片、课件等。
课时安排3课时。
第一课时教学过程批注一、Warm-up & Revision1.合唱Unit 1中的歌曲“Boy and girl”。
2.复习Unit 1的句型，两人一组问候对方，包括姓名与国籍。
S1:Good morning/afternoon.S2:Good morning/afternoon.第二课时第三课时7.游戏：听音辨词。
把全班分成四大组，教师展示含有e的单词并以慢速读两遍，让学生仔细听并分辨哪个单词里有元音/e/，有的就说yes，没有就说no，小组成员抢答，反应最快的回答。
每答对一次该小组加10分。
通过游戏可以检测学生掌握元音/e/的发音情况。
若学生掌握得不够好，可适当增加课堂练习。
作业设计在家庭作业本上规范地将本课单词各抄写两行。
板书设计Unit 2 My familyten pen leg red/e/在教学过程中，调整了教学顺序，先学词汇，再学对话，学生在学对话时更容易理解对话内容。
Unit2MyfamilyPartBStarttoread(课件)人教PEP版英语三年级下册
love me, too.
Sarah’s mber
4
—Your grandma? —No, she isn’t.
3
—Your brother? —Yes, he is. He’s Tim.
2
—Who’s that woman? —She’s my mother.
迁移创新
Watch中 and enjoy
Family= Father and mother, I love you!
f = father a = ?and m = m? other i = ?I l = ?love y = y?ou
迁移创新
Read a中poem
I have a small family. Grandma, grandpa, mum, dad, and me. All my family help each other. All my family love each other.
family./This is my .../What about your family? 向朋友和同学介绍自己的家
庭成员，并对家庭成员进行进一步的描述。（应用实践）
4 通过了解Wu Binbin家庭照片墙的布置，进一步感受家庭的温馨；通过介绍家人信
息，进一步形成热爱家庭、关爱家庭成员的积极情感，感受从“小家”到“大家”
1
I have a big family. It’s China. All my family help each other. All my family love each other. I love my family!
2
课堂小结
sister
mother (mum)
《Unit 2 My family》作业设计方案-小学英语人教PEP版三年级下册
《My family》作业设计方案（第一课时）一、作业目标通过本次作业，学生应能：1. 理解和掌握家庭成员的英语称谓；2. 能在实际情境中运用这些称谓；3. 增强对家庭的关爱和尊重，培养良好的家庭观念。
二、作业内容1. 听读练习：学生需听录音并跟读家庭成员的称谓，如father, mother, brother, sister等，熟悉并掌握这些称谓的发音和表达。
2. 词汇积累：学生需在作业本上写出至少5个家庭成员的称谓，并尝试用英语描述家庭成员的特点或性格。
3. 情景对话：学生需与同学或家长进行对话，内容围绕家庭成员，尝试使用所学家庭称谓进行表达。
例如：“Who is that man in the picture? He is my grandfather.”4. 观察描述：学生需观察身边的家庭照片或视频，用英语描述家庭成员的外貌、性格和爱好等，培养观察力和表达能力。
5. 阅读理解：学生可选择适合年龄的英文绘本或文章，其中涉及家庭成员的内容，完成相关阅读理解题目，提高阅读理解和分析能力。
三、作业要求1. 独立完成：学生需独立完成作业，家长可监督和引导；2. 正确率：作业中的选择题和判断题需保证正确率在80% 以上，其他题目需尽力完成；3. 书写规范：作业书写要规范，字迹清晰，无涂改；4. 按时提交：请在规定时间内提交作业，逾期不候。
四、作业评价作业提交后，老师会进行批改。
对于完成情况好的同学，将给予表扬和奖励；对于完成情况不好的同学，将进行个别辅导，帮助其改正错误，更好地掌握所学知识。
五、作业反馈请同学们认真对待作业中的每一道题目，若有不明白的地方，可以向老师或家长请教。
同时，也欢迎同学们对作业设计方案提出意见和建议，以便我们更好地改进和提高。
在《My family》这一课程中，家庭是一个非常重要的主题。
通过本次作业，学生不仅能够掌握家庭成员的英语称谓，还能在实践中运用这些知识，增强对家庭的关爱和尊重，培养良好的家庭观念。
三年级新版PEP下册英语Unit2_my_family教案
Unit2 My family第一课时教学目标：1．能够听懂、会说、会认读单词：man, father, dad。
2．能够听懂、会说、会认读句型：Who’s that man He’s my father./ Hi, Dad.并能够在具体的语境中灵活运用。
3．能够听懂指令，按照指令的要求完成Point and say的内容。
教学重难点：重点：掌握三会单词和句子。
难点：1.能够理解和运用句型：Who’s that man He’s my father./ Hi, Dad.2.懂、会说、理解句子：This is my friend, Amy.教学过程：Step1：Warming up & Revision1.Sing a song “Boy and girl”.’s chant: P8.my friends. 引导学生介绍自己的朋友。
如：Hi, I’m Sam. I’m from China. This is my friend, Tim. He’s a boy. He’s a student. He’s from China/ the UK/ Canada/ the USA/ Australia.Step2 Presentation & Practice1.以旧带新，学习新知（Let’s talk）(1)教师：呈现Mr Jones,问：Who’s he引导学生答：He’s Mr Jones.教师：Mr Jones is a man.(2)学习单词man,并扩展woman对比进行学习。
2.词融于句，巩固新知活动1：呈现男教师的照片，让学生练说: Mr…is a man.活动2：呈现男明星的照片，让学生练说，如：Yao Ming is a man.and learn(1)呈现教师自己爸爸的照片：Look, that is a man. Who’s that man Can you gusss教师出示答案：He’s my father.(2)学习father,并扩展mother对比学习。
PEP小学英语三年级下册Unit2 My Family 教案1
Unit2 My Family1 A Let’s talk Let’s practice & C CultureTeaching aims:1.The students will be able to listen, understand and say the sentences: Who’s thatman/woman? He’s/ She’s my …. And use he, she correctly.2.The students will be able to use the dialogue in daily life.I.P: The students will be able to listen, understand and say the sentences: Who’s that man/woman? He’s/ She’s my …. And use he, she correctly.D.P: The students will be able to use the dialogue in daily life.Teaching aids: cards, picture, tape.Teaching procedures:Step1. Warm-up1. Revise the words learned last class.2.Free talk. Ask and answer using the sentences: I’m … I’m from …. Where are you from? This is …. Nice to meet you!Step2. PresentationLet’s p ractice1.Point to a boy and say He’s a boy. Point to another boy and say He’s a boy. Pointand have kids say: He’s a boy. Then have kids to practice the sentence. Point to a girl and teach She’s a girl in the same way.2.Have kids practice He’s a …/ She’s a … with other words like student, teacher.Practice He’s from …/ She’s from …. He’s/ She’s my friend.3.T shows a family picture and says: Look! This is my family. Have kids say familycorrectly. T: There are 4 people in my family. Who are they? T: She’s my…. Have kids say mother. T: Yes, she’s my mom. Have kids say He’s my father/ dad/ grandfather/ grandpa. She’s my grandmother/ grandma.4.T points and says This is my family. Then ask: Who’s that man/ woman? Get kidsto answer He’s/ She’s your father/ grandfathe r/ mother/ grandmother. Teach the new sentence patterns: Who’s that man/woman? He’s/She’s ….5.Have several kids hold their pictures and come to the front. Say: This is my family.The other kids ask Who’s that man/ woman? Then practice asking and answering in groups of four.Let’s talk1.Listen to the tape and answer: Where are Amy and Chen Jie? Who’s that man?2.Get them to listen and repeat the dialogue.3.Have kids to act the dialogue.Step4.Add activitiesTalk about their family photos in pairs.Step 5 Homework1.Listen and repeat the dialogue on page 14 for ten times.2.Try to make up a new dialogue.Blackboard design:U2 My familyWho’s that man/woman/boy/girl?She’s/He’s my _______.Teacher’s note s:Exercise notes:2 A Let’s learn Let’s chantTeaching aims:1.The students will be able to listen, read say and use the words: father(dad),mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.2.The students will learn the song: Father and Mother.I.P:The students will be able to listen, read say and use the words: father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.D.P:The pronunciation of father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.Teaching aids: cards, picture, tapeTeaching procedures:Step1. Warm-up1. Greet to kids randomly.2. Sing the song Ten Little Candles to revise the numbers.Step2. PresentationLet’s learn1.Show a picture of a family. Point to the picture and ask: How many people arethere? Help kids to remember what does how many means and get the answer 5.Then say: This is a family. (Have kids try to read family correctly.) Who are they?2.Point to the father, say: father (repeat several times), but we usually call him dad.Show father’s picture and have kids to say father, dad. Tell kids that people usually use dad in daily life, also we can call papa.3.Teach mother, grandfather, grandpa, grandmother, grandma in the same way.Emphasize: She’s my mother. She’s….4.Have kids to listen and repeat the words.5.Game: Divide kids in groups of four. One is father, one is mother, one isgrandfather and one is grandmother. T says: Father. All “fathers” stand up and say father. Then they must exchange their roles.6.Put all the pictures on the blackboard. Point to the pictures randomly and kids lookand say correctly.7.Game: Have two kids come to the front. T says a word silently and the other kidssay out the word. The two kids must pick out the right picture. The faster one will win the game.Let’s chant1.T does the action and s ays: This is Sarah’ father. He is tall. Then teaches the wordtall. T: But, Sarah’s mother is not so tall.2.T does the action and says: This is Sarah’s brother. He is small. Teaches the wordsmall.3.Listen to the chant and teach it. Then asks them try to say the chant.Step3. Assessment1.Revise Let’s learn.2.Take a family picture in the next class.Step 4 Homework1.Listen and repeat page 15 for ten times.2.Talk about family menbers.Blackboard design: U2 My familyWho’s that man/woman/boy/girl?She’s/He’s my ________.Teacher’s note s:Exercise notes:3 A Let’s s pellTeaching aims:1.The students will be able to master the pronunciation of the letter Ee.2.The students will be able to master the words with letter Ee on the book.3.The students will be able to write the words on the book correctly.I.P: The students will be able to master the pronunciation of the letter Ee.The students will be able to write the words on the book correctly.D.P: The students will be able to master the pronunciation of the letter Ee. Teaching aids: cards, picture, tape.Teaching procedures:Step1. Warm-up1.Listen and say the chant on page 15.2.TPR activity. Have kids to imagine the actions of father, mother, grandfather,grandmother. When T says a word like father or mother, kids imitate and say This is my mom.3.Show the word cards and have kids to read them out.Step2. PresentationLet’s s pell1.T shows the four pictures about these four words: ten, pen, red and leg. And guidethem to read the four words. T: Try to read out these words. Can you find the same things?2.Have the kids to listen and follow the tape. Look and think: Which letter is thesame? Yes, letter e. What is the sound? /e/.3.Look at the teacher’s mouth and imitate the pronunciation. /t/-/e/-/n/, ten. Followme, please.4.Guide them to spell the other three words like the teacher.5.Listen to the tape and read after it.Step3 PracticeLet’s chantListen to the chant and try to follow it.Ten red pens. Ten red pens. Eight pens. Nine pens. Ten red pens.Read, listen and circle1.Read the words first.2.Listen and circle the right words.Listen and writeListen to the tape and write the words correctly.Step4 Homework1.Listen and repeat page 16 for ten times.2.Copy the four words on page 16 for four times each.Blackboard design:U2 My familyten pen leg red[e]Teacher’s note s:Exercise notes:4 B Let’s talk Let’s p layTeaching aims:1. The students will be able to understand the dialogue and read the dialoguecorrectly.2. The students will be able to master and use the sentence patterns: Is she/he …? Yes, she/he is. No, she/he isn’t.I.P:The students will be able to understand the dialogue and read the dialogue correctly.D.P: The students will be able to master and use the sentence patterns: Is she/he …? Yes, she/he is. No, she/he isn’t.Teaching aids: cards, picture, tape.Teaching procedures:Step1. Warm-up1.Revise the words: father, mother, sister, brother, grandfather(grandpa),grandmother(grandma).2.Free talk. Who’s this/that man/woman/boy/girl? He’s/She’s….Step2. PresentationLet’s talk1.T collect some students’ family members’ photos. Then T puts the photos on thescreen and asks: Who’s this man/boy/girl/women? The student will stand up and says: He’s/She’s my ….2.T goes on doing this activity. T chooses one student and asks: Is he/she your …?Guide the student to answer: Yes, he/she is. No, she/he isn’t. Teach the new sentence patters: Is she/he…? Yes, he/she is. No, he/she isn’t.3.T: Today Amy goes to Sarah’s home.(1)Listen, what are they talking about? They are talking about Sarah’s familymembers.(2)Is the boy Sarah’s brother? Yes, he is. Is the woman Sarah’s mother? Yes, she is. Isthe man Sara h’s father? No, he isn’t. He is Sarah’s teacher.(3)Listen and repeat the dialogue.(4)Read the dialogue in pairs. Then act the dialogue.Step3 PracticeLet’s p layPractice in pairs: Who’s that man/woman? He’s/She’s ….Let’s check1.Listen and number: Listen to the tape and number the pictures.2.Look and tack: Look at the picture and tick the right sentence.Step4 Homework1.Listen and repeat the dialogue on page 17 for ten times .2.Try to retell the dialogue.Blackboard design:U2 My familyWho’s that boy/girl?He’s/She’s my ____.Is she/he your _____?Yes, she/he is. No, she/he isn’t.Teacher’s note s:Exercise notes:5 B Let’s learn Let’s chantTeaching aims:1.The students will be able to master the words sister, brother, grandfather(grandpa)and grandmother(grandma).2.The students will be able to introduce his family members like this: Hi, I’m …This is my family. Look, this is my …. This is my …3.The students will be able to listen and say the chant correctly.4.The students will get some knowledge about the different calling of the familymembers between the east and the west.I.P: 1. The students will be able to master the words sister, brother, grandfather(grandpa) and grandmother(grandma).2. The students will be able to introduce his family members like this: Hi, I’m … This is my family. Look, this is my …. This is my …3. The students will get some knowledge about the different calling of the family members between the east and the west.D.P: The students will be able to listen and say the chant correctly.Teaching aids: cards, picture, tape.Teaching procedures:Step1. Warm-up1.T shows the word cards and asks them to read the words.2.Listen to the song I love my family, and guide them to do actions with the teacher.3.Show photos and pictures with different people in and ask Who’s that man? Havekids to guess.Step2. PresentationLet’s learn1.Draw a family tree on the blackboard. T acts Mike. T: Look. I am Mike. This ismy family tree. There are many people in my family. This is my father. This is my father’s father. He’s my grandfather. Also we can call him grandpa. Teach the new word grandfather and grandpa.2.T: This is my mother. This is my father’s mother. She’s my grandmother. Also wecan call her grandma. Teach the new word grandmother and grandma.3.T: What do we call them in Chinese? –爷爷，奶奶。
人教PEP版英语三年级下册Unit2《Myfamily》单元说课稿
人教PEP版英语三年级下册Unit 2《My family》单元说课稿一. 教材分析《人教PEP版英语三年级下册》Unit 2《My family》是一篇关于家庭成员和家庭关系的文章。
通过学习本单元，学生能够掌握家庭成员的英文表达，以及如何介绍自己的家庭。
教材通过丰富的图片和情景对话，激发学生的学习兴趣，培养他们的语言运用能力和人际交往能力。
二. 学情分析三年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的单词和句子。
但是，学生的英语水平参差不齐，部分学生对家庭成员的英文表达和家庭关系还不够了解。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动学生的积极性，引导他们主动参与课堂活动。
三. 说教学目标1.知识目标：学生能够掌握家庭成员的英文表达，如father, mother,sister, brother等；能够用英语简单介绍自己的家庭。
2.能力目标：学生能够听、说、读、写本单元的生词和句子，提高语言运用能力。
3.情感目标：学生能够通过学习，增进对家庭的感情，培养关爱家人的意识。
四. 说教学重难点1.重点：家庭成员的英文表达，以及如何用英语介绍自己的家庭。
2.难点：对家庭关系的理解，以及如何在实际情境中运用所学知识。
五. 说教学方法与手段1.情景教学法：通过设置真实的家庭情境，让学生在实际语境中学习家庭成员的英文表达和家庭关系。
2.互动教学法：引导学生参与课堂活动，进行小组讨论和角色扮演，提高学生的语言运用能力和人际交往能力。
3.游戏教学法：运用趣味游戏，激发学生的学习兴趣，巩固所学知识。
六. 说教学过程1.热身（5分钟）：教师与学生进行简单的英语交流，营造轻松愉快的课堂氛围。
2.导入（10分钟）：教师展示家庭成员的图片，引导学生用英语介绍自己的家庭，引出本课主题。
3.课堂讲解（20分钟）：教师讲解家庭成员的英文表达，如father,mother, sister, brother等，并进行实际情境演练。