广东版2020年三年级英语上册Unit4Myfamily教案
三年级上册Unit 4 My family教学设计
三年级上册Unit 4 My family教学设计三年级上册Uamily教学设计一、教学内容一、教学目标：能听懂、会说、会读This is …。
2. 能听懂、会说、会读中的内容，并能够表演。
能正确理解My family。
三、教学重点：能听懂、会说、会读"This is…",并能正确地在生活情境中运用。
2. 能听懂、会说、会读中的内容，并能够表演。
能正确理解My family。
四、教学难点：能听懂、会说、会读"This is …",并能正确地在生活情境中运用。
2. 能听懂、会说、会读中的内容，并能够表演。
五、教具准备：挂图、人物图片、字母卡片、录音机六、教学过程：: Free talS: wa(介绍自己的朋友) Hello,…She’s/He’s …She’s/He’d .2. TS:Who’s this? This is … She’s/He’s …Teach: This is …(1)指导朗读(2)让学生用This is …介绍自己同学的名字2: Presenta出示教师全家福（faand me）T:LamilTather. TTTamily.2. 揭题：T: Today we’ll learn Uamily.教学family,指导朗读。
T：Do you know “family”? Look, faand me .This is a family. 教学faT:(指着自己的照片)Who’s she?教学T!:DiscuuPicture 1(P24): who are they? / What else can you see?/What aalking about?Tell the students uanswPicture 2(P25): L’s family. Who are they? Can you guess?引导学生说出T’s faWaartoon and answer:Who’s the boy/girl? What’s the boy’s/girl’s name?教学bRead aaReadblvTry to ax: Homew听课文录音三遍，并熟练朗读，尝试背诵。
三年级英语上册Unit4Myfamily教案广东版(先锋
Unit 4 My family一、知识与技能Objectives and RequirementsLanguageTarget: -Who’s she? -She’s my mother.-Who’s he? -He’s my friend..Additional: How are you? I’m fine, thanks. How about me?Alphabet: j , k , lVocabularyKey: family , mother , father , sister , brother , friend, grandmother, grangfatherAlphabet: juice , kite , lion .MaterialsPicture Cards, photos of teacher’s family, Character Cards , paper, crayons/markers, pictures of Ss’ families, tape, scissors二、情感态度与价值观：能够应用英语说出家庭成员的名称，并体会到学英语的乐趣。
三、过程与方法Lesson 1 Story & VocabularyGetting ready·Bring in some photos of your family. Introduce your family to the Ss.·T: Who’s he? He’s my father. Who’s she? She’s my mother.·Ask Ss to bring in photos of their families for future lessons.Using the book·T: Open your books. Who’s this? (Point to Gogo.)·T: Repeat. He’s Gogo. [Ss: He’s Gogo.]·Do the same with the other characters.·T: Listen.·Play the tape.·T: Listen and repeat.·Play the tape, pausing after each sentence to have Ss repeat.·Without the tape, show Ss how to act out the dialog with more expression. ·Divide the class into two groups, each group representing a different character. ·Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.VocabularyGetting ready·Use the Character Cards of Gogo’s family from WB p.70.·Before class, hide them around the room with a little of the pictures showing. Tell Ss to remain at their desks, but to point to the hidden cards.·T: Where are the pictures? (Pretend to be looking around.)·Ask Ss to point to the pictures they see. As they find the pictures, describe each picture to them. T: Sister. (Point to the picture.) Repeat. [Ss: Sister.] Continue with the other cards.Using the book·T: Listen and repeat.·Play the tape and have Ss repeat each word. Point to the picture of family. T: Say family. Repeat. Family. Point to the other pictures at random and have Ss say each word.Handwriting:Who’s she/he? She’s/He’s my …mother father grangmother grandfathersister brother friendLesson 2 Target & PracticeⅠTargetGetting ready·Show photos of your family. Make sentences about each family member.·T: Who’s she?·T: She’s my mother. [Ss: She’s my mother.]·Continue this activity using the remaining family photos.Using the book·Have Ss look at the first picture.·Point to Gogo and then Tony. Model the dialog.·Repeat with the second picture.·T: Listen and repeat.·After enough practice, encourage Ss to act out the dialog in pairs.Ⅱ PracticeGetting ready·Point to the picture of Gogo’s mother.·T: Mother. Repeat.·Continue with the other pictures on the page.Using the book·T: Listen .·Play the tape for number 1,and then pause.·T: Which picture is it? (Sweep your hand over the four pictures.) Write number 1.·Write number 1 on the board.·Continue with the rest.ⅢSongGetting ready·Refer to the mother picture on the vocabulary page.·T: Point and repeat. Mother.·Write mom on the board.·T: Repeat. Mom.Using the book·T: Listen.·Play the tape.·T: Sing together.·Play the tape again and sing along.·Divide the class into two groups. One group sings the questions, the other sings the answers.ActivityGetting ready·Photocopy the Character Cards·Place the cards on the board.·Write She and He on the board like SB p.27·Draw lines to match the words and the cards.·Erase the lines from the board and mix up the pictures.·Do it again. This time, ask some Ss to come to the front and draw lines.Using the book·Have Ss look at the book.·T: Read and match. Draw a line like this. (Trace the example line with your finger.) ·Students match She and He to the corresponding picturesLesson 3 AlphabetGetting ready·Write J , K and L on the board.·Have Ss look at the alphabet letters in their books.·T: Circle J, K and L.·Model circling on the board. Ss circle the letters in their books.Using the book·T: Look and repeat.·Point to the letter J.·T: J. (Ss: J.)·T: Juice. [Ss: Juice.]·Continue with the letters K and L.·Play the tape and have Ss repeat.·After enough practice,give Ss one sound and have them point to the corresponding letter.·Give Ss a word and have them point to the corresponding letter.Handwriting; Jj Kk Lljuice kite lionLesson 4 Revision一、听音标号。
三年级上册英语教案-Unit4Myfamily第二课时广东开心英语(粤人版)
三年级上册英语教案-Unit 4 My family 第二课时广东开心英语（粤人版）教学内容本节课我们将继续学习Unit 4 My family，通过上一课时的学习，学生已经对家庭成员的单词有了一定的了解。
本课时将主要围绕家庭成员的关系和介绍家庭成员展开，学习如何用英语表达家庭成员之间的关系，例如“这是我的妈妈，她是一名医生”。
教学目标1. 能听懂、会说、会读本课时出现的家庭成员词汇和句型。
2. 能用英语简单介绍家庭成员及其职业。
3. 培养学生的英语听说能力和语言表达能力。
教学难点1. 家族成员间的关系表达。
2. 介绍家庭成员职业的句型。
教具学具准备1. 课本、教学光盘。
2. 家庭成员图片、单词卡片。
3. 小组活动道具。
教学过程1. 热身活动：播放歌曲“Family Finger”，让学生跟随音乐做动作，复习上一课时学过的家庭成员单词。
2. 新课导入：展示一张家庭成员的图片，引导学生用英语描述图片中的家庭成员。
3. 小组活动：将学生分成小组，每组选择一张家庭成员图片，用英语介绍图片中的家庭成员及其职业。
4. 课堂游戏：进行“家庭成员接力”游戏，每个学生轮流说出一个家庭成员的单词，不能重复已经说过的单词。
5. 角色扮演：让学生扮演家庭成员，用英语进行角色扮演，介绍家庭成员及其职业。
6. 总结回顾：对本节课学过的内容进行总结，让学生复述家庭成员的单词和句型。
7. 作业布置：布置作业，让学生回家后用英语介绍自己的家庭成员。
板书设计1. 在黑板上画出家庭成员的图片，旁边标注对应的英语单词。
2. 列出本节课学过的句型，如“This is my mother, she is a doctor.”作业设计1. 让学生用英语写一篇短文，介绍自己的家庭成员。
2. 让学生和家长一起用英语进行家庭成员的角色扮演。
课后反思本节课通过多种教学活动，让学生在轻松愉快的氛围中学习英语，提高了学生的英语听说能力和语言表达能力。
三年级英语上册Unit4MyFamily课件2广东版开心
mother
She’s _____.
father
He’s _____.
sister
She’s _____.
brother
He’s _____.
friend
He’s _____.
Pair Work
Who’s he / she? He’s / She’s my friend.
Who’s he? He’s my brother.
me
mother family father
sister
brother
Tony
mother
father
sister
friend brother
Who’s he?
He’s my friend.
This is a family.
family
Please watch a video.
grandfather
grandfather
grandmother
grandmother
Please watch the video.
Who’s he? He’s my father.
Who’s she?
She’s my mother.
Who’s he? He’s my brother.
Introduce your family to your friends. 把你的家庭介绍给你的朋友.
The first period
Who’s she / hshe / he ? √
watch a video
Who’s__sh__e ?
She’s my mother.
Who’s he? He’s my father.
小学英语粤人版三年级上册Unit 4 My family(story time) 教案
小学英语粤人版三年级上册三上 Unit4 My family(story time)教学目标:1.学生能听懂、会说和会读话题和功能Introduction/Family。
2.学生能听懂、会说和会读日常用语与句型：This is (my)…3.学生能听懂、会说和会读词汇：family, father, mother, brother, me4.宣扬热爱家庭，爱戴父母的传统思想，使学生能够学会自由表达对父母的感激之情。
教学重点：1. 日常用语与句型：This is… 2. 词汇：father, mother, brother, sister, me教学难点：词汇：father, mother, brother, sister, me的读音教学方法与手段：多媒体课件，教学卡片等。
Step 1：Greetings and lead in. ( greet with the Ss like this:)(1). Hi/Good morning, I’m M r Guo. Are you …?这一步骤主要是通过与学生打招呼,相互问好来拉近老师和学生的距离，让他们做好上英语课的准备,调动学生说英语的积极性。
（2）. Sing a songNow let’s sing a song: Good morning通过齐唱歌曲，激发学生学习兴趣Step 2：Presentation and practice1.Let’s do a game ----Magic eyes通过小游戏，让学生复习前面所学的知识。
2. Look at the picture, this is my family. Do you want to know more about Mike’s familyThis is Tim. He’s my brother. Read after the teacher: This is …Brother. Then read by yourselves.呈现图片，教学brother，this is …并且朗读。
粤人版三年级起点小学三年级英语上册教案Unit 4 My Family_教案4
Unit 4 My FamilyPeriod 4Teaching ContentAlphabetTeaching AimsMaster the new words and JKL.Important PointsEnable to read and write the new words correctly and fluently. Difficult PointsRemember these words.Teaching AidsA tape recorder and some pictures.Teaching ProceduresStep 1 Organization1．The whole class sing “She’s my mom!” and “He’s my dad!”2．Check the presentation of the class.Step 2 Presentation1．Show a picture of j uice and point to it, then repeat: “/dʒ/, /dʒ/, juice”.2．Lead them to read this word several times.3．Help them to see this word’s meaning.4．Teach the rest words “kite” and “lion” in the same way.5．Help them to read and write the letters “Jj, Kk, Ll”.Step 3 Drill1．Lead them to read these words several times.2．Let them read after the tape.3．Let them practice reading these words alone.1 / 2Step 4 Consolidation1．Let them listen to the tape and then read the chant after the tape.2．Let them practice reading in small groups.3．Let them make a new chant like the other units above. Just like below: juice juice是果汁，kite kite是风筝，lion lion是狮子；果汁果汁是juice，风筝风筝是kite，狮子狮子是lion。
三年级上册英语教案-Unit 4 My family 第一课时 译林版(三起)
三年级上册英语教案-Unit 4 My family 第一课时译林版（三起）教学目标1.通过本节课的学习，学生能够熟练运用单词 uncle、aunt、cousin、family、happy。
2.学生能够听懂、朗读并理解课文。
3.学生能够在口语表达中使用所学内容，形成自己的表达方式。
教学重点1.单词 uncle、aunt、cousin、family、happy 的学习和运用。
2.课文的听懂、朗读、理解和运用。
教学难点1.能够灵活运用所学单词，同类单词的区别。
2.能够理解、运用并表达课文中所学内容。
教学过程导入环节在上节课时老师留了作业，这节课首先请学生将作业交上来。
老师可以抽查几名同学的作业，先对上节课所学内容进行一个回顾。
学习环节1.单词学习向学生展示 uncle、aunt、cousin、family、happy 这几个单词，帮助学生理解并学习这些单词的正确发音和汉语意思。
让学生朗读并记忆这些单词。
2.课文学习向学生展示课文并播放录音。
让学生跟着录音朗读并重复。
重点让学生学习课文中 uncle、aunt、cousin、family、happy 这几个单词的用法，并加强学生对这些词汇的理解与运用。
3.句型学习通过课文中的句型，帮助学生掌握这些词汇在实际口语中的运用方式。
让学生理解并模仿这些句型，并通过对话练习，加强学生对所学内容的运用。
练习环节1.针对所学词汇的练习让学生通过练习来巩固所学内容。
可以通过构建句子、填空、选择、组词等方式来进行练习。
2.阅读训练通过阅读课文和相关练习，帮助学生更好地理解所学内容，并加强其语感和阅读能力。
评价环节在学生完成练习后，老师可以进行一次简短的小测验，检验学生对本节课所学内容的掌握情况。
教学总结本节课主要针对三年级上册英语教材中 Unit 4 My family 的第一课时进行了详细讲解。
通过单词、课文和句型的学习，帮助学生更好地理解和运用所学内容。
在练习环节中，老师可以针对不同的学生，根据其实际情况进行差异化练习，以确保每个学生都能够达到预期的学习目标。
三年级上册英语教案-Unit4Myfamily第三课时广东开心英语(粤人版)
三年级上册英语教案-Unit 4 My family 第三课时广东开心英语（粤人版）教学内容本节课主要围绕广东开心英语三年级上册Unit 4 My family的第三课时展开。
教学内容包括家庭成员的介绍、询问家庭成员以及回答相关问题的表达方式。
通过本节课的学习，学生能够掌握基本的家庭成员词汇，如“father”、“mother”、“brother”、“sister”等，并能够运用这些词汇进行简单的家庭成员介绍。
教学目标1. 学生能够听懂、会说、会读本节课所学的家庭成员词汇；2. 学生能够运用所学词汇进行简单的家庭成员介绍；3. 学生能够理解并运用询问家庭成员以及回答相关问题的表达方式；4. 培养学生的英语口语表达能力及团队合作能力。
教学难点1. 家庭成员词汇的发音及记忆；2. 询问家庭成员以及回答相关问题的表达方式；3. 学生在介绍家庭成员时的语言组织能力。
教具学具准备1. 教学课件；2. 家庭成员图片；3. 录音机及录音带；4. 学生用书及练习册。
教学过程1. 导入：通过播放一首关于家庭的英文歌曲，激发学生的学习兴趣，引导学生进入本节课的主题。
2. 新课内容呈现：利用教学课件，呈现本节课所学的家庭成员词汇，引导学生跟读并模仿发音。
同时，通过展示家庭成员图片，帮助学生更好地理解和记忆所学词汇。
3. 情景演练：将学生分成小组，每组选择一个家庭成员进行介绍。
学生需要运用所学词汇及表达方式进行介绍，同时其他小组成员要认真倾听并给予评价。
4. 课堂互动：通过问答游戏，让学生巩固所学知识。
教师提出关于家庭成员的问题，学生快速回答。
同时，鼓励学生主动提问，提高他们的口语表达能力。
5. 小结：对本节课所学内容进行总结，强调重点词汇及表达方式。
6. 作业布置：布置相关的练习题，让学生在课后进行巩固。
板书设计1. Unit 4 My family2. 重点词汇：father、mother、brother、sister等；3. 重点句型：This is my father. He is a doctor. Who is this? This is my mother. She is a teacher.作业设计1. 完成练习册上的相关练习题；2. 根据所学内容，用英语介绍自己的家庭成员；3. 收集更多关于家庭成员的英文词汇，扩充词汇量。
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Unit 4 My family一、知识与技能Objectives and RequirementsLanguageTarget: -Who’s she? -She’s my mother.-Who’s he? -He’s my friend..Additional: How are you? I’m fine, thanks. How about me?Alphabet: j , k , lVocabularyKey: family , mother , father , sister , brother , friend, grandmother, grangfatherAlphabet: juice , kite , lion .MaterialsPicture Cards, photos of teacher’s family, Character Cards , paper, crayons/markers, pictures of Ss’ families, tape, scissors二、情感态度与价值观：能够应用英语说出家庭成员的名称，并体会到学英语的乐趣。
三、过程与方法Lesson 1 Story & VocabularyGetting ready·Bring in some photos of your family. Introduce your family to the Ss.·T: Who’s he? He’s my father. Who’s she? She’s my mother.·Ask Ss to bring in photos of their families for future lessons.Using the book·T: Open your books. Who’s this? (Point to Gogo.)·T: Repeat. He’s Gogo. [Ss: He’s Gogo.]·Do the same with the other characters.·T: Listen.·Play the tape.·T: Listen and repeat.·Play the tape, pausing after each sentence to have Ss repeat.·Without the tape, show Ss how to act out the dialog with more expression. ·Divide the class into two groups, each group representing a different character. ·Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.VocabularyGetting ready·Use the Character Cards of Gogo’s family from WB p.70.·Before class, hide them around the room with a little of the pictures showing. Tell Ss to remain at their desks, but to point to the hidden cards.·T: Where are the pictures? (Pretend to be looking around.)·Ask Ss to point to the pictures they see. As they find the pictures, describe each picture to them. T: Sister. (Point to the picture.) Repeat. [Ss: Sister.] Continue with the other cards.Using the book·T: Listen and repeat.·Play the tape and have Ss repeat each word. Point to the picture of family. T: Say family. Repeat. Family. Point to the other pictures at random and have Ss say each word.Handwriting:Who’s she/he? She’s/He’s my …mother father grangmother grandfathersister brother friendLesson 2 Target & PracticeⅠTargetGetting ready·Show photos of your family. Make sentences about each family member.·T: Who’s she?·T: She’s my mother. [Ss: She’s my mother.]·Continue this activity using the remaining family photos.Using the book·Have Ss look at the first picture.·Point to Gogo and then Tony. Model the dialog.·Repeat with the second picture.·T: Listen and repeat.·After enough practice, encourage Ss to act out the dialog in pairs.Ⅱ PracticeGetting ready·Point to the picture of Gogo’s mother.·T: Mother. Repeat.·Continue with the other pictures on the page.Using the book·T: Listen .·Play the tape for number 1,and then pause.·T: Which picture is it? (Sweep your hand over the four pictures.) Write number 1.·Write number 1 on the board.·Continue with the rest.ⅢSongGetting ready·Refer to the mother picture on the vocabulary page.·T: Point and repeat. Mother.·Write mom on the board.·T: Repeat. Mom.Using the book·T: Listen.·Play the tape.·T: Sing together.·Play the tape again and sing along.·Divide the class into two groups. One group sings the questions, the other sings the answers.ActivityGetting ready·Photocopy the Character Cards·Place the cards on the board.·Write She and He on the board like SB p.27·Draw lines to match the words and the cards.·Erase the lines from the board and mix up the pictures.·Do it again. This time, ask some Ss to come to the front and draw lines.Using the book·Have Ss look at the book.·T: Read and match. Draw a line like this. (Trace the example line with your finger.) ·Students match She and He to the corresponding picturesLesson 3 AlphabetGetting ready·Write J , K and L on the board.·Have Ss look at the alphabet letters in their books.·T: Circle J, K and L.·Model circling on the board. Ss circle the letters in their books.Using the book·T: Look and repeat.·Point to the letter J.·T: J. (Ss: J.)·T: Juice. [Ss: Juice.]·Continue with the letters K and L.·Play the tape and have Ss repeat.·After enough practice,give Ss one sound and have them point to the corresponding letter.·Give Ss a word and have them point to the corresponding letter.Handwriting; Jj Kk Lljuice kite lionLesson 4 Revision一、听音标号。