Unit 5 She's my mother Story time(教案)

三上Unit5 She’s my mother Story time
单元课时：第二课时
教学分析：
What: 苏海在公园遇见刘涛，介绍各自家人、询问对方家人的对话语篇。

Why: 通过公园相遇的生活情境呈现不同的家庭结构，引发学生在对话理解后了解更多的家庭关系和成员，如父母、兄弟、姐妹，在第一课时的学习的基础上丰富对家庭的认知，回应Big question What makes a family.
How: 故事的语言由三部分组成How to introduce, How to ask, How to greet?分别对应遇见朋友及其家人这一交际情境下的“主动介绍自己家人”“主动询问对方家人”“礼貌问候互动”三个子情境。

重难点在于运用Who’s he/she? He’s/She’s...准确指代谈论的对象。

拓展比对第一课时学习的mum dad和本课时的mother father的语用差别。

教学目标：
通过本课时的学习，学生能够：
1.在故事阅读中认识刘涛和苏海的家人，理解mother, father, brother, sister并准确地说出人物关系。

2.梳理介绍家人及询问他人身份的语言，准确运用This is ... Who’s he/She? He’s/She’s...合作表演情境对话。

3.在翻牌问答游戏中谈论彼此的家人，了解不同的家庭结构并感知互相介绍家人的快乐。

教学重难点：
1.整体理解Story time并在情境中得体介绍家人。

2.辨析he/she的人物指代特点，准确运用Who’s he/she? He’s/She’s ...询问并回答他人身份。

整体思路：
教学通过Meet three Animal families--Meet finger family--Meet Liu Tao’s family -- Meet Su Hai’s family -- Meet our families串联。

借助人物头饰介绍Bobby, Sam, Tad和他们的父母，复习卡通板块，唤醒旧知的基础上，通过歌曲学习不同的家庭称谓，整体感知核心词汇，改编歌曲巩固所学；接着进入课文学习，通过
勾选、圈画、划线等阅读活动理解对话、梳理语言；延续故事情境，模拟苏海介绍刘涛认识自己父母的对话，初步尝试合作运用语言交际；最后，关联学生实际，在信息沟的翻卡游戏中迁移所学，运用Who’s he/she? He’s/She’s...了解彼此的家庭关系，鼓励学生进行更多的语言输出如He’s nice...
教学流程：
Step1 Pre-reading
1.Talk and Review
T: In the cartoon time, we meet three animals. They are...
Ss: Bobby, Sam and Tad.
T: Who are in their families? Let’s review and introduce.
(Ss act as the animals and introduce: Hi, I’m... This is my.../ She’s my ...)
2.Sing and learn
T: From their introduction, we can find Dad and mum can make a family. Here’s a song about them. Let’s sing along.
(Ss sing along.)
T: Look at the finger family. Who are in the finger family?
(Ss look at the picture and learn father, mother, brother, sister, baby one by one.) T: Now, let’s make a new song for them.
(Ss work in groups and sing about the members in the finger family.)【设计意图：从复习导入话题，在唱歌的任务中学习单元核心词汇，并在认识手指家庭的情境中意义理解词汇，TPR活动巩固单词，创编歌曲，意义操练。

】Step2 While-reading
1.Watch and tick
T：Today, we’ll meet another old friend’s family. Look, who’s he?
Ss: He’s Liu Tao.
T: Yes. Su Hai meets Liu Tao in the park. who are in Liu Tao’s family? Let’s watch and tick.
(Ss watch the story. Tick the correct picture.)
2.Read and find
T: These people are in his family. Who are they? Let’s read and find.
(Ss read the story and check their answers in two. )
T: Now, let’s check. Act as Su Hai and Liu Tao.
S1: Liu Tao, who’s she?
S2: She’s my mother./mum.
T: What does Liu Tao say?
Ss: This is my mother.
(Meet Liu Tao’s father and brother in the same way.)
3.Learn and share
T: What do they say to introduce their family? And how to ask who someone is? Let’s learn and share.
(Ss read the story again. They underline the useful sentences.)
T: When we introduce, we can say...
S1: This is... Come and meet ... He’s/She’s...
T: When we ask we say ...
S2: Who’s he? Who’s she?
T: What’s the difference?
S3: Liu Hao is a boy. Su Yang is a girl.
T: Great. Can you help Su Hai and Liu Tao introduce them in a correct way? Let’s read and circle.
(Ss finish task A read and circle.)
4.Listen and imitate
【设计意图：开门见山直接揭题meeting Liu Tao’s family. 借助问题链Who are in Liu Tao’s family? Who are they?梳理刘涛的家庭成员信息。

在理解的基础上发现核心语言Come and meet... This is... 等，通过归纳整理的活动，感知语言的语用功能；通过情境对比感知Who’s he? Who’s she?的区别并及时操练，在故事情境中关注并巩固he/she的用法，加深对brother和sister的词汇认知。

】
Step3 Post-reading
1.Act and share
T：It’s time for you to read or act the story.
(Ss practise in six. Read the story or act it out in groups.)
2.Do a role-play
T: Liu Tao comes to the park with his...
Ss: father, mother and brother.
T: What about Su Hai and Su Yang? They come to the park with...
Ss: father and mother.
T: Yes. It’s time for Liu Tao to meet Su Hai’s family. What can they say?
(Ss predict the dialogue)
T: If you were Su Hai, what would you say to introduce?
S1: This is my mother/father.
S2: This is my mum/dad.
T: What’s the difference?
(Ss think and share their ideas.)
T: Can you act and show it out? Let’s work in four.
(Ss work in four and do the role-play.)
3.Play a card game
T: Actually we meet two families, Liu Tao’s and Su Hai’s. Who are in your family? Let’s play a card game to ask and answer.
(Ss play the card game.)
T: When you are drawing and looking at the pictures, how do you feel?
Ss: happy, proud, nice ...
T: So, let’s think what makes a family?
S1: Father, mother, brother, sister, baby.
Ss: Love.
T: Let’s say a chant to answer together.
【设计意图：三个层次的读后输出，从课文朗读或表演反馈对故事本身的理解；从情境延展角色扮演创编对话，鼓励学生选择所学语言应用表达，实现意义交流；从互相问答家人信息巩固强化，反馈重难点Who’s he/she? He’s/She’s my...，在真实的情景中活用语言，实现迁移创新。

对于学有余力的学生，鼓励他们表达自己对家人的情感。

最后，再次回应big question, 强调“不同的家人在一起组成
家庭”，为下一课时的情感升华奠定结构基础。

】Homework
BB Design
Unit 5 She’s my mother Story time。