二0二三年度三年級(jí)下冊(cè)Unit4MyFamily三下Unit4MyFamilyStorytime教案

1、成都市鹽道街小學(xué) (528校區(qū))教學(xué)設(shè)計(jì)及反思執(zhí)教者胡碩驤 學(xué)科英語(yǔ)年級(jí)三年級(jí)課題Unit 4 My Family Story Time時(shí)間2023核心素養(yǎng) 語(yǔ)言能力：在社會(huì)情境中借助語(yǔ)言，以聽、說(shuō)、讀、看、寫等方式理解和表達(dá)意義的能力。通過(guò)本課程的學(xué)習(xí)，學(xué)生能進(jìn)一步發(fā)展語(yǔ)言意識(shí)和英語(yǔ)語(yǔ)感；掌握英語(yǔ)語(yǔ)言知識(shí)并在語(yǔ)境中整合性運(yùn)用所學(xué)知識(shí)；理解口、筆語(yǔ)語(yǔ)篇所傳遞的意義，識(shí)別并賞析其恰當(dāng)表達(dá)意義的手段；有效使用口、筆語(yǔ)傳遞意義和進(jìn)行人際交流。 文化品格：對(duì)中外文化的理解和對(duì)優(yōu)秀文化的認(rèn)同，是學(xué)生在全球化背景下表現(xiàn)出的知識(shí)素質(zhì)、人文修養(yǎng)和行為取向。通過(guò)本課程的學(xué)習(xí)，學(xué)生能獲得文化知識(shí)，理解文化內(nèi)涵，比

2、較文化異同，吸收文化精華，形成正確的價(jià)值觀念和道德情感，自信、自尊、自強(qiáng)，具備一定的跨文化溝通和傳播中華優(yōu)秀文化的能力。 思維品質(zhì)：人的思維個(gè)性特征，反映其在思維的邏輯性、批判性、創(chuàng)新性等方面所表現(xiàn)的水平和特點(diǎn)。通過(guò)本課程的學(xué)習(xí)，學(xué)生能辨析語(yǔ)言和文化中的各種現(xiàn)象；分類、概括信息，建構(gòu)新概念；分析、推斷信息的邏輯關(guān)系；正確評(píng)判各種思想觀點(diǎn)，理性表達(dá)自己的觀點(diǎn)，具備初步用英語(yǔ)進(jìn)行多元思維的能力。 學(xué)習(xí)能力：學(xué)生積極運(yùn)用和主動(dòng)調(diào)適英語(yǔ)學(xué)習(xí)策略、拓寬英語(yǔ)學(xué)習(xí)渠道、努力提升英語(yǔ)學(xué)習(xí)效率的意識(shí)和能力。通過(guò)本課程的學(xué)習(xí)，學(xué)生保持對(duì)英語(yǔ)學(xué)習(xí)的興趣，具有明確的目標(biāo)意識(shí)，能夠多渠道獲取學(xué)習(xí)資源，有效規(guī)劃學(xué)習(xí)時(shí)間和

3、學(xué)習(xí)任務(wù)，選擇恰當(dāng)?shù)牟呗耘c方法，監(jiān)控、反思、調(diào)整和評(píng)價(jià)自己的學(xué)習(xí)。教學(xué)目標(biāo)（一）知識(shí)目標(biāo)Words and expressions 復(fù)習(xí)本單元描述外貌特征的單詞short，big, swim，green等。Sentence pattern: Excuse me. Are you our mother? Yes/No Your mother is/ has/ can （二）能力目標(biāo) 1.能夠借助圖片和教師指導(dǎo)，讀懂并理解本課小故事。2. 鼓勵(lì)學(xué)生運(yùn)用已學(xué)的語(yǔ)言知識(shí)，能夠在理解故事的基礎(chǔ)上，嘗試復(fù)述小故事。（二）情感目標(biāo) 1.通過(guò)“小蝌蚪找媽媽”的故事激發(fā)學(xué)生對(duì)母親的愛和喜愛小動(dòng)物的情感。2.培養(yǎng)

4、學(xué)生保護(hù)動(dòng)物的意識(shí)。3.了解小蝌蚪變成青蛙的科學(xué)過(guò)程。核心問題本課重點(diǎn)詞匯和功能句在語(yǔ)境中的運(yùn)用。教學(xué)重點(diǎn)本課重點(diǎn)詞匯和功能句在語(yǔ)境中的運(yùn)用。教學(xué)難點(diǎn)對(duì)動(dòng)物描述的句型: It has.學(xué)生們對(duì)have的第三人稱單數(shù)has的使用教學(xué)準(zhǔn)備單詞卡片，課件，flash動(dòng)畫教學(xué)設(shè)計(jì)教學(xué)流程學(xué)生活動(dòng)對(duì)應(yīng)思維層次1. Greeting Warming-up (1) 復(fù)習(xí)舊知 教師向?qū)W生展示熊貓，兔子，長(zhǎng)頸鹿等動(dòng)物家庭的圖片，學(xué)生看圖描述動(dòng)物。Its It has It can guessing games:T show riddles and Ss try to tell the answer. Is bl

5、ack. It has big eyes. It has a long tail. It can swim.What is it?引出tadpolelets listen to a song about “tadpole and frog”presentation(1) 初步感知故事大意show picture 1 :There are many tadpoles in the pond.Q1: What are the tadpoles doing?Q2: Who are the looking for?聽錄音并出示文字：Where is our mother？聚焦主題：They are l

6、ooking for their mother.引導(dǎo)學(xué)生猜測(cè)描述tadpole媽媽的樣子。What does their mother look like? Can you guess?播放故事錄音，學(xué)生通過(guò)思考以下問題，整體感知故事大意，初步理解故事并驗(yàn)證自己的猜測(cè)。Q1：1. Can they find their mother?Q2: How can they find their mother?Q3: How many animals do the tadpoles meet? Who are they?(2) 圖片環(huán)游Picture 2：dogWho is she?What does

7、 she look like?What does the tadpole look like now?Why do the tadpoles think the dog is their mother?How does the tadpole ask?Is she the tadpoles mother?What does the dog answer?Listen to the tape and check the answers together.Picture 3：catWho is she?What does she look like?Why do the tadpoles thin

8、k the cat is their mother?How does the tadpole ask?Is she the tadpoles mother?What does the cat answer?Can the cat swim?What happened to the tadpoles?Whats the difference now？Picture 4：gooseWho is she?What is the goose doing?Why do the tadpoles think the goose is their mother?How does the tadpole as

9、k?Is she the tadpoles mother?What does the goose answer?Picture 5: snakeask the Ss to observe the pictures and ask some questions by themselves.Ss try to solve the questions by themselves.If you are tadpoles, can you find your mother? How can you find their mother?Picture 6：frogWho do they meet?What

10、 does the frog look like? What about the tadpoles now?Do you think the frog is the tadpoles mother? Why?Picture 7：motherWho can you see there?Who is their mother?What does their mother look like?Are they different now?How do the tadpoles feel now?Are they happy?What will they say?Maybe the mother wi

11、ll say:-Yes , Im your mother.- I love you,babies.Maybe the little frog will say:We are frogs now.Mum, we find you.(3) lets watch the story學(xué)生嘗試給故事起名字A. Little TadpoleB. Are You My mother?C. Looking for Mother(4) 復(fù)述故事What do you learn from the story?Practice & ExtensionLife is a circle.When we are gro

12、wing up, our parents are becoming older and older. Do you love your parents?Here is a song for your mother.Thank you, mum.(2)Lets write.介紹自己的媽媽,表達(dá)對(duì)媽媽的愛。This is my mother.She is She has She can 復(fù)習(xí)舊知，引導(dǎo)學(xué)生用句型對(duì)動(dòng)物的外貌特征進(jìn)行描述，復(fù)習(xí)單詞及句型。通過(guò)猜謎游戲引入本課動(dòng)物tadpole，并聚焦本課主題。初步了解小蝌蚪變成青蛙的科學(xué)過(guò)程。通過(guò)觀察圖片1，引發(fā)學(xué)生思考，嘗試猜測(cè)，通過(guò)聽圖片1音頻，

13、得出答案，“小蝌蚪找媽媽”由此引出故事。聽原聲音頻，感知故事 引導(dǎo)學(xué)生把聲音與文字對(duì)應(yīng)起來(lái)，進(jìn)一步理解故事通過(guò)有層次的問題串引導(dǎo)學(xué)生觀察狗的外貌特征，并和小蝌蚪的特征對(duì)比，引導(dǎo)學(xué)生猜測(cè)小蝌蚪會(huì)怎樣提問，狗會(huì)如何問答，培養(yǎng)學(xué)生想象力和創(chuàng)造力。引導(dǎo)學(xué)生觀察圖片中小蝌蚪長(zhǎng)什么樣子，為后面小蝌蚪的變化作鋪墊。引出故事的功能句并板書黑板對(duì)比貓媽媽和小蝌蚪，引導(dǎo)學(xué)生猜測(cè)對(duì)話，嘗試用本課功能句提問和回答，并觀察小蝌蚪發(fā)生的變化。對(duì)比鵝媽媽和小蝌蚪，引導(dǎo)學(xué)生猜測(cè)對(duì)話，嘗試用本課功能句提問和回答，并觀察小蝌蚪發(fā)生的變化。學(xué)生嘗試自己提問，給學(xué)生獨(dú)立閱讀思考的時(shí)間，如用Who, where, what等引領(lǐng)問題，啟發(fā)學(xué)生嘗試用how，why等思考原因。鼓勵(lì)學(xué)生表達(dá)觀點(diǎn)，大膽發(fā)表意見，培養(yǎng)學(xué)生高階思維能力。通過(guò)遞進(jìn)式問題串，有助于培養(yǎng)學(xué)生的觀察能力，認(rèn)知能力，想象力和創(chuàng)造力。學(xué)生嘗試正確使用is、has、can來(lái)表達(dá)觀點(diǎn)。通過(guò)觀察青蛙媽媽和小青蛙的外貌得出結(jié)論，體會(huì)他們此刻的心情，引導(dǎo)學(xué)生嘗試猜測(cè)他們見面會(huì)說(shuō)些什么，培養(yǎng)學(xué)生觀察能力，理解能力，發(fā)展學(xué)生想象力、創(chuàng)造力等高階思維。教師給學(xué)生搭支架，學(xué)生嘗試給故事起名字引導(dǎo)學(xué)生利用板書，嘗試復(fù)述故事并理解故事構(gòu)成的基本要素：Title，Beginning，Body，Ending通過(guò)