人教版（PEP）小学英语三年级下册Unit,2,My,family单元测试A卷[精选多篇]

第一篇：人教版（PEP）小学英语三年级下册Unit,2,My,family单元测试A卷

人教版（PEP）小学英语三年级下册Unit 2 My family单元测试A卷 姓名:________ 班级:________ 成绩:________ 小朋友们，经过一段时间的学习，你们一定进步不少吧，今天就让我们来检验一下！一、选出下列单词的对应词，并写在四线三格内。

(共1题；

共1分)1.（1分）(2014·天河)—What is the national flower of Mexico? — ________.二、选出下列单词中不同类的一项。

(共5题；

共10分)2.（2分）选出不同类的单词（）A.no     B.you     C.yes     3.（2分）选出不同类型的单词（）A.man     B.boy     C.girl     D.our     4.（2分）选出不同类的单词（）A.potato     B.onion     C.desk     D.carrot     5.（2分）选出不同类的单词（）A.head     B.bread     C.cake     6.（2分）(2018五上·浙江期末)找出下面单词中不同类的一个 A.river     B.dance     C.lake     三、单项选择。

(共4题；

共8分)7.（2分）________ name is Lucy.A.Me     B.My     C.I     8.（2分）This is my father.nose is big.A.His     B.He     9.（2分）对方问你的语文老师怎么样，你说：

A.What＇s your Chinese teacher like ?     B.He＇s funny.C.He＇s my Chinese teacher.10.（2分）A：Is it cold? B：       A.Yes，it does．     B.Yes，it is．     四、情景交际。

(共4题；

共8分)11.（2分）当你想告诉别人，“玩具熊是软的。”你要怎么说？______ A.The bear is soft.B.The bear is hard.12.（2分）你想知道有多少只小鸟，你会问：_________ A.How are the birds?     B.How many birds?     13.（2分）(2019三下·鹿邑月考)你想知道远处的那个女孩是谁时，你应问：

A.She is Amy,     B.Who＇s that girl?     14.（2分）—How old are you? —    A.I＇m fine,thanks.B.I＇m ten years old.C.It＇s ten.五、连词成句。

(共4题；

共16分)15.（5分）ping-pang   like  I  also    playing（连词成句）16.（1分）everything ,robots ,do ,will ________（.）17.（5分）here,it＇s,not(.)18.（5分）her,is,for,camera,she,looking(.)(连词成句)六、阅读对话，判断正误。

(共1题；

共10分)19.（10分）判断句子正误。

（1）I live in a house near the zoo.（2）My school is on Tiyu Street.（3）My school is far from the restaurant.（4）The library is near the supermarket.（5）The school is beside the cinema.参考答案 一、选出下列单词的对应词，并写在四线三格内。

(共1题；

共1分)1-1、二、选出下列单词中不同类的一项。

(共5题；

共10分)2-1、3-1、4-1、5-1、6-1、三、单项选择。

(共4题；

共8分)7-1、8-1、9-1、10-1、四、情景交际。

(共4题；

共8分)11-1、12-1、13-1、14-1、五、连词成句。

(共4题；

共16分)15-1、16-1、17-1、18-1、六、阅读对话，判断正误。

(共1题；

共10分)19-1、19-2、19-3、19-4、19-5、

第二篇：新版PEP小学英语三年级下册 Unit 2 My family 教案

UNIT TWO My Family

(Lesson 1)一．Teaching contents and analysis：

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、通过创设情景，增长课外知识，激发学生热爱自己家庭成员的美好情感。二．Teaching main points：

掌握句型Who's that man(boy)? He's my...Who's that woman(girl)? She's my...词汇：father, mother, mom, woman, man 三．Teaching difficulties：

能够理解和运用句型：Who’s that man? He’s my father./ Hi, Dad.并能够听懂、会说、理解句子： This is my friend, Amy.四．Teaching aids：家庭照片、课件、录音带

五．Teaching design Step 1, Warm-up 1．播放Unit 1 B Let's talk动画，让学生模仿表演。

2．学生3人一组做对话表演。

Step2, Presentation 1．教师将一位新朋友介绍给大家。教师扮演这个新朋友，问一个女生：What's your name? 引导这个女生回答：My name's(Diana).教师对其他学生说：She's(Diana).并示意学生跟着重复这句话。

2．教师指着离自己稍远的女生问：Who's that girl? 引导学生回答：She's...3．用同样的步骤问一个男生，用he 代替she。

4．教师指着离自己稍远的男生问：Who's that boy? 让学生回答：He's...5．让学生指着班里的同学做问答：Who's that girl? She's...Who's that boy? He's...6．教师拿出学生们所熟悉的教师的照片，用实物投影仪展示出来。询问学生：Who's that man? Who's that woman? 引导学生回答：He's Mr....She's Miss/Mrs....7.教师可向学生出示几张明星的照片或图片，让学生做Who's that man? Who's that woman? 的问答练习。

8．教师出示自己的家庭照片说：This is my family.Do you know who they are? 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。

9．让学生观看教学课件或VCD展示Let's talk的内容。

10．让学生看书听录音，跟读课文对话。

11．让学生分组表演课文并展示。

Step3, Practice

1．Who's family is this? 教师先收集几张学生的全家福，出示其中一张问：Who's family is this? 引导该家庭的学生迅速反应：This is my family.然后让其他同学对照片中的人物发问，该生回答。

2．猜人

请一名学生到前面，蒙上他／她的眼睛，再叫一名学生说几句英语，让全班学生问：Who's that boy/girl?猜的人说：He's.../She's...猜对了，就蒙住说话学生的眼睛，继续游戏。（在游戏过程中播放英语歌曲，创设愉快氛围。）

Step4, Assessment

1、Read and match.Man

father Mother

mom

Dad

woman

2、Think and match

Who’s that man?

Hi, Amy.Nice to meet you.He’s my father.Hello, Dad.Nice to meet you, too.Step5, Blackboard Writing

UNIT TWO My Family!

(Lesson 1)

Who’s that man?

He’s my father.man father dad Step6, Teaching postscript

UNIT TWO My Family

(Lesson 2)一．Teaching contents and analysis：

1.能够听、说、认读单词：woman, mother, mom.2.能够听、说、认读句型：Who’s that woman? She’s a new teacher.并能够在具体的语境中灵活运用。

3.能够听音跟唱本课chant.4.培养学生懂礼貌的好习惯，学会感恩。二．Teaching main points：

单词：father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman 三．Teaching difficulties：

家庭成员单词的认读。

四．Teaching aids：Word cards, wall chart, pictures,recorder 五．Teaching design Step 1, Warm-up 1．教师让学生拿着自己的家庭照，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.2.让学生两人一组面对面站着，举起自己的家人照片做问答练习：Who’s that man? Who’s that woman? Step2, Presentation 1．教师出示Chen Jie的图片问学生：Who’s this girl?让学生回答：She’s Chen Jie.并把图片贴到黑板上。

2．教师分别出示father, mother的图片，问学生：Who’s that man(woman)？引导学生说出：He’s Chen Jie’s father(dad).She’s Chen Jie’s mother(mom).并把图片贴到黑板上。

3．出示单词卡，让学生认读father, dad, mother, mom, man, woman, 让学生把这些单词卡贴到黑板上相应的图片下。

4．教师：There are 4 people in Chen Jie’s family, too.Do you know who are they? 可先让学生猜，再出示图片教读单词：grandfather(grandpa), grandmother(grandma), brother, sister, 并把图片贴到黑板上，形成family tree。

注：教师向学生说明grandpa, grandma多用于口语中。brother, sister不是本课内容，稍带即可。

5．教师出示单词卡，让学生先试着把单词garandfather(grandpa), grandmother(grandma), brother, sister贴到相应的图片下，再教读单词。

6．让学生看黑板。教师提问：This is a family tree.How many people in Chen Jie’s family? Who are they?

7．播放Let’s learn A部分的视频，学生边观看边跟读。再让学生扮演Chen Jie介绍自己的家庭成员：This is my family.He’s my...She’s my...8．让学生拿着自己的家庭照片向大家介绍自己的家庭成员。当学生介绍到父母时，教师可问：Do you love your father and mother? I love my father and mother.What about you?

9．播放歌曲“Father and mother”的视频文件，学生反复学唱。10．鼓励学生把其他家庭成员也编成歌曲，并表演给大家看。

Step3, Practice

1．Listen and show 教师说：Show me the picture of your mom.学生立刻高举照片说：She’s my mom.举错的退出游戏。

2．Listen and choose 教师请一名学生读出黑板上的单词，另一个学生要根据所听到的从黑板上拿下该单词卡，直到黑板上只剩下图片为止。

3．Make a family tree 以小组为单位，让学生看着黑板上的图片位置，用自己的单词卡在图画纸上粘贴family tree.Step4, Assessment

1、Think and match woman

father mother

dad mom

man he

he

2、Read and match

Who’s that man?

She’s my mother.Who’s that woman?

He’s my father.Step5, Blackboard Writing

UNIT TWO My Family!

(Lesson 2)Who’s that woman? She’s my mother..woman mother mom Step6, Teaching postscript

UNIT TWO My Family

(Lesson 3)一．Teaching contents and analysis：

1.能够听、说、读、写单词：ten, red, leg , pen.2.了解字母e在闭音节单词中的发音。

3.能够听懂指令，完成Read, listen and circle.4.培养学生认真观察、发现规律的能力。二．Teaching main points：

掌握四会单词、字母e在闭音节单词中的发音。三．Teaching difficulties：

能够灵活运用字母e的发音读新单词。

四．Teaching aids：Word cards, wall chart, pictures,recorder 五．Teaching design Step 1, Warm-up 1.Enjoy a song”Who is she?” 2.Let’s chant.3.快速说单词：father-mother

man-woman dad-mom

4.Sing a song “Hickety, Pickety, My Black Hen”(此歌曲中包含很多含有字母e的单词，目的是为了让学生感知字母e在单词中的发音，为学生们的进一步学习做好了铺垫。)

Step2, Presentation 1.Let’s say：呈现Let’s spell动画，让学生袄出四个单词的共同点： a.每个单词中都含有字母e。

b.每个单词中的e都读/e/。2.Spell and sing

(1)呈现自拼规则：E, e, /e/ /e/ /e/(2)用肢体语言表演这个自拼规则。

(3)Sing a song “Elephant”。

3.学习单词：

(1)根据拼读规则学习四会单词ten, red, leg, pen。

(2)让学生体会字母e的发音，能够独立拼读简单的含有字母e的单词。如：egg, Ted, hen等。

4.说短语或者句子：呈现本课的四个四会单词让学生自由说短语或者句子。如ten legs, a red pen, I have ten pens.等等。

5.Read, listen and circle.6.Listen and write.Step3, Practice

1.Play a game：让学生以小组为单位，分别介绍自己的家庭成员，介绍时，尽量要用上今天所学的四会单词。如：This is my father.He has two long legs.This is my mother.She has a red skirt.2.Let’s chant: Pen, pen, a red pen.Leg, leg, ten legs.A red pen has ten legs.3.Learn a song: I love my family.4.完成作业本相关作业。

Step4, Assessment

总结本课的四会单词以及字母e 在闭音节单词中的发音。

1、Read and choose.（）(1)A.leg

B.pen C.me（）(2)A.he

B.ten C.pencil（）(3)A.red

B.we

C.Ted（）(4)A.hen

B.egg C.she Step5, Blackboard Writing

UNIT TWO My Family!

(Lesson 3)

ten red leg pen(四线格)Step6, Teaching postscript

UNIT TWO My Family

(Lesson 4)一．Teaching contents and analysis：

1.能够听、说、读单词：brother.2.能够听、说、读句型：Who’s that boy? He’s my brother.能够在具体的语境灵活运用。3.培养学生善于交际的性格以及用英语思维的习惯。二．Teaching main points：

能够听、说、理解句型：Is she your mother? Yes, she is.Is he your father? No, he isn’t.He’s my teacher!三．Teaching difficulties：

操练对话的句型，鼓励学生在真实情景中会话

四．Teaching aids：Word cards, wall chart, pictures,recorder 五．Teaching design Step 1, Warm-up 1.Read and act

教师出示家庭成员的单词卡片，学生大声读出，并演一演。T: “Who’s this?” S: “mother.”

T: “Act like mother.” 2.Read and match

教师出示A/Let’s learn部分的大挂图，让学生读词卡，把卡片贴到相应的图旁边。

Step2, Presentation 1.Talk about the pictures

学生们出示自己的照片和自己家人的照片。

学生们自由提问：“Who’s he?”“Who’s she?”照片的主人进行回答。教师根据照片的内容发出自己的感叹“Great!”“Cool!”“Wow!”“Come on!”“Really?”鼓励学生也根据自己的感受运用这些感叹词。

2.Watch video

播放B Let’s talk 录像，教师提问：

（1）这段对话中，谁向谁介绍了自己的家庭？

（2）对话中，一共用到了几个感叹词？

学生回答问题后，再播放一遍对话，让学生留意语音语调。

3.观看课件

（1）教师播放B Let’s talk部分的动画课件，先完整播放，然后教师反复点击动画，一幅一幅图，一句一句话学习，学生在观看的过程中试着模仿。

（2）再次观看，鼓励学生边看边说。

（3）关闭声音喇叭，学生分角色给课件中的人物配音。

（4）以小组为单位练习对话，然后上台表演。

（5）教师及时奖励表演好的小组。

Step3, Practice

1.活动一：Talk about the picture 学生之间观看彼此家庭成员的有趣照片，边看边根据实际运用对话中的句子。

2.活动二：Let’s practice 教师出示一张自己的家庭照片，引导学生提问。

T: “Who’s that?” T: “Guess!”

S: “Is she your sister/...?” T: “No, This is my...”

学生之间就彼此的照片提问，运用句型“Is she your sister/...?”

3.活动三：

教师将学生们的家庭成员照片（长的相似的）展台出示，让学生用“Is she your sister/...?”猜一猜。

Step4, Assessment

1．Read and choose.（）(1)---Who’s that man?---_______ A.He’s my father.B.She’s my mother C.It’s my brother.（）(2)Who is _________woman? A.it

B.this

C.that

2.给句子排序，组成一个完成的对话。(1)She’my mother.(2)No, she isn’t.(3)Guess!(4)Is she your sister?(5)Who’s that woman? Step5, Consolidation（1）听录音，仿读对话。

（2）和同伴表演对话

Step6, Blackboard Writing

UNIT TWO My Family!

(Lesson 4)Who's that boy? He’s my brother.Is she your mother?

Yes, she is.Is he your father? No, he isn’t.He’s my teacher!Step7, Teaching postscript

UNIT TWO My Family

(Lesson 5)一．Teaching contents and analysis：

1.能够听、说、认读单词：sister,brother, grandmother, grandma, grandfather, grandpa, family.2.能够听、说、读句型：This is my family.This is my grandpa.并能够在具体的语境中灵活运用。3.能够听音跟唱本课的chant。二．Teaching main points：

够听、说、读词汇：brother sister grandfather(grandpa)grandmother(grandma)三．Teaching difficulties：

brother中 “th”的发音时要咬住舌尖。

四．Teaching aids：个人生活照、学生的家庭录像、课件、家庭成员单词卡片和家庭树图片

五．Teaching design Step 1, Warm-up 1.sing the song

学生们一起唱《Father and mother》，边唱边演。

2.Is she your...?

教师拿出自己家庭成员的不同照片，让学生提问，教师根据提问回答。学生以小组为单位（变换小组成员），拿着家庭成员的照片互相询问：“Is she/he your...?”

Step2, Presentation 1.教师出示B Let’s learn的视频，教师提问：在录像中有几个人？他们的关系？学生回答，并让学生试着介绍自己的家庭成员。

2.出示Let’s learn部分的动画。

教师出示场景，让学生说说看到了什么，他们在干什么？（“What can you see? What are they doing?”）点击单词或人物brother，sister，指导学生认读。告诉学生，在英语中，brother既可作哥哥讲，也可作弟弟讲，而sister既可作姐姐讲，也可作妹妹讲。

播放课件，学生观看，理解“What a big fish!”的含义，教师边说边用手势帮助学生理解其含义。学生分角色跟读，进行小组表演。

3.教师出示家庭成员的单词卡片，让学生开火车认读。请读的最好的学生到前面来带读。

4.教师在黑板上画出一棵大树，在树上贴出家庭成员的单词卡片，让学生一起读一读。Step3, Practice

1.活动一：听一听，做一做

教师和学生一起问一问，答一答。问到哪个人物，就让学生举起相应的卡片。

T: Who’s he? Who’s he? S: He’s my father.T: Who’s she? Who’s she? S: She’s my mother.2.活动二：Let’s chant

展示Let’s chant的动画，先帮助学生理解chant的意思，边看边跟读。以小组为单位，表演chant。各组边说，边打节奏，比一比谁的表演最精彩。

Step4, Assessment

一、Read and draw.1.This is my grandpa.2.This is my grandma.3.This is my sister.4.This is my mother.Step5, Consolidation

1、听本课的录音，将Let’s do表演给家长看。

2、画一棵家庭树。

Step6, Blackboard Writing

UNIT TWO My Family!

(Lesson 5)This is my family.This is my...sister/ grandmother/ grandma/ grandfather/ grandpa.(四线格)Step7, Teaching postscript

UNIT TWO My Family

(Lesson 6)一．Teaching contents and analysis：

1.复习本单元所学的字母、单词和句型。

2.能够准确完成Start to read和Let’s check的内容。

3.了解Story time部分的故事内容，能够听懂、会说，分角色表演故事。

4.学唱歌曲I love my family.二．Teaching main points： 完成Start to read和Let’s check部分的内容，了解Story time部分的小故事。三．Teaching difficulties：

正确理解歌曲的含义，能够分角色表演小故事。

四．Teaching aids：Word cards, wall chart, pictures,recorder 五．Teaching design Step 1, Warm-up 1.Enjoy the song”I love my family”.2.Sing a song.(1)播放歌曲“Mommy finger”。

(2)改编该歌曲成为歌谣，同时加入grandpa和grandma两个单词。

3.Review the words：快速认读本单元的单词。最后创编一个小歌谣，如Father, father, this is my father„

4.Free talk:用全家福照片，进行会话交流。

Step2, Presentation 1.Start to read

Read and match.呈现P19Read and match内容，讲明题意，让学生仔细观察，认真阅读，完成连线。

2.Let’s check:(1)Listen and number：教师呈现P20该题内容，先让学生描述一下书上4幅图片的内容，然后播放录音，让学生听音完成编号。最后师生一起核对答案。

(2)Look and tick：教师呈现P20该题内容，让学生看图，根据图片从A和 B中选择正确的一项。然后核对答案。最后让学生对图片进行简单描述。

3.Story time

(1)教师出示故事的图片，播放动画，让学生整体感知故事内容。

(2)以教师为主导，解决故事中的难点词句。

A.actress：；课件呈现女演员的照片，进行学习。对比学习actor和 actress.B.Wait a minute!复习上册Recycle2 Read 里面的情节内容，以此复习Wait a minute!组织学生进行学说。

C.How beautiful!课件呈现很漂亮的图片，教师用夸张的表情说该句子，让学生理解意思。然后呈现其它漂亮的图片，让学生赞美图片。

(3)操练难点词句。教师板书难点词句，教师示范，让学生模仿、学说。

Step3, Practice

(4)教师引导学生以四人小组为单位合作阅读，讨论以下问题：

a.Who’s that woman? B.Is she beautiful?

C.What does she do?(What’s she? / What’s her job?)

(5)让学生汇报回答问题，教师进行总评。

(6)让学生听音、模仿、学说故事。

(7)让学生分角色表演故事。

Step4, Assessment

1.Draw pictures and make a family tree.(可课前让学生完成。)

2.Listen and choose.教师在黑板上贴出本单元的重点单词，然后请一组学生表演对话，另一组学生根据对话内容拿下黑板上的单词。对话如：

Hello, Peter.Hello, Sam.Nice to meet you.Nice to meet you, too.Who’s that man? He’s so tall.He’s my grandpa.Step5, Consolidation 一．Form the sentences.(1)Who, that, man, is(?)____________________________(2)is, She, sister, my(.)__________________________(3)My, teacher, mother, is ,a(.)_________________ 二．Read and choose.（）1.—Who’s that man?--_________________.A.She’s my mother.B.He’s my father.（）2.You can call your father daddy or _____.A.dad

B.mom Step6, Blackboard Writing

UNIT TWO My Family!

(Lesson 6)family tree Step7, Teaching postscript

第三篇：PEP小学英语三年级下册Unit2 My Family 教案

Unit2 My Family

1A Let’s talk Let’s practice & C Culture Teaching aims: 1.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.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-up 1.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.Presentation Let’s practice

1.Point to a boy and say He’s a boy.Point to another boy and say He’s a boy.Point and 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 family correctly.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 kids to answer He’s/ She’s your father/ grandfather/ 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 talk 1.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 activities Talk about their family photos in pairs.Step 5 Homework 1.Listen and repeat the dialogue on page 14 for ten times.2.Try to make up a new dialogue.Blackboard design:

U2 My family

Who’s that man/woman/boy/girl?

She’s/He’s my _______.Teacher’s notes:

Exercise notes: A Let’s learn Let’schant Teaching 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, tape Teaching procedures: Step1.Warm-up 1.Greet to kids randomly.2.Sing the song Ten Little Candles to revise the numbers.Step2.Presentation Let’s learn

1.Show a picture of a family.Point to the picture and ask: How many people are there? Help kids to remember what doeshow 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 is grandfather 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 look and say correctly.7.Game: Have two kids come to the front.T says a word silently and the other kids say out the word.The two kids must pick out the right picture.The faster one will win the game.Let’s chant 1.T does the action and says: This is Sarah’ father.He is tall.Then teaches the word tall.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 word small.3.Listen to the chant and teach it.Then asks them try to say the chant.Step3.Assessment 1.Revise Let’s learn.2.Take a family picture in the next class.Step 4 Homework 1.Listen and repeat page 15 for ten times.2.Talk about family menbers.Blackboard design:U2 My family

Who’s that man/woman/boy/girl?

She’s/He’s my ________.Teacher’s notes:

Exercise notes: A Let’s spell Teaching 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-up 1.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.Presentation Let’s spell 1.T shows the four pictures about these four words: ten, pen, red and leg.And guide them 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 the same? Yes, letter e.What is the sound? /e/.3.Look at the teacher’s mouth and imitate the pronunciation./t/-/e/-/n/, ten.Follow me, please.4.Guide them to spell the other three words like the teacher.5.Listen to the tape and read after it.Step3 Practice Let’s chant

Listen to the chant and try to follow it.Ten red pens.Ten red pens.Eight pens.Nine pens.Ten red pens.Read, listen and circle 1.Read the words first.2.Listen and circle the right words.Listen and write Listen to the tape and write the words correctly.Step4 Homework 1.Listen and repeat page 16 for ten times.2.Copy the four words on page 16 for four times each.Blackboard design:

U2 My family tenpen

leg

red [e]

Teacher’s notes:

Exercise notes:

4B Let’s talk

Let’s play Teaching aims: 1.The students will be able to understand the dialogue and read the dialogue correctly.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-up 1.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.Presentation Let’s talk

1.T collect some students’ family members’ photos.Then T puts the photos on the screen 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 family members.(2)Is the boy Sarah’s brother? Yes, he is.Is the woman Sarah’s mother? Yes, she is.Is the man Sarah’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 Practice Let’s play Practice in pairs: Who’s that man/woman? He’s/She’s….Let’s check 1.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 Homework 1.Listen and repeat the dialogue on page 17 for ten times.2.Try to retell the dialogue.Blackboard design:

U2 My family Who’s that boy/girl? He’s/She’s my ____.Is she/he your _____? Yes, she/he is.No, she/he isn’t.Teacher’s notes:

Exercise notes: B Let’s learn Let’s chant Teaching 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 family members 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-up 1.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? Have kids to guess.Step2.Presentation Let’s learn

1.Draw a family tree on the blackboard.T acts Mike.T: Look.I am Mike.This is my 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 we can call her grandma.Teach the new word grandmother and grandma.3.T: What do we call them in Chinese? –爷爷，奶奶。

4.T: Look at this old man.He is my mother’s father.We can call him grandfather(grandpa).5.T: This old woman is my mother’s mother.We call her grandmother(grandma).6.T: What do we call them in Chinese? –外公，外婆。或者姥姥，姥爷。7.Guide them to tell the difference between the east and the west.8.Add brother and sister to the family tree.T: Look, I have one brother and one sister.Teach the two words.9.Listen to the tape and repeat the words.10.T: These family members make up the family.Family= Father and mother, I love you.I love my family.Let’s chant

1.T: Look at the pictures.How many people can you see? Four.They are grandpa, grandma, brother and sister.They are planting flowers.Teach: Help each other.2.Listen to the chant and try to follow it.3.Listen to the tape and say the chant.Step3.Add activities 1.Listen to the song on page 20.2.Say the family members to parents.Step4 Homework 1.Listen and repeat [age 18 for ten times.2.Try to introduce your femily menbers.Blackboard design:

U2 My family I’m ____.This is my family.This is my ____.This is my ____.…

Teacher’s notes:

Exercise notes: B Start to read& C Story time Teaching aims: 1.The students will be able to revise the main sentence pattern: This is my ….2.The students will be able to understand the story to revise the main family members.I.P:The students will be able to revise the main sentence pattern: This is my ….D.P:The students will be able to read the story correctly.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Revise the words like father, mother, sister, brother, grandfather(grandpa)and grandmother(grandma).2.Listen to the song on page20 and guide them to sing it.3.Listen to the chant on page 18 and guide them to say it.Step2.Presentation Start to read 1.T shows the pictures of Wu Yifan’s family members.T asks: Who’s this man/woman? Guide them to answer: This is Wu Yifan’s ….2.T asks some students to act Wu :Yifan and introduce the members: This is my ….3.Look at the books.Read the sentences and match the right pictures.4.T asks some students to act Wu: I’m Wu Yifan.This is my family.This is my ….This is my ….5.T asks them to do pair work.Story time 1.Guide the students to look the pictures and answer: Who are in the pictures? Zoom’s father and mother.2.Zoom’s mother is very beautiful.She is an actress.T shows more pictures about some actress, like Fan Bingbing, Li Xiaolu, Yang Mi and so on.That will help them to understand the word actress.3.Listen to the story and try to understand it.4.Listen again and repeat it.Step3 Homework

1.Listen to the story on page 21 for ten times.2.Revise unit 2 for two times.Blackboard design:

U2 My family Who’s that ____?

She’s/He’s ______.Teacher’s notes:

Exercise notes:

第四篇：人教版小学英语三年级下册Unit 2 My Family教学设计

人教版小学英语三年级下册Unit 2 My Family教学设计

一、教学内容：人教版小学英语三年级下册Unit 2 My Family第一课时

二、教材分析：

教学的内容是PEP三年级下册Unit 2 My Family Part A第一课时的内容。本单元围绕“家庭”这一题材开展，使学生能用英语简单介绍自己的家庭成员及如何询问他人的身份。我借助“任务型”教学理念，采用多样化的教学手段，将听、说、玩、演、唱融于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。

三、教学目标： 1.能力目标：

(1)能听说认读家庭成员的名称：father(dad),mother(mom),grandfather(grandpa),grand mother(grandma)。扩充教学uncle, aunt, brother, sister。

(2)能灵活运用This is my family／mom／friend…句型。

(3)能听懂会说句子Who’s that man／woman／boy／girl﹖及回答He／She is……,并在一定的语境中进行交际。

2.情感目标：通过谈论自己的家庭引起学生对家、对父母的热爱之情。3.学习策略目标：

(1)培养学生的注意力、观察力，激发学生积极思维。

(2)通过小组活动，培养学生积极与他人合作，共同完成学习任务。(3)在任务中，引导学生积极运用所学英语进行表达与交流。四.教学重点、难点： 1.重点：如何介绍自己和询问他人家庭成员的这一句型。2.难点：he和she的意义区分及发音。五．教学准备：

1．教师准备卡通人物、身边教师、学生全家福照片和名人的幻灯片。2．教师准备主要人物的头饰。3．教材相配套的教学录音带。4.学生准备家人的照片。六．教学过程： Step 1 Warm-up/Revision 1．齐唱歌曲：Boy and Girl.2．日常口语练习

Good afternoon ,boys and girls． How are you﹖ How old are you﹖ Where are you from﹖ Nice to meet you.Step 2 Presentation 1.新知呈现

a.T: Who’s this boy﹖指着近处的一名学生问.引导学生回答He is ××.T: Who’s that boy ?指着远处的一名学生问.引导学生回答He is ××.教师再分别指着近处和远处的一名女同学问“Who’s this /that girl?引导学生回答She is××.（设计说明：这样形象生动的对比可以使学生快速理解“this”和“that”的区别，并体会“he”和“she”的发音及汉语意思。）

b.教师出示学生熟悉的卡通照片，（喜羊羊和美羊羊）并说：I have many friends.Let’s have a look.出示另外几张图片（刘星、夏雪、）问： Who’s that girl/boy ? 引导学生用“She’s/He’s 回答。出示几位教师的照片，问： Who’s that man ? 强调读出man.提示学生用He’s Mr.….来回答。以同样的方式介绍句型： Who’s that woman.She’s…

c．课件出现名人照片（鲁迅、周恩来等），引出Who’s that man／woman﹖教学该句型及回答He／She is…。

d．根据课件出现教师现在的家庭照，让学生观察、猜测并回答。（1）T: Who’s this woman？ P1:She is Miss Huang.T: Yes.It’s me．

T: Who’s this man／woman﹖ P1:He／She is your father, mother….（2）Guessing game: He is my father’s father, who is he﹖ She is my mother’s mother, who is she﹖ He is my mother’s brother, who is he﹖ She is my father’s sister, who is she﹖

My father has a daughter, but not me, who is she﹖（3）教师手指家庭照描述：

This is my father／mother／sister／brother． This is my family． Happy, happy family, This is my grandpa／grandma／uncle／aunt． This is my family． Big ,big , family．

教师出示教学卡片，齐读单词grandfather（grandpa），grandmother(grandma),father，mother，uncle ,aunt ,brother ,sister.2.课文呈现

a.出示陈洁的家庭照片，分角色问答并导入课文。b.以观看大屏幕和听课文录音的方式来呈现课文。c.学生分角色进行表演。Step 3 Practice a.学生出示自己的家庭照片进行小组讨论并介绍自己的家庭。

S1：Who’s this man? S2：He’s my… S1：Who’s this woman? S2：She’s my…

b.学生上前使用投影仪展示自己家庭的照片，并介绍自己的家庭。

Ss：Who’s this boy/girl/man/woman?

S1：He’s /She’s my… 在学生初步掌握词汇后，教师指导孩子利用自己的照片，介绍自己的家庭成员，把新学的词汇运用到实际中。

c．T：We have a happy family．Do you like your family?

Ss：Yes.T：Now let’s listen to a song “Father and Mother”．

播放歌曲“Father and Mother”，学生在有节奏的音乐中感受家庭的温暖，并随着音乐唱这首歌。Step 4 Expand 1．任务一：扮演家庭

教师将写有家庭成员名称的卡片分发给每位学生，学生选择其中一个角色扮演。

T：Now let’s see who plays father? Show your action． S1：I’m father．(边说边模仿爸爸的模样，如看报纸等。)T：Who plays mother? S2：I’m mother．(模仿妈妈的样子，如洗衣服、洗碗等。)2．任务二：介绍家庭

请学生组成临时家庭，由学生扮演不同的家庭成员，进行角色定位。小组之间互相介绍自己的家庭。3．情感教育 This is my family．

I love my father．I love my mother． They love me.They love me.I love my father．I love my mother ． They love me.They love me.Let’s say together：Father and mother，I love you.Ss：Father and mother.I love you.（设计说明：通过小韵文培养学生对家庭、对父母的热爱之情，并使感情得到升华。）

第五篇：小学英语三年级下册Unit 2 My family第二课时说课稿

小学英语三年级下册Unit 2 My family

第二课时说课稿

今天我说课的内容是人民教育出版社的《PEP小学英语》三年级下册Unit 2 My family.一、说学生状况

小学三年级这个年龄段的学生正处于少年时期，孩子们具有好奇、好活动、爱表现、善模仿等特点。所以我以学生为中心，借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。

二、说教材内容

本单元以family 话题，分A、B、C三个部分。本课内容是 A 部分Let’s learn、Let’s chant。Let’s learn部分为词汇教学，将学习有关家庭成员的单词 father/dad, mother/mum, 以及man和woman；句型：Who’s that …?He/She’s ….单词量比较大，是本课的重难点。Let’s chant可以通过游戏及歌曲巩固所学单词，培养学生的学习兴趣。

在教学中，围绕family这一主题设计一系列的活动让学生在轻松愉快的情境中表达语言、感受语言、理解语言、从而习得语言。

三、说教学目标

依据教材内容，结合学生特点及新课标对三年级学生能力的要求，本节课的教学目标确定如下。

【知识目标】听、说、认读单词father, dad, mother, mum, man, woman;句子Who’s that boy/girl/ woman/ man? She’s/ He’s„并能在情景中运用。

【能力目标】能通过询问知道一些人物是谁，能根据主题My family展开对话，并尝试模仿情景自编对话。

【情感目标】通过创设情景，增长课外知识，激发学生热爱自己家庭成员的美好情感。

四、说教法学法

为了顺利完成教学目标，更好地突出重点、突破难点，我以创设情景，让学生在轻松快乐的氛围中学习英语为宗旨，设计了热身、预习、新授、练习、任务这五个井然有序的环节。教学不是简单的知识传授，为了不使教学变得枯燥无味，我采用多种教学手段，如比较形象明星图片，家庭相片等启发、引导学生思维，培养不同层次的学生大胆用英语交际的能力，让学生真正进入实际情景中去交流。

五、说教学过程

（一）热身／复习（Warm-up/Revision）

（1）借助单词卡复习前边所学单词，出示单词让学生认、读。（2）让学生结成小组到讲台表演 Let’s talk 内容。

（3）Sing the song “Father and Mother”.用课件播放歌曲，学生边唱边拍手。

（二）导入（Leading-in）

师生各自拿出准备好的全家福做示范表演。Hello1,I’m Miss Miao.This is my family photo.S1: Who’s that man? T: He’s my father.………… 师生操练后进行生生操练。

（三）呈现新课（Presentation）

（1）教师指着近处的一名学生问，Who’s this boy﹖引导学生回答He is ××.教师再指着远处的一名学生问，Who’s that boy ? 引导学生回答He is ××.教师再分别指着近处和远处的一名女同学问“Who’s this /that girl?引导学生回答She is××.（设计说明：这样形象生动的对比可以使学生快速理解“this”和“that”的区别，并体会“he”和“she”的发音及汉语意思。）

（2）课文呈现，通过课件出示Sarah的父母照片，问学生：Who’s this man／woman﹖ 引导学生说出：

He／She is Sarah’s father(dad), mother(mum).并让学生分角色进行表演对话。（3）通过介绍Sarah的父母引出本课的新单词father, dad, mother, mum, man, woman;

a.跟PPT读单词，第一遍先听，第二遍跟读，并且每个单词读两遍

b.教师板书单词，并且领读。

c.学生一起读。

d.教师指，学生读并指导单词的发音。

（四）．操练(Practice)

(1)学生出示自己的家庭照片进行小组讨论并介绍自己的家庭。

S1：Who’s this man?

S2：He’s my father/dad.S1：Who’s this woman?

S2：She’s my mother/mum.(2)所有单词卡打乱贴到黑板上，让学生分出对应单词。

设计思路：本游戏通过展示相应的照片和单词卡，提高学生对新单词的认知能力。

（五）巩固与拓展（Consolidation）

播放Let’s chant 歌谣，听歌谣，理解歌谣，学唱歌谣。The man is the father, tall tall tall The woman is the mother , not so tall That’s the son small small small They’are a family,one and all!设计思路：通过学习歌谣这一环节，加深对新知的理解，以培养学生综合运用的能力和创新能力。

(六)总结布置作业（Summing up and Homework）词汇： father, dad, man，woman, mother,mum 句型：

Who’s that …? He/She’s … 布置作业

1.听录音，将今天所学的单词说给家长听,将今天所学的歌谣唱给家长听。2.将全家福上的人物用英语介绍给同伴和家长听。

六、说教学反思

在整节课的教学中，我注重培养了学生的朗读能力和用英语交流的能力，并通过听，说，做等活动激发学生学习英语的兴趣，鼓励他们大胆说，对学生每一个细小的进步都予以表扬逐步帮助他们养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。