三年级上册英语教案-Unit 4 My family Lesson1｜北师大（三起）.doc
Unit 4 My FamilyLesson 1 This is my family一教学内容及分析本节课所教授的是由北京师范大学教育出版社出版的英语（三年级起点）第一册第四单元第一课This is my family，所谈论的话题是“family”，内容紧贴学生实际生活。围绕此主题，在复习运用句型“Whos that?”来询问他人家庭成员的基础上，让学生利用句型“This is my family. This is my father/ mother”来介绍自己的家人。二. 学生情况分析三年级学生活泼好动，善于形象直观思维，对游戏、竞赛等活动感兴趣。他们能听懂、认读一些单词和句子，能听指令做动作或游戏，能用英语做简单的交流；但学习的持久性不足，语言掌握不牢固。针对他们的认知特点和水平，需要多创设一些活动让他们练习，设置一些真实的情景让他们运用所学的语言进行交际。低年级的英语重在培养学生的参与和兴趣，提高学习的积极性。三教学目标1. 知识与技能（1）能听说、认读：family, father, mother, grandfather, grandmother有关家庭的词汇。（2）句型: 能运用This is my family. Whos that? Thats my father/ mother等询问和介绍家人。 ( 3 ) 能够在实际生活中用This is来介绍自己的家庭。2. 过程与方法(1) 在TPR活动和图片、教具展示的帮助下，激发学习兴趣，掌握所学内容。(2) 采用合作学习策略，鼓励学生积极主动与他人合作，运用所学的英语进行交流，共同完成学习任务。3. 情感态度与价值观（1）培养学生学习英语的积极态度和兴趣，使学生乐于参与课堂活动，并将课堂所学运用到实际生活中。（2）通过公益广告，激发学生孝敬父母，热爱家庭，听爸爸妈妈的话，体会爸爸妈妈的辛苦，树立家庭责任的意识。四教学重难点1教学重点：掌握新词family，father，mother，grandfather，grandmother和在图片或录音的帮助下理解故事，在理解的基础上朗读故事；并能利用句型在实际情境中加以运用。；2教学难点：father，mother，grandfather，grandmother词汇中th /ð/的发音。五教具准备配套光盘，自制课件，人物头像及道具。六教学过程Step 1 Warm up1. Greetings T: Hello, boys and girls.Ss: Hello, Miss Zhou.T: Nice to meet you.Ss: Nice to meet you, too.2. 全班拍手跟随音乐，跟唱第三单元歌曲Whos that? T: Lets sing a song together.（设计意图：通过歌曲让学生在唱、动的过程中调动课堂气氛，同时复习旧知Whos that? 为后续环节作铺垫。）Step 2 Lead in 1. 呈现教师自己的家庭照片，利用Whos that?句型让学生猜猜图中的人物。 T: Look, whos that? Can you guess? .S: Miss Zhou.T: Yes, this is me. And this is my family. Do you know family?2. 导出核心词汇family，并教学。3. 教学This is my family.T: This is my family.4. 揭示评价方式。T: This is my family. And I bring four families today. This is Family 1, Family 2, Family 3 and Family 4. I have four babies here. Can you find their families? 师在此过程中操练巩固句型This is my family.T: Today lets have a competition between the four families. Understand? So come on boys and girls!（设计意图：利用四组卡通家庭形象设计评价方式，紧密结合本课教学主题，在揭示评价方式的过程中巩固句型This is my family。利用小组评价方式，积极调动学生的竞争意识，激发学生的学习热情。）5. 揭示课题：Unit 4 My Family Lesson 1 This is my family.Step 3 Presentation1. 导入故事呈现故事图1剪影照片，让学生猜测这是谁的家庭？T: Look, whose family is it?2. 初次感知故事（1）初听课文，回答教师提出的问题。 S: Ann. T: Is it Ann? Lets check Yes, thats Ann. （师板书粘贴Ann的头像。） T: Anyone else？ S: Ken.T: Is it Ken? Lets have a lookYeah, thats Ken. （师板书粘贴Ken的头像。） T: Whos that？(师呈现PPT中的Kate) S1:. S2: S3: Kate.T: Yes, shes Kate. Lets say “Hello, Kate!” （师板书粘贴Kate的头像。）（2）PPT呈现人物剪影，回答教师提问：Whos that?T: Thats Mocky. And Mocky is taking photos.(师做动作帮助学生理解)T: Look, I have a camera here. Lets take photos together. You can show me any pose you like. Ready? Smile!（设计意图：利用相机道具，为学生创设真实的情境；让学生展现自己的招牌动作，展现个性，活跃课堂气氛，同时感知语言点Ready? Smile!，学会将语言运用到实际生活中。）(3 ) 教学句子Ready? Smile! 并利用PPT照相机音效，让学生体验模仿拍照的乐趣。3. 学习故事（1）再听课文，回答教师提出的问题。T: Who is looking at the photo ?S: Uncle Booky.T: Is he/ she right? Lets check. Yes, its Uncle Booky.（师板书粘贴Uncle Booky的头像。）（2）通过情境教学重点句型This is my family. T: Uncle Booky is wearing a pair of glasses and he has a magnifier. (师做动作让学生理解。) T: Lets listen what does Ann say? T: Who can be Ann? . S: This is my family. 师让生模仿Ann，巩固句子。（3）呈现故事图片3，复习句型Whos that? T: What does Uncle Booky ask? Lets listen. T: Who can be Uncle Booky? Who can do like this? (示意学生模仿Uncle Booky的动作) Ss: 学生举手踊跃模仿。（4）教学单词mother及句型Thats my mother. T: Whos that? （PPT上动画指示mother） S: Mother. T: Great! 教学mother, 并强调th的发音，让学生跟读模仿。利用TPR的活动教学句子Thats my mother.（设计意图：th的发音是本课的难点，利用口腔舌位的图片，直观地展示给学生看，有利于指导学生的发音。TPR教学活动，利用肢体动作操练巩固句子，加深印象。） (5) 呈现故事图片4，让学生补充Uncle Booky的话。T: What will Uncle Booky ask? (巩固Whos that? )(4) 教学单词father 及句型Thats my father.4. 模仿表演（1）放录音，学生跟读。（2）翻开课本，听音齐读。（3）角色扮演T: Now you have known Anns family. I will test you.（师戴上Uncle Booky的头饰。）T: Now Im Uncle Booky. Youre Ann.(师拿出放大镜，扮演Uncle Booky。)T: Whos that? .Ss: Thats Ken.T: Look, Ken is introducing his family to Wang Li.Step 4 Extension 1. Learn to say（1）导出Ken, 教师呈现Learn to say 情景。（2）让学生看墙上的照片，说一说分别是Ken的什么人。 T：Whos that? Ss: Thats T：Whos that? （师指grandmother） S: Grandmother.（3）教学grandmother.（4）同理，教学grandfather.2. 巩固游戏：方向盘 结合PPT, 教师利用手势（上下左右）让学生快速说出单词。（设计意图：测试学生的快速反应能力，调动课堂气氛，并在游戏中进行单词小结巩固。）3. 小组合作角色扮演：一生扮演Wang Li, 一生扮演Ken, 进行问答。 T: Talk with you partners, one is Wang Li and one is Ken. 4. 小组展示。 T: Who wants to show? S1+S2: S3+S4: S5+S6:（设计意图：小组对话练习，培养学生合作的学习意识，并体现语言的实践性和运用性。）Step 5 Consolidation1. Game: Wheres my father / mother? 游戏规则：找到所持卡片的爸爸或妈妈，展示卡片并起立抢答Thats my father /mother. 反应速度最快，人数最多的一组加分。(设计意图：通过游戏巩固本课重点句型，并结合竞争机制调动学生的学习激情，寓学于乐。)2. Show time: My family (向大家展示家庭照片，并介绍自己的家人。) T: Well done, boys and girls! You find their father and mother. Look, this is my family. Please show me your family photos, and talk with your partners. 同桌间讨论一分钟，请同学上台展示。（设计意图：通过运用所学句型介绍家庭的主要成员，将所学知识运用到实际生活中，培养学生的综合语言运用能力。）3. 情感教育：通过观看视频短片，及字母组合讲解family的内涵，升华学生对家庭的情感。Step 6 Sum up
