PEP小学英语三年级下册《Unit2 My family A let’s learn》教学设计(9页).doc

-PEP小学英语三年级下册Unit2 My family A lets learn教学设计参备人课 题Unit2 My family A lets learn课型新授课Unit2教学目标: 1、听、说、认、读四个单词：man, father, woman, mother2、理解情境中的对话，并在日常当中交流Whos that man/woman? Hes/Shes my father/mother.3、理解tall, not so tall, small; the man is the father; the woman is the mother;4、能够介绍自己的家人教学重难点 ：重点：共享资源个性批注一、Warm up1. Greetings T: Good morning, boys and girls.Ss: Good morning, Miss Zhang.T: Nice to meet you.Ss: Nice to meet you, too.2. listen to a songT: Lets enjoy a song.播放I love my family.生做动作跟唱。二、presentation & practice1.familyT：They love me, I love my father and mother, too. Lets say: father and mother, I love you. Ss: Father and mother, I love you.T: Father, mother and me, we are a family.教学family出示单词卡，师带读，/æ/ /æ/ family 生跟读（个别，小组读）T:I have a warm family.(做动作)What about you?S1:I have a big family.S2:I have a good family.S3:I have a happy family.2、Whos that boy?T:A boy has a happy family, too.呈现图图图片,引出主题T：Whos that boy?Ss：大耳朵图图。T：Yes, hes Hu Tutu. Boys and girls, whos that boy?Ss: Hes Hu Tutu. T acts Tutu.戴上图图头饰T：Im Tutu now.停顿，语气 ，动作Hi, boys and girls, Im Hu Tutu. Im a boy.Im 4 years old. Im from China. Im clever. What about you?师摘掉头饰示范T：Hi! Tutu. Im Miss Zhang. Im a woman. Im 26 years old. Im from China. Im cute.T: What about you, boys and girls? Say hello to Tutu. Please say by yourself.学生自主练习。T：Who want to try? 邀请学生反馈（2个），和图图打招呼。 T：Tutu has a good friend, shes a girl. Look, whos that girl?出示小美图片 S1：Shes Xiaomei. T: Yes, boys and girls, whos that girl? Ss: Shes Xiaomei.3、Whos that man?Hes my father. T: Tutu and Xiaomei are friends, they play together. 出示小美和图图聊天场景T acts XiaomeiT: Tutu Tutu ,whos that man? 圈出人物教学man,升降调读man,/ m / /æ/ / mæn/师带领拼读。教学who, o o /u/,/h/ / u/ /hu/,升降调带读教读句子 T：Tutu Tutu, whos that man?个别读，全班读。师戴上图图头饰T：Xiaomei Xiaomei, hes my father.教学father 及 dad T: 升降调，/: / /: /,father. 带读，跟读，个别和小组读。师和生1分戴头饰作示范T：Tutu Tutu, whos that man?S1: Xiaomei Xiaomei, hes my father. T：Ones Tutu, ones Xiaomei ,work in pairs.请四小组展示。4、guessing gameT：The man is the father, whos that man? 分别出现两张遮住面部的男性照片，邀请学生来问。 T：Do you want to know? （做动作）Miss Zhang, whos that man? Then I will tell you. S1: Miss Zhang, whos that man? 师凑到学生耳边悄悄告诉学生。T:Hes T: Lets ask together. Miss Zhang Ss: Miss Zhang, whos that man? 由已经知道的学生告诉大家“他”是谁。 S1: Hes Mr Zheng/ Mr Zhang. T：So boys and girls, whos that man? Ss: Hes Mr Zheng/ Mr Zhang.5、 The man is the father, tall, tall, tall. 出示遮住姚明面部的图T：Whos that man? Can you guess?S1: Hes Yao Ming.T: You are clever.T: Wow ,Yao Ming is tall. Hes 2.26 meters.教学tall T：tall, all, ball, fall, small. 升降调带读，跟读 T：Yao Ming is tall. Look, 指班上的学生 Xxx is tall. Xxx is tall. Who is tall? S1: Xxx is tall. 出现图图和爸爸的图片 T：Tutus father is tall.带读句子 T：The man is the father, tall, tall, tall. Ss: The man is the father , tall, tall, tall.6、Whos that woman?Shes my mother/mum. 师扮演小美，戴上头饰 T：Tutu Tutu, whos that woman?教学woman.升降调 / u / / u /woman 小组升降调读教学句子 T重复： Tutu Tutu, whos that woman? 师扮演图图，换上头饰 T：Xiaomei Xiaomei, shes my mother. Ss: Xiaomei Xiaomei, shes my mother. 教学mother 及 mum o o o / / / / / / mother 升降调（小组读） 请生1生2示范 S1：Tutu Tutu, whos that woman? S2: Xiaomei Xiaomei, shes my mother. 两人小组练习，邀请四小组展示。7、guessing game T: The woman is the mother, whos that woman? 分别出示两位女老师的隐藏面部照片，请生提问，随后全班揭晓答案，环节同上。8、The woman is the mother, not so tall. 出现图图一家图片 T：Tutus father is tall, Tutus mother is not so tall. Look, Im short ,Im not so tall. 指班上学生 T: xxx is not so tall. Whos not tall? S：xxx is not so tall.9、 Thats the son, small, small, small. T: Is Tutu tall or not tall? Ss: Not tall. T: Yes, hes not tall. Hes small. 带读图图的话 T：Haha, you see? Im small. Ss: Haha, you see? Im small.10 Lets chant T: The man is the father, tall, tall, tall. Ss: The man is the father, tall, tall, tall. T: The woman is the mother, not so tall. Ss: The woman is the mother, not so tall. T: Tutu is the son, son, son, son. Ss ：Tutu is the son, son, son, son. T：Thats the son, small, small, small. Ss: Thats the son, small, small, small.播放Lets chant动画视频两遍 T: Lets practise in groups.组里练习，请两个小组展示。全班跟着音乐节奏齐说chant。三、Consolidation & Contention1、介绍自己的家人 师展示图图的三口照片 师戴上图图的头饰扮演图图 T：Hi, boys and girls, this is my family. The man is my father. Hes tall. The woman is my mother. Shes not tall. Thats me, Im small. T:Can you be Tutu? 请2生上来扮演图图介绍家人。 出示一张自己的家庭照以及语言支架。 T：This is my family. The man is my father, hes not tall. The woman is my mother, shes beautiful. Thats me , Im small. T: What about you? Introduce your family, work in groups. 学生组内练习，请四名学生上台介绍自己的家人。I love my father, I love my mother, they love me, they love me.歌词中含有当天要教的单词，在轻松愉快的歌声中让学生对family有个整体感知Father,mother and me组成了一个family,自由过渡到family教师给出不同类型的家庭照片，便于学生理解和后期输出表达。e.ga big/small/happy family尝试各种形容词性的表达，加深学生对不同类型的family的理解图图的卡通形象以及家庭成员非常贴近学生师模仿图图小男孩的声音吸引学生倾听的同时增加了真实性和趣味性；在情境中复习前一单元的知识点，让学生练习自我介绍Im.，依次介绍自己的名字、年龄、来自哪里，以及一句话介绍自己的特点。师先作示范向图图作自我介绍有助于降低学生的心理门槛，同时让学生充分练习，再组织表达小美作为另一个动画人物也是很好的模拟材料。介绍小美和图图是好朋友，他们在一起玩，是对场景变换的良好过渡。由人物对话引出单词升降调结合音标拼读加深学生对单词的记忆。学生一个扮演小美另一个扮演图图，使学生在情境中感知语言，能更好地表达对话。两个Guessing game分别练习Whos that man？和Whos that woman？两个句型，利用学生熟悉的老师来作为猜测对象，学生有兴趣，又拉近了学生与被猜人物之间的心理距离。教师故意走到提问的学生身边，在他耳边悄悄地告诉他，提问的学生有满足感，其他还没提问的学生就更加跃跃欲试，句型就能自然地脱口而出，操练流利。最后教师再次提问Whos that man?由已经知道答案的学生告诉全班，他就更加有成就感。姚明是tall的最好例子，学生在惊叹至于能理解tall的含义。教师再结合手势动作，联系班上个子高的学生明确表示：xxx is tall.学生完全明白并也能表达：xxx is tall.有了前面xxx is tall的铺垫，再看图图的爸爸以及学习 The man is the father, tall,tall,tall学生就能容易接受了。继续由小美和图图的对话引出Whos that woman?- Shes my mother的对话，从中教授单词以及句子。升降调结合音标拼读，小组带读加深学生的记忆，同时及时发现并纠正学生发音的错误。换上头饰，由两位基础较好的学生示范，然后两人小组分角色表演对话，模拟真是的语境。Guessing game同前，在真实语境中使学生操练Whos that woman? 这句话，同时自然理解Shes.自然过渡到图图一家，图图的爸爸很高。相比之下，图图的妈妈就没有那么高。然后教师迁移到自己，自己也没有那么高。然后指班上的学会，xxx is not so tall. 提问学生Whos not tall? 学生能够自然理解not so tall的意思，并表达xxx is not tall.接着教师提问:Is Tutu tall or not tall? 学生自然回答：Hes not tall.教师接话：Yes, hes small.之前教授tall时已经提到all, fall,ball 和small,学会对small的发音已经不陌生，同过教师手势动作和对比学生也能够理解small的含义。Chant是对之前tall, not so tall, small三种情况的综合，有了理解和充分练说，chant说起来也能降低难度。先由教师扮演图图，介绍图图一家，再由两个较为优秀的学生扮演图图，然后全班练说，学生介绍几人的口语表达能力基本上掌握了。然后教师出示自己的一张家庭照，给出语言支架作返利，最后迁移到学生自己的家庭照，让学生介绍自己的家庭，这时候学生的自信和兴趣就比较大了。通过小组练习，小组展示的情况就会比较好。教学后记在实际授课中存在的问题及改进意见：1、I have a_family 学生表述困难。学生的词汇量有限，虽然有提示语，但是个人能力原因表达还是困难。教师之前可用图片配短语渗透，让学生理解good, happy, big等形容家庭的形容词，由短语过渡到句子让学生表达。2、重复学生回答。出于对学生音量和表述不清的担心，我有时会重复学生的回答。这在日常的训练中可以慢慢提高，课堂效率起见，不宜时时重复学生的回答。3、教学指令存在不清、啰嗦的问题。要将教学常规落实到日常，规范课堂指令，力求简洁。4、教学输入到输出的问题。应当是先有教师输入再是学生输出，我在教学中有知识点的呈现，但是忽视了学生有一个内化的过程，没有充分的演示，让学生练习练说，学生输出就会存在困难。英语的日常交际是一个应用的过程，情景创设很重要，学生有了代入感，就会少一些刻板印象 。5、教师的示范朗读要再大声、夸张一点。注意把握课堂节奏，紧凑课，把亮点突出，拓展延伸才能真正达到效果。-第 8 页初备人