二年级上册Unit1MyFamily二年级上册Unit1MyFamilySt.docx

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1、二年级上册Unit 1 My Family Story Time教学设计设计教师：蒋逍教学年级：二年 级课题名称及课型：Unit 1 My FamilyStory Time教材版本：人教版（一年级起点）课时量：1课时一、教材分析本课是第一单元最后一课，学生在前面的Lesson 1、2、3 以及Review&Rewards中已经掌握了表示家庭成员的六个 词汇，会用This is my句型介绍家庭成员，会用Who，s he/she?询问人物身份并能用He/She is来回答。二、教学目标学生在学完本课后，能够：1 .借助录音、图片、文字及教师的讲解读懂故事，并在教 师的指导下尝试表演故事。2 .通

2、过学习小故事，了解请朋友来家做客以及去朋友家做 客要用到的一些交际用语。三、教学重难点教学重点：以小故事的形式复习本单元学过的部分内容， 特别是This is,Whos he/she?, He/She is这三个功能 句。教学难点：让学生在读故事的过程中学会思考，并且声情 并茂地表演故事内容。四、学情分析盐小东区二年级二班，47人。二年级的学生在经过一年的 学习之后，有了一定的英语基础，对小故事体裁的课文很 熟悉并且很感兴趣。但是学生的逻辑思维能力还比较弱， 需要以提问的方式帮助学生深入理解故事内容。五、教学准备1 .自制ppi课件2 .教材配套点读软件3 .表演故事所需要的老花镜、蛋糕、球、

3、丝巾、蝴蝶结、 狼头饰等。六、教学过程1.热身（2分钟）（1）问候：师生用Nice to meet you这个句型互相问好。T: Good morning, boys and girls.Ss: Good morning, Miss Jiang.T: Nice to meet you.Ss: Nice to meet you too.（2）听、唱Baby Shark歌曲，激发学生学习的兴趣。T: Lets begin our class. First, please listen to this song. Stand up.听完之后：T: Sit down please. This song

4、 is about.?Ss: Family.T: Yes.二、复习（5分钟）（1）通过单词游戏（Remove）复习本单元的六个重点词 汇：father/mother/sister/brother/grandfather/grandmotheroT: Lets play a word game to review family members.（2）通过小猪佩奇的全家福来复习This is my句型，让 学生充当佩奇来介绍自己的家人。T: Now, you are Peppa. Please introduce your family. For example, this is my.Ss: T

5、his is my.T: Great job!（3）用课文的图片来复习Whoshe/sh文He/Sheismy这 个问答句型，男生问，女生答。T: Lets move on. This time, boys ask Whos he/she?” andgirls answer with He/She is my”三、导入（1分钟）教师出示两只玩偶，一只熊一只兔子，告诉学生今天我们 要认识两个新朋友，Tom and Mary。让学生分别给Tom和 Mary打招呼，用到的单词是hello和hi。四、呈现故事（2分钟）（1）教师通过提问引导学生带着问题去看一遍故事内 容，问题如下：T: How man

6、y family members are there? （Tom 的家里有几位 家庭成员呢？）T: Who are they?（这些家庭成员分别是谁呢？） （2）让学生回答问题，初步感知故事大意。T: How many family members are there?Ss: Eight.T: Who are they?Ss: They are Tom, Toms father, Toms mother, Toms big brother, Toms little brother, Toms sister, Toms grandfather, Toms grandmother.五、图片环游，理

7、解故事（15分钟）教师讲述故事并借助问题引导学生深入观察图片，加深对 故事的理解。T: Lets go back to the story. Look at picture 1.图1：T: Whos hc/shc?Ss: He is Tom. She is Mary.图2：T: Whos he/she?Ss: He is Toms grandfather. She is Toms grandmother.T: Whose home is this?Ss: This is Toms home.T: Whats in her （grandmother） hand?Ss: Its a cake.T:

8、 What does she （grandmother） say?Ss: Welcome.T: Are they happy?Ss: Yes.引导学生关注待客之道。图3：T: Whats his name?Ss: Jack.T: He is Toms .Ss: brother.T: Is he big? Is he small?Ss: He is big.图4：T: Whos he/she?Ss: He is Toms father. She is Toms mother.T: What do they say to Mary?Ss: Nice to meet you.引导学生关注待客之道。

9、图5：T: Where are they?Ss: They are in the living room.T: Who is on the chair?Ss: Toms sister, Linda.图6：T: Whos he?Ss: He is Toms little brother.图 7-8：T: Whats this?Ss: Its a wolf.T: Is it a real wolf?Ss: No.T: Then, who is the wolf9?Ss: Toms little brother.六、进一步熟悉故事，熟读故事（5分钟）（1）让学生跟读录音（点读）T: Now jets

10、 read the story.（2）让学生看着课本齐读T: Open you book and turn to page 8. Lets read together.（3）分组操练（pair work）,学生两人一组练习故事中的 句子。T: Lets do a pair work. Read with your partner. Til give you 2 minutes.七、表演故事（10分钟）（1）教师带领学生分角色尝试表演picture 1&2。T: Its time to do a role play. First, I want three kids. One is Mary,

11、one is Toms grandmother, one is Toms grandfather. And Im Tom. Lets role play picture 1 and 2.（2）教师讲解表演分组规则：可选择其中的图1-2,图3 5,图6-8表演，可3、4、6人一组。T: Now, its your turn. Find your partners. You can choose 1,2,3. If you choose 1, you should role play picture 1 and 2 and your group need 4 kids.七、板书设计Unit 1 My Family Story TimeWhos he/she?He/She is my .This is my.father/mother/brother/sister/grandfather/grandmother八、教学反思1 .教师应该在分组活动之前抽一组学生提前演示如何角色 扮演，然后再让学生分组练习。2 .小组活动较混乱，应该分好组（4人一组），每组人数 不宜过多。组选择1-2幅图，练习好了之后请上台表演。3 .课堂常规和指令还需加强，学生对指令还不够熟悉。4 .课堂评价应该改善，以小组和个人结合的方式会更好。