Unit2Myfamily教学设计.pdf

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1、Unit 2 My family 教学设计 Lets talk A 一教学目标 1、能通过真实自然的情境会话,懂得如何询问别人家里人的身份,正确使用人称代词 she 和 he。2、能听懂,会说句型“Whos that man?Hes my father./This is my friend,Amy./Nice to meet you.Nice to meet you,too.”并能在所创设的情境中自然会话,要求发音准确,语调自然。3、要知道爱家,关爱家庭成员的情感。二学情分析 学生通过三年级上学期的学习,对单词及介绍用语,打招呼用语已经较熟悉,对特殊疑问句也有了解,对话文本朗读也不生疏。本课是

2、朋友到家里做客的对话,场景是学生所熟悉的,学生有兴趣了解怎样用英语表达,而且打招呼用语在上册中已学过,老师在教授过程中如能做好过度,学生会很容易掌握。三重点难点 教学重点:掌握句型:“Whos that man?Hes my father./This is my friend,Amy./Nice to meet you.Nice to meet you,too.”教学难点:能在所创设的情境中自然会话,要求发音准确,语调自然。4教学过程 Step 1 Warmup 1、Say“Hello”to some students.2、Ask some students to say“Hello”to e

3、ach other.设计意图:活跃气氛,拉近师生关系。为轻松的学习英语做好 Step 2 Leadin Sing a song“I love my family”T:Are you happy today?But Im not happy,because I kind of miss my father and mother,I didnt see them for a few weeks,so I want to sing a song for them.Do you want to sing with me?OK!Lets sing together.(跟着动画课件唱歌)设计意图:歌曲导入

4、能活跃课堂气氛,在快乐中直奔主题,自然引入本课的学习。Step 3 Presentation 1.T:Great!And do you like this song?Yeah,and do you want to know my father?(学生回答 Yes)T:Look at this picture,this is my father.Show me your pictures and follow me“Hes my father.”(板书并带读“Hes my father”,并板书中文意思。)T:And the question should be“Whos that man?”(

5、板书并带读,并板书中文意思)设计意图:让学生在自然中学会询问家庭成员的句型,并了解中文意思。2.出示本班同学爸爸的照片,进行对话练习。T:Here,I have many pictures.And I want to know whose father it is.If he is your father,please tell me“Hes my father.”OK?T:Look at this one.“Whos that man?”(照片中人物的孩子用所学句型回答问题,2 组之后,由学生提问,学生回答)设计意图:先师生对话,给学生做出示范,再增加生生对话,给学生更多练习机会。3.出示教

6、师妈妈的照片,练习问答句“Whos that woman?Shes my mother.”并用学生妈妈的照片进行生生对话。T:And do you know whos that woman?Yes,shes my mother.T:Here,who can tell me,whos that woman?(教师做问答示范,然后做生生对话练习。)设计意图:由“Whos that man?”引申到“Whos that woman?”的练习。4.带着问题看文本的动画课件 T:Its Sunday.Amy goes to Chen Jies home.Whom can she meet?What di

7、d they say?Lets watch,and then answer the question:Q1:Whom can she meet?Q2:What did they say?设计意图:从英语学习的开始就培养学生听和理解的能力,为日后的听力和阅读做铺垫。5.学生打开课本跟读,并在书上标记重点句子及中文意思。T:Excellent!Now this line for Amy,this line for Chen jie,and this line for Chen Jies father.Read after the TV.设计意图:让学生熟悉文本对话,为之后对话练习做铺垫。Step

8、4 Practice 小组对话练习,也可适当增加句子。T:Now,work in groups to read the dialogue three times,change the role.Please go!(练习之后按课本原句展示 2 组,自己编排展示 1 组)设计意图:给学生充分的空间展示自我,及自己编排的机会,锻炼学以致用的能力。Step 5 Consolidation 播放 Family 公益广告,讲解,并阐释 Family 单词中每个字母所代表的单词,及 FAMILY=Father And Mother,I Love you.设计意图:激发学生热爱家庭,热爱父母的情感,及对家庭责任感的培养。Step 6 Ending (1)Make a dialogue with your partner according to“Lets talk”.(根据 Lets talk,与同伴编一个对话。)(2)Do something for your parents.(为父母做一件力所能及的事)设计意图:学生通过对课本对话的练习,继而将所学句型增加扩充,通过开放的作业,激发学生乐于表达的习惯,步步为营,让学英语成为一件有乐趣的人,同时可以对巩固和检验学习成果。