Lesson 8 Who is he?教案评析

Lesson 8 Who is he? 教学方案

科普版小学英语三年级下册

临川五小

Lesson 8 Who is he? 一、课题：科普版小学英语三年级下册 Lesson 8 Who is he? 二、教学目标：

（1）认知目标：

1.会听,说,读词汇：

he, she, father, mother, brother, sister, teacher 2.会听,说,读句型：Who is he/she? He is / She is ... （2）能力目标：

1.能正确运用he/ she。

2.能熟练运用句型“ Who is he/ she? He is/ She is...”来询问他人是谁并且正确地作出回答。

（3）情感目标：

1.关注学生在学习过程中的情感体验, 培养学生自信, 乐观的个性和积极学习的习惯。

2.引导学生形成勇于体验, 实践, 参予以及合作的学习方式。

三、教学重点及难点:：

1. 教学重点：

（1）理解并掌握he/ she的用法

（2）能听懂, 会说, 会认读句型

“Who is he/ she? He is/ She is...”, 并且会熟练运用句型进行对话. （3）让学生会听、说、认读单词father, mother, brother, sister,teacher，掌握句型 Who is he/ she? He is/ She is...并会灵活运用。

2. 教学难点：

正确理解和运用he/she来指示男孩或女孩，熟练运用句型进行对话。

四、教学准备：

多媒体课件，学生准备好两张照片，皮球一个。

五、教学过程：

Step 1. Warming up 1.Greetings T： Class begins! Good morning, boys and girls! Students：Good morning, Mr Liu. T：How are you? Students：I’m fine, thanks. And you? T：I’m very well, thank you. Sit down please. (以师生间的问候导入本课, 迅速营造温馨, 愉悦的教学氛围, 使师生均能以良好的精神状态进入课堂教学。) 2.Revision：

T：Boys and girls. Let’s listen to a song, OK? Students：OK! (听歌是学生非常喜爱的活动, 进一步活跃课堂, 使学生注意力高度集中, 更重要的是这首歌的歌词与本课的教学内容息息相关, 通过歌曲回顾歌词为新课的教学打下铺垫。)

Step 2. Presentation and drill 1、Free talk引出句型：Who is he/she? T：Boys and girls. I have some new friends here. Do you know them? (出示PPT喜羊羊等图片）(设计意图：这样的导入使学生很自然地能够理解和分辨单词he/she.) 2、活动①：简单操练单词he/ she. 请一男生和一女生来台前，并排站好。老师站在他们后面。

T：Boys and girls, let’s do some practice. Now there is a boy and a girl standing in front of me. when I say “he”, please point to the boy quickly, and when I say “she”, point to the girl quickly. Let’s see who can response most quickly. 3、活动②：看图说

“Who is he?”或者

“Who is she?”

教师用课件呈现卡通人物的图片, 同学们迅速说出是Who is he?还是Who is she?。

(设计意图：活动①教师反复输入单词, 刺激学生听觉, 同时学生迅速作出反应, 积累对单词的感觉。活动②则由学生输出句子, 由此可检验学生是否真正掌握.) 4、展示教师家庭照片，教师用“He is ...和She is ...”分别介绍照片上的人物,引出本堂课的重点词汇。利用卡通图片复习家庭成员单词：father, mother, brother, sister, grandma, grandpa。

5、活动③：Answer my questions. T：Now boys and girls, let’s talk about this picture. You are here. T：Who’s he/she? Students：He is /She is... T：Now let’s ask and answer in another way. Girls ask, boys answer, OK? Students：OK. Girls：Who’s he/she? Boys：He is /She is…

分组依次进行问答. (设计意图：学以致用, 这是学习的最高目的, 对话型的句子应该在真实情境中用于对话练习,才能起到事半功倍的学习效果。 ) Step 3. Practice and consolidation. 1、活动① Competition。

教师分别展示五张用问号盖住的卡通图片，让学生快速选择正确的句型分组进行对话。

Student 1：Who is he? Student 2：He is my father. Student 3：Who is she? Student 4：She is my mother...(当学生掌握了单词he和she, 也熟悉了家庭成员之后, 学生自然而然就会回答。) 2、活动② Let’s Chant 教师用课件呈现, 学生有节奏地诵读, 巩固句型。

3、活动③ Game(传球答话) T：Now boys and girls. Shall we play a game? Students：OK!

将球按座次从前往后, 再从后往前呈S形传递, 边传球边有节奏地说

“Who is he? Who is he? ”

传递过程中当听到教师的声音

“Stop!”, 学生马上停止传球, 拿到球的同学找出自己准备好的照片回答：“He is my...”再换句型“Who is she?”“She is my...”

(设计意图:此游戏意在让全班同学都参予到活动中来,没有指定性, 由哪个同学进行回答完全是随机的, 这样能保证最大范围地使学生参预到游戏中来. 在扎实学习了单词和句型之后, 学生做起游戏来得心应手.) Step 4、Summing up and homework 问男：Who is he? He is my father/brother. 问女：Who is she? She is my mother/sister. Homework：

1、对爸爸妈妈说声Father and mother, I love you. 2、熟记本科所学单词和句型。

3、用照片向更多同学介绍你的家庭成员。

板书设计：Lesson 8 Who is he?

Who is he ? He is my father. brother. Who is she? She is my mother. sister. Who is he/she? He/She is my teacher.