Lesson 17优质课教案设计

《精通英语》三年级下册

Unit 3 Lesson 17 This is my father.

天津市河西区

天津小学

阚秀娟

一、教材分析：

本课是第三单元第17课（即本单元第5课时），由三部分内容组成：1. Just talk对话学习 2. Just learn重点单词的拼读和书写学习 3.制作并谈论family tree。

本课的话题是关于家庭（family）中的“家庭成员(Family members)”，语言功能是“询问和介绍”，涉及的主要句型：Who’s that man\ woman?

及回答，并能够用形容词对家庭成员进行简的介绍，拓展学生的语言，

进行文本重构。Just learn板块有两个新词，uncle和aunt。Let’s make and talk.让学生动手操作制作family tree，在激发学生兴趣的同时，练习本课句型Who’s that man\ woman? That’s my.... 二、教学目标：

1. 通过创设真实语境使学生进一步巩固、深化以前所学的家庭成员类单词及相关句子；学习三会词汇：man，

woman，四会词汇uncle

和aunt；通过围绕单词学习展开的TPR活动，使学生学会以下句型，做到听、说、读三会：Who’s that man? Who’s that woman? That’s my…

2. 使学生能够用本课所学语言完成采访、收集家庭成员照片及制作family tree等任务活动，培养学生用所学语言进行交流的能力。

3. 通过本课任务活动情景的设置，使学生潜移默化受到热爱家庭的教育，使其爱父母，学会感恩；同时培养学生学会合作，善于合作的意识。

三、教学重点：

1.单词uncle和aunt的认读。

2. 能够运用Who’s that man\ woman?及其回答。

3. 理解并会区分：man和boy ；woman和girl 四、教学难点：

1.

在达到对目标语言听、说、认读基础上突破写的环节, 从而达到本课目

标语言的四项技能的突破。

2. 使学生能够用本课所学语言完成采访、收集家庭成员卡片及制作family tree等任务活动，培养学生用所学语言进行交流的能力。

五、教学资源准备：

学生：教材、笔、全家福照片

教师：CAI课件、评价卡片及图片

2

教学实录

一：交流激趣，导入新课

（一）

歌曲热身，复习旧知：

T: Shall we begin our class? Good morning, boys and girls. Ss: Good morning，….. T: Let’s sing a song first. (教师示范唱) I love my family. Do you remember it? Ready, go! (师生一起欢唱有关family的歌曲，学生在愉悦的气氛中进入教学活动，明确本节课要学的

话题内容，为后面的教学做了铺垫。) (二）向同学们介绍新朋友—Kimi

T: What is the song about? Ss: Family. T: Today，let’s go talking about “Family”(贴板书)

Do you love your family? Ss:Yes. T: And I have a friend. He loves his family, too. Look, he’s coming. Guess, who is that? （学生猜是谁）

T: Let me tell you. He’s Kimi. Do you like him? Ss: Yes. I do.

T: What does he look like? Ss：He is young. \ tall \ short\ lovely\ cute\ handsome...

He has big eyes\ a small nose\ a big mouth....

（本环节介绍新朋友Kimi ，让学生运用以前所学过的形容词来描述Kimi的外貌，拓展学生语言，进行文本重构）

二: 体验感知, 操作实践

（一）

交代评价任务：Kimi的家庭成员的照片

T: Do you want to know more about him? Ss: Yes. T: Ok. Let’s listen.

播放kimi的录音：This is my big family. I want to make a family tree. Can you help me? T：

Can you help him? Ss: Yes.

T: You are so kind.

T: (向全班) If you do a good job in this class, you can get kimi’s family photos. And later you can help him to make a family tree. Ok?

Ss: Ok

T: Come on! (本环节向学生介绍活动任务及评价方式—表现得好可以得到kimi带来的家庭成员的照片，使学生处于主动积极的学习状态中。直观的评价工具，不但起到激励学生的作用，也为教学内容服务。) （二）

多种形式猜测kimi的家庭成员：

T: Kimi has a big family. Do you want to know them? Ss: Yes. T: OK. Look, listen and guess.

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T:Who is this? S1: This is Kimi’s father. T: Maybe. S2:This is Kimi’s father.

T: Are you sure? T:Listen! Kimi的录音：This is my father.

Good, you are right. You can get a photo..

Look! Is his father handsome? Ss: Yes. T: This is Kimi’s father. He is handsome.(板书：贴father )

Can you introduce his father like me? S2: Yes.This is Kimi’s father. He is handsome. S3: This is Kimi’s father. He is handsome. S4: This is Kimi’s father. He is handsome.

T: Good job. Now, next photo. Guess! Who is this?

S1: This is Kimi’s mother.

S2: This is Kimi’s mother. T:Listen! Kimi的录音：This is my mother.

Good, you are right. Can you introduce his mother?（ppt 上给一些提示词）

S1: Yes, I can. That’s Kimi’s mother. She is tall.

S2:That’s Kimi’s mother. She is beautiful. S3: That’s Kimi’s mother. She is thin. .....

T: Kimi’s mother is very beautiful.

How about that woman?

Who is that woman? Ss: She’s Kimi’s grandmother.(各种猜)

T: Maybe. Listen! Kimi的录音：That is my grandmother. T: You are right.

But is she kimi’s mother’s mother or father’s mother? Guess. S1: I think she is Kimi’s mother’s mother. S2: I think She is Kimi’s father’s mother.

T：Maybe. Listen! Kimi的录音：That is my father’s mother. She is old. But she likes dancing. T: Good, you are right. Who wants to introduce his grandmother like this?

PPT: That’s Kimi’s ___________. She likes dancing.

T : Look. This man is old.. Who is that man? S1:That’s Kimi’s grandfather.

S2: That’s Kimi’s grandfather. T:Really!

Listen! Kimi的录音：That is my grandfather.

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T: Oh, that’s kimi’s grandfather. Is he kimi’s mother’s father or mother’s father? 把kimi爸妈的照片也放在这张幻灯片里，让学生根据外貌判断

S1-3：That’s Kimi’s father’s father.

That’s Kimi’s mother’s father.

Listen! Kimi的录音：That is my fatehr’s father. He likes reading.

T: That’s Kimi’s father’s father. Who wants to introduce his grandfather like this?

Ppt: That’s Kimi’s ____________.He likes reading books. S1: Kimi’s grandfather likes reading books. S2: Kimi’s grandfather likes reading books. ....

T: Look at this photo. Who is this boy? S1: He is Kimi’s brother.

T: How about this boy? Wow, they look the same. They are twins.

They are Kimi’s twin brothers.

T: Who are they? S1: They are Kimi’s twin brothers. S2: They are Kimi’s twin brothers. .... 讲授uncle和aunt，新知呈现：

T:Good job. Next photo. Is he a boy?

Ss: No. T: Yes. He is older. He is a man. （教man 并贴板书）man Ss: man

T: Kimi is a

Ss: boy. 出示几张男孩和男人的图片：

区分man和boy：

天天，张亮的图片

T: Look at this photo.(天天) Is he a boy or a man? S1: He is a boy. T: How about this one? (张亮) S1: He is a man.

T：Who is this? Do you know? Ss : This is Tiantian’s father. T: How about that man? Who is that man?

学生阅读: That man is tall and strong.

He likes playing football.

He is Kimi’s grandfather’s son.

Who is that man?

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（学生一边听kimi的介绍，一边看着文字，思考这个人物是谁）阅读性质的猜

S1-3: That’s Kimi’s

uncle. T: Maybe you are right. Let’s ask kiwi together. Ss:Who is that man?

Kimi的录音：

That’s my uncle.

T: Who is that man? S1-3: That’s Kimi’s uncle.

T: Who can spell uncle?

S1: u-n-c-l-e T:Let’s spell uncle together. U-n-c-l-e（板书）(伸出手指，书空) 强调u的发音

Now，I’m a reporter. Who wants to be kimi?(准备头饰) T：Who is that man? 指着板书问

引导学生回答：

That’s my uncle. 板书

T: Now，you are the reporter.

S1: Who is that man? S2: That’s my uncle.

练三四组

T: That’s Kimi’s uncle. How about this one? Is she a girl?

Ss: No. T: She is a woman.（教woman 并贴板书）woman Ss: woman 出示几张女孩和女人的图片：

Cindy，叶一茜的图片

T: Look at this photo.(Cindy) This is a_____. Ss :girl. T: And this photo. (叶一茜) S2: This is a woman. T: Who is this woman? S3: This is Cindy’s mother.

T：Who is that woman? 让学生读

That woman has long hair.

She is very beautiful.

She likes singing.

She is Kimi’s father’s sister.

Who is that woman?

（学生一边听kimi的介绍，一边看着文字，思考这个人物是谁）阅读性质的猜

S1-3: That’s your aunt. T: Maybe you are right. Let’s ask kimi together. Ss:Who is that woman?

Kimi的录音：

That’s my aunt.

T: Who is that man?

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S1-3: That’s Kimi’s aunt.

T: Who can spell aunt

S1: a-u-n-t T:Let’s spell uncle together. a-u-n-t（板书）(伸出手指，书空)

Now，I’m a repoter. Who wants to be kimi?(准备头饰) T：Who is that woman? 指着板书问

引导学生回答：

That’s my aunt. 板书

T: Now，you are the reporter.

S1: Who is that woman? S2: That’s my aunt.

练三四组

（本环节通过猜Kimi的家庭成员，以不同形式充分操练了This is... That’s... Who’s this\ Who’s that?等句型。让学生通过听一听，猜一猜，聊一聊，复习旧知，操练句型。帮助学生感知语言，分散了教学难点。）

（三）做游戏及各种用中学的交流活动,操练新知：

1. A game: Find the same words: T: Do you like games? Ss: Yes. T: OK, we’ll play a game with Kimi. Find the same words and say the words. Come on, try your best. T: Ready, go! S1:father S2:father. T: Right. Next

picture. S1: mother S2: grandmother T: Good job. Go on. (通过连连看的游戏

巩固复习所有有关家庭成员的单词)

2.An interview：

根据外貌猜家人：

T: Look! Here are some photos of our classmates.

Who are they? Guess.

T：Let’s say: Who’s that？

Who’s that？（老师带着学生拍手击掌一起说）

定在某一张照片上：

Who wants to know him?

Ask. S1-3: Who’s that man?\ woman 对应的家长的孩子就站起来回答：

T: That’s my…. T：Wow. Your uncle is so cool.

Cindy: Thank you. T：You are welcome. T：…, would you like to introduce your family tree? 3. Make a chant

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T: Good job. Let’s try to make a chant. Who’s that? Who’s that? Who’s that man? That’s my father. He is handsome.

Who’s that? Who’s that? Who’s that woman？

That’s my mother. She is beautiful.

T: Can you make a new chant like this?

Please practice in your groups. （小组合作

练习

）

Ppt: Who’s that? Who’s that? Who’s that man? That’s my_______. He is _________

Who’s that? Who’s that? Who’s that woman？

That’s my ________. She is _________.

（本环节通过让学生参与说、编、演绕chant的游戏，在说一说，编一编，读一读的活动中，

帮助学生理解巩固所学语言，为后面的拓展环节做好语言上的铺垫。）

4. 学习课文

T: Our friends Yang Ming and Peter are playing in the park.

What are they talking? Look .listen and tick or cross. (可以找学生读一下这两道题目) Ppt (

) 1. That man is Yang Ming’s father.

(

)2. That woman is Yang Ming’s aunt.

（观看对话录像，观看完毕之后，公布答案）

T: Look at your dialogue. Let’s read it and check the answers. (齐读对话) T: Ready, go! T: Let’s try again. This time, I’m Peter. You are Yang Ming.

T: Now, boys are Yang Ming. Girls are Peter. （PPT 呈现对话，让学生带着问题听对话，回答有关对话的问题，齐读，学生进行角色扮演，操练本课对话。）

三: 整体回拓，反馈评价

1.帮Kimi制作family tree. T: Everybody, show me the photos you got. Let’s help kiwi to make his family tree and try to introduce his family. Ok? (小组合作制作family tree，并交流讨论)

PPT上给出语言框架：

This is Kimi’s family tree. Let’s introduce his family.

Who is this.\ that man\ woman? This \ That is his… She \ He is…(tall\ young\ handsome\ cute\beautiful\.....) T: Which group wants to show? 2.

学生制作自己的family tree.

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T: kimi wants to know your family. Would you like to introduce your family to Kimi? Ss: Yes.

T：Look！This is my family tree. Let me introduce my family first. 老师介绍自己的家庭

There are five people in my family. Look! This man is my father. He is tall and strong. That woman is my mother. She likes cooking. This is my husband. He is very handsome. Do you think so? This little girl is my lovely daugher. She is only one year old. We love each other .

T：Try to make your own family tree. Ok? 做自己的家庭树并谈论

找1-2个同学进行汇报

3．德育渗透：

T: We all have a happy family. Let’s try our best to love our family members and thanks for their caring. Ok? Ss: Ok

四：布置作业，深化新知

T: Don’t forget today’s homework.

1.

Listen to the recording of the dialogue and read after it.

2.

Interview your classmates or friends about their family. 3.

Try to make your own family tree and introduce your family to your classmates or friends.

Class is over. Goodbye, boys and girls! Ss: Goodbye, Miss…. （梯度作业，满足不同学生的不同需求。也将课堂教学延续到课后。）

五、板书设计

Unit 3 lesson 17 Family

man Who is that ….

? That’s my….

Who is that

woman

? That’s my…

brother

9 grandfather grandmother motherfather Kimi brother