C课时教学实录

教学设计

一、教材版本:人教版PEP(三年级起点)三年级【人民教育出版社】

二、课题名称:Unit 2 My family-- Part C Story time (The first period)

三、授课年级:小学三年级第二学期

四、授课时间:一课时

五、教学对象:山区农村儿童,因为受环境的影响,以及对英语学习的惰性,英语教学变得有些吃力。

六、教材分析:主要是让学生能够在已学的家庭成员名称和简单问答的基础上,更进一步掌握更多介绍家人的用法,能够举一反三,介绍其他人。

通过小组趣味学习,激发学生对英语学习的兴趣。

七、教学目标:

1、知识目标:①能够掌握grandfather, grandmother, father, mother, sister,

brother等表示家庭成员的词汇,及个别的口语形式。

②能够掌握句型:-Who’s that...? (man, woman, boy, girl)

-He’s/ She’s...

2、能力目标:①能够运用句型向别人介绍自己家庭成员,并能够在特定情境中编短小对话。

②能够举一反三,介绍身边其他人。

3、情感目标:通过介绍家庭成员及身边人,能够做到关爱身边的人和关心身边的事。

八、教学重点:

1、掌握课本中的家庭成员名称的表达。

2、对家庭成员的提问和回答

九、教学难点:

1、举一反三式的提问和回答。

2、能够通过图片看懂故事,并小组发挥想象编出自己的故事。

十、教学过程:

Step 1: Warm up

1. Greetings

2. Let’s sing together

The teacher shows the finger family and its lyrics on ppt, then sing together. (设计意图:通过唱歌的环节导入,体现出课堂的轻松性,可以让学生尽可能的放松自己,并对英语产生浓厚兴趣。)

Step 2: Presentation

1. Let’s guess together

① Show two pictures and ask students “Who is he?”to guess their names-- grandfather and father. (giving their spoken forms: grandpa and dad.)

② Change another way to ask“Who’s this/ that man?”, and the answer is: “He’s my...(grandfather/ father)”

③ Show another two pictures and ask students“Who is she?” to guess their names-- grandmother and mother. (giving their spoken forms: grandma and mom.)

④ Change another way to ask“Who’s this/ that woman?”, and the answer is: “She’s my...(grandmother/ mother)”

⑤ Show another two pictures and ask students“Who is he/ she?” to guess their

names-- brother and sister.

⑥ Change another way to ask“Who’s this/ that boy/ girl?”, and the answer is: “He’s my brother./ She’s my sister”

2. Let’s practice together

① Show a picture of a family having dinner.

② Ask students to make short dialogues in pairs according to the picture. (any aspects)

③ The teacher gives an example: -Who’s that girl?

-She’s my sister.

-How old is she?

-She’s seven years old.

3. Let’s play together

① Turn to P21 in the book and look at the pictures.

② Guess what Zip and Zoom are talking about?

③ Discuss together, and choose proper roles to show it.

(设计意图:整个新授过程由图片贯穿,既可以给学生视觉上的新鲜感,又可以直观地表述意思,让学生全程参与到课堂中来。)

Step 3: Summary

Let’s summarize together

The teacher asks one of students to summarize what have been learned in this lesson. (The others can make supplements)

(设计意图:让学生自己做总结,可以有效调动其积极性回想本节课所学知识。) Step 4: Homework

Let’s do homework together

1. find out a photo of your family and introduce them to your partner.

2. get the meaning of the story by yourselves, and prepare your role to act it out next period.

(设计意图:让学生自己把家里人介绍给同伴,可以巩固英语介绍家人的表达法;通过表演故事可以充分发挥其想象力和表达能力。)

十一、教学反思:

成功之处:在热身活动中的歌曲导入激发了学生对本节课学习的浓厚兴趣,在教学过程中运用图片调动了其对新知识学习的积极性;

不足之处:但是在联系和表演过程中,学生对旧知识的遗忘导致对话效果的不理想,部分学生平时欠缺联系,更是不善于、胆怯表达自己的观点和想法。