Lesson 2教学设计(第一课时)

小学英语教学设计简案

授课教材版本

话题

课时

课型

设计教师

广东版《开心学英语》三年级上册

Unit 4

My Family

第二课时

词句教学

中山市横栏镇横栏小学

吴倩雯

一、教学内容：Words and sentences

二、教材分析

本课教学内容出自广东人民版《开心学英语》三年级上册

Unit 4

My Family中Vocabulary and Target板块。本课主要是通过教授词汇，感知句子，辨认句子到自编对话等教学环节去进行教学。

三、学情分析

1. 学生已有知识与技能分析

学生经过几周的英语学习，有简单的英语知识储备，但很多词汇还很欠缺，因此课堂使用的语言及句子不能太复杂。

2. 学生已有学习策略分析

学生在入学以来的两年多时间已经养成了比较良好的学习习惯，形成了初步的学习策略：能积极与他人合作，在小组内共同完成学习任务；有较强的表达欲望，能积极运用所学英语进行表达和交流。

四、教学目标

Knowledge point: 1. Ss can read、listen、and speak out the words and sentences. 2. Ss can understand some new words and sentences like: He, She, Who’s he? Who’s she?.......

3. Ss can make their own sentences. Ability point: Ss can learn the question with “Who’s he? And Who’s she? and answer it. Emotion point: 1.

Ss can learn more about attitude. 2. Ss can love and help with each other. 五、教学重难点

Teaching importance:

Ss can understand the new words and know how to use them.

Teaching difficulties:

Ss can distinguish “she” and “he” and know how to use them.

六、教学准备：PPT课件、单词卡片、视频

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七、教学方法：交际法、任务型教学法

八、教学过程

Teacher’s

steps

Step1: Warming up

Sing a song “I love my mother”

Step2: Lead in “My Family”

1.How many people in your family? And who are they?.

2.Let’s see.

Step3: Presentation Learn the new words and sentences 1.

Who’s she?

She’s my mother.

Who’s he?

He’s my father.

2.

Brainstorm Mother’s mother is grandmother.

Father’s father is grandfather.

3.

蜡笔小新和他的妹妹小葵

蜡：She’s my sister. 葵：He’s my brother.

4.

What’s the relationship of Tony and, Jenny and Gogo. They are friend. 5.

Find the similarities of these sentences. ( she / he )

Step4:Practice 1: Can you help me to divide these family members into “she” group or “he” group?

2. “Magic Eyes”

(Tell me “she” or “he”quickly.)

3. Tell me their names.

T: Who’s she?

She’s......

T: Who’s he?

He’s.......

2 Student’s steps Sing the song ，Clap your hands.

Look at the family photo and think about it.

Ss watch my family photo and guess who is it?

Answer the brainstorm questions.

Tell me the relationship between labixiaoxin and xiaokui.

Look at sentences and find some similarities.

Divide the family members into different colume.

Ss can say “she” or “he” quickly.

purpose 课前歌曲热身，活跃课堂气氛，让学生尽快投入到课堂中。

课前导入教师的全家福，引起学生关注的同时引出本课的主题：My Family

通过我和爸爸妈妈的照片教授词汇，头脑风暴环节教授爷爷奶奶的词汇，经典动漫蜡笔小新和妹妹小葵引出兄弟姐妹词汇，最后，Tony,Gogo及Jenny的关系引出朋友的词汇，一步步创设情境，从情境里面学单词。

本环节通过让学生对比发现“she”和“he”的不同，并将这些词汇分类的方式更好的理解she和he.

通过引出“奔跑吧，兄弟”的个人照后，在升级难度，将句子应用其中，教师问：

4: Group: Make a conversation with your partner (using Gogo, Tony and Jenny) 5: A “lucky” dog

Step5: Summary 1: Read the news words together

(Boys read “he”colume, girls read “she” colume)

2: The differences between “she” and “he”

Emotion: no matter boys or girls, “she” or “he”, we should help and love each other.

Step6: Homework 1: Introduce your family to your parents and friends.

九、板书设计：

Make a conversation like:

S1: Who’s she?

S2: She’s Jenny.

A lucky dog: Make a Conversation with classmates photo.

Ss know the content of this class.

Understand the homework and do it after class. Who’s she? or “Who’s he? 学生答：She’s...../He’s .....

学生通过熟悉的人物和自己的同伴同学自己编对话，将课堂完全还给学生。

帮助学生总结本课的重点内容，并进行情感教育：无论是男生还是女生，我们都应该互爱互助，团结一致。

课后作业让本节课内容进行延伸，让学生将课堂的知识与家长朋友交流，更能加深印象。

板书设计重难点突出，学生在课堂教学过程中，能根据板书内容了解并掌握重难点。小组竞争合作学习，能更好地激发学生的学习兴趣。

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