Cppt配套的板书设计及意图

《Unit Two My family C Let’s learn》教学设计秦皇岛市青龙县第二实验小学姜存玲

教学背景及学情分析:

【教材分析】本单元的话题是family,通过学习有关家庭成员的单词和一些简单的句型,让同学们学会用英语谈论和介绍自己的家人。通过创设各种情境让同学们运用所学的单词和句型。本课通过家庭族谱图呈现六个家庭成员单词,学生将学会听、说、认读图片中的家庭成员单词。并通过句子This is my...来介绍自己的家庭成员。

【学情分析】家庭成员的称呼,学生之前也接触过一些。因此,本课紧扣图片、相片,家庭场景进行词汇教学以及滚动练习“.This is my...”。另外学生在第二课时已学两个有关家庭成员的单词——“mother/mum”、“father/dad”,本节课可以进行滚动复习,加以巩固。一、教学目标:

【语言知识目标】

能听、说、认读单词“sister”、“brother”、“grandfather/grandpa”和“grandmother/grandma”【语言技能目标】

能运用句型This is my...来介绍自己的家庭成员。

【情感态度目标】

要知道爱家、关爱家庭成员的情感。

【学习策略目标】

1. 运用phonics学习单词发音

2. 培养小组合作精神

二、教学重难点:

【教学重点】

能听、说、认读单词“sister”、“brother”、“grandfather/grandpa”和“grandmother/grandma”【教学难点】

能在适当的情景中运用句子This is my...介绍家庭成员。

三、教学具准备:教学课件,家庭照片、教学卡片

四、教法:跨越式教学

五、教学过程:

(一)创设情景,综合复习

1.Greeting.

2.Sing the song “Father and Mother”

3.Free talk.

Model---Pair work---Check

A: Who’s that girl?

B: Guess.

A: Is she your sister?

B: No, she isn’t. She’s my mother.

(设计意图:用愉快的师生表演唱开始新课,既复习已学过的家庭成员的单词,又为学生营造了浓浓的学习英语的气氛,用师生对话的形式为学生搭建好生生交际的平台,为接下来的新授教学做好铺垫)

(二)听读新知,初步感知

1.Listen and read: Part B Let’s learn

The first time students only listen,The second time students listen and follow.

2.Look at the photo: Hi! I’m Mike. This is my family.

Then lead out: This is my grandmother. This is my grandfather---

Mike’s family members show out one by one,teacher use “This is---to lead out new words, teach the new words by grand——father——grandfather grand——mother——grandmother.

(设计意图:以迈克的家谱为主线,先让学生们听读一遍,再以旧词旧句带新词的方式引出新单词,采用多种多样的形式教授新单词,让学生在愉快而轻松的环境中学新词,并且让学生自己发现快速记忆单词的方法,培养他们善于探究的能力)

(三)情景交际,巩固所知

1.Play a game(sharp eyes and sharp mouth ). The screen will show out family members quickly,when the students see the pictures,they say out the English words.

2.Pair work.

①

A: Is he your father?

B: No, he isn’t.

A: Who’s that man?

B: He’s my grandfather .

②A: Is she your grandmother?

B: No, she isn’t.

A: Who’s that girl?

B: She’s my sister.

③A: Hi, I’m Mike. This is my family.

B: Who’s that man?

A: He’s my .

B: Who’s that woman?

A: She’s my .

B: Who’s that boy?

A: He’s my .

B: Who’s that girl?

A: She’s my .

3.Let’s chant

The first time students watch,teacher do the activities and say the words

The second time students and teacher chant together.

(设计意图:先让生生读对话,通过读再次感知新单词,而且又能复习旧句,最后师生交际,为下面的生生交际做好铺垫,采用层层推进的方式,让学生所学知识有个渐进的过程,符合小学生学习语言的特点)

(四)拓展听读,整体感知

1、Listen and answer(Story time).Teacher ask them to watch the video with the question,after watching they read the student’s book on page twenty one ,they read and then find out the question.

2、Reading.Ask one student to read ,then students read together.

Hi, I’m Liu Xing.

I’m a boy.

I’m a student.

I’m from China.

This is my family.

This is my father.

This is my mother

This is my sister.

This is my brother.

I love my family.

(设计意图:视听结合的方式,给学生以听觉和感官双重效果,让学生在具体的语言环境中学习、理解、运用所学知识,而且用学生们都非常喜欢,非常熟悉的人物“刘星”引发想介绍自己家庭的强烈愿望)

(五)整体运用,灵活表达

1.Introduce your family.students use the family photo to introduce their family members,they can use the pictures that teacher provided.

A: Hello!

B: Hi! Nice to meet you!

A: Nice to meet you!

B: Who’s this ?

A: She /He is my .

B: Is she /he your ?

A: Yes./No./Guess !

B:…

2.Sing the song (I love my family).

(设计意图:给学生创造多种选择的机会,而且用学生都很喜欢的卡通人物,这样他们对所说话题一定非常感兴趣,有了兴趣,就有了话题,另外采用分层评价,让他们以自己的能力去选择,做到了真正面向全体同学。用改歌词的方式,用旧曲带新词,既巩固了本节新学的单词,有营造了愉快的气氛,让学生在快乐中学习,快乐中成长)

3.家庭作业

①和同学谈论自己的家人。

②Make a family tree.