Unit 1 This is my mother.板书设计及设计说明

《Module9 Unit 1 This is my mother》教学设计

一、课标相关要求

《This

is

my

mother

》是《新标准英语》教材三年级起点第一册Module9

Unit1。本单元的主要话题是Family。学习用英语介绍自己的家庭成员。是学生在学会交流Introduction

，

Classroom， Friends等简单信息的基础上学习介绍自己的家庭。我借助“任务型”教学，采用多样化的教学手段，将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立自信心发展自主学习的能力，形成初步运用英语进行简单日常交际的能力。本节课的教学设计每一个环节都力求彰显这一理念。

二、教材分析

（一）教学内容分析

英语课程标准》指出：一级目标要求学生能交流简单的个人信息，表达简单的情感和感觉。二级目标要求学生能用简单的英语互致问候，交换有关个人、家庭和朋友的简单信息。培养学生从初学英语开始就能学着用英语去做事情的能力。根据课标要求，结合小学生的年龄及心理特点我确定的教学目标为：

（二）教学目标

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1.技能和知识目标

①全体学生能听懂、会说、会读新单词grandma, grandpa, mother, father, brother, sister,that’s, me. ②全体学生能听懂、会读、会说句型“This is my mother….That’s me .”

2.能力目标

①全体学生能够运用This is my mother...来介绍家人。

②部分学生能够运用句型“Is this your brother...? 及其答句：Yes, it is./ No, it isn’t. ”来了解他人家庭人物。

3.情感目标

通过对本课的学习,强化学生家庭意识，使孩子更加热爱自己的家人。

（三）教学重点和难点

1.教学重点

①词汇教学：grandma, grandpa, mother, father, brother, sister,that’s, me. ②句型操练：This is my mother... . 2.教学难点

①词汇教学：mother, father, brother, sister的正确发音及正确区分。

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②句型：Is this your brother...?及其答句：Yes, it is./ No, it isn’t. （四）教材课型、课时

新授课，1课时

三、教学方法设计

（一）教学准备

1.教学用具：教本、视频、图片，单词卡片，教师及教师家人照片和多媒体课件、小贴画、各色粉笔等。

2.学具准备：学生自己及学生家人图片、学生用书、笔等。

（二）教法与学法设计

在本课的教学中我将任务教学法、直观教学法、情景教学法、运用电教手段调动学生视听感官、唱英语歌曲等多种教学法灵活地融入教学中，激发学生学习兴趣，分散教学重难点，加深学生对语言的理解，帮助学生在语言与表达对象之间建立起联系，使学生能够在相对真实的情景中通过直观的感受，体验知识的生成与运用，从而更自觉、更有趣地进行英语交际活动，达到知识的内化。同时教给学生如何通过积极参与、合作交流等方法学会、掌握并运用知识的方法。

四、教学过程设计

Step 1: warming up 1.Greetings

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T: Good morning, boys and girls. Ss: Good morning, Miss Zhang. T: Nice to meet you! Ss: Nice to meet you too! T: How are you today? Ss:I’m fine, thank you! And you? T: I’m fine, too! Thank you! You are so passionate,boys and girls! Look! Here’s a present for you! A lovely house. Now I‘ll divide you into two groups. Let’s have a competition. Let’s which group can get more family members. The winner can get my gifts. T: Boys and girls, are you ready for the class? Ss: Yes, we ar ready! T:在这节课的学习中，同学们按组划分为group 1, group 2,共2大组，大组中按前后桌四人组成一小组，在游戏、活动中小组、组员表现出色给本大组增加家庭成员，到课堂活动结束时，哪个小组累计家庭成员多即为冠军组，希望同学们互相合作，互相帮助，积极参与，为本组荣誉而努力。

（设计意图：采用师生对话形式安定学生情绪，黑板评价与课文内容紧密联系，以“分组竞争”调动学生的参与活动的积极性，活跃课堂气氛。）

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2.Warm-up T: boys and girls. Look! Here’s a picture. Is it a lion? Ss: Yes, it is. T: Who is he? Ss: He is Simba! T: Who are they?(出示Simba家人图片) T:Let’s see a short movie!Please show Simba’s family like this: Here’s my___./ Here’s my___. Ss: Here’s my father./ Here’s my mother. T:Very good! You‘‘re so clever.（设计意图：通过观看迪士尼英语动画使学生迅速投入课堂氛围，并且导入家庭成员mother,father）

Step 2: Presention 1.

Lead-in T: Simba has a happy family. How about the panda?Let’s watch and listen.(播放课文活动1动画) Ss: Here’s my sister./ Here’s my brother.(导入家庭成员sister ，brother) T: Good job! Show me you fingers, let’s point and repeat after tape.(指读并齐读活动一内容) 2. Presention

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T: You read it fluently. Good job! Let me introduce a friend to you. Look! Here’s a picture.Is it you? Ss: No, it isn’t. T:Who is she? (教师课件出示自己近期的照片) Ss:... T:That’s me!(自然拼读法跟读，教读辅音字母组合th发音) T: I have a happy family, too! Look! This is my family. This is my grandma/ grandpa/ mother/ father/ brother/ sister.(教师出示家人照片，并用句型This is my...进行介绍，让学生整体感知)

T:Let me show you one by one. Look! This is my grandma/ grandpa/ mother/ father/ brother/ sister. (教师长幼有序的一一出示家人图片，引出新单词及句型，并进行操练，单词强调用自然拼读法) T:Is this your grandma/ grandpa? Ss: No, it isn’t. T: Is this your mother/ father? Ss: No, it isn’t. Ss: Is this you sister/ brother? T: Yes, it is.

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（设计意图：通过教师家人照片操练重点句型This is my...，并将难点句型Is this your...? --Yes, it is./ No, it isn’t. 进行贯穿，为后面的活动作铺垫）

2.

Fast reaction Father, mother, brother, sister T: Let’s play a game.(2组比赛，快速读出闪现的单词，读出单词多的那组获胜) （设计意图：通过游戏。活跃课堂气氛，突破难点单词，并让学生记住其相同词缀ther等）

3.

Chant T:Stand up,please. Let‘‘s say the chant. Are you ready？

Ss: Yes, I’m ready! T: Now，

Follow me together!

Grandma, grandma. This is my grandma. Grandpa, grandpa.

This is my grandpa. Father,

father.

This is my father. Mother,

mother.

This is my mother. Brother, brother.

This is my brother. Sister,

sister.

This is my sister.

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（设计意图：通过Chant师生互动，进一步巩固加深所学知识，突破重点句型）

4.

Pair work T: Take out your family photo. Let’s make a dialogue like this( 教师讲好规则并播放录好的示范视频，2人1组，进行同桌对练习。): S1: This is my grandma/ grandpa/ mother/ father S2: Is this your sister? S1: Yes, it is. S2: Is this your brother? S1: No, it isn’t. That’s me!

T: Let’s do pair work ,1minute for you! T: Who can try? (请2组表演并进行生生评价) Ss: Let me try! T: How about them? Good, very good or wonderful? Why? Ss: Wonderful! Because they spoke loudy and fluently! Step3: Learn text 1.Listen and answer T：Boys and girls, I have a happy family. How about my friend? Look ! Here’s a picture about him! Who is he? (课件出示问题)

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Ss: He is Sam. ①

How many people are there in Sam’s family?(播放课文内容，学生整体感知课文并找出问题答案) Ss: Seven. 2. Point ,repeat and answer.（指读跟读课文并回答问题）

② Who are they in Sam’s family? Ss: They are grandma/ grandpa/ mother/ father/ brother/ sister and Sam. （设计意图：这个步骤重点培养学生的听力水平，在学习课文之前，给学生以“任务”，让学生带着问题去听，通过听对话内容能回答简单的问题，培养学生积极的学习态度，良好的听力习惯。）

3. Point and read together. pay attention to the prounciation and intonation. （设计意图：通过模仿课文的语音语调，培养学生的语感.）

Step 4: Practice(Group work) T：Sam has a happy family. Do you have a happy family? Ss: Yes, Ido! T：Right!You have a happy family,too!Look! This is your family!(教师出示G1，G2 的家庭照片) Christmas is coming!

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Can you introduce your family to your friends and have a party with them in you house?Let’s work in groups like this: S2,S3,S4:( 按门铃) S1: （开门）

S2,S3,S4:Merry Christmas! S1: Welcome to my house! Look!This is my grandma/ grandpa/ mother/ father. S2: Is this your sister? S1: Yes, it is. S3: Is this your brother? S1: No, it isn’t. S4: Who is he? S1: That’s me! (教师讲好规则，播放录好的示范视频。) T: Let’s do group work.3minutes for you!

T: Who can try? (请2组表演并进行评价) T: How about them? Good, very good or wonderful? Why? Ss: Wonderful! Because they performed very well!

(设计意图：以圣诞节，朋友来家做客为情景，用今天所学重点难点句型进行对话操练，滚动运用已有知识，让输出达

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到一个最大值，在小组合作交流中发挥学生的自主性和创造性。) Step 5: Extension T: boys and girls. We all have a happy family.Do you know the meaning of the family? Ss:... T: Let me show you: F means father. M means mother. Father and mother, I love you! Let’s read it loudly! Ss: Father and mother, I love you! T: Why should we love our family and how do you love your family? Let’s watch a short video. (设计意图：播放家庭公益广告，教师用英文进行旁白，让孩子提高家庭意识，更加爱护家人，让情感升华。) Step 6: Summary 1.

总结所学内容

T: What have we learnt?(学生看黑板板书回顾今天所学内容) 2.

总结黑板评价

T: Who’s the winner? (对学生进行整体评价，比一比哪个小组这节课得到的家庭成员多，这个小组的所有学生每人得到一份小礼物。同时强调班级也是一个大家庭，培养孩子的班集体意识。)

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(设计意图:评价是推动课堂向前发展的动力,教师在课堂中恰当的评价, 能增加学生参与课堂的积极性，无疑会给学生注入强心针。) 黑板设计

Module 9 Unit 1 This is my mother.

grandma

grandpa. This is my

mother

father

.

brother

sister.

That’s me! Is this your sister...? Yes, it is. /No, it isn’t.

G1

G2

Step 7: Homework 1.

read the words and the text 3 times.

2. intrduce your family members to your friends with your family photo. （设计意图：通过作业把教材内容活化于生活, 拓展学生的思维，开阔他们的思路，鼓励学生将所学语言运用到生活中,真正有效的促进学生的思维能力和语言能力的发展，达到学以致用的目的,让学生得到全面发展.）

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Step8: Cooler T: Time is up. Class is over. See you next time. Ss: See you ! T: Have a nice day!

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