lesson19 Family教学实录与评析

19课Family 教学设计

教学内容

19课Family 教学目标

1. 知识目标: 掌握（说，认识，和口头运用)下面词汇:family father mother brother sister me 2. 能力目标：

理解并能口头运用下列用语和句子： This is my father ,This is my mother/sister/me. 3.情感目标：

通过多样性的活动，激发学生学习英语的兴趣，调动积极性，使学生在英语课中不断体验成功，感受乐趣，树立信心，促进学生综合运用语言的能力。

教学重点难点

重点：掌握family father mother brother sister me 这六个单词。

难点：通过对单词的掌握，学生能够很好的理解和运用到句子当中。

课前准备：学生自带家庭照，课件

教学过程：

Step1. Warming-up Greet the students like: T: Hello , Nice to meet you . S: Nice to meet you too. T: How are you

? S: I’m fine .How are you ? T: I’m fine too. Thank you. Let us sing a song “How are you?” ( 创设英语学习氛围,使课堂气氛温馨。师生一起歌曲演唱，有助于师生情感的交流，使学生很自然的驶入了英语课堂。) Step2 Presentation 1. T: 出示标题情境图.引出新词family。

Do you like this: Oh ,it’s a picture,it is very beautiful .I like it very much.It must be a happy family T： Who is he? Lead the students to guess and teach “father” Ask students to show their fathers’picture and say like this: This is my father. Who is she ? Lead the student to guess and teach “mother”.Pick up a woman’s picture, and ask “ Is this your father? S: No, this is my----

Teach “mother”, and ask students to show the picture of their mothers and say “ This is my mother”. Step3. Let’s chant. 家庭称呼儿歌

father father是爸爸 mother mother是妈妈 sister ,sister是姐妹brother ， brother 是兄弟 me, me 就是我

这是我的family 我们feel很happy (小学生注意力持续时间短，大概持续了20分钟左右的学习新知后，就会出现疲劳状态，影响了教学效果。根据小学生好动的特点，利用歌谣边说边做的形式及时的缓解学生的疲劳感，提高学习效率。) Step4 Picture show Students come to the front and show their happy family to others. (学英语的重要目标之一就是学以致用，把课本知识还原到现实生活中。让学生感到英语学习并不是单纯的一门学科,它就在我们身边，有利于学生在生活中实际运用) Step5. Acting Students come to the front and put on the clothes that

they’ve prepared, play the part of the father mother daughter or son. Teacher takes a picture of them (角色扮演能够很好的调动学生的积极性和兴趣,英

语的实践性

决定了英语教学中必须更多地给学生提供接触英语和运用英语进行语言实践的机会，真正使他们达到学以致用的目的。这样，创设英语情景，使死的知识成为活的语言。

Homework

Tell your friends about your family 板书设计：

爸爸

father

妈妈

mother

哥哥,弟弟

brother

姐姐,妹妹

sister

家庭,一家人

family

This

is

my family.

This

is

my

father .

This

is

my

mother .

This is me .