Lesson 14 Who is she?第二课时 公开课

“My family”教学设计

名称

《My family》

Lesson 2

张晓颖

课时

2课时

基本信息

执教者

所属教材目录

人教新起点三年级下册第4单元

本课是新起点小学英语三年级下册第四单元Lesson 2，是一节单词新授课。语言知识是句型Is she/he/it your...? Yes, she/he/it 教材分析

is. / No, she/he/it isn’t.其中包括Look, listen and repeat, Show and tell和Let’s write三部分内容。Look, listen and repeat部分以拜访朋友家庭作为语境，呈现要学习的主句型。

Show and tell和Let’s write两部分分别从说和写两方面对所学句型进行操练巩固。

1）语言基础：学生在一，二年级分别对人物词汇、描述性词汇以及性别区分的代词或多或少的了解。在外教课上也对主句型进行了学习。

2）生活经验：以拜访朋友家庭作为语境，呈现要学的主句学情分析

型，与生活息息相关，有利于调动学生的兴趣。

3）心理特点：三年级学生的观察力、识记能力开始逐步养成，自主学习能力和小组合作学习能力也比一二年级有了更大的发展，他们喜欢游戏、竞赛等不同形式的教学活动。

知识与能力目标

过程与方学生能够从听、说、读、写四方面理解主句型。

设置与生活息息相关的情景进行教学，以及以任务型活动为依托。帮助孩子们理解句型并能引起学生的兴趣。

情感态度与价值观目标

重点

能够熟练运用句型:Is she/he/it your...? Yes, she/he/it is. / No, she/he/it isn’t.

难点

he/she/it的准确使用。

通过本课时能够让孩子们学会爱父母，爱家人。

教学目标

法目标

教学重难点

教学策略与

《英语课程标准》中明确指出：义务教育阶段的英语课程应

设计说明

面向全体学生，体现以学生为主体的思想，在教学目标、教学内容、教学过程、教学评价等方面都应考虑全体学生的发展需求。基于以上理念，在设计本节课时，我从教学目标、教学过程等全方面考虑，主要采用情境引入法、任务型教学法、小组合作等教学方法，此外与直观形象的多媒体结合，激发学生的学习兴趣，充分调动学生的积极性，发挥学生的主体作用。

教学过程

教学环节（注明每个环节预设的时间）

Step1 Greeting

Free talk: T: Nice to see you again! Welcome back to class. Do you like to enjoy English songs? Now, let’s enjoy a song.(PPT播放歌曲) Greeting and warm up. 5分钟

T：What’s the song about? Ss: Family.(可以集体回答或叫单个学生回答）

T: Do you love your family? Please put up your family photos and say “I love my family”. Teacher explains the reward mechanism--I have so many hearts. If you did a good job, you can get more. You can send them to your parents. OK? 教师活动

Step 2 presentation 1.

Lead-in Presentation 35分钟

T: Now, I have some family photos for you. You should tell Ss: Bob’s/ Peppa’s/ Bill’s/ Sweety’s (可以集体或个人回答，并及时给予奖励）

T：Which one do you want to visit? Sweety’s? T: OK. I will give you a task. If you did a good job, you can and summary me “Whose family”OK?

go. OK? (PPT 集体、个人、小组、男女生的形式读出单词并及时给予奖励）

Read them together; try to explain some words T: OK.Now, let’s go to my (Sweety’s) family. Follow me. (PPT呈现图片）

T: Wow, so many people, yes? Do you know which one is my father/mother/brother...? (Q: How to ask or answer?) T: Now, you should finish Task 2( Watch a video and find how to ask or answer-- PPT播放视频）

Work in groups: Discuss how to ask and answer. Show up(及时给予奖励）

2.

Teach it T: Is she your friend/sister/teacher/mother/grandmother...?(询问个别学生，让学生尝试作答并及时给予奖励）

Write it down: Yes, she is./ No, she isn’t. T: If I change mother to father,how to ask.(个人回答）

T：Is he your father/brother/grandfather/teacher/friend...? (询问个别学生，让学生尝试作答并及时给予奖励）

Write it down: Yes, he is./ No, he isn’t. T: If I change father to book,how to ask.(Work in groups）

T: Is it your book/ruler/eraser/bag/desk/ chair...? (询问个别学生，让学生尝试作答并及时给予奖励）

Write it down: Yes, it is./ No, it isn’t. （引导学生说出问句）Write it down: Is she/he/it your...?（强调语气上扬）

Teacher explains key points.(she/he/it在问答句中保持一致）

3.

Practice 1>

T asks and Boys;girls;groups answer.(个人，集体都要涉及到并及时给予奖励）

2>

Work in groups: Choose one person to ask (Sweety’s family members. Pay attention to he/she/it)-- Show up 3>

Work in pairs: ask and answer using their family photos-- show up (5 groups到前面问答, 并给予奖励）

4.

E-book

T: Now, let’s go to Bill’s family. Listen to it-- listen and repeat( twice)-- role play (2 groups并给予奖励）

5.

Add-activities Work in groups: Using key sentences that they have learned to make a new dialog. T: Do you want to go to Bob’s or Peppa’s family? You should finish next task-- Task 3. Do it(1 minute）-- check and explain-- read it together--choose one to go （PPT-- Q: Where are they? What are they doing? What will you talk about?) (师分发Bob和Peppa的家庭照片并给出一些key sentences）

Show up(给予奖励）

6.

Affective education T: OK. Mother, father,sister, brother and so on. They are our...(family) Do you know what’s meaning of family?(PPT --explain its meaning) So we should love our family.(PPT；love your family）

We can do some small things for them, like, clean/sweep the floor, wash dishes, wash vegetables...(PPT呈现图片） We can help each other. OK? 7.

Summary Work in groups to make a summary. Lead them to make a summary. (同时板书体现心形）

8.

Homework 1>

Listen and repeat for five times. 2>

Tell your parents “I love you”. Step 3 Closing Say bye-bye to each other. Unit 4 My family

板书设计

Is she/he/it your...？

Yes,she/he/it is. (No, she/he/it isn’t.)

备注：奖励的心形形以呼应主题。

环绕主句型四周，最后总结时连成心