C教案3

Unit 4 My family

Period 1

一.教学目标

知识目标：

1. 认识人物Tim, Helen，并会说：father, mother, brother, sister

2. 能听懂、会说、会认读：This is my…和This is …等日常交际用语，并能运用所学介绍家人。

3. 会唱歌曲：My family.

能力目标

1. 能了解人物之间的关系，并准确的说出。

2. 能根据图片的情景进行描述和对话，正确理解图片含义，并对文字进行指读。

二.教学重难点

1. 复习上一单元句型He’s my…/ She’s my…

2. 认识新人物Tim, Helen, 并能分清人物关系代词father, mother, brother, sister. 3. 能用This is my…和This is …来介绍自己的家人和朋友。

三.教学准备

教师准备：人物头像图片，多媒体课件，单词卡片

四.教学过程

Step 1 Warming up 1. Sing a song: Finger family

2. Greeting with each other

3. Free talk A,What’s your name? What’s his/ her name? Who is the boy/ girl? Is he/she your friend? (引导Ss 用He’s …/ She’s …回答) B. T: I have many photos here, who are they? Ss 用He’s …/ She’s …介绍Mike/wang

bing/ su hai 等。

Step 2 Presentation 1. T: Look at the boy. He’s my friend. Who is he? (出示Mike图片) S: He’s Mike. T: Good. And I have many photos. (出示多张Mike的图片) This is Mike. This is Mike. This is Mike, too. Teach: This is … (直接加名字) 请学生先听老师读，然后跟读，尤其注意th的发音，is要发成浊辅音。

Practice: T: Now here are our friends. Can you introduce them to your classmates? (出示P.24图片，请学生用This is …来介绍人物) 2. T: Good job. Look, they are watching some photos. Whose photos are they? S: Mike. (T补充说明They’re Mike’s.)

T: Mike is introducing his families to his friends. Today I bring them to our classroom. Please look they are here.(教师把人物卡片贴在黑板上)

T: Look at them. He is Tim. She is Helen Teach: Tim Helen(用直拼法教学，注意尾音m/ n)

T: If you are Mike, can you introduce them?

请Ss用This is…介绍一下Tim和Helen. 出示：This is Tim. This is Helen. 1) father, mother, brother, sister T: 先指向father 图片Can you guess who is he?

Teach: father——my father 用直拼法教学，注意th的发音，并将单词分为两部分fa ther，强化ther的发音。先听T读3遍，然后请个别S读，请读得好的S领读，最后分小组、大组读。

T: Now you are all Mike. Who is he? S: He’s my father. (引出my father)

Teach：mother——my mother 先给出ther，请Ss说一说应该读什么，然后给出mo，用直拼法读出每个字母的发音，然后请Ss自己拼一拼，请Ss自己读出单词，T个别纠正。

T: Can you guess who is mother?请学生把单词卡片贴在对应人物旁。

T: Now you are all Mike. Who is she? S: She’s my mother. (引出my mother) Teach: brother——my brother T:I can play magic 先给出ther，请Ss说一说应该读什么，然后给出o，问问Ss读什么，other连起来怎么读，再给出br，用直拼法读出每个字母的发音，请Ss自己拼一拼读出单词，请读得准确的S领读，T个别纠正。

Teach：sister——my sister T: the last picture, do you think Who is she? 用直拼法将单词拼一拼，并把单词分成sis ter，将ter区别与ther. Teach: family

T: 把单词卡片贴在黑板上Can you read these words?学生朗读

T :Can you put the cards beside the picture? 请Ss将人物关系贴在人物图片的旁边，

T: They are all my family. T:Now I have father, moter ,brother, sister. They are a family. 直拼法教学family，并板书课题my family。

Teach: This is me T: How does Mike Introduce his family, let’s watch?学生看完整个flash

T: let’s watch and repeat 学生看视屏逐句跟读。在读到brother和sister时教师教Tim, Helen 并写在人物卡片上。

学生跟读完整段flash后T: Look at this photo. Is he Tim? Ss: No. T: Who is he? Ss: He’s Mike.

T: If you are Mike, how can you say? (引导Ss用This is me.) Teach: me (注意e发成长音/i:/ )

Step 3 Story time

T: You’ve done a good job. You’ve finished my family tree. Now let’s open our books to P. 24-25. Read after the tape.

1. Read after the tape. (Finger point.)

2. Read after the tape again. (请读得好的S示范)

3. Read after the teacher. (将不熟练的句子多读几遍

) 4. Read it by yourselves. (2分钟自己读一读课文) 5. Read it together. 6. Practice: 1) 每一句都找一个S领读。

2) 同桌两人指着书上图片向同桌介绍，自由操练。

3) 每大组请一个S上来介绍，大组比赛。

Step 4 Consolidation 1. Compare 给出句型，请Ss归纳。

This is my father. This is my mother. This is Tim. This is Helen. 2. Practice 给出图片，请Ss用This is …He’s(She’s) my…/ This is my …练习并介绍. Yang Ling: This is Yang Ling. She’s my friend. Bobby: This is Bobby. He’s my friend. Ss做Bobby，介绍妈妈：This is my mother. 介绍妹妹：This is my sister. 3. Sing a song: Family song

五.板书设计

六.作业

1. 听录音,指读课文至少3遍，尝试背诵。

2．带一张跟家人的合照，向别人介绍自己的家人。

3.

试着做一做finger family.

反思：

本单元的重点就是会说关于家庭成员的词汇并会介绍。在单词教学时，形式应该多种多样，并且注重拼读。在句型教学时，应该从课文联系到实际，让孩子们从课文引申到现实，学会介绍自己家庭的情况，能把语句正确运用在实际生活中。而在游戏设置的方面，应该普及面广，照顾到全班孩子。