Cppt配套的教学设计及说课稿

宁海县小学英语教学设计与评议

上课时间 上课地点 评议者 ________ 课题

PEP3 Unit 6 Meet my family C Story time 课型

故事课

执教者

石媛媛

教

材

分

析

本单元学习的主题是朋友之间如何互相了解对方的家庭情况。通过本单元A和B部分的学习，学生已能听、说、认读parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse等单词。能在情景中运用句型How many people are there in your family? 问答家中有几位成员；能用句型Is this your ...? Yes, it is. What’s your ...’s job? He’s / She’s a ...问答其亲属关系和职业情况。而且学生已能熟练描述人物外貌、性格等。

本课是单元最后一课，以故事形式展开教学。学生已熟知大部分内容，但其中These are photos of my family. 词组taxi driver及baseball player需结合图片、上下文教学理解，学用Is he/she a ...? 猜测职业。此外，有必要进行适当的复习和拓展。

1.

能理解故事内容，复习巩固并熟练运用有关家人和职业的单词及句型What’s your father’s job? He’s a cook.等。

2.

能结合图片、上下文理解和使用句子These are photos of my family. Is he a teacher? 及词组taxi driver，baseball player。

3.

能准确运用语音语调、恰当使用肢体动作，演一演故事。

4.

能体会并表达对家庭和生活的热爱之情。

能结合图片和上下文理解故事内容，并恰当地演一演故事。能复习巩固并熟练运用关于家人和职业的单词和句型。

能结合图片、上下文理解和使用These are photos of my family. 及baseball player。

课件、大相框、词卡等。

教学过程

Step 1: Rre-reading

1. Review the words about jobs. (1) Enjoy a song about Chen Jie’s family and their jobs, My family. (2)Game: I spy. Look and guess the jobs.

2. Know more about me!

Job, name, hobby, family ...

3.Learn the sentence ”These are photos of my family.”

Show some photos of my family and introduce them. 评议分析

教

学

目

标

教学

重点

教学

难点

教具

准备

设计意图

欣赏歌曲，玩小游戏，复习与职业相关的内容，活跃气氛。

About my family 师生交流能营造轻松的英语氛围，互相熟悉。

复习关于家人的词汇，开启话轮，复习

对人物的描述He is... He has ... 并引出本课主题。同时理解These are photos of my family.

设置故事情景，

为后面的课铺垫。

About John’s family

About Zip’s family 自然过渡。

出示Unit 4部分主情景图，回顾图中Zip家人mother, a sister and ... 并补充板书。

鼓励学生发散思维，自主提问。

读图描述并进行预测。发展想象能力，推理能力。增加话轮，不断滚动复现旧知。

读图可让学生养成良好的学习习惯。

看图描述整体感知故事。

Who

Jobs

复习故事及问答句，并使板书看起来更完整。

This is ... He is ... He has ... 板书Photos of my family。

T: These are photos of my family. Distinguish the usage of “This is”

from the usage of “These are”.

Step 2: While-reading Learn and enjoy the story. 1. Create a real situation. T: Everyone has a lovely family.

Show a photo of John’s family. Talk about the family. John is a student. He has no job.

T: But today we’ll not learn about my family, not John’s family. Whose family will we talk about?

Ss guess: Mabe Zoom, Amy, Zip ... Show Zip’s photo. T: Do you know anything about her family? First, let me help you.

Show the pictures on P37. Review some of Zip’s family. T: How many people are there in her family? Only 4? Maybe it’s a big family! Do you want to know more about her family? Her friends want to see, too. Who are they?

2.Look at the photos and guess. T: Look at the wall. What are these? S: These are photos of Zip’s family. T: Do you have any questions about the photos? S: Who are they? How many people? What are their jobs? ... Look at the photos and guess who they are. Pay attention to the words “baseball player”.

3. Watch the cartoon and check.

Q: Who are they in the photos?

4. Read the story and check. Q: What are their jobs?

5. Zip’s family tree.

Ask and answer. Then finish the family tree on the board.

提示表情、动作、语音语调。

读后拓展

出示评星表，量化反馈。

选四位学生表演照片，丰富情景。让学生更有积极性地参与课堂，也是更多学生参与。

充分运用板书。且拓展学生思维，创新性地表演故事。

分层作业，适应不同学习程度的学生。

修改建议：

7. Read it better. With the help of tips and vivid facial expression, Ss

can read it better.

Step 3: Post-reading

1. Have a dubbing show.

2. Role play Four students a group. One acts the cat and mouse.

(1) Practise in groups.

(2) Have a big show. (Four Ss act the photos with

props. Have a show with no paper. )

(3) Be a good director.

Imagine. Design a special dialogue. Pay attention to the pictures which are not mentioned in the story. Encourage Ss to talk about them.

Homework ★Share the story with your friends.

★★Make “Zip’s whole family tree” and talk

with others.

★★★Make “My family tree”

and talk

with others.