小学英语_Unit2MyfamilyALetx27slearn教学设计学情分析教材分析课后反思

1、 Unit2 My family A Let s lea做学设计Unit2 My familyA Let s learn一.教学目标.知识与技能会听说认读单词 man, woman, father(dad), mother(mum) 及句子 WhO s that boygirlwomanman?He sShe 阖昌在实际情景中运用。.过程与方法通过各种游戏、活动及竞赛激发学生的学习兴趣并主动参与到课堂当中去。在由易到难、层层递进的过程中，树立学生学习的自信心，有效地掌握所学的知识。通过小组活动使学生学会语言的实际运用，培养与他人沟通、协调与合作的能力，提高语言运用的综合能力。.情感态度与价值观

2、在认识家庭成员、学唱歌曲的同时，逐渐形成热爱家庭、热爱生活的真挚情感。二.教学重点能听、说、认读单 woman, man, father(dad), mother(mum) 及句型 WhO s that boygirlwomanman?He sShe阖昌在实际情景中运用。三.教学难点辅音连缀th的发音，wo的发音。四.教学准备单词卡片、头饰五.板书设计Unit2 My familyan?A Lets learnHe s my father(dad).Who s thatwoman?She s my mother(mum).Warm-upRevisionGreetingT: Hello, boy

3、s and girls. Im your new English teacher, Taylor. Glad 加痣ee y）ou.（My name s Taylor.T-AY L OR.（边拼读边板书）Now I will show you with my bodylanguage. Please look at me carefully. TA Y L O R （边说边用动作表示）.So myname s ？Ss: Taylor（引导学生说）T: Now when I say “ Hello, boys and girls! ” You should say “ Hello, ”Ss: He

4、llo, Taylor. （ 引导学生说）T ： Nice to meet you.Ss: Nice to meet you, too.Singing and dancingT: Today we re going to learn Unit2 My family板书并领读 family）. First, I will sing and dancefor you. Please pay attention.Here is the father. Here is the mother.Here is the sister. Here is the brother.Father, mother,

5、sister, brother.Hand in hand with one another.T: Do you like it?Ss: Yes.T: Do you want to join me?Ss: Yes.T: OK. Now stand up please. Follow me. I wil teach you something. When I say“ Are you readyYou should do like this （ 伸出拳头 ） and say “ Go! Go! Go! ” Show me your fist, please. Follow me.“ Go! Go!

6、 Go! 伸出拳头” （）Ss: Go! Go! Go! （ 伸出拳头 ）T: Are you ready?Ss: Go! Go! Go! （ 伸出拳头 ）T: Let s beg教师领着学生边唱边做动作，最后再一起做一遍，教师给予评价：Well done !）Revision （将学生分组）T ： Let s review. I will divide you into two groups, Taylor now has a big pair ofscissors. 咔嚓咔嚓 You are Group A and you are Group B. Which group is bette

7、r, which groupwill get one star.学生快速说出 PPT 中出现的单词，教师给予评价，并给优秀的一组加分。学生介绍 Sarah 与 Zhang Peng, 给回答问题的学生所在组加分。Sarah: She s She s a.（studentpupil）Zhang Peng: He s He s a.（studentpupil）一 Presentation呈现新知创设 Suzy 去 Peppa 家为 Peppa 庆祝生日的情景（做成绘本的形式，教师给予配音）T ： Have you ever watched this cartoon?Ss: Yes.T: What

8、is it?Ss: 小猪佩奇T ： I believe you must know these two girls. Who is she?（ 指着 Peppa）Ss: （引导学生说）She s Peppa.T: What about this one? （ 指着 Suzy）T: She s Suzy.s starT: Excellent. Now, let s enjoy a story. Please think what it s 懒蒯卷:ab（）ut. Let学习新知绘本场景一： Today is Peppas birthday. Suzy comes to Peppas home t

9、o celebrate it.Suzy: Happy Birthday!Peppa: Thank you!绘本场景二:Its Suzys first time to come here. Peppa wants to introduce her family to Suzy.Suzy:Whos that man?Peppa: Hes my father（dad）.绘本场景三:Suzy ： Nice to meet you!Peppa s father: Nice to meet you, too.绘本场景四 :Suzy ： Whos that woman?Peppa: Shes my moth

10、er（mum）.绘本场景五：Suzy: Nice to meet you!Peppa s mother: Nice to meet you, too.绘本场景六 :Peppa and Suzy sing and dance happily together.Man, man, my father is a man.Woman, woman, my mother is a woman.讲授 man, Whos that man?（播放场景二之前）T: Before watching this part, please think“How does Suzy ask? Let sbegin.（播放

11、场景二）（播完场景二）T : How does Suzy ask?S1: Who s that man?T: Read after me, man, man, manSs: man, man, manT: How to spell man?Ss: m a nT: m,mm m m, a,a ? ? ?Ss: m,mm m m, a,a ? ? ?T: Let s play a game, magic fingers. When I do like this, you should say man, man Then Ishow some fingers very quickly, you sh

12、ould guess how many fingers I ve showed. How manyfingers, how many times. For example, I ve just showed three fingers, you should read three times:man, man, man.（领学生玩两次）.T:（对比 man 与 boy）Generally speaking, a man is above 18 years old and a boy is below 18 years old.Now matter it s a man or boy, we a

13、lways use he.T: How does Suzy ask?Ss: Who s that man?T: Let s read together. Who 颔hatlman出提问） 讲授 father（dad） He s my father（dad）.T:(指着情景二中 Peppa s father) Who s he? Do you know?S2: He s fathe用学生说 He s Peppa s father.)T: Read after me, father, father, father.Ss: father, father, fatherT: How to spell

14、father?Ss: FA -T- H- ER.(学生边拼读教师边板书father)T: f,ff f f, a,aa: a: a:, th e e e , er ?Ss: f,ff f f, a,aa: a: a:, th e e e ?T: Let s play a game. I will hide this card behind me. Then I will show it very quickly. If I show this side, you should say“ father ” . If I show this sideyou.sGoU id?”Ss: Yes.T:领

15、着学生玩两次T: Or we can sayOOddad). Read after me,领Wa遍dad, So we can also sayHe sPeppa s dad.”Ss: He s Peppa s dad.T:复习 father, dadT: Please guess, “ What will Peppa say? S3 : He s my father.T: Clever boygirl.领读He s my fatheTL遍(边领读边板书 He s my ，提问学生并给予评价。T: Or we can say,He s my 提同学生)S4 : He s my dad.T: R

16、ead after me, He s my da颁读几遍)Ss: He s my dad. Who s that man?T: 复习 man, father, dad, Who s that man? He s my fathe(dad).巩固深化引Tutu s famil班创设两个情景情景一： Peppa wants to know Tutu s father.Whos that? (man)He s.(my father, my dad )情景二： Tutu wants to know Peppa s friend, Danny Dog.Whos that? (boy)He s. (Dan

17、ny)He s my.( friend)教授 woman, WhO s that woman?在播放场景四之前，给学生留一问题：How does Suzy ask Peppa?播放完问学生答案并引出Who s that woman?并讲授woman拼读：W O M A N，正音：ww ou u u wow ? w? w? ? manm ?nwoman游戏： magic fingers对比 woman 与 girl讲完woman再教授mother(mum)提问学生读并给予评价教授 mother(mum) Shes my mother(mum).教师指着情景四中 Peppa s mother问学生

18、 Who s she?引导学生回答 Shes Peppa s mother 出 mother.，拼读：M-O-T-H-E-R正音e?mother游戏：大小声(声音随着词卡的高度发生变化，词卡越高声音越大，做stop手势时“嘘”)领读 mum 几遍，再复习 mother, mum让学生猜一猜 Peppa是怎样回答 Suzy的，引导学生说出 Shes my mother.再用mum进行替换练习，找学生读。复习 woman, mother(mum), Who s that woman? Shes my mother(mum).巩固深化情景一： Peppa wants to know Tutu s m

19、other.Whos that? (woman)She s. (my mother, my mum )情景二： Tutu wants to know Peppa s friend, Suzy.Whos that? (girl)Shes .( Suzy )She s my .( friend)接着播放PPT,播放到场景六时，引导学生一起chant,教师再一句一句带读，最后一起chant.Man, man, my father is a man.Woman, woman, my mother is a woman. 故事播完，问学生：What s the story about?让学生来回答总结。

20、 Listen and repeat. 播放本部分的录音让学生跟读并注意语调。二 Practice看谁说的又快又准T ： Now it s your show time. Taylor has prepared three battles for you. The first battle isthe quickest? ”Ss: 学生快速说出教师PPT 中出现的单词。Pair workT: The second battle is pair work. Work in pairs. One is Sarah and the other is Zhang Peng. Makea dialogu

21、e according to the picture in P15. For example:Z: Hello! How are you?S: I m fine, thank you.Z: Whos that?S: Hes Z: Whos that?S: She s小组讨论结束后让学生带头饰上讲台进行表演。Group workT: The last battle is a big challenge. Work in groups. Four students are in a group. Each member of a group chooses one scene (dont choo

22、se one twice). Then complete the dialogue accoding to the scene. I have offered you some words below. Choose the right words and write them down.场景一： Whos that ? ( man)He s(. Mr. Jones)Hes my . ( teacher)提示： man, boy, Mr. Jones , teacher, student, pupil场景二：Whos that ? ( boy )Hes . ( Wu Yifan )He s a

23、 (. studentpupil )He s my (. friend )提示： boy, girl, Wu Yifan, student, pupil, friend, teacher场景三： Whos that ? ( woman )She s .( Miss White )Shes my . ( teacher)提示： woman, girl, Miss White, teacher, student, pupil场景四： Whos that ? ( girl )Shes .( Amy )She s a (_.studentpupil )She s my (_. friend )提示：

24、girl, woman, Amy, student, pupil, friend, teacher三 SummaryT: What have you learned today? Who wants to sum up?( 找学生总结然后齐读 )Apart from these, anything else? How to spell family?Ss: F A M I L YT: In my heart, each word has its meaning.“ F” stands for “ Father ” .“ A” stands for“ M” stands for “ Mother

25、 ” .“ I ” stands for “ I ” . “ L” stands for “ Love ” .“ Y” standsIn a word, father and mother, I love you. We should love our fathers, love our mothers, love ourfamily and love our friends around us. Do you agree?四 HomeworkListen and repeat“ Let s learn ” . Try to use the new words at home.Introduc

26、e your family to your friends. Unit2 My family A Let s lea徉情分析本课围绕学生感兴趣的主题My family引出句子 WhO s that manwomanboygirl?以及She s He 同时教会学生掌握单词woman, man, father(dad), mother(mum)。其中辅音连缀th学生常常忘记要舌尖发音；w与o的发音相近，合在一起容易读成一个音；答语He sShe 国分不太清楚。相对于高年级学生而言，三年级学生年龄尚小，注意力集中时 间短，这就要求教师在备课时尽可能多的适当联系一些歌谣、游戏、小组竞赛活动等激发学生

27、的学习兴趣，使学生更能积极的参与到课堂中去。学生形象思维比较突出，教师应多借助一些教具：词卡、视频、头饰等，加上绘声绘色的面部表情及形象的肢体动作来提高学生的 学习热情，使学生的各种能力得以锻炼。 Unit2 My family A Let s lear散果分析课堂一开始greeting用字母操与歌曲、舞蹈活跃了课堂氛围，激发了学生的学习兴趣，使学生更积极的参与课堂。在presentation阶段以学生们熟知的卡通人物为主线，创设了小羊苏茜到小猪佩奇家为其庆祝生日的情景，寓教于乐，使学生在了解故事的过程中潜移默化的掌握了新知。游戏与分组竞赛贯穿于始终，极大的提高了学生的学习热情。在practi

28、ce环节让学生根据课本情景加以联想创编对话，并让学生用头饰角色扮演，不但让学生复习巩固了新知，也增强学生语言实际运用的技能。整节课始终凸显了学生的主体地位，由易到难，层层递进，在愉悦的氛围中锻炼了学生的思维能力与合作能力。 Unit2 My family A Let s lea做材分析这课是小学三年级下册第二单元中介绍家庭成员的内容，本课是功能型的交际训练课，我借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱融为一体，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，形成初步用英语进行简单日常交际的能力。 Unit2 My family A Let s lea语测练习练习一Whos