Unit2-A-Lets-talk安徽公开课教案

4/6Unit2ALet’stalk安徽公开课教案授课教师：安徽省合肥市曙宏小学完颜鸿睿Title:MyfamilyGrade:G3inprimaryschoolTeacher:WanyanHongrui,fromShuhongPrimarySchoolTeachingcontent:B2Unit2MyfamilyPartALet’stalkTeachingperiod:40minutesTeachingobjectives:Knowledgeobjectives:1.Studentsareabletounderstandthemeaningofthewords:man,woman,father,mother.2.Studentsareabletograspthesentencepatterns:“Who’sthatman/woman?”,“He’s/She’smyfather/mother.”toinquireandtalkaboutfamilymembers.Abilityobjectives:1.Improvestudents’abilities,especiallylisteningandspeakingability.2.Developstudents’abilityofcommunicationbylearningthesentencepatterns.Emotionalobjective:Raisestudents’awarenessoflovingourfamilyandrespectingparents.Keypoint:Studentsareabletousethesentencepatternstoinquireandtalkaboutfamilymembers.Difficultpoints:1.Usethepersonalpronoun“he”and“she”correctly.2.Shiftthecharacterfromfirstpersontothirdperson.Teachingmaterials:multimedia,head-wear,books.Teachingsteps:Tforteacher,Ssforstudents,Sforindividualstudent.StepsTeacher’sactivitiesStudents’activitiesPurposeGreeting&Warm-up1.GreetingtoSsandsinganEnglishsong“Myfamily”together.2.Show6cartoon’sfamilyphotoandleadSstorecognizethecharacter,guideSstosay“Thisis...’sfamily.”1.SinganEnglishsong“Myfamily”together.2.Talkabout6character’sfamily.1.与学生课前打招呼，拉近师生距离。唱与主题相关的歌曲，契合课程学习主题。2.通过识别学生喜爱的卡通人物，向学生输入主题词“family”的概念。Presentation1.PointtoGeorgeandaskSsthequestion:“Who’sthatboy?”.GuideSstoanswer“He’sGeorge.”Thenchantwithstudents.Chant:Boy,boy,who’sthatboy?George,George,he’sGeorge.2.PointtoPeppa’smotherandaskstudentsthequestion:“Who’thatboy?”.GuideSstocorrectthesentenceinto“Who’sthatwoman?”.Teachthenewword“woman”,“mother”andthesentencepattern“She’smymother.”3.ChantwithSsandshowsomeSs’mother’sphoto,askstudentsthequestion:“Who’sthatwoman?”andguideSstoanswer:“She’smymother.”or“She’s...’smother.”4.PointtoPeppa’sfatherandaskstudentsthequestion:“Who’thatwoman?”.GuideSstocorrectthesentenceinto“Who’sthatman?”Teachthenewword“man”,“father”andthesentence“He’smyfather.”5.ChantwithSsandshowsomeSs’father’sphoto,askstudentsthequestion:“Who’sthatman?”andguideSstoanswer:“He’smyfather.”or“He’s...’sfather.”6.ChantwithSsanddividerolestochant.7.CreatethecircumstanceofgoingtoChenJie’shome,guideSstowatchthevideoandanswerthequestion:“Who’sthatman”?1.TrytoanswerT’squestionandchanttogether.2.Correctthequestionandlearnthenewword“woman”,“mother”andthesentence“She’smymother.”3.ChantwithTandanswerT’squestion4.Correctthequestionandlearnthenewword“man”,“father”andthesentence“He’smyfather.”5.ChantwithTandanswerT’squestion.6.Chanttogetheranddividerolestochant.7.WatchthevideoandanswerT’squestion.1.通过展示George的图片引导学生回答对应问题，利用chant的形式带领学生初步感知句型。2.展示Peppa的妈妈的图片，利用错误的提问语句引导学生生成正确的提问语句，利用旧知引出新知，在句中学习新单词woman,mother和新句型She’smymother.3.利用chant这种生动活泼的形式机械操练句型，通过展示学生妈妈的照片引导学生在真实的情境中操练句子。4.展示Peppa的爸爸的图片，利用错误的提问语句引导学生生成正确的提问语句，利用旧知引出新知，在句中学习新单词man,father与新句型He’smyfather.5.利用chant这种生动活泼的形式机械操练句型，通过展示学生爸爸的照片引导学生在真实的情境中操练句子。6.总体利用chant的形式进行本课句型的操练与巩固。7.通过回归课本情景，让学生带着问题看视频，再次巩固对句型的理解。Practice1.Guidestudentstolistenandreadafterthetape.2.Groupreading:GAareAmy,GBareChenJie,Tisdad.3.Role-playin3Ss’sgroup.1.Listenandreadafterthetape.2.Readingroup.3.Role-playintheirgroup.1.引导学生听、读课本的对话，注重对学生原音的输入。2.通过大组的角色扮演朗读，培养听读能力。3.通过角色扮演的形式，在语境中操练本课句型。Consolidation1.Broadcastavideoofdemonstration.2.Groupwork:LetSstoshowtheirfamilyphotoandtalkabouttheirfamily.Providesomeusefulsentences.1.Watchavideoofdemonstration.2.Groupwork:Talkabouttheirfamilyingroup.1.提供小组活动的视频作为范例，为后面的小组活动做师范。2.每组学生在重点句型的提示下展示全家福，并询问对方的家庭成员与谈论自己的家庭成员。EmotionaleducationShowSs’familyphotoandSs’photosofdoinghousework.Teachstudentstoloveourfamilyindifferentways.Lookthephotoonthescreenandthinkaboutdifferentwaystolovetheirfamily.情感教育寓于教学当中，引导孩子通过不同的方式去爱自己的家庭。Homework1.Listenandreadtheconversation.2.Talkaboutyourfamilywithyourfriends.分层布置作业，巩固所学单词及目标语言。Blackboarddesign:Unit2MyfamilyWho’sthatwoman?She’smymother.Who’sthatman?He’smyfather.Teachingreflection:PEP三年级英语下册Unit2Myfamily!PartALet’stalk是一节会话课。我以拜访朋友的家为主线带领学生们去认识PeppaPig的家人，通过“Introducemyfamily”等活动升华爱的主题。运用情景教学的方法，增强了课堂的趣味性。总体教学环节顺畅，但也有很多地方需要改进：1.课堂出现提出问题无学生呼应的现象：当我问“DoyoulikeEnglishsongs?”以及“What’shisname”时，学生没有与我相呼应，反映出了我在日常教学中没有注重课堂常规管理的问题，学生还是没有与我形成应有的默契。在日后的课堂教学中，我将强化学生英语学习的常规教育，让学生明白上课时我到底在说什么。2.评价用语单一，且没有做到关注全体学生在课堂学生回答完问题后，我没有及时跟上评价语言，或者评价语言仅限于：good,excellent,perfect.简答的评价语言不足以支撑起学生希望通过举手回答问题获得的满足感，在日后我将丰富自己的课堂评价语言，做到有针对性。在学生回答完问题发爱心卡片时，我只是走到孩子面前给他，没有给予赞扬，显得很生硬。应该在这个过程中更加注重孩子内心的情感。在带孩子做role-play时，应该引导所有学生参与，不能只是台上的学生role-play，下面