(共25张PPT)
英 语
PEP版 三年级下册
Unit 2
My family
Part B
Let's talk ＆ Let's play
1.能够按照正确的语音 语调朗读对话,并能在小组中进行角色表演。
2.能够在情景中运用句型“—Is he/she your… —Yes, he/she is.
/ No, he/she isn't.” 询问家庭成员并回答。
3.能够通过观察照片,操练核心句型“—Is he/she your… —Yes, he/she is./ No, he/she isn't.”。
学习目标
Greetings
Warm up
Let’s chant
Warm up
Revision
—Who's that …
—He's / She's …
Warm up
Revision
Who is that man
He is my grandfather.
Warm up
Revision
Who is that woman
She is my grandmother.
Warm up
Revision
Who is that boy
He is my brother.
兄 弟
Warm up
Revision
Who is that girl
She is my sister.
姐 妹
Warm up
Free talk
Introduce your family members
—Who's ...
—He’s / She’s …
—Is he / she your ...
—Yes./ No.
Presentation
Let's talk
What are they talking about
Presentation
Watch and answer
Q1：Who is that boy？
Q2：Is the woman Sarah’s mother？
Q3：Is the man Sarah’s father？
Presentation
Let's talk
Presentation
Check the answer
Q1：Who is that boy？
He's my brother.
Q2：Is the woman Sarah’s mother？
Yes,she is.
Q3：Is the man Sarah’s father？
No,he isn't.He's her teacher.
Presentation
Let's talk
Who's that boy？
Is she your mother？
Is he your father？
No,he isn't.
He's my teacher！
Yes,she is.
He's my brother.
Presentation
Fill in the blanks
Who's that boy？
？
Is he your father？
No,he isn't.
！
Yes,she is.
.
Presentation
Role play
Practice the dialogues in roles.
Practice
Let’s play
Practice
Let’s play
Who's that boy
Guess.
Is he your brother
No, he isn't.
He's my dad.
Practice
S1：Who’s that ..（man/woman/boy/girl）
S2：Guess
S1：Is she/he your...（father/mother/brother/sister）？
S2：Yes，she/he is.
/ No，he/she isn't. She's / He's my...
Let’s try
Make your own dialogues
Practice
They are Maruko’s family.
《樱桃小丸子》
Who they are
Have a guess
Practice
father
sister
mother
grandmother
grandfather
Look and say
—Is this your...
—Yes, he/she is.
No, he/she isn't.
Practice
Unit Two My family
Part B Let's talk ＆ Let's play
课堂小结
谢谢
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/adminThe fourth period（第四课时）
Part B Let’s talk ＆ Let’s play
内容分析
本课是PEP小学英语三年级起点第二册Unit 2第四课时。本课时是一节口语交际课，主要学习如何在家庭照片中，询问人物的身份以及回答。并在描述图片情景时，理解新词brother的意思并能正确发音。教师通过创设情景来引出所要学习的句子，让学生在真实的语言环境中去理解并运用句子。通过家人的照片，来一步一步引出一般疑问句“Is she/he your… ”，并回答“Yes, he/she is. No, he/she isn’t.”照片实物让对话真实地再现在了英语课堂中，并且教师指引学生进行有序的交流，为他们表达口语提供了一个很好的平台。
课时目标
知识与能力
能够通过观察 谈论Let’s talk板块的图片,在PPT和教师的帮助下理
解对话大意。
（2）能够按照正确的语音 语调朗读对话,并能在小组中进行角色表演。
（3）能够在情景中运用句型“—Is he/she your… —Yes, he/she is./No, he/she
isn’t.” 询问家庭成员并回答。
能够通过观察照片,操练核心句型“—Is he/she your… —Yes, he/she
is./No, he/she isn’t.”。
过程与方法
首先，倒入一张班里学生的全家福照片，通过描述或者询问照片中的人物，
来引出本节课的新句型“Is he your… —Yes/No, …”
其次，通过引导学生观看 听 读来学习Let’s talk对话内容,并让学生有感情
地朗读对话
通过听录音跟读,引导学生按照正确的语音 语调及意群朗读对话,并能在小
组中进行角色表演,从而培养学生的语感
最后，通过生动有趣的动画形象,鼓励学生创编对话,培养学生的口语能力,
提升学生的综合语言运用能力
情感态度价值观
通过创设情境的方式，让学生有个愉快且轻松的英语课堂，为学生提供良好的沟通环境，并升华对家人的情感。
教学重难点
教学重点
能够在情景中正确地运用句型“—Is he/she your… —Yes, he/she is./No, he/she isn’t.”
教学难点
能够在情景中用一般疑问句创编对话
教学准备
教学课件、课文录音、视频、学生自带家庭照片，人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
唱歌
2. 游戏
教学过程
Step 1: Warm-up & Revision
1.Greeting each other.
2.Let’s chant.
Listen to the chant which is on the page 18 of the textbook. (课件出示:教材P18 Let’s chant的相关内容。)
3.Revision.
The teacher can ask a student to show a photo of his family. Then lead students to talk about the photo together.
T: Who is that man
S1: He is my grandfather.
S2: Who is that woman
S1: She is my grandmother.
S3: Who is that boy
S1: He is …
The teacher can explain following four words to students.
brother, sister, grandfather, grandmother
Step 2: Presentation
Choose another family photo of a student, and ask him/her to answer some questions.
(This photo should include many other family members besides parents.)
T: Who is that woman
S1: She is my mother.
T: Is he your father
S1: Yes, he is. / No, he is not.
2. Let’s talk.
T: Amy and Sarah are at Sarah’s home now. They are talking. Would you like to know what they are talking about
Ss: Yes.
T: They are talking about some photos. Let’s see what the photos are about.
3. Watch and answer.
(1) Watch the video. (课件出示:教材P17 Let’s talk的视频。)
(2) Read the dialogues and answer the questions on the PPT. （课件出示：书本第17页，Let’s talk 的三幅图片，并对其分别提问。）
Q1：Who is that boy？
Q2：Is the woman Sarah’s mother？
Q3：Is the man Sarah’s father？
Let’s watch the video with above questions now.
4. Look and understand three dialogues.
Put the pictures and the dialogues of “Let’s talk” on PPT one by one.（出示课件）
Teach students to learn the sentence pattern “—Is he/she your… —Yes/ No, …”.
T: First of all , let’s repeat after listening the recording.
…
T: Now, let’s practice reading the sentences which are in “Let’s talk” in groups.
5. Read and match.
T: Please read the dialogues again and write down the right answers or questions with your partners the pictures which are given in Page 17 of the textbook.
—Who’s that boy？
— He’s my brother.
—Is she your mother？
—Yes，she is.
—Is he your father
—No，he isn’t. He’s my teacher.
Step 3: Practice
1. Role play
The teacher can ask Students to practice the dialogues in roles and then act them out in front of the class.
(The teacher takes out the headwears of Sarah and Amy.)
T: Which one wants to act“Sarah”, and which one wants to act“Amy”
2. Let’s play.
(1)Watch the video of “Let’s play”. (课件出示:教材P17 Let’s play的视频。)
(2) Try to read the dialogue after the video.
(3) Present the sentence patterns of the dialogue on the PPT. Let students try to make dialogues in groups. （课件出示：视频中所给出的句型，包括问句和答语模板。）
S1：Who’s that ...（man/woman/boy/girl）
S2：Guess
S1：Is she/he your...（father/mother/brother/sister）？
S2：Yes，she/he is.
/ No，he/she isn’t. She’s / He’s my...
3. Show a photo of Maruko’s family.
T: Do you know who they are (课件出示:动画片Chibi Maruko Chan中小丸子一家的照片。)
Ss: They are Maruko’s family.
T: Yes, they are Maruko’s family. Father, Mother, Sister, grandpa，grandma and Maruko . (The teacher points to the members and says them out with all the students.)
4. Look and say.
Students look at the pictures and make short dialogues with their partners.
S1: Is this your father
S2 ( Maruko ) : Yes, he is.
…
板书设计
Unit 2 My family
Part B Let’s talk ＆ Let’s play
—Is he/she your + 家庭成员？
—Yes，he/she is.（肯定回答）/ No，he/she isn’t.（否定回答）
作业设计
1. Read the dialogues of “Let’s talk” three times.（读三遍Let’s talk的对话。）
教学反思
本节课以对话教学为主 整个教学设计流程清晰,很好地达到了课程教学目标;活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养 以学生为本,以问题为导向,引导学生自主学习;充分利用网络资源服务于课堂教学;利用生动形象 贴近生活的图片及课件来辅助教学,激发学生的学习兴趣;突出语用功能,通过创设合理情景,帮助学生在情景中真实自然地使用所学语言
