Unit 5 My family 表格式教案

课题
Unit
5
My
family
课时
1课时
备课人
学校
教材分析
本课的主要学习内容是贴近孩子生活的家庭成员，包括“father,
mother,
me
brother
and
sister.”本课的重点句型是“Who
is
he/she
He’s/She’s
...”通过介绍家庭成员以巩固此句型。
学情分析
本课我所设计的语言结构学习内容是句型“Who
is
he/she
He’s/She’s
...”，本单元的词语学习目标是新授单词family、father、mother、brother、
sister。显然一次学完这些单词对与三年级的孩子来说太多了，所以本教材采用了分散与集中结合的办法，利用已学句型“This
is
....”把新的单词带出，让知识滚动复现，让学生可以巩固复习提高。本单元功能是向他人介绍自己的家人。本功能的语用目的是学会介绍，以便自己可以向他人介绍自己的家人。
教学目标
知识目标：1能听懂、会说、认读、下列单词：
mother,
father,
me,
brother,
sister,
beautiful,
who；2能听懂、会说句型“Who
is
he/she
He’s/She’s
...”。
能力目标：能运用所学知识简单的谈论家庭成员；（2）培养学生听、说的能力；（3）培养学生小组合作的精神和学生自学的能力。
情感目标：对学生进行感恩教育，孝敬父母、关爱家人；（2）了解家的来历。
教学重点
重点
句型：Who
is
he/she
He’s/She’s
my...。词汇：father,
mother,
brother,
sister,
me,
who
教学准备
课件
多媒体
教学流程
(1）与学生互相问侯拉开课堂的帷幕。T:
Hello,
boys
and
girls.
How
are
you
today
S:
We’re
fine.
Thank
you
.How
are
you
today
T:
I’m
great.
Thank
you.Listen
to
a
song:
Let’s
listen
to
a
song.
(让我们先听一道歌）在课前播放歌曲视频“
The
finger
family”.设计意图：hand,
finger等都是孩子们熟悉的东西，用五个手指引出本堂课的主题“family
numbers”，让学生在愉快的氛围中进入到课堂。
找词游戏（Looking
for
a
word
game)。OK,
Let’s
play
a
game.用多媒体呈现下面这句话：Father
and
Mother,
I
love
you.
突显这句话中各个单词的首字母，提示学生找出单词family,从面引出本单元的话题。板书课题：5.
My
family.出示一张全家福，让学生们学习单词family.出示本单元Look
and
learn的家谱图，引导学生识记表示家庭成员称谓的单词。T：（show
the
family
tree
in
“Look
and
learn”)This
is
a
family
tree.
And
this
is
the
Browns.T:(point
to
Peter
Brown
in
the
picture)Look
at
this
boy.
Who
is
he Ss:
Peter
Brown.T:(point
to
the
father
in
the
picture)
Who
is
he
He
is
Peter’s
father.
Father,
father.Ss:
Father,
father.T:(point
to
the
mother
in
the
picture)
Who
is
she
She
is
Peter’s
mother.
Mother,
mother.Ss:
Mother,
mother.T:(point
to
the
boy
on
the
right
in
the
picture)
Who
is
he
He
is
Peter’s
brother.
Brother,
brother.Ss:
Brother,
brother.T:(point
to
the
girl
in
the
picture)
Who
is
she
She
is
Peter’s
sister.
Sister,
sister.Ss:
Sister,
sister.让我们看下一幅图（Let's
take
a
look
at
a
picture）Do
you
know
this
word
出示家庭成员的单词，写得比较模糊，让学生们认一认这些单词。巩固单词。快速反应（Quick
response)将Peter
Brown家庭成员的照片用多媒体快速的一一呈现出来，
让学生们根据所看到的图片，迅速说出相应的单词。单词匹配。出示多媒体，让学生把人物和单词连起来。出示Unit
2的Look
and
learn
中Kitty
一家的图片，然后将这个图片借助多媒体变成一棵family
tree
，然后让学生操练家庭成员的称谓。T:
(show
the
right
picture
in
“Look
and
learn”
of
Unit2)
This
is
a
picture
of
the
Lis
(point
to
Mr
Li
in
the
picture)
Who
is
he Ss:
Mr
Li.T:(point
to
Mrs
Li
in
the
picture)
Who
is
she S2:
Mrs
Li.T:(point
to
the
boy
in
the
picture)Who
is
he
Tell
me
his
English
name.S3:BenT:
(point
to
the
girl
in
the
picture)
Who
is
she
Tell
me
her
English
name.S4:
Kitty.T:(show
the
family
tree
of
the
Lis)Look
here.
This
is
a
family
tree
of
the
Lis.
(point
to
Kitty
in
the
picture)This
is
Kitty.
(point
to
Mr
Li
in
the
family
tree)This
is
Mr
Li.
He’s
Kitty’s
father.
Father,
father.Ss:
Father,
father.T:(point
to
Mrs
Li
in
the
family
tree)This
is
Mrs
Li,
Kitty’s
mother.
Mother,
mother.Ss:
Mother,
mother.T:(point
to
Ben
in
the
family
tree)This
is
Ben,
Kitty’s
brother.
Brother,
brother.Ss:
Brother,
brother.T:(point
to
Kitty
in
the
family
tree)This
is
Kitty,
Ben’s
sister.
Sister,
sister.
Ss:
Sister,
sister.播放Listen
and
learn的录音，学生逐句跟读，初步感知新授句型Who
is
he/she
He’s/She’s
my
...。
（11）让学生两人一组上台表演，一个学生拿出事先准备好的全家福照片，另一个通过询问了解对方的家庭成员，在真实的语境中综合运用Listen
and
say所学的语言。S1：Who
is
he S2:
He’s
my
father.S1:
Who
is
she S2:
She’s
my
mother.S1:
She
is
beautiful.S2:
Thank
you.
作业设计
1.
Read
Pages
22-23.
2.
Introduce
your
family
to
your
parents.
板书设计
5.
My
family
词汇
father,
mother,
brother,
sister,
me,
who
课后反思
这套教材把语言功能、结构、话题、任务有机结合，采用了多种教学方法，并注意利用多种媒体。为我们提供了很好的听、说、读、写训练内容，通过听听说说读读唱唱，先培养语感，培养兴趣，然后进入字母教学，让学生在快乐中学习英语，让知识中获得成功感。