课件18张PPT。My FamilyPEP(三下)Unit2 PartB Let’s talkboylet`s chant!Who’s that man?
Is he? Is he ?
Is he your father ？
No, he isn’t.
(Yes, he is.)根据情景选择相对应的句子。你想知道那个男人是谁你应该怎么问? ( )
A Who ‘s that man. B Who ‘s that women.
2. 你想问朋友 “这是你的妈妈吗？” 应该怎么说？( )
A This is my mother. B Is she your mother?
3.别人问你“那个女孩是谁？”你应该怎么回答? ( )
. A Who ‘s that girl. B She is my sister.4. Is she your sister ? ________
A Yes, she is . B No, she is .
5. Is he your teacher ? ________
A Yes, she is. B No, he isn`t.请选择Who ‘s that woman ? ___ is my grandma
A. He B. She
2. Who’s that ______ ? He is my father.
A woman B man
3. _______ that woman? She is my grandma.
A Who ‘s B What’s A : Hello . This is my family. Look!
B： Oh ! Cool !Who’s that ___?
(woman/man/boy/girl)
Is she/he your _____?
A: Yes, she/he is.
(No, she/he isn’t .
She/He is my ______.) 语用部分Don’t take all that they do for you for granted.Very ordinary but profound feelings keep in their and our hearts, to accompany us through life··· ···When you were young…They spent so much time teaching you how to eat with spoons and then chopsticks…They spent so much time teaching you how todress yourself, tie your shoes , do your bottons,etc. how to wash your face, how to do up your hair… …and the way to be a man…So…Homework:
Make your family tree and talk with your friend.
制作你自己的家庭树，介绍给你的朋友。PEP（三下）Unit2 My family PartB let’s talk教材分析
一、教学内容地位：
本节课是PEP（三下）Unit2 My family PartB let’s talk，本节课在Unit2中是第四节课，但基于学情分析，为了便于学生更好的掌握本课内容，先上完第五课时let’s learn 然后再上本节课。这样便于学生更好的练习本节课的内容。
课时：1课时。
课型：对话课。
二、教学目标
?1．目标?: 本部分的教学目标要求学生能够理解对话大意，能够用正确的语音语调朗读对话，并能够在语境中区分和运用：Yes,he is./No, he isn’t.和Yes, she is./No,she isn’t。
2．特色与创新?:在真实的生活中应用所学的知识。
三、教材的知识结构
??1．内容简介?:本部分通过Amy到Sarah家做客，看光盘讨论Sarah家庭成员的情景呈现了核心句型Is he/she your……? Yes, he/she is. No, he/she isn’t。
??2．课文内容如下：
四、教材重点难点分析?
1．教学重点?：能够正确区分应用“Yes,she is./No, he isn’t.” and “Yes she is./No, she isn’t.”。
2．教学难点：能灵活运用所学的知识谈论交流各自的家庭状况。?
四、?教学策略?
针对部分学生可能对之前学习过he 和she达不到正确灵活运用问题。教师创设情景，并利用肢体语言展现句型，并配以chant以加深学生对句子的理解。最后，让学生在表演中得到巩固练习。
PEP（三下）Unit2 My family PartB let’s talk 课后反思
一、成功之处
本节课的设计总体来说符合学生的认知，符合课程标准的要求。比如整节课老师从各个环节和细节处努力的践行“培养学生对英语有好奇心，喜欢听英语；能根据教师的简单指令做游戏、做动作、做事情。”这个要求。如在本节课的导入环节，本节课的重难点是能够区分应用“Is he….?Yes, he is./No, he isn’t.” and “Is she……?Yes she is./No, she isn’t.”这个环节以游戏以及chant的形式不但激发了学生的学习兴趣，同时锻炼了学生的对课堂简短的指令的反应以及对指令的反应能力。其次，重视孩子的角色扮演的培养。在本节课的新授环节以及拓展环节都有很好的体现。在拓展环节要求学生能运用所学的知识交流各自的家庭成员的信息，同时体现了情感教育，环节渗透对对家人的爱的情感。第三，新授知识的教学过程中的处理科学合理，首先出示课文内容的Flash,学生能够通过观看达到基本理解新知识的要求，而通过通过引导学生回答老师的简单的提问从而达到对学生的基本口头表达的培养，同时培养了学生的阅读能力的培养。
二、不足之处
由于班额太大，不能照顾到每个孩子，有很多的孩子在本节课没有得到发言的机会，这是一个令人遗憾的事情。另外展示环节有些仓促，从学生的表演来看，的确还存在一些问题，比如有的孩子在运用he/she 不够流畅，特别是she/he isn’t.说的不够流畅。
三、教学机智
复习导入阶段是帮助学生梳理知识，形成知识网络的重要环节，这个环节要求学生掌握he这个男性的代词的用法，并正确的区分与she的运用。这个环节对学生来说较难，特别是要能正确的回答Yes, she/he is.以及No, she/he isn’t.，有的孩子特别是有个孩子是刚新转来的不能正确的理解老师的课堂语言，这个时候，老师用肢体语言以及夸张的表情让孩子领悟老师的意图。而老师在发现学生不能很好的说出：No, she/he isn’t.时我又把教学环节的设计延长到girl的教学。这样经过不停的循环练习帮助学生掌握新知。
四、学生创新
学生在这节课的表现可圈可点。在一开始上课两个学生对自己家庭的介绍，语言流畅大方自然得体，具有很好的示范性。在本课的语言运用环节，有几个小组的展示把所学的知识运用的准确自然流畅，这对三年级的孩子来说难能可贵。
五、启发与成长
上完这节课后，我对英语的教学有了更近一步的认识。首先，切不可冒进，一定要把每一个教学环节都处理好，不要因为赶进度而忽视学生的掌握情况。其次，多给学生练习的时间，不要因为自己认为这个知识点很重要就不停的重复和解释，这样会占用学生的宝贵的课堂练习时间，在课堂上要保障学生的练习时间。第三，平时要做好学生在课下的英语学习指导。做好预习，在课上教学以期达到事半功倍的效果。
Unit2 PartB Let’s talk
年级
三年级
上课时间
2017.4.2
课型
新授
课时
教
学
目
标
1.To understand the meaning of the dialogue, and can read the dialogue with correct pronunciation and the intonation.
2.to be able to distinguish and use “Is he….?Yes, he is./No, he isn’t.” and “Is she……?Yes she is./No, she isn’t.”correctly.
教学
重点
难点
Importances: To be able to understand the using of“Yes,she is./No, he isn’t.” and “Yes she is./No, she isn’t.”correctly.
Difficultis: To be able to use the main stuctures to talk about their families.
教学
准备
The CAI, The tape, the word cards, the pictures of family
教
学
步
骤
Step1 warm up
1. Review the words.
Show the flash to review: man,father, women,mother, grandmother, grandfather etc.
And guide pupils to make sentences with “he or she ” and the words:woman,man.
2.Daily oral to review the stuctures.
Ask one of pupils.
T: Look at this picture.Who’s that man?
S: He is my father.
T: Cool, who’s that boy?
Is he your brother?
S1: Yes, he is. (guide the student to answer.)
Ask another boy. Is he your brother?
S2: NO, he isn’t. (guide the pupils to answer.)
…..
Step2 Lead in
1.Do you like to play a game?
OK, Let’s go and play a game: Who is it?.
T takes some pictures from few pupils.
(remember the name of the pupils.)
Guide Ss to ask the else pupils: Is he ? Is he ? Is he your father?
and guide them to answer: No,he isn’t.
repeat the process to until to ask and answer:
who’s that boy?
Is he your…..?
Who’s that woman?
Is she your…?
Who’s that girl?
Is she your…?
2. Let’s chant
T:Who’s that man?
Ss:Is he? Is he your father?
S1:No, he isn’t.
S2:Yes,he is.
who’s that boy?
Is he? Is he your bother?
Who’s that woman?
Is she your…?
Who’s that girl?
Is she your…?
Step3 Presentation
Are you happy? Yes , you see we can find out the mother or the father.
Now,today our friend Amy comes to Sarah’s home , Amy and Sarah are talking. Listen. What are they talking about?
Can you answer the questions:
1)Is the boy Sarah’s brother?
2)Is the woman Sarah’s mother?
3)Is the man her dad?
2.Listen and follow.
3.Act out the dialogue.
4.Do some practise to consolidate the learning of this lesson.
Step4 Activity
Your friend comes to your home on the weekend. You are talking about your family with the picture.
1)Show the stucture of the dilogues.
2)Act out.
Step5 Homework
Ask a pupil to introduce Mike’s family.
And then ask another pupil to introduce her own family.
Review the structures: Who’s that
……?
She’s/He’s……
Guide the Ss to distinguish the using of “he,man”and “she,woman”.
And give them enough time to practise. Until they can use “he/she” correctly.
Guide Ss to answer the question completely and correctly.
Ask four pairs to act out.
Give Ss enough time to practise.
Ask at least four paris to act out.
