Module 2 My family,my friends and me Unit 5 My family 第三课时教学设计

Unit5 My family 第3课时教学设计
【内容来源】上海教育出版社（2013年版）三上Module2 Unit5
【主 题】Learn the letters, Culture corner
【课 时】第3课时
一、教学目标(Teaching aims)
1. 字母：Ii, Jj
2．文化意识：中英文名字中姓和名的不同顺序
二、教学重难点(Teaching points and difficulties)
1．帮助学生学习字母Ii和Jj。
2．帮助学生理解Culture corner所呈现的文化内容。
3. 帮助学生巩固已近学过的内容。
三、教学准备(Teaching preparation)
课间、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 播放一首与family主题相关的儿歌，让学生听录音并模仿跟唱，以活跃课堂气氛。
2. 安排一个歌唱小比赛，学生可以自选任何与family主题相关的歌曲自告奋勇上台演唱。
While-task procedures
1. 逐一出示与本单元话题相关的单词卡片(family, father, brother, me, sister)，让学生在各个卡片中找出自己认识的字母。教师先示范：
T: (show the flashcard of the word family, point to the letters f and a) This is “ f ”. This is “a”.
T: (show the flashcard of the word father and ask a student to find the letters he has learnt)
S1: (point to the letters) This is “f”. This is “a”. This is “h”. This is “e”.
T: Very good.
…
然后从单词sister着手，帮助学生认读和书写
新授字母Ii。
T: (show the flashcard of the word sister) This is “Ii” Ii, Ii.
Ss: Ii, Ii.
T: (show the picture of the ice-cream and point to the letter i in the word ice-cream ) This is “Ii”. Ii, Ii. Ice-cream, ice-cream.
Ss: Ii, Ii. Ice-cream, ice-cream.
…
接下来帮助学生学习新授字母Jj。
T: (show the picture of the juice and point to the letter j in the word juice) This is “Jj”.
Jj, Jj.
Ss: Jj, Jj.
T: Jj, juice. Jj, juice.
Ss: Jj, juice. Jj, juice.
最后，播放Learn the letters栏目的儿歌录音，让学生跟着录音诵读儿歌。
2. 用多媒体呈现Look and learn布朗一家的图片，让学生看每个人物下面括号里的姓名并找出共同点，引出英文名的排列顺序是“名+姓”。
T: (show the family tree of the Browns and point to Mr Brown first) He is Peter’s father. What’s his name? Look here, John Brown. John Brown, John Brown.
Ss: John Brown, John Brown.
T: (point to Mrs Brown) She is Peter’s mother. What’s her name? Look here, Mary Brown. Mary Brown, Mary Brown.
Ss: Mary Brown, Mary Brown.
T: (point to Paul) Who is this boy? What’s his name?
Ss: Paul Brown.
T: Yes, very good. Look, all their names have a “Brown” in it. “Brown” is the surname or family name. They put their surname “Brown” behind their given names.
…
3. 用多媒体显示Unit 2的Look and learn中两张全家福图片，让学生注意上面汉语姓名的排列顺序是“姓+名”，引导学生去对比中英文姓名排列顺序的不同。
T: (point to Alice) This is Alice. Alice is her English name. What’s her Chinese name? Look here. Wang Yuanyuan.
Ss: Wang Yuanyuan.
T: Wang Yuanyuan is her Chinese name, (point to Ben) This is Ben. Ben is his English name. What’s his Chinese name?
Ss: Li Wei.
T: Right, (point to Kitty) This is Kitty. What’s her English name?
Ss: Kitty.
T: Good, (still point to Kitty) What’s her Chinese name?
Ss: Li Jie.
T: Very good! Now everyone, look here. This is a family photo of the Wangs. And this is a family photo of the Lis. “Wang” and “Li” are the surnames. We Chinese put our surnames before our given names.
…
4. 用多媒体展示Culture comer栏目，通过学习 Peter和Alice姓名的不同形式，帮助学生掌握汉语姓名和英语姓名的正确说法。然后让学生以自己的中文名字和Peter一家名字作对比。
S1: My name is Xu Xiaoyu.
My mother’s name is ...
My fathers’s name is ...
还可以请学生关注英文中女士随夫姓。
Post-task activities
1. 让学生动手制作汉语和英语的姓名牌，然后作自我介绍。教师可以先在纸片上制作Alice 的汉语和英语的姓名牌作为示范。
Alice的汉语姓名牌上写：Wang Yuanyuan
Alice的英语姓名牌上写：Alice Wang
T: Hello, everyone, (point to the Chinese name card) Look here. My Chinese name is Wang Yuanyuan.
(point to the English name card) My English name is Alice Wang.
2. 学生看《练习册》Task第一部分，让他们画一画家谱图，然后根据Task第二部分的范例，向1?2位同学介绍自己的家庭成员。学生也可以分为四人一组，在小组内互相介绍家庭成员。最后邀请几组学生上来作介绍。
【板书设计】
Unit5 My family
Ii，Jj
My name is …