Module 2 Unit 5 My family Period 2
教学目标设计
学 习
内 容
分 析
复习并掌握家庭基本成员的词汇：father, mother, grandfather, grandmother, me. 拓展词汇：brother, sister.
学习句型：Who is he/she? He/ She is…. Is he/ she…? No./ Yes, he/she is….
学 情
现 状
分 析
孩子们刚进入一年级，注意力很难长时间集中。部分孩子没有英语基础。所以教师会多使用直观形象的教具和叫法，中间穿插英语歌曲和游戏调动学生的学习兴趣。
重 点
难 点
预 设
He和she的区分和运用。
一般疑问句型 Is he? She….? 的问和答的掌握。
学 习
目 标
设 定
学生能够看图片和单词认识并说出有关家庭成员的单词。
能在设定的情景中运用句型Who is he/she? He/ She is…. Is he/ she…? No./ Yes, he/she is….进行问和答的沟通交流。
教学策略设计
媒 体
资 源
运用PPT、动画、音频和视频等资源更好的辅助教学。
方 式
方 法
采用直观演示法、情景教学法、讲授法/练习法来激发学生的学习及习性。引导学生主动参与课堂。
小组合作探究学习，四人小组合作继续宁绘画表演，并进行绘画改编。
教 学
结 构
流 程
Free talk热身。
Revision：学生欣赏音乐—小猪佩奇。通过播放不同角色的声音让学生猜一猜是Peppa Pig里面哪个家庭成员。复习词汇：father, mother, grandfather, grandmother, me. 拓展词汇：brother, sister.
复习句型：Who is he/she? He/ She is….
III． Sing a song : Finger family. 学生戴手指套。
IV．Presentation：教师出示学生年幼时的照片，引起学生兴趣，引入并教授句型：Who is he/she? He/ She is…. Is he/ she…? No./ Yes, he/she is…
V．Watch and learn:播放Unit 5 My family Part C 的动画，学生观看并回答问题。
学生跟读，朗读并分成四人小组进行角色扮演。
VI．Act yourself: 四人小组改编剧本，自己扮演自己。
VII Watch and guess:
Who is he/she? 学生观看一个show, 通过六位表演学生的肢体动作猜测他的家庭角色。Is he/ she…?
学生观看第二个show, 通过六位表演学生所说的英语句子猜测他的家庭角色。
VIII Moral instruction.
出示自己的家庭照，教师通过自己说自己爱自己的家人，问孩子们是否爱自己的父母，爷爷奶奶。进而引导他们说出：Father and mother, I love you.
IX. Homework
学生回家向家人说： I love you, …..,
打印家庭照，介绍自己的家人。句型示范：
Who is he? He is my father. He can play basketball.
学习评价设计
【主要内容】
1. 欣赏小猪佩奇的片头曲及人物的话语，复习第一课时词汇。
2. Free talk检测孩子对日常交际用语的运用情况。
【评价反馈】
1.学生对家庭成员的词汇掌握很好。
2.学生对Good morning. What’s your name? Nice to meet you. How are you?等日常交际用语的回应均反映出掌握较好。
【主要内容】
1. 对 he和 she 的区分。
2. 运用句型Who is he/she? He/ She is…进行沟通交流。
3. 运用句型Is he/ she…? No./ Yes, he/she is….…进行沟通交流。
【评价反馈】
1. 对 he和 she 的区分掌握很好。
2. 能运用句型Who is he/she? He/ She is…进行正确的沟通交流。
3. 运用句型Is he/ she…? No./ Yes, he/she is….…进行会话表演。
【主要内容】
1. 对爸爸妈妈爷爷奶奶说：Father， I love you. Mother, I love you……
2. 家庭成员介绍。
【评价反馈】
1.家长反映做得不错。
2.作业收上来，大部分孩子完成很不错，会用主要句型介绍家人。
教学过程设计
【 Warm up 】
1. Free talk.
Teacher greet children and ask several students some questions:
Hello, _____.
Hi, ______. Good morning.
Hello, ______. Nice to meet you.
Hi,_______. How are you?
【 Revision 】
1.Enjoy a piece of music. Guess: What music is it? (The key:Peppa Pig)
2.Listen and guess: Who is he? Who is she? (Play 6 different pieces of sound)
Students listen and guess who he/she is.
【设计意图】
1.利用 Free talk检测孩子对日常交际用语的运用情况，及进行热身。
2.利用孩子们都熟悉并喜欢的动画《Peppa pig》来引起孩子对这堂课的兴趣和热情，利用人物说话的声音和语句让孩子猜测，在游戏中进行对家庭成员词汇的复习和句型Who is he/she? He/ She is…的复习。
【Sing a song 】
1.Sing a song :Finger family
【设计意图】
1.学生戴上自制的手指套唱Finger family的歌，复习了家庭成员词汇，活跃了课堂气氛。
【 Presentation 】
1.Teacher says to the students: Today, Peppa Pig goes to our school. He goes to our class. He sees some photos. Teacher shows a photo of one of the children when he was 4 years old in the class. Ask students: Who is he? Is he …? Present the pattern: Is he…? Teacher them to answer: No/ Yes, he is…
2. Use more photos to teach them to use the pattern to ask and answer.
3. First ask the students to ask and answer in teams, then in pairs.
4. Before pair work, ask some pairs to give examples.
【设计意图】
1.利用小猪佩奇去学校看到照片，认不出是谁的情境，引起学生看照片和猜测的兴趣。巧妙导入句型：Who is he/she? He/ She is…. Is he/ she…? No./ Yes, he/she is….
2.利用更多照片，让孩子们在猜测中慢慢学会运用以上句型进行问和答的沟通交流。在课文学习之前解决重点和难点。
【 Watch and learn 】
1.Watch a video: Unit 5 Part C.
2.Questions:
How many children are playing games? Who are they?
3. Listen and repeat: Ask the children to listen and repeat sentence by sentence after the tape.
4. Read: students read the whole story together. Then they read in a group of four.
5. Students act in groups of four in front of the class.
6. Students work in groups of four to act the game of themselves.
【设计意图】
1.通过学习卡通动画的故事更好地学习并掌握句型。
2.让学生学会在真实的情境中运用句型Who is he/she? He/ She is…. Is he/ she…? No./ Yes, he/she is….进行真实有效的沟通。
【 Watch and guess 】
1.Students watch a show of six children. They each mime some actions to act one of the family members. The class watch and guess who he/ she is. After each child’s acting, teacher ask the class: Who is he? She? The students answer with the pattern: He is…./ She is …
2. Students watch a second show of another six children. They each say one or two sentences. The class watch and guess who he/ she is through what they say.
S1: I can cook. I can sing.
S2: I can read. I can draw.
S3: I can watch TV. I can play chess.
S4: I can play basketball.
etc.
【设计意图】
1.通过学生喜闻乐见的表演和猜猜我是谁的游戏，寓教于乐，使学生将本课句型更充分，不知不觉地地运用到生活中需要的情境中。
1.Teach the children to love their family. Teach them to say love to their family.
2.Ask the children to find a photo of their family, and try to introduce their family using the pattern:
Who is he? He is… .He can …
Who is she? She is… She can…
教学评价与反思
【优点与特色】
1.用《Peppa Pig》动画中的音频引入复习单词和句型环节成功激发孩子的学习兴趣，复习环节学生积极性很高。
2.以小猪佩奇这个人物串联所有环节设计很自然有趣，孩子整堂课保持高昂的兴趣。
3. 后面的看表演猜人物环节学生表演出色，其余学生猜得也饶有兴致，自然而然地运用了本课的重难点句型。
【问题与建议】
1.单词和句型的复习环节时间可以缩短，可以减掉一个小环节。
2.Presentation环节中教授新的句型学生Pair work操练不够充分，时间较短。
【优点与特色】
1.板书设计美观漂亮，重难点突出。
2.活动设计巧妙，学生学习兴致高。
【问题与建议】
1.Pair work句型操练时间可以再长一点。
课件42张PPT。Welcome to
English class!123456He? She?
heshethinkthinkfathergrandmothergrandfatherbrothersistermotherLet’s Sing ! Finger family一（7）班一（7）班照片墙Who is
she ?Who is
he ?Who is
she ?No./ Yes, he/she is___.hesheWho is in the story?TomKittyAliceTimHi,Tim!Who is she?Is she Kitty?No.Is she Alice?Yes, she's Alice.Is she Kitty?No.Let’s readS1S2S3S4In a group of 4Hi,Tim!Who is she?Is she Kitty?No.Is she Alice?Yes, she's Alice.Student 1Student 2S3S4Hi, S1!Student 1Student 2S3S4Who is he/she?Student 1Student 2S3S4Is he/she___?Student 1Student 2S3S4Student 1Student 2S3S4Is he/she___?Student 1Student 2S3S4S1S3S2S4In a group of 4Hi, ___!Who is he/she?Is he/she___?Is he/she___?Yes. He/She is__.Yes. He/She is__.Watch and guessWho is he?
Who is she?Show 1Watch and guessShow 2Is he______?
Is she_____?My familyWho is she?She is _____.meI can sing. IFAMILY1. Say “I love you ” to your family.2. Bring a photo, try to introduce
Your family.She can dance. He can read.
