PEP 三（下） Unit 2 My family

A. Let’s learn

【教学背景分析】

本课选自PEP三年级下册英语第二单元A部分Let’s learn，主要学习的内容包括词汇father, mother, man, woman以及句型Who’s that…？和He’s/She’s  my…经过一个学期的学习，学生已经掌握了基本的语音、词汇知识，具备了简单的口语交流能力，并且三（上）学过的dad，mum和句型What’s this/that?也为本节课的学习做好了一定的铺垫。

【教学目标】

1、知识目标：⑴能听、说、认读单词：father,dad,mother,mum,man,woman

             ⑵能听懂、会说句型Who’s that man/woman? He’s/She’s my…

2、能力目标：能够在图片、实物或情景的帮助下运用句型Who’s that

man/woman? He’s/She’s my…

3、情感目标：培养学生热爱家庭、关爱家人的情感。

【教学重难点】

1、教学重点：听、说、认读单词：father,dad,mother,mum,man,woman

2、教学难点：在情境中准确运用句型Who’s that man/woman? He’s/She’s my…

【教学过程】

◎Greetings:

〔设计意图：师生之间用英语进行问候，对学生进行分组，为正式上课做好准备〕

T: Class begins!

Ss: Stand up!

T: Good morning, boys and girls!

Ss: Good morning, Mr Jiang!

T: Sit down, please. How are you?

Ss: I’m fine, thank you.

T: Good! In this lesson, we’ll have competitions. (给学生进行分组)You are team A, you are team B. If you are good, I’ll give you one or two stars. The winner will get my presents. Are you ready?

Ss: Go!

Ⅰ.Warm-up:

〔设计意图：引导学生唱英文歌“He and she”，活跃课堂气氛，调动学生的积极性，同时这首歌的歌词与本课学习的内容存在一定的相关性，可以为学习新知做好一定的铺垫。 使用的媒体：电脑，一体机教学设备〕

T: OK! First, let’s chant He and she, OK?

Ss: OK!
    T: Good! Stand up! (师生齐唱两遍he and she) OK! Everyone did a good job, so I give each team a star.

Ⅱ.Presentation

〔设计意图：通过图片导入，使学生初步感知本课要学习的知识。在新授环节，通过直拼法教学新单词，注重学生的听、说，加强操练；基于词句结合的理念，在学习新句型的过程中加入单词，构成完整的语境，使学生能表达出完整的语句。  使用的媒体：电脑，一体机教学设备〕

1、图片导入，初步感知。

T: Now, Mr. Jiang wants to show you a picture. Look! (课件展示大耳朵图图的照片)Wow, who’s that boy? Do you know? (课件出示“who’s that boy?”)

Ss: Tutu.

T: Yes! He’s Tutu.

2、结合教具，新授词句

⑴ 教man和who’s that…?

T: How about this one? (课件展示大耳朵图图父亲的照片)Who’s that man? (课件出示“who’s that man?”,板贴出示句型条“who’s that…?”)

    Ss: Tutu’s father.

    T: Yes! But do you know man? (课件呈现动画，突出man) Green or pink?

    S: Green!

T: Yes! He is a man. (拿出词卡man) Follow me: man, man, æ, æ, man.(用手指配合做出发音的动作) æ, æ, man. Can you read?

S1: æ, æ, man.

S2: æ, æ, man. (及时加分)

T: Good! Now, let’s read one by one. man(升)，man(降)，yes?

Ss: Yes! (学生开单排火车读man)

T: This time, let’s read two by two. (学生开双排火车读man).(教师把man贴进句型条“who’s that…?”) Man，man, who’s that man?

Ss: Man, man, who’s that man?

⑵ 教father和he’s…

T: Look at that man, he is Tutu’s ---

Ss: Father!

T: Follow me: father, father. Look at my mouth, ɑ:, ɑ:, fa-ther.Can you read?

S1: ɑ:, ɑ:, fa-ther.

S2: ɑ:, ɑ:, fa-ther.(及时加分)

T: OK! How about you? And you? (请4-5位学生回答)Now，let’s read one by one. (学生开单排火车读)

T: OK! Father, father(一个升调，一个降调),team A, go! Team B, go! Boys, go! Girls, go! (学生跟读)

T: Very good! (拿出句型条“He’s …”)He’s Tutu’s ---

Ss: Father!

T: Bingo! He’s Tutu’s father. (拿出词卡dad) And we can also say: He’s Tutu’s dad. Follow me: æ, æ, dad!
    Ss: æ, æ, dad!

T: (课件出示两个卡通人物的图片) Look! He’s Sarah’s ---

Ss: Father!
    T: And he’s Chen Jie’s ---

Ss: Father!

T: Good! (手指着句型条) Who’s that man?

Ss: He’s Tutu’s father. (教师示意由A和B一问一答，共同完成)

⑶ 教woman、mother和She’s…

T: Look! Tutu’s father is a man, Mr. Jiang is also a man. But is your Chinese teacher a man?

Ss: No!

T: Yes, she’s a woman. (贴上句型条“She’s…”)

Follow me: wu, wu, woman.

Ss: wu, wu, woman.

T: Team A, team B, boys, girls!

T: (把词卡woman放入句型条“who’s that…?”，手指着图图妈妈的照片) Who’s that woman? She’s Tutu’s—

Ss: Mother!
    T: OK! Follow me: mother, mother, ʌ, ʌ, mother.

Ss: ʌ, ʌ, mother.

T: OK! She’s Tutu’s mother.

Ss: She’s Tutu’s mother.

T: (拿出词卡mum) But you can also say: She’s Tutu’s mum. ʌ, ʌ, mum!

Ss: ʌ, ʌ, mum

T: Who’s that woman?

Ss: She’s Tutu’s mother.

T: 示意由A和B共同完成这两句话。

T: OK! Let’s practice now. (及时操练这两个句型)

T: Who’s that man?

Ss: He’s Tutu’s father.

T: Who’s that woman?

Ss: She’s Tutu’s mother.

Ⅲ.Consolidation and extension

〔设计意图：在本环节，我设计了跟录音读课文、单词游戏、利用歌谣复习句型、结合实物照片运用句型等内容，使学生在学完新知后及时有一个巩固和操练的过程，能够熟练地运用所学内容进行交流和表达，体现语言学习的语用和交际功能。  使用的媒体：电脑，一体机教学设备，实物展台等〕

3、跟读课文

T: Now, let’s read after the tape.

4、开展游戏，复习单词

T: OK! It’s time to play. (游戏规则：教师手指单词，读得正确的时候学生跟读，读得不正确的时候学生不跟读并起立)

5、结合照片，巩固句型

T: Now, I want to show you two pictures.(课件出示第一张照片)Who’s he? Do you know him? (课件出示“Who’s…”)

S1：Father!

T: Great! Who’s that man? He’s my father. But to you, you should say: He’s Mr. Jiang’s father.

T: Next.(课件出示第二张照片) Who’s she? Do you know her? (课件出示“Who’s…”)

S2: Who’s that woman?

T: Great! Who’s that woman? He’s my mother. But to you, you should say: He’s Mr. Jiang’s mother.

6、自编chant,复习词句

T: Good! Now, let’s chant to relax.

Man, man, who’s that man?

Father, father, he’s the father.

Woman, woman, who’s that woman?

Mother, mother, she’s the mother.(加分评价)

7、卡通人物，复习句型

T: (课件分别出示图图，图图爸，图图妈，Mike， Sarah等7人的图片)Great! Now, answer my questions. Who’s that boy?

S1: He’s Tutu.(依次回答七个问题，前3个位师问生答，后4个为生问生答，及时加分评价)

……

8、利用照片，情境操练

T: OK! Now, let’s practice. One ask, one answer. For example,(教师找一名学生示范，两人各自拿着照片)

T: Who’s that man/woman?

S1: He’s/She’s my father/mother.

S1: Who’s that man/woman?

T: He’s/She’s my father/mother.

T: Let’s begin.

(学生两两一组开展练习)

T: Now, I want some students to act out the dialogue.

S1:

S2:

 

S3:

S4:

……

9、猜测人物，活学活用

T: Everyone did a good job. You’re great! Now, let’s play a game: Guessing game. For example:教师出示一张学生家长的照片，示意大家提问：Who’s that man/woman? 照片的所有者站起来回答: He’s my father/She’s my mother.一共练习10～15次。

Ⅳ.Summary and promotion

〔设计意图：总结全课，进行情感教育，升华教学内容。  使用的媒体：电脑，一体机教学设备〕

10、根据A组和B组各自的得分情况，发放奖品。

11、T: Today, we learned about family. (课件出示图图一家的合影照片)Father, mother, and Tutu, they are a family. Follow me: faimly, family(加入肢体动作)I love my family. I hope everyone can have a happy family. OK! So much for this class. Goodbye eyeryone!

【板书设计】

Unit Two My family

Who’s that man?         He’s my father.

                  woman?       She’s my mother.

【家庭作业】

1、听、读本课学习的4个单词；

2、和同学用句型“Who’s that…？He’s… /She’s…”进行对话。

【教学反思】

 本课主要学习的内容为家庭中的人物称呼用词man, father, dad, woman, mother, mum以及询问他人是谁的句型：Who’s that…？及其答语He’s…/She’s…。这节课不是单纯的词汇课，而是在词汇学习的同时也包含了句型的学习。因此，将词汇和句型进行有机结合，实现词不离句，在有效的语境中学习单词和句型，就显得非常重要，而这也是本课的教学重难点所在。在学习语言知识的同时，也要对学生进行热爱家庭的情感教育，让他们认识到要去爱护自己的家，爱护自己的家人。

结合本节课的教学目标定位，我把重点放在了四个单词father, mother, man, woman以及两个句型Who’s that…？和He’s…/She’s…上。而单词和句型的学习是不能人为分割的，一定要实现有机的结合，也就是词不离句。因此，为了实现这一目的，也为了给学生创设一个有效的语境去学习这些单词和句型，我选用了学生们都非常熟悉的动画人物大耳朵图图和他的爸爸妈妈作为基本素材，通过对这些人物的询问和介绍等环节，逐步实现对单词和句型的学习。单词的教学主要采用直拼法和跟读的方式进行，句型的教学主要放在语境中，通过对话的方式进行。

因为本课要学习的内容较多，因此不仅学的过程很重要，操练的过程也很重要。前半节课基本是教师教和学生学，后半节课基本上是以学生操练为主。但这里的操练不是机械操练，而是意义操练，也就是给学生提供一些真实有效的情境，让他们置身于一个真正需要开口说英语的环境里，不断地去复习和运用自己所学的知识。我设计的操练环节包括四部分：1、自编了一个chant，帮助学生在轻松愉快的说唱氛围中巩固单词和句型；2、给出教材人物的图片，让学生们练习问答；3、拿出自己爸爸妈妈的照片，练习问答；4、展示某位学生爸爸妈妈的照片，进行多对一的互动问答。通过以上环节的学习，学生能较好掌握本课的三会单词，并基本学会怎样使用本课的两个句型，实现了教学目标。