英语人教版三年级下册Unit2 My family Lets talk.docx

Teaching Plan合肥市曙宏小学 完颜鸿睿Title: My familyGrade: G3 in primary schoolTeacher: WanYan Hongrui, from Shuhong Primary SchoolTeaching content: B2 Unit 2 My family Part A Lets talkTeaching period: 40 minutesTeaching objectives:Knowledge objectives: 1, Students are able to understand the meaning of the word: man, woman, father, mother. 2, Students are able grasp the sentence patterns: “Whos that man/woman?”, “Hes/Shes my father/mother.” to inquiry and talk about family members.Ability objectives: 1, Improve students abilities, especially listening and speaking ability. 2, Develop students ability of communication by learning the sentence patterns.Emotional objective: Raise students awareness of loving our family and respect parents.Key point: Students are able to use the sentence patterns to inquiry and talk about family members.Difficult points: 1, Use the personal pronoun “he” and “she” correctly. 2, Shift the character from first person to third person.Teaching materials: multimedia, head-wear, booksTeaching steps:T for teacher, Ss for students, S for individual studentStepsTeachers activitiesStudents activitiesPurposeGreeting&Warm-up1, Greeting to Ss and sing an English song “My family” together.2, Show 6 cartoons family photo and lead Ss to recognize the character, guide Ss to say “This is .s family.”1, Sing an English song “My family” together.2, Talk about 6 characters family.1，与学生课前打招呼,拉近师生距离。唱与主题相关的歌曲，契合课程学习主题。2，通过识别学生喜爱的卡通人物，向学生输入主题词 “family” 的概念。Presentation1, Point to George and ask Ss the question: “Whos that boy?”. Guide Ss to answer “ Hes George.” Then chant with students.Chant:Boy,boy,whos that boy?George,George,hes George.2, Point to Peppas mother and ask students the question: “Who that boy?”. Guide Ss to correct the sentence into “ Whos that woman?”. Teach the new word “woman”, “mother” and the sentence pattern “ Shes my mother.”3, Chant with Ss and show some Ss mothers photo, ask students the question: “Whos that woman?” and guide Ss to answer: “ Shes my mother.”or “ Shes .s mother.” 4,Point to Peppas father and ask students the question: “Who that woman?”. Guide Ss to correct the sentence into “ Whos that man?” Teach the new word “man”, “father” and the sentence “ Hes my father.”5，Chant with Ss and show some Ss fathers photo, ask students the question: “Whos that man?” and guide Ss to answer: “ Hes my father.”or “ Hes .s father.” 6，Chant with Ss and divide roles to chant.7, Create the circumstance of ging to ChenJies home, guide Ss to watch the video and answer the question: “ Whos that man”?1, Try to answer Ts question and chant together.2, Correct the question and learn the new word “woman”, “mother” and the sentence “Shes my mother.”3, Chant with T and answer Ts question4,Correct the question and learn the new word “man”, “father” and the sentence “Hes my father.”5, Chant with T and answer Ts question6, Chant together and divide roles to chant.7, Watch the video and answer Ts question.1，通过展示George的图片引导学生回答对应问题，利用chant的形式带领学生初步感知句型。2,展示Peppas 妈妈的图片，利用错误的提问语句引导学生生成正确的提问语句，利用旧知引出新知，在句中学习新单词 woman, mother 和新句型: Shes my mother.3,利用chant 这种生动活泼的形式机械操练句型，通过展示学生妈妈的照片引导学生在真实的情境中操练句子。4,展示Peppas 爸爸的图片，利用错误的提问语句引导学生生成正确的提问语句，利用旧知引出新知，在句中学习新单词man, father 与新句型: Hes my father.5,利用chant 这种生动活泼的形式机械操练句型，通过展示学生爸爸的照片引导学生在真实的情境中操练句子。6,总体利用chant的形式进行本课句型的操练与巩固。7,通过回归课本情景，让学生带着问题看视频，再次巩固对句型的理解。Practice1，Guide students to listen and read after the tape.2, Group reading : GA are Amy, GB are Chenjie, T is dad.3, Role-play in 3 Sss group.1, Listen and read after the tape.2, Read in group.3, Role-play in their group.1,引导学生听、读课本的对话， 注重对学生原音的输入。2,通过大组的角色扮演朗读，培养听读能力。3，通过角色扮演的形式，在语境中操练本课句型。Consolidation1, Broadcast a video of demonstration. 2,Group work:Let Ss to show their family photo and talk about their family. Provide some useful sentences.1, Watch a video of demonstration.2,Group work:Talk about their family in group.1,提供小组活动的视频作为范例，为后面的小组活动做师范。2，每组学生在重点句型的提示下展示全家福，并询问对方的家庭成员与谈论自己的家庭成员。Emotional educationShow Ss family photo and Ss photos of doing housework. Teach students to love our family in different ways.Look the photo on the screen and think about different ways to love their family.情感教育寓于教学当中，引导孩子通过不同的方式去爱自己的家庭。Homework1，Listen and read the conversation.2, Talk about your family with your friends.分层布置作业，巩固所学单词及目标语言。Blackboard design:Unit 2 My family Whos that woman? - Shes my mother. Whos that man? - Hes my father.Teaching reflection: PEP三年级英语下册 Unit 2 My family! Part A Lets talk 是一节会话课。我以拜访朋友的家为主线带领学生们去认识Peppa Pig的家人，通过 “Introduce my family” 等活动升华爱的主题。运用情景教学的方法，增强了课堂的趣味性。总体教学环节顺畅，但也有很多地方需要改进：、1，课堂出现提出问题无学生呼应的现象： 当我问 “Do you like English songs?” 以及 “Whats his name” 时，学生没有与我相呼应，反映出了我在日常教学中没有注重课堂常规管理的问题，学生还是没有与我形成应有的默契。在日后的课堂教学中，我将强化学生英语学习的常规教育，让学生明白上课时我到底在说什么。2，评价用语单一，且没有做到关注全体学生 在课堂学生回答完问题后，我没有及时跟上评价语言，或者评价语言仅限于：good, excellent, perfect. 简答的评价语言不足以支撑起学生希望通过举手回答问题获得的满足感，在日后我将丰富自己的课堂评价语言，做到有针对性。在学生回答完问题发爱心卡片时，我只是走到孩子面前给他，没有给予赞扬，显得很生硬。应该在这个过程中更加注重孩子内心的情感。在带孩子做role-play时，应该引导所有学生参与，不能只是台上的学生role-play, 下面的学生看着