一年级英语下册Unit2Myfamily（第4课时）教案人教PEP版.docx

Unit 2 My family第四课时l 课时内容B. Lets talk, Lets playl 课时分析 本部分在A部分的单词及句型学习的基础上，继续学习如何询问他人家庭成员：Whos that boy? 并学习使用一般疑问句来确定他人身份：Is she your mother? Yes, she is. Is he your father? No, she isnt. 在Lets talk中，Amy 和Sarah在看Sarah的家庭视频。观看过程中，Amy不断询问Sarah视频中出现的人是她的哪位家庭成员，从而引出询问家庭成员的特殊疑问句问答：Whos that boy? Hes my brother. 以及一般疑问句及其答句：Is she your mother? Yes, she is. Is he your father? No, he isnt. Lets play活动中，陈洁拿着两张老照片在和吴一凡做游戏，让他猜一猜照片中是哪一位家庭成员。在猜测的过程中操练了Lets talk部分中的重点句式。这部分内容重要的是使学生理解并掌握一般疑问句的提问及回答方法，可以创设一些有趣的猜谜活动，以使他们在真实的情境中使用一般疑问句来进行问答，达到操练语言的目的。l 课时目标1. 能够听懂、会说句式：Whos that boy? Hes my brother. Is she/ he your? Yes, he/she is. No, he/she isnt.2. 能够理解并能正确认读课文对话，发音准确，语调自然。3. 能够在真实的语境中运用本课的句型来询问或回答家庭成员的身份。l 课时重难点1.重点：能够听懂、会说句式：Whos that boy? Hes my brother. Is she/ he your? Yes, he/she is. No, he/she isnt.能够理解并能正确认读课文对话，发音准确，语调自然。2. 难点：能够在真实的语境中运用本课的句型来询问或回答家庭成员的身份，做到语调自然、准确，表达流畅。l 教学准备1. 多媒体课件、录音机、磁带。2. 学生的家庭照片。l 教学过程 Step 1 Warm up1. 播放chant They are a family。设计意图：韵句能够使学生集中注意力，并激发他们的学习兴趣。此韵句主题为家庭，与本课时内容息息相关，能够起到温故而知新的作用。 Step 2 Lead in1. 出示教师家人照片，请学生猜一猜家庭成员。Teacher: They are a family. I have a happy family, too. Look at the picture of my family. Guess, who are they? 板书句子：Whos this boy/man/woman? Is he your? 引导学生使用句型来猜测家庭成员名称。设计意图：以教师家人的照片来导入课程，能够拉近和学生的距离，使学生更加乐于参与。通过猜测照片中人物的身份自然引出本课的重点句式，使学生能够顺利地理解重点句式的意思。 Step 3 Presentation1. 展示教材中的某一幅图片，引导学生猜测其身份。Teacher：Now, look at this picture. What can you see in this picture? Who is this man? Guess. You can say like this: Is he ?设计意图：引导学生使用一般疑问句来猜测图中人物的身份，进一步练习一般疑问句，同时，也为课文内容的学习打下基础。2. 播放课文内容，学生认真倾听，找到答案。Teacher：Now listen to the dialogue, try to find who the man is. Listen carefully.设计意图：利用前边的猜测带给学生的求知欲，来使学生集中注意力倾听课文内容，培养他们认真倾听的能力。 Step 4 Practice1. 播放课文内容，学生跟读，注意发音、语调。Teacher：Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation.2. 出示课文中的图片，根据课文内容与学生进行交流。Teacher: Whos that boy? Is he Sarahs brother? Is that woman Sarahs mother? Is that man Sarahs father? 3. 自由读对话内容，分角色表演课文。Teacher：Read the dialogue freely. Then I will ask you to act it out. Lets find the best pair. 设计意图：通过跟读，保证学生能够正确朗读对话内容。针对内容进行的交流有利于学生正确理解对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。4. 游戏：猜猜他是谁。请一个学生站到前面，背对大家。其他同学中找出一个来打招呼。前边的学生需要猜是男生还是女生，姓名是什么。Teacher: Now, lets play a game: Who is he? I want a volunteer to come to the front. Then a student will say hello to you. You should guess who he is. Say like this: Is he a boy? Is she a girl? Is he(名字)? Is she(名字)? 设计意图：游戏永远是孩子们的最爱。想成功地完成这个游戏，必须掌握本课中的一般疑问句的问答。有了交流的需要，也有了交流的途径，学生的语句操练也变得有效了。此游戏也可以变为同桌两人进行的游戏。一人在纸上写一个同学的名字，另一个同学通过提问来猜出这个人。这样能够使全体学生都参与到活动中来。 Step 5 Summary自编韵句，再现本课重要内容，结束课程。Boy, boy, whos that boy? Whos that boy?Is he your brother? Yes, he is. Yes, he is.Woman, woman, whos that woman? Whos that woman?Is she your mother? No, she isnt. Shes my teacher.设计意图：使用韵句来总结，通过有节奏地说唱来再现本课重点知识，在欢快的氛围中结束课程，加深学生的印象。l 课堂作业一、根据图片内容选出正确的单词，将序号填入括号内。( ) 1. A. mother B. father ( ) 2. A. father B. brother( ) 3. A. he B. she ( ) 4. A. man B. woman二、为下列问句选出正确的答句。( ) 1. Whos that boy? A. Shes my mother. B. He s my brother.( ) 2. Is she your mother? A. This is my mother. B. Yes, she is.( ) 3. Is he your teacher? A. No, he isnt. B. She is my teacher.( ) 4. Whos that woman? A. Yes, she is. B. She is my new teacher.三、连词成句。1. that who is boy (?)_2. your father he is (?)_3. is my she teacher (.)_四、阅读对话，判断句子的正（）误（）。Susan: Hello, Lingling.Lingling: Hi, Susan. Look at my picture. Susan: Who s that boy?Lingling: He is my brother.Susan: Is that girl your sister?Lingling: No, she isnt. She is my friend, Amy.Susan: Is that man your father?Lingling: No, he is my teacher.Susan: Whos that woman?Lingling: Shes my mother.( ) 1. The boy is Susans brother.( ) 2. The girl is Linglings sister.( ) 3. The man is Linglings teacher.( ) 4. The woman is Linglings mother. 答案：一、1. A 2. B 3. B 4. A二、1. B 2. B 3. A 4. B三、1. Who is that boy? 2. Is he your f