一年级英语下册Unit2Myfamily（第5课时）教案人教PEP版.docx

Unit 2 My family第五课时l 课时内容B. Lets learn; Lets chant l 课时分析 本部分在学习如何询问和回答家庭成员的基本句式后，由Mike来介绍自己的大家庭。教材别出心裁地把家庭成员表放在大树的背景之上，让学生理解“Family Tree(家庭树)”的概念。在这个“家庭树”中，除了之前学到的mother, father, brother三个家庭称呼之外，还出现了sister, grandmother(grandma), grandfather(grandpa)等家庭成员类单词。同时引出介绍家庭成员的句子：This is my 这个句子在之前的学习中学生已经接触过了，在这里需要达到认读的标准。在教学中应鼓励学生绘制自己的家庭树，并介绍自己的家庭成员。Lets chant部分通过一个极其短小的韵句来练习grandma, grandpa, sister, brother等重点词汇。同时还向学生传达了家人之间要互相帮助的观念与意识。l 课时目标1. 能够听懂、会说、认读单词sister, grandmother(grandma), grandfather (grandpa)。2. 能够听懂、会说、认读句式：This is my3. 能够绘制自己的家庭树，并用英语介绍自己的家庭成员。l 课时重难点1.重点：能够听懂、会说、认读单词sister, grandmother (grandma), grandfather (grandpa)。能够听懂、会说认读句式：This is my 2. 难点：能够绘制自己的家庭树，并用英语介绍自己的家庭成员。l 教学准备1. 多媒体课件、录音机、磁带。2. 家庭树。l 教学过程 Step 1 Warm up1.开始课程前，将学生分成四组，在黑板上给每组画一棵树。他们表现良好的话，就在每组树上画一个果子。课程结束时，哪组树上的果子多哪组获胜。Teacher: Ill divide you into four groups. Each group has a tree. We call it “group tree”. If you did well, you will get an apple on the tree. The group that gets more apples is better. 2. 头脑风暴，给出主题：family，给出首字母，由各组竞争，看哪组说出的单词多。每说出一个单词，给该组画一个苹果。Teacher: Lets have a brain storm. The topic is family. Ill give you the first letter. You say the word. You will get one apple for one correct word.设计意图：以小组奖励的形式引出“小组树”，以帮助学生理解之后的“家庭树”。以头脑风暴来复习之前学习过的家庭成员类单词，也为学习今天的家庭成员类单词做好准备和铺垫。 Step 2 Lead in1. 出示Mike的家庭树，学生根据家庭树猜测人物之间的关系。Teacher：Look, this is a “tree”, too. But on this tree, there is no fruit. There are family members. We call it family tree. And this family tree is for Mike. Look at this family tree. Please guess who they are. 设计意图：由小组树到家庭树，学生能够比较容易地理解这一概念。又由于头脑风暴的小活动使学生复习了家庭成员类的单词，所以在猜测时，有足够的语料支撑，帮助他们完成交流活动。 Step 3 Presentation1.播放课文录音，学生认真倾听，检验自己猜测的答案。Teacher：Now listen to Mike. Lets check our answers.设计意图：因为需要验证自己的猜测，所以学生较容易集中注意力来倾听。2. 检验学生答案的同时，板书本课重点单词，学生跟读、拼写。Teacher：The girl is Mikes sister. Say with me, sister. Spell with me. s-i-s-t-e-r.This old woman is Mikes grandmother. And we can say grandma. Read after me, please. Grandmother. Grandma.This old man is Mikes grandfather. And we can say grandpa. Say it together, please. Grandfather, grandpa. 设计意图：通过检验其猜测的成果很自然地将新授单词呈现在黑板上。通过重复跟读、拼写，使学生能够听懂、会说、认读重点单词。 Step 4 Practice1. 游戏：我来指，你来说。教师指向家庭树中的成员，学生快速说出单词。Teacher: Lets play a game. I point, you say. I point to the person on the family tree. You should say the correct word. If you are right, you will get an apple for you group. 2. 游戏：补全单词。出示一个单词中的几个字母，学生判断是哪个单词，并拼读完整。如sister给出ist，学生猜出sister，并拼出：s-i-s-t-e-r。Teacher: Now Ill show you some letters. They are in a word. Guess what word it is and spell it. 设计意图：以游戏的方式来操练单词，可以避免机械训练的枯燥性，提高学生的学习兴趣和参与热情。第一游戏考查学生对于单词的理解和读音的掌握。第二个游戏考查学生能否认读单词。3. 播放课文录音，学生跟读。注意发音。Teacher：Each group has many apples on the group tree. And there are many people on Mikes family tree. Now read the text after Mike. Please read it carefully and loudly. Pay attention to the pronunciation.4. 请其他学生来饰演Mike，介绍其家庭成员。Teacher: Now who wants to be Mike? Please introduce Mikes family to us.设计意图：先跟读，保证发音准确，能够流畅地表达句子。再来表演性地介绍，使学生熟练地掌握重点句式的表达。5. 绘制自己的家庭树（尽量布置为课前作业，已节省课上的时间），向组内同学介绍自己的家人。Teacher：We know about Mikes family. What about your family? Please draw your family tree and introduce your family members. 设计意图：通过介绍自己的家人这一活动，使学生将所学到的知识运用到自己真实的生活中去，在做中学，在用中学。6. 播放韵句Help each other。学生学唱。Teacher：Mike has a big family. I have a big family, too. We are a happy family. We help each other. We love each other. Now, listen to a chant about family. And say the chant together.设计意图：通过学唱韵句，进一步熟悉巩固本课时重点单词，同时树立一家人要相互扶助的意识。 Step 5 Summary统计小组树的产量，评选最优小组。设计意图：小组评价应有始有终。在课程结束，总结各小组的表现，给出最终评价，以奖励表现优异的同学，激励表现稍显不够积极的同学。l 课堂作业一、在下面家庭树上写出正确的家庭成员类单词。二、选出下列各项中不是一类的单词，将其序号填入题前括号内。( ) 1. A. he B. she C. who( ) 2. A. friend B. grandma C. grandpa( ) 3. A. my B. that C. your( ) 4. A. yes B. no C. that( ) 5. A. teacher B. brother C. sister三、匹配图片与句子，将正确句子的序号填入图下括号内。 ( ) ( ) ( )1. This is my grandfather. 2. Whos that boy? Hes my brother.3. Is she your mother? Yes, he is. 四、阅读短文，判断正（T）误（F）。 This is my family. This old woman is my grandmother. This old man is my grandfather. He is tall. This is my mother. She is beautiful. This is my father. He is tall, too. Im a boy. Im not so tall. I love my family. They love me, too. We love each other. ( ) 1. My grandmother is old and tall.( ) 2. My grandfather is old and tall.( ) 3. My mother is beautiful and tall.( ) 4. My father is tall.( ) 5. I love my father and mother.答案：一、grandfather, grandmother, father, mother, brother, sister二、1.C 2. A