三年级英语下册 Unit 2 My family（第4课时）教案 人教PEP版

unit 2 my family 第四课时3 教学目标1.能够听、说、认读单词:brother。2.能够听、说、认读句型:whos that boy? hes my brother. is she your mother? yes, she is. is he your father? no, he isnt. hes my teacher! 并能够在具体的语境中灵活运用。 教学重点熟练运用一般疑问句及其对应的肯定回答和否定回答。 教学难点1.能够听、说、运用句型:is she your mother? yes, she is. is he your father? no, he isnt. hes my teacher!2.会根据一般疑问句进行肯定回答和否定回答。 教学准备教师:单词卡片、与本课时相关的录音、有关学生家庭成员的照片、教学课件或教学挂图。学生:课本。 教学方法1.情景教学法教师创设lets talk 的情景,师生之间利用课文内容进行情景对话,然后同学之间进行对话,教师要强调一般疑问句用升调来读。2.问答教学法教师和同学利用准备好的照片,进行问答练习:whos that boy? is he your brother? no, he isnt. 在问答中掌握he, she, who 的用法以及它们和is的缩写形式。同学之间根据自己或家人、同学的照片进行问答练习。whos that boy? is he your brother? no, he isnt. hes my teacher. 教学过程 step 1: warm-up/revision1.复习单词:快速认读单词pen, ten, leg, red,并让学生体会字母e的发音,尽量让学生说说其他含有字母e的发音为/e/的单词有哪些。2.丢了哪个单词呈现单词:pen, ten, leg, red, mother, father, dad, mum, woman, man, brother,让学生认读后,抽出一个单词,然后让学生根据记忆说出哪个单词不见了。step 2: presentation1.教师出示小弟弟的照片,问: whos that boy? guess, please! 引出brother,教学生认读单词。2.学习 “lets talk”部分内容(1)出示挂图,听录音。同学跟读对话,注意疑问句用升调来读。(2)对 is he your father?展开讨论,说说自己对这句话的理解。3.教学句子:no, he isnt. 并延伸到yes, he is.4. 运用手上的图片,编对话:whos that man/woman?your father?/your mother?yes, he/she is./no, he/she isnt.step 3: practicelets play1.利用挂图,让学生熟悉对话内容,并请几位学生示范朗读。2.猜一猜教师把同学分成几个小组,每组一名同学用布挡住眼睛,背对大家,另一组有一名同学大声朗读一个指定的英语句子,这名同学猜:“is he li lei?”其他同学回答:“yes, he is./no, he isnt.”每名同学有三次猜的机会,在游戏中提高学生的交际应用能力。step 4: consolidation表演自编lets chant。whos that? whos that? whos that boy?brother, brother, hes my brother.whos that? whos that? whos that man?father, father, hes my father.whos that? whos that? whos that woman?mother, mother, shes my mother.step 5: sum-up1.师生一起回顾本课时所学内容:单词:brother句型:is she your mother?yes, she is./no, she isnt.is he your father?no, he isnt. hes my teacher!step 6: homework1.听录音,跟读对话。板书设计与本课相关的语法点及可选用的习题1.he和she相同点:he 和 she 都 是人称代词,第三人称单数主格形式。不同点:he 意为“他”。如:hes my father.she 意为“她”。如:shes my mother.教学反思本节课为会话课,旨在提高学生运用语言的能力,提高学生的英语表达水平。本节课注重听、说、读各项技能的综合运用,不仅锻炼学生的口头表达能力,同时让学生掌握正确的语调。自编lets chant注重知识的延伸。但本节课在整合运用环节做得不够好,应该和前几课时学过的语言he/she is from进行整合,使学生在不同层面的语言知识上进行滚动学习,有