2023学年完整公开课版教学设计 TheFourthPeriod

TheFourthPeriod墨红中学李海仙Teachingaims

（教学目标）1.

学会区分英文名的性别。2.

进一步巩固并熟练掌握人物称谓。2.

能根据图片和描述，理解短文。Languagepoints

(语言点)1.

词汇：1）名词n.

photo,picture,girl,dog2）副词adj.

here3）介词prep.

of4）形容词兼名词adj.&n.

next2.

词组：twonicephotosofmyfamilyinthefirstphotointhenextpicturethenameofthedog3.句型：学会使用Hereare/is…

巩固并熟练掌握Theseare…Difficulties

（教学难点）1）运用阅读策略引导学生进行短文阅读。2）帮助学生理解倒装句Inthenextpicturearemybrothers.Teachingsteps

（教学步骤）1.Warming-upandrevision（课堂热身和复习）1.DailygreetingsT:Goodmorning/afternoon.Who’sondutytoday?S:Iam.T:Iseveryoneheretoday?'S:Yes.Everyoneishere./No,…isnothere.T:Thankyou.2.Revision1）Teachershowsaphotoofhis/herfamilyandfriendstothestudentsandintroducesthepeopleinit.2）Asksomestudentstoshowthepicturestheydrewandintroducethepeopleinit.3）PlayaguessinggameAsksomeindividualstoshowtheirpicturesandgettheotherstoaskusingthesentencepattern:Isthatyour…?Arethoseyour…?Who’she?Whoarethey?Thestudentwhoisshowingthepictureanswerstheirquestions.Eachstudentonlyguessnomorethanthreetimes.3.HaveadictationTeacherreadssomewordsandsentencesthestudentslearnedinthelastperiod.Andaskthestudentstowritethemdown.【教学设计说明】日常问候是为了帮助学生尽快进入学习的良好状态；教师展示相片并进行介绍一方面是帮助学生回忆上一堂课的内容，同时也是给学生做示范，让学生能模仿介绍自己的全家福等照片；学生展示他们所画的图片，让其余的学生用疑问句来进行猜测，是帮助学生在真实的语言环境中进行交际，增强他们的学习兴趣；听写是为了检查学生课后是否完成复习上一堂课的任务。2.Playingagame—Whocanbethequickest?（做游戏——看谁反应快？)老师说出人物之间的关系，学生说出其称谓。看谁最先说出。e.g.T:Father’sfather.S:Grandfatherorgrandpa.T:mother’ssister.S:Aunt.【教学设计说明】此环节一方面是是帮助学生理清家庭成员之间的关系，另一方面是检查学生对家庭成员的称谓是否掌握。3.Workon2a

（完成2a）1）

T:What’syourname?S:Mynameis…T:InthisunitwehaveknownsomeEnglishfirstnames.Canyoutellme?S:Yes.TheyareJenny,Bob,Jack,Linda,Tom,Mary,Kate,Jane,Sally,Helen,Eric,Cindy,JohnandPaul.

（Whilethestudentsaretalking,theteacherwritesthemontheblackboard.

）T:Youdidwell.Butdoyouknowwhichnamesarefor

male

andwhichnamesarefor

female?

（Explain）Boysandmenaremales.Forexample,LiLongisamale.MrZhangisamale.

（列举几个班上的男生或男老师）Girlsandwomenarefemales.Forexample,LiXiaisafemale.MissLiuisafemale.Understand?2）

Now,pleaselookat2aonPage11.Writedownthemalefirstnamesinthefirstboxandthefemalefirstnameinthesecondbox.3）

Checktheanswers.【教学设计说明】此环节主要是帮助学生分清常见英文名适用的性别，了解male，female这两个词。4.Workon2b&2c

（完成2b&2c）Beforereading:

Talkaboutthepictures.T:

Hereare

twophotos.

（板书：Hereare…）Aretheyphotosofafamily?S:Yes.T:Whoarethey?Doyouknow?S:No.T:Whoistalkingaboutthephotos?Doyouwanttoknow?S:Yes.Whilereading:1)FastreadingT:Nowpleasereadthepassagenexttothetwophotosquicklyandfindoutwhoistalkingaboutthephoto.S:Jenny.T:IsJennyamaleorafemale?S:Afemale.T:Youaregreat.2)Carefulreadinga.T:Jennytellsusthenamesofthepeopleinthephotos.Canyoureadthepassageandcirclethenames?S:Yes.（Whilethestudentsarereading,theteachermovesaroundtoofferhelp.）b.Askastudenttosaythenameshe/shehascircled.c.T:Nowyoucanreadthepassageagainandcompletethesentencesin2c.d.Checktheanswers.Afterreading1）Getsixstudentstosaythecompletedsentencesonebyone.2）Playtherecordingforthestudentstolistenandrepeat.3）Askstudentstoanswerthequestions:a.WhoisAlan?

（Jenny’sfather.）b.What’sthenameofJenny’smother?

（Mary）c.WhoareBobandEric?

（TheyareJenny’sbrothers.）d.IsCindyJenny’ssister?

（Yes,sheis.）e.WhatisthenameofJenny’scousin?

（Helen）f.IsCocoaboy?

（No.Adog.）4）Teacherwritesdownsomephrasesontheblackboardandmakessurethestudentscanunderstandthem.Andthenaskstudentstounderlinethephrasesinthepassage.twonicephotosofmyfamily

inthefirstphotointhenextpicture

inmyfamilythenameofmydogHereare…【教学设计说明】此部分开始涉及篇章的阅读。在学生一开始接触到篇章的阅读时，老师就要有意识地培养他们良好的阅读习惯。本环节的设计是先从图片入手，通过图片引出问题，让学生产生阅读的欲望，再带着问题去进行第一次快速阅读，回答老师提出的问题；学生第二次阅读后圈出人名；第三次阅读后完成2c的任务。然后让学生听录音跟读，纠正他们不正确的发音，同时让他们在听、读的过程中再一次理解句子、熟悉课文。在学生熟悉课文的基础上再让他们回答问题，即可检查他们是否能完全理解课文。最后，老师小结文中出现的词组和新句型，让学生勾出，课后要求他们熟记。通过这种循序渐进的教学，可以把看似困难的阅读简单化，让不同层次的学生都能有所收获。5.Homework

（课后作业）Oral:1)

正确朗读并熟记本单元的词汇。2)

熟读并背诵课文。Written:

抄写2b上的短文一遍并翻译成中文。提醒注意：句子开头的一个字母必须要大写，人名的开头一个字母必须大写，句末要用上正确的标点符号。英语的句号是小圆点而不是小圆圈。单词与单次之间要间隔一个字母的距离。3）回家找一张全家福，下节课带上。TheFifthPeriod(SectionB3a–SelfCheck)Teachingaims

（教学目标）学会介绍家庭成员。Languagepoints

(语言点)1.

熟练运用以下句型介绍家庭成员：This/Thatis…These/Thoseare…Who’s…?2.

学会用以下句型了解、询问他人Who’re…?Isthis/that…?Arethese/those…2.

熟练掌握并运用本单元所学词汇进行交际活动。Difficulties

（教学难点）熟练运用所学句型描述并询问别人的家庭成员。Teachingsteps

（教学步骤）1.Warming-upandrevision（课堂热身和复习）1）DailygreetingsT:Goodmorning/afternoon.Gladtomeetyou.S:Gladtomeetyou,too.T:Howareyoutoday?S:I’mfine/OK/verygood/great.Andyou?T:Iamgreat.Howisyourmother/father/grandfather…S:She/Heisfine/OK/verygood/great.T:I’mgladtohearthat.Thanksforyouranswer.Who’sondutytoday?S:Iam.T:Iseveryoneheretoday?'S:Yes.Everyoneishere./No,…isnothere.T:Thankyou.2）RevisionT:Areyou

Helen?S:Yes,Iam./No,I’mnot.T:Isshe

Helen?S:Yes,sheis./No,sheisn’t.T:IsheMike?S:Yes,heis./No,heisn’t.3）Playingaguessinggamea.Teacherdrawsapictureontheboardasamodelandgetsthestudentstoguesswhoshe/heis,usingthesentencestructures:Issheyourmother?No,sheisn’t.Issheyouraunt?Yes,sheis.b.Askseveralindividualstodrawsomepersonsontheboard.Andthenasktheotherstudentstoguesswhotheyare.4）Talkingaboutyourphotosa.Teachershowsapictureofafamilytothestudentsandintroducesthepeopleasamodel.Thenasksomeindividualstorepeat.Hi!IamJenny.Hereisaphotoofmyfamily.Thisismyfatherandthisismymother.Thesearemyparents.Thatismygrandfatherandthatismygrandmother.Thosearemygrandparents.b.T:Pleaseshowmeaphotoofyourfamily.Letmelookatthephotoofyourfamily.MayIhavealookatyourfamilyphoto/.Isthis/thatyourfather/mother…?S:Yes,he/sheis.No,he/sheisn’t.T:Great!Thanksforyouranswer.Canyoutellmewhois/areyourfather/parents?S:Yes.Thisismyfather…/Thesearemyparents.【教学设计说明】课堂热身和复习是为了帮助学生回忆巩固本单元所学词汇和句型。复习第一单元的句型，是为了引出三人成单数的一般疑问句，为下一步活动做准备。画图做猜测游戏一方面是活跃课堂气氛，更主要的是检查学生能都运用所学词汇和句型进行真正的交际。2.Workon3a

（完成3a）1)Getstudentstocompletethechartwiththewordsinthebox.T:PleaseopenyourbooksatPage12.Lookat3a.Canyouseethewordsinthebox?S:Yes.T:Pleasereadthemaloud.S:Brothers,parents,Cindy,familyT:Whatdoes“parents”mean?S:Fatherandmother.T:Youaregreat.IsCindyaboy’sname?S:No.It’sagirl’sname.2)Askoneortwostudentstoreadthepassageandcheckit.T:Nowpleaseanswermyquestions.IfPaulaboyoragirl?S:Aboy.T:WhoareJohnandBob?S:TheyarePaul’sbrothers.T:IsCindyPaul’ssister?S:Yes,sheis.3)StudentstrytodrawapictureofPaul’sfamilyintheboxontheright.T:NowyoucandrawapictureofPaul’sfamily4)Asksomeindividualstoshowtheirpicturesandintroducethemtotheclass.【教学设计说明】本环节主要是通过任务的完成检查学生是否能正确地运用所给的词汇。让学生回答问题并根据短文画出Paul的全家福，是检查学生对短文的理解程度，同时也让他们展露一下绘画的天赋，放松心情，愉快学习。

3.Workon3b（完成3b）1）Presentapictureofafamily.Andthenintroduceit.e.g.

Hereismyfamilyphoto.Thesearemygrandparents.Thisismyfather.Thisismymother.Theyaremyuncle,Tom,andaunt,Lucy.IhavetwobrothersTonyandJim.Whoisthisboy?It’sme!Ihaveahappyfamily.Ilovethemall.

2）Getstudentstopracticetalkingabouttheirfamilyphotosinpairs.

Iftheyforgettobringtheirphotos,theycanbeoneofthemembersinthispictureandtalkaboutit.T:Supposeyouareoneofthemembersinthisfamily.Youcantalkaboutthepeopletoyourpartner.3)Getstudentstowritedownwhattheysay.T:NowlookatSectionB3bonPage12.Youcanwritedownwhatyousaidjustnowinyourbook.Whilethestudentsarewriting,theteachermovesaroundtooffersomehelpiftheyneed.4）Getstudentstoreadwhattheyhavewrittentotheirpartners..【教学设计说明】本环节任务的完成是通过教师介绍图片做示范，到学生模仿介绍，到写作，再向同伴讲述，一步一步环环相扣，层层递进。学生从口语表达过渡到书面表达，再通过陈述其书面表达检查错误，不仅能使不同程度的学生都可以动笔，而且还可以由学生发现对方所陈述语句的正确性，相互纠错，这样就大大增强了学生进行写作的自信心。4.SelfCheck

（自查）1）T:LookatPart1below

SelfCheck.(explain)InEnglish,somewordsareformalesandsomeareforfemales.Butsomewordscannotonlybeformales,butalsoforfemalessuchasparents.Nowpleasegroupthewordsforfamilymembersyouhavelearned.Whilethestudentsarewriting,theteachermovesaroundtohavealookatwhattheywriteandoffersomehelpifnecessary.2）Checktheanswers【教学设计说明】本环节通过归纳表示男性和女性的词汇以及中性词，让学生进一步掌握和巩固所学词汇。在检查学生任务完成情况时，抽学生朗读，又可检测他们是否能正确朗读单词。3）GetthestudentstocompletetheconversationinPart2.a.T:PleaselookattheconversationinPart2.It’snotcompleted.Youcancompleteitfirst.Whilethestudentsarewriting,theteachermovesaroundtohavealookatwhattheywriteandoffersomehelpifnecessary.b.Now,I’llaskapairtoreadyourconversationandlet’scheckiftheyareright.c.Getstudentstopracticereadingtheconversation.【教学设计说明】通过完成对话，教师提醒学生怎样观察上下文补全对话，同时检查学生是否能在一段语境中正确地使用本单元所学语句。5.Summarize

（小结）1）Learntoread,writeandusethewords:mother/mom

father/dad

parents

grandfather/grandpa

grandmother/grandma

grandparents

uncle

aunt

son

daughter

cousin

brother

sister

friend

this

that

these

those

she

he

picture

photo2）Learntoread,writeandusethesentences:a