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視頻標簽：My family
所屬欄目：小學英語優質課視頻
視頻課題：小學三年級下冊英語第二單元My family part A Let,s talk安徽省 - 合肥
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小學三年級下冊英語第二單元My family part A Let,s talk安徽省 - 合肥
Teaching Plan
Title: My family
Grade: G3 in primary school
Teacher: WanYan Hongrui, from Shuhong Primary School Teaching content: B2 Unit 2 My family Part A Let’s talk Teaching period: 40 minutes
Teaching 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: “Who’s that man/woman?”, “He’s/She’s 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, books
Teaching steps:
T for teacher, Ss for students, S for individual student
Steps
Teacher’s activities
Students’ activities
Purpose
Greeting & Warm-up
1, Greeting to Ss and sing an English song “My family” together.
2, Show 6 cartoon’s 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 character’s family.
1，與學生課前打招呼,拉近師生距離。唱與主題相關的歌曲，契合課程學習主題。
2，通過識別學生喜愛的卡通人物，向學生輸入主題詞 “family” 的概念。
Presentation
1, Point to George and ask Ss the question: “Who’s that boy?”. Guide Ss to answer “ He’s George.” Then chant with students.
1, Try to answer T’s question and chant together.
1，通過展示George的圖片引導學生回答對應問題，利用chant的形式帶領學生初步感知句型。
Chant:
Boy,boy,who’s that boy?
George,George,he’s George.
2, Point to Peppa’s mother and ask students the question: “Who’ that boy?”. Guide Ss to correct the sentence into “ Who’s that woman?”. Teach the new word “woman”, “mother” and the sentence pattern “She’s my mother.”
3, Chant with Ss and show some Ss’ mother’s photo, ask students the question: “Who’s that woman?” and guide Ss to answer: “She’s my mother.”or
“She’s ...’s mother.”
4,Point to Peppa’s father and ask students the question: “Who’ that woman?”. Guide Ss to correct the sentence into “ Who’s that man?” Teach the new word “man”, “father” and the sentence “He’s 2, Correct the question and learn the new word “woman”, “mother” and the sentence “She’s my mother.”
3, Chant with T and answer T’s question
4,Correct the question and learn the new word “man”, “father” and the sentence “He’s my father.”
2,展示Peppa’s 媽媽的圖片，利用錯誤的提問語句引導學生生成正確的提問語句，利用舊知引出新知，在句中學習新單詞 woman, mother 和新句型: She’s my mother.
3,利用chant 這種生動活潑的形式機械操練句型，通過展示學生媽媽的照片引導學生在真實的情境中操練句子。
4,展示Peppa’s 爸爸的圖片，利用錯誤的提問語句引導學生生成正確的提問語句，利用舊知引出新知，在句中學習新單詞man, father 與新句型: He’s my father.
my father.” 5，Chant with Ss and show some Ss’ father’s photo, ask students the question: “Who’s that man?” and guide Ss to answer: “He’s my father.”or “He’s ...’s father.” 6，Chant with Ss and divide roles to chant. 7, Create the circumstance of ging to ChenJie’s home, guide Ss to watch the video and answer the question: “ Who’s that man”?
5, Chant with T and answer T’s question
6, Chant together and divide roles to chant. 7, Watch the video and answer T’s question.
5,利用chant 這種生動活潑的形式機械操練句型，通過展示學生爸爸的照片引導學生在真實的情境中操練句子。
6,總體利用chant的形式進行本課句型的操練與鞏固。
7,通過回歸課本情景，讓學生帶著問題看視頻，再次鞏固對句型的理解。
Practice
1，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 Ss’s group. 1, Listen and read after the tape.
2, Read in group.
3, Role-play in their group. 1,引導學生聽、讀課本的對話， 注重對學生原音的輸入。
2,通過大組的角色扮演朗讀，培養聽讀能力。
3，通過角色扮演的形式，在語境中操練本課句型。
Consolidation
1, Broadcast a video of demonstration.
2,Group work:
Let Ss to show their family photo and
1, Watch a video of demonstration. 2,Group work: Talk about their family in group. 1,提供小組活動的視頻作為范例，為后面的小組活動做師范。 2，每組學生在重點句型的提示下展示全家福，并詢
talk about their family. Provide some useful sentences.
問對方的家庭成員與談論自己的家庭成員。
Emotional education
Show 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.
情感教育寓于教學當中，引導孩子通過不同的方式去愛自己的家庭。
Homework
1，Listen and read the conversation. 2, Talk about your family with your friends.
分層布置作業，鞏固所學單詞及目標語言。
Blackboard design:
Unit 2 My family
Who’s that woman?
- She’s my mother. Who’s that man? - He’s my father.
Teaching reflection:
PEP三年級英語下冊 Unit 2 My family! Part A Let’s talk 是一節會話課。我以拜訪朋友的家為主線帶領學生們去認識Peppa Pig的家人，通過 “Introduce my family” 等活動升華愛的主題。運用情景教學的方法，增強了課堂的趣味性。總體教學環節順暢，但也有很多地方需要改進：、
1，課堂出現提出問題無學生呼應的現象：
當我問 “Do you like English songs?” 以及 “What’s his name” 時，學生沒有與我相呼應，反映出了我在日常教學中沒有注重課堂常規管理的問題，學生還是沒有與我形成應有的默契。在日后的課堂教學中，我將強化學生英語學習的常規教育，讓學生明白上課時我到底在說什么。
2，評價用語單一，且沒有做到關注全體學生
在課堂學生回答完問題后，我沒有及時跟上評價語言，或者評價語言僅限于：good, excellent, perfect. 簡答的評價語言不足以支撐起學生希望通過舉手回答問題獲得的滿足感，在日后我將豐富自己的課堂評價語言，做到有針對性。在學生回答完問題發愛心卡片時，我只是走到孩子面前給他，沒有給予贊揚，顯得很生硬。應該在這個過程中更加注重孩子內心的情感。在帶孩子做role-play時，應該引導所有學生參與，不能只是臺上的學生role-play, 下面的學生看著他們，應該引導學生認真觀看并給出評價：good/very good/wonderful.
3，課堂中關注自己的教學進程較多，沒有真正的融入課堂，傾聽學生
在引入小豬佩奇的弟弟喬治進行機械操操練時，我只是帶學生們通過肢體動作練習了chant,沒有關注到孩子在chant中把答句說成了 “George, George, he is a George.”對學生在課堂上出現的錯誤沒有及時糾正，導致學生不知道自己說出了錯誤的語句。在日后的教學中，我應該時刻關注學生上課的反應，認真聽孩子給出的語句，遇到錯誤
做到及時糾正，并給予強化練習。
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