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视频标签：My family
所属栏目：小学英语优质课视频
视频课题：小学三年级下册英语第二单元My family part A Let,s talk安徽省 - 合肥
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小学三年级下册英语第二单元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，与学生课前打招呼,拉近师生距离。唱与主题相关的歌曲，契合课程学习主题。
2，通过识别学生喜爱的卡通人物，向学生输入主题词 “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，通过展示George的图片引导学生回答对应问题，利用chant的形式带领学生初步感知句型。
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 妈妈的图片，利用错误的提问语句引导学生生成正确的提问语句，利用旧知引出新知，在句中学习新单词 woman, mother 和新句型: She’s my mother.
3,利用chant 这种生动活泼的形式机械操练句型，通过展示学生妈妈的照片引导学生在真实的情境中操练句子。
4,展示Peppa’s 爸爸的图片，利用错误的提问语句引导学生生成正确的提问语句，利用旧知引出新知，在句中学习新单词man, father 与新句型: 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 这种生动活泼的形式机械操练句型，通过展示学生爸爸的照片引导学生在真实的情境中操练句子。
6,总体利用chant的形式进行本课句型的操练与巩固。
7,通过回归课本情景，让学生带着问题看视频，再次巩固对句型的理解。
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,引导学生听、读课本的对话， 注重对学生原音的输入。
2,通过大组的角色扮演朗读，培养听读能力。
3，通过角色扮演的形式，在语境中操练本课句型。
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,提供小组活动的视频作为范例，为后面的小组活动做师范。 2，每组学生在重点句型的提示下展示全家福，并询
talk about their family. Provide some useful sentences.
问对方的家庭成员与谈论自己的家庭成员。
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.
情感教育寓于教学当中，引导孩子通过不同的方式去爱自己的家庭。
Homework
1，Listen and read the conversation. 2, Talk about your family with your friends.
分层布置作业，巩固所学单词及目标语言。
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三年级英语下册 Unit 2 My family! Part A Let’s talk 是一节会话课。我以拜访朋友的家为主线带领学生们去认识Peppa Pig的家人，通过 “Introduce my family” 等活动升华爱的主题。运用情景教学的方法，增强了课堂的趣味性。总体教学环节顺畅，但也有很多地方需要改进：、
1，课堂出现提出问题无学生呼应的现象：
当我问 “Do you like English songs?” 以及 “What’s his name” 时，学生没有与我相呼应，反映出了我在日常教学中没有注重课堂常规管理的问题，学生还是没有与我形成应有的默契。在日后的课堂教学中，我将强化学生英语学习的常规教育，让学生明白上课时我到底在说什么。
2，评价用语单一，且没有做到关注全体学生
在课堂学生回答完问题后，我没有及时跟上评价语言，或者评价语言仅限于：good, excellent, perfect. 简答的评价语言不足以支撑起学生希望通过举手回答问题获得的满足感，在日后我将丰富自己的课堂评价语言，做到有针对性。在学生回答完问题发爱心卡片时，我只是走到孩子面前给他，没有给予赞扬，显得很生硬。应该在这个过程中更加注重孩子内心的情感。在带孩子做role-play时，应该引导所有学生参与，不能只是台上的学生role-play, 下面的学生看着他们，应该引导学生认真观看并给出评价：good/very good/wonderful.
3，课堂中关注自己的教学进程较多，没有真正的融入课堂，倾听学生
在引入小猪佩奇的弟弟乔治进行机械操操练时，我只是带学生们通过肢体动作练习了chant,没有关注到孩子在chant中把答句说成了 “George, George, he is a George.”对学生在课堂上出现的错误没有及时纠正，导致学生不知道自己说出了错误的语句。在日后的教学中，我应该时刻关注学生上课的反应，认真听孩子给出的语句，遇到错误
做到及时纠正，并给予强化练习。
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