1、听说认读四会单词:family parents uncle aunt baby brother。难点:理解family parents uncle aunt baby brother等词的含义,及运用到句子中。三, 教学准备。1, 本课的单词卡片。2, Amy的头饰。3, 自己画的Amy的全家福,parents的图片,uncle的图片,aunt的图片,baby brother的图片。4, 相配套的教学录音带。5, 学生的家庭成员照片。四, 教学过程。Step 1,Warm-up.1。Greetings.T:Good morning,boys!Boys:Good morning,teacher!
2、 Good morning,girls!Girls: Good morning,teacher! Good morning, boys and girls!Ss:Nice to meet you!Nice to meet you ,too!How are you?Fine, thank you! How are you?Fine,thanks.(设计意图:简单的对话活跃气氛,首先也给了学生信心。)2。T:Ok,lets chant.(要求学生先听录音,再和录音一起chant)Lets go boys.Lets go girls.Lets all be a family.Who plays fa
3、ther family ?Who plays mother?Who play brother and sister?I am father.I am mother.We are brother and sister.以简单欢快节奏的chant中复习了boys,girls,family,family,mother,brother,sister,让学生知道我们见天讲的知识是有关家庭成员的)Step 2,Presentation.1,以学生chant完接话,Very good! Who plays father family ? Play,扮演。Now let me play Amy.老师戴上Amy
4、的头饰说:“Hello, Im Amy.”以Amy的身份走向学生与学生简单而亲却的握手问好。2,Teach the words: family parents uncle aunt baby brother.a,T:Now you are my friends.Hi,my friends,come and meet my family!把“My family”贴板,再出示Amy的全家福说:“Ha ha ,look.This is my family.把全家福贴板。Teach “family”(出示单词卡片family)老师带读,family,family,家庭。老师走向学生,让个别学生读。以开
5、火车的形式读。组读。男生读,女生读,齐读。”Can you speel it?”让生拼读后再贴板。b,让生看图Ok,this is my family.How many people are there in my family?让生答。Yes,there are 6 .Oh,this is meAmy.And this is my father,this is my mother,They are my parents. 出示单词卡片parents.老师带读,Explain:father and mother are parents,父母亲。个别读,读的好的奖粘片。男生读,女生读,齐读先让个
6、别学生拼读,再全班拼读,后贴板,说Oh,they are my parents.c,让生看图Oh,whos this man?出示叔叔照片,并贴板说,Hes my uncle. Uncle means:fahers brother or mothers brother is uncle.说:Hes my uncle.Hes tall and strong.Hes a baseball player.d,Now,whos this woman?Oh(出示照片)Shes my aunt.Shes a nurse.Aunt means: fathers sister or mothers siste
7、r.先让个别学生拼读,再全班拼读,后贴板,说Shes my aunt.e,那姑姑手上抱的小男孩是谁呢?Ha ha ,hes my baby brother.(弟弟)老师带读.Hes my baby brother3,让生看黑板,先跟老师读今天学的单词再全班读。以“play”轻松过度到单词的教学,以操练的多样话,让学生牢记单词的读音和意义,把单词放在句子中的形式出现,给下一个步骤做好了铺垫)Step 3. Practise.1,巩固。老师指着图说:“This is my_(让生说family),They are 6 people in my family.They are my_(让生说pare
8、nts).Look at this man! Hes my _(让生说uncle).Hes tall and strong.Hes a baseball player.Whos this woman? Oh,shes my_(让生说aunt).Shes a nurse.The little boy is my_(让生说baby brother).2,师:现在我要检查大家是不是掌握了今天我们学的单词。老师把单词卡片一个个拿下,拿一个学生读一个。再出示family parents uncle aunt baby brother的单词卡片让全班读。老师抽一张单词卡片,让学生举手,起来读的学生当小老师
9、带全班读,做的好的给这组加一面小红旗。3,传单词游戏。老师给一组一个单词,学生一个传一个,边传边读出卡片上的单词,但老师说stop时,拿到单词卡片的同学要大声读出单词,然后把单词贴回对应的图片下,让单词回家。贴对的给这个小组加一面小红旗。4,现在它们都回家了,Ok,lets chant.Family,family. This is my family.Parents,parents. They are my parents.Uncle, uncle. He is my uncle.Aunt,aunt. Shes my aunt.Baby brother ,baby brother. Hes m
10、y baby brother.5,老师说:我扮演Amy那么久了,我想你们也来当当Amy。先看我扮演Amy是怎么样介绍我的家庭的:This is my family。They are 6 people in my family.They are my parents。Look at this man! Hes my uncle .Hes tall and strong.Hes a baseball player.shes my aunt .Shes a nurse.The little boy is my baby brother。叫35个学生来前面戴上Amy的头饰介绍Amy的家庭。扮演好的给这
11、个组加一面小红旗。6,Books open,go thtough the “Lets learn”.齐读书上的单词,再让学生两人一组扮演Amy介绍家庭。抽查25组学生,说的好的给这组加一面小红旗。7让学生拿出带来的全家福,用今天学的知识介绍自己的家庭。介绍好的给这组加上一面小红旗。8, 评价。统计每组的小红旗,红旗最多的组赢了,将这组同学学蝴蝶飞,或学小鸟飞。(设计意图:这里主要是巩固单词和运用单词.设计让学生当小老师,增强了学生的信心.通过传单词的游戏让学生把单词记的更加牢固了.学生自己当Amy,让学生学会了如何运用单词)Step 4.Homework用英语介绍自己的家庭。五.教学反思.本课
12、围绕“My family”这一题材开展,使学生能用英语简单的介绍自己的家庭成员.我借助“任务型”教学,采用多样化的教学手段将听,说,演,说唱溶于一体,激发了学生学习英语的兴趣和愿望.新英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力,而综合运用能力又以学生的语言技能,语言知识,情感态度,学习策略,和文化意识五个方面的综合素养为基础。基于以上的认识,对教学内容的分析及教材的基本特点,我将教学目标定为:1, 能力目标。能简单的介绍自己的的家庭,如:“This is my family。”2, 知识目标。能听说,认读单词:3, 情感,策略,文化目标:注重培养学生热爱家庭,及积极运用所学英语进行家庭成员之间的称呼习俗。我认为这五个单词及交际性语言的学习为本课的重点及难点。整个教学的程序我采用了听,说,演,说唱一系列的教学活动;具体设计为课堂热身-新知导入-趣味操练-拓展巩固。 第一步我以“chant”作为课前热身,而这个“chant”也刚好与家庭成员有关,既复习了三年级的单词,boys,girls,family,family,mother,brother,si
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