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視頻標(biāo)簽：My family
所屬欄目：小學(xué)英語(yǔ)優(yōu)質(zhì)課視頻
視頻課題：小學(xué)三年級(jí)下冊(cè)英語(yǔ)第二單元My family part A Let,s talk安徽省 - 合肥
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小學(xué)三年級(jí)下冊(cè)英語(yǔ)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(xué)生課前打招呼,拉近師生距離。唱與主題相關(guān)的歌曲，契合課程學(xué)習(xí)主題。
2，通過識(shí)別學(xué)生喜愛的卡通人物，向?qū)W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(dǎo)學(xué)生回答對(duì)應(yīng)問題，利用chant的形式帶領(lǐng)學(xué)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(cuò)誤的提問語(yǔ)句引導(dǎo)學(xué)生生成正確的提問語(yǔ)句，利用舊知引出新知，在句中學(xué)習(xí)新單詞 woman, mother 和新句型: She’s my mother.
3,利用chant 這種生動(dòng)活潑的形式機(jī)械操練句型，通過展示學(xué)生媽媽的照片引導(dǎo)學(xué)生在真實(shí)的情境中操練句子。
4,展示Peppa’s 爸爸的圖片，利用錯(cuò)誤的提問語(yǔ)句引導(dǎo)學(xué)生生成正確的提問語(yǔ)句，利用舊知引出新知，在句中學(xué)習(xí)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(dòng)活潑的形式機(jī)械操練句型，通過展示學(xué)生爸爸的照片引導(dǎo)學(xué)生在真實(shí)的情境中操練句子。
6,總體利用chant的形式進(jìn)行本課句型的操練與鞏固。
7,通過回歸課本情景，讓學(xué)生帶著問題看視頻，再次鞏固對(duì)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(dǎo)學(xué)生聽、讀課本的對(duì)話， 注重對(duì)學(xué)生原音的輸入。
2,通過大組的角色扮演朗讀，培養(yǎng)聽讀能力。
3，通過角色扮演的形式，在語(yǔ)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(dòng)的視頻作為范例，為后面的小組活動(dòng)做師范。 2，每組學(xué)生在重點(diǎn)句型的提示下展示全家福，并詢
talk about their family. Provide some useful sentences.
問對(duì)方的家庭成員與談?wù)撟约旱募彝コ蓡T。
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(xué)當(dāng)中，引導(dǎo)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(yè)，鞏固所學(xué)單詞及目標(biāo)語(yǔ)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(jí)英語(yǔ)下冊(cè) Unit 2 My family! Part A Let’s talk 是一節(jié)會(huì)話課。我以拜訪朋友的家為主線帶領(lǐng)學(xué)生們?nèi)フJ(rèn)識(shí)Peppa Pig的家人，通過 “Introduce my family” 等活動(dòng)升華愛的主題。運(yùn)用情景教學(xué)的方法，增強(qiáng)了課堂的趣味性。總體教學(xué)環(huán)節(jié)順暢，但也有很多地方需要改進(jìn)：、
1，課堂出現(xiàn)提出問題無學(xué)生呼應(yīng)的現(xiàn)象：
當(dāng)我問 “Do you like English songs?” 以及 “What’s his name” 時(shí)，學(xué)生沒有與我相呼應(yīng)，反映出了我在日常教學(xué)中沒有注重課堂常規(guī)管理的問題，學(xué)生還是沒有與我形成應(yīng)有的默契。在日后的課堂教學(xué)中，我將強(qiáng)化學(xué)生英語(yǔ)學(xué)習(xí)的常規(guī)教育，讓學(xué)生明白上課時(shí)我到底在說什么。
2，評(píng)價(jià)用語(yǔ)單一，且沒有做到關(guān)注全體學(xué)生
在課堂學(xué)生回答完問題后，我沒有及時(shí)跟上評(píng)價(jià)語(yǔ)言，或者評(píng)價(jià)語(yǔ)言僅限于：good, excellent, perfect. 簡(jiǎn)答的評(píng)價(jià)語(yǔ)言不足以支撐起學(xué)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(píng)價(jià)語(yǔ)言，做到有針對(duì)性。在學(xué)生回答完問題發(fā)愛心卡片時(shí)，我只是走到孩子面前給他，沒有給予贊揚(yáng)，顯得很生硬。應(yīng)該在這個(gè)過程中更加注重孩子內(nèi)心的情感。在帶孩子做role-play時(shí)，應(yīng)該引導(dǎo)所有學(xué)生參與，不能只是臺(tái)上的學(xué)生role-play, 下面的學(xué)生看著他們，應(yīng)該引導(dǎo)學(xué)生認(rèn)真觀看并給出評(píng)價(jià)：good/very good/wonderful.
3，課堂中關(guān)注自己的教學(xué)進(jìn)程較多，沒有真正的融入課堂，傾聽學(xué)生
在引入小豬佩奇的弟弟喬治進(jìn)行機(jī)械操操練時(shí)，我只是帶學(xué)生們通過肢體動(dòng)作練習(xí)了chant,沒有關(guān)注到孩子在chant中把答句說成了 “George, George, he is a George.”對(duì)學(xué)生在課堂上出現(xiàn)的錯(cuò)誤沒有及時(shí)糾正，導(dǎo)致學(xué)生不知道自己說出了錯(cuò)誤的語(yǔ)句。在日后的教學(xué)中，我應(yīng)該時(shí)刻關(guān)注學(xué)生上課的反應(yīng)，認(rèn)真聽孩子給出的語(yǔ)句，遇到錯(cuò)誤
做到及時(shí)糾正，并給予強(qiáng)化練習(xí)。
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