第一篇：人教版（PEP）小學(xué)英語三年級(jí)下冊(cè)Unit,2,My,family單元測(cè)試（I）卷

人教版（PEP）小學(xué)英語三年級(jí)下冊(cè)Unit 2 My family單元測(cè)試（I）卷 姓名:________ 班級(jí):________ 成績(jī):________ 小朋友們，經(jīng)過一段時(shí)間的學(xué)習(xí)，你們一定進(jìn)步不少吧，今天就讓我們來檢驗(yàn)一下！一、選出下列單詞的對(duì)應(yīng)詞，并寫在四線三格內(nèi)。

(共1題；

共1分)1.（1分）(2014·天河)—What is the national flower of Mexico? — ________.二、選出下列單詞中不同類的一項(xiàng)。

(共5題；

共10分)2.（2分）找出屬于不同類的單詞。

A.good???? B.evening???? C.night???? 3.（2分）找出屬于不同類的單詞。

A.my???? B.I???? C.your???? 4.（2分）找出不同類的單詞。A.sorry???? B.plane???? C.bus???? 5.（2分）找出與其它不屬于同類的詞（）A.five???? B.fifteen???? C.kite???? D.six???? 6.（2分）找出不同類的單詞??????????????? A.coffee???? B.Coke???? C.juice???? D.chicken???? 三、單項(xiàng)選擇。

(共4題；

共8分)7.（2分）Is _______ small?（）A.it???? B.they???? C.your???? 8.（2分）Where is???book？ A.I???? B.my???? C.me???? 9.（2分）What do you smell? A.I smell a nice flower.B.I see a nice flower.10.（2分）—________ —My foot hurts.A.What＇s the matter????? B.Happy birthday!C.How old are you????? 四、情景交際。

(共4題；

共8分)11.（2分）—Have an egg,please.—________ A.Thank you.B.Here you are.C.How are you????? 12.（2分）—________ —Yes,I can.A.Can you jump????? B.What about you????? C.Do you have a football????? 13.（2分）—I＇m cold.What should I do? —___________.A.Have a rest.B.Put on your coat.C.Open the window.14.（2分）你想知道同學(xué)多少歲了，你會(huì)說：

A.How old are you????? B.How old are your????? C.I＇m seven.五、連詞成句。

(共4題；

共16分)15.（5分）banana,a,it,is(?)16.（5分）have ,what ,book ,you ,got（?）(連詞成句)17.（5分）Nice??meet??you??too??to(,.)(連詞成句)18.（1分）（）museum,do,why,you,to,visit,want,car,(?)（連詞成句）________ 六、閱讀對(duì)話，判斷正誤。

(共1題；

共10分)19.（10分）閱讀判斷。

It＇s seven o＇clock.It＇s time for me to get up.I go to school at eight o＇clock.The school begins at nine o＇clock.The English class is the first.Then I have math class at ten o＇clock.In the afternoon,I have PE class at three.I go home at four and I have dinner at six.（1）（2）（3）（4）（5）參考答案 一、選出下列單詞的對(duì)應(yīng)詞，并寫在四線三格內(nèi)。

(共1題；

共1分)1-1、二、選出下列單詞中不同類的一項(xiàng)。

(共5題；

共10分)2-1、3-1、4-1、5-1、6-1、三、單項(xiàng)選擇。

(共4題；

共8分)7-1、8-1、9-1、10-1、四、情景交際。

(共4題；

共8分)11-1、12-1、13-1、14-1、五、連詞成句。

(共4題；

共16分)15-1、16-1、17-1、18-1、六、閱讀對(duì)話，判斷正誤。

(共1題；

共10分)19-1、19-2、19-3、19-4、19-5、

第二篇：新版PEP小學(xué)英語三年級(jí)下冊(cè) Unit 2 My family 教案

UNIT TWO My Family

(Lesson 1)一．Teaching contents and analysis：

1、能夠聽懂、會(huì)說、會(huì)認(rèn)讀單詞：man, father, dad。

2、能夠聽懂、會(huì)說、會(huì)認(rèn)讀句型：Who’s that man? He’s my father./ Hi, Dad.并能夠在具體的語境中靈活運(yùn)用。

3、通過創(chuàng)設(shè)情景，增長課外知識(shí)，激發(fā)學(xué)生熱愛自己家庭成員的美好情感。二．Teaching main points：

掌握句型Who's that man(boy)? He's my...Who's that woman(girl)? She's my...詞匯：father, mother, mom, woman, man 三．Teaching difficulties：

能夠理解和運(yùn)用句型：Who’s that man? He’s my father./ Hi, Dad.并能夠聽懂、會(huì)說、理解句子： This is my friend, Amy.四．Teaching aids：家庭照片、課件、錄音帶

五．Teaching design Step 1, Warm-up 1．播放Unit 1 B Let's talk動(dòng)畫，讓學(xué)生模仿表演。

2．學(xué)生3人一組做對(duì)話表演。

Step2, Presentation 1．教師將一位新朋友介紹給大家。教師扮演這個(gè)新朋友，問一個(gè)女生：What's your name? 引導(dǎo)這個(gè)女生回答：My name's(Diana).教師對(duì)其他學(xué)生說：She's(Diana).并示意學(xué)生跟著重復(fù)這句話。

2．教師指著離自己稍遠(yuǎn)的女生問：Who's that girl? 引導(dǎo)學(xué)生回答：She's...3．用同樣的步驟問一個(gè)男生，用he 代替she。

4．教師指著離自己稍遠(yuǎn)的男生問：Who's that boy? 讓學(xué)生回答：He's...5．讓學(xué)生指著班里的同學(xué)做問答：Who's that girl? She's...Who's that boy? He's...6．教師拿出學(xué)生們所熟悉的教師的照片，用實(shí)物投影儀展示出來。詢問學(xué)生：Who's that man? Who's that woman? 引導(dǎo)學(xué)生回答：He's Mr....She's Miss/Mrs....7.教師可向?qū)W生出示幾張明星的照片或圖片，讓學(xué)生做Who's that man? Who's that woman? 的問答練習(xí)。

8．教師出示自己的家庭照片說：This is my family.Do you know who they are? 鼓勵(lì)學(xué)生對(duì)照片中的人物提問，教師用She's my mother.He's my father.來回答，并重復(fù)單詞father, mother。教師再次用mom, dad代替mother, father進(jìn)行回答，向?qū)W生指出mom和dad更多地用于日?？谡Z中。

9．讓學(xué)生觀看教學(xué)課件或VCD展示Let's talk的內(nèi)容。

10．讓學(xué)生看書聽錄音，跟讀課文對(duì)話。

11．讓學(xué)生分組表演課文并展示。

Step3, Practice

1．Who's family is this? 教師先收集幾張學(xué)生的全家福，出示其中一張問：Who's family is this? 引導(dǎo)該家庭的學(xué)生迅速反應(yīng)：This is my family.然后讓其他同學(xué)對(duì)照片中的人物發(fā)問，該生回答。

2．猜人

請(qǐng)一名學(xué)生到前面，蒙上他／她的眼睛，再叫一名學(xué)生說幾句英語，讓全班學(xué)生問：Who's that boy/girl?猜的人說：He's.../She's...猜對(duì)了，就蒙住說話學(xué)生的眼睛，繼續(xù)游戲。（在游戲過程中播放英語歌曲，創(chuàng)設(shè)愉快氛圍。）

Step4, Assessment

1、Read and match.Man

father Mother

mom

Dad

woman

2、Think and match

Who’s that man?

Hi, Amy.Nice to meet you.He’s my father.Hello, Dad.Nice to meet you, too.Step5, Blackboard Writing

UNIT TWO My Family!

(Lesson 1)

Who’s that man?

He’s my father.man father dad Step6, Teaching postscript

UNIT TWO My Family

(Lesson 2)一．Teaching contents and analysis：

1.能夠聽、說、認(rèn)讀單詞：woman, mother, mom.2.能夠聽、說、認(rèn)讀句型：Who’s that woman? She’s a new teacher.并能夠在具體的語境中靈活運(yùn)用。

3.能夠聽音跟唱本課chant.4.培養(yǎng)學(xué)生懂禮貌的好習(xí)慣，學(xué)會(huì)感恩。二．Teaching main points：

單詞：father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman 三．Teaching difficulties：

家庭成員單詞的認(rèn)讀。

四．Teaching aids：Word cards, wall chart, pictures,recorder 五．Teaching design Step 1, Warm-up 1．教師讓學(xué)生拿著自己的家庭照，通過實(shí)物投影展示給大家，并指著其中的人物做介紹：He’s my father.She’s my mother.2.讓學(xué)生兩人一組面對(duì)面站著，舉起自己的家人照片做問答練習(xí)：Who’s that man? Who’s that woman? Step2, Presentation 1．教師出示Chen Jie的圖片問學(xué)生：Who’s this girl?讓學(xué)生回答：She’s Chen Jie.并把圖片貼到黑板上。

2．教師分別出示father, mother的圖片，問學(xué)生：Who’s that man(woman)？引導(dǎo)學(xué)生說出：He’s Chen Jie’s father(dad).She’s Chen Jie’s mother(mom).并把圖片貼到黑板上。

3．出示單詞卡，讓學(xué)生認(rèn)讀father, dad, mother, mom, man, woman, 讓學(xué)生把這些單詞卡貼到黑板上相應(yīng)的圖片下。

4．教師：There are 4 people in Chen Jie’s family, too.Do you know who are they? 可先讓學(xué)生猜，再出示圖片教讀單詞：grandfather(grandpa), grandmother(grandma), brother, sister, 并把圖片貼到黑板上，形成family tree。

注：教師向?qū)W生說明grandpa, grandma多用于口語中。brother, sister不是本課內(nèi)容，稍帶即可。

5．教師出示單詞卡，讓學(xué)生先試著把單詞garandfather(grandpa), grandmother(grandma), brother, sister貼到相應(yīng)的圖片下，再教讀單詞。

6．讓學(xué)生看黑板。教師提問：This is a family tree.How many people in Chen Jie’s family? Who are they?

7．播放Let’s learn A部分的視頻，學(xué)生邊觀看邊跟讀。再讓學(xué)生扮演Chen Jie介紹自己的家庭成員：This is my family.He’s my...She’s my...8．讓學(xué)生拿著自己的家庭照片向大家介紹自己的家庭成員。當(dāng)學(xué)生介紹到父母時(shí)，教師可問：Do you love your father and mother? I love my father and mother.What about you?

9．播放歌曲“Father and mother”的視頻文件，學(xué)生反復(fù)學(xué)唱。10．鼓勵(lì)學(xué)生把其他家庭成員也編成歌曲，并表演給大家看。

Step3, Practice

1．Listen and show 教師說：Show me the picture of your mom.學(xué)生立刻高舉照片說：She’s my mom.舉錯(cuò)的退出游戲。

2．Listen and choose 教師請(qǐng)一名學(xué)生讀出黑板上的單詞，另一個(gè)學(xué)生要根據(jù)所聽到的從黑板上拿下該單詞卡，直到黑板上只剩下圖片為止。

3．Make a family tree 以小組為單位，讓學(xué)生看著黑板上的圖片位置，用自己的單詞卡在圖畫紙上粘貼family tree.Step4, Assessment

1、Think and match woman

father mother

dad mom

man he

he

2、Read and match

Who’s that man?

She’s my mother.Who’s that woman?

He’s my father.Step5, Blackboard Writing

UNIT TWO My Family!

(Lesson 2)Who’s that woman? She’s my mother..woman mother mom Step6, Teaching postscript

UNIT TWO My Family

(Lesson 3)一．Teaching contents and analysis：

1.能夠聽、說、讀、寫單詞：ten, red, leg , pen.2.了解字母e在閉音節(jié)單詞中的發(fā)音。

3.能夠聽懂指令，完成Read, listen and circle.4.培養(yǎng)學(xué)生認(rèn)真觀察、發(fā)現(xiàn)規(guī)律的能力。二．Teaching main points：

掌握四會(huì)單詞、字母e在閉音節(jié)單詞中的發(fā)音。三．Teaching difficulties：

能夠靈活運(yùn)用字母e的發(fā)音讀新單詞。

四．Teaching aids：Word cards, wall chart, pictures,recorder 五．Teaching design Step 1, Warm-up 1.Enjoy a song”Who is she?” 2.Let’s chant.3.快速說單詞：father-mother

man-woman dad-mom

4.Sing a song “Hickety, Pickety, My Black Hen”(此歌曲中包含很多含有字母e的單詞，目的是為了讓學(xué)生感知字母e在單詞中的發(fā)音，為學(xué)生們的進(jìn)一步學(xué)習(xí)做好了鋪墊。)

Step2, Presentation 1.Let’s say：呈現(xiàn)Let’s spell動(dòng)畫，讓學(xué)生襖出四個(gè)單詞的共同點(diǎn)： a.每個(gè)單詞中都含有字母e。

b.每個(gè)單詞中的e都讀/e/。2.Spell and sing

(1)呈現(xiàn)自拼規(guī)則：E, e, /e/ /e/ /e/(2)用肢體語言表演這個(gè)自拼規(guī)則。

(3)Sing a song “Elephant”。

3.學(xué)習(xí)單詞：

(1)根據(jù)拼讀規(guī)則學(xué)習(xí)四會(huì)單詞ten, red, leg, pen。

(2)讓學(xué)生體會(huì)字母e的發(fā)音，能夠獨(dú)立拼讀簡(jiǎn)單的含有字母e的單詞。如：egg, Ted, hen等。

4.說短語或者句子：呈現(xiàn)本課的四個(gè)四會(huì)單詞讓學(xué)生自由說短語或者句子。如ten legs, a red pen, I have ten pens.等等。

5.Read, listen and circle.6.Listen and write.Step3, Practice

1.Play a game：讓學(xué)生以小組為單位，分別介紹自己的家庭成員，介紹時(shí)，盡量要用上今天所學(xué)的四會(huì)單詞。如：This is my father.He has two long legs.This is my mother.She has a red skirt.2.Let’s chant: Pen, pen, a red pen.Leg, leg, ten legs.A red pen has ten legs.3.Learn a song: I love my family.4.完成作業(yè)本相關(guān)作業(yè)。

Step4, Assessment

總結(jié)本課的四會(huì)單詞以及字母e 在閉音節(jié)單詞中的發(fā)音。

1、Read and choose.（）(1)A.leg

B.pen C.me（）(2)A.he

B.ten C.pencil（）(3)A.red

B.we

C.Ted（）(4)A.hen

B.egg C.she Step5, Blackboard Writing

UNIT TWO My Family!

(Lesson 3)

ten red leg pen(四線格)Step6, Teaching postscript

UNIT TWO My Family

(Lesson 4)一．Teaching contents and analysis：

1.能夠聽、說、讀單詞：brother.2.能夠聽、說、讀句型：Who’s that boy? He’s my brother.能夠在具體的語境靈活運(yùn)用。3.培養(yǎng)學(xué)生善于交際的性格以及用英語思維的習(xí)慣。二．Teaching main points：

能夠聽、說、理解句型：Is she your mother? Yes, she is.Is he your father? No, he isn’t.He’s my teacher!三．Teaching difficulties：

操練對(duì)話的句型，鼓勵(lì)學(xué)生在真實(shí)情景中會(huì)話

四．Teaching aids：Word cards, wall chart, pictures,recorder 五．Teaching design Step 1, Warm-up 1.Read and act

教師出示家庭成員的單詞卡片，學(xué)生大聲讀出，并演一演。T: “Who’s this?” S: “mother.”

T: “Act like mother.” 2.Read and match

教師出示A/Let’s learn部分的大掛圖，讓學(xué)生讀詞卡，把卡片貼到相應(yīng)的圖旁邊。

Step2, Presentation 1.Talk about the pictures

學(xué)生們出示自己的照片和自己家人的照片。

學(xué)生們自由提問：“Who’s he?”“Who’s she?”照片的主人進(jìn)行回答。教師根據(jù)照片的內(nèi)容發(fā)出自己的感嘆“Great!”“Cool!”“Wow!”“Come on!”“Really?”鼓勵(lì)學(xué)生也根據(jù)自己的感受運(yùn)用這些感嘆詞。

2.Watch video

播放B Let’s talk 錄像，教師提問：

（1）這段對(duì)話中，誰向誰介紹了自己的家庭？

（2）對(duì)話中，一共用到了幾個(gè)感嘆詞？

學(xué)生回答問題后，再播放一遍對(duì)話，讓學(xué)生留意語音語調(diào)。

3.觀看課件

（1）教師播放B Let’s talk部分的動(dòng)畫課件，先完整播放，然后教師反復(fù)點(diǎn)擊動(dòng)畫，一幅一幅圖，一句一句話學(xué)習(xí)，學(xué)生在觀看的過程中試著模仿。

（2）再次觀看，鼓勵(lì)學(xué)生邊看邊說。

（3）關(guān)閉聲音喇叭，學(xué)生分角色給課件中的人物配音。

（4）以小組為單位練習(xí)對(duì)話，然后上臺(tái)表演。

（5）教師及時(shí)獎(jiǎng)勵(lì)表演好的小組。

Step3, Practice

1.活動(dòng)一：Talk about the picture 學(xué)生之間觀看彼此家庭成員的有趣照片，邊看邊根據(jù)實(shí)際運(yùn)用對(duì)話中的句子。

2.活動(dòng)二：Let’s practice 教師出示一張自己的家庭照片，引導(dǎo)學(xué)生提問。

T: “Who’s that?” T: “Guess!”

S: “Is she your sister/...?” T: “No, This is my...”

學(xué)生之間就彼此的照片提問，運(yùn)用句型“Is she your sister/...?”

3.活動(dòng)三：

教師將學(xué)生們的家庭成員照片（長的相似的）展臺(tái)出示，讓學(xué)生用“Is she your sister/...?”猜一猜。

Step4, Assessment

1．Read and choose.（）(1)---Who’s that man?---_______ A.He’s my father.B.She’s my mother C.It’s my brother.（）(2)Who is _________woman? A.it

B.this

C.that

2.給句子排序，組成一個(gè)完成的對(duì)話。(1)She’my mother.(2)No, she isn’t.(3)Guess!(4)Is she your sister?(5)Who’s that woman? Step5, Consolidation（1）聽錄音，仿讀對(duì)話。

（2）和同伴表演對(duì)話

Step6, Blackboard Writing

UNIT TWO My Family!

(Lesson 4)Who's that boy? He’s my brother.Is she your mother?

Yes, she is.Is he your father? No, he isn’t.He’s my teacher!Step7, Teaching postscript

UNIT TWO My Family

(Lesson 5)一．Teaching contents and analysis：

1.能夠聽、說、認(rèn)讀單詞：sister,brother, grandmother, grandma, grandfather, grandpa, family.2.能夠聽、說、讀句型：This is my family.This is my grandpa.并能夠在具體的語境中靈活運(yùn)用。3.能夠聽音跟唱本課的chant。二．Teaching main points：

夠聽、說、讀詞匯：brother sister grandfather(grandpa)grandmother(grandma)三．Teaching difficulties：

brother中 “th”的發(fā)音時(shí)要咬住舌尖。

四．Teaching aids：個(gè)人生活照、學(xué)生的家庭錄像、課件、家庭成員單詞卡片和家庭樹圖片

五．Teaching design Step 1, Warm-up 1.sing the song

學(xué)生們一起唱《Father and mother》，邊唱邊演。

2.Is she your...?

教師拿出自己家庭成員的不同照片，讓學(xué)生提問，教師根據(jù)提問回答。學(xué)生以小組為單位（變換小組成員），拿著家庭成員的照片互相詢問：“Is she/he your...?”

Step2, Presentation 1.教師出示B Let’s learn的視頻，教師提問：在錄像中有幾個(gè)人？他們的關(guān)系？學(xué)生回答，并讓學(xué)生試著介紹自己的家庭成員。

2.出示Let’s learn部分的動(dòng)畫。

教師出示場(chǎng)景，讓學(xué)生說說看到了什么，他們?cè)诟墒裁?？（“What can you see? What are they doing?”）點(diǎn)擊單詞或人物brother，sister，指導(dǎo)學(xué)生認(rèn)讀。告訴學(xué)生，在英語中，brother既可作哥哥講，也可作弟弟講，而sister既可作姐姐講，也可作妹妹講。

播放課件，學(xué)生觀看，理解“What a big fish!”的含義，教師邊說邊用手勢(shì)幫助學(xué)生理解其含義。學(xué)生分角色跟讀，進(jìn)行小組表演。

3.教師出示家庭成員的單詞卡片，讓學(xué)生開火車認(rèn)讀。請(qǐng)讀的最好的學(xué)生到前面來帶讀。

4.教師在黑板上畫出一棵大樹，在樹上貼出家庭成員的單詞卡片，讓學(xué)生一起讀一讀。Step3, Practice

1.活動(dòng)一：聽一聽，做一做

教師和學(xué)生一起問一問，答一答。問到哪個(gè)人物，就讓學(xué)生舉起相應(yīng)的卡片。

T: Who’s he? Who’s he? S: He’s my father.T: Who’s she? Who’s she? S: She’s my mother.2.活動(dòng)二：Let’s chant

展示Let’s chant的動(dòng)畫，先幫助學(xué)生理解chant的意思，邊看邊跟讀。以小組為單位，表演chant。各組邊說，邊打節(jié)奏，比一比誰的表演最精彩。

Step4, Assessment

一、Read and draw.1.This is my grandpa.2.This is my grandma.3.This is my sister.4.This is my mother.Step5, Consolidation

1、聽本課的錄音，將Let’s do表演給家長看。

2、畫一棵家庭樹。

Step6, Blackboard Writing

UNIT TWO My Family!

(Lesson 5)This is my family.This is my...sister/ grandmother/ grandma/ grandfather/ grandpa.(四線格)Step7, Teaching postscript

UNIT TWO My Family

(Lesson 6)一．Teaching contents and analysis：

1.復(fù)習(xí)本單元所學(xué)的字母、單詞和句型。

2.能夠準(zhǔn)確完成Start to read和Let’s check的內(nèi)容。

3.了解Story time部分的故事內(nèi)容，能夠聽懂、會(huì)說，分角色表演故事。

4.學(xué)唱歌曲I love my family.二．Teaching main points： 完成Start to read和Let’s check部分的內(nèi)容，了解Story time部分的小故事。三．Teaching difficulties：

正確理解歌曲的含義，能夠分角色表演小故事。

四．Teaching aids：Word cards, wall chart, pictures,recorder 五．Teaching design Step 1, Warm-up 1.Enjoy the song”I love my family”.2.Sing a song.(1)播放歌曲“Mommy finger”。

(2)改編該歌曲成為歌謠，同時(shí)加入grandpa和grandma兩個(gè)單詞。

3.Review the words：快速認(rèn)讀本單元的單詞。最后創(chuàng)編一個(gè)小歌謠，如Father, father, this is my father?

4.Free talk:用全家福照片，進(jìn)行會(huì)話交流。

Step2, Presentation 1.Start to read

Read and match.呈現(xiàn)P19Read and match內(nèi)容，講明題意，讓學(xué)生仔細(xì)觀察，認(rèn)真閱讀，完成連線。

2.Let’s check:(1)Listen and number：教師呈現(xiàn)P20該題內(nèi)容，先讓學(xué)生描述一下書上4幅圖片的內(nèi)容，然后播放錄音，讓學(xué)生聽音完成編號(hào)。最后師生一起核對(duì)答案。

(2)Look and tick：教師呈現(xiàn)P20該題內(nèi)容，讓學(xué)生看圖，根據(jù)圖片從A和 B中選擇正確的一項(xiàng)。然后核對(duì)答案。最后讓學(xué)生對(duì)圖片進(jìn)行簡(jiǎn)單描述。

3.Story time

(1)教師出示故事的圖片，播放動(dòng)畫，讓學(xué)生整體感知故事內(nèi)容。

(2)以教師為主導(dǎo)，解決故事中的難點(diǎn)詞句。

A.actress：；課件呈現(xiàn)女演員的照片，進(jìn)行學(xué)習(xí)。對(duì)比學(xué)習(xí)actor和 actress.B.Wait a minute!復(fù)習(xí)上冊(cè)Recycle2 Read 里面的情節(jié)內(nèi)容，以此復(fù)習(xí)Wait a minute!組織學(xué)生進(jìn)行學(xué)說。

C.How beautiful!課件呈現(xiàn)很漂亮的圖片，教師用夸張的表情說該句子，讓學(xué)生理解意思。然后呈現(xiàn)其它漂亮的圖片，讓學(xué)生贊美圖片。

(3)操練難點(diǎn)詞句。教師板書難點(diǎn)詞句，教師示范，讓學(xué)生模仿、學(xué)說。

Step3, Practice

(4)教師引導(dǎo)學(xué)生以四人小組為單位合作閱讀，討論以下問題：

a.Who’s that woman? B.Is she beautiful?

C.What does she do?(What’s she? / What’s her job?)

(5)讓學(xué)生匯報(bào)回答問題，教師進(jìn)行總評(píng)。

(6)讓學(xué)生聽音、模仿、學(xué)說故事。

(7)讓學(xué)生分角色表演故事。

Step4, Assessment

1.Draw pictures and make a family tree.(可課前讓學(xué)生完成。)

2.Listen and choose.教師在黑板上貼出本單元的重點(diǎn)單詞，然后請(qǐng)一組學(xué)生表演對(duì)話，另一組學(xué)生根據(jù)對(duì)話內(nèi)容拿下黑板上的單詞。對(duì)話如：

Hello, Peter.Hello, Sam.Nice to meet you.Nice to meet you, too.Who’s that man? He’s so tall.He’s my grandpa.Step5, Consolidation 一．Form the sentences.(1)Who, that, man, is(?)____________________________(2)is, She, sister, my(.)__________________________(3)My, teacher, mother, is ,a(.)_________________ 二．Read and choose.（）1.—Who’s that man?--_________________.A.She’s my mother.B.He’s my father.（）2.You can call your father daddy or _____.A.dad

B.mom Step6, Blackboard Writing

UNIT TWO My Family!

(Lesson 6)family tree Step7, Teaching postscript

第三篇：PEP小學(xué)英語三年級(jí)下冊(cè)Unit2 My Family 教案

Unit2 My Family

1A Let’s talk Let’s practice & C Culture Teaching aims: 1.The students will be able to listen, understand and say the sentences: Who’s that man/woman? He’s/ She’s my ….And use he, she correctly.2.The students will be able to use the dialogue in daily life.I.P:The students will be able to listen, understand and say the sentences: Who’s that man/woman? He’s/ She’s my ….And use he, she correctly.D.P:The students will be able to use the dialogue in daily life.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Revise the words learned last class.2.Free talk.Ask and answer using the sentences: I’m … I’m from ….Where are you from? This is ….Nice to meet you!Step2.Presentation Let’s practice

1.Point to a boy and say He’s a boy.Point to another boy and say He’s a boy.Point and have kids say: He’s a boy.Then have kids to practice the sentence.Point to a girl and teach She’s a girl in the same way.2.Have kids practice He’s a …/ She’s a … with other words like student, teacher.Practice He’s from …/ She’s from ….He’s/ She’s my friend.3.T shows a family picture and says: Look!This is my family.Have kids say family correctly.T: There are 4 people in my family.Who are they? T: She’s my….Have kids say mother.T: Yes, she’s my mom.Have kids say He’s my father/ dad/ grandfather/ grandpa.She’s my grandmother/ grandma.4.T points and says This is my family.Then ask: Who’s that man/ woman? Get kids to answer He’s/ She’s your father/ grandfather/ mother/ grandmother.Teach the new sentence patterns: Who’s that man/woman? He’s/She’s….5.Have several kids hold their pictures and come to the front.Say: This is my family.The other kids ask Who’s that man/ woman? Then practice asking and answering in groups of four.Let’s talk 1.Listen to the tape and answer: Where are Amy and Chen Jie? Who’s that man? 2.Get them to listen and repeat the dialogue.3.Have kids to act the dialogue.Step4.Add activities Talk about their family photos in pairs.Step 5 Homework 1.Listen and repeat the dialogue on page 14 for ten times.2.Try to make up a new dialogue.Blackboard design:

U2 My family

Who’s that man/woman/boy/girl?

She’s/He’s my _______.Teacher’s notes:

Exercise notes: A Let’s learn Let’schant Teaching aims: 1.The students will be able to listen, read say and use the words: father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.2.The students will learn the song: Father and Mother.I.P:The students will be able to listen, read say and use the words: father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.D.P:The pronunciation of father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.Teaching aids: cards, picture, tape Teaching procedures: Step1.Warm-up 1.Greet to kids randomly.2.Sing the song Ten Little Candles to revise the numbers.Step2.Presentation Let’s learn

1.Show a picture of a family.Point to the picture and ask: How many people are there? Help kids to remember what doeshow many means and get the answer 5.Then say: This is a family.(Have kids try to read family correctly.)Who are they? 2.Point to the father, say: father(repeat several times), but we usually call him dad.Show father’s picture and have kids to say father, dad.Tell kids that people usually use dad in daily life, also we can call papa.3.Teach mother, grandfather, grandpa, grandmother, grandma in the same way.Emphasize: She’s my mother.She’s….4.Have kids to listen and repeat the words.5.Game: Divide kids in groups of four.One is father, one is mother, one is grandfather and one is grandmother.T says: Father.All “fathers” stand up and say father.Then they must exchange their roles.6.Put all the pictures on the blackboard.Point to the pictures randomly and kids look and say correctly.7.Game: Have two kids come to the front.T says a word silently and the other kids say out the word.The two kids must pick out the right picture.The faster one will win the game.Let’s chant 1.T does the action and says: This is Sarah’ father.He is tall.Then teaches the word tall.T: But, Sarah’s mother is not so tall.2.T does the action and says: This is Sarah’s brother.He is small.Teaches the word small.3.Listen to the chant and teach it.Then asks them try to say the chant.Step3.Assessment 1.Revise Let’s learn.2.Take a family picture in the next class.Step 4 Homework 1.Listen and repeat page 15 for ten times.2.Talk about family menbers.Blackboard design:U2 My family

Who’s that man/woman/boy/girl?

She’s/He’s my ________.Teacher’s notes:

Exercise notes: A Let’s spell Teaching aims: 1.The students will be able to master the pronunciation of the letter Ee.2.The students will be able to master the words with letter Ee on the book.3.The students will be able to write the words on the book correctly.I.P:The students will be able to master the pronunciation of the letter Ee.The students will be able to write the words on the book correctly.D.P: The students will be able to master the pronunciation of the letter Ee.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Listen and say the chant on page 15.2.TPR activity.Have kids to imagine the actions of father, mother, grandfather, grandmother.When T says a word like father or mother, kids imitate and say This is my mom.3.Show the word cards and have kids to read them out.Step2.Presentation Let’s spell 1.T shows the four pictures about these four words: ten, pen, red and leg.And guide them to read the four words.T: Try to read out these words.Can you find the same things? 2.Have the kids to listen and follow the tape.Look and think: Which letter is the same? Yes, letter e.What is the sound? /e/.3.Look at the teacher’s mouth and imitate the pronunciation./t/-/e/-/n/, ten.Follow me, please.4.Guide them to spell the other three words like the teacher.5.Listen to the tape and read after it.Step3 Practice Let’s chant

Listen to the chant and try to follow it.Ten red pens.Ten red pens.Eight pens.Nine pens.Ten red pens.Read, listen and circle 1.Read the words first.2.Listen and circle the right words.Listen and write Listen to the tape and write the words correctly.Step4 Homework 1.Listen and repeat page 16 for ten times.2.Copy the four words on page 16 for four times each.Blackboard design:

U2 My family tenpen

leg

red [e]

Teacher’s notes:

Exercise notes:

4B Let’s talk

Let’s play Teaching aims: 1.The students will be able to understand the dialogue and read the dialogue correctly.2.The students will be able to master and use the sentence patterns: Is she/he …? Yes, she/he is.No, she/he isn’t.I.P:The students will be able to understand the dialogue and read the dialogue correctly.D.P: The students will be able to master and use the sentence patterns: Is she/he …? Yes, she/he is.No, she/he isn’t.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Revise the words: father, mother, sister, brother, grandfather(grandpa), grandmother(grandma).2.Free talk.Who’s this/that man/woman/boy/girl? He’s/She’s….Step2.Presentation Let’s talk

1.T collect some students’ family members’ photos.Then T puts the photos on the screen and asks: Who’s this man/boy/girl/women? The student will stand up and says: He’s/She’s my ….2.T goes on doing this activity.T chooses one student and asks: Is he/she your…? Guide the student to answer: Yes, he/she is.No, she/he isn’t.Teach the new sentence patters: Is she/he…? Yes, he/she is.No, he/she isn’t.3.T: Today Amy goes to Sarah’s home.(1)Listen, what are they talking about? They are talking about Sarah’s family members.(2)Is the boy Sarah’s brother? Yes, he is.Is the woman Sarah’s mother? Yes, she is.Is the man Sarah’s father? No, he isn’t.He is Sarah’s teacher.(3)Listen and repeat the dialogue.(4)Read the dialogue in pairs.Then act the dialogue.Step3 Practice Let’s play Practice in pairs: Who’s that man/woman? He’s/She’s….Let’s check 1.Listen and number: Listen to the tape and number the pictures.2.Look and tack: Look at the picture and tick the right sentence.Step4 Homework 1.Listen and repeat the dialogue on page 17 for ten times.2.Try to retell the dialogue.Blackboard design:

U2 My family Who’s that boy/girl? He’s/She’s my ____.Is she/he your _____? Yes, she/he is.No, she/he isn’t.Teacher’s notes:

Exercise notes: B Let’s learn Let’s chant Teaching aims: 1.The students will be able to master the words sister, brother, grandfather(grandpa)and grandmother(grandma).2.The students will be able to introduce his family members like this: Hi, I’m … This is my family.Look, this is my ….This is my … 3.The students will be able to listen and say the chant correctly.4.The students will get some knowledge about the different calling of the family members between the east and the west.I.P:1.The students will be able to master the words sister, brother, grandfather(grandpa)and grandmother(grandma).2.The students will be able to introduce his family members like this: Hi, I’m … This is my family.Look, this is my ….This is my …

3.The students will get some knowledge about the different calling of the family members between the east and the west.D.P: The students will be able to listen and say the chant correctly.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.T shows the word cards and asks them to read the words.2.Listen to the song I love my family, and guide them to do actions with the teacher.3.Show photos and pictures with different people in and ask Who’s that man? Have kids to guess.Step2.Presentation Let’s learn

1.Draw a family tree on the blackboard.T acts Mike.T: Look.I am Mike.This is my family tree.There are many people in my family.This is my father.This is my father’s father.He’s my grandfather.Also we can call him grandpa.Teach the new word grandfather and grandpa.2.T: This is my mother.This is my father’s mother.She’s my grandmother.Also we can call her grandma.Teach the new word grandmother and grandma.3.T: What do we call them in Chinese? –爺爺，奶奶。

4.T: Look at this old man.He is my mother’s father.We can call him grandfather(grandpa).5.T: This old woman is my mother’s mother.We call her grandmother(grandma).6.T: What do we call them in Chinese? –外公，外婆。或者姥姥，姥爺。7.Guide them to tell the difference between the east and the west.8.Add brother and sister to the family tree.T: Look, I have one brother and one sister.Teach the two words.9.Listen to the tape and repeat the words.10.T: These family members make up the family.Family= Father and mother, I love you.I love my family.Let’s chant

1.T: Look at the pictures.How many people can you see? Four.They are grandpa, grandma, brother and sister.They are planting flowers.Teach: Help each other.2.Listen to the chant and try to follow it.3.Listen to the tape and say the chant.Step3.Add activities 1.Listen to the song on page 20.2.Say the family members to parents.Step4 Homework 1.Listen and repeat [age 18 for ten times.2.Try to introduce your femily menbers.Blackboard design:

U2 My family I’m ____.This is my family.This is my ____.This is my ____.…

Teacher’s notes:

Exercise notes: B Start to read& C Story time Teaching aims: 1.The students will be able to revise the main sentence pattern: This is my ….2.The students will be able to understand the story to revise the main family members.I.P:The students will be able to revise the main sentence pattern: This is my ….D.P:The students will be able to read the story correctly.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Revise the words like father, mother, sister, brother, grandfather(grandpa)and grandmother(grandma).2.Listen to the song on page20 and guide them to sing it.3.Listen to the chant on page 18 and guide them to say it.Step2.Presentation Start to read 1.T shows the pictures of Wu Yifan’s family members.T asks: Who’s this man/woman? Guide them to answer: This is Wu Yifan’s ….2.T asks some students to act Wu :Yifan and introduce the members: This is my ….3.Look at the books.Read the sentences and match the right pictures.4.T asks some students to act Wu: I’m Wu Yifan.This is my family.This is my ….This is my ….5.T asks them to do pair work.Story time 1.Guide the students to look the pictures and answer: Who are in the pictures? Zoom’s father and mother.2.Zoom’s mother is very beautiful.She is an actress.T shows more pictures about some actress, like Fan Bingbing, Li Xiaolu, Yang Mi and so on.That will help them to understand the word actress.3.Listen to the story and try to understand it.4.Listen again and repeat it.Step3 Homework

1.Listen to the story on page 21 for ten times.2.Revise unit 2 for two times.Blackboard design:

U2 My family Who’s that ____?

She’s/He’s ______.Teacher’s notes:

Exercise notes:

第四篇：人教版小學(xué)英語三年級(jí)下冊(cè)Unit 2 My Family教學(xué)設(shè)計(jì)

人教版小學(xué)英語三年級(jí)下冊(cè)Unit 2 My Family教學(xué)設(shè)計(jì)

一、教學(xué)內(nèi)容：人教版小學(xué)英語三年級(jí)下冊(cè)Unit 2 My Family第一課時(shí)

二、教材分析：

教學(xué)的內(nèi)容是PEP三年級(jí)下冊(cè)Unit 2 My Family Part A第一課時(shí)的內(nèi)容。本單元圍繞“家庭”這一題材開展，使學(xué)生能用英語簡(jiǎn)單介紹自己的家庭成員及如何詢問他人的身份。我借助“任務(wù)型”教學(xué)理念，采用多樣化的教學(xué)手段，將聽、說、玩、演、唱融于一體，激發(fā)學(xué)生學(xué)習(xí)英語的興趣和愿望，使學(xué)生通過合作學(xué)習(xí)體驗(yàn)榮譽(yù)感和成就感從而樹立自信心，發(fā)展自主學(xué)習(xí)的能力，形成初步用英語進(jìn)行簡(jiǎn)單日常交際的能力。

三、教學(xué)目標(biāo)： 1.能力目標(biāo)：

(1)能聽說認(rèn)讀家庭成員的名稱：father(dad),mother(mom),grandfather(grandpa),grand mother(grandma)。擴(kuò)充教學(xué)uncle, aunt, brother, sister。

(2)能靈活運(yùn)用This is my family／mom／friend…句型。

(3)能聽懂會(huì)說句子Who’s that man／woman／boy／girl﹖及回答He／She is……,并在一定的語境中進(jìn)行交際。

2.情感目標(biāo)：通過談?wù)撟约旱募彝ヒ饘W(xué)生對(duì)家、對(duì)父母的熱愛之情。3.學(xué)習(xí)策略目標(biāo)：

(1)培養(yǎng)學(xué)生的注意力、觀察力，激發(fā)學(xué)生積極思維。

(2)通過小組活動(dòng)，培養(yǎng)學(xué)生積極與他人合作，共同完成學(xué)習(xí)任務(wù)。(3)在任務(wù)中，引導(dǎo)學(xué)生積極運(yùn)用所學(xué)英語進(jìn)行表達(dá)與交流。四.教學(xué)重點(diǎn)、難點(diǎn)： 1.重點(diǎn)：如何介紹自己和詢問他人家庭成員的這一句型。2.難點(diǎn)：he和she的意義區(qū)分及發(fā)音。五．教學(xué)準(zhǔn)備：

1．教師準(zhǔn)備卡通人物、身邊教師、學(xué)生全家福照片和名人的幻燈片。2．教師準(zhǔn)備主要人物的頭飾。3．教材相配套的教學(xué)錄音帶。4.學(xué)生準(zhǔn)備家人的照片。六．教學(xué)過程： Step 1 Warm-up/Revision 1．齊唱歌曲：Boy and Girl.2．日常口語練習(xí)

Good afternoon ,boys and girls． How are you﹖ How old are you﹖ Where are you from﹖ Nice to meet you.Step 2 Presentation 1.新知呈現(xiàn)

a.T: Who’s this boy﹖指著近處的一名學(xué)生問.引導(dǎo)學(xué)生回答He is ××.T: Who’s that boy ?指著遠(yuǎn)處的一名學(xué)生問.引導(dǎo)學(xué)生回答He is ××.教師再分別指著近處和遠(yuǎn)處的一名女同學(xué)問“Who’s this /that girl?引導(dǎo)學(xué)生回答She is××.（設(shè)計(jì)說明：這樣形象生動(dòng)的對(duì)比可以使學(xué)生快速理解“this”和“that”的區(qū)別，并體會(huì)“he”和“she”的發(fā)音及漢語意思。）

b.教師出示學(xué)生熟悉的卡通照片，（喜羊羊和美羊羊）并說：I have many friends.Let’s have a look.出示另外幾張圖片（劉星、夏雪、）問： Who’s that girl/boy ? 引導(dǎo)學(xué)生用“She’s/He’s 回答。出示幾位教師的照片，問： Who’s that man ? 強(qiáng)調(diào)讀出man.提示學(xué)生用He’s Mr.….來回答。以同樣的方式介紹句型： Who’s that woman.She’s…

c．課件出現(xiàn)名人照片（魯迅、周恩來等），引出Who’s that man／woman﹖教學(xué)該句型及回答He／She is…。

d．根據(jù)課件出現(xiàn)教師現(xiàn)在的家庭照，讓學(xué)生觀察、猜測(cè)并回答。（1）T: Who’s this woman？ P1:She is Miss Huang.T: Yes.It’s me．

T: Who’s this man／woman﹖ P1:He／She is your father, mother….（2）Guessing game: He is my father’s father, who is he﹖ She is my mother’s mother, who is she﹖ He is my mother’s brother, who is he﹖ She is my father’s sister, who is she﹖

My father has a daughter, but not me, who is she﹖（3）教師手指家庭照描述：

This is my father／mother／sister／brother． This is my family． Happy, happy family, This is my grandpa／grandma／uncle／aunt． This is my family． Big ,big , family．

教師出示教學(xué)卡片，齊讀單詞grandfather（grandpa），grandmother(grandma),father，mother，uncle ,aunt ,brother ,sister.2.課文呈現(xiàn)

a.出示陳潔的家庭照片，分角色問答并導(dǎo)入課文。b.以觀看大屏幕和聽課文錄音的方式來呈現(xiàn)課文。c.學(xué)生分角色進(jìn)行表演。Step 3 Practice a.學(xué)生出示自己的家庭照片進(jìn)行小組討論并介紹自己的家庭。

S1：Who’s this man? S2：He’s my… S1：Who’s this woman? S2：She’s my…

b.學(xué)生上前使用投影儀展示自己家庭的照片，并介紹自己的家庭。

Ss：Who’s this boy/girl/man/woman?

S1：He’s /She’s my… 在學(xué)生初步掌握詞匯后，教師指導(dǎo)孩子利用自己的照片，介紹自己的家庭成員，把新學(xué)的詞匯運(yùn)用到實(shí)際中。

c．T：We have a happy family．Do you like your family?

Ss：Yes.T：Now let’s listen to a song “Father and Mother”．

播放歌曲“Father and Mother”，學(xué)生在有節(jié)奏的音樂中感受家庭的溫暖，并隨著音樂唱這首歌。Step 4 Expand 1．任務(wù)一：扮演家庭

教師將寫有家庭成員名稱的卡片分發(fā)給每位學(xué)生，學(xué)生選擇其中一個(gè)角色扮演。

T：Now let’s see who plays father? Show your action． S1：I’m father．(邊說邊模仿爸爸的模樣，如看報(bào)紙等。)T：Who plays mother? S2：I’m mother．(模仿媽媽的樣子，如洗衣服、洗碗等。)2．任務(wù)二：介紹家庭

請(qǐng)學(xué)生組成臨時(shí)家庭，由學(xué)生扮演不同的家庭成員，進(jìn)行角色定位。小組之間互相介紹自己的家庭。3．情感教育 This is my family．

I love my father．I love my mother． They love me.They love me.I love my father．I love my mother ． They love me.They love me.Let’s say together：Father and mother，I love you.Ss：Father and mother.I love you.（設(shè)計(jì)說明：通過小韻文培養(yǎng)學(xué)生對(duì)家庭、對(duì)父母的熱愛之情，并使感情得到升華。）

第五篇：小學(xué)英語三年級(jí)下冊(cè)Unit 2 My family第二課時(shí)說課稿

小學(xué)英語三年級(jí)下冊(cè)Unit 2 My family

第二課時(shí)說課稿

今天我說課的內(nèi)容是人民教育出版社的《PEP小學(xué)英語》三年級(jí)下冊(cè)Unit 2 My family.一、說學(xué)生狀況

小學(xué)三年級(jí)這個(gè)年齡段的學(xué)生正處于少年時(shí)期，孩子們具有好奇、好活動(dòng)、愛表現(xiàn)、善模仿等特點(diǎn)。所以我以學(xué)生為中心，借助“任務(wù)型”教學(xué)采用多樣化的教學(xué)手段將聽、說、玩、演、唱溶于一體，激發(fā)學(xué)生學(xué)習(xí)英語的興趣和愿望，使學(xué)生通過合作學(xué)習(xí)體驗(yàn)榮譽(yù)感和成就感從而樹立自信心，發(fā)展自主學(xué)習(xí)的能力，形成初步用英語進(jìn)行簡(jiǎn)單日常交際的能力。

二、說教材內(nèi)容

本單元以family 話題，分A、B、C三個(gè)部分。本課內(nèi)容是 A 部分Let’s learn、Let’s chant。Let’s learn部分為詞匯教學(xué)，將學(xué)習(xí)有關(guān)家庭成員的單詞 father/dad, mother/mum, 以及man和woman；句型：Who’s that …?He/She’s ….單詞量比較大，是本課的重難點(diǎn)。Let’s chant可以通過游戲及歌曲鞏固所學(xué)單詞，培養(yǎng)學(xué)生的學(xué)習(xí)興趣。

在教學(xué)中，圍繞family這一主題設(shè)計(jì)一系列的活動(dòng)讓學(xué)生在輕松愉快的情境中表達(dá)語言、感受語言、理解語言、從而習(xí)得語言。

三、說教學(xué)目標(biāo)

依據(jù)教材內(nèi)容，結(jié)合學(xué)生特點(diǎn)及新課標(biāo)對(duì)三年級(jí)學(xué)生能力的要求，本節(jié)課的教學(xué)目標(biāo)確定如下。

【知識(shí)目標(biāo)】聽、說、認(rèn)讀單詞father, dad, mother, mum, man, woman;句子Who’s that boy/girl/ woman/ man? She’s/ He’s?并能在情景中運(yùn)用。

【能力目標(biāo)】能通過詢問知道一些人物是誰，能根據(jù)主題My family展開對(duì)話，并嘗試模仿情景自編對(duì)話。

【情感目標(biāo)】通過創(chuàng)設(shè)情景，增長課外知識(shí)，激發(fā)學(xué)生熱愛自己家庭成員的美好情感。

四、說教法學(xué)法

為了順利完成教學(xué)目標(biāo)，更好地突出重點(diǎn)、突破難點(diǎn)，我以創(chuàng)設(shè)情景，讓學(xué)生在輕松快樂的氛圍中學(xué)習(xí)英語為宗旨，設(shè)計(jì)了熱身、預(yù)習(xí)、新授、練習(xí)、任務(wù)這五個(gè)井然有序的環(huán)節(jié)。教學(xué)不是簡(jiǎn)單的知識(shí)傳授，為了不使教學(xué)變得枯燥無味，我采用多種教學(xué)手段，如比較形象明星圖片，家庭相片等啟發(fā)、引導(dǎo)學(xué)生思維，培養(yǎng)不同層次的學(xué)生大膽用英語交際的能力，讓學(xué)生真正進(jìn)入實(shí)際情景中去交流。

五、說教學(xué)過程

（一）熱身／復(fù)習(xí)（Warm-up/Revision）

（1）借助單詞卡復(fù)習(xí)前邊所學(xué)單詞，出示單詞讓學(xué)生認(rèn)、讀。（2）讓學(xué)生結(jié)成小組到講臺(tái)表演 Let’s talk 內(nèi)容。

（3）Sing the song “Father and Mother”.用課件播放歌曲，學(xué)生邊唱邊拍手。

（二）導(dǎo)入（Leading-in）

師生各自拿出準(zhǔn)備好的全家福做示范表演。Hello1,I’m Miss Miao.This is my family photo.S1: Who’s that man? T: He’s my father.………… 師生操練后進(jìn)行生生操練。

（三）呈現(xiàn)新課（Presentation）

（1）教師指著近處的一名學(xué)生問，Who’s this boy﹖引導(dǎo)學(xué)生回答He is ××.教師再指著遠(yuǎn)處的一名學(xué)生問，Who’s that boy ? 引導(dǎo)學(xué)生回答He is ××.教師再分別指著近處和遠(yuǎn)處的一名女同學(xué)問“Who’s this /that girl?引導(dǎo)學(xué)生回答She is××.（設(shè)計(jì)說明：這樣形象生動(dòng)的對(duì)比可以使學(xué)生快速理解“this”和“that”的區(qū)別，并體會(huì)“he”和“she”的發(fā)音及漢語意思。）

（2）課文呈現(xiàn)，通過課件出示Sarah的父母照片，問學(xué)生：Who’s this man／woman﹖ 引導(dǎo)學(xué)生說出：

He／She is Sarah’s father(dad), mother(mum).并讓學(xué)生分角色進(jìn)行表演對(duì)話。（3）通過介紹Sarah的父母引出本課的新單詞father, dad, mother, mum, man, woman;

a.跟PPT讀單詞，第一遍先聽，第二遍跟讀，并且每個(gè)單詞讀兩遍

b.教師板書單詞，并且領(lǐng)讀。

c.學(xué)生一起讀。

d.教師指，學(xué)生讀并指導(dǎo)單詞的發(fā)音。

（四）．操練(Practice)

(1)學(xué)生出示自己的家庭照片進(jìn)行小組討論并介紹自己的家庭。

S1：Who’s this man?

S2：He’s my father/dad.S1：Who’s this woman?

S2：She’s my mother/mum.(2)所有單詞卡打亂貼到黑板上，讓學(xué)生分出對(duì)應(yīng)單詞。

設(shè)計(jì)思路：本游戲通過展示相應(yīng)的照片和單詞卡，提高學(xué)生對(duì)新單詞的認(rèn)知能力。

（五）鞏固與拓展（Consolidation）

播放Let’s chant 歌謠，聽歌謠，理解歌謠，學(xué)唱歌謠。The man is the father, tall tall tall The woman is the mother , not so tall That’s the son small small small They’are a family,one and all!設(shè)計(jì)思路：通過學(xué)習(xí)歌謠這一環(huán)節(jié)，加深對(duì)新知的理解，以培養(yǎng)學(xué)生綜合運(yùn)用的能力和創(chuàng)新能力。

(六)總結(jié)布置作業(yè)（Summing up and Homework）詞匯： father, dad, man，woman, mother,mum 句型：

Who’s that …? He/She’s … 布置作業(yè)

1.聽錄音，將今天所學(xué)的單詞說給家長聽,將今天所學(xué)的歌謠唱給家長聽。2.將全家福上的人物用英語介紹給同伴和家長聽。

六、說教學(xué)反思

在整節(jié)課的教學(xué)中，我注重培養(yǎng)了學(xué)生的朗讀能力和用英語交流的能力，并通過聽，說，做等活動(dòng)激發(fā)學(xué)生學(xué)習(xí)英語的興趣，鼓勵(lì)他們大膽說，對(duì)學(xué)生每一個(gè)細(xì)小的進(jìn)步都予以表揚(yáng)逐步幫助他們養(yǎng)成良好的學(xué)習(xí)習(xí)慣，形成有效的學(xué)習(xí)方法，發(fā)展自主學(xué)習(xí)的能力，為進(jìn)一步學(xué)習(xí)打下基礎(chǔ)。