2A Unit1 My family.docx
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2A Unit1 My family.docx
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2AUnit1Myfamily
(英语)学科Unit1单元计划
单元教学内容
本单元主要教学内容为“认人”。
在教学中,教师要通过扎实的听说训练,让学生熟练运用Who`she/she?
来询问朋友的家庭成员。
在引入本单元话题时可以充分利用学生已学的知识,让学生自带一些家庭成员的照片,在课堂上创设生活情景,引导学生产生询问欲望,鼓励学生积极自主地参与交流。
单元教材分析
在教学中,教师要通过扎实的听说训练,让学生熟练运用Who’she/she?
来询问朋友的家庭成员。
在引入本单元话题时可以充分利用学生已学的知识,让学生自带一些家庭成员的照片,在课堂上创设生活情景,引导学生产生询问欲望,鼓励学生积极自主地参与交流。
单元教学目标
1.能听懂Who’she/she?
并能根据实际情况用He’s/She’s…回答。
2.能使用句型Who’she/she?
向他人询问和确认某人,发音正确。
3.能听懂、会说、初步认读father,mother,brother和sister这四个单词,发音正确。
4.会唱歌曲myfamily。
单元教学
重点难点
1.能听懂Who’she/she?
并能根据实际情况用He’s/She’s…回答。
2.能使用句型Who’she/she?
向他人询问和确认某人,发音正确。
3.能听懂、会说、初步认读father,mother,brother和sister这四个单词,发音正确。
单元课时安排
第一课时:
PartB
第二课时:
PartA
第三课时:
PartC\D
第四课时:
Revisionandexercises
第五课时:
拓展教学
太仓市浮桥中心小学
(英语)学科教案
2013年9月4日
课题
Unit1Myfamily
第
(1)课时
总第
(1)课时
教学内容
PartB
Vocabulary:
father,mother,brother,sister
教学目标
1.Enlargethestudents’vocabulary,suchasfather,mother,brother,sister…
2.ReviewthepatternI’m…Thisismy….
重点难点
Thestudentscanmasterthevocabulary,suchasfather,mother,brother,sister.
教学准备
Teachingpictures,PPT,familyphoto
板书设计
Unit1Myfamily
Family
photo
Who’she/she?
He/Sheismy…
fathermotherbrothersister
太仓市浮桥中心小学
(英语)学科教案
教学流程
师生活动
预设与生成
Step1Greetings
T:
Classbegins!
Ss:
Standup!
T:
Goodmorning,class.
Ss:
Goodmorning,MissGu.
Step2Presentationandpractice
Freetalk:
Tsays“Goodmorning,boysandgirls.Welcomebacktoschool.I’myournewEnglishteacher,MissWu.’’
Tasksonestudent“I’mMissWu.What’syourname?
”
ThentheSsgiveresponse:
I’m…
T:
Howareyou?
/Nicetomeetyou.
S:
I’mfine./Nicetomeetyou,too.
Tsays“I’vebroughtabook.It’smybook.Whataboutyou?
”
ShowthebookandmakestheSstounderstand:
mybook
AsktheSstolistenandreadtheword:
myafterT,thenread:
mybookTsays:
Youaresoclever..
Leadinginsomeotherphrases:
mypen/mybag/myruler/…
AskSstosay“It’smybook.”
Tsays“I’mMissWu.It’smybook.”
ShowthestructuretotheSs:
I’mMissWu.It’smybook
AskSstosaysthaboutthemselves:
I’m…It’smy…
T:
Look,it’smyphoto.Guess,who’sheHe’smyfather.
Leadinthenewwords:
father
Listen,readandspellthenewword.Thenread“myfather”.
TsaysHe’smyfather.
AskSstoreadafterT.ThenaskSstoreadonebyone.
ReadthequestionsafterT:
Who’she?
Readthedialogues:
Who’she?
He’smyfather.
TshowanotherphotoandaskSstoguesswhothemanis?
Ssmaysaybrother.
Leadinthenewword:
brother
Readandspellthenewword.
Explainthewordbrother(havesameparentswithyou)
Tsays:
He’snotmybrother.He’smyuncle.
(通过与学生的问答来引入本课的三会单词my,并让学生理解)
(这个对话中who’s,he,he’s都是新词,需要领读并纠正他们的发音)
太仓市浮桥中心小学
(英语)学科教案
教学流程
师生活动
预设与生成
AskSstoreadthenewwordsuncleindifferentways.
Practicethedialogue(pairwork):
Who’she?
He’smybrother/father/uncle.
Step3Consolidation
AsktheSstoreadthenewwordsafterthevideo:
father,brother,uncle
ConsolidatetheChinesemeaningofthewordsagain.
Playagame:
Quickresponse:
EnglishwordsandChinesemeaning(Holdacompetition)
AsktheSstoreadandspellthenewwordstogether:
(Tgivesexamplefirstly)
ThendividethewholeclassintogroupsandasktheSstoreadandspellthenewwords.
Groupcompetition:
Readandspell.
Tpointsatdifferentgroupsandasksthemtoreadandspellthenewwords.
AsktheSstopracticethestructureingroups:
Who’she?
He’smyfather/brother/uncle.
Exercise:
writedownthenewword:
uncle
Copythenewwords:
Step4Homework
1.ListentoPartBandread
2.IntroduceyourfamilymembersusingThisismy…
(句型的练习仍然是与单词紧密结合,学生需要一个不断复现的过程。
)
教学反思
太仓市浮桥中心小学
(英语)学科教案
2013年9月5日
课题
Unit1Myfamily
第
(2)课时
总第
(2)课时
教学内容
PartA
Structure:
Who’she/she?
He’s/She’smy…
教学目标
1.Enlargethestudents’structuresWho’she/she?
He’s/She’smy…
2.Improvethestudents’expressingskills.
重点难点
Thestudentscanusethenewpatterntointroducetheirfamilymembers.
教学准备
Teachingpictures,PPT,familyphoto
板书设计
Unit1Myfamily
Who’she?
He’smyfather.brotherunclegrandpa
Who’sshe?
She’smymother.sisterauntgrandma
cousin
太仓市浮桥中心小学
(英语)学科教案
教学流程
师生活动
预设与生成
Step1Greetings
T:
Classbegins!
Ss:
Standup!
T:
Goodmorning,class.
Ss:
Goodmorning,MissGu.
Step2Presentationandpractice
AsktheSstoreadthenewwordsafterthevideoagainandmakeclearlytheChinesemeaning.
TpointsandmakestheSstoreadandspellthenewwords:
father,brother,uncle
AsktheSstodogroupwork:
readandspellthenewwordsinthegroup.Thenholdacompetition,groupscanreadandspellthenewwords.
Tshowsthepictureandsays:
Look,it’smyfamilyphoto.He’smyfather.Doyouknowwho’she?
SsanswersGrandpa.Thenread“He’smygrandpa.”(readandlearngrandpa)
Look,she’sawoman.She’smymother.
(readandspellthenewword,thenaskSstoreadit)
AskSstoreadthesentence:
She’smymother.
ReadafterT/bygroups/askSstoread
Tasks:
Who’sshe?
Ssanswers:
She’smymother.
AskSstoreadinpairs,thenasksomeonetoread
Tsays:
Lookatmyfamilyphoto.He’smyfather.He’smygrandpa.She’smymother.Thenshe’s…?
Sssaygrandma.
ThenreadShe’smygrandma.
Readthesentencesontheblackboard.Thendoasummary.
he:
他(男士)father,brother,uncle,grandpa
she:
她(女士)mother,sister,aunt,grandma
brothervssister:
withthesameparents
cousin:
表姐妹表兄弟堂兄弟堂姐妹
Saythechanttogether:
Who’she?
He’smyfather.
Who’she?
He’smybrother.
Who’she?
He’smyuncle.
Who’sshe?
She’smymother.
Who’sshe?
She’smysister.
Who’sshe?
She’smyaunt.
TasksSstoreadthedialoguesingroups,thenaskssomegroupstoread.
(韵律小诗的说唱,对学生来说能够更好地训练他们的语感与语音)
太仓市浮桥中心小学
(英语)学科教案
教学流程
师生活动
预设与生成
WatchthevideoaboutthetextwiththeSs:
Who’she?
He’smyfather.
Who’sshe?
She’smymother.
Readthetextfollowthetape.
Step3Consolidation
AsktheSstoreadthetextafterthevideoandunderstandthetextwell.
Who’she?
He’smyfather.Who’sshe?
She’smymother.
MaketheSstoreadafterthevideoandcorrecttheirpronunciation.AsktheSstoreadthedialoguesinrolesandgroups.
AsktheSstoshowtheirphotosoftheirfamilyandmakedialoguesinpairs,addingthenewwords:
uncle,aunt,grandpa,grandma,cousin
Who’she?
He’smy...
Who’sshe?
She’smy...
Exercise:
Copythesentenceofthetext
Who’she?
He’smyfather.
Who’sshe?
She’smymother.
Step4Homework
Listentothetapeofunit1,readafterit10minutes.
AsktheSstopracticethedialogueswiththeirpartners:
Who’she?
He’smyfather.
Who’sshe?
She’smymother.
(要求学生仔细听录音中的语音语调,模仿朗读,这样有助于培养学生良好的语音语调。
)
(与学生一起讨论照片中的人物,来猜测对方的家庭成员,也正好达到操练句型的目的,学生还是乐于参加讨论的。
)
教学反思
太仓市浮桥中心小学
(英语)学科教案
2013年9月9日
课题
Unit1Myfamily
第(3)课时
总第(3)课时
教学内容
PartC,D
Song:
Myfamily
Makeandsay
教学目标
1.Improvethestudents’singingskillsofEnglishsongs.
2.Improvethestudents’communicativeskills.
重点难点
Enablethestudentstosingthesongcorrectly.
教学准备
Teachingpictures,PPT
板书设计
Unit1Myfamily
father,mother,brother,sister
——Who’she/she?
——He’s/She’s…
太仓市浮桥中心小学
(英语)学科教案
教学流程
师生活动
预设与生成
Step1Greetings
T:
Classbegins!
Ss:
Standup!
T:
Goodmorning,class.
Ss:
Goodmorning,MissGu.
Step2Presentationandpractice
Freetalk:
Nicetomeetyou.
Nicetomeetyou,too.
Howareyou?
Tshowsachantaboutthefamilymembers:
Whoishe?
Heismyfather.
Whoishe?
Heismybrother.
Whoishe?
Heismyuncle.
Whoishe?
Heismygrandpa.
Whoisshe?
Sheismymother.
Whoisshe?
Sheismysister.
Whoisshe?
Sheismyaunt.
Whoisshe?
Sheismygrandma.
AsktheSstolistentothevideoaboutthetext:
Whoishe?
Heismyfather.
Whoisshe?
Sheismymother.
AsktheSstoreadthetexttogether.
ThenasktheSstoactoutthedialoguesaboutthesituations:
father,mother,brother,sister,uncle,aunt,grandpa,grandma,
Who’she?
Heismy…
Who’sshe?
Sheismy…
Tsays“Areyouhappywithyourfatherandmother?
”
Tsays“Youhaveasweetfamily.”
Readandlearnthephrases,askSstoreadindifferentways.
AskSstoreadthesentence.
Tasks“Whoarethey?
”
Sssay“Father,mother,brother,sister.”
Tsays“Theyarefather,mother,brotherandsister.”
ThenaskSstrytosaythe2sentencestogether.
太仓市浮桥中心小学
(英语)学科教案
教学流程
师生活动
预设与生成
Havearest:
Listentothesong
(Ihavegotasweet,sweetfamily,theyarebrother,sister,daddyandmummy.Oh,Daddyhappy,happyDaddy,Mummyhappy,happyMummy.Wehavegotasweetsweetfamily.)
AsktheSstrytofollowthepaceandsingthesongtogether.
Step3Consolidation
A.AsktheSstosingthesonginthecompetitionform:
ingroups
B.ThendividetheSsintoteamsandthenmakethemtochangethecontentsofthesong:
Ihavegotasweet,sweetfamily,theyarebrother,sister,
daddyandmummy.Oh,Daddyhappy,happyDaddy,Mummyhappy,
happyMummy.Wehavegotasweetsweetfamily.
Step4:
Homework:
AsktheSstosingthesongtotheirparents:
Myfamily
AsktheSstofinishtheexerciseofPartD:
Drawandsay.
Finishthepictureofthefamilyandthenpracticewiththepartners:
Who’she?
He’smy…
Who’sshe?
She’smy…
(这两句话又一定的难度,要孩子都说出来比较困难,除了读音的指导还要一定的鼓励。
)
(划线部分可以由学生改成他们会的任何家庭成员的单词)
教学反思
太仓市浮桥中心小学
(英语)学科教案
2013年9月11日
课题
Unit1Myfamily
第(4)课时
总第(4)课时
教学内容
a)Newwords:
father,mother,brother,sister.
b)Dialogues:
Who’she?
He’s...Who’sshe?
She’s…
c)
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- 2A Unit1 My family