4/6Unit2ALet’stalk安徽公開課教案授課教師：安徽省合肥市曙宏小學(xué)完顏鴻睿Title:MyfamilyGrade:G3inprimaryschoolTeacher:WanyanHongrui,fromShuhongPrimarySchoolTeachingcontent:B2Unit2MyfamilyPartALet’stalkTeachingperiod:40minutesTeachingobjectives:Knowledgeobjectives:1.Studentsareabletounderstandthemeaningofthewords:man,woman,father,mother.2.Studentsareabletograspthesentencepatterns:“Who’sthatman/woman?”,“He’s/She’smyfather/mother.”toinquireandtalkaboutfamilymembers.Abilityobjectives:1.Improvestudents’abilities,especiallylisteningandspeakingability.2.Developstudents’abilityofcommunicationbylearningthesentencepatterns.Emotionalobjective:Raisestudents’awarenessoflovingourfamilyandrespectingparents.Keypoint:Studentsareabletousethesentencepatternstoinquireandtalkaboutfamilymembers.Difficultpoints:1.Usethepersonalpronoun“he”and“she”correctly.2.Shiftthecharacterfromfirstpersontothirdperson.Teachingmaterials:multimedia,head-wear,books.Teachingsteps:Tforteacher,Ssforstudents,Sforindividualstudent.StepsTeacher’sactivitiesStudents’activitiesPurposeGreeting&Warm-up1.GreetingtoSsandsinganEnglishsong“Myfamily”together.2.Show6cartoon’sfamilyphotoandleadSstorecognizethecharacter,guideSstosay“Thisis...’sfamily.”1.SinganEnglishsong“Myfamily”together.2.Talkabout6character’sfamily.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)習主題。2.通過識別學(xué)生喜愛的卡通人物，向?qū)W生輸入主題詞“family”的概念。Presentation1.PointtoGeorgeandaskSsthequestion:“Who’sthatboy?”.GuideSstoanswer“He’sGeorge.”Thenchantwithstudents.Chant:Boy,boy,who’sthatboy?George,George,he’sGeorge.2.PointtoPeppa’smotherandaskstudentsthequestion:“Who’thatboy?”.GuideSstocorrectthesentenceinto“Who’sthatwoman?”.Teachthenewword“woman”,“mother”andthesentencepattern“She’smymother.”3.ChantwithSsandshowsomeSs’mother’sphoto,askstudentsthequestion:“Who’sthatwoman?”andguideSstoanswer:“She’smymother.”or“She’s...’smother.”4.PointtoPeppa’sfatherandaskstudentsthequestion:“Who’thatwoman?”.GuideSstocorrectthesentenceinto“Who’sthatman?”Teachthenewword“man”,“father”andthesentence“He’smyfather.”5.ChantwithSsandshowsomeSs’father’sphoto,askstudentsthequestion:“Who’sthatman?”andguideSstoanswer:“He’smyfather.”or“He’s...’sfather.”6.ChantwithSsanddividerolestochant.7.CreatethecircumstanceofgoingtoChenJie’shome,guideSstowatchthevideoandanswerthequestion:“Who’sthatman”?1.TrytoanswerT’squestionandchanttogether.2.Correctthequestionandlearnthenewword“woman”,“mother”andthesentence“She’smymother.”3.ChantwithTandanswerT’squestion4.Correctthequestionandlearnthenewword“man”,“father”andthesentence“He’smyfather.”5.ChantwithTandanswerT’squestion.6.Chanttogetheranddividerolestochant.7.WatchthevideoandanswerT’squestion.1.通過展示George的圖片引導(dǎo)學(xué)生回答對應(yīng)問題，利用chant的形式帶領(lǐng)學(xué)生初步感知句型。2.展示Peppa的媽媽的圖片，利用錯誤的提問語句引導(dǎo)學(xué)生生成正確的提問語句，利用舊知引出新知，在句中學(xué)習新單詞woman,mother和新句型She’smymother.3.利用chant這種生動活潑的形式機械操練句型，通過展示學(xué)生媽媽的照片引導(dǎo)學(xué)生在真實的情境中操練句子。4.展示Peppa的爸爸的圖片，利用錯誤的提問語句引導(dǎo)學(xué)生生成正確的提問語句，利用舊知引出新知，在句中學(xué)習新單詞man,father與新句型He’smyfather.5.利用chant這種生動活潑的形式機械操練句型，通過展示學(xué)生爸爸的照片引導(dǎo)學(xué)生在真實的情境中操練句子。6.總體利用chant的形式進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，再次鞏固對句型的理解。Practice1.Guidestudentstolistenandreadafterthetape.2.Groupreading:GAareAmy,GBareChenJie,Tisdad.3.Role-playin3Ss’sgroup.1.Listenandreadafterthetape.2.Readingroup.3.Role-playintheirgroup.1.引導(dǎo)學(xué)生聽、讀課本的對話，注重對學(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，在語境中操練本課句型。Consolidation1.Broadcastavideoofdemonstration.2.Groupwork:LetSstoshowtheirfamilyphotoandtalkabouttheirfamily.Providesomeusefulsentences.1.Watchavideoofdemonstration.2.Groupwork:Talkabouttheirfamilyingroup.1.提供小組活動的視頻作為范例，為后面的小組活動做師范。2.每組學(xué)生在重點句型的提示下展示全家福，并詢問對方的家庭成員與談?wù)撟约旱募彝コ蓡T。EmotionaleducationShowSs’familyphotoandSs’photosofdoinghousework.Teachstudentstoloveourfamilyindifferentways.Lookthephotoonthescreenandthinkaboutdifferentwaystolovetheirfamily.情感教育寓于教學(xué)當中，引導(dǎo)孩子通過不同的方式去愛自己的家庭。Homework1.Listenandreadtheconversation.2.Talkaboutyourfamilywithyourfriends.分層布置作業(yè)，鞏固所學(xué)單詞及目標語言。Blackboarddesign:Unit2MyfamilyWho’sthatwoman?She’smymother.Who’sthatman?He’smyfather.Teachingreflection:PEP三年級英語下冊Unit2Myfamily!PartALet’stalk是一節(jié)會話課。我以拜訪朋友的家為主線帶領(lǐng)學(xué)生們?nèi)フJ識PeppaPig的家人，通過“Introducemyfamily”等活動升華愛的主題。運用情景教學(xué)的方法，增強了課堂的趣味性。總體教學(xué)環(huán)節(jié)順暢，但也有很多地方需要改進：1.課堂出現(xiàn)提出問題無學(xué)生呼應(yīng)的現(xiàn)象：當我問“DoyoulikeEnglishsongs?”以及“What’shisname”時，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，我將強化學(xué)生英語學(xué)習的常規(guī)教育，讓學(xué)生明白上課時我到底在說什么。2.評價用語單一，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，我沒有及時跟上評價語言，或者評價語言僅限于：good,excellent,perfect.簡答的評價語言不足以支撐起學(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價語言，做到有針對性。在學(xué)生回答完問題發(fā)愛心卡片時，我只是走到孩子面前給他，沒有給予贊揚，顯得很生硬。應(yīng)該在這個過程中更加注重孩子內(nèi)心的情感。在帶孩子做role-play時，應(yīng)該引導(dǎo)所有學(xué)生參與，不能只是臺上的學(xué)生role-play，下面