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【教学内容】 《义务教育教科书 ·英语》三年级上册 Unit 7 A picture of my family.（Fun with language） 【教学对象】 小学三年级学生 【教学目标】 通过本课时学习，学生能够： 1. 能听读并正确理解并运用本课核心单词。（学习理解） 2. 能正确区分和使用he, she。（学习理解，应用实践） 3. 能在情境中运用以下句型： Who's this/that...？ She/He is... This/That ...is...（迁移创新） Ⅰ Pre- revision  01. Group the words.   T: Boys and girls, look! There are 2 doors. The blue door called he, and the pink door called she. Look at this man. Which door should the man go? Yes, he! What about this one? Oh, a girl! !Great! She! 现在请同学们把人物要去的门指给老师看。 【设计意图：Group the words环节，让学生识别屏幕上出现的图片或单词，并将单词按照：He\She 两类进行归类，引导学生区分清楚He\She分别表达不同的性别，为下面的复习做铺垫。】 效果评价：观察学生的动作，判断学生是否理解并能区别he/she。 02. Listen and say.  （1）Listen to the tape(Mary introduces her family). T: Boys and girls, look at this girl. Who is she? Yes! She is Mary. Mary has a picture.Who are in the picture? Let’s listen.  （2）Fill in the blanks according to what Mary said. T: Boys and girls, Mary said: This is a picture of my family. This is my grandpa(倾听). 【设计意图：通过听力，激活学生关于介绍家人的英语表达的知识，并通过填空复述Mary的介绍，复习家庭成员词汇。】 效果评价：观察学生回答问题是否正确，判断学生的学习状态。 Ⅱ While-revision 01. Look and say.  （1）Guide the students to say something about Peter’s family picture. T: This is Peter. Peter wants to introduce his family, too. Can you help him? Let’s have a try! That is a picture of my family.  （2）Fill in the blanks according to the pictures. T: Look at that man(倾听). He is my grandpa. 【设计意图：通过前面的铺垫，本环节放手让学生对所学知识进行表达。】 效果评价：教师观察学生能否通过看图进行初步表述，关注学生完成情况，并根据实际情况给予帮助和鼓励。 02. Listen and choose. Guide the students to listen and choose according to the pictures. T: This is Lily’s family. Who’s this boy, Lily? 'He is my brother' Or 'She is my sister'? Please choose one. Yes! A. He is my brother. 【设计意图：在看和听的活动中，学习理解描述人物的句子。】 效果评价：教师观察学生能否在录音中提取的关键信息，关注学生完成情况，并根据实际情况给予帮助和鼓励。 03. Look and say. Guide the students to say something about Ben’s family picture. T: Look! Ben’s families are having fun! Who’s that woman? You try（伸手）. Yes! She is Ben’s grandma. 【设计意图：帮助学生在迁移的语境中，创造性地运用所学语言】 效果评价：教师观察学生能否使用本节课的核心语言进行问答。 04. Ask and answer. Guide the students to ask and answer according to Tom’s family picture. T: Boys and girls. This is Mary’s friend Tom. Mary wants to know more about Tom’s family. Let’s have a look! Who’s this man? Now you are Tom. He is my...(伸手). Good! He is my father. 【设计意图：复习巩固本单元的词汇和句型。】 效果评价：教师观察学生能否使用本节课的核心语言进行问答。 05. Read and match. Read the sentences and then match the pictures. T: Boys and girls. This is Tom’s family tree. This boy is Tom. Please follow me(出手指). Yes! This boy is Tom(手划过去). Can you try this one? Good! Tom’s grandma. We can put it on No.2. 现在请同学们大声朗读句子，再把人物匹配到对应的位置。Let’s go! 【设计意图：让学生大声读出屏幕上出现的句子，并将句子所表达的人物匹配到家庭树的合适位置，加深对本课家庭照、家庭树的理解。】 效果评价：教师观察学生完成学习任务的情况，根据学生表现给予指导和反馈。 Ⅲ Post-revision 01. Let’s talk. Let’s talk and fill in the blanks according to Jiamin’s family tree. T: Boys and girls. Look, this is Jiamin’s family tree! He is Chen Jiamin. He is Chen Zhenxin. She is Yang Guilan. This man is Chen Guoqing. And this woman is Yang Guilan. Now, can you tell me: Who 's Chen Guoqing? Please think. Well done! He’s Chen Jiamin’s grandpa. We can also say: He’s Chen Zhenxin’s father. 【设计意图：让学生观察Jiamin的家庭树, 并根据家庭树内容进行回答。】 效果评价：观察 学 生问答 的表现，了解学生能 否 结 合 图 片理 解 人物信息。 Ⅳ Let’s sum up 回顾本节课内容。 【设计意图：对整节课知识的梳理。】 Ⅴ Homework 1. 请你画一张自己的全家福，并标上对应的英文称呼； 2. 请用自己喜欢的方式（视频/录音/文字）结合全家福照片介绍自己的家人。 【设计意图：加深学生对今天所学内容的印象，同时也通过课后活动巩固本节课所学内容，鼓励学生大胆开口说英语，为下节课的学习做好准备。】 课 件 设 计 者 石素平，广州市增城区派潭镇中心小学英语教师，谢昭瑜名师工作室成员，担任区级规划课题主持人并参与省、市级课题的教学教研工作。 资源链接： http://jpk.eduyun.cn/portal/redesign/index/index.jsp?t=2&sdResIdCaseId=8ae7e49483886a210183b6be47b60234 编辑：石素平 审核：谢春慧 |
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