1、l Unit Two My familyl 课时内容A. Lets talk. Point and say. l 课时分析 在Lets talk部分，上单元我们认识的新生Amy来陈洁家里做客，认识了陈洁的爸爸。在这个过程中引出了本单元的功能问句：Whos that man? 以及回答：Hes my dad. 在这里要引导学生区分boy和man，让学生在真实语境的交流中理解who的意思。Point and say是一个针对所学句型的操练活动。Amy拿着自己的家庭相册与吴一凡在交流。吴一凡运用Whos that man?这一问句在了解Amy的家庭成员。由于家庭成员称呼类的单词要在下一课时才引入，我
2、们可以先使用学生已经比较熟悉的dad, mum以及friend来练习本课的重点句式，为下一课时的学习打下基础。l 课时目标1. 能够听懂、会说句型：Whos that man? Hes my2. 能够听懂、会读对话，并能分角色表演。3. 能够在真实或模拟的情景中正确使用句型Whos that man? Hes my来介绍自己的朋友或家人。4. 能够大胆表达，乐于使用英语与他人进行交流。l 课时重难点1.重点能够听懂、会说句型：Whos that man? Hes my能够听懂、会读对话，并能分角色表演。2. 难点来源:学*科*网Z*X*X*K能够在真实或模拟的情景中正确使用重点句型，并乐于在活
3、动中进行交流。l 教学准备1. 多媒体课件、录音机、磁带。2. 学生的照片或图片。l 教学过程 Step 1 Warm up播放第一单元歌曲Boy and girl。学生齐唱。设计意图：既复习上一单元学习过的知识，又衔接下一环节的教学活动，还能用歌曲这一充满节奏感的方式来激发学生的学习兴趣，营造良好的英语学习氛围。 Step 2 Lead in1.展示教材人物图片，通过问答的方式进行介绍，引出本课重点句式：Who is ?Teacher: Look at this boy/girl. Whos this? He/She is our friend Wu Yifan/ Amy. Whos thi
4、s girl? Whos this boy?来源:学科网ZXXK设计意图：由歌曲中的boy/girl自然转入教材主人公的介绍，使教学活动更流畅。同时通过问答的形式，自然引出本课的重点问句Who is ?以旧知引入新知，逐步推进，学生接受起来没有难度。 Step 3 Presentation1. 展示陈洁的爸爸的图片，让学生猜测他的身份，先使其理解新单词man的含义，再顺利引出问句：Whos that man? Teacher：Look, is this a boy? No, he isnt. He is a man. Read after me, please, man. Mr Jones i
5、s a man. Is Wu Yifan a man? No. Is Zhang Peng a man? No. They are boys. Who is this man? Guess. 学生尝试猜测图片中男性的身份。2. 播放对话录音，学生找出答案。Teacher：Now, lets listen to the dialogue. Listen carefully. You can find out. 听完录音后，请学生说出自己的答案。Teacher: Now, please tell me. Who is that man?设计意图：通过猜测人物身份，来引出本课的重点问句及重点词汇。同
6、时也为学生设置了一个小小的悬念，从而激发他们的学习兴趣，使他们能够集中注意力，认真倾听，以提高他们的听力理解能力。 Step 4 Practice1. 再次播放课文录音。学生跟读课文。Teacher: Boys and girls, lets read the dialogue after the tape. Please listen carefully, read carefully.2. 学生分角色朗读课文。Teacher: Now, who wants to be Chen Jie? Who wants to be Amy? Who wants to be Chen Jies dad?
7、 Lets act the dialogue out.来源:ZXXK3. 请学生戴上头饰来扮演对话的角色，表演对话。Teacher: Now well find the best actor or actress. Please come to the front and show the dialogue.设计意图：通过以上三个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。4. 游戏：记忆力大考验。教师通过课件展示一些人的图片及其姓名或身份，请学生观察一小段时间后，再出示其中的一个，进行问答练
8、习。Teacher：Its time to play. Ill show you many boys, girls and men. Please watch carefully for one minute. Then I will show one of them. You should tell me who he is. Who is this girl? Who is this boy? Who is this man?设计意图：在这个小游戏中，学生需要认真观察教师提供的信息。这对于他们来说是个小小的挑战。三年级的孩子好奇好胜，这样的设计能够极大地激发他们的好胜心和竞争意识，从而使他
9、们积极参与到重点句型的操练上来。5. 小组活动。请根据Who is?两个句型编一个小故事，并到前边表演，评选出表现最优的小组。Teacher: Lets do a group work. Please make a dialogue or story. You can use the sentence Who is? Then show it. Lets find which group is best.设计意图：使学生在虚拟的情景中自由使用新授语言，达到能听、会说句型。 Step 5 Summary教师指向班里任意学生，由学生根据他们的姓名来完成韵句。Who is this boy/girl
10、? Who is this boy/girl?He/ She is He/ She is 设计意图：韵句虽然简单，却完整再现了本课的重点句式。同时，由于教师挑选学生是随机的，所以有不确定性和趣味性，可以让学生在复习、再现、总结本课重点知识的同时感受到快乐。l 课堂作业一、选择正确的单词，抄写在图片右方的四线三格上。man boy friend girl二、为下列问答选择正确的答句，将序号填入题前括号内。( ) 1. Nice to meet you. A. Good morning. B. Nice to meet you, too.( ) 2. Whos that man? A. He is
11、 my dad. B. Shes my mum.( ) 3. Whos that boy? A. He is my dad. B. He is my friend.( ) 4. This is my friend, Amy. A. Nice to meet you. B. Whos that girl.三、连词成句。1. is my he father (.)_2. is that man who (?)_3. is friend this my (.)_4. to you meet nice (.)来源:_四、看图判断正(T)误(F)。( ) 1. This is my friend, Am
12、y. ( ) 2.Whos that man? He is my father. ( ) 3. Whos that boy? He is my friend. 答案：一、boy, girl, man, friend.二、1.B 2.A 3. B 4. A三、1. He is my father. 2. Who is that man? 3. This is my friend. 4. Nice to meet you.四、1. T 2. F 3. T l 板书设计Unit Two My familyA. Lets talkboy man来源:学_科_网girl womanWhos this man?Hes my
