教学日期

2024.10.14

教学班级

一年级1班

备课时间

2024.12.18

上传人

吴凡

备课组员

吴凡

陈星

使用时间

2024.12.25

教材分析

Analysis of the Teaching Material

本单元的话题是Different families,A部分以认识 Chen Jie的家庭成员为 情境, 学习运用句型“This  is  my. . . ”来介绍自己的家庭成员。B部分以认识 Sarah 的家庭成员为情境,学习运用句型“Is this/that your. . . ? Yes, it is.    No, it's my. . . ”来询问家庭成员并回答。Start to read及 Project部分综合运用A、B部分的语言知识来描述自己的家庭成员,感悟家人的爱。

通过以上分析,本单元总语用任务为:认识我的家庭

语用任务一:秀出全家福

准备自己的全家福照片, 向大家介绍一下自己的家庭成员吧。 语用任务二:制作家庭树

同学们动动手,制作Family tree,并向大家介绍自己的家庭成员吧。 语用任务三:幸福家庭手册

你的家庭成员有哪些呢? 你是怎样与家人相处的呢? 动手画一画、写一写, 晒出你的“幸福家庭”,并表达一下对家人的爱吧。

学情分析

Analysis of the Target Students

大单元教学任务

◉学生生活经验的分析

本单元学习的主题为介绍自己的家人,学生对这些都比较熟悉也比较感兴趣；

◉学生知识技能的分析

学生在第一单元学习了打招呼和介绍自己,并且学习了 share,  smile,  listen,  help,  nice,  play等与人交往的相关词汇。在此基础上,学生进一步学习介绍自己的家人,体会家人的爱。对于学生们来说句型是难点 ,可以让学生在反复的运用中初步培养语感；

◉学生思维品质的分析

英语对一年级学生来说是一门有意思的课程,他们对英语是充满好奇并很感兴趣 的,而且他们好模仿、爱表现,教学时必须利用他们的这些特点,调动他们的积极性。教 学时联系生活实际与学生互动家庭信息,充分利用“TPR教学法”进行游戏活动；

教学目标

Teaching Objectives

语言能力：

Be able to know and feel the sound of four letters .

Be able to perceive the spelling of words .

文化意识：

Be able to know the difference between Chinese and English and be   interested in English.

思维品质：

Be able to construct the relationship between the sound meaning and   spelling of words.

学习能力：

Be able to understand the initial sounds of these words on the book.

教学重难点

Teaching Focuses and Difficulties

教学重点：

1. 掌握并正确使用询问和回答家庭成员的基本句型，如“Who is this?”, “This is my...”, “He/She is my...”；

2. 理解并运用教材中的新词汇，如“father”,   “mother”, “brother”, “sister”等；

3. 通过角色扮演和小组讨论，提高学生的口语表达能力和交际能力；

教学难点：

1. 学生在询问和回答家庭成员时可能遇到的词汇量不足和语法错误问题；

2. 学生在多语言环境中的适应能力和尊重他人的态度培养；

3. 通过多样化的教学活动，提高学生的自主学习能力和合作学习能力；

教学过程 Teaching   Procedures

师生活动

设计意图

Step1：Lead in & Warm-up

1.   Greet students and check attendance.

2.   Sing a family song to create a friendly atmosphere.

3.   Introduce the theme of the unit: "Different families".

4.   Ask students about their family members.

5.   Show pictures of family members and ask students to guess the context.

6.   Introduce the new vocabulary: "father", "mother",   "brother", "sister".

7.   Review basic phrases for family introduction.

8.   Encourage students to use the phrases in sentences.

Students Activity:

1.   Respond to teacher's greeting.

2.   Sing along with the family song.

3.   Listen to the introduction of the theme.

4.   Share their family members.

5.   Observe the pictures and make guesses.

6.   Listen and repeat the new vocabulary.

7.   Review and practice basic family introduction phrases.

8.   Use the phrases in sentences under teacher's guidance.

（A层学生能够理解This is ......的句型，能够流利地读出并正确发音，能够学会运用；

B层学生能够理解对话的意思，准确地读出句子及对话；

C层同学能够跟读对话 的内容，掌握读音及理解对话的意思；Step2：Presentation

Activity 1: Listening and Imitation

1.   Play a recorded dialogue about family members.

2.   Pause after each sentence and ask students to repeat.

3.   Highlight key phrases and ask students to identify them.

4.   Explain the meaning and usage of new phrases.

5.   Provide examples of how to use the phrases in different contexts.

6.   Use family member photos to simulate real-life situations.

7.   Encourage students to ask questions about the dialogue.

8.   Provide immediate feedback and corrections.

Activity 2: Role-playing

1.   Divide students into small groups.

2.   Provide each group with a scenario involving family members.

3.   Guide students to create short dialogues within their groups.

4.   Walk around and offer assistance as needed.

5.   Ask a few groups to perform their dialogues in front of the class.

6.   Provide constructive feedback and praise.

7.   Encourage students to use new vocabulary and phrases.

8.   Reflect on the role-playing activity and discuss learning outcomes.

Students Activity

1.   Listen to the recorded dialogue.

2.   Repeat sentences after hearing them.

3.   Identify and highlight key phrases.

4.   Understand the meaning

and   usage of new phrases.

5.   Practice using the phrases in different contexts.

6.   Participate in role-playing activities.

7.   Ask questions about the dialogue.

8.   Receive feedback and make corrections.

1.   Form small groups.

2.   Receive a scenario involving family members.

3.   Create short dialogues within their groups.

4.   Seek assistance from the teacher if needed.

5.   Perform dialogues in front of the class.

6.   Receive constructive feedback.

7.   Use new vocabulary and phrases.

8.   Reflect on the activity and discuss learning outcomes.

（A层同学能够熟练地掌握对话内容，并可以和同伴进行对话，同时会用句型创编新型对话；

B层同学能够掌握对话的大意，并准确读出对话内容；

C层同学能够认真并准确地跟读对话内容并纠正发音；）

Step3：Practice

1.   Provide students with worksheets containing   tasks related to family introduction.

2.   Guide students to complete the tasks individually.

3.   Walk around and offer assistance as needed.

4.   Review the completed worksheets with the class.

5.   Ask students to share their answers and explain their reasoning.

6.   Provide feedback and corrections.

7.   Encourage students to ask questions and clarify doubts.

8.   Reflect on the practice activity and discuss learning outcomes.

1.   Receive

worksheets   with tasks.

2.   Complete the tasks individually.

3.   Seek assistance from the teacher if needed.

4.   Review completed worksheets.

5.   Share answers and explain reasoning.

6.   Receive feedback and make corrections.

7.   Ask questions and clarify doubts.

8.   Reflect on the activity and discuss learning outcomes.

（A层同学可以掌握对话的重点句型，能创编对话表达This is ...介绍家人；

B层同学可以熟练掌握重点句型，会造句子；

C层同学可以准确读出对话内容；

Step4：Production

1.   Introduce a new scenario: a new family member in a different culture.

2.   Ask students to think about how the introduction might differ.

3.   Provide students with cultural background information about the new family   member.

4.   Encourage students to create a new dialogue based on the scenario.

5.   Guide students topresent their dialogues in front of the class.

6.   Provide feedback and discuss cultural differences.

7.   Encourage students to think about the importance of cultural awareness.

8.   Reflect on the extension activity and discuss learning outcomes.

Students   Activity

1.   Listen to the introduction of the new scenario.

2.   Think about differences in family introduction.

3.   Receive cultural background information.

4.   Create a new dialogue based on the scenario.

5.   Present dialogues in front of the class.

6.   Receive feedback and discuss cultural differences.

7.   Reflect on the importance of cultural awareness.

8.   Discuss learning outcomes from the activity.

Step5：Summary & Wrap up

Role-playing Scenarios:

Scenario   1: Introducing family members

Scenario   2: A new family member in a different culture

Reflection Questions:

What   did you learn?

Why   is family introduction important?

设计意图Purpose：

本阶段活动旨在通过歌谣活跃课堂氛围，并在自我介绍中，学生初步熟悉了解教师，并通过建立课堂规则，让学生能够更快速进入课堂的英语学习中，也为今后的英语学习课堂氛围打下基础。

设计意图Purpose：

本阶段活动旨在帮助学生在语境中理解主动自我介绍和打招呼的用语，学习对话中的核心语言和肢体动作。学生在教师指导下，通过听音选择、观察图片、梳理对话，从大意到细节逐步理解对话内容；学生通过跟读、模仿对话，进一步理解对话内容，内化语言，为语言的输出奠定基础。

设计意图Purpose：

本阶段学习活动引导学生在归纳和整理核心语言的基础上，通过听音选择、预测文本，进一步内化文本内容。并在迁移的语境中，创造性地运用所学语言，与同学交流、创编对话，运用语言理解意义，促进语言内化，发展语用能力，成为一名文明有礼貌的学生。

设计意图Purpose

本环节，巩固所学新知，旧知，有效地强化了语言的运用。

学科重点生分析

对于需要培优的学生来说：

邓毅涵同学学习习惯较好，能认真听讲，思维活跃，勤学好问，善于发现解决问题的关键，对知识的运用能力较强。课后能够及时复习，认真完成作业和练习。
  基本上掌握了一定英语学科的学习方法和学习技巧。

对于需要辅弱的学生来说：

徐未晚同学缺乏学习兴趣和积极性，学习习惯差，上课爱搞小动作， 没有基本的学习英语的方法，对基础知识没有基本掌握，有的不能完成作业。对不懂的知识不理解，对知识的运用较差，所以对于这种情况，课间会找她到办公室带读，指导用自然拼读法读单词，并鼓励孩子熟读对话，尝试用This is my ...句型表达，介绍家人和照片里的家人；

当堂练习

☑A类测试题：知识类，单元内容思考，教材内容测试题

□B类测试题：跨界知识融合

□C类测试题：知识运用类

人教pep2024版英语三年级上册

一、判断下列每组单词是(T)否(F)属于同一类。

(　　)   1. A.EFG       B. CDE           C. fgh

(　　)   2. A. mother       B. father          C. brother

(　　)   3. A. is        B. this        C. that

(　　)   4. A. family      B. sister        C. grandpa

(　　)   5. A. small        B. have         C. big

二、单项选择题。

(    )1 . Mike    _____ a big family.

A．is            B．have            C．has

(    )2 . —Is this your _____?

—No,   it’s  my brother.

A．cousin             B．brother       C．family

(    )3 . Hello, ______ is my grandpa.

A．This          B．this            C．She

(    )4. I share ________ my  sister.

A．for               B．with             C．To

(    )5. Look at that boy. He is my _____.

A．mother      B．brother      C．baby   sister

(    )6. My mother’s   mother is my ________.

A. aunt           B. grandfather     C. grandma

(　　)   7. Families are different, ______family love is the same.

A.   and         B. but               C. hand

(　　)   8. —Is this your baby sister? 

 —________

A.   Yes, this is.

B. Yes,   it is.

C.   This is my baby sister.

(　　)   9. I  have  an _______.

A.   dad        B. baby brother         C. uncle

(　　)   10.I  have _______ big family.

A.   a             B. an                 C. /

三、选词填空。

1. Look! They _______ (is /   are) my baby sisters.

2.This is my grandma. _________   (And / But) this is my grandpa.

3.Some   _________ (family / families) are big.

4.   I have a _________ (brother / brothers).

5.My   cousin plays _________ (at / with) me.

四、将下列句子排列成一段通顺的对话。

(      ) Some families are big.

(      ) Families are different.

(      ) Some are small.

(      ) But family love is the same.

五、连词成句。(只写序号)

1 .   ①is       ②grandpa       ③my       ④This 

2.   ①family     ②I    ③have       ④a       ⑤big

3.   ①Is     ②your     ③this       ④sister   ⑤baby     

                            ？

4.   ①that     ②Your     ③father    ④Is       

                            ？

5.  ①is    ②it     ③friend     ④my     ⑤No,   

六、 根据情境，选择恰当的选项补全对话。

Jack:   How are you, Chen Jie?

Chen   Jie:     1     Wow, so many photos (照片)!     2    

Jack:   Yes. She is nice.（平易近人）

Chen   Jie: Is that your brother?

Jack:       3     I have a baby sister.

Chen   Jie: Wow!     5    

A．Is   this your mum?

B．Fine,   thank you.

C．No,   it’s my cousin.

D.   She is cute（可爱的）.

七、阅读Mike的家谱，选择正确答案。

(　　)1.   Mike has three ______.

A．brothers           B．sisters             C．cousins

(　　)2.   Andy is Mike’s ______.

A．father            B．brother              C．uncle

(　　)3.   Mike’s uncle is ______.

A．Eric               B．John               C．Andy

(　　)4.   Alisa is Amy’s ______.

A．mother            B．grandmother           C．aunt

(　　)5.   This is a ______ tree.

A．friend          B．family                  C．Toy

作业布置

   (    )1 . Mike    _____ a big family.

B．is            B．have            C．has

(    )2 . —Is this your _____?

—No,   it’s  my brother.

B．cousin             B．brother       C．family

(    )3 . Hello, ______ is my grandpa.

B．This          B．this            C．She

(    )4. I share ________ my  sister.

B．for               B．with             C．To

(    )5. Look at that boy. He is my _____.

B．mother      B．brother      C．baby   sister

(    )6. My   mother’s   mother is my _

B. aunt           B. grandfather     C. grandma

(　　)   7. Families are different, ______family love is the same.

A.   and         B. but               C. hand

(　　)   8. —Is this your baby sister? 

 —________

A.   Yes, this is.

B.   Yes, it is.

C.   This is my baby sister.

(　　)   9. I  have  an _______.

A.   dad        B. baby brother         C. uncle

(　　)   10.I  have _______ big family.

A.   a             B. an                 C. /

设计意图： Need to do 帮助学生夯实基础。Choose to do提升孩子的动手能力和思维品质。

板书设计

Unit 2 Different families Part B Let's talk Ask and answer

Father    mother      baby sister

Aunt uncle

教学反思

本节课在看、听、说的活动中掌握家庭成员的单词;能够在教师的帮助和图片的提示下理解对话大意;能够用正确的语音、语调、意群朗读对话。(学习理解)能在语境中,借助视听问答、互动交流、自主阅读、同伴表演等活动 ,理解并运用本单元核心句型。(应用实践)借助全家福照片,互相谈论自己的家庭成员,在小组内互相询问。(迁移创新)本课为课程整合的第2课时,学习内容为:B  Let's   talk&Let's  learn,本课时的话题为:Sarah's  family;鼓励孩子课堂上积极举手发言，并进行小左合作，角色扮演朗读。