课时教案名称 (课题) | Unit 1 My Family Lesson 2 My Family | |||||
教学日期 |
9.10 |
教学班级 |
二2班 |
备课时间 |
9.7 | |
上传人 | 孙芳芳 | 备课组员 | 万雅丽 孙芳芳 | 使用时间 | 9.10 | |
教材分析 Analysis of the Teaching Material | 本课内容出自人教课标版二年级上册第一单元《My family》第二课时单词教学。主要复习六个单词dad、 father、 mum、mother 、man、woman，并进行新句型Who is he/she？He/She is ...的教授并能从学生的学习实践出发，注重学生的能力培养，让学生在具体的语言情境中学习与理解。 | |||||
学情分析 Analysis of the Target Students | 二年级学生正处于英语学习的起始阶段，对英语充满好奇，但词汇量有限，表达能力尚需提高。因此，在教学过程中，教师应注重培养学生的英语学习兴趣，采用直观、生动的教学方法，帮助学生积累词汇，提高表达能力。 | |||||
教学目标 Teaching Objectives | 1、语言能力 ① 能听、说、认读主要单词dad、 father、 mum、mother 、man、woman. ② 能听懂、会说Who is he/she？He/She is ...并能在情境中运用；能够介绍自己和询问他人的家庭成员。 2、文化意识： ① 激发学生学习英语的兴趣 ② 教育学生热爱自己的家，热爱自己的家人。 3、思维品质： 培养学生对家庭成员的热爱之情，增强家庭意识。鼓励学生积极参与课堂活动，体验英语学习的乐趣。 4、学习能力：通过情境模拟、角色扮演等活动，培养学生的英语交际能力。通过小组合作、讨论等方式，提高学生的自主学习能力。
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教学重难点 Teaching Focuses and Difficulties |
教学重点：能够用句型Who’s he/she? He/She is…谈论家庭人员。 教学难点：在进行实际句型的操练史能够熟练进行she和he的区分，并能够熟练运用句型。 | |||||
教学过程 Teaching Procedures | ||||||
师生活动 | 设计意图 | |||||
Step1：Lead in & Warm-up 1. Say Amy’s Family Tree. T: Do you remember Amy’s family? Let’s have a look. S: Say it together. 2. Sing the Family Song. T: Oh, Amy has a big family. Next, let’s sing a song together. S: Sing this song. T: What is the song about? S: It’s about a family, too. T: This is Jack’s family.你还记得歌曲里Jack的家庭成员吗？Let’s say it together! S: This is Jack. This is Jack’s sister. This is Jack’s brother. They are Jack’s father and mother. They are Jack’s grandmother and grandfather. They are Jack’s aunt, uncle and cousin. 3. Kevin introduces his family tree T：Boys and girls. We learned about family tree in the last lesson. Look, This is Kevin’s family tree. He will introduce his family tree to us. Let’s listen. S1: Hello, everyone. This is my family tree. This is me. This is my father. This is my mother. They are my grandparents. They are my other grandparents. T: Oh, you have a big family! Thank you！Kevin! Hello! Boys and girls. How many people are there in Kevin’s family? S：Seven. T: What do you think of his family tree? S: Kevin’s family tree is very good! T: Can you introduce your family trees or your family photos? 现在请同学们拿出你们的照片或者家庭树，来介绍一下你的家庭成员吧！ Step2：Presentation 1.L2 A图讨论 T: Look! Who are they? S: Yaoyao and Andy。 T: What’s on the wall? S: Andy’s family picture and Yaoyao’s family picture. T: What are they talking about? Let’s watch the video. （播放对话视频） S: They are talking about Andy’s family. T: Who are in Andy’s family? S: Andy’s father, mother, brother, sister and Andy. T: Yaoyao is looking at Andy’s family picture. Who are they talking about? Let’s watch the video again. (播放对话视频第二遍) S: They are talking about Andy’s father and mother. 2. 解释he和she的用法 T: Look, when we talk about father, we use the word “he”. He男他。Father, grandfather, uncle, brother是男性，我们用he(男他)来指代。 When we talk about mother, we use the word “she”。She女她。 Mother, grandmother, aunt, sister是女性，我们都用she(女她)来指代。 When we talk about family members, pay attention to the words “he” and “she”. 3. Listen and point T: Now, please open your books and turn to page 5. Look at Part A. Show me your finger, let’s listen and point to the words on your books. S: 听录音，指书上的句子。 4. Listen and repeat T: OK, now let’s listen and repeat. S: 跟读对话。 T: Well done, boys and girls. Can you read the dialogue by yourselves? Try to do it. Let’s go! S: 学生指着书上的对话，读一读。 T：Good job, boys and girls. 5. Read in roles T: Next, let’s read in roles. First, I’m Yaoyao. You’re Andy. Who’s he? S: He is my father. T: Who’s she? S: She is my mother. T: Then, let’s change the roles. You are Yaoyao. I’m Andy. You ask first. S: Who’s he? T: He is my father. S: Who’s she? T: She is my mother. T: Wonderful! Boys and girls. 6. 歌曲总结 T: Here is a song about Andy’s family. Let’s sing together. S: Sing the song together. Step3：Practice 1. 会见小猪佩奇Peppa’s family. T: Look! Here is Peppa’s family. Can you find Peppa? She is wearing a red dress and she is eating. S: 指出Peppa。 T: Let’s talk about Peppa’s family. Who are in Peppa’s family photo? Can you point and guess? S: 指一指、猜一猜Peppa的家庭成员。 T: Now, let’s ask Peppa. Hello, Peppa. S1：Hello. T：Who’s he? S1：He is my grandfather. T：Who’s she? S1：She is my aunt. T：Who’s he? S1：He is my uncle. T：Who’s she? S1：She is my cousin. T：Who’s he? S1：He is my brother. T：Who’s he? S1：He is my father. T：Who’s she? S1：She is my mother. T：Who’s she? S1：She is my grandmother. T: Oh, you have a very big family! S1: Yes! I love my family! 2. Peter的家庭树 T: Ok, boys and girls. We’ve met Andy’s family and Peppa’s family. Now let’s talk about our own families. Look at this picture. He is Peter. This is Peter’s family tree. Now let’s ask Peter some questions. S1: Hello, Peter. S2: Hello! S1: Who’s he? S2: He is my father. S1: Who’s she? S2: She is my mother. S1: Who’s he? S2: He is my grandfather. S1: Who’s she? S2: She is my grandmother. S1: Who’s he? S2: He is my other grandfather. S1: Who’s she? S2: She is my other grandmother. T: Boys and girls. How many people are there in Peter’s family? S: Seven people. T: Wow, Peter has a wonderful family! 3. Sisi’s family tree. T: Look! Here is Sisi’s family tree. Do you want to ask Sisi some questions about her family tree? Here we go! S1: Hello ,Sisi. S2: Hello，everyone! S1: Who’s he? S2: He is my grandfather. S1: Who’s she? S2: She is my grandmother. S1: Who’s he? S2: He is my father. S1: Who’s she? S2: She is my mother. S1: Who is she? S2：This is me. S1: How many people are there in your family? S2: Five people. I love my family! Step4：Production 1. 拓展活动 请用以下句型和你的朋友谈论各自的家庭照片或家庭树。Who’s he? He is my… Who’s she? She is my… 2. 自我评价 今天我们谈论了各自的家庭成员，也谈论了自己的家庭照片或家庭树。大家完成的怎么样呢？下面请同学们进行自我评价吧！ （1）我能够跟读对话，模仿正确的语音语调。 （2）我能够用已学句型与他人谈论家庭照片或家庭树。
Step5：Summary & Wrap up 重点回顾：快速回顾本课所学的单词和句型，确保学生掌握。引领学生一起归纳本课所学的单词及句型。教师对学生的表现进行评价，看看哪个同学掌握得最好。上边两项任务，每完成一项就可以得到一颗小星星。期待你们的精彩表现哦！ OK！That’s all for today. See you next time! Bye-bye!
| 设计意图Purpose：
通过歌曲的引入让课堂更有活动，让学生的注意力立马进入课堂中来。
设计意图Purpose 在课堂中充分利用多多媒体及视频音频的作用，让学生充分锻炼其听力能力！
分层关注： 对待A层的学生学习能力比较强，在教授和反馈的过程中，让他们尝试加上He is...句型的练习，对待B层的学生努力区分she、he、man、woman的性别区分。
设计意图Purpose 通过学生们非常熟悉的小猪佩奇的人物进行课堂内容的渗透，学生比较感兴趣。 | |||||
合肥润安公学优秀教案通用模板
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 | ||
1、Look and choose
设计意图 通过选择单词练习所学内容，并结合之前学习的内容进行综合训练，做好看到词认识程度。 星级评价
2、Look and think
设计意图 通过找搭档的方式进行中英文的互译，了解学生对句型的理解程度。 星级评价
3Practice 设计意图 通过今天学习的Family的句型以及相关的图片进行思考，联系到现实中做好人物的问答。 星级评价
作业布置作业内容时间要求评价必做Need to do1. Listen and follow 5mins 跟随录音朗读课文。☆能使用正确的语音、语调朗读。☆☆[陈1] 选做 Choose to do 1. Role-play the dialogue on Page5 5mins 角色扮演课本第5页对话。☆语音、语调准确，表情动作到位。☆☆3.Draw, talk and write.10mins画一画自己的family并利用对话进行对话。☆☆☆[陈2]
设计意图：
基于“双减”目标和学生核心素养的培养，依据单元教材内容和教学课时，将作业设计为必做题（Need to do）和选做题（Choose to do）两种类型，分层式作业不仅关注学生的语言能力、学习能力、思维品质和文化意识等素养的发展，而且能引导学生在攀登式学习中逐步完成作业、达成核心素养整体发展的目标。
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板书设计 | ||
My family brother sister Who is he/she？He/She is ... father（dad） mother（mom） grandmother grandfather
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教学反思
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在今天的英语课堂上，我充分利用了多媒体工具，以增强学生的听力技能并提升他们的学习兴趣。通过播放各种音频材料，包括故事、歌曲和对话，学生们能够在一个更加互动和真实的语境中练习听力。此外，我还设计了与课程内容相关的游戏环节，这些游戏不仅使学习过程更加生动有趣，还促进了学生之间的互动交流。我发现，将这样的游戏元素融入课堂，极大地激发了学生们参与课堂活动的热情，他们显示出了更高的积极性和更愿意主动进入课堂的态度。这种教学方式不仅帮助学生在轻松愉快的氛围中学习英语，还有效提高了他们的听说能力。反思今天的课堂，我认为通过多媒体和游戏的结合使用，为学生创造了一个更有效和吸引人的学习环境，这对我的教学实践是一大积极贡献。我将继续探索和实施更多富有创意的教学方法，以不断提高教学效果，同时保持学生的学习动力和兴趣。 | ||
重点学生关注 | ||
在今天的课堂上，我特别关注了学习能力相对较弱的学生，如张博深和赵奕博等同学。我注意到他们在课堂上有时会分心，为了帮助他们更好地集中注意力并提高学习兴趣，我采用了一些有趣且适宜的方法来提醒他们。例如，我设计了一些互动游戏，让他们有机会参与其中，这样的策略鼓励他们多开口说英语，从而积极参与到课堂活动中。通过这种方式，他们不仅得到了练习英语的机会，还能够在轻松愉快的氛围中与其他同学进行互动，有效提升了他们的学习积极性和口语表达能力。 在教学过程中，对待表现卓越的学生如朱冠锦等，我们应采取特别的措施以进一步激发他们的潜力。具体而言，课堂上要为他们提供充分的展示空间，这不仅能够鼓励他们展现自己的才能，同时也能激发其他学生的学习热情。此外，在进行互助学习环节时，让这些优秀学生充当小老师的角色，通过教授同伴的方式，不仅巩固了他们自身的知识，而且还能以教来学，促进知识的深入理解和掌握。这种互助互学的模式，不仅提高了学生的学习效率，还培养了他们的沟通能力和团队协作精神，对于提升整个班级的学习氛围和学业成绩都有着积极的影响。 | ||
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