教学日期

9.4

教学班级

二2班

备课时间

9.1

上传人

孙芳芳

备课组员

万雅丽

使用时间

9.4

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》第一课时单词教学。主要教学六个单词dad、 father、 mum、mother 、man、woman，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Who’s that woman/man? She/He’s my mother/father.的句型，充分考虑到学生的年龄特征和认知规律。

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father（dad）    mother（mom）man、woman .

② 能听懂、会说Who’s that woman/man? She/He’s my mother/father. 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。

教学重难点

Teaching Focuses and Difficulties

教学重点：能够听懂、会说表示家庭成员的六个词汇。

教学难点：mother, father, grandmother,   grandfather, brother五个单词中“th”的发音。

教学过程 Teaching   Procedures

师生活动

设计意图

Step1：Lead in & Warm-up

1. 引入本课课题Family

（1）出示3人家庭照片：

T: First, Look at this picture. What’s the picture about? Yes, it’s about a family. (课件出示family心图)

T: How many people are there in this family?

S: One, two, three，three people.

T: This is a small family.

（2）出示5人家庭照片：

T: What about this one? It is another family(课件出示family图).

How many people are there in the family?

S: One, two, three, four, five, five people.

T: This is a big family.

（3）出示5人家庭照片：

T: Look at this picture? It’s a family, too(课件出示family心图).

How many people are there in this family?

S: Five people.

T: This is a big family, too.

Today, we are going to talk about families.

2. 谈论本单元主情境图

T: Look, many pictures are on the wall. It’s a family picture show.

Who are at the show? 

S: Our friends are there.

T: They are talking about the family pictures.

Look! Joy wants to show us her family.

3. 谈论Joy的家庭

T:(课件呈现L1A图)Who’s this?

S: This is Joy.

T: Let’s come and meet Joy’s family.

How many people are there in Joy’s family?

S: One, two, three, four, five, six, seven. Seven   people.

T: Who are they? Let’s listen to the chant and find the answer.

(听歌谣一遍)

S: They are Joy’s father, mother, brother, sister, grandmother,   grandfather and Joy.

4. 听录音排序

T：Now，please open your books and turn to page 4, look   at Part A. 边听歌谣边在单词旁,标出家庭成员词汇出现的顺序。（教师示范No.1 is father）

S：Listen and number.

T: Let’s check the answer. No.1is father, No.2 is mother… No.7 is Joy. Have you got the right answers? Congratulations!

Step2：Presentation

学习本课关于家庭成员的英文词汇：

No.1 is Joy’s father. /f/,/f/, father。请同学们注意th的发音,在读的时候舌尖要伸出，放在牙齿的中间。跟老师一起读：[ð]， [ð]，father.（教师口型示范），再播放录音。

No.2 is Joy’s mother./m/, /m/, mother.注意th的发音，要伸舌尖！Follow me：mother. （教师口型示范），再播放录音。

No.3 is Joy’s sister. /s/,/s/,sister.教师带读，之后再播放录音。

No.4 is Joy’s brother. /b/,/b/,brother.同学们注意，th又出现啦，要注意它的发音哦！th/ð/，brother（教师口型示范） 再播放跟读录音brother。

No.5 is her grandfather./g/,/g/, grandfather. 别忘了th要伸出舌尖发音哦！教师口型示范（grandfather）

播放跟读录音: grandfather.

No.6 is her grandmother./g/,/g/, grandmother.   th/ð/，grandmother（教师口型示范）播放跟读录音: grandmother.

S: 学生跟读学习

Step3：Practice

1. 介绍婷婷的家庭

T: Boys and girls, you’ve learned the new words about family members. Now, let’s practice.

I have some pictures about family members. Let’s have a look.

This is Tingting’s family. This is Tingting’s mother. This is Tingting’s father. They are Tingint’s grandmother and grandfather. (逐个出示单词)

Tinging wants to introduce her family. Let’s listen.

S1：This is me. This is my grandmother. This is my   grandfather. This is my mother. This is my father.

T: Very good!

2. 介绍Jimmy的家庭

T：Let’s look at Jimmy’s family. This is Jimmy’s mother. This is Jimmy’s father. They are Jimmy’s brother and sister. (逐个出示单词)

Jimmy也想介绍一下他的家庭，Let’s listen.

S1：This is me. This is my mother. This is my father.   This is my brother. This is my sister.

T: Great! What a happy family!

下面，请同学们拿出自己的家庭照片进行介绍吧！

S: Take out their family pictures and introduce.

T: Well done!

3. 会见Amy的家庭

T: Look, who’s this?

S: This is Amy.

T: Let’s watch the video and meet Amy’s family.

S: Watch the video.

T: Look, this is Amy’s family tree. Now let’s role play. You are Amy. Try to answer my   questions.

T: Who’s she?     S1: This is me.

T: Who’s he?      S1: This is my brother.       

T: Who’s she?     S1: This is my sister.

T: Who’s he?      S1: This is my father.        

T: Who’s she?     S1: This is my mother.

T: Who’s he?      S1: This is my grandfather.   

T: Who’s she?     S1: This is my grandmother.

T: Who’s he?

S1: This is my uncle.

T: That is Amy’s father’s brother. 在这里uncle是叔叔，uncle还有姑父、姨夫等意思。

Who’s she?

S1: This is my aunt.

T: That is uncle’s wife.在这里aunt是婶婶，aunt还有伯母、舅妈等意思。

Who’s she?

S1: This is my cousin.

T: Amy’s uncle and aunt’s child is her cousin.在这里cousin是表妹.  Cousin还有堂兄弟姐妹、表兄弟姐妹等意思。具体意思要根据上下文情境来决定。

 Oh, who’s he?   

S1: This is my other uncle.

T: Oh Amy, you have a big family!  This is Amy’s family tree.

4. 读绘本My Family Tree

（1）读绘本

T: Look! Here is a picture book “My Family Tree”, let’s read together.

S: Read together.

T: 解释This is my mum. Mum means mother.

       This   is my dad. Dad means father.

  These are   my grandparents. Grandparents means grandmother and grandfather.

（2）复述绘本

T: How many people are there in the big family?

S: There are 9 people.

T: Now, you are the boy. Would you like to introduce   the family tree? Let’s have a try.

S: This is me. This is my brother. This is my   sister. This is my dad. This is my mum. These are my grandparents. And these   are my other grandparents.

   T:   Great! You did a good job!

Step4：Production

1. 本课的拓展活动，任选一项完成：

（1）用This is …介绍自己的家庭照片。 

 （2）按照所给范例画Family Tree,并进行介绍。（举例介绍如何介绍Family Tree）

2. 自我评价：

今天我们学习了有关家庭成员的英文词汇，相信大家一定有不少的收获，下面就请同学们进行自我评价吧！

上边两项任务：（1）我能够说出右图中的家庭成员名称。

（2）我能用This is…介绍我的家庭照片或家庭树。

每完成一项可以得到一颗小星星。

期待你们的精彩表现哦！

在第二课时，请同学们提前准备好自己的家庭照片或家庭树。

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。

OK！That’s all for today. See you next time! Bye-bye!

设计意图Purpose：

创设真人环境，用现实中的家庭照片进行呈现，更容易贴近现实，创设真实环境。

设计意图Purpose：

通过歌曲的加入让课堂更有趣味性。

设计意图Purpose

在听歌的过程中设置问题，让学生有目的进行听力训练。

设计意图Purpose

在进行单词教授的过程中不断渗透自然拼读的知识，让每节课都有拼读的内容，对学生对拼读的掌握具体一定的可持续性。

设计意图Purpose

让学生通过自己家庭利用本节课学习内容进行介绍，更加的贴近生活，让课堂生活化，学生学习起来更有兴趣。

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、

设计意图

通过找搭档的方式进行中英文的互译，了解学生对单词的理解程度。

星级评价

3、Look and think

设计意图

通过今天学习的Family的单词以及相关的图片进行思考，联系到现实中做好人物的描述。

星级评价

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。

板书设计

My family

 brother           sister 

father（dad）             mother（mom）

grandmother           grandfather

教学反思

在课后的反思中，我首先关注学生在课堂上的表现。通过观察和记录，我发现学生们在游戏和角色扮演活动中表现出了较高的参与度。他们积极地参与到各种互动中，用英语进行交流和表达。这种积极参与的态度不仅提高了他们的英语表达能力，也增强了他们对英语学习的兴趣和动力。分析了学生的课堂练习完成情况。通过课堂上的表现，可以了解到学生对本课内容的掌握程度。大部分学生都能够正确地完成作业，说明他们对本课的内容理解得比较好。总的来说本节课学生们不管是兴趣还是掌握度都很好。