小学-英语-上册-打印版Unit 1 My Family 教案 2Lesson 1一、教学重点句型：This is …词汇：father, mother, brother, grandmother, grandfather二、教学目标1. 通过一个好玩的找词玩耍引出本单元的话题family2. 呈现家谱图，引出 Lesson 1 A Look. Listen and chant 中家庭成员的称谓，帮助学生学习词汇3. 通过Lesson 1 B Role-play and say 的情境对话，帮助学生学习本单元的核心句型This is …三、教学过程Pre-task preparations1. 与学生相互问候拉开课堂的帷幕，引导学生用不同的句子答复T: Hello,…How are you today?SI: I’m fine. Thank you. How are you today, Miss …? T: I”m great, thank you.2. 找词玩耍在黑板上写出或用多媒体呈现下面这句话：然后突出显示这句话中各个单词的首字母，提示学生找出单词family，从而引出本单元的话题。
While-task procedures1. 出示本单元Lesson 1 A Look. Listen and chant的家谱图，引导学生识记表示家庭成员称谓的单词T: (show the family tree in “Look and learn”) This is a family tree. And this is the Browns.T: (point to Peter Brown in the picture) Look at this boy. Who is this? Ss: This is Peter Brown.T:(point to the father in the picture) Who is this?小学-英语-上册-打印版This is Peter’s father. Father, father. Ss: Father, father.T: (point to the mother in the picture) Who is this? Thisis Peter’s mother.Mother, mother.Ss: Mother, mother.T: (point to the boy on the right in the picture) Who is This? This is Peter’s brother. Brother, brother.Ss: Brother, brother.T: (point to the girl in the picture) Who is This? This is Peter’s sister. Sister, sister.Ss: Sister, sister.2. 出示一位同学家的家庭图片，然后将这个图片借助多媒体变成一棵family tree，然后让学生操练家庭成员的称谓。
3. 让学生两人一组上台表演，一个学生拿出事先 预备好的全家福照片，另一个通过询问了解对方的家庭成员，在真实的语境中综合运用Lesson 1 B Role-play and say 所学的语言S1: Who is this?S2: This is my father. SI: Who is this?S2: This is my mother S1: She is beautiful. S2: Thank you.Post-task activities1. 与学生做一个快速反响玩耍，事先将本班学生的家人照片扫描到电脑里，然后教师 用多 媒体逐一呈现并提问，让相关学生自动站起来答复屏幕上显示的是谁，操练授句型T: (show the picture of man) He is tall. Who is he? S1: He’s my father.T: (show the picture of a woman) She is thin. Who is she? S2: She’s my mother.2. 学生以小组〔五人一组〕为单位进展表演竞赛，如：A 同学〔第一小组〕一家人一起去公园，在路上遇到B 同学〔其次小组〕一家人去超市购物，相互打招呼并介绍家庭成员。
哪一组的表演得最自然、口语最流利，哪一组 就获胜Lesson 2一、教学重点句型：Who is he/she…二、教学目标1. 通过歌曲等活动帮助学生复习 Lesson 1 A Look. Listen and chant 中所学的家庭成员的称谓2. 通过 Lesson 1 B Role-play and say 栏目的角色扮演来帮助学生复习和进一步运用Lesson 1 的句型This is…3. 让学生用自己的全家福照片介绍家庭成员，稳固和娴熟运用本单元所学词汇和句型三、教学过程Pre-task preparations1. 播放事先预备好的有关family 的歌曲，让学生先听后跟唱，以活泼课堂气氛并复习第一课时学过的家庭成员的称谓，如father，mother，brother, sister 等2. 用多媒体显示事先扫描进丢的班上局部学生小时候的照片，让全班学生一起来猜猜照片中的人是谁T: (show the picture of a little boy) Who is he? SI: He’s…T: Yes.T: (show the picture of a little girl) Who is she? S1: She’s …T: No. Try again, please. Who is she? SI: She’s …T: Yes.While-task procedures1. 让学生看Lesson 2 A Look, listen and repeat 的图片，指着图中Peter 的家人提问，帮助学生复习已学过的词汇和句型。
T: (point to Mrs. Brown) Who is she?Ss: She’s Mrs. Brown./She”s Peter’s mother. T: Yes. She’s Peter’s mother.播放 Lesson 2 A Look, listen and repeat的录音，让学生逐句仿照跟读 然后请几名男生扮演Peter，上来介绍Peter 家人SI: Hi, I’m Peter Brown. (point to Mr. Brown) This is my father. (point to Mrs.Brown) This is my mother当学生能仿照介绍后，教师可针对Peter Brown 加以解释：Brown 是 Peter 的姓假设时间允许，可以结合Culture corner 讲解中外姓名的位置2. 教师拿出自己家人的照片，仿照Lesson 2 B Show and say的场景介绍家庭成员，然后让学生也仿照介绍家庭成员教师可以适当拓展一些句子T: (hold a family photo and point to the different people in it) This is me. This is my father. He”s tall.This is my mother. She”s beautiful S: …3. 把挂图贴在黑板上，让学生两人一组上台表演，一人假设自己是全家福照片里的男孩或女孩，另—人向其询问照片上的人物分别是谁。
G1: Look! This is my family.B1: (point to the man in the photo) Who is he? G1: He is my father.B1: (point to the woman in the photo) Who is she? G1: She is my mother.B1: (point to the boy in the photo) Who is the boy?G1: He is my brother. (point to the girl in the photo) This is me.4. 让学生给的全家福里的一家人起任意名字，然后用Lesson 2 B Show and say里的句型作介绍，可以让根底较好的学生自由拓展一些句子教师先示范：T: (show the picture) This is a family picture of the Greens. (point to the man) This is Mr. Green. He’s tall. (point to the woman) This is Mrs. Green. She’s beautiful.(point to the girl) This is Lily. She’s lovely.S1: (point to the boy) This is Ted. He’s Lily’s brother.Post-task activities1. 在手指或白手套上画出五个家庭成员，每个手指代表一名家庭成员，展现手指上的人像并示范玩耍对话。
T: (point to the thumb) Who is he?He’s my father.(point to the forefinger) Who is she? She’s my mother.用多媒体播放歌曲The finger family 并呈现动画图片，要求孛生和同桌用所学句型询问和介绍各个手指上的人物是谁S1: (point to the index finger) This is… S2: …2. 学生三人一组表演场景对话一个学生带上一张自己父亲或母亲的照片，另外两个学生询问或评论照片上的人物，综合操练学过的句型SI: Hello, Hello…S2&S3: Hello…How are you?S1: I”m fine. Thank you. (show a family photo to Sl&S2) Look! This is my family. S2: Who is he?S1: He’s my father. S3: He’s tall.SI: Thank you.Lesson 3一、教学重点字母：A, B, C, D 大小写文化意识：中英文名字中姓和名不同挨次。
二、教学目标1. 帮助学生学习字母A, B, C, D 大小写2. 帮助学生稳固已经学过的句型三、教学过程Pre-task preparations1. 播放一首与family 主题相关的儿歌，让学生听录音并仿照跟唱，以活泼课堂气氛2. 安排一个唱歌小竞赛，学生可以自选任何与family 主题相关的歌曲自告奋勇上台演唱While-task procedures1. 逐一出示单词卡片〔apple, book, cat, door, family, mother … )，让学生在各个卡片中找出自己生疏的字母。