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1、EEC英语小学三年级Lesson 4 Whos She?目标分析 :A. 知识目标:语境:在介绍人物的语境中学生能掌握介绍家人及询问某人的句子。主体句型:-Whos this?-This/He/She/ is -Is this ?-Yes, she/he is./No, its not. 词汇:who, mom, dad, me, sister, brother语音:连读 “And this is me.” “Is this your brother, too?”升降调“Is this your brother, too? ”失去爆破 “Its my friend, Dean.”词汇:学生使用
2、好句型B. 技能目标:在询问人物的语境中具备听懂他人介绍的技能。在询问不熟识的人物的语句时具备介绍自己熟悉的人物的技能。在阅读有关人物小短文时,借助图片,具备读懂短文大意的技能。在进行关于家庭成员的作文时,具备使用本课涉及到的简单词汇的技能。C. 情感目标:在询问人物的语境中,使学生具备尊重他人的情感素养。懂得西方文化中 “she” 与“he”意义的差异。学情分析:三年级的学生对同学已经彼此熟悉,对个人喜好与擅长项目具有一定的了解。因此在教学中对家庭成员的介绍时他们感兴趣且能够谈论的话题。基于学生对英语学习具有一定的兴趣。能够运用“This is ”与“Is this ?”对物品进行简单的介绍
3、。在本课教学中,帮助学生结合已有语言知识对人物进行介绍与问答。重、难点定位:重点:语境理解 在询问人物的语境中使用的问句用“who” 提问而不是“what”。语句时态-Whos this?-This/ It/ She/ He is -Is this ?-Yes, it is. /No, it isnt. 难点:词汇1 “he”与“she”的区别。2 对自我介绍中用“me”,而不是“I”。教学方法及手段: 听说法、交际法、全身反应法媒体辅助:PPT、学生(小时候、擅长项目)照片 、录音机教学流程:1、 热身导入Song:This is my family.(PPT 1:This is my fa
4、mily.)T:Hello, boys and girls. T:Look! This is Jacks family. Whos this?(PPT 2: Jack全家福P42) 2、初听-泛听,听大概意思。S1: This is Jack.T: Yes! This is Jack.But whos this? And whos this? Lets listen to the story, together.And choose the correct picture.(PPT3:P42上半部镜框,除Jack外,其他家人头像均为灰色水印。听音选图。)T:Whos this?S1: This
5、 is mom/dad/Lisa.T: Is this Jacks brother? Whos this? T: Is this Jacks brother?S2: No, its not.T: Whos this?S3: This is Dean.3、再听-精听,听懂的基础上学说。T: Now, lets listen to it, again. And try your best to repeat,OK?(PPT4: P42-43图片)Ss:OK!T:You did a good job!Would you like to do the chant with me?Ss: Yes!师生齐
6、做chant. (PPT 5: 用 等图片代表各句话的chant )操练:(1). = Whos this?(出示图片,操练句子。操练语音。)(2). Guessing gameA:利用教具卡片遮挡,询问Whos this?操练句子:This is mom/dad. (PPT 6 :Guessing Game)(3). Guessing game B:S4起立,模仿家人,Ss询问“Whos this?”。S5询问“Is this your ?”S4回答“This is my mom/ dad.”(4). Guessing gameC: S6起立闭眼,S7说“This is me.”(熟练后可以
7、说其他英语)Ss “Whos this?” S6 “Is this?” Ss “Yes, it is. No, it is not.”4、三听-听音认形(认读、朗读)T: Lets listen to the tape, again. And show me your “up”or “down”,OK?Ss: OK!(师生听音跟读,用拇指方向表示每句的升、降调。)(PPT 7: 图片chant 逐句转为文字语句。)角色扮演:(1) T为Jack, boys为Tutu, girls 为小兰。分角色朗读课文。(2) Pair work并展示5、阅读-知识点应用(综合理解)(1) 用学生熟悉的卡通形
8、象剪影来猜测人物,解决难点“she”与“he”。(PPT)(2) 将部分模糊的集体照片呈现,引导教师猜测人物。(PPT)(3) 播放学生熟悉的教师声音,猜测是谁。(PPT)(4) 将学生擅长项目的剪影或上交的自己小时候的照片、全家福出示,猜测具体是谁。(PPT)(5) 出示短文“My Family”,让学生根据短文提示,将自己家庭信息填充表达。作业布置:根据个人实际情况,将短文补充完整。板书及设计意图: Lesson 4 Whos She? Whos this? This is my mom/ dad/ sister/ brother/ friend. me设计意图:突出本课框架句式,帮助学生
9、认读重点知识,并在语言应用的过程中给予学生提示语帮助。习题及设计意图:根据实际情况表达: My Family Hello! My name is . Im a .Im in Class ,Grade 3.This is my family(家庭). This is my . She is a . This is my . He is a . And I have a (sister, brother). Can you see the ? Whos this? HahaThis is me! We are a happy family. Do you want to make friend w
10、ith me? 单词一箩筐: girl, boy, mom, dad, sister, brother, teacher, doctor etc.(此部分为图片辅助呈现)设计意图: 给学生提供语言运用的思路,帮助学生熟悉本课重点单词词形及框架句式。作业及设计意图:根据实际情况完成短文:My Family Hello! My name is . Im a ( ).Im in Class ,Grade 3.This is my family(家庭). This is my . She is a . This my . He is a . And I have a (sister, brother). Can you see the ( )? Whos this? HahaThis is ! We are a happy family. Do you want to make friend with me?单词一箩筐: girl, boy, mom, dad, sister, brother, teacher, doctor etc.(此部分为单词呈现)设计意图: 帮助学生掌握单词书写及句式构成。