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1、译林版英语三年级上册3A第四单元教学设计方案 NO：2教学内容Unit4 My family课型新授课时间教学目的1. 复习人物Tim, Helen，并复习人物关系代词father, mother, brother, sister2. 复习句型：This is my和This is 等日常交际用语，能区分两者的不同用法。3. 能用Hes 和Shes 来介绍人物。4. 能听懂、会说、会读、会写单词grandpa和grandma.5.补充son, daughter，会绘制family tree重点、难点1. 能认识人物grandpa和grandma，并能分清人物关系代词father, mother
2、, brother, sister.2. 能用This is my和This is 来介绍自己的家人和朋友。课前准备人物头像图片，多媒体课件，单词卡片，家庭合照或者finger family课 时第二课时教学过程：Step 1 Warming up 1. Sing a song: Family song2. Greeting with each other3. Free talk4. 用Tim和Helen的头像复习句型This is / This is my 5. 向Tim和Helen打招呼。Step 2 Review1. Look at the picture, what are they
3、talking about? (先看图复习课文内容，然后读一遍课文)2. Can you act as them? (根据动画，给人物配音)3. Youve done a good job. Now lets recite and act. (请Ss表演课文)Step 3 Presentation and practice1. Family tree1) T: Look at here, this is a family tree. Mike is here, can you help Mike to finish it? (T先把Mike贴上，然后请Ss分别把其他家庭成员贴上，并介绍)Thi
4、s is my father/ mother.This is Tim. /This is Helen.2) T: Besides “This is ”, what else can we say? (引导Ss使用Hes/ Shes) Hes my / Shes my (请Ss用Hes/ Shes来介绍家庭成员) Hes my father/ brother. Shes my mother/ sister.3）补充son,daughter2. grandpa, grandmaT: Now here are two people. (指着图上空出的两个地方问) Who are they? I ha
5、ve some riddles. Can you guess?1) Hes my fathers father. Whos he?Teach: grandpa (把单词分为两部分grand pa，请Ss用直拼法拼读单词)2) Shes my fathers mother. Whos she?Teach: grandma (先出示grand，请Ss自己读一读，然后用直拼法拼读ma，再让Ss合起来读)3) T: Now you are Mike. Can you introduce your grandparents to us?S: This is my grandpa/ grandma.T:
6、What else can we say?S: Hes my grandpa./ Shes my grandma.3. Practice: finger family1) 拿出finger family指套，T先向Ss介绍。T：Look, my families are here. Let me introduce them to you. This is my (出示This is my / This is / Hes / Shes 句型). Do you have your family photo? Can you introduce your family to us?2) 先请2-3
7、个Ss示范，向大家介绍自己的家人。 This is my This is Hes my Hes Shes my Shes (有my就要加人物关系，没有my就直接说名字)3) Work in pairs; say to your desk mate.4) Group competition. (说得最好的得两个奖牌)Step 5 Homework 1. 听录音,指读课文至少3遍，背诵并表演。2. 向别人介绍自己的家人。死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文
8、素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。二度修改一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。板书设计 grandpagrandmabrothersisterMikefathermotherThis is This is This is me.HelenTim第 页
