英语一年级上册Module 2 Me my family and friendsunit 2 My family教学设计及反思

这是一份英语一年级上册Module 2 Me my family and friendsunit 2 My family教学设计及反思，共6页。
 Teaching Plan for Oxford English 1A M2U2 教学设计说明学生情况分析：经过一个多月的英语学习，学生基本上在逐渐适应小学的英语学习生活，学习兴趣在持续保有，良好的学习习惯也在慢慢养成。学生能逐渐听懂基本的英语课堂用语，能进行简单的、快速的问候，也能吟唱书本提供的若干英语歌曲或儿歌。在学习本单元内容之前，学生从“我”入手，已经初步感知、学习与操练了常见的学习用品、自己脸部的五种常见器官以及四种极为常见的行为动作；同时，学生能用This is my …进行简单的物体描述，也能运用can句型进行简单表达。 单元教学任务分析：本单元的教学主题是“我的家庭”。家庭是社会的细胞，也是学生极愿亲近与接触的环境。本单元涉及的词汇是最主要的家庭成员类称谓，有father, mother, grandfather, grandmother等；涉及的句型包括：This is (my)…Who is he/she? He’s/She’s …等。通过学习，让学生能初步了解家庭内的不同家庭成员，能初步感受其长幼之分（家谱），更能感受家庭的温暖，从而热爱各自的家庭。    此外，本单元通过问答、游戏、歌曲、肢体展示等形式促使学生了解、操练、简单运用本单元的学习内容，在学习、互动、交流与分享的过程中，感受英语学习过程中的快乐，养成良好的学习习惯。 单元教学目标说明：根据学生已具备的语言知识和语言技能，结合学生的生活实际，期望通过本单元的学习，通过主线人物Peter小时候家人哄他睡觉的场景和上学介绍家人的场景来学习与操练grandfather, grandmother, father, mother等家庭成员类称谓，能借助Who is he/she? He’s/She’s …初步辨认其家庭成员，感受其长幼之分；此外，在学生展示与表达的过程中，感受家庭的温馨，从而热爱各自的家庭。 单元课时划分：1AM2U2词汇学习运用句型学习运用综合运用教材板块第一课时This is my family (1)father, mother,grandfather,grandmotherThis is my…I am your…1．能区分与表达各家庭成员类称谓；2．能运用This is my…来合理介绍各自的家庭成员。Look and learn, Play a game第二课时This is my family (2)hesheWho is he/ she?He’s/ She’s…1．能初步区分he和she；2．能听懂Who is he/she? 的基础上作出正确应答：He’s/She’s...Look and say,Play a game,Listen and enjoy第三课时Revision单元复习 第一课时教学设计本课时教学目标：1．通过图片和情境，初步感知、学习本单元核心词汇，如：grandfather, grandmother, father, mother, me等；2．通过图片和情境，能听懂家庭成员之间的关系表述，能初步介绍自己的家庭成员，如：I’m your… This is my…；3．通过学习，了解家庭是由不同的成员所组成。  Topic : This is my family (1)ProceduresProcedureContentMethodsPurposePre-task preparationWarming up.1-1 Sing a song.  1-2 Ask and answer.欣赏与本课时有关的歌曲finger family，自然步入学习氛围。常规问答训练，做好已知的巩固与再现。While-task procedure1. father / I am your father.        2. mother       3. grandfather       4. grandmother     5. meThis is me.1-1 Lead in: Peter’s father.1-2 Teach: father/ I am your father.  1-3 Elicit: Don’t cry. / Bubbles for you.1-4 Say a chant.1-5 Listen and repeat.1-6 Act out the paragraph. 2-1 Lead in: Peter’s mother.2-2 Teach: mother  2-3 Teach more: Dear mother, give me a hug/ kiss, please.2-4 Listen and repeat.2-5 Act out the paragraph.3-1 Lead in: Peter’s grandfather.3-2 Teach: grandfather3-3 Elicit: father’s father/ mother’s father3-4 Sing a song.3-5 Listen and repeat.3-6 Act out the paragraph. 4-1 Lead in: Peter’s grandmother.4-2 Teach: grandmother4-3 Play a game.4-4 Work in pairs.4-5 Listen and repeat. 5-1 Listen to Peter.5-2 Teach: me/ This is me.5-3 Listen and repeat.场景引入，吸引学生：小baby哭闹不止，这可怎么办？进而顺理成章引出father的学习。 利用吹泡泡，鼓励学生在边玩边学中迅速进入角色扮演，增加趣味性。  借助声音，设置悬念，引发学生积极思考：是谁带着小鸭子过来了？进而引出mother的学习。 提供生活性的语言材料，让学生真实体验到妈妈的爱。 利用脍炙人口的歌曲，让小朋友从歌曲中，找寻答案。简单解析含义，联系学生的生活实情。让学生在唱一唱中，巩固所学内容。  通过和奶奶一起做游戏，让学生在儿歌中抓住一些关键词，如:clap 等。尝试说一说，培养学生的想象力。 聆听Peter的家人介绍，在理解me的基础上尝试语用输出。Post-task activityMore practice1. Listen to the whole story.  2. Elicit the family tree. 3. Try to read the passage. 4. Show more families.  5. Show our own family photos. 6.Try to introduce our own family members.再次整体感受故事，了解故事的来龙去脉，形成完整认识。借助画面演示，了解家谱概念。模仿Peter，进行家庭成员的完整介绍。播放来自不同国家的家庭照片，让学生感受到不同的家庭。播放学生家庭的照片，增加其亲进感；在此基础上，进行自己家庭成员的描述与分享。Assignment1. Listen and read the words on P18. （听录音，朗读第18页单词5遍） 2. Try to read the story.（尝试着朗读故事，重点朗读Material 2）3. Make finger masks and try to introduce your family. （制作指套，并且尝试着介绍介绍你自己的家庭成员） 注重语言的实际运用，与他人进行分享，更好地激发孩子的学习积极性和主动性。  板书设计1AM2U2 My family （Period 1） This is my family (1)father                              I am your…mother                            This is my…grandfathergrandmotherme  教学反思       Material 1: Father: Hi, baby! I am your father. Don’t cry. for you.Mother: Hi, baby! I am your mother. Don’t cry. for you.Grandfather: Hi, baby! I am your grandfather. Don’t cry. for you. Grandmother: Hi, baby! I am your grandmother. Don’t cry. for you. Material 2:This is my grandfather. This is my grandmother. This is my father. This is my mother. This is me.   第二课时教学设计本课时教学目标：1．通过图片和情境，进一步操练和巩固本单元核心词汇，如：grandfather, grandmother, father, mother等；2．通过图片和情境，能感知、辨认he和she；能初步运用Who is he/she? He’s/ She’s (my) …进行问答；3．通过学习，在了解家庭成员不同的同时，感受家庭的温暖，从而热爱各自的家庭。  Topic : This is my family (2)ProceduresProcedureContentMethodsPurposePre-task preparation1. Warming up1-1 Sing a song.1-2 Ask and answer.1-3 Look and say 课前热身，导入第一课时的指套作业。 2. Free talk2-1 Listen to Peter again.2-2 Try to say:This is my ______. (finger family)…This is me.2-3 Show the abilities about them for Peter 2-4 Do a quick response. 扮演Peter介绍家人，既复习了上课时所学，又为新授内容引出作铺垫。 简单再现上课时的个人行为，为本课时的语言学习准备。通过快速反应游戏，对人物性别作简单梳理，为感受he和she铺垫。While-task procedure1. he & she He’s … She’s …            2. Part 1Who is he?He’s …    Part 2 Who is she?She’s …            Part 3 &4 1-1 Show Peter’s grandfather and father.1-2 Learn: he & he’s1-3 Look and say:He’s my grandfather. / He’s my father.1-4 Learn: she & she’s1-5 Look and say:She’s my grandmother./ She’s my mother. 1-6 Look and say:  He’s/ She’s my …    2-1-1 Listen to the whole dialogue.2-1-2 Listen Part 1 and learn the sentence:Who is he? He’s …2-1-3 Sing a song.  2-1-4 Be Miss Zhang and Peter 2-2-1 Listen Part 2 and follow. --- Who is she? --- She’s my grandmother. 2-2-2 Say the chant. Who is she? Who is she? She’s my -- She’s my --Grand--mother.2-2-3 More practice（蒙上眼睛的猜测游戏，模仿教材P20）Who is he? He’s …Who is she? She’s …2-2-4 Be Miss Zhang and Peter  2-3-1 Listen Part 3 and Part 4 together2-3-2 Ask and answer2-3-3 Choose 1 part and say2-3-4 Be Miss Zhang and Peter2-3-5 Listen and enjoy (教材P21)2-4 Listen to the dialogue again.在再次聆听之后提点：A happy family!Yes! I love my family!2-5 Read and follow.用He’s, She’s分步替换This is，初步感知同一语境下的不同语言表达。   在图文感受中，加深对he和she的理解。  借助家谱来巩固he和she的区别，同时也加深grandfather/grandmother的一词多义。 整体感知文本内容。以听为先，片段跟进，在第1回合中感知主要句型；在此过程中，学习Who is …?根据情境，演唱文本内容，调节课堂气氛。 进行集体角色模拟。 继续聆听对话，感受第2回合；在师生问答中进一步体验新学。利用儿歌(Clap your hands)来活跃课堂气氛，用拍手的方式强化说话训练。联系生活实际，鼓励学生进行说话训练。  进行小组或个体的角色模拟。 继续聆听对话，在师生问答和生生互动中进一步体验新学。 自由选择，同伴分享。  回归整体，再次感受新学，体验家庭温暖。Post-task activityMore practice1. Play a guessing game:  Who is he/ she?  He’s/ She’s my …  (Yes. / No.)  2. Have a photo showA: Who is he?B: He’s ____.…A: Who is she? B: She’s ___.…学生扮演Peter，台下学生提问，并用Yes和No进行反馈，教师在必要时用肢体语言进行提示（如: sing, clap, bubble, quack等）。 通过平台，让学生展示自我,综合运用所学，并适时进行情感教育：A happy family! I love my family! Assignment1. Read P19 -21 after the tape three times.（跟读课文录音第19-21页 三遍。）2. Read the dialogue.（朗读今天所教的对话。）3. Ask about your classmates’ family.（根据照片，与同学分享各自的家庭情况。） 注重语言的实际运用，与他人进行分享，更好地激发孩子的学习积极性和主动性。  板书设计1AM2U2 My family （Period 2） This is my family (2)        --- Who is he?--- He’s…  --- Who is she? --- She’s…   教学反思       Materials:Miss Zhang: Peter, who is he?Peter: He’s my grandfather. He can sing for me. Miss Zhang: Who is she?Peter: She’s my grandmother. She can clap      for me.Miss Zhang: Who is he?Peter: He’s my father. He can bubble         for me. Miss Zhang: Who is she?Peter: She’s my mother. She can quack  for me.Miss Zhang: A happy family!Peter: Yes! I love my family!