教科版三下Module 5 Relatives-Unit 10 How many people are there in your family -Did you know& Self-assessment-ppt课件-(含教案+视频+音频+素材)--(编号：31664).zip

family members father 小结所学描述人的形容词，为写句做准备。 （在（在30秒内迅速说出家庭成员名称）秒内迅速说出家庭成员名称） Family members 家庭成员家庭成员 gr_ndf_ther grandm_ther motherfather_unt un_ _ e br_thers_st_r c_ _sin me a o a a c l o o u ie The man is _. strong The girl is _. pretty The baby is _. The woman is _. The girl is _. cute lovely The woman is _. The girl is _. The man is _. The boy is _. heavy thin tall short The lady is _. The woman is _. The boy is _. old young The man on the right(右边右边) is _. The man on left(左边左边) is _. big small Today, we have a new friend. Hello, boys and girls. Im Lucy.Im from England. Questions: How many people are there in Lucys family? Who are they? 1. How many people are there in Lucys family? There are ten. 2. Who are they? They are Lucys grandfather, grandmother, father, mother, brother, uncle, aunt, Lucys two cousins and Lucy. Boys and girls, I have a big family. What about you? A：How many people are there in your family ? B：There are . A：Who are they ? B：They are my ,myand me . A：So you have a big/small/happy family. my Children, look at my family photo, do you know who they are? You can ask me questions. 2.Lucys father 1. Lucys aunt 5. Lucys grandfather3. Lucys grandmother4. Lucys cousin A: There is a/an man/lady in the photo. Who is he/she ? Talk in pairs. B: He/She is Lucys . Lucy also wants to know your families. Look,She is making a telephone call to a boy from our class. ( ) 1. There are five people in Stars family. ( ) 4. Star has a cute sister. ( ) 2. Stars father is short and strong. ( ) 5. Star has a small and happy family . F T F F T four pretty Lets listen and decide if the statements are True(T) or False. tall ( ) 3. Stars mother is thin and nice (友善的）友善的）. Which is the photo of Stars family ? （和Star一起来说说他的家庭吧！ ） Hello, Lucy ! Im star. Im nine. Im a sunny boy. Im Short and strong. I have a big mouth. This is a photo of my family. There are four people in my family. Theyre my father, my mother, my sister and me. My father is tall and strong. My mother is pretty and nice. There is a cute sister in the photo. Shes my sister. Her eyes are big. The funny boy is me. I have a happy family. I love my family. Thats all. Thank you. （总结，表达感情） （自我介绍） （家庭整体情况） （家庭具体成员介绍） （结束语） Star是从几个方面介绍自己的家庭 的？顺序如何 ？ Hello! Im. Im . This is a photo of my family. There are people in my family. They are my father, my mother, and me. My father is . My mother is . (Her/his eyes are Her/his hair is Her/his mouth is) There is ain the photo. He/She is my I have a happy/big family. I love my family. Thats all. Thank you. Introduce your families(介绍你的家庭介绍你的家庭) Stars family Love your families. Try to do something for them. (为他们做一些力所能及的事情）为他们做一些力所能及的事情） 请仿照Star的视频制作一个自己的视 频向Lucy 介绍自己的家人。视频发送到 电子邮箱。 * Talk in pairs. A: There is a/an man/lady in the photo. Who is he/she ? B: He/She is Lucys . 1 23 45 Lucys father Lucys motherLucys grandmother Lucys aunt Lucys grandfather 1 Module 5 Relatives Ex1 . Lets listen and decide if the statements are True (T) or False(F). (听短文，判断句子是否听短文，判断句子是否 与短文内容一致，如一致，写与短文内容一致，如一致，写“T”，否则写，否则写“F”。) ( ) 1. There are five people in Stars family. ( ) 2. Stars father is short and strong. ( ) 3. Stars mother is thin and nice (友善的）友善的）. ( ) 4. Star has a cute sister. ( ) 5. Star has a small and happy family . Ex2. Lets read and think. (这位小朋友是按照什么顺序介绍自己的家庭的？这位小朋友是按照什么顺序介绍自己的家庭的？) Hello, Lucy ! Im Star. Im nine. Im a sunny boy. Im short and strong. I have a big mouth. This is a photo of my family. There are four people in my family. Theyre my father, my mother, my sister and me. My father is tall and strong. My mother is pretty and nice. There is a cute baby in the photo. Shes my sister. Her eyes are big. The funny boy is me. I have a happy family. I love my family. Thats all. Thank you. 前置性作业：前置性作业： 1. Write some words about family members.(写出你知道的家庭成员类的单词) 2. Write some adjectives to describe a person.(写出你知道的描述人的形容词) 3. Write or copy some sentences to describe a family or a person.(写或抄写一些描述家庭或 人的句子) Model（例）：My mother is thin . 2 Ex3. Talk about your family.（介绍自己的家庭）（介绍自己的家庭） You can say like this(你可以参考下面的句子你可以参考下面的句子): Hello，Lucy! Im. Im . This is a photo of my family. There are people in my family. They are my father, my mother, my and me. My father is . My mother is . There is a .in the photo. He/She is my. (Her/his eyes are Her/his hair is Her/his mouth is) (能力强的同学可以另外使用这些句子。） I have a happy/big/small family. I love my family. Thats all. Thank you. Stick your family photo here. (贴照片) 插入音频文本 Lucy: How many people are there in your family? A: There are four. Lucy: Who are they? A: They are my father, my mother, my sister and me. Lucy: Is your father tall? A: Yes, he is. Hes tall and strong. My mother is pretty and nice. Lucy: What about your sister? A: She is a cute girl. Lucy: Oh, so you have a happy family? A : Yes, I love my family. Lucy: How many people are there in your family? A: There are four. Lucy: Who are they? A: They are my father, my mother, my brother and me. Lucy: Is your father tall? A: Yes, he is. Hes tall and strong. My sister is pretty and nice. Lucy: What about your sister? A: She is a cute girl. Lucy: Oh, so you have a happy family? A : Yes, I love my family. Hello, Lucy ! Im star. Im nine. Im a sunny boy. Im short and strong. I have a big mouth. This is a photo of my family. There are four people in my family. Theyre my father, my mother, my sister and me. My father is tall and strong. My mother is pretty and nice. There is a cute sister in the photo. Shes my sister. Her eyes are big. The funny boy is me. I have a happy family. I love my family. Thats all. Thank you. 1 Analysis of teaching material 教学内容分析教学内容分析 本模块的话题是“Relatives” 。这是孩子们熟悉和感兴趣的话题。学生在三年级上学期学习过部分家庭成员单词以及 描写人物外貌的形容词和句型，本模块学生进一步学习了谈论家庭成员的单词和句型。本课通过创设情景，提供不同的 学习任务，实施小组合作，层层深入，使学生巩固知识，运用知识，从而提升语言运用能力和思维能力。 Analysis of the Students 教学对象分析教学对象分析 三年级学生对英语学习有着浓厚的兴趣，他们在英语课堂上乐于表现自己，乐于参与，学习积极性高，但他们掌握 的知识比较零散，不善于系统地总结和运用自己所学的知识，综合运用语言的能力有待提高，学习方法有待完善。因此 复习阶段有必要讲知识进行整合，系统性地帮学生进行复习，对知识进行运用，从而提升学生语言综合运用能力和思维 能力。 Teaching Objectives 教学目标教学目标 1. Language knowledge 语言知识语言知识 在情境中巩固及运用以下核心词汇： Nouns（家庭成员）：grandfather，grandmother，mother， father，sister，brother，cousin，uncle，aunt Adjective（描述人物特征）：tall，short，strong，thin，heavy，lovely，cute，young，old，small, big 在语境中进一步运用核心句型： How many people are there in family? There are Who are they? They are So you have a big/small/happy family. There is a/anman/ladyin the photo. Who is he/she? He/She is 2. Language skills 语言技能：语言技能： A. 能在活动中熟练运用本模块的句型和单词。 B. 能在听力过程中抓住关键词语，获取信息。 C. 能在听别人的介绍过程中学会如何有步骤地介绍自己的家庭，培养初步的逻辑思维能力。 D. 能尝试运用所学单词、句型完整地介绍自己的家庭。 3. Affect： A. 在情境和学习活动中，积极参与，敢于开口。 B. 积极与他人合作，共同完成任务。 2 C. 了解家人的爱，关爱家人。 4. Learning Strategies 学习策略：学习策略： A. 小组合作。 B. 总结归纳。 Important Points 教学重点教学重点 本模块单词和句型的巩固与运用。 Difficult Points 教学难点教学难点 综合运用所学单词和句型谈论自己的家庭及成员。 Preview Learning 前置性作业前置性作业 1. 归纳家庭成员名词和描述人物的形容词。 2. 归纳描述人物的句型。 Teaching Aids 教学资源与媒体教学资源与媒体 教学课件；worksheet；学生家庭照片 Teaching Procedure 教学过程教学过程 Time (min) 时间时间 Teaching Activities & Steps 教学活动及具体的操作步骤教学活动及具体的操作步骤 Strategies and Purpose 策略与设计策略与设计 3 . Revision 5 minActivity 1: Brainstorming 1、学生在限定时间内说出尽量多的关于家庭成员词，并完成单词拼写。 2、学生看图描述人物特点，在语境中复习形容词。 Activity 1: 回顾已学的家庭成员单词和描 述人的形容词，激活学生的单词记 忆库，为后面的各项活动作准备。 . Presentation and practice 27 min Activity 2: Lets talk 1、创设情境，引出主要人物 Lucy：We have a new friend today. Her name is Lucy. Lets watch a video about Lucys family. 2、看视频回答问题： How many people are there in Lucys family? Who are they? 3、师生对话。呈现 Lucy 问学生情景：Boys and girls, I have a big family. What about you? 老师充当 Lucy 问班上学生：How many people are there in your family? 4、两人小组活动：学生两人小组用以下句型谈论自己的家庭整体情况。 How many people are there in your family? There are Who are they? They are my 5、几组学生在班级展示谈论情况。 Activity 3: Lets talk 1、看 Lucy 的家庭照片，询问 Lucy 家庭成员。Lucy：Children, look at my family photo. I have a big family. Do you want to know who they are ? You can ask me questions : There is a tall man in the photo. Who is he? 引导学生回顾描述人物的句型。 2、两人小组活动：学生看 Lucy 家庭成员的照片，描述与问答。 Activity2: 通过听的活动能够呈现出所需 复习的句型；通过两人小组活动， 复习巩固描述家庭整体情况的句子。 Activity 3: 通过情景的创设，引导学生对 描述人物的重点句型进行复习应用， 同时为扩展部分描述自己的家人作 充分的铺垫。 Activity 4: 通过听力训练，初步培养学生 4 3、几组学生在班级展示谈论情况。 Activity 4: Lets listen 1、引导学生听对话: Children, weve known about Lucys family. Lucy also wants to know your family. Now Lucy is making a telephone call to one of our classmates. Lets listen. 2、听并完成对错判断。 3、和学生一起检查答案。 4、完成一个选择题。 Activity 5: Lets read. 1、承接上面情境，学生向 Lucy 完整介绍自己的家庭情况(视频)。 3、学生读材料，思考这位小朋友如何介绍自己的家庭成员。 获取关键信息的听力技能，并能整 合信息进行综合理解。同时为下面 完整介绍自己的家庭情况进行铺垫。 Acitivity 5: 通过听读，学生学习如何介绍 自己的家庭成员，初步培养学生的 y 英语思维能力。 III. Development 8 min Activity 6: Lets introduce 2、学生两人小组介绍自己的家庭情况； 3、学生上台分享。 Activity 7: Conclusion Activity 6: 语言输出，培养综合运用语言 能力，实现从知识到能力转化。 Activity 7: 加深学生情感体验。 IV. Homework 制作家庭视频，向 Lucy 介绍你的家庭成员。 巩固所学。 Blackboard Design 板书设计板书设计 Module 5 Relatives This is a photo of my family. There arepeople in my family. They are my My father is. My mother is. There is a .He/She is I have a big/small family. I love my family. I love my family. Word bank 5 Module 5 Relatives 复习课教学反思复习课教学反思 本模块的话题是“Relatives”。这是孩子们熟悉和感兴趣的话题。学生在三年级上学期学习过部分家庭成员单词以及描写人物外貌的形容词和 句型，本模块学生进一步学习了谈论家庭成员的单词和句型。本课通过创设情景，提供不同的学习任务，实施小组合作，由简到难，层层深入， 使学生巩固知识，运用知识，从而提升语言运用能力和思维能力。我们班学生对英语学习有着浓厚的兴趣，他们在英语课堂上乐于表现自己，乐 于参与，学习积极性高，但他们掌握的知识比较零散，不善于系统地总结和运用自己所学的知识，综合运用语言的能力有待提高，学习方法有待 完善。因此本节复习课对知识进行整合，系统性地帮学生进行复习，对知识进行运用，从而提升学生语言综合运用能力和思维能力。本节课有以 下几点做的好的地方： 一、教学目标明确，且达成度高。一、教学目标明确，且达成度高。本节课的主要目标是运用核心句型完整介绍自己的家庭，练习连贯表达。This is a photo of my family. There arepeople in my family. They are my My father is. My mother is. There is a .in the photo. He/She is.I have a big/small family. I love my family. 所以的课堂活动围绕这一活动紧密开展，最后输入部分，大部分孩子都能根据提示语来介绍自己的家庭，有的孩子甚至可以不用任何提 示流利地进行表达。 二、教学情境创设简单明了完整，有助于孩子运用所学的知识。二、教学情境创设简单明了完整，有助于孩子运用所学的知识。本节课初，老师创设了一个认识新朋友 Lucy 的情景，通过观看视频，孩子 们了解了家庭的整体情况，运用核心句型然后再过 How many people are there in family? There are Who are they? They areSo you have a big/small/happy family. 然后过渡到 Lucy 向孩子们详细介绍自己的家庭情况，孩子们运用核心句型 There is a/anman/ladyin the photo. Who is he/she? He/She is 谈论 Lucy 的家庭情况。接下来，Lucy 也想要了孩子们的情况，于是引导孩子们听 Lucy 和男孩的对话，最后孩子们向 Lucy 介绍自己的家庭情况。完整情境的创设增强孩子们的学习兴趣，同时也让知识的运用变得更加的真实自然。 三、教学活动层层递进，由简到难，符合孩子的学习规律。三、教学活动层层递进，由简到难，符合孩子的学习规律。上课开始，老师带着学生们一起快速复习家庭成员，快速地对描述人物的形容词 在语境中进行运用，激活孩子已有的知识储备，为后面的复习做准备。然后进入简单地观看视频，引入今天的话题，接下来的活动都是运用核心 句型进行大量的对话训练，在了解 Lucy 的家庭情况中进行知识的运用，接下来是语篇的听力，在听力过程中学生抓住关键词语，获取信息，并 6 在听别人的介绍过程中学会如何有步骤地介绍自己的家庭，培养初步的逻辑思维能力。最后输出环节，学生练习介绍自己的家庭情况，并进行展 示。最后学生观看班上同学拍摄的介绍自己家庭情况的视频，在观看视频的过程中感受家庭的情感教育，老师引导学生思考爱自己的家人应该做 些什么。 四、合理运用前置性作业，创意布置家庭作业。四、合理运用前置性作业，创意布置家庭作业。在本节课之前，老师布置了让学生进行复习家庭成员和描述人物形容词以及描述家庭成员句 子的作业，让学生自己先做一个归纳，培养学生自主学习能力。在家庭作业的布置上，延续课堂学习中观看学生拍摄家庭视频及介绍自己家庭的 情况，让每个学生利用周末时间制作一个介绍自己家庭情况的视频，较有创意，并且作业进行分层，学习能力强的同学可以使用老师提供的其他 句型。事实证明，学生非常感兴趣，老师在班上展示学生作品，孩子们非常兴奋，而且表达地非常棒。很多孩子的表达内容远远超出了老师提供 的可参考范围，令人欣喜，老师也非常有成就感。 五、教学素材来源于学生，具有原创性，有助于激发学生的兴趣。五、教学素材来源于学生，具有原创性，有助于激发学生的兴趣。本节课中 Lucy 的配音都是由本班同学完成，听力材料的录制是本班学生 操刀，视频也是学生自己在家人的协助下拍摄，让孩子们感到新奇，激发了孩子的兴趣。 需要改进的几点： 一、在时间和节奏的把握上需要继续努力，时间超了一点。 二、在活动的设计上可以更丰富一点，能不能适当加入语篇的阅读，但是如何处理和下个活动的关系还值得探讨。 总之，本节课的设计和实施老师本人确实花费了较多的功夫，从师生上课的过程来看，总体是令人满意的，但还需进一步努力，完善细节， 让自己的教学能力更上一个水平。