教科版三下Module 5 Relatives-Unit 10 How many people are there in your family -Let's talk-ppt课件-(含教案+视频+音频)--(编号：f0250).zip

How many people are there in your family? A与与B的对话框架：的对话框架： B : How many people are there in your family? A: There are . B: Who are they? A: They are B: Is your ? A: Yes,/ No, B: So you have a big family. Mother short, father tall. Brother big, sister small. Short or tall, big or small. I love them all. short tall big small Yes, he is. No, he isnt. fatherbrother grandmagrandpasister Is Amys _ _? tall short young thin heavy old lovely cute father grandma mother Yes, she is. No, she isnt. How many people are there in Amys family? There are _.7 Amys grandfather. Who are they? They are _. Amys grandmother Amys grandfather Amys father Amys grandmother Amys mother Amys father Amys brother Amys mother Amy Amys sister Amy has a big family. A: How many people are there in Amys family? B: There are_. A: Who are they? B: They are_ _. 7 Amy There are They are Amys grandfather, grandmother, father, mother,brother, sisther and Amy. John Zhang Heng Liu Liping Rose Lily A: How many people are there in Lilys family? B: There are 10. A: Who are they? B: They are father grandpa mother uncle grandma brother aunt cousins A: How many people are there in your family? B: There are. A: Who are they? B: They are. Try to say! grandfather grandmother father mother brother sister Jiamin (him) 1. How many people are there in Jiamins family? There are_. 2. Who are they? 5 They are. There are (4, 5) people in Jiamins family.They are (Jiamin, Jiamins) grandfather, grandmother,father,mother and him. Jiamins grandfather is (young,old). Jiamins grandmother is (thin,heavy). Jiamins father is (tall, short) and strong. Jiamins mother is young and pretty. Jiamin has a (small, big) family. 5 Jiamins old heavytall big This is Jiamins family. 2.Yi Xuan 5.Cherry 3.Melody4.Zhang Xiyu1.Candy 6.Jacky7.Angela8.Kitty I want to be _s friend. How many people are there in_s family? A与与B的对话框架：的对话框架： B : How many people are there in your family? A: There are . B: Who are they? A: They are B: Is your ? A: Yes,/ No, B: So you have a big family. A与与B的对话框架的对话框架： A：Who is the new friend? B: He/ She is A: How many people are there in _s family? B: There are . A: Who are they? B: They are _s A: Is _s _ _? B: Yes, he/she is. / No, he /she isnt. A: I want to be _s friend. May I have _s telephone number? B: Sure, its A: Thank you. This is _s family. tall shortold cute young pretty strong heavy lovely grandmothergrandfather fathermother brothersister There are _people in _s family.They are _s _ _and him/her. _s _ is _. _s _ is _. _s _ is _. _ has a _family. ather and mother I love you. 1.用本节课学习的新句型在班上采访其他同学 的家庭成员情况。 Homework 2016 学年第二学期 三年级英语三年级英语 UnitUnit 1010 HowHow manymany peoplepeople areare therethere inin youryour family?family? 教学设计教学设计 一、教学内容分析一、教学内容分析 本单元的话题是 Relatives,主要学习如何称呼和介绍家庭成员，在 三年级上册 Module 4 Family 中孩子们已经学习了关于家庭成员的部分 单词，描述人物外貌特征的形容词，并学习了 Whos .?和 Is he/she.? 等句型。在学完本模块的 Unit 9 后，孩子们能说出家庭成员，并简单地 介绍自己家人。这为孩子们本节课的学习奠定了基础。本节课主要围绕 询问家庭成员的数量来展开。从询问家庭成员的外貌特征引出新知识， 降低了学习难度。本课通过对话、创设情境等语言实践活动让孩子运用 新知识。帮助孩子们温故而知新完成知识的积累和生成。在“IIO”课 堂模式下和小组学习、小组竞赛的推动下，实现高效的课堂。 二、教学对象分析二、教学对象分析 本节课是异地教学，我与所教的班级孩子们并不熟悉。因此，在教 学设计中我利用这一契机，创设交朋友的真实情景，给孩子们创造机会 运用本节课中的新句型来了解朋友的一些家庭成员的情况，相信与孩子 们日常生活相关的话题更能激发孩子们的学习兴趣。 三、教学目标教学目标 （一）语言知识目标（一）语言知识目标 1. “四会”掌握单词：many, people, they, big 2. 听说运用以下句型： How many . are there? There are. Who are they? They are. (二）语言技能目标二）语言技能目标 1. 能准确使用所学的新单词。 2. 能熟练运用 How many. are there? /There are.和 Who are they?/They are. 进行询问和问答。 3. 能根据老师提供的对话框架介绍朋友的家庭成员情况。 （三）学习能力目标（三）学习能力目标 1通过了解朋友的家庭成员、情景对话等活动帮助孩子们养成良 好的英语学习习惯敢于开口，积极参与，主动合作。 2. 得体地运用所学语言进行表达和交流。 3.在学习方式中，采用了小组合作学习，让孩子们学会在小组内 分工合作，懂得聆听，培养自主学习的能力并发挥所长。 （四）文化品格目标（四）文化品格目标 1在语言训练活动中，让孩子们体验英语学习的乐趣，学以致用， 乐于与同学分享交流。 2通过谈论自己和朋友的家庭成员，培养孩子们对自己家人的情 感。 四、教学策略四、教学策略 1.运用多媒体创设情景，使孩子们在具体的语言环境中理解、运 用语言。 2.通过交朋友这个真实的情景，用情景教学法形式激发孩子们学 习的积极性。 五、教学重、难点五、教学重、难点 1. 重点： （1）关于家庭成员数量的新单词和句型： 新单词：many, people, there are, they, big 句型： How many.are there.? There are. Who are they? They are. （2）初步认识名词所有格的使用。 2. 难点：名词所有格的使用和发音。 六、教学媒体六、教学媒体 自制课件、教具、研学案 七、教学过程七、教学过程 I. Preparation Revision 1. Lets chant: 以一年级学过的一首韵律诗引入，活跃气氛，带出 学习主题。 2.复习描述人物特征的形容词，询问班上几位同学的外貌特征， 复习关于人物描述的形容词和已学句型 Is your.?/Yes, he is./ No, he isnt. 【设计意图：通过韵律诗活跃气氛，调动孩子们学习的兴趣，营 造轻松快乐的学习气氛。复习已学的形容词和句型，巩固旧知识，为接 下来的语言学习作铺垫。】 II. (Round I)-words & sentences 【Input】 1. 呈现新单词：展示 Amys family 教新单词，并让孩子们初步感 知名词所有格。 2. 呈现新句型：通过提问 How many people are there in Amys family? 引出新句型，孩子们根据图片进行回答，引出答句：There are. 然后教师再提问引出新句型：Who are they? 孩子们根据图片情况回答， 出示答句：They are _. 老师在此处提醒孩子们区分两个答句： There are.和 They are. 【Internalization】 3. 呈现课本 P57 的四幅全家福，通过师生问答的方式操练新句型。 4. Guessing game: 出示一张只显示主人公的照片，让学生猜测其 家庭数量。 5. 老师询问班上个别孩子们家庭成员的数量，作出示范后，孩子 们根据自己的实际情况，运用新句型两两对话。 6. 呈现课本 P57 的四幅全家福，通过两两对话的方式练习新句型。 【Output】 7. 孩子们两两展示对话。 【设计意图：先用书本中四幅全家福进行操练，让学生对句型上口。 师生对话的示范让孩子们清楚如何运用新句型对话，再让孩子们跟同桌 根据实际情况进行会话练习，调动孩子们学习的兴趣，让孩子们轻松习 得语言。】 III. (Round II)-Dialogue 【Input】 1. 介绍孩子们的朋友 Jiamin 和 Ms. White 的对话。 听力原文： Ms. White: How many people are there in your family? Jiamin: There are five. Ms. White: Who are they? Jiamin: They are my grandfather,my grandmother, my father, my mother and me. Ms. White: Is your grandfather old? Jiamin: Yes, he is. But he is strong. Ms. White: Is your grandmother thin? Jiamin: No, she is heavy. Ms. White: Is your father tall and strong? Jiamin: Yes, he is. Ms. White: What about your mother? Jiamin: She is young and pretty. Ms. White: So you have a big family. 【Internalization】 （1）认真听录音，回答问题。 How many people are there in Jiamins family? _ （2）认真听录音，在相应的单词前打勾。 Who are they? They are （2）认真听录音，理解大意后，圈出正确的单词或词组。 There are （4, 5）people in Jiamins family. They are ( Jiamin, Jiamins) grandfather, grandmother, father，mother and him. Jiamins grandfather is (young, old). His grandmother is (thin, heavy). His father is (tall and strong, tall and fat). His mother is young and pretty. Jiamin has a (small, big) family. 3. Check and report: 小组讨论，校对答案。 【设计意图：听录音完成练习能培养孩子们的听的能力，也能增 强对本对话的理解，并从对话中生成描述 Jiamin 家庭成员的文段框架， 为下一步的小组学习作铺垫。】 【Output】 4. 设计情境：孩子们根据对话框架采访组内成员有关家庭成员的 数量和基本情况。 5. 设计情境：给孩子们介绍来自另一种小学的新朋友，让他们了 解新朋友。 （1）提供语言支撑。 （2）提供示范：以老师和一名孩子们的对话作为框架: 6. 检查小组合作情况。 【设计意图：基于三年级孩子们敢于交流、乐于表达的英语学习 特点，我在这个环节给孩子带来一次真实运用语言的机会，让孩子们根 据对话框架认识新朋友。在小组活动中，A 同学掌握了新朋友的信息， 其他同学用新句型向他询问，这个设计利用信息差激发了孩子们的好奇 心，激发孩子们的积极性，想必在这一环节中，孩子们一定能给我们带 来惊喜。这让小组合作更高效，让孩子们在小组内自主地运用新语言。 】 IV. Assessment 评价方式：看看哪一个小组最先摘到水果。 V. Summary 通过板书，引导孩子们回忆和整体把握本节课的内容, 引出情感 目标。 VI. Homework 1. 向今天认识的新朋友打电话，介绍你自己的家庭成员。 . Assessment 自我评价 Tasks OKGood!Great! Task 1 我能用新句型两两对话 Task 2 我能询问新朋友的家庭成员 Task 3 我能听对话，做任务 Task 4 我能根据对话框架创编对话并 进行介绍。 . Teaching Process . Blackborad design