人教精通版三年级下册Unit 3 This is my father.-Lesson 16-ppt课件-(含教案+视频+音频+素材)-公开课-(编号：a0074).zip

人教人教(精通精通)版三年级下版三年级下 册册 刘星刘星 Hi, Im Liu Xing. father mother brother sister Whos this? Whos this? Whos this? Whos that? Whos that? Whos that? Whos that? Whos this? Whos this? Whos this? Whos that? Whos that? Whos that? Whos that? Whos that? Whos that? father This is a photo of Li Mings family. mother sister Whos that? Whos this? Whos this? This is Li Mings fathers mother. grandmother (grandma) Whos that? Thats Li Mings fathers father. grandfather (grandpa) Who are they? What are they talking about? This is my grandmother. Look! This is my father and this is my mother. Whos this? Thats my grandfather. And whos that? Read it by yourselves for one minute 小组读对话一分钟小组读对话一分钟 Learning tip : 当你当你自己朗读自己朗读时，遇到不会时，遇到不会 读或不明白意思的单词或句读或不明白意思的单词或句 子，可以把它圈起来，请教子，可以把它圈起来，请教 同学或老师！同学或老师！ 10 2 0 30 50 40 60 30 20 10 Lets chant This this this Whos this ? Grandmother ,grandmother This is my grandmother . That that that Whos that ? Grandfather, grandfather Thats my grandfather. Take about your family photos.(讨论你的家庭照片讨论你的家庭照片) Hello! My names _. Im_.This is my_. This is my _.I have a happy family. 要求：要求：1、四人一小组进行讨论、四人一小组进行讨论 2、时间为两分钟、时间为两分钟 3、人人参与汇报、人人参与汇报 Family 家家 Father And I Mother You Love Can you find(发现发现) it? FAMILY Father and mother love us. We should do many things for our parents. To show our love ! 爱是爱是 爱是爱心爱是爱心 精通版小学英语三年级下册精通版小学英语三年级下册 UnitUnit 3 3 ThisThis isis mymy fatherfather LessonLesson 1616 一、教材内容一、教材内容 本节课是人教版（精通）英语，小学三年级英语下册 Unit 3 Lesson 16 的内容，本单元的话题是用英语介绍自己的家庭成员，本节课是第三单 元的第四课，文本内容是围绕 Kate 为 Li Yan 介绍自己的家庭照而展开的 对话。本套教材的教学目的是激发和培养学生学习英语的兴趣，养成良好 的学习习惯，发展学生自主学习的能力和合作精神。 二、教学目标二、教学目标 知识与技能知识与技能： 1.能够听、说、认读有关家庭成员的单词：grandfather grandmother 2.能熟练掌握本课的重点句型 This is my ,That is介绍家 庭成员，并渗透新句式 Whos? 3.能够和伙伴用英语介绍自己的家庭成员，并在真实的语言环境中 自由运用。 情感态度与价值观：情感态度与价值观： 1.通过学习本课知识，强化了亲情意识。使学生知道要孝敬家人。 2.通过小组活动，培养学生的团队合作精神和创新精神，增强善于 观察思考的能力。 三、教学重点难点三、教学重点难点 1.教学重点 本课通过情景会话，巩固 This is 句式, 使学生进一步用 That is句式掌握介绍家庭的其他成员，并且学习有关家庭成员的单词 grandfather grandmother 2教学难点 扮演家庭成员角色，并在真实的语境中自由运用语言。 四、教学准备四、教学准备 1教学课件、家庭成员照片、评价家庭树图卡及家庭成员单词卡片、 游戏活动道具等。 2学生准备家庭成员的照片。 五、教学过程五、教学过程 Step1:Warm up/Review 热身、复习旧知 1.T:Hello, boys and girls! Nice to meet you! 2.Sing a song Finger Family 3.Show Liu Xings family photos and the studentsphotos. 设计意图：与学生进行日常问候，拉近与学生的距离。通过演唱有关 家庭的歌曲，及用 This is 句式自己家庭的照片等活动，学生内心与 家庭相关的情感被充分调动，与所学知识相关得以激活，为后续活动做了 较好的铺垫。 Step2：Presentation 创设情境，导入新课 1. Show Miss Yangs family photo.(Introduce and ask the Ss.) 教师出示自己的家庭照片说：Look! This is my family photo. Let me introduce. Hello, boys and girls. This is me. This is Guess: Whos this? /Whos that? Learn the new words : grandfather, grandmother. 教师通过介绍自己家庭照片引出本课单词：grandfather grandmother 2.Lets say “Magic words.” （1）教师呈现喜洋洋课件，通过学生念魔语：Whos this？ Who s that?各 3 遍，通过远近来回答，并区别 this 和 that. （2）教师用手指指向学生，提问：Whos this？ Whos that? 设计意图：通过咒语活动及投影投向学生的活动，运用句型：Who s this？ Whos that?,通过游戏，调动了学生极大的学习兴趣。 3.Learn the new dialogue. T:Look at the screen. Whos this ? Whos that? This is Kate and that is Li Yan. What are they talking about? (A family photo) Lets watch the flash. (1)listen to the tape carefully. (2)Lets read after the recorder. (3)Watch the cartoon, do a role. (4)Open your books ,Practice in pairs. (5)Take out your photos, talk in pairs. 设计意图：教师通过介绍家庭照引出单词 grandfather grandmother,并 通过猜的游戏练习句型 Whos?.This is That is Step3：Practice Team activity 小组活动，巩固提升 Team work: Choose a picture, and then make a new dialogue. 设计意图：教师为学生创设几幅情境，小组进行选择，用所学的句型 Whos?.This is That is进行交流。 编新的对话，最后进行小 组成果展示。 本环节是对整节课内容的总结，也是对教学目标的提升。在小组活动 中，学生充分发挥自己的潜能，运用本节课所学知识与同伴共同完成学习 任务和目标，加强了团队合作精神。 Step 4: Homework and assessment 布置作业，总结评价 1. (1)Draw your family photo. (2) introduce your family photo to your friends. 2. Assessment T: Today, all groups did perfect job! Especially Group Congratulations! Thats all for todays class. Goodbye, children! 对学生的评价以鼓励为主，肯定学生的学习成果，保护学生的自信和 学习动力。 Step 5:板书设计 Lesson 16 Whos this/that? grandmother This is /That is my grandfather 评价方法： 1.语言激励评价：对学生的表现及时做出口头评价，如：Good! Great! Excellent! Well done! Clever boy/girl!等等，肯定学生的点 滴进步。 2.肢体动作评价：在口头激励的同时，一个鼓励的眼神，一个竖起的 大拇指，一个善意的微笑都能激发学生的自信。 3.任务驱动评价：教师为学生创设情境，小组进行创编新对话时，采 用任务型教学模式，学生们尽情地体验学习的乐趣以及达成目标的成就感。