冀教版（三起）三上Unit 4 Family-lesson20 Li Ming's Family-ppt课件-(含教案+视频+音频)-省级优课-(编号：a01b5).zip

冀教版小学英语三年级冀教版小学英语三年级 Family feel work Meet my family Hello My name is Li Dongyang. Im a teacher. His name is Li Qi. My brother is a student. My mother is a teacher. Her name is Wang Xia. My father is a doctor. His name is Li Chen. tallshort My father is tall.My mother is short. Im a teacher. My name is Li Dongyang. My brother is a student. His name is Li Qi. My father is a doctor. His name is Li Chen. My mother is a teacher. Her name is Wang Xia. We are a happy family. This is my family. This is my father. He is a _. His name is . This is my mother. She is a _. Her name is . This is me. My name is . I am a student. 小组讨论小组讨论 西藏西藏 teacher student doctor Zhuo Ma Zhuo Duoji Qu Zhen Listen and match（听一听（听一听 连一连）连一连） 西藏西藏 云南云南 00:5900:5800:5700:5601:0000:5100:5200:5300:5400:5500:5000:4900:4800:4700:4600:4500:4400:4300:4200:4100:4000:3900:3800:3700:3600:3500:3400:3300:3200:3100:3000:2900:2800:2700:2600:2500:2400:2300:2200:2100:2000:1900:1800:1700:1600:1500:1400:1300:1200:1100:1000:0900:0800:0700:0600:0500:0400:0300:0200:0100:00 LilyLucyAnna Whats missing? LilyLucyAnna Whats missing? LilyLucyAnna Whats missing? LilyLucyAnna Whats missing? 西藏西藏 石家庄石家庄 云南云南 Wechat friends - Wechat on the phone (微信聊天微信聊天) Hi! This is my family. Im a student. My name is Li Ming. My father is a teacher. His name is Li Daming. My mother is a doctor. Her name is Liu Yun. We are a happy family. Hello! This is my family. Im a _(student, teacher). My name is Li Ming. My father is a _(teacher, doctor). His name is Li Daming. My mother is a _(student, doctor). Her name is Liu Yun. My father is _(short, tall). My mother is _(short, tall). We are a _(happy, sad) family. Answer the questions（根据短文（根据短文 回答问题）回答问题） 西藏西藏 石家石家 庄庄 云南云南 ChinaWe live in. （居住）（居住） I Love You, You Love Me 教材分析教材分析 本课Li Mings family是小学英语冀教版三年级上册第 四单元的第二篇课文。这一单元的重点是学习一些描述家庭成员 的词汇和用语。其中包括一描述家庭成员的职业名称和人物外貌 的词汇。课文给学生提供了一个个令人愉快的、以学生为中心的 话题。本课是一节功能性的交际训练课，主要引导学生介绍家庭 成员，感受家庭温暖并让学生掌握职业任务等重点单词和介绍人 物的句型。 学情分析学情分析 三年级是小学生学习英语的基础阶段，这一阶段的重要任务 在于激发学生学习英语的兴趣。学生年龄小，生性活泼好动，喜 欢直观形象思维，对游戏、竞赛、歌曲等特别感兴趣。因此，在 设计课堂教学活动时，我根据学生的实际情况，采用了灵活多样 的教学方法来吸引学生的注意。同时，三年级学生刚接触英语， 对老师的课堂用语还不够熟悉，所以课堂上我需要借助大量的肢 体语言去展示，以鼓励表扬为主，鼓励学生开口说英语，给每一 位同学创造机会，让他们体验成功的喜悦。 知识与能力目 标 Students will be able to aurally understand, orally use and recognize the following vocab ulary: China, short, tall 过程与方法目 标 Students will be able to aurally understand and respond orally to the following sentence : My father/mother is a_. He/ She is_ .（tall/short） 教学目标教学目标 情感态度与价 值观目标 Student will be able to sing the song: I love you, you love me. 重点 Understand, use and recognize the words: China, short, tall 教学重难教学重难 点点 难点 Understand and respond the sentences: My father/mother is a_ . He/She is_ .(tall/short) Sing the song: I love you, you love me. 教学策略教学策略 与与 设计说设计说 明明 教学过程教学过程 教学环教学环 节（注节（注 明每个明每个 环节预环节预 设的时设的时 间）间） 教师活动教师活动学生活动学生活动设计意图设计意图 ClassClass OpeningOpening andand ReviewReview 3 3 分钟分钟 1.1. GreetingGreeting T:Hello, boys and girls, Nice to meet you . T:Im happy to see you, Are you happy? 2.2. ReviewReview 1、What s your/his/her name? My/His/Her name is_. 2、Lets play a game.(头脑风暴) T: Lets play a game. If you see a picture,you can stand up and read it as possible as you can. Review some words about feeling, work and family. Ss:Nice to mee t you, too. Ss: Yes, We are happy 充分的复习 才能更好的 学习 通过亲切的 问候，拉近 师生之间的 距离，以头 脑风暴的形 式开始导入 新课，充分 调动学生兴 趣，活跃课 堂气氛。复 习上课介绍 家庭成员的 单词为本课 进一步介绍 做铺垫。 NewNew ConceptConcept s s 1515 分钟分钟 T: Today Im so happy. I want to invite you to come to my h ouse to meet my family. 1. Meet Miss Lis family. Ss:This is my_ _. Im a_ _ . My father/moth Introduce the new sentences st ructures: This is my_. I m a_ . My father/mother is a_. T: Look! This is me. Im a te acher. My name is Li Dongyang. Ask students read after me. T: Look! This is my brother. My brother is a student. His n ame is Li Qi. Ask students read after me. No w you can introduce yourself t o us. T: Who can try? T: Look! This is my mother. My mother is a teacher. Her na me is Wang Xia. Ask students read after me. Yo u can introduce your mother to us. T: Who can try? T: Look! This is my father. My father is a doctor. His nam e is Li Chen. Ask students read after me. Yo u can introduce your father to us. T: Who can try? er is a_. Ss: This is my mother. My mother is a teacher. Her name is _ _. This is my father. My father is a doctor. His name is _ _. 利用教师的 家庭成员， 学习课文内 容激发学生 学习兴趣， 利用家庭成 员引出本课 时要学的 “short” ， 这样衔接紧 密,过渡自然。 Look here. Compare with them. Teach tall and short. My father is tall. My mother is short. T: Im tall. What about you？You please. (Go down into students) T: Who want to compare tall or short? T: In our class who is tall? Who is short? Practice: 从学生中找出两组身高相差的同学， 讨论 Who is short? Who is tall? T：We are a happy family. Read it together. T: Who can read this text？ Loudly please. Ss: Im short. Ss: Im tall. Ss: Im short. Ss: She is tall. Ss: He is short. Ss: _ is short. Ss: _ is tall. 给学生渗透 字母组合的 读音规律， 帮助学生记 忆单词 LetsLets dodo it.it. (Listen(Listen andand match)match) 4 4 分钟分钟 T: Know about my family, today my friend come to our class. Look! Its ZhuoMa. She comes from Tibet. Her eyes are beautiful. Now listen and Ss: Her name is ZhuoMa. She is a student. 通过听力训 练，使学生 更能熟悉课 文,易于掌握 课本 match. T：The first time. T：The second time. T: Who can tell me the first one? T: The second one. T: The last one. Ss: His name is Zhuo Duoji. He is a teacher. Ss: Her name is Qu Zhen. She is a doctor. 四、四、 LetsLets playplay a a game.game. 4 4 分钟分钟 T: These are my friends. They are from YunNan, Today they arrive in our class. Now Lets play a game. Whats missing? I will give you one minute to remember their names and jobs. Do you understand? T: Are you ready ? T: Lets go! The time is go. T: Time is up. Whats missing? Ss: Yes! Ss: Yes! Ss: Go, Go, Go! Ss: Her name is Lily. She is a teacher. 通过有限时 间，让孩子 记忆单词， 充分锻炼学 生的记忆力 Ask students say their names and jobs. T: Very good! You are clever! Ss: Her name is Lucy. She is a student. Ss: Her name is Anna. She is a doctor. 五、五、We-We- chatchat 3 3 分钟分钟 T: Li Ming is my friend, too. I will Wechat with LiMing on the phone. Do you know We-chat ? T: Hello! LiMing! T：Read this text by yourself please. Hi! This is my family. Im a student. My name is Li Ming.My father is a teacher. His name is Li Daming. My mother is a doctor. Her name is Liu Yun. We are a happy family. T: Who can read this text? T：Now you can answer the Ss: Yes. Ss: . 充分利用课 本资源，使 学生在学中 练习，在练 习中得到提 升 questions. This is my family. Im a _(student, teacher). My name is Li Ming. My father is a _ (teacher, doctor). His name is Li Daming. My mother is a _ (student, doctor). Her name is Liu Yun. My father is _(short, tall). My mother is _(short, tall). We are a _(happy, sad) family. Ask students answer the questions. 六、 China 3 3 分钟分钟 T: ZhuoMa lives in Tibet. They live in YunNan. LiMing lives in Shijiazhuang. They live in China. Teach China this word. Ask students read China some times. 我们大家都 住在中国， 中国才是我 们的家。提 升情感意识， 使学生更加 热爱祖国 T: We live in China. Read it please. 七、 A big family. 两分钟 In my family, there are father, mother, brother and me. Its a small family. In our country, there are fifty- six different kinds of people. Not only We should love our family, but also we should all around of us. 我们不仅要 爱我们的家 人，更要爱 身边的每一 个人。热爱 祖国这个大 家庭。 八、 Lets see a film. 三分钟 T: Lets see a film. Students will watch a film about family. 情感升华， 由大家庭到 小家庭，层 层递进，突 出主题，深 化思想 九、 Lets sing a song. 2 分钟 T: Lets sing a song to end the class. I Love You, You Love Me Stand up please. Follow me. Students sing the song with teacher together. 在欢快的歌 声中结束了 我们的课堂， 使学生的兴 趣得到提升， 更加喜欢上 英语课 课堂小 结 1 分钟 Today I am happy to have a class with everyone together. 布置作 业 1 分钟 1、Introduce two good friend to us.（为我们介绍两个好朋友） 2、Introduce your family to your friend.(把你的家人介绍给你 的朋友) T: Thank you very much. Thank you everyone. T: Goodbye! SS: Goodbye! 板书设板书设 计计 LessonLesson 2020 LiLi MingsMings FamilyFamily tall teacher short doctor China student 教学反教学反 思思 在中国，学生核心素养的培养主要通过基础教育阶段各学科的 教育教学来实现。各学科的课程都要为发展学生的核心素养服务， 都要结合学科内容帮助学生形成关键能力和必备品格。所以，在核 心素养这个大概念下，衍生出各学科核心素养的概念，因此，无论 是从理论层面上，还是从实际操作层面上，都有必要开展基于学科 的核心素养研究。在国内外核心素养理论与实践研究的大背景下， 探讨中国语境下发展学生英语学科核心素养的价值，着重阐释英语 学科核心素养的内涵。在我的这节英语课上，侧重于培养学生的听、 说、读、写四方面的能力，把学生被动地坐着等知识，变为自己去 获取知识；把习惯于听老师提问，变为学生自己发散思维去提问题； 把重知识记忆变为重学生根据实际环境进行交际。 1 1、注重课前参与、注重课前参与 学生的课前参与，对掌握教学内容起到了一定的推动作用。本 课的教学内容，涉及到许多的职业名称，学生也非常对自己父母的 职业名称感兴趣。于是让学生在上课前，进行查资料，查字典来找 出自己父母的职业名称并介绍给大家。这样既让学生自己当一次小 老师，又扩展了有关职业方面的知识。 2 2、灵活的把、灵活的把教学教学内容进行整合内容进行整合 由于新版教材知识是滚动的学习，课与课之间，单元与单元 之间可以把知识整合。在 Unit4 Lesson 20 Li Mings Family 中，在 What does your father/mother do? He/shes a/an - -.是本单元的重点句型，对学生来说是新句型。让学生通过句子提 问将职业名称学会，使教学内容更加系统化有助于学生的理解合掌 握。 3 3、注重培养学生的发散思维的能力、注重培养学生的发散思维的能力 核心素养强调人的思维，许多学者也关注了英语、英语学习和 思维的关系，指出英语学习对学生的认知能力有积极作用，英语能 够引导学生用另一种认知的方法思维。本课中，利用学生的善于思 考，爱提问题的特点，来启发引导学生进行探究学习。 学生在学习新课文之前，就让学生利用标题或插图，结合他们 平时所积累的知识和生活经验，对课文内容进行大胆地推断或预测， 从而培养学生的想象力。如：老师引导. What do you want to know something about Li Mings family?学生会根据图片提出 Whats his fathers name? Whats his mothers name? How tall is he? How tall is she? Whats your dad/mum? What does your father/mother do? What does he do?等等。别看这几 个简单的问题的提出，代表着学生在动脑子想；代表着学生不是等 着老师来教，而是主动地去学。通过这几个简单的问题，既复习巩 固了以前所学的知识，更使学生进入良好的准备状态，激发了他们 的学习兴趣，从而产生一种探求知识的渴望。语言与思维的关系十 分密切。学习和使用语言要借助思维，同时，学习和使用语言又能 够进一步促进思维的发展。学习和使用母语以外的语言，可以丰富 思维方式，进一步促进思维能力的发展。英语教育界人士广泛认为， 英语课堂教学中的很多活动能够促进学习者思维能力的发展。程晓 堂尝试性地结合英语语言的特点和英语学习过程的特点，探讨了有 可能通过英语学习促进发展的十种思维能力。 作为核心素养的思维品质，既不同于一般意义的思维能力，也 不同于语言能力核心素养中的理解能力和表达能力，而是与英语学 习紧密相关的一些思维品质，根据所给信息提炼事物共同特征，借 助英语形成新的概念，加深对世界的认识；根据所学概念性英语词 语和表达句式，学会从不同角度思考和解决问题。