滬教版《牛津英語(yǔ)》三（上）Unit 5 My family（第一課時(shí)）

魏芳芳

教學(xué)過(guò)程

Step 1.Greeting&Free talk

T:Hello,everyone.

Ss:...

T:First,sing the“ABC”song.

...

T:You do good job,now let’s chant:

A for apple,B for bag,C for cat...

設(shè)計(jì)意圖：課前演唱“ABC”歌曲，整體感知26個(gè)字母；通過(guò)復(fù)習(xí)已經(jīng)學(xué)過(guò)的字母以及相對(duì)應(yīng)的單詞，為接下來(lái)進(jìn)一步的學(xué)習(xí)作鋪墊。

Step 2.Warm-up&Leadin

T:Watch an advertisement carefully and guess“What will we learn today?”.

...

S1:Family?

T: Yes! Today we’ll learn “My family”.Show me your finger and spell the title.

...

T:From this advertisement, we all know this sentence:Father and mother,I love you.Now look at“family”F?M?

S1：F is father？

T：Yes,“F”is father.father,f-a-r-t-h-e-r,father.

（Students spell and read it in lines.）

T:Father,we can say“dad/daddy”(show the picture.）

T:M?

Ss:Mother.

T:Yes,“M” ismother.mother,m-o-t-h-e-r,mother.

（Students spell and read it in lines.）

T:Mother,wecan say“mom /mommy”(show the picture.）

設(shè)計(jì)意圖：通過(guò)欣賞感人至深的廣告，引出本課的主題“Family”,并明白family這個(gè)單詞所包含的含義以及F和M分別所指代的意思。

Step 3.Presentation &practice

1.（1）Learn the words.

T:Look at the picture,who is he?

Ss:Peter.

T:Yes.This is Peter’s family tree.

T:This is Peter’s father,this is Peter’s mother,this girl is Peter’s...?

Ss：...

T:Sister.s-i-s-t-e-r,sister.(Two students read it five times and copy it three times.)

Ss:...

T:This boy is Peter’s...?

S1:Brother.

T:You are so clever.brother,b-r-o-t-h-e-r,brother. (Read itfivetimesby yourself and copy it three times.)

（2）Chant.

T:What can you find?

S1:我發(fā)現(xiàn)前三個(gè)單詞都是以-ther結(jié)尾的。

T：Great!Now we play a game.

（3）Quick response.

T:Look at the picture and say the words.

Ss:...

（4）Match.

T:Look at the words and choose the correct picture.

Ss:...

（5）Magic eyes.

T: From this picture:What can you find?

S1:我發(fā)現(xiàn)他們名字的第二個(gè)單詞都一樣。

S2:我發(fā)現(xiàn)他們的名字第一個(gè)字母都是大寫(xiě)。

S3:我覺(jué)得一樣的那個(gè)詞應(yīng)該是他們的姓。

...

T:Great.Now we all know:

設(shè)計(jì)意圖：通過(guò)Peter的家庭樹(shù)展開(kāi)單詞的學(xué)習(xí)。由于三年級(jí)學(xué)生學(xué)習(xí)字母不久，所以學(xué)習(xí)單詞時(shí)重點(diǎn)要求拼讀。兒歌的學(xué)習(xí)讓學(xué)生掌握單詞更深刻，并且英漢意思更明確?？焖俜磻?yīng)、圖文匹配等游戲更好地促進(jìn)學(xué)生對(duì)單詞的記憶?；鹧劢鹁Φ挠螒蚴菫榱伺囵B(yǎng)學(xué)生的觀察力及總結(jié)的能力。

2.(1)Learn the passage.

T:Look at the picture:Who is she?

（出示句型“Who is she?”,學(xué)生猜測(cè)who的意思，引出答語(yǔ)“She’s...”。）

S1:She’s Alice

T:Who is he?

（出示句型“Who is he?”,學(xué)生推斷出回答“He’s...”。）

S2:He’s Peter.

T:Now listen and answer:What are they talking about?

...

S1:...

（2）Look and listen.

T:Look,listen and choose which word you don’t know.

Ss:...

（3）Look,listen and repeat.

Ss:...

（4）Try to read.

T:Who can try to read?

S1/S2/S3:...

（5）Pair work.

T:Two students in pairs and read the passage.

Ss:...

（6）Role-play.

（7）Make new dialogue and talk about your family.

設(shè)計(jì)意圖：由聽(tīng)力活動(dòng)入手接觸文本，可以訓(xùn)練學(xué)生的專(zhuān)注力，使其能夠進(jìn)一步理解family的含義。觀看視頻，讓學(xué)生進(jìn)一步感知文本，在觀看的過(guò)程中發(fā)現(xiàn)自己遇到的問(wèn)題并且能夠大膽地表達(dá)出來(lái)。在文本已經(jīng)掌握的基礎(chǔ)上編造新的對(duì)話(huà)，有意識(shí)地提供更多描述人物的單詞，為今后英語(yǔ)詞匯的學(xué)習(xí)奠定堅(jiān)實(shí)的基礎(chǔ)。

Step 4.Extension

1.Imagine.

T:If you are Peter,how to ask Alice?Twostudentsin pairs and make new dialogue.

Peter:...

Alice:...

2.Try to say.

S：...

設(shè)計(jì)意圖：通過(guò)語(yǔ)篇的輸出檢測(cè)學(xué)生對(duì)文本的理解。課文的學(xué)習(xí)不僅僅是背誦，更是通過(guò)無(wú)限的想象對(duì)文本的進(jìn)一步闡釋?zhuān)耘囵B(yǎng)學(xué)生的語(yǔ)言表達(dá)和語(yǔ)言思維能力。雖然三年級(jí)學(xué)生學(xué)習(xí)英語(yǔ)不久，但在教學(xué)中仍要注重培養(yǎng)學(xué)生的語(yǔ)言思維和語(yǔ)言能力，使英語(yǔ)學(xué)習(xí)與生活緊密聯(lián)系，讓學(xué)生更有興趣學(xué)習(xí)英語(yǔ)。

Step 5.Homework

1.Read Pages 22-23.

2.Introduce your family to your parents.

3.Try to find more words describing the people.

設(shè)計(jì)意圖：根據(jù)不同學(xué)生的接受能力，分層設(shè)計(jì)作業(yè)，讓學(xué)有余力的學(xué)生有更大的發(fā)展空間。