Module1Unit11

1、廣州版三年級(jí)英語(yǔ)下冊(cè)教案MODULE 1 UNIT 1 Look at My Family Tree教學(xué)內(nèi)容分析本單元包括Unit 1.Look At My Family Tree, Unit 2.Who Are They? 和Unit 3. Lets Go Further.三個(gè)大板塊。內(nèi)容都是談及家庭及成員,接觸學(xué)習(xí)Whos?Hes/shesWho are? Theyre Theis等句型。其中dialogue, work with language均為教學(xué)重點(diǎn)。由于本單元的部分語(yǔ)言知識(shí)已在口語(yǔ)課本中的“I Love My Family”中出現(xiàn)過(guò),在教學(xué)中可先進(jìn)行復(fù)習(xí)，但本單元對(duì)于學(xué)生有新的

2、要求，就是詞匯的記憶。由于部分詞匯比較長(zhǎng)，所以老師要注意在學(xué)生記憶詞匯上面多提供有效的幫助。教學(xué)對(duì)象分析1.學(xué)生在口語(yǔ)第二冊(cè)時(shí)已初步接觸過(guò)與family及家庭成員有關(guān)的內(nèi)容，由于是生活上經(jīng)常接觸的學(xué)習(xí)內(nèi)容，他們對(duì)家譜中的人物間的關(guān)系能較易理解，所以他們對(duì)此比較熟悉，也比較感興趣。但因要記住相應(yīng)的英文名稱，家譜顯得復(fù)雜，不排除部分學(xué)生消化不了，會(huì)混淆家庭成員的名稱和關(guān)系。2. 本單元中的不少單詞對(duì)于大部分學(xué)生來(lái)說(shuō)應(yīng)該是很熟悉的，如father mother，brother, sister等詞，但單詞比較長(zhǎng)，教學(xué)中應(yīng)循序漸進(jìn)，分解難度，幫助學(xué)生分類分音節(jié)記憶單詞，效果會(huì)更佳。3. 學(xué)生對(duì)有規(guī)律的知

3、識(shí)容易接受，而對(duì)一些例外的知識(shí)則會(huì)混淆不清，例如hes，與his等。此外，對(duì)話中出現(xiàn)的名詞所有格、復(fù)數(shù)形式等知識(shí)，對(duì)三年級(jí)的學(xué)生來(lái)說(shuō)，也是難點(diǎn)，沒(méi)有必要特別抽出來(lái)仔細(xì)講解，應(yīng)放在整體對(duì)話中、話題學(xué)習(xí)中慢慢感知。教學(xué)目標(biāo)1.語(yǔ)言知識(shí)A. names of family members and relativesB. Whos he/she? Hes/Shes C. different ways to introduce family members2.語(yǔ)言技能A.掌握四會(huì)單詞36個(gè)，三會(huì)單詞6個(gè)。（詳見(jiàn)各課時(shí)的教學(xué)目標(biāo)）B.能正確理解并運(yùn)用以上句型。 C.能理解對(duì)話，并連貫朗讀，語(yǔ)音、語(yǔ)調(diào)和停頓

4、基本正確，基礎(chǔ)好的學(xué)生能表演對(duì)話。D. 能唱歌曲和歌謠。3.情感態(tài)度A.通過(guò)談及家庭的話題，培養(yǎng)學(xué)生的家庭觀念。B.通過(guò)學(xué)習(xí)，激發(fā)學(xué)生的興趣、自信心和合作精神，使他們?cè)谡Z(yǔ)言技能實(shí)踐的過(guò)程中逐步形成主動(dòng)參與、樂(lè)于探索的學(xué)習(xí)態(tài)度。4文化意識(shí)通過(guò)學(xué)習(xí)，了解中西方家庭及姓名的差異。教學(xué)重點(diǎn)1理解家庭成員間的關(guān)系并理解課文對(duì)話的內(nèi)容2能運(yùn)用所學(xué)的句型介紹家里的成員教學(xué)難點(diǎn)1理解家庭成員間的關(guān)系并理解課文對(duì)話的內(nèi)容2能運(yùn)用所學(xué)的句型介紹家里的成員3對(duì)較長(zhǎng)單詞的記憶教學(xué)策略充分利用書中的插圖、歌曲、歌謠、游戲等資源，寓教于樂(lè)，優(yōu)化課堂教學(xué)。對(duì)話采用情景教學(xué)，尋找貼近學(xué)生生活的話題，幫助學(xué)生弄清自己家庭中的人

5、員關(guān)系；引導(dǎo)學(xué)生學(xué)會(huì)看圖聽(tīng)錄音理解對(duì)話，從而學(xué)習(xí)語(yǔ)言知識(shí)。單詞量大，先理解、上口，不急于拼寫記憶。指導(dǎo)學(xué)生以整體的同類進(jìn)行憶記。次要的語(yǔ)言點(diǎn)教學(xué)應(yīng)有別于主要句型，不必詳細(xì)分解，應(yīng)放在整體對(duì)話中理解，慢慢感知。課時(shí)分配每個(gè)Unit大至可以一個(gè)課時(shí)完成. Work with language也分別用一個(gè)課時(shí).總共用大約5個(gè)課時(shí)完成Unit OneUnit 1 dialogue 第一課時(shí)教學(xué)目標(biāo)：1.能看懂家譜，理解對(duì)話，正確流利地朗讀，基礎(chǔ)好的學(xué)生能夠表演課文對(duì)話。2.四會(huì)掌握詞匯grandfather grandmother father mother daughter tree right w

6、ho whos=who is he hes=he is she shes=she is 三會(huì)：family husband wife教學(xué)重點(diǎn)：1.課文對(duì)話的理解2.新語(yǔ)言知識(shí)的口頭表達(dá)教學(xué)難點(diǎn)：1.對(duì)課文及新句型的理解。2.單詞的拼寫及family tree中的人物關(guān)系。教學(xué)策略：充分利用書中的插圖、歌曲、歌謠、游戲等資源，寓教于樂(lè)，優(yōu)化課堂教學(xué)。對(duì)話采用情景教學(xué)，尋找貼近學(xué)生生活的話題，幫助學(xué)生弄清自己家庭中的人員關(guān)系；引導(dǎo)學(xué)生學(xué)會(huì)看圖聽(tīng)錄音理解對(duì)話，從而學(xué)習(xí)語(yǔ)言知識(shí)。教學(xué)過(guò)程Revision1. Sing the song“fingers family” 2.Ask the childre

7、n to look at teachers fingers and answer the questions: what finger is it?” to review the names of “father, mother, brother, sister, baby”draw a hand on the board and write the new words on the boardto present the new words at the same timeGame: fast reactionto tell which finger it is as soon as pos

8、siblePresentation and Practice1.Present the family tree of Webbs Family then give a brief introduction of their names2. Game: whos it? To cover the names then ask the children to recall who it is - to get familiar with the names of Webbs family3. Show the video of the text to present the dialogue. T

9、he children have to answer a question: whats that on the board?Ask more questions and encourage the children to listen to the text again.Q: whos grandmother? Whos grandfather? Whos father? Whos mother?put the new words beside the names. For example: Betty Webb (grandmother) to help the children to h

10、ave better understandingGame 1 T: David Ps: fatherGame 2 Guessing T: Whos he? P1: Hes David.Whos David? Hes Janets father. /- to present the new patterns Listen to the text again and underline the new words and use the gesture to help the children understand “husband” and “wife”Read the new words to

11、gether and try to find the good way to memorize themExercise ask the children to listen to the text and read togetherThe children play the different roles and try to read the text by the help of teachers gesturelisten to the rhyme at page 4 and ask the children to come out and learn how to chanthalf

12、 class may see the books to read Sallys words and another half close the books to recite what Janet says. encourage the children to act out the text with the help of the books or teachers gesturesDevelopment (if we have enough time)listen to the dialogue of page 3 once and then give the children som

13、e time to read the text at page 3give some time to the children to let them discuss in groups the children fill in the blanks with the help of the other group membersexplain to the childrenHomework 1.Draw your own family tree 2. Copy the new words and recite passage 2 and 33.If you can, try to introduce your fa