人教PEP版三年级下册英语Unit 2 My family-A-ppt课件-(含教案+视频)-部级优课-(编号：c094c).zip
Unit 2 My family 合肥市曙宏小学合肥市曙宏小学 完颜鸿睿完颜鸿睿 Lets sing Unit 2 My family Part A Lets talk Family photos Family photos Peppas family Whos that boy? Hes George. Lets chant Boy, boy, whos that boy? George,George,hes George. Whos that boy? Whos that ?woman Shes my mother. Whos that ?woman Shes my mother. Lets chant Woman, woman, whos that woman? Mother, mother, shes my mother. Mother Whos that woman? Whos that ?man Hes my father. Whos that ?man Hes my father. Lets chant Man, man, whos that man? Father, father, hes my father. Father Lets chant Man, man, whos that man? Father, father, hes my father. Woman, woman, whos that woman? Mother, mother, shes my mother. Bus time Family photos Chen Jies family Lets watch Role-play Bus time Family photos My family Pair work Talk about（介绍）（介绍） your family. Pair work : Whos that man? : Hes my father. : Whos that woman? : Shes my mother. Family photo Happy family Love your family Homework Listen and read the dialogue . Talk about your family . THANK YOU! Teaching Plan Title: My family Grade: G3 in primary school Teacher: WanYan Hongrui, from Shuhong Primary School Teaching content: B2 Unit 2 My family Part A Lets talk Teaching period: 40 minutes Teaching objectives: Knowledge objectives: 1, Students are able to understand the meaning of the word: man, woman, father, mother. 2, Students are able grasp the sentence patterns: “Whos that man/woman?”, “Hes/Shes my father/mother.” to inquiry and talk about family members. Ability objectives: 1, Improve students abilities, especially listening and speaking ability. 2, Develop students ability of communication by learning the sentence patterns. Emotional objective: Raise students awareness of loving our family and respect parents. Key point: Students are able to use the sentence patterns to inquiry and talk about family members. Difficult points: 1, Use the personal pronoun “he” and “she” correctly. 2, Shift the character from first person to third person. Teaching materials: multimedia, head-wear, books Teaching steps: T for teacher, Ss for students, S for individual student StepsTeachers activities Students activities Purpose Greeting & 1, Greeting to Ss and sing an English song “My family” together. 1, Sing an English song “My family” together. 1，与学生课前打 招呼,拉近师生距 离。唱与主题相 关的歌曲，契合 Warm-up 2, Show 6 cartoons family photo and lead Ss to recognize the character, guide Ss to say “This is .s family.” 2, Talk about 6 characters family. 课程学习主题。 2，通过识别学生 喜爱的卡通人物， 向学生输入主题 词 “family” 的概 念。 Presentation 1, Point to George and ask Ss the question: “Whos that boy?”. Guide Ss to answer “ Hes George.” Then chant with students. Chant: Boy,boy,whos that boy? George,George,he s George. 2, Point to Peppas mother and ask students the question: “Who that boy?”. Guide Ss to correct the sentence into “ Whos that woman?”. Teach the new word 1, Try to answer Ts question and chant together. 2, Correct the question and learn the new word “woman”, “mother” and the sentence “Shes my mother.” 1，通过展示 George 的图片引 导学生回答对应 问题，利用 chant 的形式带领学生 初步感知句型。 2,展示 Peppas 妈 妈的图片，利用 错误的提问语句 引导学生生成正 确的提问语句， 利用旧知引出新 知，在句中学习 新单词 woman, “woman”, “mother” and the sentence pattern “ Shes my mother.” 3, Chant with Ss and show some Ss mothers photo, ask students the question: “Whos that woman?” and guide Ss to answer: “ Shes my mother.”or “ Shes .s mother.” 4,Point to Peppas father and ask students the question: “Who that woman?”. Guide Ss to correct the sentence into “ Whos that man?” Teach the new word “man”, “father” and the sentence “ Hes my father.” 5，Chant with Ss and show some Ss fathers photo, ask students the 3, Chant with T and answer Ts question 4,Correct the question and learn the new word “man”, “father” and the sentence “Hes my father.” mother 和新句型: Shes my mother. 3,利用 chant 这种 生动活泼的形式 机械操练句型， 通过展示学生妈 妈的照片引导学 生在真实的情境 中操练句子。 4,展示 Peppas 爸 爸的图片，利用 错误的提问语句 引导学生生成正 确的提问语句， 利用旧知引出新 知，在句中学习 新单词 man, father 与新句型: Hes my father. question: “Whos that man?” and guide Ss to answer: “ Hes my father.”or “ Hes .s father.” 6，Chant with Ss and divide roles to chant. 7, Create the circumstance of ging to ChenJies home, guide Ss to watch the video and answer the question: “ Whos that man”? 5, Chant with T and answer Ts question 6, Chant together and divide roles to chant. 7, Watch the video and answer Ts question. 5,利用 chant 这种 生动活泼的形式 机械操练句型， 通过展示学生爸 爸的照片引导学 生在真实的情境 中操练句子。 6,总体利用 chant 的形式进行本课 句型的操练与巩 固。 7,通过回归课本情 景，让学生带着 问题看视频，再 次巩固对句型的 理解。 Practice 1，Guide students to listen and read after the tape. 1, Listen and read after the tape. 1,引导学生听、读 课本的对话， 注 重对学生原音的 2, Group reading : GA are Amy, GB are Chenjie, T is dad. 3, Role-play in 3 Sss group. 2, Read in group. 3, Role-play in their group. 输入。 2,通过大组的角色 扮演朗读，培养 听读能力。 3，通过角色扮演 的形式，在语境 中操练本课句型。 Consolidation 1, Broadcast a video of demonstration. 2,Group work: Let Ss to show their family photo and talk about their family. Provide some useful sentences. 1, Watch a video of demonstration. 2,Group work: Talk about their family in group. 1,提供小组活动的 视频作为范例， 为后面的小组活 动做师范。 2，每组学生在重 点句型的提示下 展示全家福，并 询问对方的家庭 成员与谈论自己 的家庭成员。 Emotional education Show Ss family photo and Ss photos of doing housework. Teach students to love our family in different ways. Look the photo on the screen and think about different ways to love their family. 情感教育寓于教 学当中，引导孩 子通过不同的方 式去爱自己的家 庭。 Homework 1，Listen and read the conversation. 2, Talk about your 分层布置作业， 巩固所学单词及 目标语言。 family with your friends. Blackboard design: Unit 2 My family Whos that woman? - Shes my mother. Whos that man? - Hes my father. Teaching reflection: PEP 三年级英语下册 Unit 2 My family! Part A Lets talk 是一节会 话课。我以拜访朋友的家为主线带领学生们去认识 Peppa Pig 的家人， 通过 “Introduce my family” 等活动升华爱的主题。运用情景教学的 方法，增强了课堂的趣味性。总体教学环节顺畅，但也有很多地方 需要改进：、 1，课堂出现提出问题无学生呼应的现象： 当我问 “Do you like English songs?” 以及 “Whats his name” 时， 学生没有与我相呼应，反映出了我在日常教学中没有注重课堂常规 管理的问题，学生还是没有与我形成应有的默契。在日后的课堂教 学中，我将强化学生英语学习的常规教育，让学生明白上课时我到 底在说什么。 2，评价用语单一，且没有做到关注全体学生 在课堂学生回答完问题后，我没有及时跟上评价语言，或者评价 语言仅限于：good, excellent, perfect. 简答的评价语言不足以支撑起 学生希望通过举手回答问题获得的满足感，在日后我将丰富自己的 课堂评价语言，做到有针对性。在学生回答完问题发爱心卡片时， 我只是走到孩子面前给他，没有给予赞扬，显得很生硬。应该在这 个过程中更加注重孩子内心的情感。在带孩子做 role-play 时，应该 引导所有学生参与，不能只是台上的学生 role-play, 下面的学生看着 他们，应该引导学生认真观看并给出评价：good/very good/wonderful. 3，课堂中关注自己的教学进程较多，没有真正的融入课堂，倾听学 生 在引入小猪佩奇的弟弟乔治进行机械操操练时，我只是带学生们 通过肢体动作练习了 chant,没有关注到孩子在 chant 中把答句说成了 “George, George, he is a George.”对学生在课堂上出现的错误没有及 时纠正，导致学生不知道自己说出了错误的语句。在日后的教学中， 我应该时刻关注学生上课的反应，认真听孩子给出的语句，遇到错 误做到及时纠正，并给予强化练习。
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Unit 2 My family 合肥市曙宏小学合肥市曙宏小学 完颜鸿睿完颜鸿睿 Lets sing Unit 2 My family Part A Lets talk Family photos Family photos Peppas family Whos that boy? Hes George. Lets chant Boy, boy, whos that boy? George,George,hes George. Whos that boy? Whos that ?woman Shes my mother. Whos that ?woman Shes my mother. Lets chant Woman, woman, whos that woman? Mother, mother, shes my mother. Mother Whos that woman? Whos that ?man Hes my father. Whos that ?man Hes my father. Lets chant Man, man, whos that man? Father, father, hes my father. Father Lets chant Man, man, whos that man? Father, father, hes my father. Woman, woman, whos that woman? Mother, mother, shes my mother. Bus time Family photos Chen Jies family Lets watch Role-play Bus time Family photos My family Pair work Talk about（介绍）（介绍） your family. Pair work : Whos that man? : Hes my father. : Whos that woman? : Shes my mother. Family photo Happy family Love your family Homework Listen and read the dialogue . Talk about your family . THANK YOU! Teaching Plan Title: My family Grade: G3 in primary school Teacher: WanYan Hongrui, from Shuhong Primary School Teaching content: B2 Unit 2 My family Part A Lets talk Teaching period: 40 minutes Teaching objectives: Knowledge objectives: 1, Students are able to understand the meaning of the word: man, woman, father, mother. 2, Students are able grasp the sentence patterns: “Whos that man/woman?”, “Hes/Shes my father/mother.” to inquiry and talk about family members. Ability objectives: 1, Improve students abilities, especially listening and speaking ability. 2, Develop students ability of communication by learning the sentence patterns. Emotional objective: Raise students awareness of loving our family and respect parents. Key point: Students are able to use the sentence patterns to inquiry and talk about family members. Difficult points: 1, Use the personal pronoun “he” and “she” correctly. 2, Shift the character from first person to third person. Teaching materials: multimedia, head-wear, books Teaching steps: T for teacher, Ss for students, S for individual student StepsTeachers activities Students activities Purpose Greeting & 1, Greeting to Ss and sing an English song “My family” together. 1, Sing an English song “My family” together. 1，与学生课前打 招呼,拉近师生距 离。唱与主题相 关的歌曲，契合 Warm-up 2, Show 6 cartoons family photo and lead Ss to recognize the character, guide Ss to say “This is .s family.” 2, Talk about 6 characters family. 课程学习主题。 2，通过识别学生 喜爱的卡通人物， 向学生输入主题 词 “family” 的概 念。 Presentation 1, Point to George and ask Ss the question: “Whos that boy?”. Guide Ss to answer “ Hes George.” Then chant with students. Chant: Boy,boy,whos that boy? George,George,he s George. 2, Point to Peppas mother and ask students the question: “Who that boy?”. Guide Ss to correct the sentence into “ Whos that woman?”. Teach the new word 1, Try to answer Ts question and chant together. 2, Correct the question and learn the new word “woman”, “mother” and the sentence “Shes my mother.” 1，通过展示 George 的图片引 导学生回答对应 问题，利用 chant 的形式带领学生 初步感知句型。 2,展示 Peppas 妈 妈的图片，利用 错误的提问语句 引导学生生成正 确的提问语句， 利用旧知引出新 知，在句中学习 新单词 woman, “woman”, “mother” and the sentence pattern “ Shes my mother.” 3, Chant with Ss and show some Ss mothers photo, ask students the question: “Whos that woman?” and guide Ss to answer: “ Shes my mother.”or “ Shes .s mother.” 4,Point to Peppas father and ask students the question: “Who that woman?”. Guide Ss to correct the sentence into “ Whos that man?” Teach the new word “man”, “father” and the sentence “ Hes my father.” 5，Chant with Ss and show some Ss fathers photo, ask students the 3, Chant with T and answer Ts question 4,Correct the question and learn the new word “man”, “father” and the sentence “Hes my father.” mother 和新句型: Shes my mother. 3,利用 chant 这种 生动活泼的形式 机械操练句型， 通过展示学生妈 妈的照片引导学 生在真实的情境 中操练句子。 4,展示 Peppas 爸 爸的图片，利用 错误的提问语句 引导学生生成正 确的提问语句， 利用旧知引出新 知，在句中学习 新单词 man, father 与新句型: Hes my father. question: “Whos that man?” and guide Ss to answer: “ Hes my father.”or “ Hes .s father.” 6，Chant with Ss and divide roles to chant. 7, Create the circumstance of ging to ChenJies home, guide Ss to watch the video and answer the question: “ Whos that man”? 5, Chant with T and answer Ts question 6, Chant together and divide roles to chant. 7, Watch the video and answer Ts question. 5,利用 chant 这种 生动活泼的形式 机械操练句型， 通过展示学生爸 爸的照片引导学 生在真实的情境 中操练句子。 6,总体利用 chant 的形式进行本课 句型的操练与巩 固。 7,通过回归课本情 景，让学生带着 问题看视频，再 次巩固对句型的 理解。 Practice 1，Guide students to listen and read after the tape. 1, Listen and read after the tape. 1,引导学生听、读 课本的对话， 注 重对学生原音的 2, Group reading : GA are Amy, GB are Chenjie, T is dad. 3, Role-play in 3 Sss group. 2, Read in group. 3, Role-play in their group. 输入。 2,通过大组的角色 扮演朗读，培养 听读能力。 3，通过角色扮演 的形式，在语境 中操练本课句型。 Consolidation 1, Broadcast a video of demonstration. 2,Group work: Let Ss to show their family photo and talk about their family. Provide some useful sentences. 1, Watch a video of demonstration. 2,Group work: Talk about their family in group. 1,提供小组活动的 视频作为范例， 为后面的小组活 动做师范。 2，每组学生在重 点句型的提示下 展示全家福，并 询问对方的家庭 成员与谈论自己 的家庭成员。 Emotional education Show Ss family photo and Ss photos of doing housework. Teach students to love our family in different ways. Look the photo on the screen and think about different ways to love their family. 情感教育寓于教 学当中，引导孩 子通过不同的方 式去爱自己的家 庭。 Homework 1，Listen and read the conversation. 2, Talk about your 分层布置作业， 巩固所学单词及 目标语言。 family with your friends. Blackboard design: Unit 2 My family Whos that woman? - Shes my mother. Whos that man? - Hes my father. Teaching reflection: PEP 三年级英语下册 Unit 2 My family! Part A Lets talk 是一节会 话课。我以拜访朋友的家为主线带领学生们去认识 Peppa Pig 的家人， 通过 “Introduce my family” 等活动升华爱的主题。运用情景教学的 方法，增强了课堂的趣味性。总体教学环节顺畅，但也有很多地方 需要改进：、 1，课堂出现提出问题无学生呼应的现象： 当我问 “Do you like English songs?” 以及 “Whats his name” 时， 学生没有与我相呼应，反映出了我在日常教学中没有注重课堂常规 管理的问题，学生还是没有与我形成应有的默契。在日后的课堂教 学中，我将强化学生英语学习的常规教育，让学生明白上课时我到 底在说什么。 2，评价用语单一，且没有做到关注全体学生 在课堂学生回答完问题后，我没有及时跟上评价语言，或者评价 语言仅限于：good, excellent, perfect. 简答的评价语言不足以支撑起 学生希望通过举手回答问题获得的满足感，在日后我将丰富自己的 课堂评价语言，做到有针对性。在学生回答完问题发爱心卡片时， 我只是走到孩子面前给他，没有给予赞扬，显得很生硬。应该在这 个过程中更加注重孩子内心的情感。在带孩子做 role-play 时，应该 引导所有学生参与，不能只是台上的学生 role-play, 下面的学生看着 他们，应该引导学生认真观看并给出评价：good/very good/wonderful. 3，课堂中关注自己的教学进程较多，没有真正的融入课堂，倾听学 生 在引入小猪佩奇的弟弟乔治进行机械操操练时，我只是带学生们 通过肢体动作练习了 chant,没有关注到孩子在 chant 中把答句说成了 “George, George, he is a George.”对学生在课堂上出现的错误没有及 时纠正，导致学生不知道自己说出了错误的语句。在日后的教学中， 我应该时刻关注学生上课的反应，认真听孩子给出的语句，遇到错 误做到及时纠正，并给予强化练习。
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