教学设计基本信息名称Lesson 20 Li Mings Family执教者课时1课时所属教材目录冀教版小学英语三起版 第1册教材分析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。学情分析本节课的教学对象是三年级的学生，这些学生在三年级上半学期中英语上有一定的进步。但也有少数学生不重视和怕学英语，而使英语成绩不好。因初步接触英语，学生对英语学习有些陌生也有些好奇，他们大部分的人都积极主动的和英语交朋友，大胆的去说去练，因此我会主动接近并了解学生，让他们认识到英语的兴趣，去认真的了解和学习。教学目标知识与技能目标1、 学生能听懂、会说和认读单词：China、short、tall2、 学生能理解并口头运用下列用语和句子：My father/mother is a _______.He/She is ______(tall/short)3、 学生能唱歌曲I love you ,you love me情感态度目标1、学生乐于模仿，敢于开口，能在活动中积极参与。2、鼓励学生与家长多沟通。3、能对自己的家人进行介绍，培养学生对家的认识，懂得尊重父母,体谅父母学习策略1、帮助学生在课堂交流中，注意倾听，积极思考。2、帮助学生在本课词语和相应的家庭成员之间建立联系。3、遇到问题时, 能主动向老师或同学请教，积极运用所学语言进行表达和交流。文化意识目标教学重难点重点1、学生能听懂、会说和认读单词：China、short、tall2、学生能理解并口头运用下列用语和句子：My father/mother is a _______.He/She is ______(tall/short)难点1、学生能听懂、会说和认读单词：China、short、tall2、学生能理解并口头运用下列用语和句子：My father/mother is a _______.He/She is ______(tall/short)3、学生能唱歌曲I love you ,you love me教学过程教学环节（注明每个环节预设的时间）教师活动学生活动设计意图Step 1:ClassOpeningAnd Review 4MinStep 2:New Concepts33Min1.Greeting. Hello boys and girls!How are you?Nice to meet you! T:Im happy to see you, Are you happy?T: But I dont know your names.Can you tell me your names?2.Review:Whats your/his/her name? My/His/Her name is_____ NewConcepts 1. short tall1) 找出一位学生与教师比身高,Who is short?Ss: She is short.T: Short. Say it, please.Ss: Short.T: or ,for, more, morning.（以同样方法教授tall）tall, all, ball ,fall, hall.2）Look at the picture, discuss the picture of Li Mings father and mother.（把图片贴到黑板上）. Who is short?. Who is tall?Li Mings father is tall.Li Mings mother is short.3).Student BookFollow the tape.4).Practice从学生中找出两组身高相差的同学，讨论 Who is short? Who is tall?5)Lets look at Li Ming, Is he short or tall?Ss: He is shortT:Yes, He is short ,He is a little boy.2.teacher, doctor, student.T: Just now, we have known Li Mings family, Look at our classroom, We are a family ,too, In our big family, we have teacher,(教师手指自己，)and we also have “students”, I am a teacher, you are a____?Ss:学生：Yes, youre students. 出示某一个学生的卡片，Student, say it, please.Ss: Student.T: is a student.Ss: T: Li Ming is a student.Ss: T: Look, whats she?（手指妈妈的图片）Ss: A 医生.T: A doctor. Say it, please.Ss: T: Whose father or mother is a doctor? Is your father a doctor?用同样方法教授teacher.2) Game “Whats missing?”Play a game with the vocabulary: student, teacher, doctor,3) Student bookListen to the tape, then answer the questions:. Where does Li Mings family live?. How many people are there in his family?. Who are they?. What does Li Ming do?. What does his father do?. Whats his fathers name?. What does his mother do?. Whats his mothers name?Follow the tape.4) Practice任选一段内容来读课文）你能介绍你的家庭成员吗？一位就可以当然也可以是自己。3. Song:“ I Love You, You Love Me.”T: Listen, Who is singing?（播放歌曲）Ss: Li Ming.T: Do you like it?Ss: Yes.Teach this song about Li Mings family line by line to the students. (伴以动作)Hello, Miss Guo!Fine, thank you.Nice to meet you, too.Ss: Yes, We are happy.学生踊跃参加，跟教师比身高。跟读新单词。学生看图，运用刚学的新单词比较图中人物的身高。学生跟读课文。师生互动，讨论李明的身高。学生边看卡片，边学习新单词。学生玩游戏，对新知进行操练。边听课文，边思考问题。跟读课文。学生读课文。介绍家庭成员。学生伴着动作学唱新歌。通过轻松的相互问候和有趣的动作不仅可以活跃课堂气氛，使学生的思维在动作中自然地进入课堂。师生互动的复习为学习新知做好铺垫。安排课前谈话既能复习以前学过的单词又能引出本课时要学的“short”，这样衔接紧密,过渡自然。给学生渗透字母组合的读音规律，帮助学生记忆单词。将刚学的新单词运用到课堂中，学生们积极性很高。用学生的名字和卡片举例子，学生会感到亲切，领会深刻，记忆牢固。联系实际情况学习单词，学生能体会出语言源于生活，用于生活。课堂小结2分钟SummaryHave a little summary before homework.布置作业1分钟兴趣性作业：Introduce your teachers to your father and mother.板书设计Lesson 20 Li Mings Familyshort tall student doctor teacher