牛津英语三年级第一学期M2U2-My-Family教案.doc

Oxford English 3A Module 2 Unit 2 My family（Period 2）
My family
Theme: My family
Topic: My family

I． Teaching Aims (教学目标)
Language knowledge (语言知识)：
1. 能在看家庭照片的语境中用Who is he/she? He/She is (my) ... 询问并应答。
2. 能在语境中，用He/ She is... 描述家人特征。
3. 能在语境中，用He/ She can...描述家人会做的事。
4. 通过主体文本的学习，介绍自己的家庭。
5. 分辨字母“i”在单词中的发音，如：kite, bicycle
Language skills (语言技能)：
Listening:
1. 能听懂询问家庭成员、人物特征及能力的问题，如Who is he/she? How is he/she? What can he/she do?
2. 能听懂描述家庭成员的相关语段内容
Speaking:
1.能熟练问答家庭中的人物关系，如：Who is he? He is my father.
2.能运用表示特征的词汇描述自己的家人，如：tall, thin, old 等
3.能简单描述自己的家庭中至少3个人。
Reading:
能朗读本单元中描述家庭的语段。
Writing:
1.能正确书写课文出现的词汇。例如：grandmother, father等。
2.能用简单语段描写自己的家庭
C. Language use (语言应用)：
1. 能在语境中，对家人及其特征进行问答。
2. 能简单谈谈自己的家庭。
D. Affection and attitudes (情感态度)：
通过谈论自己的家庭，表达对家人的爱。

II. 分课时教学目标
教学目标
第一课时
第二课时
第三课时
话题
A visit to Peter’s family
My family
My dear family
语言知识
词汇
在语境中，学习、理解、初步运用核心词汇： grandfather, grandmother, father, mother, brother, sister, me.
在语境中，复习巩固并能运用核心词汇：grandmother, father, mother, brother, sister, me.
复习巩固描述外貌特征的词汇和表示动作的词汇。
在语境中，复习巩固核心词汇。
学习字母“i”在单词中的发音。
句型
在语境中，感知、理解特殊疑问句 Who is he/she?的问答。
学习做客时的打招呼用语，如：Please come in.等
进一步学习并运用特殊疑问句 Who is he/she?的问答。
用He/ She is … ; He/ She can …句型描述家人
在语境中，学习、理解this is…的句型。
用They like…描述几个家人都喜欢做的事情。
语言技能
与运用
能读懂文本A visit to Peter’s home, 并能询问他人是谁。
能读懂文本Peter’s family，并简单描述自己的家庭。
能较完整地描述自己的家庭，以及家庭成员间共同的能力、喜好。
情感态度
树立去别人家做客时要讲礼貌的意识。
关注家人，学会观察家人的特征。
通过谈论自己的家庭，了解家人对自己的爱，并表达对家人的爱。
学习策略
通过视频等方式呈现语言，通过对话、小组讨论等形式推进语言，以角色扮演等方式巩固和操练语言知识。

Ⅲ、分课时文本
Period1： A visit to Peter’s family
Alice: Hi, Peter.
Peter: Hi, Alice. Please come in.
Alice: Who is he?
Peter: He is my grandfather. He is old. He is thin.
Alice: Who is she?
Peter: She is my sister Sally. She is tall. She is nice.
Paul: Are you Alice?
Alice: Yes. Nice to meet you.
Paul: Nice to meet you, too.
Period 2: My family
Hello! I’m Peter. This is my family.
He is my father. He is tall and cool. He can buy toys for me.
She is my mother. She is thin and nice. She can cook for me.
She is my grandmother. She is fat and old. She can read with me.
She is my sister Sally. She is tall and nice. She can play with me.
He is my brother Paul. He is short and thin. He can play with me, too.
I love my family!
Period3: My dear family
Hello! I’m Peter. This is a picture of my family.
Look! This is my father. He is tall. This is my brother Paul. He is short. My father and Paul like playing football together.
This is my mother. She is thin. This is my sister Sally. She is nice. My mother and Sally can clean the room together.
This is my grandmother. She is old. She can read with me.
I love my family! And they love me too.

第二课时教学目标及文本内容
I． Teaching Aims (教学目标)
Language knowledge (语言知识)：
1. 在语境中，能用He/ She is... 描述家人特征。
2. 在语境中，能用He/ She can...描述家人会做的事。
3. 通过主体文本的学习，简单介绍自己的家庭。
4. 分辨字母“i”在单词中的发音，如：kite, bicycle
Language skills (语言技能)：
Listening:
1.能听懂并运用询问家庭成员、人物特征及能力的问题如Who is he/she? How is he/she? What can he/she do?
2.能听懂描述家庭成员的相关语段内容
Speaking:
1.能熟练问答家庭中的人物关系，如：Who is he? He is my father.
2.能运用表示特征的词汇描述自己的家人，如：tall, thin, old 等
3.能简单描述自己的家庭中至少2人
Reading:
能朗读本单元中描述家庭的语段。
Writing:
1.能正确书写课文出现的词汇。例如：grandmother, father等。
2.能用简单语段描写自己的家庭
C. Language use (语言应用)：
1. 能在语境中，对家人及其特征进行问答。
2. 能简单谈谈自己的家庭。
D. Affection and attitudes (情感态度)：
通过谈论自己的家庭，表达对家人的爱。
Ⅱ. Text（文本内容）
1. 主体学习文本：
My family
Hello! I’m Peter. This is my family.
He is my father. He is tall and cool. He can buy toys for me.
She is my mother. She is thin and nice. She can cook for me.
She is my grandmother. She is fat and old. She can read with me.
She is my sister Sally. She is tall and nice. She can play with me.
He is my brother Paul. He is short and thin. He can play with me, too.
I love my family!
2. 预设输出语言：
My family
Hello! I’m … This is my family.
He is my … He is … He can …
She is my … She is … She can …
……
I love my family.

教学过程
Procedure
Contents
Methods
Purpose
Pre-task preparation
1. Learn the sound about the letter “i”
2. A song: My family

3. Free talk: My family members
1. Look and read

2. Sing a song

进一步学习字母组合的发音。
以歌曲活跃气氛，复习旧知。
巩固第一课时的学习内容，为本课做铺垫。
While-task
Procedure

1. Know Peter’s family

1. Watch and listen to the video

2. Ask and answer
通过观看视频，聆听Peter的介绍，初步了解他的家庭。
通过问答呈现Peter的家人
2.Talk about Peter’s family members

1. Peter’s father
1) Listen and read
2) Ask and answer
3) Read the paragraph
4) Talk about “my father”
通过模仿Peter，师生问答， 同桌讨论等形式，初步获得语用体验，并学习描述自己的爸爸。

2. Peter’s mother
1) Listen
2) Ask and answer in pairs
3) Read the paragraph
4) Talk about “my mother”
通过听一听呈现Peter的妈妈，通过模仿Peter，师生问答， 同桌对话等形式，初步获得语用体验，并学习描述自己的妈妈。
3. Peter’s grandmother
1) Listen
2) Ask and answer
3) Read the paragraph
4) Talk about “my grandmother”
通过听一听完成段落，呈现Peter的奶奶，并说说自己的奶奶。

4. Peter’s sister and brother
1) Ask and answer
2) Talk about Peter’s sister and brother
通过猜一猜Peter的姐姐和弟弟，激发学习兴趣，进一步加深对文本的理解。
3. Review Peter’s family

1. Watch the video again and fill in the blanks
2. Read the passage by the use of the board-designing

通过视频复习主体文本
根据板书提示整体朗读主体文本，对本课内容进行回顾。
Post-task
activity
Introduce
“My family”

1. Group work: talk about my family
2. Report: My family
通过个人汇报的形式进行语用输出。
Assignment

Stick, write and say:

Board-designing
3AM2U2 (Period2)
My family
Who How What
JJJJJJ
father tall cool buy toys for me
mother thin nice cook for me
grandmother fat old read with me
sister tall nice play with me
brother short thin play with me

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