1、Unit 1 My Family备课成员单元内容分析本单元主要学习关于家庭成员的单词：grandfather, grandfather, father, mother, brother, sister. 询问和回答人物身份的功能句： Whos he/she? He/She is.学习家庭成员的单词，与学生生活实际紧密联系，易于学生接受，内容简单实用，易于教师操练。本单元为下个单元 boys and girls 做了很好的铺垫，使得下一步的学习变得简单了，过渡自然。学情分析经过一年的学习，学生已有英语学习能力和英语基础，渴望通过新学期的学习获得更多的知识，以丰富自己的交际内容，提高交际能力。学生
2、在平时学习活动或生活中都有接触过一些家庭成员的单词，最熟悉的是 father，mother ，掌握起来较为简单。学生能熟练地说出介绍人、物的句型：This is my.。但学生对于 brother 和sister 的定义比较模糊，需要在进行教学时做一定的讲解。Whos he/she?是新知，部分学生易混淆 he,she 所指代的性别。但 he,she是后面学习活动中会大量使用的词汇，学生能够通过频繁地使用，牢固掌握。单元教学目标（1）语言技能目标第一层次：1. 能够听懂、会说表示家庭成员的六个词汇：father, mother, brother, sister, grandfather, gr
3、andmother.2. 能够听懂、会说有关询问和回答人物身份的功能句：Whos he/she? He/She is .,并能在恰当的情境中初步运用。3. 能够借助已学过的单词及相应的图片感知字母 a,b,c,d 在单词词首时常见的发音，并尝试在图片和首字母的帮助下，整体识别单词。第二层次：能够借助录音、图片、文字及教师的讲解读懂本单元的小故事，并尝试在教师的指导下表演故事。（2）其他目标1. 能够跟随录音，大胆模仿说唱本单元的歌曲和歌谣；2. 能够积极参与课堂上组织的各种活动，做到有序参与，积极使用英语进行交际；3. 能够在活动中认真倾听同伴发言，并与同伴合作进行结对问答等活动。单元教学重点
4、1. 关于家庭成员的单词：grandfather, grandfather, father, mother, brother, sister.2. 询问和回答人物身份的功能句：Whos he/she? He/She is.单元教学难点 询问和回答人物身份的功能句：Whos he/she? He/She is.单元课时安排 4 课时Lesson 1教学内容学生借助图画和录音，学习 6 个有关家庭成员的单词：grandfather, grandfather, father, mother, brother, sister.教学目标1. 能够听懂会说、表示家庭成员的六个词汇：grandfather,
5、 grandfather, father, mother, brother, sister.2. 能够借助图片用已学过的句子 This is my.介绍家庭成员。3. 能够跟随录音，大胆模仿说唱歌谣。教学重点听懂会说、表示家庭成员的六个词汇：grandfather, grandfather, father, mother, brother, sister.教学难点1. 单词 father，brother 等中字母组合 th 的发音。2. 借助图片用已学过的句子 This is my.介绍家庭成员。教学准备 录音、PPT、卡片、flash教 学 过 程 设 计教学环节 教师活动 学生活动 设计意
6、图Step 1Warm- up1. Greetings.Hello, boys and girls, how are you today?2.Review the words.T: Show me the pencil (ruler, book)1. Fine, thank you, and you?Ss: Listen and do.师生之间相互问好，拉近了彼此情感距离。Step 2Lead-inWatch the main scene.T: Who can you see?Ss: Yaoyao/Andy/Bill 教师引导学生观察 A 项情境图，引出本单元主题family.同时过度到歌谣，
7、T: There are some photos, whose family? Is Joys family photo on the wall? Ss: No 引入新词汇的学习。Step3New lessonStep4 Practise1.Present the picture of lesson1.T: This is Joys family. Do you want to know her family members?2. Play the chant .Play the chant again.T: Who can you see?3. Learn the new wordsTeac
8、h Ss to read the new words.4.Ask little teacher to lead Ss read the new words.T: Say, Ss point and read after me. T point, Ss look and say.Divide them into six groups.(grandpa, grandma,brother, sister, mom, dad)or S1 say, team Ss: Yes.Listen the chant.Ss: I can seeFollow teacher to read the new wods
9、.通过提问激起学生的好奇心。歌谣作为呈现语言的一种手段，不要求学生马上输出，让学生借助情景整体感知一下新语言。让学生用不同形式认读单词，加深印象。Step 5Role play and sayStep 6 Consolidation listen and tap. T: Present the word cards, team read and tap.1. Play the video.2. Do an example.Play the chant.1.Watch the video.2. work in four.Try to say the chant.再次播放歌谣，巩固新学词汇。Hom
10、ework Listen and repeat.Say the chant to parents.Blackboard designUnit 1 My Family L1grandfather grandmotherfather motherbrother sisterThis is my.Lesson 2教学内容 学习询问和回答人物身份的功能句：Whos he/she? He/She is.教学目标1. 能够听懂，会说有关询问和回答人物身份的功能句：Whos he/she? He/She is.2. 能够简单地介绍自己的家人。教学重点听懂，会说有关询问和回答人物身份的功能句：Whos he/
11、she? He/She is.教学难点 功能句 Whos he/she? He/She is.在情境中的应用。教学准备 录音、PPT、卡片、flashSummary教 学 过 程 设 计教学环节 教师活动 学生活动 设计意图Step 1Warm- up1. Greetings.Hello, boys and girls, how are you today?Say the chant of lesson11. Fine, thank you, and you?Say the chant.Chant 能充分调动学生的兴趣，并能起到巩固旧知的作用。Step 2ReviewReview the wo
12、rds.T: Who is he/she?Ss: mother/father. 复习旧知，为新知做铺垫Step3New lessonStep 4Show and sayPresent the picture of part A.T: Who are they?Teacher point to the photo.T: Whose family is this?What are they talking?Play the video.T: What does Yaoyao say?What does Andy say?Play the dialogue.T: Look at Yaoyaos fa
13、mily photo. Now Im Andy. Who want to be Yaoyao.Ponit to the photo.T: Who is he?Play the video again.T: Who are they? What are they doing?Play the videoTeacher find some students to do an example.Ss: Yaoyao and Andy.Ss: Andy.Watch the video.Try to repeat the sentences.S: He isShe isRepeat after the v
14、ideo.Work in pairs.Work in four此处提问只是为了培养学生的观察能力，引导学生关注对话情境，学生回答，可以不用英文。引导学生关注人称因性别不同产生的变化，即 he 与 she 的区别。Homework Prepare family photo, then introduce the members. Lesson 3教学内容学生借助图画学习运用功能句型 Whos he/she? He/She is.两组交际用语。教学目标1. 能够初步学会在恰当的情境中，运用本单元的词汇和功能句；2. 能够在本课涉及的情景条件下，听懂并说出有关家庭成员的名称；3. 能够借助学过的词汇
15、及相应的图片感知字母 abcd 在单词词首时常见的发音，并尝试借助图片和首字母提示整体识别单词。教学重点 初步学会在恰当的情境中，运用本单元的词汇和功能句；教学难点 学生认识英语字母 abcd 的小写形式，建立大小写字母的联系。教学准备 录音、PPT、卡片、flashBlackboard designUnit 1 My Family L2Whos he? He is my.Whos she? She is my.Summary教 学 过 程 设 计教学环节 教师活动 学生活动 设计意图Step 1Warm- up1. Greetings.Hello, boys and girls, how a
16、re you today?2.say the chant of lesson11. Fine, thank you, and you?Say the chant.师生之间相互问好，拉近了彼此情感距离。Step 2ReviewPart A: Lets play1. Review the words of family.2. Review the structures of family.3. Watch the example of activity A.Part B: Listen and repeat1.present the picture of apple.T: Whats this?P
17、resent the small letter “a”T: / /, appleUse the same way for book /cat/door.Play the CAI.Ss take out their family photoSs: Its an apple.Repeat teacherRepeat the CAI.Homework Review the letters. Blackboard designUnit 1 My Family L3A a B b C c D dapple book cat dogLesson 4教学内容 Storytime教学目标1. 能够借助录音、图
18、片、文字及教师的讲解读懂故事，并在教师的指导下尝试表演故事。2. 能够通过学习小故事，了解请朋友来家做客以及去朋友家做客要用到的一些交际用语，培养学生综合运用语言的实践能力。教学重点借助录音、图片、文字及教师的讲解读懂故事，并在教师的指导下尝试表演故事。教学难点 鼓励学生发挥想象，创造新的情境进行对话和表演。教学准备 录音、PPT、卡片、flashSummary教 学 过 程 设 计教学环节 教师活动 学生活动 设计意图Step 1Warm- up1. Greetings.Hello, boys and girls, how are you today?2.say the chant of l
19、esson11. Fine, thank you, and you?Say the chant.师生之间相互问好，拉近了彼此情感距离。Chant 调动了课堂气氛，也能起到复习旧知的作用。Step 2ReviewReview the words.T: Who is he/she?Ss: mother/father. 为故事教学做铺垫Step3New lesson1.Present the storyT: Who can you see in the picture?Can you guess what they are talking about?2. Play the story, learn
20、 the story.Pic1:Who are they? Whos home is this? What do they say?Pic2:Whos she/he? Are they happy? Why?Pic3:Whos he? Whats his name? Is he big or small?Pic4:Who are they? What are they say to Mary?Pic5:Where are they? Who is on the sofa?Pic6:Who is on the chair?Pic7:Is Mary still happy?Why?Pic8:Is
21、it really a wolf? Who is the “wolf”?Discuss in groupsAnswer the questions Read the story after the 通过提问引导学生仔细观察图片并预测故事内容。逐图提问，为学生理清故事脉络。在验证问题答案以后教师可多次播放每组对话，让学生先跟读、模仿，然后再尝试输出。3. Play the story4.Act the story.radio.检测学生对故事的理解，同时提高学生学习英语的兴趣。Homework Tell the story to parents. Blackboard designUnit 1 My Family L4StorytimeNice to meet you.Summary
