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《My family》教案上课班级课题Unit 5 My family撰写教师上课时间年月日星期教学目标知识与能力学会单词family ,Brown,会用英语介绍自己的家人过程与方法教师教读，跟录音读，学生分角色表演情感态度与价值观让学生学会用英语介绍家庭成员教学重熟悉单词family,brown,me,sally,paul的读音点教学难点学生分角色表演教具准备PPT，单词卡教法运用朗读法学法指导合作探究基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图导入新课（检查预习）学生听say a rhyme，然后跟读。
学生跟读音频活跃课堂气氛初学新课（初步探究）1.展示一张family tree的图片给学生，让学生自己看图说说图片中哪些人物，分别是谁。
2.提问学生This is the photo of White.Who is she ？ Who is he ?学生看图并举手回答图片的内容。
学生回答图片中的人物。
让学生学会自主学习，独立思考。
基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图深入探究（引导释疑）1.出示单词family,father,mother,sister,brother,教师教读。
2.出示两个小朋友的中文名和英文名，导出中英文明的不同。
3.让学生试着说My English name is…My Chinese name is …4. 展示Brown的全家福，学习他们各自的中英文名字。
同桌之间比赛学习单词，看谁记得最快最多，同桌对话。
增加同学之间的情谊，同桌之间相互帮助当堂检测（学习诊断）在四线三个中写出下列单词，注意字母的大小写。
FatherPeter brownSally brownMotherSisterBrother学生拿出作业本做黑板的作业训练学生的书写格式Paul brown 基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图小结课文（梳理归纳）本节课主要认识Peter一家人的名字：JohnBrownMary brown, Sally Brown, Peter Brown,Paul Brown注意中文姓名和英文姓名的表达差异，中国姓名是“姓在前，名在后”，而英语国家的姓名是“名在前，姓在后”。
Unit5 My family 第1课时教学设计【内容来源】上海教育出版社（2013年版）三上Module2 Unit5【主题】Listen and say, Look and learn【课时】第1课时一、教学目标(Teaching aims)1．通过一个有趣的找词游戏引出本单元的话题family。
2．呈现家谱图，引出Look and learn中家庭成员的称谓，帮助学生学习词汇。
3．通过Listen and say的情景对话，帮助学生学习本单元的核心句型Who is he/she? He’s/She’s．．．二、教学重难点(Teaching points and difficulties)1．句型:Who is he/she?He’s/She’s my．．．2．词汇：father, mother, brother, sister, me, beautiful, who三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)Pre-task preparations1．与学生互相问候拉开课堂的帷幕，引导学生用不同的句子回答。
T: Hello,…How are you today?S1: I’m fine．Thank you．How are you today, Miss …？T: I’m great, thank you．2．找词游戏。
在黑板上写出或用多媒体呈现下面这句话：然后突出这句话中各个单词的首字母，提示学生找出单词family，从而引出本单元的话题。
While-task procedures1．出示本单元Look and learn的家谱图，引导学生识记表示家庭成员称谓的单词。
T: (show the family tree in “Look and learn”) This is a family tree．And this is the Browns．T: (point to Peter Brown in the picture) Look at this boy．Who is he?Ss: Peter Brown．T: (point to the father in the picture) Who is he?He is Peter’s father．Father, father．Ss: Father, father．T: (point to the mother in the picture) Who is she? She is Peter’s mother．Mother, mother．Ss: Mother, mother．T: (point to the boy on the right in the picture) Who is he? He is Peter’s brother．Brother, brother．Ss: Brother, brother．T: (point to the girl in the picture) Who is she?She is Peter’s sister．Sister, sister．Ss: Sister, sister．2．出示Unit2的Look and Learn中Kitty一家的图片，然后将这个图片借助多媒体变成一棵family tree,然后让学生操练家庭成员的称谓。
《My family》教案上课班级课题Unit 5 My family撰写教师上课时间年月日星期教学目标知识与能力会用英语介绍家庭人物：She’s my mother, she’s beautiful.过程与方法录音带读，学生跟读，学生分角色表演情感态度与价值观提高英语学习兴趣教学重单词：sister,me,brother点人名：Sally,Paul,Jonn,Brown 教学难点句型：Who is he ? Who is he ? 教具准备PPT，flashcards教法运用朗读法学法指导合作探究基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图导入新课（检查预习）与学生相互问候，引导学生用不同的句子回答。
T:Hello,…How are you today?S1:I’m fine. Thank you .How are youtoday,Miss…?T:I’m great,thank you .…学生和老师互动，举手回答问题让学生学会多样化的回答初学新课（初步探究）出示本单元Look and learn 的家谱图，引导学生识记表示家庭成员称谓的单词。
T: (show the family tree in “Look andlearn”)This is a family tree. And this is theBrowns.T(point to Peter Brown in the picture)Look atThis boy. Who is he ?Ss: Peter Brown.T: (point to the father in the picture)Who is he ?He is Peter’s father. Father,father.Ss: Father,father.T: (point to the boy on the right in thepicture)Who is he ? He’s Peter’sbrother.Brother,brotherSs: Brother,brother.T: (point to the girl in the picture) Whois she?She is Peter’s sister.Sister,sister.Ss: Sister,sister.学生跟老师互动，学生表演让学生会用所学的单词及句型来介绍别人的体型特征。
Unit 5 My family【第三课时】【教学目标】1．字母:Ii, Jj2．文化意识:中英文名字中姓和名的不同顺序.【教学重难点】1．帮助学生学习字母Ii和Jj.2．帮助学生理解Culture corner所呈现的文化内容.3．帮助学生巩固已近学过的内容.【教学过程】Ⅰ.Pre-task preparations1．播放一首与family主题相关的儿歌,让学生听录音并模仿跟唱,以活跃课堂气氛.2．安排一个歌唱小比赛,学生可以自选任何与family主题相关的歌曲自告奋勇上台演唱.Ⅱ.While-task procedures1．逐一出示与本单元话题相关的单词卡片(family, father, brother, me, sister),让学生在各卡片中找出自己认识的字母.教师先示范:T: (show the flashcard of the word family, point to the letters f and a) This is “f”. This is “a”.T: (show the flashcard of the word father and ask a student to find the letters hehas learnt)S1: (point to the letters) This is “f”. This is “a”. This is “h”. This is “e”.T: Very good.…然后从单词sister着手,帮助学生认读和书写新授字母Ii.T: (show the flashcard of the word sister) This is “Ii” Ii, Ii.Ss: Ii, Ii.T: (show the picture of the ice-cream and point to the letter i in the word ice-cream) This is “Ii”. Ii, Ii. Ice-cream, ice-cream.Ss: Ii, Ii. Ice-cream, ice-cream.…接下来帮助学生学习新授字母Jj.T: (show the picture of the juice and point to the letter j in the word juice) This is “Jj”. Jj, Jj.Ss: Jj, Jj.T: Jj, juice. Jj, juice.Ss: Jj, juice. Jj, juice.最后,播放Learn the letters栏目的儿歌录音,让学生跟着录音诵读儿歌.2．用多媒体呈现Look and learn布朗一家的图片,让学生看每个人物下面括号里的姓名并找出共同点,引出英文名的排列顺序是“名+姓”.T: (show the family tree of the Browns and point to Mr. Brown first) He is Peter'sfather. What's his name? Look here, John Brown. John Brown, John Brown.Ss: John Brown, John Brown.T: (point to Mrs. Brown) She is Peter's mother. What is her name? Look here, Mary Brown. Mary Brown, Mary Brown.Ss: Mary Brown, Mary Brown.T: (point to Paul) Who is this boy? What is his name?Ss: Paul Brown.T: Yes, very good. Look, all their names have a “Brown” in it. “Brown” is the surname or family name. They put their surname “Brown” behind their given names.…3．用多媒体显示Look and learn中两张全家福图片,让学生注意上面汉语姓名的排列顺序是“姓+名”,引导学生去对比中英文姓名排列顺序的不同.T: (point to Alice) This is Alice. Alice is her English name. What's her Chinese name? Look here. Wang Y uanyuan.Ss: Wang Yuanyuan.T: Wang Y uanyuan is her Chinese name, (point to Ben) This is Ben. Ben is hisEnglish name. What's his Chinese name?Ss: Li Wei.T: Right, (point to Kitty) This is Kitty. What's her English name?Ss: Kitty.T: Good, (still point to Kitty) What's her Chinese name?Ss: Li Jie.T: Very good! Now everyone, look here. This is a family photo of the Wangs. And this is a family photo of the Lis. “Wang” and “Li” are the surnames. We Chinese put our surnames before our given names.…4．用多媒体展示Culture comer栏目,通过学Peter和Alice姓名的不同形式,帮助学生掌握汉语姓名和英语姓名的正确说法.然后让学生以自己的中文名字和Peter一家名字作对比.S1: My name is... My mother's name is...My father's name is...还可以请学生关注英文中女士随夫姓.Ⅲ.Post-task activities1．让学生动手制作汉语和英语的姓名牌,然后作自我介绍.教师可以先在纸片上制作Alice 的汉语和英语的姓名牌作为示范.Alice的汉语姓名牌上写:Wang YuanyuanAlice的英语姓名牌上写:Alice WangT: Hello, everyone, (point to the Chinese name card) Look here. My Chinese name is Wang Y uanyuan.(point to the English name card) My English name is Alice Wang.2．让学生画一画家谱图,然后向1〜2位同学介绍自己的家庭成员.学生也可以分为四人一组,在小组内互相介绍家庭成员.最后邀请几组学生上来做介绍. 【板书设计】。
《My family》教案教学内容：My familyYang Ming=YM Sally=S Kate=KYM: Who’s he?S: He’s my brother, Ben.YM: Who’s she?S: She’s my sister, Kate.YM: Hi, Kate .How old are you?K: I’m four.教学目标：1.词汇：能听懂、会说、认读新单词sister ,bother, father, mother.2.句型：能灵活运用Who’s h e/she? , He’s /She’s my sister /bother/father/ mother.教学重难点：句型：Who’s h e/she=Who is he/sheHe’s /She’s=He is /She is教学过程：1.问候Nice to meet you, boys and girls. How are you?2.Ok, Let’s begin a new lesson. Unit5 My Family Part A3.Chant<<I love my family >>4.From the chant ,we can learn some new words and let’s learnit together.5.学习单词sister/sisters,bother/bothers. Students=SsTeather=TT: Look at the scream, follow me “sister”. sister sister sister.（音调变化）Ss: sister sister sister.T: In the picture ,there are two girls(Xiao Wangzi and her sister).So we can say they are sisters. Now, follow me “sisters”.Ss：Sisters.学习单词bother/bothers 同上。
Unit5 My familyPeriod1一、Teaching aims:Beginning an interaction by introducing one’s family members.二、Important points:words:grandfather grandmother father mother me sister brother sentences:This is my grandfather.三、Difficult points:Using pronouns and nouns to identify people..四、Teaching aids:TV computer DVD flashcard PPT五、Teaching steps:一、warm up:Greeting and sing a song p23二、New materials:1.I show my family photo and introduce my family members to the class slowly. T:Look, This is my grandfather. (grandmother father mother me sister brother)2. Watch TV and read after the tape.3. Write the sentences “This is my grandfather.“on the board.and let Ss repeat after me.then show the flash card and teach the new words one by one, then invite students, two by two to read the words and correct their pronunciation.三、Practice:1.Play a word game.I hide the flashcard .and choose one kid to look for it.I say grandfather.The class speak grandfather till the kid find it.Do the same with other words.2.Ss take out their family photo.choose several kids to the front to introduce their family.3.Work in pairs.SA introduce his/her family to SB,then change SB introduce to SA4.Invite several pairs to the front to introduce.5.Read the books四、Post-task activities:1.Watch PPt and read “Let’s play.”2.Do the workbook Page 22五．Sum up六、Homework:1.Listen to the DVD and repeat three times.P212.introduce the family photo to parents.七、板书设计：Unit5 My family P21This is my grandfather. grandfather grandmother father mother me sister brother八、课后小结：Ss master the words well and they introduce their family members happily.。
Unit 5 My family
第一课时教学设计
一、教学目标
通过本课学习，学生能够：
1.能正确听，读单词family, father, mother, sister, brother, me.
2.在看、听、说的活动中，获取和梳理对话信息; 能理解He’s my father. His name is John Brown.的用法，并正确使用。
(学习理解）
3.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
4.在小组内进行真实语境的创设，介绍家庭成员，并进行评价或提出自己的想法意见，形成积极的有礼貌的生活态度。
（迁移创新）
完成本课时目标所需要的核心语言如下：
He’s my father.
His name is John Brown.
二、教学重难点
1.学生能读懂语境并正确运用句型：He’s my father. His name is John Brown.
2.能够熟练听读单词：family, father, mother, sister, brother, me.
三、教学过程。
Unit5 My family教案Teaching aims1.To help students know the new words.2.To help students be familiar with the sentences structure: who’s he/she?He/She is …Teaching focus1.Important pointsa.V ocabularymother, father, brother, sister, meb.Sentences structureWho’s he/she?He/she is…2.Difficult points3.Important pointsc.V ocabularymother, father, brother, sister, med.Sentences structureWho’s he/she?He/she is…4.Difficult pointsThe pronunciation of the new words.Teaching proceduresⅠ.GreetingT: Class begins.S: Stand up.T: Good morning, boys and girls.S: Good morning, Miss Duan.T: How are you?S: I’m fine, thank you.T: Ok, sit down please.Ⅱ.leading inT: Do you like singing?S: Yes.T: First, let’s listen to a song.(the family) let’s sing together.（after two minutes）Ⅲ.PresentationT: Today we will learn unit5 my family. Please read after me .my family.S: My family.T: Look at this picture. Who’s she?(show the picture of Sofia )S: Sofia.T: Fantastic.She is Sofia. N ow I’m Sofia. Nice to meet you.S: Nice to meet you too.T: This is my family. Who’s she?S: …T: Yes. She’s my mother. mother.S: Mother, mother.(Use the same way to teach the new words: father, brother, sister, me.)Ⅳ. PracticeT: Now Introduce the family in these pictures to us. Like this, hello this is me, she is my mother, he is my father. Understand?S: Yes.T: Now let’s have a try!S: …(After the practice)T: Now, let’s do a review. I say English, you say Chinese. Clear?S: Yes.T: Are you ready?S: Go!Ⅴ HomeworkT: Today’s homework is introducing your family to more classmates in English and writes the new words.Ⅵ Blackboard designUnit 5 My family Words: sentences:Mother father Who’s he /she? Brother sister He/she is….me。
（闽教版）三年级英语上册教案Unit5 My Family PartB﹡专门为本课设计的多媒体课件, Flash动画等﹡词汇卡﹡学习点读机六、教学过程教学过程教师活动预设学生行为设计意图及资源准备Step 1. Warming-up 1.T-S 对话用自由的交谈形式和学生打招呼:Good morning, boys/girls.Hi,boys /girls.How are you, boys andgirls.让学生认真听并做相应的回答。
学生根据老师说的话进行回答复习之前所学过的句型Step 2. Presentatio n 1.T: Who’s he?S: He is…T:Who’s she?S:She’s…请两个学生起立T:Who’re they?(板书)S:They”re…（老师引导回答）在教授的过程中可以怪声怪调读，高声低声读等形式，然后用集体到个人的形式检查学生。
然后用集体到个人的形式检查学生。
请学生来问： Who’rethey? 其他学生回They’re….学生和老师之间对话全体学生用各种形式读句子个体学生读句子通过各种读书的形式让学生掌握句型Who are they?Step 3. Practice 4.出示father,mother,grandma, grandpa的图片，学生根据老师的手势提示练习。
5.将表示这两个词连续出示让全班认读，再请个别学生认father,mother,grandma, grandpa的图片发给刚才发言的学生。
学生说单词通过各种的操练方式来让学生掌握这两个单词。
Step 4. Text 1.Ask the questions:1)In the picture,whoare they?2.Listen the text3.Answer the questions4.Listen again5.Listen and repeat6.Read the text学生听课文，回答问题，再听课文并且跟读课文，最后自读课文。
沪教2011课标版三年级起点三年级上册《Myfamily》教案及教学反思一、教案设计1. 教学目标•理解并记忆本课的单词和句型。
•通过学习单词和句式，能够谈论自己家庭的成员及形容词短语。
•通过分组讨论以及展示，培养学生团队合作能力和表达能力。
2. 教学重难点•重点：谈论自己家庭的成员及形容词短语。
•难点：翻译本课中的一些词语和句子。
3. 教学过程Step 1：自我介绍通过投影仪播放幻灯片，让学生认识一些常用的自我介绍用语，并且要鼓励学生用英语自我介绍。
Step 2：呈现单词在屏幕上呈现关于“家庭成员”的单词，学生可尝试快速读出这些单词，并记忆它们的拼写。
Step 3：认识形容词短语在屏幕上呈现描述“家庭成员外貌”的形容词短语（如：tall, short, fat, slim），让学生快速熟悉这些单词，并且希望开展多元化的学习方式，例如让学生举出在中国俗话中与这些形容词有关的搭配等。
Step 4：阅读老师或学生念读文本，并展示图片。
这是让学生掌握文章主旨的一部分，并且也可以训练听力和口语。
Step 5：讨论和讲解让学生分组讨论文章中的问题，并评价各组的表现。
为了更好的引导，也可以启动引导式提问，例如，“What’s your mother’s job? What does your father like to do in his free time?”这样的问题。
Step 6：展示展示学生在小组中完成的工作，每个小组选出一位代表来简单介绍小组的讨论结果。
Step 7：练习学生之间进行角色扮演或对话，让学生在实践中掌握所学内容。
Step 8：反思让学生根据教学过程中的个人感受和观点，反思教学过程和学习收获。
二、教学反思1. 此次教学的成功之处教学方法的多样性本课教学以听读为主，并且增加了展示和讨论的形式，大大增强了学生的参与感和学习兴趣。
细心提醒老师用口语化的方式与学生互动，及时引导学生表述和解释一些难懂的问题，另外更多注意到语音基础和读者等方面。
