小学英语沪教牛津版(六三制三起)三年级上册Unit 5 My family教学设计

Unit 5 My family

【第三课时】

【教学目标】

1．字母:Ii, Jj

2．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 preparations

1．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 procedures

1．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 he has 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's father. 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 Yuanyuan.

Ss: Wang Yuanyuan.

T: Wang Yuanyuan is her Chinese name, (point to Ben) This is Ben. Ben is his English 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 activities

1．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 Yuanyuan

Alice的英语姓名牌上写:Alice Wang

T: Hello, everyone, (point to the Chinese name card) Look here. My Chinese name is Wang Yuanyuan.

(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】