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小学沪教牛津版(六三制一起)(2024)Unit 2 What's interesting about families?教案
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这是一份小学沪教牛津版(六三制一起)(2024)Unit 2 What's interesting about families?教案，共36页。教案主要包含了教学内容，教材特点与地位，教学设计理念，教学目标，教学重难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
课题：Unit 2《What's interesting abut families?》
科目：小学英语
年级：三年级上册
版本：沪教版（2024）
课时安排：2课时
一、教学内容
本单元的主题是 “What's interesting abut families?”，主要围绕家庭展开话题，涉及家庭成员的称呼、家庭成员的爱好等内容。通过学习，学生将能够用英语介绍自己的家庭成员以及他们的兴趣爱好，同时了解不同家庭的多样性和趣味性。
二、教材特点与地位
1、特点
贴近学生生活实际，以家庭为主题，容易引起学生的共鸣和兴趣，有助于激发学生的学习积极性和主动性。
注重语言的实用性和交际性，通过各种活动和任务，培养学生运用英语进行日常交流的能力。
教材内容丰富多样，包括对话、歌曲、故事等，形式活泼，符合小学生的认知特点和学习需求。
2、地位
本单元是沪教版小学英语三年级上册的重要组成部分，在整个教材体系中起着承上启下的作用。它是在学生已经学习了一些简单的英语词汇和句型的基础上，进一步拓展和深化对英语的学习，为后续单元的学习奠定基础。同时，通过本单元的学习，也有助于培养学生的跨文化意识和对家庭的情感认知。
三、教学设计理念
1、以学生为中心，关注学生的兴趣和需求，设计多样化的教学活动，激发学生的学习积极性和主动性，让学生在轻松愉快的氛围中学习英语。
2、注重语言的实践性和交际性，通过创设真实的情境，让学生在实际运用中掌握语言知识和技能，提高语言综合运用能力。
3、采用任务驱动教学法，引导学生在完成任务的过程中，积极思考、合作探究，培养学生的自主学习能力和团队协作精神。
4、关注学生的个体差异，因材施教，为不同层次的学生提供适合他们的学习机会和任务，让每个学生都能在原有基础上得到发展和提高。
四、教学目标
（一）知识目标
学生能够听懂、会说、认读以下单词：father, mther, brther, sister, grandpa, grandma, family, interesting, hbby。
学生能够理解并运用以下句型：
This is my... He/She is...
My... likes...
What's interesting abut yur family?
（二）能力目标
学生能够用英语准确介绍自己的家庭成员及其兴趣爱好。
学生能够在真实情境中运用所学句型进行简单的日常交流。
学生能够通过观察、倾听、模仿等方式，提高英语听说读写的综合能力。
（三）情感目标
培养学生对家庭的热爱和对家人的关心，增强家庭责任感。
激发学生学习英语的兴趣，培养学生积极参与课堂活动的意识和团队协作精神。
让学生了解不同家庭的多样性和趣味性，培养学生的跨文化意识和包容心。
五、教学重难点
（一）教学重点
掌握家庭成员的称呼单词：father, mther, brther, sister, grandpa, grandma, family。
运用句型 “This is my... He/She is... My... likes...” 介绍家庭成员及其兴趣爱好。
（二）教学难点
单词 “grandpa” 和 “grandma” 的发音，以及 “hbby” 的拼写和发音。
正确运用第三人称单数形式 “My... likes...” 来描述家庭成员的兴趣爱好。
六、教学准备
多媒体课件、单词卡片、图片、头饰、录音设备等。
学生准备自己家庭成员的照片。
七、教学过程
第一课时
第二课时
八、板书设计
Unit 2 What's interesting abut families?
（一）主板书
New wrds:
father mther brther sister grandpa grandma family hbby
Sentence patterns:
This is my... He/She is...
My... likes...
My hbby is...
（二）副板书
Pictures f family members (t help students remember the wrds)
Examples f sentences using “My... likes...” (e.g., My father likes reading bks. My mther likes cking.)
九、教学反思
在本次教学中，通过多种教学方法和活动设计，基本达到了预期的教学目标。学生在轻松愉快的氛围中学习了有关家庭成员和兴趣爱好的英语知识，并能够在实际情境中进行运用。
（一）优点
教学内容紧密联系学生生活实际，以家庭为主题，激发了学生的学习兴趣和积极性。通过让学生介绍自己的家庭成员和他们的爱好，让学生感受到英语学习的实用性，增强了学生学习英语的动力。
教学方法多样化。运用了歌曲、图片、游戏、角色扮演、小组讨论等多种教学方法，满足了学生的不同学习需求，提高了课堂教学的趣味性和参与度。例如，在单词教学中，通过单词卡片、图片和动作相结合的方式，帮助学生直观地理解和记忆单词；在对话教学中，采用角色扮演的方式，让学生在实际情境中运用所学语言进行交流，提高了学生的口语表达能力和语言运用能力。
注重培养学生的自主学习能力和合作学习能力。在教学过程中，安排了小组活动，如小组讨论家庭成员的爱好、小组制作家庭爱好海报等，让学生在合作中相互学习、相互帮助，共同完成任务。同时，通过引导学生自主观察、思考和探索，培养了学生的自主学习能力。
情感教育渗透自然。在教学过程中，不仅注重知识的传授和技能的培养，还注重对学生进行情感教育。通过让学生介绍自己的家庭和家人的爱好，培养了学生对家庭的热爱和对家人的关心；通过讨论不同家庭的兴趣爱好多样性，培养了学生的跨文化意识和包容心。
（二）不足之处
在单词发音教学中，虽然对 “grandpa” 和 “grandma” 的发音进行了重点强调，但仍有部分学生发音不够准确。在今后的教学中，应加强对个别学生的发音指导，采用更多的发音练习方法，如模仿、跟读、对比等，帮助学生纠正发音错误。
在小组活动中，个别小组的合作不够默契，存在部分学生参与度不高的情况。在今后的教学中，应进一步加强小组建设，明确小组分工，培养学生的团队合作意识和协作能力。同时，在小组活动过程中，要加强对各小组的巡视和指导，及时发现问题并给予帮助。
在教学时间的分配上还不够合理。在拓展环节，由于学生讨论和制作海报的时间较长，导致后面的展示和评价环节时间略显紧张，部分小组没有充分展示自己的作品。在今后的教学中，应更加合理地安排教学时间，根据学生的实际情况调整教学进度，确保每个教学环节都能顺利完成。
（三）改进措施
针对单词发音问题，在今后的教学中，可以增加一些发音练习活动，如绕口令、单词接龙等，让学生在轻松愉快的氛围中练习发音。同时，鼓励学生在课后多听、多读、多说英语，通过不断地练习提高发音水平。
为了提高小组活动的效果，在分组时可以更加注重学生的个体差异和性格特点，合理搭配小组成员，让每个小组都能优势互补。在小组活动前，明确活动规则和要求，让学生清楚自己的任务和职责。在活动过程中，及时给予学生指导和鼓励，帮助学生解决遇到的问题。活动结束后，对小组活动进行及时的评价和反馈，表扬表现优秀的小组和个人，指出存在的问题和不足，促进小组活动的不断改进和提高。
在教学时间的分配上，要更加精细地规划每个教学环节的时间。在设计教学活动时，充分考虑学生的实际操作时间和可能出现的问题，预留一定的弹性时间。在教学过程中，根据学生的学习情况和课堂进展，灵活调整教学节奏，确保教学任务的顺利完成。同时，在拓展环节，可以适当减少一些内容或降低难度，让学生在有限的时间内能够更好地完成任务，提高教学效果。
总之，通过本次教学实践，我对小学英语教学有了更深刻地认识和理解。在今后的教学中，我将不断总结经验教训，改进教学方法和策略，提高教学质量，为学生的英语学习和发展打下坚实的基础。教学环节
教学内容
师生互动
设计意图
Warm-up
1. Greetings
2. Sing a sng "The Family Finger Sng"
1. T: Hell, bys and girls.
Ss: Hell, teacher.
2. T plays the sng n the multimedia and leads Ss t sing tgether with actins.
通过打招呼和唱歌，营造轻松愉快的课堂氛围，激发学生的学习兴趣，同时复习已学的家庭成员称呼，为新课学习做铺垫。
Lead-in
1. Shw sme pictures f families n the multimedia and ask Ss t lk and say what they see.
2. T: What's this in English? (Pint t a family picture) It's a family. We all have families. Tday we are ging t learn Unit 2 What's interesting abut families?
1. Ss lk at the pictures and say sme wrds like "father"， “mther”， “brther”， etc.
2. Ss: Family.
T: Yes, very gd.
利用图片导入新课，直观形象地呈现主题，引导学生关注家庭，引出本节课的话题 “families”，同时教授新单词 “family”。
Presentatin
1. Learn the new wrds
- Shw the wrd cards f "father"， “mther”， “brther”， “sister”， “grandpa”， “grandma” ne by ne and teach the prnunciatins. Let Ss repeat several times and pay attentin t the crrect prnunciatin f "grandpa" and "grandma".
- Use pictures and actins t help Ss understand the meanings f the wrds. Fr example, when teaching "father"， T can pint t a picture f a man and say “This is a father.” Then act like a father t make Ss have a mre vivid impressin.
2. Practice the wrds
- Game: “What's missing?”
T shws all the wrd cards n the blackbard and then turns arund. Ss clse their eyes and T takes away ne f the cards. When T turns back, Ss pen their eyes and guess which wrd is missing.
- Grup wrk: Ss wrk in grups f fur and take turns t shw the wrd cards and ask the thers t read the wrds as quickly as pssible.
1. T shws the wrd cards and prnunces the wrds clearly.
Ss listen and repeat after T.
T crrects the prnunciatins if necessary.
2.
- In the “What's missing?” game,
T: Nw, let's play a game. What's missing? Clse yur eyes, please.
(Ss clse their eyes.)
T takes away a card.
T: Open yur eyes and guess.
Ss: Is it "father"?“mther”？ etc.
- In the grup wrk,
S1: (Shws the card f "brther"） This is "brther".
S2, S3, S4: Brther.
Then S2 shws the card and the thers read the wrd.
通过单词卡片、图片和动作等多种方式教授新单词，帮助学生直观地理解和记忆单词的音、形、义。运用游戏进行单词操练，增加学习的趣味性，激发学生的参与热情，同时培养学生的观察力和记忆力，让学生在轻松愉快的氛围中巩固所学单词。
Text Learning
1. Listen and answer
T plays the dialgue f "Listen and say" n the multimedia fr the first time and asks Ss t listen carefully and answer the questin: Wh are they talking abut?
2. Listen and repeat
T plays the dialgue again and asks Ss t listen and repeat sentence by sentence. Pay attentin t the prnunciatin and intnatin.
3. Rle-play
T divides Ss int grups f three and assigns rles (Tm, Alice, Peter) fr them. Ss practice the dialgue and then act it ut in frnt f the class.
1. Ss listen t the dialgue and think abut the questin.
Ss: They are talking abut Tm's family.
2. Ss listen and repeat after the recrding.
T crrects the prnunciatins and intnatins if necessary.
3. Ss practice the dialgue in grups.
Grup 1:
Tm: This is my father. He is a dctr.
Alice: This is my mther. She is a teacher.
Peter: What's interesting abut yur family?
Tm: My father likes reading bks and my mther likes cking. Then they act ut the dialgue in frnt f the class and the ther Ss watch and listen.
让学生先听对话，整体感知文本内容，培养学生的听力理解能力。再通过听读模仿，让学生熟悉对话的语音语调，纠正发音错误。最后进行角色扮演，让学生在实际情境中运用所学语言进行交流，提高口语表达能力和语言运用能力，同时增强学生的合作意识和表演能力。
Cnslidatin
1. Make a family tree
T asks Ss t take ut their family phts and make a family tree n a piece f paper. They can use the wrds they have learned t label the family members.
2. Shw and intrduce1. Ss take ut their phts and start making the family tree.
T walks arund the classrm and gives help if needed.
2. S1: This is my family tree. This is my father. He is a wrker. He likes playing ftball. This is my mther. She is a nurse. She likes singing. And this is me. I like drawing. The ther Ss listen carefully and give cmments if pssible.
通过制作家庭树和介绍家庭成员的活动，让学生将所学知识与实际生活相结合，巩固所学的单词和句型，提高学生的语言综合运用能力，同时培养学生对家庭的情感认知和表达能力。
Summary
1. T summarizes the key pints f this lessn with Ss, including the new wrds and the main sentences.
2. T emphasizes the imprtance f family and encurages Ss t lve their families and cmmunicate with their family members in English mre ften.
T: Tday we have learned sme new wrds abut family members and hw t intrduce ur families in English. Wh can remember the new wrds?
Ss: Father, mther, brther, sister, grandpa, grandma, family.
T: Very gd. And what are the main sentences?
Ss: This is my... He/She is... My... likes...
T: Yes, yu are all great. Family is very imprtant. We shuld lve ur families and try t use English t talk with ur family members mre.
对本节课的重点内容进行总结回顾，帮助学生梳理知识框架，加深记忆。同时，对学生进行情感教育，引导学生热爱家庭，鼓励学生在日常生活中运用英语与家人交流，将英语学习延伸到课外。
Hmewrk
1. Listen t the dialgue and read it alud fr five times.
2. Draw a picture f yur family and write a few sentences t intrduce them in English.
T: Tday's hmewrk is t listen t the dialgue and read it alud fr five times. And als draw a picture f yur family and write a few sentences t intrduce them in English. Remember t use the wrds and sentences we learned tday. Can yu d it?
Ss: Yes, we can.
T: Great! See yu next time.
通过布置听读和书写作业，进一步巩固学生所学的知识，培养学生的听说读写能力，同时让学生通过绘画和写作的方式，更好地表达对家庭的热爱和对所学知识的运用。
教学环节
教学内容
师生互动
设计意图
Revisin
1. Review the wrds
T shws the wrd cards f family members quickly and asks Ss t read them ut as fast as pssible.
2. Review the dialgue
T asks sme pairs f Ss t cme t the frnt f the class and act ut the dialgue in the previus lessn.
1. T shws the cards.
Ss: Father! Mther! Brther! Sister! Grandpa! Grandma! Family!
2. Pair 1:
Tm: This is my father. He is a dctr.
Alice: This is my mther. She is a teacher.
Peter: What's interesting abut yur family?
Tm: My father likes reading bks and my mther likes cking. The ther Ss watch and listen and give applause if they d well.
通过快速认读单词卡片和角色扮演对话，复习上节课所学的单词和句型，巩固知识，为新课学习做好准备，同时激发学生的学习积极性和自信心。
Presentatin
1. Learn the new wrd "hbby"
T shws a picture f a by playing basketball and asks Ss: What is he ding? Then 引出单词 “hbby” and teaches the prnunciatin and spelling. Explain the meaning f "hbby" as smething that a persn likes t d in their free time.
2. Ask and answer abut hbbies
T: What's yur hbby? (Ask a student)
S1: I like singing.
T: Oh, singing is yur hbby. (Write the sentence “My hbby is...” n the blackbard) Then ask ther Ss the same questin and let them answer using the sentence pattern “My hbby is...”
3. Learn the sentence “My... likes...” in mre detail
T: We knw we can use “My hbby is...” t talk abut ur wn hbbies. But hw can we talk abut ur family members' hbbies? Lk at this sentence “My father likes reading bks.” Here, we use "likes" because "father" is a third persn singular. Nw let's practice mre sentences like this.
T shws sme pictures f family members ding different things and asks Ss t make sentences using “My... likes...”
1. T shws the picture.
Ss: He is playing basketball.
T: Yes, and playing basketball is his hbby. Hbby, /ˈhɒbi/ (Write the wrd n the blackbard)
Ss repeat after T.
2. T: What's yur hbby?
S2: I like dancing.
T: My hbby is dancing. Very gd. What abut yu, S3?
S3: I like drawing.
T: My hbby is drawing. Great!
3. T shws a picture f a mther cking.
T: What can yu say?
S4: My mther likes cking.
T: Very gd. Anther ne. (Shws a picture f a father fishing)
S5: My father likes fishing.
T: Excellent.
利用图片情境引入新单词 “hbby”，直观易懂，帮助学生理解其含义和用法。通过师生问答，让学生练习用 “My hbby is...” 来表达自己的爱好，为学习 “My... likes...” 句型做好铺垫。然后详细讲解 “My... likes...” 句型在描述家庭成员兴趣爱好时的用法，并结合图片进行操练，让学生在实际情境中掌握第三人称单数形式的运用，突破教学难点。
Practice
1. Grup discussin
T divides Ss int grups f fur and asks them t discuss their family members' hbbies. They can use the sentences “My... likes...” and “What's yur...'s hbby?” Each grup member shuld take turns t share and the thers shuld listen carefully and ask questins if they have any.
2. Survey and reprtFamily member
Hbby
:--:
:--:
Father
Mther
Brther/sister
Grandfather/grandmther
Ss g arund the classrm and interview their classmates abut their family members' hbbies and fill in the table. Then each grup chses a representative t reprt the results t the class. Fr example:
Grup representative: In ur grup, Tm's father likes playing ftball, his mther likes shpping, his brther likes playing games and his grandma likes knitting.
1. In the grup discussin,
S1: What's yur father's hbby, S2?
S2: My father likes watching TV.
S3: My mther likes reading bks.
S4: That's interesting. What abut yur brther, S1?
S1: My brther likes playing basketball.
2. Ss start the survey and interview their classmates.
After filling in the table, the grup representative stands up and reprts.
T and the ther Ss listen carefully and give cmments r ask questins.
组织小组讨论和调查活动，让学生在真实的交流情境中运用所学句型询问和谈论家庭成员的兴趣爱好，提高学生的口语表达能力和语言运用能力，同时培养学生的合作学习能力和信息收集整理能力。通过小组汇报，让学生有机会展示自己的学习成果，增强自信心和成就感。
Extensin
Listen and read a stry
T plays a shrt stry abut a family's hbbies n the multimedia. The stry is abut a family where the father likes painting, the mther likes dancing, the children like playing sprts and the grandparents like gardening. Ss listen and read alng with the stry, paying attentin t the new wrds and sentences related t hbbies.
2. Discuss the stryT: What des the father like in the stry?
Ss: The father likes painting.
T: Why d yu think they have different hbbies in the family?
Ss: Because everyne is different and has their wn interests.
T: Yes, that's right. Different hbbies make ur families mre interesting and clrful. S we shuld respect and supprt each ther's hbbies in ur families. D yu agree?
Ss: Yes, we agree.
3. Make a family hbby pster1. Ss listen and read the stry.
T plays the stry slwly and pauses when necessary t help Ss understand.
2. T asks the questins and guides the discussin.
Ss actively participate in the discussin and express their pinins.
In the grup wrk,
Ss divide the tasks. Sme draw pictures, sme write sentences, etc.
Grup 1:
(Shw their pster) This is ur family hbby pster. My father likes fishing. He ften ges t the river n weekends. My mther likes cking. She makes delicius meals fr us every day. I like playing basketball. I play with my friends after schl. And my little sister likes dancing. She is very cute when she dances.
T and the ther Ss listen and watch, and give praise and suggestins.
通过制作家庭爱好海报并进行展示介绍，进一步拓展学生的语言运用能力和创造力，让学生将所学知识以更加生动形象的方式呈现出来，同时培养学生的团队协作精神和跨学科综合素养。在展示过程中，学生不仅能够锻炼口语表达能力，还能增强自信心和成就感，并且通过欣赏其他小组的作品，拓宽视野，了解不同家庭的兴趣爱好多样性。
Summary
1. T reviews the key pints f this lessn, including the new wrd "hbby" and the sentence patterns “My hbby is...” and “My... likes...” fr talking abut hbbies.
2. T emphasizes the imprtance f respecting and understanding each ther's hbbies in a family, just as we have discussed in the stry and activities. Encurages Ss t cntinue explring and sharing the interesting things abut their families in English.
T: Tday we learned a new wrd "hbby" and hw t talk abut ur family members' hbbies. Wh can tell me what yur hbby is again?
Ss raise their hands and answer.
T: Very gd. Remember, in ur families, we shuld respect and supprt each ther's hbbies because they make ur families mre wnderful. Keep learning and using English t discver mre abut yur families.
Ss nd in agreement.
对本节课的重点知识进行总结回顾，强化学生的记忆。同时，再次强调尊重和理解家庭成员爱好的重要性，将情感教育贯穿始终，引导学生在学习英语的过程中，关注家庭、热爱家庭，培养积极的情感态度和价值观。鼓励学生在今后的学习和生活中继续运用英语探索家庭的有趣之处，提高英语学习的兴趣和动力。
Hmewrk
1. Write a shrt passage abut yur family's hbbies using the wrds and sentences learned in this unit. Yu can start like this: “In my family, everyne has their wn hbbies. My father likes. my mther likes. I like... and...”
2. Share yur family hbby passage with yur parents r friends and read it t them in English.
T: Fr hmewrk tday, write a shrt passage abut yur family's hbbies. And then share it with yur parents r friends and read it t them in English. I'm lking frward t seeing yur wnderful wrks. Are yu clear?
Ss: Yes, we are clear.
T: Great! Have a gd time ding yur hmewrk. See yu next class.
通过布置写作作业，让学生巩固所学的语言知识，提高书面表达能力。同时，要求学生与家长或朋友分享并朗读自己的作品，将英语学习延伸到家庭和日常生活中，增强学生的语言实践能力和自信心，促进学生与家人、朋友之间的交流与互动。
课题：Unit 2《What's interesting abut families?》
科目：小学英语
年级：三年级上册
版本：沪教版（2024）
课时安排：2课时
一、教学内容
本单元的主题是 “What's interesting abut families?”，主要围绕家庭展开话题，涉及家庭成员的称呼、家庭成员的爱好等内容。通过学习，学生将能够用英语介绍自己的家庭成员以及他们的兴趣爱好，同时了解不同家庭的多样性和趣味性。
二、教材特点与地位
1、特点
贴近学生生活实际，以家庭为主题，容易引起学生的共鸣和兴趣，有助于激发学生的学习积极性和主动性。
注重语言的实用性和交际性，通过各种活动和任务，培养学生运用英语进行日常交流的能力。
教材内容丰富多样，包括对话、歌曲、故事等，形式活泼，符合小学生的认知特点和学习需求。
2、地位
本单元是沪教版小学英语三年级上册的重要组成部分，在整个教材体系中起着承上启下的作用。它是在学生已经学习了一些简单的英语词汇和句型的基础上，进一步拓展和深化对英语的学习，为后续单元的学习奠定基础。同时，通过本单元的学习，也有助于培养学生的跨文化意识和对家庭的情感认知。
三、教学设计理念
1、以学生为中心，关注学生的兴趣和需求，设计多样化的教学活动，激发学生的学习积极性和主动性，让学生在轻松愉快的氛围中学习英语。
2、注重语言的实践性和交际性，通过创设真实的情境，让学生在实际运用中掌握语言知识和技能，提高语言综合运用能力。
3、采用任务驱动教学法，引导学生在完成任务的过程中，积极思考、合作探究，培养学生的自主学习能力和团队协作精神。
4、关注学生的个体差异，因材施教，为不同层次的学生提供适合他们的学习机会和任务，让每个学生都能在原有基础上得到发展和提高。
四、教学目标
（一）知识目标
学生能够听懂、会说、认读以下单词：father, mther, brther, sister, grandpa, grandma, family, interesting, hbby。
学生能够理解并运用以下句型：
This is my... He/She is...
My... likes...
What's interesting abut yur family?
（二）能力目标
学生能够用英语准确介绍自己的家庭成员及其兴趣爱好。
学生能够在真实情境中运用所学句型进行简单的日常交流。
学生能够通过观察、倾听、模仿等方式，提高英语听说读写的综合能力。
（三）情感目标
培养学生对家庭的热爱和对家人的关心，增强家庭责任感。
激发学生学习英语的兴趣，培养学生积极参与课堂活动的意识和团队协作精神。
让学生了解不同家庭的多样性和趣味性，培养学生的跨文化意识和包容心。
五、教学重难点
（一）教学重点
掌握家庭成员的称呼单词：father, mther, brther, sister, grandpa, grandma, family。
运用句型 “This is my... He/She is... My... likes...” 介绍家庭成员及其兴趣爱好。
（二）教学难点
单词 “grandpa” 和 “grandma” 的发音，以及 “hbby” 的拼写和发音。
正确运用第三人称单数形式 “My... likes...” 来描述家庭成员的兴趣爱好。
六、教学准备
多媒体课件、单词卡片、图片、头饰、录音设备等。
学生准备自己家庭成员的照片。
七、教学过程
第一课时
第二课时
八、板书设计
Unit 2 What's interesting abut families?
（一）主板书
New wrds:
father mther brther sister grandpa grandma family hbby
Sentence patterns:
This is my... He/She is...
My... likes...
My hbby is...
（二）副板书
Pictures f family members (t help students remember the wrds)
Examples f sentences using “My... likes...” (e.g., My father likes reading bks. My mther likes cking.)
九、教学反思
在本次教学中，通过多种教学方法和活动设计，基本达到了预期的教学目标。学生在轻松愉快的氛围中学习了有关家庭成员和兴趣爱好的英语知识，并能够在实际情境中进行运用。
（一）优点
教学内容紧密联系学生生活实际，以家庭为主题，激发了学生的学习兴趣和积极性。通过让学生介绍自己的家庭成员和他们的爱好，让学生感受到英语学习的实用性，增强了学生学习英语的动力。
教学方法多样化。运用了歌曲、图片、游戏、角色扮演、小组讨论等多种教学方法，满足了学生的不同学习需求，提高了课堂教学的趣味性和参与度。例如，在单词教学中，通过单词卡片、图片和动作相结合的方式，帮助学生直观地理解和记忆单词；在对话教学中，采用角色扮演的方式，让学生在实际情境中运用所学语言进行交流，提高了学生的口语表达能力和语言运用能力。
注重培养学生的自主学习能力和合作学习能力。在教学过程中，安排了小组活动，如小组讨论家庭成员的爱好、小组制作家庭爱好海报等，让学生在合作中相互学习、相互帮助，共同完成任务。同时，通过引导学生自主观察、思考和探索，培养了学生的自主学习能力。
情感教育渗透自然。在教学过程中，不仅注重知识的传授和技能的培养，还注重对学生进行情感教育。通过让学生介绍自己的家庭和家人的爱好，培养了学生对家庭的热爱和对家人的关心；通过讨论不同家庭的兴趣爱好多样性，培养了学生的跨文化意识和包容心。
（二）不足之处
在单词发音教学中，虽然对 “grandpa” 和 “grandma” 的发音进行了重点强调，但仍有部分学生发音不够准确。在今后的教学中，应加强对个别学生的发音指导，采用更多的发音练习方法，如模仿、跟读、对比等，帮助学生纠正发音错误。
在小组活动中，个别小组的合作不够默契，存在部分学生参与度不高的情况。在今后的教学中，应进一步加强小组建设，明确小组分工，培养学生的团队合作意识和协作能力。同时，在小组活动过程中，要加强对各小组的巡视和指导，及时发现问题并给予帮助。
在教学时间的分配上还不够合理。在拓展环节，由于学生讨论和制作海报的时间较长，导致后面的展示和评价环节时间略显紧张，部分小组没有充分展示自己的作品。在今后的教学中，应更加合理地安排教学时间，根据学生的实际情况调整教学进度，确保每个教学环节都能顺利完成。
（三）改进措施
针对单词发音问题，在今后的教学中，可以增加一些发音练习活动，如绕口令、单词接龙等，让学生在轻松愉快的氛围中练习发音。同时，鼓励学生在课后多听、多读、多说英语，通过不断地练习提高发音水平。
为了提高小组活动的效果，在分组时可以更加注重学生的个体差异和性格特点，合理搭配小组成员，让每个小组都能优势互补。在小组活动前，明确活动规则和要求，让学生清楚自己的任务和职责。在活动过程中，及时给予学生指导和鼓励，帮助学生解决遇到的问题。活动结束后，对小组活动进行及时的评价和反馈，表扬表现优秀的小组和个人，指出存在的问题和不足，促进小组活动的不断改进和提高。
在教学时间的分配上，要更加精细地规划每个教学环节的时间。在设计教学活动时，充分考虑学生的实际操作时间和可能出现的问题，预留一定的弹性时间。在教学过程中，根据学生的学习情况和课堂进展，灵活调整教学节奏，确保教学任务的顺利完成。同时，在拓展环节，可以适当减少一些内容或降低难度，让学生在有限的时间内能够更好地完成任务，提高教学效果。
总之，通过本次教学实践，我对小学英语教学有了更深刻地认识和理解。在今后的教学中，我将不断总结经验教训，改进教学方法和策略，提高教学质量，为学生的英语学习和发展打下坚实的基础。教学环节
教学内容
师生互动
设计意图
Warm-up
1. Greetings
2. Sing a sng "The Family Finger Sng"
1. T: Hell, bys and girls.
Ss: Hell, teacher.
2. T plays the sng n the multimedia and leads Ss t sing tgether with actins.
通过打招呼和唱歌，营造轻松愉快的课堂氛围，激发学生的学习兴趣，同时复习已学的家庭成员称呼，为新课学习做铺垫。
Lead-in
1. Shw sme pictures f families n the multimedia and ask Ss t lk and say what they see.
2. T: What's this in English? (Pint t a family picture) It's a family. We all have families. Tday we are ging t learn Unit 2 What's interesting abut families?
1. Ss lk at the pictures and say sme wrds like "father"， “mther”， “brther”， etc.
2. Ss: Family.
T: Yes, very gd.
利用图片导入新课，直观形象地呈现主题，引导学生关注家庭，引出本节课的话题 “families”，同时教授新单词 “family”。
Presentatin
1. Learn the new wrds
- Shw the wrd cards f "father"， “mther”， “brther”， “sister”， “grandpa”， “grandma” ne by ne and teach the prnunciatins. Let Ss repeat several times and pay attentin t the crrect prnunciatin f "grandpa" and "grandma".
- Use pictures and actins t help Ss understand the meanings f the wrds. Fr example, when teaching "father"， T can pint t a picture f a man and say “This is a father.” Then act like a father t make Ss have a mre vivid impressin.
2. Practice the wrds
- Game: “What's missing?”
T shws all the wrd cards n the blackbard and then turns arund. Ss clse their eyes and T takes away ne f the cards. When T turns back, Ss pen their eyes and guess which wrd is missing.
- Grup wrk: Ss wrk in grups f fur and take turns t shw the wrd cards and ask the thers t read the wrds as quickly as pssible.
1. T shws the wrd cards and prnunces the wrds clearly.
Ss listen and repeat after T.
T crrects the prnunciatins if necessary.
2.
- In the “What's missing?” game,
T: Nw, let's play a game. What's missing? Clse yur eyes, please.
(Ss clse their eyes.)
T takes away a card.
T: Open yur eyes and guess.
Ss: Is it "father"?“mther”？ etc.
- In the grup wrk,
S1: (Shws the card f "brther"） This is "brther".
S2, S3, S4: Brther.
Then S2 shws the card and the thers read the wrd.
通过单词卡片、图片和动作等多种方式教授新单词，帮助学生直观地理解和记忆单词的音、形、义。运用游戏进行单词操练，增加学习的趣味性，激发学生的参与热情，同时培养学生的观察力和记忆力，让学生在轻松愉快的氛围中巩固所学单词。
Text Learning
1. Listen and answer
T plays the dialgue f "Listen and say" n the multimedia fr the first time and asks Ss t listen carefully and answer the questin: Wh are they talking abut?
2. Listen and repeat
T plays the dialgue again and asks Ss t listen and repeat sentence by sentence. Pay attentin t the prnunciatin and intnatin.
3. Rle-play
T divides Ss int grups f three and assigns rles (Tm, Alice, Peter) fr them. Ss practice the dialgue and then act it ut in frnt f the class.
1. Ss listen t the dialgue and think abut the questin.
Ss: They are talking abut Tm's family.
2. Ss listen and repeat after the recrding.
T crrects the prnunciatins and intnatins if necessary.
3. Ss practice the dialgue in grups.
Grup 1:
Tm: This is my father. He is a dctr.
Alice: This is my mther. She is a teacher.
Peter: What's interesting abut yur family?
Tm: My father likes reading bks and my mther likes cking. Then they act ut the dialgue in frnt f the class and the ther Ss watch and listen.
让学生先听对话，整体感知文本内容，培养学生的听力理解能力。再通过听读模仿，让学生熟悉对话的语音语调，纠正发音错误。最后进行角色扮演，让学生在实际情境中运用所学语言进行交流，提高口语表达能力和语言运用能力，同时增强学生的合作意识和表演能力。
Cnslidatin
1. Make a family tree
T asks Ss t take ut their family phts and make a family tree n a piece f paper. They can use the wrds they have learned t label the family members.
2. Shw and intrduce
T walks arund the classrm and gives help if needed.
2. S1: This is my family tree. This is my father. He is a wrker. He likes playing ftball. This is my mther. She is a nurse. She likes singing. And this is me. I like drawing. The ther Ss listen carefully and give cmments if pssible.
通过制作家庭树和介绍家庭成员的活动，让学生将所学知识与实际生活相结合，巩固所学的单词和句型，提高学生的语言综合运用能力，同时培养学生对家庭的情感认知和表达能力。
Summary
1. T summarizes the key pints f this lessn with Ss, including the new wrds and the main sentences.
2. T emphasizes the imprtance f family and encurages Ss t lve their families and cmmunicate with their family members in English mre ften.
T: Tday we have learned sme new wrds abut family members and hw t intrduce ur families in English. Wh can remember the new wrds?
Ss: Father, mther, brther, sister, grandpa, grandma, family.
T: Very gd. And what are the main sentences?
Ss: This is my... He/She is... My... likes...
T: Yes, yu are all great. Family is very imprtant. We shuld lve ur families and try t use English t talk with ur family members mre.
对本节课的重点内容进行总结回顾，帮助学生梳理知识框架，加深记忆。同时，对学生进行情感教育，引导学生热爱家庭，鼓励学生在日常生活中运用英语与家人交流，将英语学习延伸到课外。
Hmewrk
1. Listen t the dialgue and read it alud fr five times.
2. Draw a picture f yur family and write a few sentences t intrduce them in English.
T: Tday's hmewrk is t listen t the dialgue and read it alud fr five times. And als draw a picture f yur family and write a few sentences t intrduce them in English. Remember t use the wrds and sentences we learned tday. Can yu d it?
Ss: Yes, we can.
T: Great! See yu next time.
通过布置听读和书写作业，进一步巩固学生所学的知识，培养学生的听说读写能力，同时让学生通过绘画和写作的方式，更好地表达对家庭的热爱和对所学知识的运用。
教学环节
教学内容
师生互动
设计意图
Revisin
1. Review the wrds
T shws the wrd cards f family members quickly and asks Ss t read them ut as fast as pssible.
2. Review the dialgue
T asks sme pairs f Ss t cme t the frnt f the class and act ut the dialgue in the previus lessn.
1. T shws the cards.
Ss: Father! Mther! Brther! Sister! Grandpa! Grandma! Family!
2. Pair 1:
Tm: This is my father. He is a dctr.
Alice: This is my mther. She is a teacher.
Peter: What's interesting abut yur family?
Tm: My father likes reading bks and my mther likes cking. The ther Ss watch and listen and give applause if they d well.
通过快速认读单词卡片和角色扮演对话，复习上节课所学的单词和句型，巩固知识，为新课学习做好准备，同时激发学生的学习积极性和自信心。
Presentatin
1. Learn the new wrd "hbby"
T shws a picture f a by playing basketball and asks Ss: What is he ding? Then 引出单词 “hbby” and teaches the prnunciatin and spelling. Explain the meaning f "hbby" as smething that a persn likes t d in their free time.
2. Ask and answer abut hbbies
T: What's yur hbby? (Ask a student)
S1: I like singing.
T: Oh, singing is yur hbby. (Write the sentence “My hbby is...” n the blackbard) Then ask ther Ss the same questin and let them answer using the sentence pattern “My hbby is...”
3. Learn the sentence “My... likes...” in mre detail
T: We knw we can use “My hbby is...” t talk abut ur wn hbbies. But hw can we talk abut ur family members' hbbies? Lk at this sentence “My father likes reading bks.” Here, we use "likes" because "father" is a third persn singular. Nw let's practice mre sentences like this.
T shws sme pictures f family members ding different things and asks Ss t make sentences using “My... likes...”
1. T shws the picture.
Ss: He is playing basketball.
T: Yes, and playing basketball is his hbby. Hbby, /ˈhɒbi/ (Write the wrd n the blackbard)
Ss repeat after T.
2. T: What's yur hbby?
S2: I like dancing.
T: My hbby is dancing. Very gd. What abut yu, S3?
S3: I like drawing.
T: My hbby is drawing. Great!
3. T shws a picture f a mther cking.
T: What can yu say?
S4: My mther likes cking.
T: Very gd. Anther ne. (Shws a picture f a father fishing)
S5: My father likes fishing.
T: Excellent.
利用图片情境引入新单词 “hbby”，直观易懂，帮助学生理解其含义和用法。通过师生问答，让学生练习用 “My hbby is...” 来表达自己的爱好，为学习 “My... likes...” 句型做好铺垫。然后详细讲解 “My... likes...” 句型在描述家庭成员兴趣爱好时的用法，并结合图片进行操练，让学生在实际情境中掌握第三人称单数形式的运用，突破教学难点。
Practice
1. Grup discussin
T divides Ss int grups f fur and asks them t discuss their family members' hbbies. They can use the sentences “My... likes...” and “What's yur...'s hbby?” Each grup member shuld take turns t share and the thers shuld listen carefully and ask questins if they have any.
2. Survey and reprt
Hbby
:--:
:--:
Father
Mther
Brther/sister
Grandfather/grandmther
Ss g arund the classrm and interview their classmates abut their family members' hbbies and fill in the table. Then each grup chses a representative t reprt the results t the class. Fr example:
Grup representative: In ur grup, Tm's father likes playing ftball, his mther likes shpping, his brther likes playing games and his grandma likes knitting.
1. In the grup discussin,
S1: What's yur father's hbby, S2?
S2: My father likes watching TV.
S3: My mther likes reading bks.
S4: That's interesting. What abut yur brther, S1?
S1: My brther likes playing basketball.
2. Ss start the survey and interview their classmates.
After filling in the table, the grup representative stands up and reprts.
T and the ther Ss listen carefully and give cmments r ask questins.
组织小组讨论和调查活动，让学生在真实的交流情境中运用所学句型询问和谈论家庭成员的兴趣爱好，提高学生的口语表达能力和语言运用能力，同时培养学生的合作学习能力和信息收集整理能力。通过小组汇报，让学生有机会展示自己的学习成果，增强自信心和成就感。
Extensin
Listen and read a stry
T plays a shrt stry abut a family's hbbies n the multimedia. The stry is abut a family where the father likes painting, the mther likes dancing, the children like playing sprts and the grandparents like gardening. Ss listen and read alng with the stry, paying attentin t the new wrds and sentences related t hbbies.
2. Discuss the stry
Ss: The father likes painting.
T: Why d yu think they have different hbbies in the family?
Ss: Because everyne is different and has their wn interests.
T: Yes, that's right. Different hbbies make ur families mre interesting and clrful. S we shuld respect and supprt each ther's hbbies in ur families. D yu agree?
Ss: Yes, we agree.
3. Make a family hbby pster
T plays the stry slwly and pauses when necessary t help Ss understand.
2. T asks the questins and guides the discussin.
Ss actively participate in the discussin and express their pinins.
In the grup wrk,
Ss divide the tasks. Sme draw pictures, sme write sentences, etc.
Grup 1:
(Shw their pster) This is ur family hbby pster. My father likes fishing. He ften ges t the river n weekends. My mther likes cking. She makes delicius meals fr us every day. I like playing basketball. I play with my friends after schl. And my little sister likes dancing. She is very cute when she dances.
T and the ther Ss listen and watch, and give praise and suggestins.
通过制作家庭爱好海报并进行展示介绍，进一步拓展学生的语言运用能力和创造力，让学生将所学知识以更加生动形象的方式呈现出来，同时培养学生的团队协作精神和跨学科综合素养。在展示过程中，学生不仅能够锻炼口语表达能力，还能增强自信心和成就感，并且通过欣赏其他小组的作品，拓宽视野，了解不同家庭的兴趣爱好多样性。
Summary
1. T reviews the key pints f this lessn, including the new wrd "hbby" and the sentence patterns “My hbby is...” and “My... likes...” fr talking abut hbbies.
2. T emphasizes the imprtance f respecting and understanding each ther's hbbies in a family, just as we have discussed in the stry and activities. Encurages Ss t cntinue explring and sharing the interesting things abut their families in English.
T: Tday we learned a new wrd "hbby" and hw t talk abut ur family members' hbbies. Wh can tell me what yur hbby is again?
Ss raise their hands and answer.
T: Very gd. Remember, in ur families, we shuld respect and supprt each ther's hbbies because they make ur families mre wnderful. Keep learning and using English t discver mre abut yur families.
Ss nd in agreement.
对本节课的重点知识进行总结回顾，强化学生的记忆。同时，再次强调尊重和理解家庭成员爱好的重要性，将情感教育贯穿始终，引导学生在学习英语的过程中，关注家庭、热爱家庭，培养积极的情感态度和价值观。鼓励学生在今后的学习和生活中继续运用英语探索家庭的有趣之处，提高英语学习的兴趣和动力。
Hmewrk
1. Write a shrt passage abut yur family's hbbies using the wrds and sentences learned in this unit. Yu can start like this: “In my family, everyne has their wn hbbies. My father likes. my mther likes. I like... and...”
2. Share yur family hbby passage with yur parents r friends and read it t them in English.
T: Fr hmewrk tday, write a shrt passage abut yur family's hbbies. And then share it with yur parents r friends and read it t them in English. I'm lking frward t seeing yur wnderful wrks. Are yu clear?
Ss: Yes, we are clear.
T: Great! Have a gd time ding yur hmewrk. See yu next class.
通过布置写作作业，让学生巩固所学的语言知识，提高书面表达能力。同时，要求学生与家长或朋友分享并朗读自己的作品，将英语学习延伸到家庭和日常生活中，增强学生的语言实践能力和自信心，促进学生与家人、朋友之间的交流与互动。
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