公开课教案和反思

My Family Lesson 3 Teaching assignment: Ⅰ.Teaching content: 1. Vocabulary: father, mother, brother

, sister, grandfather, grandfather. 2. Structures: He’s/ She’s my … ---- Who’s he/ She? ----He’s/ She’s my … Ⅱ.Analyzing student: They have just learned English and they will probably still maintain a high interest in English learning. They have competiveness of self-motivation. They need instructions for listening and speaking strategies and guidance to use language in the real situation. Designing concept: According to the students’ perception, experience, and practice, improve the students’ abilities of listening and expressing ideas, and develop their abilities of using English flexibly. Teaching aims: Ⅰ.Knowledge aims: 1. Enable the students to understand the text. 2. Enable the students to master the key words and structures. Ⅱ.Ability aims: 1. Improve the students’ abilities of listening and speaking. 2. Develop the students’ abilities of reading and expressing ideas. 3. Enable the students to introduce their family members to others. Ⅲ.Sensibility aims: 1. Evoke the students’ interests in English learning. 2. Train the students’ curiosity of studying. 3. Arouse the students’ consciousness of working together. Important points: Enable the students to understand and master the dialogs. Difficult points: The differences between “He’s” and “She’s”. Teaching methods: Cooperative Learning, Task-based Activities, Situational Studying. Teaching aids: CAI, a tape recorder, flashcards, real items. Teaching period: One period. Teaching procedures: Step 1. Warm up 1. Greetings. T: Hello, boys and girls. I’m Mary. Glad to see you. 2. Free talk. T: I’m mary. He’s … She’s … 3. Revision. Show the cards about family members, ask Ss to say out qickly. And ask them to spell if necessary. Give the best student one star. Step 2. Presentation 1. Lead-in. Show the cards about family members Lead the students to say the sentences: He’s/ She’s a … 2. Ask the meaning, then let the students to read those sentences by group. Give the best group one star. 3. (CAI: Show some family photos of the teacher’s own.) T: He’s/ She’s my … Then ask student to repeat. 4. Listen to activity A on P25 Let the students do the practice( read the four sentences together). Then, listen to the tape, check the answers. 5. Relaxing time. Let’s play a chant. 6.(CAI: Show photos without face.) T: Let’s play a guessing game-“Who’s he/ she? ” Ss: … T: Yes, he’s/ she’s my …( Evaluate the students.) Step 3. Practice 1. Listen to activity B and ask the students to repeat. 2. Ask the students to read the dialogs by role. 3. Pair-work. Do the practice. Make and show the four dialogs with your partner. Give the best pair two stars. 4. Close your book, try to recite those four dialogs. Step 4. Consolidation. 1. Group-work. Show your family photos and introduce your family members to your friends. 2. Role-play. Show your dialogs to the whole class. Give the best group three stars. Step 5. Sum up. 1. Read the blackboard. 2. Evaluate the students. Step 6. Homework. 1.Listen to the tape for 10~15 minutes. 2.Make your own dialoges with your partner. Blackboard design: My Family Who’s he? Who’s she? He’s my father. She’s my mother grandfather grandmother brother sister Teaching records: 在本课中，我通过CAI课件的图片、动画，以及各种游戏等生动活泼的方式，让他们在兴趣盎然的活动中学习英语。我在本课中创设了几个情境，加入不少游戏、竞猜的环节，是希望给孩子们创设生活化的语言情境，让全体学生融入英语课堂。一节课下来，运用游戏、表演、竞赛等教学形式，让孩子们感到英语学习既容易又有趣，能够培养他们的'反应能力和表达能力。学生通过主动参与、合作学习等方法，营造出有效的“主动、研究、合作”的学习氛围，进一步完成介绍家庭成员的语言活动和体验语言的交际用途，把语言的学习和语言的运用自然、有机的地结合起来。但是，本节课的不足之处在于没有及时尽早地突破难点“he’s”和“she’s”，在课堂实效性方面仍需努力。