课题

My family

教时

第1课时

执教

盛霏

日期

2021.5.11

学情分析

二年级作为英语学习的低年段，学生的知识、技能的储备有一定限度，学生初步具备了读图、阅读理解和句子的组织与迁移能力，并且大多数学生对英语绘本故事和英语的学习有着浓厚的兴趣，因此，这将会是深受学生喜爱而又难易度适中的一节课。 

一、 教学目标

1.能够熟练掌握故事中的句型This is...，...likes to...单词dig，bake，sing，paint，read，run，eat，play，并理解故事的内容和情节发展。

2.能够仿照故事创编属于自己的相关绘本故事。

3.能够做到爱家人，并逐渐培养出健康、积极向上的兴趣爱好。

二、 教学重点、难点

1.  教学重点：句型This is...，... likes to...，单词dig，bake，sing，paint，read，run，eat，play。

2.教学难点：... likes to...。

三、教学准备

教学PPT、表演头饰、绘本教材、图片、词卡。

教   学   过   程

教学环节

教师活动

学生活动

设计意图

Step 1

Pre-reading

T:Just now we enjoyed a song. Do you remember what’s the song about?

T:Yes. The song is about family.

① Look here is a chant. It’s about my family. Listen!

② This time, let’s chant together. I will chant the black part, and you can chant the red part. OK? Here we go!

T:Excellent! Today we will enjoy a new story. The title of the story is My family.

Ss:Family.家庭成员

课堂伊始，通过song/chant的形式迅速将学生的注意力拉到课堂，活跃课堂气氛。

Step 2

While-reading 

Picture reading: P1

T:First, let’s meet a new friend. Look. What can you see?

T:Yes. She’s a rabbit. And her name is Bunny. Now, let’s say hello to Bunny.

T:Look at the picture. Bunny has a big family. How many members in Bunny’s family? Let’s count together.

T:Wow. There are 7. Do you want to know who are in Bunny’s family? Now let’s listen.

(教师播放绘本音频)

T:Who are in Bunny’s family? Let’s recall.

 (教师贴词卡)

Picture reading: P2~P3

T: Look at the picture. Who is she?

 (学生说一个人物，教师贴一个人物头像)

T:What does she like to do? Let’s listen.

T: Oh, I like to dig. Dig, dig, dig. Who likes to dig? 

T:We can say … likes to dig.

T:Look! Bunny’s mom likes to dig because she wants to grow flowers.

Now, let’s listen and read.

T:This time, who can be Bunny to introduce her mom.

Picture reading: P4~P5

T: Look, this is Bunny, and who is he?

T: Can you guess what does dad like to do?

T:Now, let’s listen

T: Bunny’s dad likes to bake. Who else likes to bake? Now, let’s look and chant.

T:Look, Bunny’s dad likes to bake because Bunny likes to eat cookies. Now let’s listen and read.

T:This time, who can be Bunny to introduce her dad.

Picture reading: P6~P7

T: Look at this girl. Who is she?

T: What does she like to do? Let’s listen.

T:I also like to sing. I have a microphone here. Who likes to sing?

T:We can say … likes to sing.

T: Now let’s listen and read.

T:Boys and girls, I am Bunny now. Who wants to be Bunny’s sister?

Picture reading: P8~P9

T: Look, who is he?

T:Yes. Look at his body. What does he like to do?

T: We can say paint.

T:Now, let’s listen and repeat.

T: Who wants to be Bunny? And Bunny’s brother?

T:Who else likes to paint? I have the brush and colours here. You can paint on the paper.

Picture reading: P10~P13

T: Look, Who are they?

T:Look, this is Bunny’s…What does she like to do?

T:Look, this is Bunny’s…What does he like to do?

T:Now, let’s listen and read.

T:Who can be Bunny to introduce her grandparents?

T:Look at the blackboard. Hi, I’m Bunny. This is my family.

（看着黑板上的词卡介绍Bunny的一家）

T:Now, let’s work in groups to introduce Bunny’s family.

Picture reading: P15~P16

T: Now, Bunny’s family are getting together. What are they doing?

T:Yes, now let’s listen and repeat.

T:Bunny’s family ate so many carrots. They are full. Now they are playing.

Look, what’s this? Is it a football? basketball?

T:Does Bunny’s family like to play? Now, let’s listen.

T:What does your family love to do?

Ss:Rabbit

Ss:Hello, Bunny!

Ss:1,2…7

Ss:Mom, dad, sister ….

Ss:She is Bunny’s mom.

Ss:Dig.

(学生一边做动作一边说I like to dig. Dig, dig, dig.)

Ss:… likes to dig.

This is my mom.

My mom likes to dig.

Ss:（戴着头饰对着屏幕介绍）

Ss: He is dad.

Ss: Dad likes to...

Ss:Bake.

Ss:Bake, bake. The girl likes to bake. Bake, bake. The boy likes to bake.

This is my dad.

My dad likes to bake.

 Ss:She is Bunny’s sister.

Ss:She likes to sing.

Ss:… likes to sing.

This is my sister.

My sister likes to sing.

Ss:（戴上头饰边说边演）Hi, I’m Bunny. Hi, I’m Bunny’s sister.

Ss: He is Bunny’s brother.

Ss:画画

Ss:Paint.

This is my brother.

My brother likes to paint.

Ss:（戴上头饰边说边演）Hi, I’m Bunny. Hi, I’m Bunny’s brother.

S1:I like to paint.

Ss:… likes to paint.

Ss:They are Bunny’s grandparents.

Ss: Grandma, read

Ss: Grandpa, run

This is my grandma.

She likes to read.

This is my grandpa.

He likes to run.

Ss传递Bunny头饰介绍

Ss:They are eating.

This is my family.

My family likes to eat.

Ss:Rugby.

And my family loves to play.

Ss:My family loves to play/eat…

设计意图：通过读图猜疑，创设故事氛围，激活学生的思维，并培养学生的想象能力和语言表达能力。

设计意图：教师可以根据绘本与孩子的特点设计丰富多样的活动，提升学生对绘本的整体感知，让孩子带着好奇、兴奋的心情，融入绘本的故事情境。 

设计意图：给学生足够的时间去看图说话，充分激活学生现有的英语信息。

设计意图：教师要善于利用绘本图画信息，注重词汇与图画的内在关系。在开展绘本教学时，要特别注重引导儿童欣赏绘本上的图画以及多有的细节。 

设计意图：在操练巩固环节，让学生进行角色扮演，既达到了巩固、操练新知的目的，又激发了学生的兴趣。

设计意图：在绘本阅读时，教师要暂时“忘记”词汇/句型教学，让学生整体感知故事情节，从故事情节中自然习得语言知识。

设计意图：学生根据自己对图片的理解从而对故事的情节发展进行简单观察、推断、预测。

设计意图：学生通过听说，读，小绘本故事，不仅可以激发兴趣，操练语言，同时能够与自己的家庭成员相联系，有利于培养学生的综合语言运用能力和知识的迁移能力。

Step 3

Post-Reading

1. Now let’s enjoy the story again. Please read it together.

2. It’s time for us to act it out.

3.What does your family like to do?

4.Homework

①.Share the story with your parents.

②.Make up your family story .

③.Say “I love you” to your family members.

Ss戴头饰表演

设计意图：强化对故事的理解，培养学生的口语表达能力及综合语言运用能力。

设计意图：通过全家福的引入，让学生巩固所学知识。