Module 4 My family

Module 4 My family一。教学内容分析本单元内容是中国女孩玲玲给朋友Diana发了一封电子邮件。邮件中玲玲描述了自己以及美国朋友Betty和英国朋友Tony的家庭成员构成。这些内容都很贴近生活实际，在学生掌握的知识范围之内，有利于语言实践活动的开展。本单元的重点是理解并能复述文章内容，掌握一些基本单词。难点是能够灵活运用”have got” 这个句型描述自己以及别人的家庭成员构成。二。教学目标1. 知识目标（1）话题：家庭成员（family members）（2）功能：能正确运用描述家庭成员构成的功能句，如：Ive got an aunt.2. 技能目标（1）读：能够从文章中获取关于玲玲等人的家庭成员构成信息（2）说：能够根据获取的信息，描述玲玲，贝蒂，托尼的家庭成员构成，并能描述自己或他人的家庭成员构成。（3）写：能写出一篇描述同桌家庭情况的文章。3. 过程与方法创设情境，讲练巧妙结合，注重语言学习实践性4. 情感态度价值观通过学生对自己家庭以及别人家庭的描述，增进彼此之间的了解，从而学会关爱体贴家人和同学。三。教学重难点教学重点：理解文章的内容并在此基础上学会描述人家庭构成的表达方式。教学难点：灵活运用have got 这一句式描述自己或他人的家庭成员。四。教学方法与手段采用交际法，情境教学法等几种手段，本节课采用“阅读文章提取信息信息转化体会运用”的模式。五。学情分析学生在第一单元的学习过程中，对have got这一句式的应用方式和描述自己家人称呼的单词有了一定了解，但还需要通过大量练习去强化。家庭成员这一主题贴近生活，有利于激发学生的积极性，使学生有话可说，乐于分享。六。教学资源和工具设计1. 教师教学资源：教材、多媒体教学设备、PPT教学课件2. 学生的学习资源：教材，练习本，学案卷。七。教学过程Step1（导入）操作方式：以教师和学生之间对话，了解学生的家庭情况导入本课话题。（2分钟）T:Have you got a small family or a big family?S:I have got a small（big） family.T:How many people are there in your family?S:There are people in my family。T:Who are they?S:They are T:Have you got any brothers?S:Yes,I have.（No,I havent）T:Have you got any uncles?S:Yes,I have.（No,I havent）Step 2 （3分钟）操作方式：让学生以小组为单位，互相谈论自己的家庭构成情况。（work in groups and talk about your family）S1: Have you got a small family or a big family?S2: Ive got a big family. There arepeople in my family.S1: Who are they?S2: They areStep3（5分钟）操作方式：学生听磁带，回答问题。（listen to the tape and answer the questions）1.How many people are there in Linglings family?（There are five people in her family）2. Has Betty got any aunts? （Yes,she has）3. Has Tony got a big family or a small family? （He has got a big family）操作方式：让学生读课文，完成下面的问题。（read the email and answer the questions.）1.How many people are there in Bettys family? （There are three people in her family）2. Is Bettys family small? （No,its big.）3. Has Betty got any brothers or sisters? （She has got two brothers.）4. How many people are there in Tonys family? （11）Step4（10分）操作方式：让学生根据文章完成表格，在根据表格的数据复述文章中其中一人的家庭成员构成。（complete the table,use the numbers to retell the dialogue）There are five people in my family-Ive got anhavent got anyan American friend. Betty. Shes in China Shes got an English friend. Tony. Hes got a big family. Hes got（page23）Step5（12分钟）操作方式：让学生采访自己的同桌，将同桌的家庭基本信息记录下来，写一段关于自己同桌的家庭构成情况的小短文并读出来。（Interview your partner and try to write a dialogue about your partners family and read it）S:My partnerhas got a big （small）family.There are 5 people in his（her） family.They are his father,motherandbut he hasnt got any brothers or sisters.Step6（8分钟）Exam paper教学反思在设计这堂课时，认为学生有了表格的帮助，练习对话会很容易，但是上课之后才发现，这对学生来说，有一定的难度。针对以上所出现的现象，我认为创设情景，营造英语氛围，充分发挥学生学习的主动性是至关重要的。从单词教学到对话独立运用，整个过程处处注意创设情景，营造轻松愉快的课堂氛围；充分发挥道具和肢体动作，进入角色对话。在操练过程中，充分注意到对不同层次的学生提出不同的要求，因材施教。改变按照固定座位进行操练的传统做法，让学生自由搭配，这样就满足了不同层次学生的需要。对于基础较差的学生，让好学生做示范，反复操练，这样就避免了会出现好学生越好，差学生越差的现象。每节课堂五分钟，英语口语带回家，短短的五分钟，不但让学生张开了嘴，还让他们争先恐后的去尝试，去演练，去表演，极大地帮助他们树立了学好英语的信心，创设机会让他们去体验成功的快乐。没有什么东西比成功更能增加满足的感觉，也没有什么东西比成功更能鼓起进一步追求成功的努力。英语课程是一门思想性很强的学科，英语能直接反映人们的思想感情和传播科学文化知识，并体现出中西方文化的差异。因此，英语教学要充分发挥起思想情感的教育作用，挖掘教材内在的思想教育因素，使学生在思想上、价值观上受到很好的教育和熏陶。 充分调动和发挥学生的主体作用，让学生乐于开口，勇于实践，让每个层次的学生都有所收获，以达到实施素质教育的目的。QcWA3PtGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wgqv7XAv2OHUm32WGeaUwYDIAWGMeR4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGZ7R4I30kA1DkaGtgKQcWA3P tGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wgqv7XAv2OHUm32WGeaUwYDIAWGMeR4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGZ7R4I30kA1DkaGtgK tGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wgqv7XAv2OHUm32WGeaUwYDIAWGMeR4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGZ7R4I30kA1DkaGtgKQcWA3PtGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wgqv7XAv2 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