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可以与学生的
相关知识经验
相结合降低新
授难度。
在学案活动设
计中让学生进
行家朴树的制
作要充分运用
与本节单词新
授中。过 程方 法围绕“家庭成员关系”展开对话。 情 感态 度价值观1、让学生懂得家庭成员之间要互敬互爱，家和才能万事兴。2、对学生进行中外文化的渗透，让学生懂得中外文化的差异，外国家庭成员之间的关系相对更民主些。 教学重点句型：1, Who’s that boy behind your parents? 2, Is she your friend? 单词：家庭成员单词教学难点用位置关系的词表示家庭成员关系的询问句型。教学、教具（课件）准 备家庭成员照片、生活照、家谱树图、磁带。教 学 流 程教学环节教 师 活 动预设学生活动修改栏第 1 页
集备课题Unit 1 Unit1 Part1(a,b,c)课 型新授课时分配共4 课时第 1 课时上课时间2019.9.18项 目内 容修改栏教学目标知 识能 力1、知识目标：句型：1, Who’s that boy behind your parents? 2, Is she your friend? 单词：家庭成员单词2、能力目标：在交际中培养学生合作探究能力，学会讨论询问家庭成员情况？并能根据照片正确表述位置关系，描述家庭成员。Introduce your family to yourpartner.
歌曲朗朗上口
能很好激发学
生们的兴趣。
准备家庭照片
的做法新颖，
富有亲情感，
让孩子们乐于
介绍亲人的同
时轻松h知。thist学atthesethose.
从书上所学到
实际练习让同
学们真正习得
语言。第 2 页
所学。
Step1: Warming up 让学生集体唱一唱daddy， mummy歌曲。然后替换各个家庭成员再唱歌曲。并做动作。Step2: Presentation1、Free talk: 教师和学生平等的交流，2、出示简单的三人照家庭照片用简单的一般疑问句句型热身并引入本节课的课题。3、更换照片提问。Step3 : Practice1．设置一个场景: Mike来到Emma家 Emma: Hello, Mike.Mike: Hi, Emma. How are you?Emma: Fine, Thank you. And you?Mike: I’m OK, thanks.Emma: Come in, please.Mike: OK.2. ppt整体呈现1a对话内容. 3. ppt 呈现各个家庭成员单词，并解释uncle和aunt的英文含义。 4.由he和she转化成this和that再转化成these和those。来操练一般疑问句句型。两两问答。5.出示Who’s that boy behind your parents? 复习方位介词并引入本句型练习。6.完成听力题1b.并检查答案。Step4： Production 1. 学生整体操练对话。 2. 听听力，Introduce your family to your partner. Then change roles.3.GUSSING GAME on page 9Step5: Ending ： 1.Interview your classmates.2.Talk about your family. 3.Draw a family tree.采用节奏感强烈、韵律优美、琅琅上口chant让学生唱歌曲，激发了学生的动力。 以小组为单位，围绕家庭成员关系这个话题展开提问，可以使用以下几个类似的问题：（1）He is my father.（2）Is he your father?（3）学生互相提问。可以当成自己的家庭照片。 让学生看ppt两两互问、反馈，既可以复习学生以前学的日常口语交际，又为学生后面练习句型 is he/she your.....句型中询问家庭成员做好了情景铺垫， 然后展开非常自然、流畅的句型练习。 S1: Is he your father? S2: Yes, he is. S3: Are those your parents? S4: Yes, they are. S5: Is that boy yourbrother?游戏教学更能促进课堂生成，让学生更好的掌握
通，带照片的活动过让学生在轻松亲切自然的氛围中容易习得语言。课堂
上分组活动生学让在活动中认读以能，学生学让致用，既有趣、又学到了知
，提识高词了单的率记忆，让学生在潜默移化中掌握句型和四个指示代词的用
法，取得较好的教学效果。(五)年级
（上）册英语学科集体备课个案 备课时间 2019.9.13主 备 人主 备 人所
在单位复备时间 2019.9.13授课教师授课教师所
在单位课 题Unit1 Part2a/b/c课 型听力阅读课时分配共4课时第2课时上课时间 2019.09.25 项 目内 容修改栏教学目标知 识能 力1. 复习
回顾家庭成员称呼词mfather / 汇other / parents / grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin, 听
说读写职业词efarm汇r / worker / driver / doctor / nurse / cook, 并能用…is my/ …’s/ …对家庭成员做简单介
家庭成员和职
绍。2.熟
业相结合，能
用句 What子does … do? –She/He is a doctor/ taxi driver. 3.理
顺利的迎合学
解句子nWe ‘re i： the same class. They ‘re both teachers. I go to their home every Sunday. My uncle cooks very well.
生的思路展开
句型练习。过 程方 法通
过听音圈词，听音填词，听音选词，问答对话熟用词句，
训练听说读写。第 3 页
板书设计Unit1.Part1My familyAre those/these your parents?Who’s that boy behind your parents?mother, father, grandmother, grandfather, brother, sister, aunt, uncle. 课后反思
学生爱家庭，爱家人。教学重点1.家庭成员
称呼词ofather / m汇ther / parents / grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin2.职业
词mfar汇er / worker / driver / doctor / nurse / cook3.句
区分
子What does … do? –She/He is a doctor/ taxi driver. We ‘re in the same class. They ‘re both teachers. I go to their home every Sunday. My uncle cooks very well.教学难点准确使用
开。情 感态 度价值观告诉
代词备教学、教具（课件）准及所有格形式tape recorder, word cards, family photos.教 学 流 程 教 师 活 动预 设 学 生 活 动修改栏第 4 页
CookCooker
代词表格的
复习。
鼓励学生提
前做准备，
分组讨论后
大方展示和
介绍自己家
庭成员的职
业。然后尝
试复述同学
们的家庭成
员及职业情
况。板书设计Unit1 Part2&5What does he do? He is a teacher.What does she do? She is a teacher.They’re both teachers. They’re in the same …What does he/she do? He/She is a farmer / worker/ taxi driver / doctor / nurse / cook. 第 5 页
教学环节Step1 Warming up1) Greetings.2) Review the words about the family.Step2 Presentation1)Show teacher’s family photo and say, “Look! She is my mother. She is a farmer. He is my father.He is a bus driver. She is my sister. She is a doctor.He is my brother. He is a cook. He cooks very well. My aunt and uncle are both teachers. They are in the same school.” Then ask, “Who’s he/she?Is she/he my …? What does he/she do?”2)Show a boy and say, “He is Adams Bob. Let’s listen and circle his family members.”3)Listen again, ask, “Who is Bob’s…? What does he/she do?” Then listen again, ask the pupils write the words in the blanks. 4)Listen again and choose the words in the blanks. Then read more.5)Listen and ask, “Who’s Ann / Lin Tao / Bob/ Tim? Who’s Bob’s aunt? When does Bob go to Ann’s home? Why?”Step3 Practice1) Say a chant.Who’s Bob? He’s Ann’s cousin?What does he do? He’s a pupil. He’s a pupil.Who is Ann? She’s Bob’s cousin.What does she do? She ‘s a pupil. She’s a pupil.They’re in the same class.Who’s Bob’s aunt. His father’s sister. His father’s sister.Who’s Bob’s uncle? He is LinTao. He is Lin Tao.They’re both teachers.2) Ask the pupils to introduce their family after a model. Then show in class.Step4 Consolidation and extensionShow more Exx.Step5 Sum-upHomework 1)Read and write the new words more.2) Introduce their family to the partners, then writedown. Greetings.Read more.Listen, read and answer.Listen and circle the family member words.Listen, answer and write.Listen, choose and write. Then read more.Answer freely.Say together.Work in groups.Do Exx.
本课是一单元第二课时，主要复习回顾家庭成员称呼词 father / mother / parents /grandfather /汇grandmother / grandparents / uncle / aunt / brother / sister / cousin,
听说读
写职业词 far汇er / worker / driver / doctor / nurse / cook,m并能用……is my/ …’s/ 家对
庭成员做简单介绍o教学用自己的family。phot 创语设境，机随现呈句子，直观易
思
，懂留给学生深刻的忆记。听力训练步步深入，积累了听力技巧。说唱歌谣抓住重
点，帮助学生熟练句子，练习巩固方法多样，学生知识得到积累，通过练习所学得
到巩固，听说读写能力都得到了不同程度的提高。( 五 ) 年级
上）（册语英学科0体备课个案备课时间2集19.09.16主备人主 备 人所
在单位复备时间2019.09.16授课教师授课教师所
在单位课 题Unit1 part3a、b课 型新授课时分配共4课时第3课时上课时间2019.9.26项 目内 容修改栏教学目标知 识能 力1. Learn the following sentences:-Are you Emma’s mother(father, brother)? -Yes, I am./ No, I’m not-Is he/she your/…’s friend (grandfather)? –Yes, he/she is./ No, he/she isn’t.2. Draw a family tree.
由上节课的陈
述句转化至本
节课的一般疑
问句练习，使
学生把各种句
型都顺利掌
握。
过听说、问答等活动形式，让学生掌握并熟用句子答问。情 感态 度价值观1.保持浓厚
的学习兴趣2.。养成与人善于交流的习惯。第 6 页
强调一般疑问
句的回。过 答程方 法通
She/He cooks very well.教学反
真实语境 正确使用词句。教学、教具（课件）准备Family number cards，family photos教 学 流 程教学环节教中师 活 动预 设 学 生 活动修改栏Step I . Warming up1) Greetings2) CAI show the pictures of the mother，father，grandfather，grandmother，brother，friend，aunt，uncleStep II. Presentation1) Ask the pupils to read the words, then draw a family tree together.2) CAI show teacher’s family numbers, tell the pupils, “She/He is my …” Then ask them, “ Is she/he my/your…? Are you his/her/my…?”3) Ask the pupils to take out their family photos, ask them, “Are you …? Is he/she your …?” 4) Ask them to make more dialogues in pairs, then ask them show in class.Step III. Practice1)Say a chant: Are you his fat
相关知识经验
相结合降低新
授难度。
在学案活动设
计中让学生进
行家朴树的制
作要充分运用
与本节单词新
授中。过 程方 法围绕“家庭成员关系”展开对话。 情 感态 度价值观1、让学生懂得家庭成员之间要互敬互爱，家和才能万事兴。2、对学生进行中外文化的渗透，让学生懂得中外文化的差异，外国家庭成员之间的关系相对更民主些。 教学重点句型：1, Who’s that boy behind your parents? 2, Is she your friend? 单词：家庭成员单词教学难点用位置关系的词表示家庭成员关系的询问句型。教学、教具（课件）准 备家庭成员照片、生活照、家谱树图、磁带。教 学 流 程教学环节教 师 活 动预设学生活动修改栏第 1 页
集备课题Unit 1 Unit1 Part1(a,b,c)课 型新授课时分配共4 课时第 1 课时上课时间2019.9.18项 目内 容修改栏教学目标知 识能 力1、知识目标：句型：1, Who’s that boy behind your parents? 2, Is she your friend? 单词：家庭成员单词2、能力目标：在交际中培养学生合作探究能力，学会讨论询问家庭成员情况？并能根据照片正确表述位置关系，描述家庭成员。Introduce your family to yourpartner.
歌曲朗朗上口
能很好激发学
生们的兴趣。
准备家庭照片
的做法新颖，
富有亲情感，
让孩子们乐于
介绍亲人的同
时轻松h知。thist学atthesethose.
从书上所学到
实际练习让同
学们真正习得
语言。第 2 页
所学。
Step1: Warming up 让学生集体唱一唱daddy， mummy歌曲。然后替换各个家庭成员再唱歌曲。并做动作。Step2: Presentation1、Free talk: 教师和学生平等的交流，2、出示简单的三人照家庭照片用简单的一般疑问句句型热身并引入本节课的课题。3、更换照片提问。Step3 : Practice1．设置一个场景: Mike来到Emma家 Emma: Hello, Mike.Mike: Hi, Emma. How are you?Emma: Fine, Thank you. And you?Mike: I’m OK, thanks.Emma: Come in, please.Mike: OK.2. ppt整体呈现1a对话内容. 3. ppt 呈现各个家庭成员单词，并解释uncle和aunt的英文含义。 4.由he和she转化成this和that再转化成these和those。来操练一般疑问句句型。两两问答。5.出示Who’s that boy behind your parents? 复习方位介词并引入本句型练习。6.完成听力题1b.并检查答案。Step4： Production 1. 学生整体操练对话。 2. 听听力，Introduce your family to your partner. Then change roles.3.GUSSING GAME on page 9Step5: Ending ： 1.Interview your classmates.2.Talk about your family. 3.Draw a family tree.采用节奏感强烈、韵律优美、琅琅上口chant让学生唱歌曲，激发了学生的动力。 以小组为单位，围绕家庭成员关系这个话题展开提问，可以使用以下几个类似的问题：（1）He is my father.（2）Is he your father?（3）学生互相提问。可以当成自己的家庭照片。 让学生看ppt两两互问、反馈，既可以复习学生以前学的日常口语交际，又为学生后面练习句型 is he/she your.....句型中询问家庭成员做好了情景铺垫， 然后展开非常自然、流畅的句型练习。 S1: Is he your father? S2: Yes, he is. S3: Are those your parents? S4: Yes, they are. S5: Is that boy yourbrother?游戏教学更能促进课堂生成，让学生更好的掌握
通，带照片的活动过让学生在轻松亲切自然的氛围中容易习得语言。课堂
上分组活动生学让在活动中认读以能，学生学让致用，既有趣、又学到了知
，提识高词了单的率记忆，让学生在潜默移化中掌握句型和四个指示代词的用
法，取得较好的教学效果。(五)年级
（上）册英语学科集体备课个案 备课时间 2019.9.13主 备 人主 备 人所
在单位复备时间 2019.9.13授课教师授课教师所
在单位课 题Unit1 Part2a/b/c课 型听力阅读课时分配共4课时第2课时上课时间 2019.09.25 项 目内 容修改栏教学目标知 识能 力1. 复习
回顾家庭成员称呼词mfather / 汇other / parents / grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin, 听
说读写职业词efarm汇r / worker / driver / doctor / nurse / cook, 并能用…is my/ …’s/ …对家庭成员做简单介
家庭成员和职
绍。2.熟
业相结合，能
用句 What子does … do? –She/He is a doctor/ taxi driver. 3.理
顺利的迎合学
解句子nWe ‘re i： the same class. They ‘re both teachers. I go to their home every Sunday. My uncle cooks very well.
生的思路展开
句型练习。过 程方 法通
过听音圈词，听音填词，听音选词，问答对话熟用词句，
训练听说读写。第 3 页
板书设计Unit1.Part1My familyAre those/these your parents?Who’s that boy behind your parents?mother, father, grandmother, grandfather, brother, sister, aunt, uncle. 课后反思
学生爱家庭，爱家人。教学重点1.家庭成员
称呼词ofather / m汇ther / parents / grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin2.职业
词mfar汇er / worker / driver / doctor / nurse / cook3.句
区分
子What does … do? –She/He is a doctor/ taxi driver. We ‘re in the same class. They ‘re both teachers. I go to their home every Sunday. My uncle cooks very well.教学难点准确使用
开。情 感态 度价值观告诉
代词备教学、教具（课件）准及所有格形式tape recorder, word cards, family photos.教 学 流 程 教 师 活 动预 设 学 生 活 动修改栏第 4 页
CookCooker
代词表格的
复习。
鼓励学生提
前做准备，
分组讨论后
大方展示和
介绍自己家
庭成员的职
业。然后尝
试复述同学
们的家庭成
员及职业情
况。板书设计Unit1 Part2&5What does he do? He is a teacher.What does she do? She is a teacher.They’re both teachers. They’re in the same …What does he/she do? He/She is a farmer / worker/ taxi driver / doctor / nurse / cook. 第 5 页
教学环节Step1 Warming up1) Greetings.2) Review the words about the family.Step2 Presentation1)Show teacher’s family photo and say, “Look! She is my mother. She is a farmer. He is my father.He is a bus driver. She is my sister. She is a doctor.He is my brother. He is a cook. He cooks very well. My aunt and uncle are both teachers. They are in the same school.” Then ask, “Who’s he/she?Is she/he my …? What does he/she do?”2)Show a boy and say, “He is Adams Bob. Let’s listen and circle his family members.”3)Listen again, ask, “Who is Bob’s…? What does he/she do?” Then listen again, ask the pupils write the words in the blanks. 4)Listen again and choose the words in the blanks. Then read more.5)Listen and ask, “Who’s Ann / Lin Tao / Bob/ Tim? Who’s Bob’s aunt? When does Bob go to Ann’s home? Why?”Step3 Practice1) Say a chant.Who’s Bob? He’s Ann’s cousin?What does he do? He’s a pupil. He’s a pupil.Who is Ann? She’s Bob’s cousin.What does she do? She ‘s a pupil. She’s a pupil.They’re in the same class.Who’s Bob’s aunt. His father’s sister. His father’s sister.Who’s Bob’s uncle? He is LinTao. He is Lin Tao.They’re both teachers.2) Ask the pupils to introduce their family after a model. Then show in class.Step4 Consolidation and extensionShow more Exx.Step5 Sum-upHomework 1)Read and write the new words more.2) Introduce their family to the partners, then writedown. Greetings.Read more.Listen, read and answer.Listen and circle the family member words.Listen, answer and write.Listen, choose and write. Then read more.Answer freely.Say together.Work in groups.Do Exx.
本课是一单元第二课时，主要复习回顾家庭成员称呼词 father / mother / parents /grandfather /汇grandmother / grandparents / uncle / aunt / brother / sister / cousin,
听说读
写职业词 far汇er / worker / driver / doctor / nurse / cook,m并能用……is my/ …’s/ 家对
庭成员做简单介绍o教学用自己的family。phot 创语设境，机随现呈句子，直观易
思
，懂留给学生深刻的忆记。听力训练步步深入，积累了听力技巧。说唱歌谣抓住重
点，帮助学生熟练句子，练习巩固方法多样，学生知识得到积累，通过练习所学得
到巩固，听说读写能力都得到了不同程度的提高。( 五 ) 年级
上）（册语英学科0体备课个案备课时间2集19.09.16主备人主 备 人所
在单位复备时间2019.09.16授课教师授课教师所
在单位课 题Unit1 part3a、b课 型新授课时分配共4课时第3课时上课时间2019.9.26项 目内 容修改栏教学目标知 识能 力1. Learn the following sentences:-Are you Emma’s mother(father, brother)? -Yes, I am./ No, I’m not-Is he/she your/…’s friend (grandfather)? –Yes, he/she is./ No, he/she isn’t.2. Draw a family tree.
由上节课的陈
述句转化至本
节课的一般疑
问句练习，使
学生把各种句
型都顺利掌
握。
过听说、问答等活动形式，让学生掌握并熟用句子答问。情 感态 度价值观1.保持浓厚
的学习兴趣2.。养成与人善于交流的习惯。第 6 页
强调一般疑问
句的回。过 答程方 法通
She/He cooks very well.教学反
真实语境 正确使用词句。教学、教具（课件）准备Family number cards，family photos教 学 流 程教学环节教中师 活 动预 设 学 生 活动修改栏Step I . Warming up1) Greetings2) CAI show the pictures of the mother，father，grandfather，grandmother，brother，friend，aunt，uncleStep II. Presentation1) Ask the pupils to read the words, then draw a family tree together.2) CAI show teacher’s family numbers, tell the pupils, “She/He is my …” Then ask them, “ Is she/he my/your…? Are you his/her/my…?”3) Ask the pupils to take out their family photos, ask them, “Are you …? Is he/she your …?” 4) Ask them to make more dialogues in pairs, then ask them show in class.Step III. Practice1)Say a chant: Are you his fat
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