Ann's family英語教案及反思
做好英語教案及下課后做相對的反思，是每個小學(xué)英語老師必做的功課，下面學(xué)習(xí)啦小編為大家?guī)鞟nn's family英語教案及反思，供你參考。
Ann's family英語教案
教學(xué)目標(biāo)：
1. Vocabulary: family、mother、father、sister、brother、aunt、uncle、grandfather、grandmother.
2. Language structures:
This is my family.
Who’s that?
That’s my (mother)。
重點難點：
1. To master the language structure and new words.
2. Request others if they can introduce their family.
教學(xué)準(zhǔn)備：
1. Draw a house at left of the blackboard and a big tree at the right.
2. Some colorful apple cards of 4 groups
3. Some paper with “Who’s that?” “That’s my (mother)。” “This is my family.”
4. Teacher’s set of Ann and Ken masks.
5. Some cards of new words.
6. The video, PPT, photos of family and card of new words.
7. Some prizes or little gifts.
教學(xué)過程：
1. Great the class
2. Show the apple cards and ask,“What’s this?”Elicit “apple”。 Ask “what color?” Elicit “red/yellow/green/blue.” Tell them, red apple is group one, yellow to group two, green to three, blue to four.
3. Show the blackboard,“There is a apple tree, and I would like to see which group is number one. Then all of you in this group can get a little prize.”
4. Look at the left of blackboard. There is a house. It’s Ann’s family. Then show a photo of Ann’s family. “Where is Ann? Who are they? ” Talk to the children about Ann’s family, such as father, mother, brother, sister. Then talk about the extended family or relatives, especially grandmother, grandfather, aunt and uncle.
5. Introduce the family words. Show the cards of new words one by one: grandmother/grandfather/mother/father/sister/brother/ uncle/ aunt. Elicit the children to say the names of family members in English. Pass the cards from the first to the end in group and let everyone can tell the word. When they can tell everyone, pin up cards on the blackboard and show the picture of Ann’s family member. Ss will go to match them to the words.
6. Tell student we are going to learn a song about your family. Play the song for the first time and have them listen carefully. Read the words to the children, pointing to each word and they follow to
read. For the second time, encourage them to join in by singing, humming, or clapping. Play the song again. This time ask all the children to sing along and to clap in time. Divide the class into two groups. Each group in turn sings two lines and the whole class joins in for the last line.
7. Hold up the masks of Ann and Ken. Using Ann’s mask say,“That’s my brother.” Have the children say the sentence after me. Using Ken’s mask say, “That’s my sister.” Have the children repeat this. Repeat the procedure a few more times with other children to learn this sentence. That’s my…
8. Show the PPT. We are going to review the sentences. “Who’s that?”“That’s my (mother)。”Show the paper of these sentences on blackboard. And practice this question and answer one by one to strengthen their memory.
9. Have children look at the pictures at the top of the page 40. Play the tape and have them point to the correct picture as Ann talks about the members of her family. Play the tape again. They read the words together.
10. Show the PPT and tell them that today, some children will show us their happy family. Someone will go to the front and use the sentences to introduce his/her family member to classmates. PPT will present the photos of their family and the sentences of “This
is my family.”“That’s my (father)。” “That’s little me.” Everyone come to the stairs and introduce well can get a little prize.
11. Talk about the story. Students open their books to page 38 and 39. Say to the children “Play the tape. Have the children look at the pictures as the tape is played.” Play the tape again, pausing at each new picture. And ask questions
Picture one: “What is Mocky doing? Do you know the children in the picture? What are their doing?”
Picture two: “What is Ann showing Uncle Booky?”
Picture three: “Who is Uncle Booky looking at now?”
Picture four: “Who is he?” Picture five: “Who is the girl in the picture.”
Picture six: “Who’s the boy in the picture.”
Picture seven: “Who’s this?”
Students answer the question and repeat the words for the second time.
12. Divide the class into two groups. One group will be Uncle Booky and the other group will be Ann. The leader of each group holds up the character’s mask. Play the tape again. Pause after each statement. Each group repeats the dialog for their character. Then the groups switch roles.
13. Set Homework. Ask the children to tell their families about the English words for family members.
Ann's family教學(xué)反思
本節(jié)課是北師大版二年級第四單元Ann’s family第二課時詞匯教學(xué)。
上課伊始教師帶領(lǐng)學(xué)生通過復(fù)習(xí)一年級第十單元family的歌曲，繼而以猜謎的方式跟讀故事把學(xué)過的句型Who’s that? That’s…和單詞爸爸、媽媽、哥哥、姐姐進(jìn)行復(fù)習(xí)。之后通過創(chuàng)設(shè)真實的情景，爺爺奶奶叔叔阿姨來家里做客，看相冊，時鐘走到12點到了中午吃飯的時間，引導(dǎo)學(xué)生猜一猜誰喜歡吃這些食物的方式再次復(fù)習(xí)單詞。
本節(jié)課詞匯教學(xué)以繼續(xù)講故事方式帶領(lǐng)孩子們在故事中通過觀察、提問、預(yù)測等方式激發(fā)了學(xué)生學(xué)習(xí)的動力，讓學(xué)生在不知不覺中學(xué)習(xí)，鞏固知識代替了以往就單詞講單詞的傳統(tǒng)模式。
從新授到鞏固到呈現(xiàn)到靈活運用各環(huán)節(jié)過渡自然，無縫銜接。 在本課設(shè)計中，電子白板中幕布及聚光燈的的使用大大激發(fā)了學(xué)生的興趣，提高了課堂效率，listen to this 及play the game中學(xué)生們利用白板中筆的功能使用更是將本來枯燥的，被動的內(nèi)容變得主動，充分發(fā)揮了學(xué)生的主體作用。
上《Ann's family》的教學(xué)反思
二年級的學(xué)生天真活潑，愛唱愛跳，好奇心強，有極強的模仿能力和求知欲。但他們的注意力無法長時間集中，尤其是對他們不感興趣的東西，所以激發(fā)并維持他們對所學(xué)知識的興趣是我設(shè)計教學(xué)環(huán)節(jié)時考慮的重點。
在Unit 4 Ann’s Family 一課上，我首先設(shè)計了一系列的歌曲滿足他們愛唱的心理，所設(shè)計的歌曲與課文內(nèi)容有密切聯(lián)系，讓他們通過唱歌，復(fù)習(xí)了單詞與句子，為下文鋪墊。學(xué)生學(xué)起來輕松愉快。在學(xué)習(xí)課文時，首先出示我的家庭成員的相片，這樣，吸引他們的好奇心，他們很感興趣，從而激發(fā)了他們運用所學(xué)的句子進(jìn)行提問，達(dá)到自主探索的目標(biāo)。
在學(xué)完課文后，我結(jié)合課文創(chuàng)設(shè)了兩個活動情景，一個是仿照課文拍全家福，讓學(xué)生扮演家庭成員。
另一個情景是讓學(xué)生把自己帶來的相片展示給同學(xué)看并作介紹，這樣與生活實際結(jié)合起來，學(xué)生興趣很濃，踴躍參與。
所有環(huán)節(jié)自然引入，學(xué)生在輕松愉快的氛圍下獲得了新知識，并得到鞏固。
課堂上學(xué)生的興趣濃厚，學(xué)習(xí)積極主動，收到良好的教學(xué)效果。
在整個教學(xué)過程中我覺得有些地方可以更完善，例如：在上課過程中我有點緊張導(dǎo)致語言不夠精練。
在表演環(huán)節(jié)上可以盡量讓更多的學(xué)生上臺表演，多滿足他們的表演欲。
在課堂上可盡量放手，多使用課堂用語讓低年級學(xué)生形成語言習(xí)慣。
所有這些都有待在今后的教學(xué)中不斷充實，提高自身的業(yè)務(wù)水平和教學(xué)能力，迎接下一輪的挑戰(zhàn)。
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