Families英语教案(实用3篇)
Families英语教案 篇一
Title: Family Members Vocabulary Lesson Plan
Objective: Students will be able to identify and use vocabulary related to family members in English.
Materials Needed: Pictures of family members, flashcards with family member names, whiteboard, markers
Warm-Up (10 minutes):
- Begin the lesson by showing pictures of different family members (mother, father, sister, brother, grandparents, etc.) and ask students to identify each family member in English.
- Have students repeat the names of the family members after you to practice pronunciation.
Introduction (5 minutes):
- Write the names of the family members on the whiteboard and ask students to match the names with the corresponding pictures.
Vocabulary Practice (15 minutes):
- Show flashcards with the names of family members and have students repeat the names after you.
- Divide the class into pairs and have them take turns quizzing each other on the vocabulary.
Listening Exercise (10 minutes):
- Play a recording of a dialogue between family members and have students listen for the names of the family members mentioned.
- After the recording, ask students to identify which family members were mentioned and what they were talking about.
Speaking Activity (15 minutes):
- Have students work in pairs and create a dialogue between family members using the vocabulary they have learned.
- Encourage students to use the vocabulary in context and practice speaking with correct pronunciation.
Wrap-Up (5 minutes):
- Review the vocabulary learned in the lesson and ask students to share what they have learned about family members in English.
- Assign homework to reinforce the vocabulary, such as writing a short paragraph about their own family members.
Families英语教案 篇二
Title: Family Traditions and Customs Lesson Plan
Objective: Students will be able to describe and discuss family traditions and customs in English.
Materials Needed: Pictures or videos of different cultural family traditions, whiteboard, markers
Warm-Up (10 minutes):
- Show pictures or videos of different cultural family traditions (e.g. Chinese New Year, Thanksgiving, Diwali) and ask students to discuss what they see and how it is different from their own family traditions.
- Have students share any family traditions they have and explain why they are important.
Introduction (5 minutes):
- Write the words "tradition" and "custom" on the whiteboard and ask students to define these terms in their own words.
Vocabulary Practice (15 minutes):
- Introduce vocabulary related to family traditions and customs, such as "celebrate", "gather", "ritual", "heritage", etc.
- Have students practice using the vocabulary in sentences related to family traditions.
Listening Exercise (10 minutes):
- Play a recording of a family discussing their traditions and customs and have students listen for specific details.
- After the recording, ask students to summarize what they heard and share any interesting traditions they learned about.
Speaking Activity (15 minutes):
- Divide the class into small groups and have them discuss their own family traditions and customs.
- Encourage students to ask each other questions about their traditions and share any similarities or differences they have.
Wrap-Up (5 minutes):
- Review the vocabulary learned in the lesson and ask students to reflect on the importance of family traditions and customs.
- Assign homework to research a different cultural family tradition and present it to the class in the next lesson.
Families英语教案 篇三
Families英语教案
教学目标：
（一）知识与技能目标
1. 学生能够听、说、读出8个家庭成员的单词：（ me 、 my cat father 、 mother 、 grandfather 、 grandmother 、 big sister little brother）。
2. 学生能够运用句型：Who’s he？/Who’s she? 来询问朋友的家庭成员。
3. 学生能够运用句型He’s/She’s my father.简单地向朋友描述自己的家庭成员。
（二）过程与方法目标
1. 教师通过引入动画人物Tutu，再以卡通图片导入Tutu的家庭成员单词，完整地向学生介绍Tutu’s family。力争为学生创设一个相对真实、自然的学习情景，并以完整的句型（Who’s he/she? --He’s /She’s my father.）让学生整体感知8个表示家庭成员的单词和4个句子。
2. 教师通过运用多媒体课件以及单词卡片，以观看动画片、听歌、跟读、哼唱、绕口令、拼读单词及音标等多种形式，让学生能够听、说、读出8个家庭成员的单词：（me 、 my cat father 、 mother 、 grandfather 、 grandmother 、 big sister little brother）。
3. 教师通过跟读、师生、生生问答的方式学习、操练并巩固句型：Who’s he/she? --He’s /She’s my father.
4. 教师通过自编chant、rhyme、song、tongue twister为新单词和句型创造节奏感，让学生能够在轻松、愉快的学习环境中再次巩固新知。
（三）情感态度与价值观目标
1. 学生通过一系列的英语课堂学习与操练，能够养成良好的学习习惯。
2. 学生通过参与多样性的课堂活动和教学评价，能够不断体验进步与成功，认识自我、建立自信心，激发出学生学习英语的兴趣与积极性。
3. 学生通过教师创设的相对真实的学习情景，完整地感知与学习新的英语知识，进一步加强学生认知能力的训练。
4. 学生通过本单元简单的对话练习，学生互相交流，切磋，共同完成学习任务，在合作中感受学习英语的乐趣及运用英语进行交际的意义。
教学重点：
1. 学生能够听、说、读出8个家庭成员的单词：（ me 、 my cat father 、 mother 、 grandfather 、 grandmother 、 big sister little brother）。
2. 学生能够运用句型：Who’s he？/Who’s she? 来询问朋友的家庭成员。
3. 学生能够运用句型He’s/She’s my father.简单地向朋友描述自己的家庭成员。
教学难点：
1. 注意字母a 在闭音节里的发音。如：grandfather /?/
2. 注意字母组合th 在单词里的发音方法。如：father / e/
教学用具：
1. 教师自制一套多媒体课件、8张词卡。
2. 学生事先准备的全家福照片。
3. 教师事先准备20份阅读材料。
教学过程：
第一个步骤：Greetings
教师用自己的照片（Linda）和同学们互相问好，并引出新单词me。
第二个步骤： Revision
教师通过复习自编chant（How are you！），让学生再次巩固已学人称代词：（I、he、she）。
第三个步骤： Presentation
教师通过展示卡通人物大耳朵图图的图片引起学生兴趣。接着，通过播放动画片
《大耳朵图图》，引导学生整体感知大耳朵图图的Family。并且让学生联系动画回答问题（How many people in Tutu’s family?），借此依次引入8个新单词。
第四个步骤：Text
a. 教师通过运用多媒体课件和单词卡片的呈现，以跟读、唱歌、拼读单词及音标、游戏操练等多种练习形式，让学生能够听、说、读出8个家庭成员的单词：（me 、 my cat father 、 mother 、 grandfather 、 grandmother 、 big sister little brother）。
b. 教师通过跟读、师生、生生问答的方式学习、操练并巩固句型：Who’s he/she? --He’s /She’s my father.
第五个步骤：Consolidation
a. 教师通过自编song（Tutu’s family）为新单词创造节奏感，让学生能够在轻松、愉快的学习环境中再次巩固新知。
b. 教师通过使用事先准备好的部分学生全家福照片，让学生用句型He’s /She’s my father.向全班同学介绍自己的家庭成员。
第六个步骤：Exercise
教师通过自编小短文，让学生读短文、看图片，并勾出和图片相对应的单词。通
过笔头练习部分让学生再次巩固所学新单词和句型。
第七个步骤： Extension
a. 教师通过播放背景音乐（You and me），让学生在音乐的带领下欣赏各种类
（Families）照片，让学生再次感知单词Family更宽广的涵义。
b. 最后，教师以句子（You and me from one world.We are family！）结束整节课。
七、家庭作业
1. 请你跟着磁带大声朗读英语书21页的单词和句子；
2. 同学们，你能用句子Who’s he?/Who’s she?询问朋友的家庭成员吗？
3. 同学们，你能自己画一张全家福，并用句子He’s my/She’s my…向朋友介绍你的家庭成员吗？
教学反思：
独立语段强调文本再构与语言知识的整体性。而如何在小学英语课堂上体现语言的整体性？我想最简单、最有效的办法就是运用语境的.创设进行语言的教学。所以在教学设计中，教师给学生创设一个丰富，现实，有趣而又充满了想象空间的语境是必须的。学生的语言生成离不开语境，只有情景才能激发学生表达的欲望，让学生有话可说。而语景一定要符合小学生的生活，语景的创设应该是生动而丰富，语景的展示应该是完整的。因此我根据三年级学生的认知特点，利用他们喜欢的动画人物大耳朵图图作为主人翁，来介绍图图自己的家庭成员，这一设计非常成功地引起了学生的学习兴趣。独立语段又要求我们教师变成一个创造者，根据教材的重难点，学生基础以及教师自身特点把零散的单词、句型、语篇等放入自己创造的完整的语境中进行课堂教学。这节课中，我根据文本内容，将词汇与句型融合在自己编造的儿歌，韵律诗以及歌曲中。整体地给学生输入语言，引导学生进行内化练习，再将其所学整体输出运用，效果颇好。所以，在课堂教学设计中，教师一定要注意课堂教学的完整的，有意义的展示，而不是枯燥的展示独立的单词和句型，我想这样才有利于学生逐步形成完整的语言知识体系。
