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新人教版PEP小學四年級上冊英語第六單元Unit 6 Meet my family!教案教學設計

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樓主
發表于 2019-8-25 10:37:43 | 只看該作者 回帖獎勵 |倒序瀏覽 |閱讀模式
Unit Six Meet my family!

?單元整體分析
本單元是義務教育靈通版(pep)小學英語教科書四年級上冊第六單元。單元主題為Meet my family(認識我的家人)。主情景圖中,孩子們在觀看Sarah一家演出的《綠野仙蹤》,不斷談論Sarah家人的身份和職業情況,揭示出了本單元的主題:了解他人或介紹自己的家庭情況。
A部分共三頁,分三課時。第一課時為情景對話和練習部分。Let’s talk部分Amy和Chen Jie在談論各自的家庭情況。引出詢問家庭成員數量的主要句式:How many people are there in your family?以及回答:Three. My parents and me. My family has six people 在對話中還出現了parents, people, little, puppy等需要掌握或了解的詞匯。Let’s count部分呈現了一幅圖,用來練習句式:How many...? 第二課時為詞匯學習課時,Let’s learn中介紹了家庭成員類詞匯:parents, uncle, aunt, cousin, baby, brother。Let’s play以手指畫的形式來介紹自己家人的外貌特征。第三課時為語音與字母學習課時,通過讀一讀,聽一聽,圈一圈;聽一聽、唱一唱;唱一唱,寫一寫三個活動,讓學生復習區分字母a, e, i, o, u在開音節及閉音節里的發音。
B部分共四頁,分兩課時。第一課時呈現情景對話和練習。Let’s talk中Zhang Peng拿著家庭相冊問Sarah的家人的情況,呈現詢問親屬關系的句式:Is this your...? 以及詢問他人職業的句式:What’s your aunt’s job? 及回答。Draw and say活動以畫畫介紹家人的方式來練習重點句式。第二課時中Chen Jie詢問Sarah她家人的職業,引出職業類詞匯:doctor, cook, driver, farmer, nurse. 之后通過一個Let’s play的演一演,猜職業游戲來進一步熟悉新授詞匯。之后的讀寫練習、聽音判斷、看一看并匹配的練習以及歌曲都用來鞏固練習本課的重點詞匯及句型,與C部分合為一個課時。
C部分中小動物們來到了Zip的家。Zip向朋友們介紹了自己的家人。通過這樣一個故事來整合本單元的重點詞匯與重點句式。
?單元教學目標
?知識目標:
1.詞匯:學生能夠聽、說、認讀單詞:parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse
2.句型結構:能夠聽懂、會說、認讀句型:How many people are there in your family? Three. Is this your ...? Yes, it is. He is a ... What’s your ...’s job? He/ She is a ...
3. 字母與語音:能夠對比掌握字母a, e, i, o, u在單詞中的長、短發音
?能力目標
1. 能夠正確使用重點詞匯來簡單介紹家庭成員及其職業
2. 能夠在有意義的語境中抄寫上述話題詞匯
3. 能夠在真實或模擬的情景中運用句型How many people are there in your family? 詢問并回答家中有幾位家庭成員;能夠在情景中恰當運用句型:My family has six people. That’s only five.
4. 能夠在情景中運用句型Is this your ...? Yes, it is. What your ...’s job? He’s / She’s a...來詢問并回答某人與說話方的親屬關系及其職業情況  
5. 能夠根據發音規則正確讀出生詞,并能夠按照示范例詞的提示,從歌謠中找出符合a, e, i, o, u長、短音發音規則的單詞。
?情感態度、學習策略、文化意識目標
1. 能夠體會并表達對家庭和生活的熱愛之情
2. 能夠了解英語國家中家庭成員之間的稱呼習俗
3. 能夠逐步做到見到符合a-e, i-e, o-e, u-e, -e發音規則的單詞能夠拼讀,聽到符合發音規則的單詞能夠拼寫
?教學重難點
?教學重點
1. 能夠聽、說、認讀單詞:parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse
2. 能夠聽懂、會說句型How many people are there in your family? Three. Is this your ...? Yes, it is. He is a ... What’s your ...’s job? He/ She is a ...
3. 能夠正確使用重點詞匯來簡單介紹家庭成員及其職業
4. 能夠對比掌握字母a, e, i, o, u在單詞中的長、短發音
?教學難點
1. 能夠在真實或模擬的情景中運用句型What would you like ( for ...) ? I’d like ... 征求并表達用餐的意愿
2. 能夠認讀并在情景中運用句型How many people are there in your family? 詢問并回答家中有幾位家庭成員;能夠在情景中恰當運用句型:My family has six people. That’s only five.
3. 能夠在有意義的語境中抄寫話題詞匯
4. 能夠根據發音規則正確讀出生詞,并能夠按照示范例詞的提示,從歌謠中找出符合a, e, i, o, u長、短音發音規則的單詞
?教學方法
情景創設法、游戲教學法、多媒體輔助教學法、TPR、小組合作學習法
?教學時間
本單元教學用時兩周,建議使用六課時完成教學任務
第一課時:A. Let’s talk. Let’s count
第二課時:A. Let’s learn. Let’s play
第三課時:A. Let’s spell.
第四課時:B. Let’s talk. Draw and say
第五課時:B. Let’s learn. Let’s play
第六課時:C. Story time. B. Read and write. Let’s check. Let’s sing.
?知識視窗
中西稱呼上的差別
  稱呼在人際交往中有重要的作用,如果稱呼不當,會引起對方的反感,直接影響交往的效果。東方人和西方人在怎么稱呼人上面有很大的不同。這是由于稱呼是一種文化的產物,不單純為語言現象,而是反映出了各民族或者社會的不同的文化觀念、行為、風俗、制度和社會心理等負責的內容。那么,漢語和英語中的稱呼到底有哪些不同呢?
一、對家庭成員和親屬的稱呼不同
1、中國人在稱呼家庭成員和親屬時,一般不叫名字,而是叫親屬關系,如:爺爺、二姑、三哥、四姨等。而在英語國家,尤其是美國,稱呼家庭成員和親屬時,一般都叫名字。
2、中國人的親屬的稱呼特別多,而且會按照父親或母親、直系或旁系等進行劃分。如父親的父親,我們稱為爺爺,母親的父親我們則稱為姥爺。父親的哥哥,我們稱為伯父,母親的哥哥則被稱為舅舅。而英語里則沒有這么細致。和父母為一代人,男的統稱uncle,女的統稱aunt,和自己是一代人,又不是自己的親生兄弟姐妹,則不分男女,統稱cousin。當然,他們不會當面使用這樣的稱謂去稱呼自己的親戚,多叫名字。偶爾也會用稱呼加上名字,如:Aunt Betty貝蒂姑姑,稱呼后邊多加人名。
3、漢語中一般會以職務、職業來稱呼他人,如李警察,王醫生,張老師等,但英語中則很少用。所以在用英語稱呼老師時,最好不要用:Teacher Wang這樣的稱呼,盡量用Mr. Wang 或者Ms. Wang。


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沙發
 樓主| 發表于 2019-8-25 10:37:51 | 只看該作者
第一課時
?課時內容
A. Let’s talk;Let’s count
?課時分析
在Let’s talk部分,Amy 邊翻看家庭相冊,邊和Chen Jie討論家庭情況。她問Chen Jie家里有幾口人:How many people are there in your family? Chen Jie簡潔地回答:Three. My parents and me. Amy則告訴Chen Jie,  她家有六口人,My family has six people. 結果Chen Jie數來數去是五個人。Amy告訴她還包括自己的小狗。在這個過程中,學生要理解并能夠詢問、表達自己的家庭成員人數。同時要幫助學生們理解,在西方國家,寵物的地位很重要,多數都被視為家庭成員。
Let’s count中提供了一幅圖片,Zoom在問大家樹上有多少個蘋果。在教學中,可以利用這幅圖練習How many句型,如提問有多少螞蟻,有多少花朵等。要提醒學生注意how many后接的是可數名詞的復數形式。
本課的內容一需要復習數字,二需要復習家庭稱呼。可以在學習對話之前幫助學生喚醒記憶,復習相關知識,以舊帶新,順利掌握知識。
?課時目標
1. 能夠聽懂、會說句型:How many people are there in your family? My family has six people. That’s only five.
2. 能夠聽懂、會說以下詞匯:people, but, little, puppy
3. 能夠聽懂、會讀對話,并能分角色表演。
4. 能夠在真實或模擬的情景中正確使用句型How many people are there in your family?詢問并回答 家中有多少家庭成員
?課時重難點
1.重點
能夠聽懂、會說句型:What would you like ( for ...) ? I’d like some..., please.
能夠聽懂并使用詞匯:dinner, soup, vegetables, ready
能夠聽懂、會讀對話,并能分角色表演
2. 難點
能夠在真實或模擬的情景中正確使用句型What would you like ? I’d like...來征求并表達用餐的意愿
?教學準備
1. 多媒體課件、錄音機、磁帶
2. 家庭成員照片
?教學過程
?Step 1 Warm up
1.播放歌曲:Finger family. 學生先傾聽,后跟唱。
Teacher:Let’s listen to a song. Listen carefully, please.
Daddy finger, daddy finger, where are you?
Here I am. Here I am. How do you do?
Mummy finger, Mummy finger, where are you?
Here I am. Here I am. How do you do?
Brother finger, brother finger, where are you?
Here I am. Here I am. How do you do?
Sister finger, sister finger, where are you?
Here I am. Here I am. How do you do?
Baby finger, baby finger, where are you?
Here I am. Here I am. How do you do?
Teacher: Now, please sing with me. And do the actions with me, please.
Teacher: Let’s sing the song together.
設計意圖:以歌曲熱身可以快速吸引學生的注意力,營造良好的英語課堂氛圍。這首歌既可以幫助學生復習家庭稱呼類詞匯,又為下一環節的學習做好了鋪墊。
?Step 2 Lead in
1.談論手指的數量以及歌曲中“家人”的數量,引出本課的重點句式,并幫助學生復習數字的知識。
Teacher: Look at my fingers. How many fingers are there on my hands? Let’s count. One, two, three, four, five, ... ten.  I have ten fingers. How many people in the Finger family? Ten?No, five. They are daddy finger, mummy finger, brother finger, sister finger and baby finger.
設計意圖:因為熱身歌曲中使用了手指來表現家庭成員,因此使用How many fingers?來銜接歌曲的內容,并自然引出How many?問句。學生理解了問句的意思之后,再根據歌曲的內容詢問手指家庭的成員數量。使學生可以基本理解問句的意思,為對話的學習做好準備。
?Step 3 Presentation
1. 提出問題,引起學生閱讀興趣,呈現對話內容。
Teacher:There are five people in the Finger family. How many people are there in Chen Jie’s family? Let’s listen and find.
2. 播放對話錄音,學生找出答案。聽完錄音后,請學生說出自己的答案。
Teacher: Answer the question, please. How many people are there in Chen Jie’s family? Yes, three. Who are they? Let’s read and find.
設計意圖:通過提問引起學生的閱讀興趣,并使學生帶著問題認真傾聽課文內容。
3.讀文之后,談論對話內容,幫助學生深入理解對話。
Teacher:There are three people in Chen Jie’s family. They her parents and her. Her parents mean her mother and father. (板書單詞)Read after me, please, parents. Read it one by one. How many people are there in Amy’s family? She says six. Let’s count. Her dad, her mum, her sister, her baby, her brother, Amy. But that’s only five. Why does she say six? Yes, and her little puppy. What is a puppy? A puppy means a little dog. (板書單詞)Read it together, puppy. (展示小狗的圖片)This is a little puppy. Is it cute? Do you like it?
設計意圖:通過深入討論對話內容,幫助學生理解新授單詞的意思及對話的主要內容。
?Step 4 Practice
1. 再次播放課文錄音。學生跟讀課文。
Teacher: Boys and girls, let’s read the talk after the tape. Please listen carefully, read carefully.
2. 學生自由讀課文,教師巡視,幫助學生解決讀音上的問題。
Teacher:Now please read the talk freely. If you have any questions, please show me your hand and ask me.
3. 學生分角色朗讀課文。
Teacher: Now, who wants to be Amy? Who wants to be Chen Jie? Let’s read it in roles.
4. 請學生戴上頭飾來扮演對話的角色,表演對話。
Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue.
設計意圖:通過以上四個活動,使學生能夠充分理解課文內容,并且能夠正確朗讀課文。在不同形式的讀和表演活動中,使學生逐步理解并掌握本課的重點句型,為其達到熟練表達奠定基礎。
5. 出示圖片,請學生數一數。
Teacher:Let’s count. What can you see in this picture? You can see a family. You can see flowers. You can see ants. You can see a big tree. You can see Zoom. Can you see the apples? How many apples are there on the tree? Can you see the birds? How many birds are there?
Teacher: Do a pair work. Ask and answer.
Teacher: Show your dialogue, please.
設計意圖:先請學生認真觀察圖片,獲取信息,然后請學生數一數,以替換詞匯的方式練習重點句式。
6. 小組活動:調查你同組同學的家人數量,并形成表格。
Teacher: Let’s survey. Ask your partners how many people in their family.
Teacher: Show your survey. Talk about it.
設計意圖:在進行調查活動時,為了完成調查任務,學生不得不一次又一次地使用學習到的語言進行交流。從而達到在“用中學”的作用。
?Step 5 Summary
1.介紹自己的家庭,請學生嘗試介紹。
Teacher: This is my family. How many people are there in my family? Five. My parents, my sister, my little brother and me. How about your family? Show me your family, please.
設計意圖:通過教師的示范,請學生介紹自己的家庭,在介紹中重現本課的重點詞匯與重點句式。
?課堂作業
一、看圖標一標單詞。
1. dad            2. mum           3. sister           4. brother   








二、判斷下列句子與圖片內容是(T)否(F)相符。
(    ) 1. My family has three people.


(    ) 2. My family has six people.


(    ) 3. My family has five people.

三、連詞成句。
1.  How people are many in your there family (?)
________________________________________________________
2. has six my people family  (.)
________________________________________________________
3. five  is  only  But  that (.)
________________________________________________________
答案:
一、略
二、1.T 2. F 3. T
三、1.How many people are there in your family? 2. My family has six people. 3. But that is only five.

?板書設計
Unit Six Meet my family!
A. Let’s talk

How many people are there in your family?
Three.
My family has six people.
But that’s only five.
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板凳
 樓主| 發表于 2019-8-25 10:37:57 | 只看該作者
第二課時
?課時內容
A. Let’s learn; Let’s play
?課時分析
本課時為重點詞匯學習課時,學生通過本課時的學習,掌握與本單元主題相關的單詞,從而更好地使用重點句式圍繞本單元主題進行交流。
Let’s learn部分Amy展示了自己家庭的相片,讓大家認識她的家人。學生在認識她的家人的同時,掌握家庭稱呼類的單詞:parents, uncle, aunt, cousin, baby brother。其中parents在上一課時學生已經接觸過,uncle, aunt尤其是cousin的稱呼與漢語有很大的區別,aunt, uncle相對比較好理解和接受,比起漢語的稱呼來更顯得簡單。可是cousin可能相對難理解一些,學生一般跟自己的cousin都叫哥哥弟弟或姐姐妹妹,可能跟brother, sister弄混,在學習過程中,要不斷進行區分,讓學生理解并掌握。
Let’s play中Zhang Peng在紙上畫出自己的手掌,又在每個手指上畫上人像,然后向大家介紹自己的家人。這樣的介紹能夠挑起學生的參與興趣。又能綜合介紹家人和描述人物外貌特征的知識,讓學生在參與活動的過程中增強自己的口語表達能力。
?課時目標
1. 能夠聽懂、會說、認讀單詞:parents, uncle, aunt, cousin, baby brother
2. 能夠利用所學的知識介紹和描述自己的家人
?課時重難點
1.重點:
能夠聽懂、會說、認讀單詞:parents, uncle, aunt, cousin, baby brother
能夠利用所學的知識介紹和描述自己的家人
2. 難點:
能夠綜合使用所學的句式和詞匯來介紹和描述自己的家人
?教學準備
1. 多媒體課件、錄音機、磁帶
2. 家庭稱呼類單詞卡片
?教學過程
?Step 1 Warm up
1.呈現歌曲:I love you. 學生先認真傾聽,再跟唱,再練習唱。
Teacher: Boys and girls, listen to a song, please.
I love you. You love me. We are a happy family.
With a tall father, short mother, little boy, too.
Three in our family, one and two.
Teacher:Sing with me, please.
Teacher: Let’s sing the song together. Let’s do some actions.
設計意圖:以歌曲來吸引學生的注意力幫他們開啟英語學習。同時,復習有關家庭家人和描述外貌的有關知識,為接下來的學習做好知識與心理的雙重準備。
?Step 2 Lead in
1. 展示自己家人的圖片,介紹并描述自己的家人,引出本節課的相關內容。
Teacher:Boys and girls, I have a happy family. Look, this is my family. There are four people in my family. This is my father. He is tall and strong. This is my mother. She is short and nice. This is my baby sister. She is little and cute. I love my family.
設計意圖:使用真實的照片引起學生的好奇心和興趣。通過介紹教師的家人,讓學生感受如何使用自己學習過的語言來描述自己的家人。為下一環節的學習做好準備。
?Step 3 Presentation
1. 引起閱讀興趣,播放課文錄音或視頻。
Teacher:I have a happy family. What about Amy. How many people are there in her family? Let’s listen and find.
學生帶問題認真傾聽錄音內容,然后嘗試回答,引出新授單詞。
Teacher: Now show me you answer. How many people are there in Amy’s family? Yes, six. How many people are there in her aunt’s family? Yes, three.
Teacher: Look at this picture. Who is he? Yes, he is Amy’s uncle.(板書單詞) Boys read it please. Who is this girl? She is Amy’s cousin.(板書單詞) Do you have cousins? Is your cousin a boy or a girl? Is he/ she tall or short? Let’s read the words together. Who’s this? Yes, this is her aunt.(板書單詞)Read it together, please. Do you have an aunt? Who is she? What is an aunt? Your mother’s sisters are your aunts. Your father’s sisters are your aunts, too. The child of your uncle or aunt is your cousin. But the child of your father and mother is your brother or sister. Maybe it’s you. Do you have brothers or sisters? This is Amy’s brother. He is a baby. So he is Amy’s baby brother.
設計意圖:引導學生帶著問題去聽錄音,培養其認真傾聽且在傾聽中關注重要信息的能力。
2. 再次播放課文內容,學生跟讀。
Teacher:Listen to the tape again and read with it.
設計意圖:跟讀,以掌握正確的讀音
?Step 4 Practice
1. 出示Amy家人的圖片,學生說出單詞。
Teacher:I show you say. Who’s this? Say the word quickly. Who’s this?
2. 指向黑板上的單詞,學生快速讀出單詞。
Teacher: I point you say. What’s this? What about this one? And this?
3. 出示家人稱呼類單詞卡片的背面,請學生猜單詞。
Teacher:Look at my word cards. Read them, please.
Teacher: Guess, what’s this? Is this uncle? Is it aunt? Please guess.
設計意圖:這三個活動的目的都是為了讓學生熟悉重點詞匯的讀音。第一個讓學生能夠理解單詞的意思,并將字音與字義結合起來。第二個活動讓學生將字形與字音結合起來。第三個活動讓學生通過不斷地猜測來不斷重復重點單詞,熟悉并掌握其讀音。
4. 亂序出示字母,請學生排列成單詞并讀一讀。
Teacher: Look at these letters. It’s a word. Put them in order. What is it? Yes, it’s aunt. Look at these letters. What’s it? Guess, please.
設計意圖:通過這個活動,讓學生能夠熟悉重點單詞的拼寫,幫助學生將字音與字形統一起來進行記憶。
5. 選詞填空。請學生讀一讀句子,選擇正確的家庭稱呼類單詞來填空。
Teacher: Let’s do some exercise. Choose the correct word to fill in the blanks.
My mum’s mum is my __________.
My dad’s dad is my ____________.
My dad’s brother is my ___________.
My dad’s sister is my _____________.
My mum’s sister is my ___________.
My mum’s brother is my __________.
The child of my uncle is my _________.
The child of my aunt is my _________.
設計意圖:以選詞填空的方式讓學生理清家庭成員之間的關系。
6. 完成Let’s play活動。
Teacher: Let’s play. Look at Zhang Peng. He draws his family and talk about his family. Please draw and say like this. You can do it in groups.
Teacher: Now please show your family.
設計意圖:以這種形式來使學生綜合學習過的語言來介紹自己的家人,提高 他們的口語表達能力。
?Step 5 Summary
1. 呈現family,講解它的含義,提醒學生要熱愛自己的家,熱愛自己的家人。
Teacher:Look at this word, family. F is from father. A is from and. M is from mother. I is me. L is from love. Y is from you. It’s a sentence. Read it, please. Father and mother I love you. Say it to your parents. Do more for your parents. And I think your parents will love you more.
設計意圖:通過family的含義,提示學生要愛家人,關心家人,體會家人對自己的愛。
?課堂作業
一、選擇正確的字母補全單詞。
(    ) 1. p___rent       A. e        B. a      C. o
(    ) 2. cous__n        A. o        B. a      C. i
(    ) 3. __ncle         A. u        B. a      C. o
(    ) 4. br__ther       A. a         B. u      C. o
(    ) 5. __unt         A. a         B. o      C. u
二、讀一讀,使用正確的單詞填空。
1. How many ________ are there in your family?
2. My mum’s sister is my ________.
3. The baby of my aunt is my __________.
4. My dad’s brother is my _________.

三、讀一讀,為以下圖片選擇正確的句子。




  (     )               (     )              (     )
1. I have a happy family. There are three people in my family, my parents and me.
2. My family has six people. They are my grandpa, my grandma, my mum, my dad, my brother and me.
3. There are five people in my uncle’s family. They are my aunt, my uncle, my cousins.

答案:
一、1. B 2. C 3.A 4.C 5. A
二、1. people 2. aunt 3. cousin 4. uncle
三、2, 1, 3
?板書設計
Unit Six Meet my family!
A. Let’s learn

Meet my family!

parents ( mum  dad )                 uncle   aunt
brother    sister                       cousin
      me
  
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地板
 樓主| 發表于 2019-8-25 10:38:04 | 只看該作者
第三課時
?課時內容
A. Let’s spell
?課時分析
本部分分為語音學習和單詞書寫兩部分內容。通過讀一讀,聽一聽,圈一圈的活動,讓學生區分元音字母a, e, i, o, u在開音節和閉音節里的不同發音。接下來學生會學習到一首韻句。韻句涉及到語音例詞:we, like, cute, cat, he, cake, got, cup, milk, rose, on red, cut, give, me, it等,綜合呈現了本學期學習過的五個元音字母的開音節發音與閉音節發音。教材提供的圖片可以幫助學生理解韻句的內容。這首韻句涉及到的單詞比較多,節奏感也相對有些難把握,所以要幫助學生通過多聽多讀進行體會,讓學生在不斷地誦讀中回憶、感受、區分元音字母在不同音節里的發音。
韻句之后的分組寫單詞活動需要學生按照例子找單詞。表格中列出了十個單詞,分別代表a, e, i, o, u五個字母在開音節或閉音節中的發音。學生需要在韻句中找到與其發音規則一致的單詞,并抄寫在相應的表格。這個活動可以幫助學生按照發音規則來拼讀、拼寫單詞,使他們對于元音字母的發音有更清晰的認識。
?課時目標
1. 能夠感知并歸納字母a, e, i, o, u在開音節及閉音節中的發音規則
2. 能夠讀出符合a, e, i, o, u發音規則的單詞
3. 能夠根據單詞的讀音拼寫出符合發音規則的單詞
?課時重難點
1.重點:
能夠感知并歸納字母a, e, i, o, u在開音節及閉音節中的發音規則
能夠讀出符合a, e, i, o, u發音規則的單詞
2. 難點:
能夠根據單詞的讀音拼寫出符合發音規則的單詞
?教學準備
1. 多媒體課件、錄音機、磁帶
2. 語音例詞單詞卡
?教學過程
?Step 1 Warm up
1. 頭腦風暴,給出主題,出示首字母,請學生說出自己學過的單詞。
Teacher:Let’s have a brain storm. The topic is animal. I will show you the first letter of the word. Are you ready? D. Yes, a dog is right. A duck is right, too. T, a tiger is right. ... C. Yes, a cat is right. A cow is right, too.
設計意圖:以頭腦風暴的方式來幫助學生喚醒記憶,復習有關動物類的單詞,引出即將在語音韻句中提到的cat。
?Step 2 Lead in
1. 出示韻句中的貓,請學生討論看到的內容。
Teacher:What’s this? It’s a cat. Is it cute? What’s in his hand? Yes, cake and milk. Do you like cake? Would you like a cup of tea? Do you like the cat?
設計意圖:通過討論所看到的圖片的內容,讓學生先預先熟悉韻句的內容,并回憶一些語音例詞的讀音。
?Step 3 Presentation
1. 播放語音韻句。學生先認真傾聽。然后再跟讀。
Teacher:Now let’s listen to a chant about this cat. Listen carefully.
Teacher: Read after me, please. We like the cat! It’s cute. It’s cute. Read it, please. He’s got a cake and a cup of milk. Your turn, please. A rose on the cake! It’s red. It’s red. Girls read it, please. Boys read it. Cut the cake. Give me the cake. Do the actions and read it. He likes cake. We like it, too! Let’s read it together.
2. 學生自由說韻句,以自己的方式來打節奏。
Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it.
3. 表演韻句。
Teacher:Now let’s act the chant together.
設計意圖:學生先傾聽韻句,初步感受韻句內容。然后跟讀,獲取正確的語音。自由讀可以使學生以自己喜歡的方式操練韻句,以達到熟練說韻句的目的。
?Step 4 Practice
1. Chant again. Group and write. 分類寫語音例詞。
Teacher: Chant in groups. Then read the words in the chart. Look at the first one. What is it? Yes, it’s face. Read it together. What is the sound of a? Can you find a word in the chant like this? Yes, cake. Write it, please. Look at next one. It’s rice. What’s the sound of i? Which word in the chant like it? Yes, like, write it down, please. Look at other blanks Please find the correct words and write them in the blanks.
Teacher: Show me your answer, please.
Teacher: Read the words in groups.
設計意圖:通過教師的引導與示范,幫助學生回憶并找到表格中各元音字母的發音規則,并根據發音規則找到符合發音規則的單詞。通過拼寫與拼讀來進一步鞏固字母的發音規則。
2. 讀一讀,聽一聽,圈出聽到的單詞。播放錄音,學生根據聽到的內容圈出聽到的單詞。
Teacher: Look at these words. What is it? It’s me. The other is—he. And this pair is men and fan. The last pair in Group 1 is rice and face. Now listen to the tape and circle the correct word.
Teacher:Show me your answer, please.
Teacher:Now let’s read these words together.
Teacher: Listen carefully and circle the words. Read the words together.
設計意圖:此活動讓學生將單詞的字音與字形結合起來,幫助學生區分元音字母在開音節與閉音節里發音方式的不同。
3. 讀一讀,分一分。出示單詞,讓學生區分其屬于開音節發音規則還是閉音節。
Teacher:Let’s put the words in groups. When I say a word like hat, please say one. When I say a word like name, please say two. Are you ready?
Cat. Yes, you should say one. Bag, hate, apple, Kate, cake...
He, she, red, me, let, ...
No, hot, nose, ox, ...
...
設計意圖:通過這個活動,使學生可以按元音字母的發音規則將單詞分類。同時,可以幫助學生大量地復習學習過的詞匯。
4. 匹配字母與發音。教師說出發音,學生說出字母。
Teacher: Let’s match. I say the sound, you say the letter, please. /i:/, /e?/, /??/, /ju:/, /a?/, /?/, ...
設計意圖:通過這個活動,讓學生將字母與字母的發音匹配起來,幫助他們更好地記憶元音字母的發音規則。
?Step 5 Summary
播放語音chant, 學生齊唱。
Teacher:Let’s chant together again.
設計意圖:通過語音韻句,再一次幫助學生重溫各元音字母的發音。
?課堂作業
一、聽錄音,圈出正確的單詞。
1. bed  red                 2. he    she
3. name  cake               4. nose   note
5. use    cute               6. like    bike
二、選出與所給單詞畫線部分發音一致的單詞。
(    ) 1. Kate        A. bad       B. cat     C. cake
(    ) 2. Tim         A. hi        B. pig     C. rice
(    ) 3. Jones        A. no        B. hot    C. box
(    ) 4. use          A. bus       B. cut    C. cute
三、讀一讀,照樣子寫一寫。
1. me  we      h____    sh____
2. had  bad     c__t      h___t
3. Mike  like    r___ce    f__ve
4. nose   Jones   n___te   C__ke
答案:
一、1. bed 2. she 3.name 4. note 5. cute 6. like
二、1. T 2. T 3. F 4. F 5.T 6. T
三、1. He is my friend Tom. He is a good boy. 2. She is my sister Lynn. She is tall.
3. We are a happy family. They all love me.
?板書設計
Unit Six Meet my family
A. Let’s spell

face   rice   nose   use   me    bag    six   dog   mum   leg
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5#
 樓主| 發表于 2019-8-25 10:38:11 | 只看該作者
第四課時
?課時內容
B. Let’s talk; Draw and say
?課時分析
本課時在學習了家庭成員稱呼之后,要學習使用一般疑問句來確定某人與說話方的親屬關系,并學會如何詢問并回答家人的職業。
Let’s talk中,Zhang Peng拿著家庭相冊問Sarah那是不是她的叔叔。Sarah給出肯定回答后,告訴他,自己叔叔是個足球運動員。接下來Zhang Peng又詢問她阿姨的工作。接著他發現了一個小嬰兒,以為是Sarah的小弟弟,結果居然是Sarah自己。在他們對話的過程中,我們學習到了以一般疑問句來確定他人親屬身份的句式:Is this your uncle? 以及詢問親屬工作的句式:What’ your aunt’s job?以及回答。在對話過程中還會感受和接觸到單詞:job, football player, nurse。
Draw and say活動中,學生需要畫出一些職業畫像,然后和其他同學聊一聊,使用一般疑問句猜一猜這畫的是誰,是做什么職業的。通過這個活動來練習本課時的重點句式。
為順利練習本課的重點句式,需要向學生介紹一些表示職業的詞匯,不要求他們掌握,只要能夠理解并在句式中使用就可以了。
?課時目標
1. 能夠聽懂、會說句式:Is this your uncle? Yes, it is. What’s your aunt’s job? She’s a nurse.
2. 能夠理解并能正確認讀課文對話,發音準確,語調自然
3. 能夠在真實的語境中運用句型Is this your ... ? 來確定某人與對話者的親屬關系
4. 能夠在真實的語境中運用句型What’s your ...’s job? 來詢問他人的職業并能夠正確回答
?課時重難點
1.重點:
能夠聽懂、會說句式:Is this your uncle? Yes, it is. What’s your aunt’s job? She’s a nurse.
能夠理解并能正確認讀課文對話,發音準確,語調自然
2. 難點:
能夠在真實的語境中運用句型Is this your ... ? 來確定某人與對話者的親屬關系
能夠在真實的語境中運用句型What’s your ...’s job? 來詢問他人的職業并能夠正確回答
?教學準備
1. 多媒體課件、錄音機、磁帶
2. 職業類單詞卡片
?教學過程
?Step 1 Warm up
1. 播放歌曲:I love you. 學生先跟唱,再齊唱。
Teacher: Boys and girls, listen to a song, please.
I love you. You love me. We are a happy family.
With a tall father, short mother, little boy, too.
Three in our family, one and two.
Teacher:Sing with me, please.
Teacher: Let’s sing the song together. Let’s do some actions.
設計意圖:以歌曲來吸引學生的注意力,激發他們的英語學習興趣。同時,復習有關家庭家人的知識,為接下來的學習做好準備。
?Step 2 Lead in
1.出示家人圖片,請學生猜猜與自己的親屬關系
Teacher:Look at this picture. It’s my family. I have a very big family. There are so many people in my family. This is my father. This is my mother. Guess, who is this? Is this my aunt? Is this my grandmother? Is this my cousin? Guess, please.
設計意圖:學生通常對老師的私事很感興趣。展示老師家人的圖片,會引發他們的好奇心,激起他們的參與欲望。因為猜測這一活動是學生比較常做的,因此以這樣的形式來引出本課的一個重點句式:詢問某人是否為老師的某一個親屬,學生理解和接受得會比較容易。
2. 介紹老師家人的職業,滲透一些職業類詞匯。
Teacher:I’m a ... Yes, I’m a teacher. What about you? Yes, you are a student. Look at my family. My little cousin is a student. What’s my father’s job? He is a worker. (展示工人的圖片,讓學生理解其意思)Do you want to know the jobs of my family? You can ask me. (板書句子:What’s your ...’s job?)Read the sentence after me, please. Now, you can ask me . (通過回答自己家人的職業,引出職業類詞匯:doctor, football player, nurse, farmer, cook, driver, 板書單詞,展示圖片,以使學生理解這些職業的意思)
設計意圖:通過介紹自己家人的職業,引出職業名稱,幫助學生理解其含義,并使其獲取單詞的讀音。
?Step 3 Presentation
1.提出問題,引起學生的閱讀興趣。播放對話,學生認真傾聽,找出答案并展示。
Teacher:You know my family and the job of my family. What’s Sarah’s uncle’s job? Is her uncle a teacher? Is her uncle a doctor? Is her uncle a nurse? Let’s listen and find.
Teacher: Answer the question, please. What is Sarah’s uncle’s job? Yes, he is a football player. Do you know some football players? Can you say their names?
2. 提出問題,再讀課文,分析課文內容,幫助學生理解對話的意思。
Teacher: What’s Sarah’s aunt’s job? Is she a football player, too? Let’s read the talk and find.
Teacher: What’ s Sarah’s aunt’s job? Yes, she is a nurse. Who is the baby? Is this Sarah’s baby brother? No, it’s Sarah.
設計意圖:通過提問讓學生對對話內容產生閱讀的興趣。再通過提問,幫助學生理解對話的內容。
?Step 4 Practice
1. 播放課文內容,學生跟讀,注意發音、語調。
Teacher:Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation.
2.自由讀對話內容,分角色表演課文。
Teacher:Read the talk freely. Then I will ask you to act it out. Let’s find the best pair.
設計意圖:通過跟讀,保證學生能夠正確朗讀對話內容,而分角色表演課文,一方面使學生能夠正確流利地朗讀課文,另一方面也能進一步熟悉重點句式的表達。
3. 展示職業類單詞圖片,請學生說出職業名稱。
Teacher:Look at these cards, What is it? Say it quickly. Let’s find who is fast.
設計意圖:通過快速認讀職業,讓學生能夠理解并認讀職業類單詞。
4. 利用抽到的家人和職業類圖片進行對話。先抽出家人卡片,詢問這是否是其家人,強制做到肯定回答。再抽出職業類卡片,詢問職業。
Teacher:Let’s play a game. Choose the card and make a dialogue.
Teacher: Who wants to play with me? You,please.
與學生進行對話游戲:
Teacher:(選擇一張家人類圖片)Is this your cousin?
Student: Yes, it is.
Teacher: What’s your cousin’s job?
Student: (抽取一張職業類的卡片)He is a doctor.
Teacher:Who wants to play? Show me your dialogue, please.
設計意圖:通過游戲和學生進行對話練習。抽取不同的詞卡,學生就可以進行相應的替換練習。通過替換,明晰重點句型的結構,更好地掌握重點知識。
5. 完成Draw and say活動。
Teacher: Now, please draw your family member, then do a pair work. Ask and answer with the sentences:
Is this your ...?
Yes, it is. / No, it isn’t.
What’s your ...’s job?
He is / She is a ...
Teacher: Show me your dialogue, please. Let’s find the best pair.
設計意圖:學生的美術技能并不相同,畫像可能出現各種情況。因此,能夠激發學生參與的興趣。在練習過程中,進一步熟悉重點句式結構。
?Step 5 Summary
1. 我來指你來說。教師指向黑板上的單詞與句型,學生快速讀出。
Teacher:Now, I point you say. Please say it quickly. What’ s this? Read it, please.
設計意圖:通過這個活動,使學生總結再現重點詞匯與句式。總結本課的重點內容。
?課堂作業
一、根據圖片內容選出正確的單詞,將序號填入括號內。
(   ) 1. A. doctor        B. teacher   


(   ) 2. A. father        B. mother


(   ) 3. A. nurse        B. football player


(   ) 4. A. teacher       B. nurse

二、為下列問句選出正確的答句。
(    ) 1. How many people are there in your family?
       A. Six.                         B. That’s my uncle.
(    ) 2. Is this your uncle?
       A. He is a football player.           B. Yes, it is.
(    ) 3. What’s your aunt’s job?
       A. He is a teacher.                 B. She is a nurse.
(    ) 4. What’s your uncle’s job?
       A. He is a doctor.                 B. She is a nurse.
三、連詞成句。
1.  this  your  Is   brother (?)
________________________________________________
2. is   your   What  uncle’s  job  (?)
________________________________________________
3. a  is  football  He  player (.)
________________________________________________
答案:
一、1.B 2. A 3. B 4.B
二、1. A2. B 3.B 4. A
三、1. Is this your brother?  2. What is your uncle’s job? 3. He is a football player.
?板書設計
Unit Six Meet my family
B. Let’s talk





nurse                    football player

Is this your uncle?
Yes, it is. / No, it isn’t. .
What’s your aunt’s job?
She is a nurse.
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6#
 樓主| 發表于 2019-8-25 10:38:19 | 只看該作者
第五課時
?課時內容
B. Let’s learn; Let’s do
?課時分析
本課時依照慣例為詞匯學習課,學生通過學習本課中呈現的詞匯,來更好地利用本單元的句式, 詢問或表達家人的職業。
Let’s learn中,Chen Jie問Sarah的家人的職業,兩個背后的呈現出了五種職業的圖片:doctor, cook, driver, farmer, nurse。 五種職業是學生們日常比較常見的,理解起來比較容易。這幾個詞匯在上一課時已經有所接觸。本課時主要幫助學生深入理解這幾種職業的意思,幫助學生認讀、拼寫這些單詞。
Let’s play活動中提供了一個角色扮演的游戲,讓學生使用肢體語言來展示某種職業,其他同學使用句式:What’s his/ her job? He’s a ...進行對話,猜出所扮演的職業。
詞匯學習是句式學習的支撐,本課時的學習中要創設多種活動及情境,讓學生在各種活動及情境交流中,反復操練、使用,達到完全掌握的目的。
?課時目標
1. 能夠聽懂、會說、認讀單詞:doctor, cook, driver, farmer, nurse
2. 能夠聽懂、會說、認讀句式:What’s your ...’s job? My ... is a ...
3. 能夠正確地詢問或回答家人的職業
?課時重難點
1.重點:
能夠聽懂、會說、認讀單: doctor, cook, driver, farmer, nurse
能夠聽懂、會說認讀句式:hat’s your ...’s job? My ... is a ...
2. 難點:
能夠正確地詢問或回答家人的職業
?教學準備
1. 多媒體課件、錄音機、磁帶
2. 職業單詞圖卡、學生準備家人照片
?教學過程
?Step 1 Warm up
1. 播放歌曲:Finger family. 學生先傾聽,后跟唱。
Teacher:Let’s listen to a song. Listen carefully, please.
Daddy finger, daddy finger, where are you?
Here I am. Here I am. How do you do?
Mummy finger, Mummy finger, where are you?
Here I am. Here I am. How do you do?
Brother finger, brother finger, where are you?
Here I am. Here I am. How do you do?
Sister finger, sister finger, where are you?
Here I am. Here I am. How do you do?
Baby finger, baby finger, where are you?
Here I am. Here I am. How do you do?
Teacher: Now, please sing with me. And do the actions with me, please.
Teacher: Let’s sing the song together.
設計意圖:以歌曲熱身可以快速吸引學生的注意力,營造良好的英語課堂氛圍。這首歌既可以幫助學生復習家庭稱呼類詞匯,又為下一環節的學習做好了鋪墊。
?Step 2 Lead in
1. 請學生出示家人的照片,與其討論有關家人的內容。
Teacher:Is this your father? What’s your father’s job?
Teacher: Is this your mother? Is this your aunt? What’s your aunt’s job?
....
設計意圖:學生剛跟老師在歌曲中復習了家庭稱呼類的詞匯,在這個活動中,與他們針對家庭稱呼開始進行自由對話。討論家人之間的關系以及家人的職業,為下一環節的學習做好準備。
?Step 3 Presentation
1.觀察教材圖片,討論所看到的內容。
Teacher:Look at these pictures. What do they do? What are their jobs? What is this? A nurse. Is this a nurse? No, this is a doctor. What’s this? Let’s listen and find.
2. 播放課文錄音,學生認真傾聽,并嘗試找出新單詞的讀音。討論單詞,幫助學生理解。
Teacher: What is his job? Yes, a driver.(板書單詞) A driver can drive a car. A driver is a person who drivers a car. Let’s read it together, please. What about him? He is a cook. (板書單詞) He can cook yummy food. Do you want to be a cook? Let’s read it together. What’s this? He is a farmer.(板書單詞) A farmer works on a farm. He plant vegetables and corn. Read it together, please. And this is a – Yes, doctor. (板書單詞)This is a nurse. (板書單詞)They can do many things for you. They are helpful. Read after me, they are helpful.
設計意圖:通過討論,讓學生對于新授知識先有直觀的認識,再通過認真傾聽,獲取新單詞的語音。
2. 再次播放課文錄音,學生跟讀。
Teacher:Listen to the tape again. Read after it.
設計意圖:通過跟讀獲取新知識的準確讀音。
?Step 4 Practice
1. 游戲:我來指,你來說。老師指向黑板上的單詞,請學生快速地讀出單詞。
Teacher:Let’s play a game. I point you say. I will point to the words on the blackboard, please say it as quickly as you can. Let’s find who is the fastest.
設計意圖:此活動旨在幫助學生認讀單詞。將單詞的字音與字形結合起來。
2. 出示單詞圖卡,請學生快速說出單詞。
Teacher: Look at my cards. What is it? What is this?
設計意圖:以此活動來幫助學生理解并說出本課重點單詞。
3. 亂序呈現組成單詞的字母,請學生猜出單詞并拼寫。
Teacher:Look at these letters. Please put them in order. What word is it? Yes, it’s the word nurse. Let’s try next one. What’s this?
設計意圖:此活旨在幫助學生記憶單詞的拼寫。通過組合字母記住單詞的字形。
4. 呈現不同職業的人物圖片,請學生快速說出其職業。
Teacher:What’s his job?  Yes, he is a doctor. What’s her job? Yes, she is a nurse.
Teacher: Let’s do a pair work. I show you the picture. You ask and answer the job, please.
Teacher:Show me your talk, please.
設計意圖:幫助學生將字義與字音統一起來,確保學生能夠理解并說出單詞。
5.完成Let’s play活動,請學生表演某一種職業,讓其他學生猜出職業名稱。
Teacher: Let’s play. Act and guess. Who wants to play? Come here, please. Look at my card and then act.
Teacher: What’s his job? What’s her job? Guess, please.
設計意圖:通過表演讓學生猜測出職業,一方面能幫助學生更加理解職業的特征,另一方面使學生更加熟悉職業類單詞的語音、語義。
6. 小組活動,調查組內同學家人的職業。
Teacher:Let’s survey. Work in groups. Ask the member of your group. What’ s your father’s job? What’s your mother’s job? What’s your uncle’s job? ... Make a chart. Talk about it.
Teacher:Show me your survey, please.
設計意圖:通過小組活動,讓學生在進行調查時不斷使用目標語言,達到熟練掌握的目的。
?Step 5 Summary
1. 同時展示家人和職業類單詞,請學生組成對話。
Teacher:I will show you the words of family and the words of jobs. Please make a talk with them. If I show mother and nurse, you please say: What’s your mother’s job? She is a nurse. Let’s play and show.
設計意圖:通過這個游戲,使學生重溫本課的重點單詞與句式,起到總結、鞏固的效果。
?課堂作業
一、根據圖片提示,選擇正確的字母補全單詞。
(    ) 1. doct___      A. or      B. ar      C. ur


(    ) 2. c___k        A. ao       B. oo      C. eo




(    ) 3. driv__        A. ea       B. ir      C. er


(    ) 4. f___mer       A. or       B. ur      C. ar


(    ) 5. n___se       A. er        B. ur      C. ir

二、選出下列各項中不是一類的單詞,將其序號填入題前括號內。
(   ) 1. A. father            B. famer         C. driver
(   ) 2. A. dad              B. cook          C. mum
(   ) 3. A. doctor           B. nurse          C. uncle
(   ) 4. A. aunt             B. cook          C. driver
三、根據圖片提示,選擇正確的單詞。
(     ) 1. –What’s your mother’s job?
         --She is a ___________.
         A. doctor            B. cook         C. teacher
(     ) 2. –What’s your father’s job?
        --He is a _________.
        A. farmer             B. nurse        C. cook
(     ) 3. –What’s your brother’s job?
         -- He is a _______.
        A. football player       B. farmer       C. doctor
   
答案:
一、1. A 2. B 3. C 4.C 5. B
二、1.A 2. B 3. C 4. A
三、1. C 2. C 3. A
?板書設計
Unit Six Meet my family
B. Let’s learn





  driver        nurse      farmer          cook           doctor

What’s his job?
He is a _______.
What’s her job?
She is a _______.  
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7#
 樓主| 發表于 2019-8-25 10:38:26 | 只看該作者
第六課時
?課時內容
B. Read and write; Let’s check; Let’s sing. C. Story time
?課時分析
本課時是在基本掌握本單元重點詞匯和句型的基礎上,進行的練習測試與故事閱讀課。
Read and write部分包括兩個活動,第一個活動為Read and tick or cross 學生要先讀一讀John介紹自己家人的短文,然后根據短文的內容來判斷下面的四種職業與其家人是否相符。第二個活動為Look and write學生要看圖寫單詞,完成句子。接下來介紹一下自己的家人的職業,并寫出相應的單詞,完成句子。
Let’s check部分也包括兩個活動,Listen and tick中學生會聽到四組對話,然后根據對話的內容判斷哪幅圖片是正確的。這個活動主要檢驗學生能否正確理解本單元的重點句式及對話。Look and match活動中呈現了六幅職業圖片,中間給出了六個介紹自己家人職業的句子。這檢驗了學生能否正確認讀、理解本單元的重點詞匯。
Let’s sing的歌詞內容為My family。呈現句式:What’s his job? He’s a driver. He is not a cook. 學生學唱歌曲的過程中會復習到本單元的重點詞匯及重點句式。
Story time部分Zip邀請動物朋友們到自己家里來。朋友們發現了他們墻上的照片,紛紛詢問他的家人及其家人的職業。在這個過程中,既復習展示了詢問家人職業的句子,又復習展示了職業類單詞。學生通過閱讀故事來整合本單元的重要知識。
?課時目標
1. 能夠聽懂、會說、認讀本單元重點單詞
2. 能夠聽懂故事,并表演
3. 能夠會唱歌曲My family
4. 能夠完成閱讀、判斷、匹配等活動,正確理解、認讀本單元重點句式
?課時重難點
1.重點:
能夠聽懂、會說、認讀本單元重點單詞
能夠完成閱讀、判斷、匹配等活動,正確理解、認讀本單元重點句式
2. 難點:
能夠聽懂故事,并正確表演
?教學準備
1. 多媒體課件、錄音機、磁帶
2. 單元重點詞匯圖片
?教學過程
?Step 1 Warm up
1. 播放歌曲:My family,學生先傾聽。
Teacher: Boys and girls, let’s listen to a song. Listen carefully, please.
2. 再次播放歌曲,學生跟唱。
Teacher:Listen to the song again, please sing with it.
3. 齊唱歌曲。
Teacher: Now let’s sing the song together.
設計意圖:以歌曲來熱身,可以使學生在韻律中集中自己的注意力,并激發學生的學習興趣。通過這首歌來復習本單元中學習過的重要知識,為下一環節的學習做好準備。
?Step 2 Lead in
1. 呈現家庭稱呼類單詞卡片,學生認讀單詞。
Teacher: Look at the cards. What’s this? Read it quickly, please.
設計意圖:幫助學生復習學習過的家庭稱呼類的單詞。
2. 呈現職業類單詞卡片,學生認讀單詞。
Teacher:Look at these cards. Can you read the words? Please say it as quickly as you can.
設計意圖:幫助學生復習學習過的職業類的詞匯。
3. 討論學生家人的職業。
Teacher:What’s your father’s job? What’s your mother’s job? What’s your aunt’s job? What’s your uncle’s job?
設計意圖:討論學生家人的職業,以幫助他們復習本單元的重點句式,并為下一環節的學習做準備。
?Step 3 Presentation
1. 提出問題,激起學生的閱讀興趣。然后播放故事視頻,學生認真觀察,并嘗試回答問題。
Teacher: I know the jobs of your family. Do you know the jobs of Zip’s family? What is Zip’s father’s job? Let’s watch and find.  
Teacher: What’s his job? Yes, he is a cook. Let’s watch again and find more.
2. 再次播放故事,學生認真觀察,之后和教師一起討論故事內容。
Teacher:Who comes to Zip’s home? Yes, the animals. They are Zip’s friends. What do they see on the wall? Yes, many photos. What can you see in the photos? Yes, we can see Zip’s family. Is Zip’s father a cook? Is his uncle a taxi driver? Is he strong? Is his grandpa a baseball player? Is Zip a baseball player? What is baseball? I can show you. (展示棒球圖片)This is baseball. Can you play baseball? Do you like to play baseball?
3. 再次播放故事,學生跟讀,提醒學生注意語音及語調。
Teacher: Watch the story again. This time please read with it. Pay attention to the pronunciation.
設計意圖:通過聽回答問題、讀后細致的交流,跟讀等活動,保證學生可以理解故事內容,并能正確朗讀故事內容。
?Step 4 Practice
1. 學生自由讀故事。
Teacher:Read the story freely, please. (教師巡視,幫助學生解決讀中的問題)
2. 小組合作,表演故事。
Teacher: Now, let’s act the story out. We’ll find the best group.
設計意圖:通過表演,使學生內化故事中的語言,提高自己的語言表達能力。
3. 出示Read and match中的短文,先指名讀,再齊讀。
Teacher: Please read it. Who wants to try?
Teacher: Let’s read it together.
Teacher: What’s the job of John’s mother? What’s his father’s job? What’s his uncle’s job? What’s his aunt’s job?
Teacher:Look at the pictures. Are they right? Please read and tick or cross.  
Teacher: Show your answer, please.
設計意圖:先讓學生自讀短文,然后通過提問幫助學生梳理短文中的重要信息,再完成題目。
4. 完成Look and write 先出示圖片,學生討論圖片上湯里的內容,然后再選擇正確的單詞進行填空活動。
Teacher: (展示活動中的圖片)He is a driver. What about her? Please write the words to fill in the blanks.
Teacher: Show me your answer. Read the sentences, please.
Teacher: Now write about your family.
Teacher: Show me your answer, please. Please read it.  
設計意圖:先引導學生觀察圖片中的內容, 然后再根據自己觀察到的圖片的內容來選擇正確的單詞進行填空,檢驗學生能否正確地理解句子、認讀單詞。最后讓學生選擇正確的單詞填寫句子來描述自己家人的職業,讓學生在使用中鞏固所學知識。
5. 完成Listen and tick. 先讓學生觀察圖片內容,再去聽音判斷正誤。
Teacher:(展示圖片)How many people are there in this family? How many in this family? What’s his job? What about him? What’s her job? What about her? What’s his job? What about the strong man?
Teacher: Now, please listen and tick. Choose the correct picture.  
Teacher: Show me your answer, please.
設計意圖:在完成聽力練習之前,先引導學生觀察圖片獲取信息,養成在做聽力習慣之前先獲取信息的習慣。
6. 完成 Look and match 的活動。先請學生認讀朗讀短文的內容,再去觀察圖片,進行匹配。
Teacher:Let’s look at this family. How many people are there in this family? What are their jobs? Read and find.
Teacher: Now, look and match.
Teacher: Show me your answer, please.
設計意圖:這個活動檢驗學生能否正確認讀句式,并正確理解重點詞匯和句式的意思。
?Step 5 Summary
播放歌曲My family. 學生齊唱。
Teacher:Let’s sing the song My family together.
設計意圖:以歌曲結束課程。讓學生通過歌曲來回憶本單元詞匯和重點句式, 達到總結的目的。
?課堂作業
一、看圖片寫單詞。




________    _______   _________      ___________    ___________
二、根據圖片提示選擇正確的單詞補全句子。
(    ) 1. There are three people in my family, my _______ and me.
        A. father           B. mother            C. parents


(    ) 2. The baby of my aunt is my _________.
        A. cousin          B. sister              C. brother

(    ) 3. My ________ is a teacher.
        A. father           B. aunt              C. brother

(    ) 4. --Is this your ________?
       -- Yes, it is.
        A. aunt             B. mother           C. brother

三、為下列句子選出正確的回答。
(    ) 1. How many people are there in your family?
        A. There are three people in my family.        B. She is my aunt.
(    ) 2. Is this your borther?
        A. No, it isn’t.                           B. No, he is a cook.
(    ) 3. What’s your aunt’s job?
        A. He’s a football player.                   B. She is a nurse.

答案:
一、driver, nurse, farmer, cook, doctor
二、1.C 2. A 3. B 4. C
三、1. A 2. A 3.B
?板書設計
Unit Six Meet my family
C. Story time
Welcome to my home.
Look at these photos.
What’s your father’s job?
He’s a cook.
Who’s that?
It’s me.
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