小学英语教案（人教版四上）第六单元

小学英语教案（人教版四上）第六单元

Unit Six Meet my family!‎ 单元整体分析 本单元是义务教育人教版（pep）小学英语教科书四年级上册第六单元。单元主题为Meet my family（认识我的家人）。主情景图中，孩子们在观看Sarah一家演出的《绿野仙踪》，不断谈论Sarah家人的身份和职业情况，揭示出了本单元的主题：了解他人或介绍自己的家庭情况。‎ A部分共三页，分三课时。第一课时为情景对话和练习部分。Let’s talk部分Amy和Chen Jie在谈论各自的家庭情况。引出询问家庭成员数量的主要句式：How many people are there in your family?以及回答：Three. My parents and me. My family has six people 在对话中还出现了parents, people, little, puppy等需要掌握或了解的词汇。Let’s count部分呈现了一幅图，用来练习句式：How many...? 第二课时为词汇学习课时，Let’s learn中介绍了家庭成员类词汇：parents, uncle, aunt, cousin, baby, brother。Let’s play以手指画的形式来介绍自己家人的外貌特征。第三课时为语音与字母学习课时，通过读一读，听一听，圈一圈；听一听、唱一唱；唱一唱，写一写三个活动，让学生复习区分字母a, e, i, o, u在开音节及闭音节里的发音。‎ B部分共四页，分两课时。第一课时呈现情景对话和练习。Let’s talk中Zhang Peng拿着家庭相册问Sarah的家人的情况，呈现询问亲属关系的句式：Is this your...? 以及询问他人职业的句式：What’s your aunt’s job? 及回答。Draw and say活动以画画介绍家人的方式来练习重点句式。第二课时中Chen Jie询问Sarah她家人的职业，引出职业类词汇：doctor, cook, driver, farmer, nurse. 之后通过一个Let’s play的演一演，猜职业游戏来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。‎ C部分中小动物们来到了Zip的家。Zip向朋友们介绍了自己的家人。通过这样一个故事来整合本单元的重点词汇与重点句式。‎ 单元教学目标 知识目标：‎ ‎1.词汇：学生能够听、说、认读单词：parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse ‎2.句型结构：能够听懂、会说、认读句型: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. 字母与语音：能够对比掌握字母a, e, i, o, u在单词中的长、短发音 能力目标 ‎1. 能够正确使用重点词汇来简单介绍家庭成员及其职业 ‎2. 能够在有意义的语境中抄写上述话题词汇 ‎3. 能够在真实或模拟的情景中运用句型How many people are there in your family? 询问并回答家中有几位家庭成员；能够在情景中恰当运用句型：My family has six people. That’s only five. ‎ 26‎ ‎4. 能够在情景中运用句型Is this your ...? Yes, it is. What your ...’s job? He’s / She’s a...来询问并回答某人与说话方的亲属关系及其职业情况 ‎ ‎5. 能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合a, e, i, o, u长、短音发音规则的单词。‎ 情感态度、学习策略、文化意识目标 ‎1. 能够体会并表达对家庭和生活的热爱之情 ‎2. 能够了解英语国家中家庭成员之间的称呼习俗 ‎3. 能够逐步做到见到符合a-e, i-e, o-e, u-e, -e发音规则的单词能够拼读，听到符合发音规则的单词能够拼写 教学重难点 教学重点 ‎1. 能够听、说、认读单词：parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse ‎2. 能够听懂、会说句型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. 能够正确使用重点词汇来简单介绍家庭成员及其职业 ‎4. 能够对比掌握字母a, e, i, o, u在单词中的长、短发音 教学难点 ‎1. 能够在真实或模拟的情景中运用句型What would you like ( for ...) ? I’d like ... 征求并表达用餐的意愿 ‎2. 能够认读并在情景中运用句型How many people are there in your family? 询问并回答家中有几位家庭成员；能够在情景中恰当运用句型：My family has six people. That’s only five. ‎ ‎3. 能够在有意义的语境中抄写话题词汇 ‎4. 能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合a, e, i, o, u长、短音发音规则的单词 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法 教学时间 本单元教学用时两周，建议使用六课时完成教学任务 第一课时：A. Let’s talk. Let’s count 第二课时：A. Let’s learn. Let’s play ‎ 第三课时：A. Let’s spell. ‎ 第四课时：B. Let’s talk. Draw and say 第五课时：B. Let’s learn. Let’s play 第六课时：B. Read and write. Let’s check. Let’s sing. C. Story time. ‎ 知识视窗 中西称呼上的差别 26‎ ‎ 称呼在人际交往中有重要的作用，如果称呼不当，会引起对方的反感，直接影响交往的效果。东方人和西方人在怎么称呼人上面有很大的不同。这是由于称呼是一种文化的产物，不单纯为语言现象，而是反映出了各民族或者社会的不同的文化观念、行为、风俗、制度和社会心理等负责的内容。那么，汉语和英语中的称呼到底有哪些不同呢？‎ 一、对家庭成员和亲属的称呼不同 ‎1、中国人在称呼家庭成员和亲属时，一般不叫名字，而是叫亲属关系，如：爷爷、二姑、三哥、四姨等。而在英语国家，尤其是美国，称呼家庭成员和亲属时，一般都叫名字。‎ ‎2、中国人的亲属的称呼特别多，而且会按照父亲或母亲、直系或旁系等进行划分。如父亲的父亲，我们称为爷爷，母亲的父亲我们则称为姥爷。父亲的哥哥，我们称为伯父，母亲的哥哥则被称为舅舅。而英语里则没有这么细致。和父母为一代人，男的统称uncle，女的统称aunt，和自己是一代人，又不是自己的亲生兄弟姐妹，则不分男女，统称cousin。当然，他们不会当面使用这样的称谓去称呼自己的亲戚，多叫名字。偶尔也会用称呼加上名字，如：Aunt Betty贝蒂姑姑，称呼后边多加人名。‎ ‎3、汉语中一般会以职务、职业来称呼他人，如李警察，王医生，张老师等，但英语中则很少用。所以在用英语称呼老师时，最好不要用：Teacher Wang这样的称呼，尽量用Mr. Wang 或者Ms. Wang。‎ 第一课时 课时内容 A. Let’s talk；Let’s count ‎ 课时分析 ‎ 在Let’s talk部分，Amy 边翻看家庭相册，边和Chen Jie讨论家庭情况。她问Chen Jie家里有几口人：How many people are there in your family? Chen Jie简洁地回答：Three. My parents and me. Amy则告诉Chen Jie, 她家有六口人，My family has six people. 结果Chen Jie数来数去是五个人。Amy告诉她还包括自己的小狗。在这个过程中，学生要理解并能够询问、表达自己的家庭成员人数。同时要帮助学生们理解，在西方国家，宠物的地位很重要，多数都被视为家庭成员。‎ Let’s count中提供了一幅图片，Zoom在问大家树上有多少个苹果。在教学中，可以利用这幅图练习How many句型，如提问有多少蚂蚁，有多少花朵等。要提醒学生注意how many后接的是可数名词的复数形式。‎ 本课的内容一需要复习数字，二需要复习家庭称呼。可以在学习对话之前帮助学生唤醒记忆，复习相关知识，以旧带新，顺利掌握知识。 ‎ 课时目标 ‎1. 能够听懂、会说句型：How many people are there in your family? My family has six people. That’s only five. ‎ ‎2. 能够听懂、会说以下词汇：people, but, little, puppy ‎3. 能够听懂、会读对话，并能分角色表演。‎ ‎4. 能够在真实或模拟的情景中正确使用句型How many people are there in 26‎ ‎ your family?询问并回答 家中有多少家庭成员 课时重难点 ‎1.重点 能够听懂、会说句型：What would you like ( for ...) ? I’d like some..., please.‎ 能够听懂并使用词汇：dinner, soup, vegetables, ready 能够听懂、会读对话，并能分角色表演 ‎2. 难点 能够在真实或模拟的情景中正确使用句型What would you like ? I’d like...来征求并表达用餐的意愿 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 家庭成员照片 教学过程 Step 1 Warm up ‎1.播放歌曲：Finger family. 学生先倾听，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. ‎ 设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛围。这首歌既可以帮助学生复习家庭称呼类词汇，又为下一环节的学习做好了铺垫。 ‎ Step 2 Lead in ‎1.谈论手指的数量以及歌曲中“家人”的数量，引出本课的重点句式，并帮助学生复习数字的知识。‎ 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. ‎ 设计意图：因为热身歌曲中使用了手指来表现家庭成员，因此使用How many fingers？来衔接歌曲的内容，并自然引出How 26‎ ‎ many?问句。学生理解了问句的意思之后，再根据歌曲的内容询问手指家庭的成员数量。使学生可以基本理解问句的意思，为对话的学习做好准备。‎ Step 3 Presentation ‎1. 提出问题，引起学生阅读兴趣，呈现对话内容。‎ 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. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。‎ 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. ‎ 设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。‎ ‎3.读文之后，谈论对话内容，帮助学生深入理解对话。‎ Teacher：There are three people in Chen Jie’s family. They her parents and her. Her parents mean her mother and father. （板书单词）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. （板书单词）Read it together, puppy. （展示小狗的图片）This is a little puppy. Is it cute? Do you like it?‎ 设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对话的主要内容。‎ Step 4 Practice ‎1. 再次播放课文录音。学生跟读课文。‎ Teacher: Boys and girls, let’s read the talk after the tape. Please listen carefully, read carefully.‎ ‎2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。‎ Teacher：Now please read the talk freely. If you have any questions, please show me your hand and ask me. ‎ ‎3. 学生分角色朗读课文。‎ Teacher: Now, who wants to be Amy? Who wants to be Chen Jie? Let’s read it in roles. ‎ ‎4. 请学生戴上头饰来扮演对话的角色，表演对话。‎ Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue.‎ 设计意图：通过以上四个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。‎ ‎5. 出示图片，请学生数一数。‎ 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. ‎ 26‎ 设计意图：先请学生认真观察图片，获取信息，然后请学生数一数，以替换词汇的方式练习重点句式。‎ ‎6. 小组活动：调查你同组同学的家人数量，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. ‎ 设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。‎ µ Step 5 Summary ‎1.介绍自己的家庭，请学生尝试介绍。‎ 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. ‎ 设计意图：通过教师的示范，请学生介绍自己的家庭，在介绍中重现本课的重点词汇与重点句式。‎ 课堂作业 一、看图标一标单词。‎ ‎1. dad 2. mum 3. sister 4. brother ‎ 二、判断下列句子与图片内容是（T）否（F）相符。‎ ‎( ) 1. My family has three people. ‎ ‎( ) 2. My family has six people. ‎ ‎( ) 3. My family has five people. ‎ 三、连词成句。‎ ‎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 ‎ 26‎ 三、1.How many people are there in your family? 2. My family has six people. 3. But that is only five. ‎ 板书设计 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. ‎ 第二课时 课时内容 A. Let’s learn; Let’s play ‎ 课时分析 ‎ 本课时为重点词汇学习课时，学生通过本课时的学习，掌握与本单元主题相关的单词，从而更好地使用重点句式围绕本单元主题进行交流。‎ Let’s learn部分Amy展示了自己家庭的相片，让大家认识她的家人。学生在认识她的家人的同时，掌握家庭称呼类的单词：parents, uncle, aunt, cousin, baby brother。其中parents在上一课时学生已经接触过，uncle, aunt尤其是cousin的称呼与汉语有很大的区别，aunt, uncle相对比较好理解和接受，比起汉语的称呼来更显得简单。可是cousin可能相对难理解一些，学生一般跟自己的cousin都叫哥哥弟弟或姐姐妹妹，可能跟brother, sister弄混，在学习过程中，要不断进行区分，让学生理解并掌握。 ‎ Let’s play中Zhang Peng在纸上画出自己的手掌，又在每个手指上画上人像，然后向大家介绍自己的家人。这样的介绍能够挑起学生的参与兴趣。又能综合介绍家人和描述人物外貌特征的知识，让学生在参与活动的过程中增强自己的口语表达能力。‎ 课时目标 ‎1. 能够听懂、会说、认读单词：parents, uncle, aunt, cousin, baby brother ‎2. 能够利用所学的知识介绍和描述自己的家人 课时重难点 ‎1.重点：‎ 能够听懂、会说、认读单词：parents, uncle, aunt, cousin, baby brother 能够利用所学的知识介绍和描述自己的家人 ‎2. 难点：‎ 能够综合使用所学的句式和词汇来介绍和描述自己的家人 教学准备 26‎ ‎1. 多媒体课件、录音机、磁带 ‎2. 家庭称呼类单词卡片 教学过程 Step 1 Warm up ‎1.呈现歌曲：I love you. 学生先认真倾听，再跟唱，再练习唱。‎ 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. ‎ 设计意图：以歌曲来吸引学生的注意力帮他们开启英语学习。同时，复习有关家庭家人和描述外貌的有关知识，为接下来的学习做好知识与心理的双重准备。 ‎ Step 2 Lead in ‎1. 展示自己家人的图片，介绍并描述自己的家人，引出本节课的相关内容。‎ 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. ‎ 设计意图：使用真实的照片引起学生的好奇心和兴趣。通过介绍教师的家人，让学生感受如何使用自己学习过的语言来描述自己的家人。为下一环节的学习做好准备。‎ Step 3 Presentation ‎1. 引起阅读兴趣，播放课文录音或视频。‎ Teacher：I have a happy family. What about Amy. How many people are there in her family? Let’s listen and find. ‎ 学生带问题认真倾听录音内容，然后尝试回答，引出新授单词。‎ 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.(板书单词) Boys read it please. Who is this girl? She is Amy’s cousin.（板书单词） 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.（板书单词）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. ‎ 设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。‎ ‎2. 再次播放课文内容，学生跟读。‎ Teacher：Listen to the tape again and read with it. ‎ 设计意图：跟读，以掌握正确的读音 26‎ Step 4 Practice ‎1. 出示Amy家人的图片，学生说出单词。‎ Teacher：I show you say. Who’s this? Say the word quickly. Who’s this? ‎ ‎2. 指向黑板上的单词，学生快速读出单词。‎ Teacher: I point you say. What’s this? What about this one? And this? ‎ ‎3. 出示家人称呼类单词卡片的背面，请学生猜单词。‎ Teacher：Look at my word cards. Read them, please. ‎ Teacher: Guess, what’s this? Is this uncle? Is it aunt? Please guess. ‎ 设计意图：这三个活动的目的都是为了让学生熟悉重点词汇的读音。第一个让学生能够理解单词的意思，并将字音与字义结合起来。第二个活动让学生将字形与字音结合起来。第三个活动让学生通过不断地猜测来不断重复重点单词，熟悉并掌握其读音。‎ ‎4. 乱序出示字母，请学生排列成单词并读一读。‎ 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. ‎ 设计意图：通过这个活动，让学生能够熟悉重点单词的拼写，帮助学生将字音与字形统一起来进行记忆。‎ ‎5. 选词填空。请学生读一读句子，选择正确的家庭称呼类单词来填空。‎ 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 _________. ‎ 设计意图：以选词填空的方式让学生理清家庭成员之间的关系。‎ ‎6. 完成Let’s play活动。‎ 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.‎ 设计意图：以这种形式来使学生综合学习过的语言来介绍自己的家人，提高 他们的口语表达能力。‎ Step 5 Summary ‎1. 呈现family，讲解它的含义，提醒学生要热爱自己的家，热爱自己的家人。‎ 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. ‎ 设计意图：通过family的含义，提示学生要爱家人，关心家人，体会家人对自己的爱。‎ 课堂作业 26‎ 一、选择正确的字母补全单词。‎ ‎( ) 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、读一读，使用正确的单词填空。‎ ‎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、读一读，为以下图片选择正确的句子。‎ ‎ （ ） （ ） （ ）‎ ‎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 板书设计 Unit Six Meet my family!‎ A. Let’s learn Meet my family!‎ parents ( mum dad ) uncle aunt brother sister cousin ‎ me ‎ ‎ 第三课时 课时内容 26‎ A. Let’s spell 课时分析 ‎ 本部分分为语音学习和单词书写两部分内容。通过读一读，听一听，圈一圈的活动，让学生区分元音字母a, e, i, o, u在开音节和闭音节里的不同发音。接下来学生会学习到一首韵句。韵句涉及到语音例词：we, like, cute, cat, he, cake, got, cup, milk, rose, on red, cut, give, me, it等，综合呈现了本学期学习过的五个元音字母的开音节发音与闭音节发音。教材提供的图片可以帮助学生理解韵句的内容。这首韵句涉及到的单词比较多，节奏感也相对有些难把握，所以要帮助学生通过多听多读进行体会，让学生在不断地诵读中回忆、感受、区分元音字母在不同音节里的发音。‎ 韵句之后的分组写单词活动需要学生按照例子找单词。表格中列出了十个单词，分别代表a, e, i, o, u五个字母在开音节或闭音节中的发音。学生需要在韵句中找到与其发音规则一致的单词，并抄写在相应的表格。这个活动可以帮助学生按照发音规则来拼读、拼写单词，使他们对于元音字母的发音有更清晰的认识。‎ 课时目标 ‎1. 能够感知并归纳字母a, e, i, o, u在开音节及闭音节中的发音规则 ‎2. 能够读出符合a, e, i, o, u发音规则的单词 ‎3. 能够根据单词的读音拼写出符合发音规则的单词 课时重难点 ‎1.重点：‎ 能够感知并归纳字母a, e, i, o, u在开音节及闭音节中的发音规则 能够读出符合a, e, i, o, u发音规则的单词 ‎2. 难点：‎ 能够根据单词的读音拼写出符合发音规则的单词 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 语音例词单词卡 教学过程 Step 1 Warm up ‎1. 头脑风暴，给出主题，出示首字母，请学生说出自己学过的单词。‎ 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. ‎ 设计意图：以头脑风暴的方式来帮助学生唤醒记忆，复习有关动物类的单词，引出即将在语音韵句中提到的cat。‎ Step 2 Lead in ‎1. 出示韵句中的猫，请学生讨论看到的内容。‎ 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?‎ 26‎ 设计意图：通过讨论所看到的图片的内容，让学生先预先熟悉韵句的内容，并回忆一些语音例词的读音。‎ Step 3 Presentation ‎1. 播放语音韵句。学生先认真倾听。然后再跟读。‎ 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. 学生自由说韵句，以自己的方式来打节奏。‎ Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. ‎ ‎3. 表演韵句。‎ Teacher：Now let’s act the chant together. ‎ 设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。‎ Step 4 Practice ‎1. Chant again. Group and write. 分类写语音例词。‎ 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. ‎ 设计意图：通过教师的引导与示范，帮助学生回忆并找到表格中各元音字母的发音规则，并根据发音规则找到符合发音规则的单词。通过拼写与拼读来进一步巩固字母的发音规则。‎ ‎2. 读一读，听一听，圈出听到的单词。播放录音，学生根据听到的内容圈出听到的单词。‎ 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. ‎ 设计意图：此活动让学生将单词的字音与字形结合起来，帮助学生区分元音字母在开音节与闭音节里发音方式的不同。‎ ‎3. 读一读，分一分。出示单词，让学生区分其属于开音节发音规则还是闭音节。‎ 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...‎ 26‎ He, she, red, me, let, ...‎ No, hot, nose, ox, ...‎ ‎...‎ 设计意图：通过这个活动，使学生可以按元音字母的发音规则将单词分类。同时，可以帮助学生大量地复习学习过的词汇。‎ ‎4. 匹配字母与发音。教师说出发音，学生说出字母。‎ Teacher: Let’s match. I say the sound, you say the letter, please. /i:/, /eɪ/, /əʊ/, /ju:/, /aɪ/, /ɒ/, ...‎ 设计意图：通过这个活动，让学生将字母与字母的发音匹配起来，帮助他们更好地记忆元音字母的发音规则。‎ Step 5 Summary 播放语音chant, 学生齐唱。‎ Teacher：Let’s chant together again. ‎ 设计意图：通过语音韵句，再一次帮助学生重温各元音字母的发音。‎ 课堂作业 一、听录音，圈出正确的单词。‎ ‎1. bed red 2. he she ‎3. name cake 4. nose note ‎5. use cute 6. like bike 二、选出与所给单词画线部分发音一致的单词。‎ ‎( ) 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、读一读，照样子写一写。‎ ‎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. ‎ 板书设计 Unit Six Meet my family A. Let’s spell face rice nose use me bag six dog mum leg 第四课时 26‎ 课时内容 B. Let’s talk; Draw and say 课时分析 ‎ 本课时在学习了家庭成员称呼之后，要学习使用一般疑问句来确定某人与说话方的亲属关系，并学会如何询问并回答家人的职业。‎ Let’s talk中，Zhang Peng拿着家庭相册问Sarah那是不是她的叔叔。Sarah给出肯定回答后，告诉他，自己叔叔是个足球运动员。接下来Zhang Peng又询问她阿姨的工作。接着他发现了一个小婴儿，以为是Sarah的小弟弟，结果居然是Sarah自己。在他们对话的过程中，我们学习到了以一般疑问句来确定他人亲属身份的句式：Is this your uncle? 以及询问亲属工作的句式：What’ your aunt’s job?以及回答。在对话过程中还会感受和接触到单词：job, football player, nurse。‎ Draw and say活动中，学生需要画出一些职业画像，然后和其他同学聊一聊，使用一般疑问句猜一猜这画的是谁，是做什么职业的。通过这个活动来练习本课时的重点句式。‎ 为顺利练习本课的重点句式，需要向学生介绍一些表示职业的词汇，不要求他们掌握，只要能够理解并在句式中使用就可以了。‎ 课时目标 ‎1. 能够听懂、会说句式：Is this your uncle? Yes, it is. What’s your aunt’s job? She’s a nurse. ‎ ‎2. 能够理解并能正确认读课文对话，发音准确，语调自然 ‎3. 能够在真实的语境中运用句型Is this your ... ? 来确定某人与对话者的亲属关系 ‎4. 能够在真实的语境中运用句型What’s your ...’s job? 来询问他人的职业并能够正确回答 课时重难点 ‎1.重点：‎ 能够听懂、会说句式：Is this your uncle? Yes, it is. What’s your aunt’s job? She’s a nurse. ‎ 能够理解并能正确认读课文对话，发音准确，语调自然 ‎2. 难点：‎ 能够在真实的语境中运用句型Is this your ... ? 来确定某人与对话者的亲属关系 能够在真实的语境中运用句型What’s your ...’s job? 来询问他人的职业并能够正确回答 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 职业类单词卡片 教学过程 26‎ Step 1 Warm up ‎1. 播放歌曲：I love you. 学生先跟唱，再齐唱。‎ 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. ‎ 设计意图：以歌曲来吸引学生的注意力，激发他们的英语学习兴趣。同时，复习有关家庭家人的知识，为接下来的学习做好准备。 ‎ Step 2 Lead in ‎1.出示家人图片，请学生猜猜与自己的亲属关系 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. ‎ 设计意图：学生通常对老师的私事很感兴趣。展示老师家人的图片，会引发他们的好奇心，激起他们的参与欲望。因为猜测这一活动是学生比较常做的，因此以这样的形式来引出本课的一个重点句式：询问某人是否为老师的某一个亲属，学生理解和接受得会比较容易。‎ ‎2. 介绍老师家人的职业，渗透一些职业类词汇。‎ 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. （展示工人的图片，让学生理解其意思）Do you want to know the jobs of my family? You can ask me. （板书句子：What’s your ...’s job?）Read the sentence after me, please. Now, you can ask me . (通过回答自己家人的职业，引出职业类词汇：doctor, football player, nurse, farmer, cook, driver, 板书单词，展示图片，以使学生理解这些职业的意思)‎ 设计意图：通过介绍自己家人的职业，引出职业名称，帮助学生理解其含义，并使其获取单词的读音。‎ Step 3 Presentation ‎1.提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，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. 提出问题，再读课文，分析课文内容，帮助学生理解对话的意思。‎ 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. ‎ 设计意图：通过提问让学生对对话内容产生阅读的兴趣。再通过提问，帮助学生理解对话的内容。‎ 26‎ Step 4 Practice ‎1. 播放课文内容，学生跟读，注意发音、语调。‎ Teacher：Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation.‎ ‎2.自由读对话内容，分角色表演课文。‎ Teacher：Read the talk freely. Then I will ask you to act it out. Let’s find the best pair. ‎ 设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。‎ ‎3. 展示职业类单词图片，请学生说出职业名称。‎ Teacher：Look at these cards, What is it? Say it quickly. Let’s find who is fast. ‎ 设计意图：通过快速认读职业，让学生能够理解并认读职业类单词。‎ ‎4. 利用抽到的家人和职业类图片进行对话。先抽出家人卡片，询问这是否是其家人，强制做到肯定回答。再抽出职业类卡片，询问职业。‎ Teacher：Let’s play a game. Choose the card and make a dialogue. ‎ Teacher: Who wants to play with me？ You，please. ‎ 与学生进行对话游戏：‎ Teacher：（选择一张家人类图片）Is this your cousin?‎ Student: Yes, it is. ‎ Teacher: What’s your cousin’s job?‎ Student: （抽取一张职业类的卡片）He is a doctor. ‎ ‎ Teacher：Who wants to play? Show me your dialogue, please. ‎ 设计意图：通过游戏和学生进行对话练习。抽取不同的词卡，学生就可以进行相应的替换练习。通过替换，明晰重点句型的结构，更好地掌握重点知识。‎ ‎5. 完成Draw and say活动。‎ 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. ‎ 设计意图：学生的美术技能并不相同，画像可能出现各种情况。因此，能够激发学生参与的兴趣。在练习过程中，进一步熟悉重点句式结构。‎ Step 5 Summary ‎1. 我来指你来说。教师指向黑板上的单词与句型，学生快速读出。‎ Teacher：Now, I point you say. Please say it quickly. What’ s this? Read it, please. ‎ 设计意图：通过这个活动，使学生总结再现重点词汇与句式。总结本课的重点内容。‎ 课堂作业 一、根据图片内容选出正确的单词，将序号填入括号内。‎ 26‎ ‎( ) 1. A. doctor B. teacher ‎ ‎( ) 2. A. father B. mother ‎( ) 3. A. nurse B. football player ‎ ‎( ) 4. A. teacher B. nurse ‎ 二、为下列问句选出正确的答句。‎ ‎( ) 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、连词成句。‎ ‎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. ‎ 板书设计 Unit Six Meet my family B. Let’s talk ‎ nurse football player Is this your uncle?‎ Yes, it is. / No, it isn’t. . ‎ 26‎ What’s your aunt’s job?‎ She is a nurse. ‎ 第五课时 课时内容 B. Let’s learn; Let’s do 课时分析 ‎ 本课时依照惯例为词汇学习课，学生通过学习本课中呈现的词汇，来更好地利用本单元的句式， 询问或表达家人的职业。‎ Let’s learn中，Chen Jie问Sarah的家人的职业，两个背后的呈现出了五种职业的图片：doctor, cook, driver, farmer, nurse。 五种职业是学生们日常比较常见的，理解起来比较容易。这几个词汇在上一课时已经有所接触。本课时主要帮助学生深入理解这几种职业的意思，帮助学生认读、拼写这些单词。‎ Let’s play活动中提供了一个角色扮演的游戏，让学生使用肢体语言来展示某种职业，其他同学使用句式：What’s his/ her job? He’s a ...进行对话，猜出所扮演的职业。‎ 词汇学习是句式学习的支撑，本课时的学习中要创设多种活动及情境，让学生在各种活动及情境交流中，反复操练、使用，达到完全掌握的目的。‎ 课时目标 ‎1. 能够听懂、会说、认读单词：doctor, cook, driver, farmer, nurse ‎2. 能够听懂、会说、认读句式：What’s your ...’s job? My ... is a ... ‎ ‎3. 能够正确地询问或回答家人的职业 课时重难点 ‎1.重点：‎ 能够听懂、会说、认读单: doctor, cook, driver, farmer, nurse 能够听懂、会说认读句式：hat’s your ...’s job? My ... is a ...‎ ‎2. 难点：‎ 能够正确地询问或回答家人的职业 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 职业单词图卡、学生准备家人照片 教学过程 Step 1 Warm up ‎1. 播放歌曲：Finger family. 学生先倾听，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?‎ 26‎ 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. ‎ 设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛围。这首歌既可以帮助学生复习家庭称呼类词汇，又为下一环节的学习做好了铺垫。 ‎ Step 2 Lead in ‎1. 请学生出示家人的照片，与其讨论有关家人的内容。‎ 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?‎ ‎....‎ 设计意图：学生刚跟老师在歌曲中复习了家庭称呼类的词汇，在这个活动中，与他们针对家庭称呼开始进行自由对话。讨论家人之间的关系以及家人的职业，为下一环节的学习做好准备。‎ Step 3 Presentation ‎1.观察教材图片，讨论所看到的内容。‎ 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. 播放课文录音，学生认真倾听，并尝试找出新单词的读音。讨论单词，帮助学生理解。‎ Teacher: What is his job? Yes, a driver.（板书单词） 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. (板书单词) He can cook yummy food. Do you want to be a cook? Let’s read it together. What’s this? He is a farmer.（板书单词） A farmer works on a farm. He plant vegetables and corn. Read it together, please. And this is a – Yes, doctor. （板书单词）This is a nurse. （板书单词）They can do many things for you. They are helpful. Read after me, they are helpful. ‎ ‎ 设计意图：通过讨论，让学生对于新授知识先有直观的认识，再通过认真倾听，获取新单词的语音。‎ ‎2. 再次播放课文录音，学生跟读。‎ Teacher：Listen to the tape again. Read after it. ‎ 设计意图：通过跟读获取新知识的准确读音。 ‎ Step 4 Practice ‎1. 游戏：我来指，你来说。老师指向黑板上的单词，请学生快速地读出单词。‎ 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. ‎ 26‎ 设计意图：此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。‎ ‎2. 出示单词图卡，请学生快速说出单词。‎ Teacher: Look at my cards. What is it? What is this? ‎ 设计意图：以此活动来帮助学生理解并说出本课重点单词。‎ ‎3. 乱序呈现组成单词的字母，请学生猜出单词并拼写。‎ 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? ‎ 设计意图：此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。‎ ‎4. 呈现不同职业的人物图片，请学生快速说出其职业。‎ 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. ‎ 设计意图：帮助学生将字义与字音统一起来，确保学生能够理解并说出单词。‎ ‎5.完成Let’s play活动，请学生表演某一种职业，让其他学生猜出职业名称。‎ 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. ‎ 设计意图：通过表演让学生猜测出职业，一方面能帮助学生更加理解职业的特征，另一方面使学生更加熟悉职业类单词的语音、语义。‎ ‎6. 小组活动，调查组内同学家人的职业。‎ 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. ‎ 设计意图：通过小组活动，让学生在进行调查时不断使用目标语言，达到熟练掌握的目的。‎ Step 5 Summary ‎1. 同时展示家人和职业类单词，请学生组成对话。‎ 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. ‎ 设计意图：通过这个游戏，使学生重温本课的重点单词与句式，起到总结、巩固的效果。‎ 课堂作业 一、根据图片提示，选择正确的字母补全单词。‎ ‎( ) 1. doct___ A. or B. ar C. ur ‎ ‎( ) 2. c___k A. ao B. oo C. eo 26‎ ‎( ) 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、选出下列各项中不是一类的单词，将其序号填入题前括号内。‎ ‎( ) 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、根据图片提示，选择正确的单词。‎ ‎( ) 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 ‎ 板书设计 Unit Six Meet my family B. Let’s learn ‎ driver nurse farmer cook doctor What’s his job?‎ He is a _______.‎ 26‎ What’s her job?‎ She is a _______. ‎ 第六课时 课时内容 B. Read and write; Let’s check; Let’s sing. C. Story time 课时分析 ‎ 本课时是在基本掌握本单元重点词汇和句型的基础上，进行的练习测试与故事阅读课。‎ Read and write部分包括两个活动，第一个活动为Read and tick or cross 学生要先读一读John介绍自己家人的短文，然后根据短文的内容来判断下面的四种职业与其家人是否相符。第二个活动为Look and write学生要看图写单词，完成句子。接下来介绍一下自己的家人的职业，并写出相应的单词，完成句子。‎ Let’s check部分也包括两个活动，Listen and tick中学生会听到四组对话，然后根据对话的内容判断哪幅图片是正确的。这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look and match活动中呈现了六幅职业图片，中间给出了六个介绍自己家人职业的句子。这检验了学生能否正确认读、理解本单元的重点词汇。‎ Let’s sing的歌词内容为My family。呈现句式：What’s his job? He’s a driver. He is not a cook. 学生学唱歌曲的过程中会复习到本单元的重点词汇及重点句式。‎ Story time部分Zip邀请动物朋友们到自己家里来。朋友们发现了他们墙上的照片，纷纷询问他的家人及其家人的职业。在这个过程中，既复习展示了询问家人职业的句子，又复习展示了职业类单词。学生通过阅读故事来整合本单元的重要知识。‎ 课时目标 ‎1. 能够听懂、会说、认读本单元重点单词 ‎2. 能够听懂故事，并表演 ‎3. 能够会唱歌曲My family ‎ ‎4. 能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句式 课时重难点 ‎1.重点：‎ 能够听懂、会说、认读本单元重点单词 能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句式 ‎2. 难点：‎ 能够听懂故事，并正确表演 教学准备 ‎1. 多媒体课件、录音机、磁带 26‎ ‎2. 单元重点词汇图片 教学过程 Step 1 Warm up ‎1. 播放歌曲：My family，学生先倾听。‎ Teacher: Boys and girls, let’s listen to a song. Listen carefully, please.‎ ‎2. 再次播放歌曲，学生跟唱。‎ Teacher：Listen to the song again, please sing with it. ‎ ‎3. 齐唱歌曲。‎ Teacher: Now let’s sing the song together. ‎ 设计意图：以歌曲来热身，可以使学生在韵律中集中自己的注意力，并激发学生的学习兴趣。通过这首歌来复习本单元中学习过的重要知识，为下一环节的学习做好准备。‎ Step 2 Lead in ‎1. 呈现家庭称呼类单词卡片，学生认读单词。‎ Teacher: Look at the cards. What’s this? Read it quickly, please. ‎ 设计意图：帮助学生复习学习过的家庭称呼类的单词。‎ ‎2. 呈现职业类单词卡片，学生认读单词。‎ Teacher：Look at these cards. Can you read the words? Please say it as quickly as you can. ‎ 设计意图：帮助学生复习学习过的职业类的词汇。‎ ‎3. 讨论学生家人的职业。‎ 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? ‎ 设计意图：讨论学生家人的职业，以帮助他们复习本单元的重点句式，并为下一环节的学习做准备。 ‎ Step 3 Presentation ‎1. 提出问题，激起学生的阅读兴趣。然后播放故事视频，学生认真观察，并尝试回答问题。‎ 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，学生认真观察，之后和教师一起讨论故事内容。‎ 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. （展示棒球图片）This is baseball. Can you play baseball? Do you like to play baseball? ‎ ‎3. 再次播放故事，学生跟读，提醒学生注意语音及语调。‎ Teacher: Watch the story again. This time please read with it. Pay attention to the pronunciation. ‎ 设计意图：通过听回答问题、读后细致的交流，跟读等活动，保证学生可以理解故事内容，并能正确朗读故事内容。‎ 26‎ Step 4 Practice ‎1. 学生自由读故事。‎ Teacher：Read the story freely, please. （教师巡视，帮助学生解决读中的问题）‎ ‎2. 小组合作，表演故事。‎ Teacher: Now, let’s act the story out. We’ll find the best group. ‎ 设计意图：通过表演，使学生内化故事中的语言，提高自己的语言表达能力。‎ ‎3. 出示Read and match中的短文，先指名读，再齐读。‎ 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. ‎ 设计意图：先让学生自读短文，然后通过提问帮助学生梳理短文中的重要信息，再完成题目。‎ ‎4. 完成Look and write 先出示图片，学生讨论图片上汤里的内容，然后再选择正确的单词进行填空活动。‎ Teacher: （展示活动中的图片）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. ‎ 设计意图：先引导学生观察图片中的内容， 然后再根据自己观察到的图片的内容来选择正确的单词进行填空，检验学生能否正确地理解句子、认读单词。最后让学生选择正确的单词填写句子来描述自己家人的职业，让学生在使用中巩固所学知识。‎ ‎5. 完成Listen and tick. 先让学生观察图片内容，再去听音判断正误。‎ Teacher：（展示图片）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. ‎ 设计意图：在完成听力练习之前，先引导学生观察图片获取信息，养成在做听力习惯之前先获取信息的习惯。‎ ‎6. 完成 Look and match 的活动。先请学生认读朗读短文的内容，再去观察图片，进行匹配。‎ 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. ‎ 设计意图：这个活动检验学生能否正确认读句式，并正确理解重点词汇和句式的意思。‎ Step 5 Summary 26‎ 播放歌曲My family. 学生齐唱。‎ Teacher：Let’s sing the song My family together. ‎ 设计意图：以歌曲结束课程。让学生通过歌曲来回忆本单元词汇和重点句式, 达到总结的目的。‎ l 课堂作业 一、看图片写单词。‎ ‎________ _______ _________ ___________ ___________‎ 二、根据图片提示选择正确的单词补全句子。‎ ‎( ) 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、为下列句子选出正确的回答。‎ ‎( ) 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 ‎ 板书设计 Unit Six Meet my family C. Story time Welcome to my home.‎ 26‎ Look at these photos. ‎ What’s your father’s job?‎ He’s a cook. ‎ Who’s that?‎ It’s me. ‎ 26‎