四年級英語上冊 Unit 6 Meet my family教案 人教PEP版.doc

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Unit Six Meet my family! 單元整體分析 本單元是義務教育人教版（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(yè)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(shù)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(xiàn)了parents, people, little, puppy等需要掌握或了解的詞匯。Let’s count部分呈現(xiàn)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(qū)分字母a, e, i, o, u在開音節(jié)及閉音節(jié)里的發(fā)音。 B部分共四頁，分兩課時。第一課時呈現(xiàn)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(xiàn)詢問親屬關系的句式：Is this your...? 以及詢問他人職業(yè)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(yè)，引出職業(yè)類詞匯：doctor, cook, driver, farmer, nurse. 之后通過一個Let’s play的演一演，猜職業(yè)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(fā)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(yè) 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(yè)情況 5. 能夠根據(jù)發(fā)音規(guī)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(fā)音規(guī)則的單詞。 情感態(tài)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(fā)音規(guī)則的單詞能夠拼讀，聽到符合發(fā)音規(guī)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(yè) 4. 能夠對比掌握字母a, e, i, o, u在單詞中的長、短發(fā)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(jù)發(fā)音規(guī)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(fā)音規(guī)則的單詞 教學方法 情景創(chuàng)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：B. Read and write. Let’s check. Let’s sing. C. Story time. 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(chǎn)物，不單純?yōu)檎Z言現(xiàn)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(tǒng)稱uncle，女的統(tǒng)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(tǒng)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(yè)來稱呼他人，如李警察，王醫(yī)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。 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(shù)來數(shù)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(shù)。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(shù)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(shù)名詞的復數(shù)形式。 本課的內容一需要復習數(shù)字，二需要復習家庭稱呼?？梢栽趯W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(huán)節(jié)的學習做好了鋪墊。 Step 2 Lead in 1.談論手指的數(shù)量以及歌曲中“家人”的數(shù)量，引出本課的重點句式，并幫助學生復習數(shù)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(xiàn)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(jù)歌曲的內容詢問手指家庭的成員數(shù)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(xiàn)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(shù)一數(shù)。 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(shù)一數(shù)，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(shù)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(xiàn)本課的重點詞匯與重點句式。 課堂作業(yè) 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. 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(jīng)接觸過，uncle, aunt尤其是cousin的稱呼與漢語有很大的區(qū)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?？墒莄ousin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(qū)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(xiàn)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(jié)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(huán)節(jié)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(yǎng)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(tǒng)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(xiàn)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(yè) 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 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(qū)分元音字母a, e, i, o, u在開音節(jié)和閉音節(jié)里的不同發(fā)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(xiàn)了本學期學習過的五個元音字母的開音節(jié)發(fā)音與閉音節(jié)發(fā)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(jié)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(qū)分元音字母在不同音節(jié)里的發(fā)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(jié)或閉音節(jié)中的發(fā)音。學生需要在韻句中找到與其發(fā)音規(guī)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(fā)音規(guī)則來拼讀、拼寫單詞，使他們對于元音字母的發(fā)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(jié)及閉音節(jié)中的發(fā)音規(guī)則 2. 能夠讀出符合a, e, i, o, u發(fā)音規(guī)則的單詞 3. 能夠根據(jù)單詞的讀音拼寫出符合發(fā)音規(guī)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(jié)及閉音節(jié)中的發(fā)音規(guī)則 能夠讀出符合a, e, i, o, u發(fā)音規(guī)則的單詞 2. 難點： 能夠根據(jù)單詞的讀音拼寫出符合發(fā)音規(guī)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(jié)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(fā)音規(guī)則，并根據(jù)發(fā)音規(guī)則找到符合發(fā)音規(guī)則的單詞。通過拼寫與拼讀來進一步鞏固字母的發(fā)音規(guī)則。 2. 讀一讀，聽一聽，圈出聽到的單詞。播放錄音，學生根據(jù)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(qū)分元音字母在開音節(jié)與閉音節(jié)里發(fā)音方式的不同。 3. 讀一讀，分一分。出示單詞，讓學生區(qū)分其屬于開音節(jié)發(fā)音規(guī)則還是閉音節(jié)。 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(fā)音規(guī)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(fā)音。教師說出發(fā)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(fā)音匹配起來，幫助他們更好地記憶元音字母的發(fā)音規(guī)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(fā)音。 課堂作業(yè) 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(fā)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 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(yè)。 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(fā)現(xiàn)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(yè)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(yè)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(yè)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(fā)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(yè)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(fā)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