PEP四年级上册Unit 6Meet my family! 第4课时6页

ThefourthperiodPartBLet’stalk&Drawandsay内容分析本单元学习的主题是朋友之间如何互相了解对方的家庭情况。教学内容主要是通过谈论家庭成员及其职业来展开的。教学重点是能够理解并运用句型“—Isthisyour…?—Yes,itis./No,itisn’t./No,it’sme.”“—What’syour…’sjob?—He’s/She’sa/an…”。课时目标知识与能力1.能够在图片和教师的帮助下理解对话大意。2.能够用正确的语音、语调朗读对话，并能够分角色表演对话。3.能够在情景中运用句型“—Isthisyour…?—Yes,itis./No,itisn’t./No,it’sme.”“—What’syour…’sjob?—He’s/She’sa/an…”询问并回答某人与说话方的亲属关系及其职业情况。4.能够在语境中理解词汇“footballplayer,nurse”的意思，并能够正确发音。5.能够通过画一画、说一说，巩固B部分对话中所学的核心句型。过程与方法通过图片，帮助学生理解新词的含义，并引导学生通过听音和拆音的方法学习新词的读音，为对话学习扫清障碍。通过对本单元主情景图的学习，设置特定的语言环境，进一步感知核心句型。通过呈现单元主情景图，创编对话并操练重点句型，帮助学生在真实情境中运用核心句型，进而突破本课的重难点。情感态度价值观通过游戏的方式，增加学生对学习的兴趣，提高学生英语口语表达水平。教学重难点教学重点1.能够在图片和教师的帮助下理解对话大意；能够用正确的语音、语调朗读对话，并分角色表演。2.能够理解并运用句型“—Isthisyour…?—Yes,itis./No,itisn’t./No,it’sme.”“—What’syour…’sjob?—He’s/She’sa/an…”。教学难点能够在真实情景中灵活运用核心句型。教学准备教学课件、课文视频、家庭称呼类和职业类单词卡片等。教学媒体选择多媒体，录音。教学活动,1.角色扮演；2.游戏；3.观看动画。教学过程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Showthechant—let’sspell.Askstudentstoreadthechantcarefullyandthenchantittogether.（课件出示P60Listenandchant内容）3.Lead-in.Showtheoutlinepictureoftheteacher’sfamilyphotoonthePPT.（课件出示:教师全家福的轮廓图）Askstudentstoguesstherelationshipbetweenthepersoninthepictureandtheteacher.T:Thisismyfamilyphoto.Guess!Who’sshe/he?Youcanasklikethis:Isthisyour…?Remindstudentstouserisingtonesingeneralquestions.Ss:Isthisyourcousin/aunt/…?T:Yes,itis./No,itisn’t./No,it’sme.Writedownthesentencestructures“—Isthisyour…?—Yes,itis./No,itisn’t./No,it’sme.”ontheblackboard.Step2:Presentation1.Teachthenewvocabularyandsentencestructures.(1)Afterguessingsomecharacters,thepictureoftheteacher’sfamilymembersisclearlypresented.Theteacherpointstoherself/himselfandsays,“I’mateacher.”Thenpointtoher/hisauntinthepicture.T:Thisismyaunt.She’sanurse.Showapictureoftheteacher’sauntinanurse’suniform.Helpstudentsunderstandwhat“nurse”means.Teachtheword“nurse”,n/n/-ur/ɜː/-se/s/,nurse/nɜːs/.(课件出示:nurse的相关内容)Askstudentstoreadaftertheteacherandpayattentiontothesoundof“ur”.Itsounds/ɜː/here.T:What’smyaunt’sjob?She’sa/an…Askstudentstoguessthemeaningofthisquestionandtheword“job”accordingtothecontext.Ss:She’sanurse.Writedownthesentence“What’syouraunt’sjob?”ontheblackboardandgetstudentstoreadaftertheteacher.T:au/ɑː/-n/n/-t/t/,aunt/ɑːnt/,t’s/ts/,aunt’s/ɑːnts/.“t’s”sounds/ts/here.T:j/dʒ/-o/ɒ/-b/b/,job/dʒɒb/.,T:Nowyoucanaskmeaboutmyotherfamilymemberswiththesentencestructure.Ss:What’syour…’sjob?T:He’s/She’sa/an…(doctor,footballplayer,nurse,farmer,cook,driver…)Showthepicturesofthejobsabovetohelpstudentsunderstand.Writedownthesentencestructure“He’s/She’sa/an…”ontheblackboard.(2)Writedownthephrase“footballplayer”andthesentence“He’safootballplayer.”ontheblackboard.Helpstudentsunderstandthemeaningof“football”throughpicturesofafoot,aballandafootballonthePPT.（出示课件）Showthecardsof“father”“teacher”“sister”andsoon.Letstudentslistentothepronunciationofthesewordstoknowthesoundof“-er”whenitappearsattheendofawordandspelltheword“player”.Teachtheword“player”.Askstudentstoreadaftertherecording.（课件出示:player的相关内容）2.Talkaboutthepictureofthemainscene.PresentthepictureofthemainsceneonthePPT.（课件出示:教材Unit6主情景图）T:ThisisSarah’sfamily.Theyareputtingonaplay.Doyouknowitsname?StudentsmayanswerinChinese.T:HowmanypeoplearethereinSarah’sfamily?Ss:Nine.Wow!Pointtooneactorinthepictureandask,“IsthisSarah’suncle?”Ss:Yes,itis./No,itisn’t.T:What’shisjob?Leadstudentstofindrelevantperson.Askstudentstodescribehisjobthroughthedialogueinthepicture.Ss:He’safootballplayer.ContinuetotalkaboutSarah’saunt’sandfather’sjobs.PlaythecartoonofthemainsceneonthePPT.(课件出示:教材Unit6主情景图的视频)Askstudentstoreadafterit.3.Let’stalk.(1)Showthepicturesofthethreecharactersin“Let’stalk”onthePPT.（课件出示:教材P61Let’stalk板块中Sarah的叔叔和婶婶的照片以及Sarah小时候的照片）AskstudentstoguesswhothesepeoplerelatedtoSarahareandpredictthemainideaofthedialogue.T:IsthisyourSarah’s…?Ss:…Writedownthewordsontheblackboardaccordingtostudents’guessing.T:WhatareSarahandZhangPengtalkingabout?Ss:TheyaretalkingaboutSarah’sfamilymembersandtheirjobs.(2)Playthecartoonandaskthequestions.,Questions:Who’sthisman/woman?What’shis/herjob?IsthelittlebabySarah’sbabybrother?①Playthecartoonof“Let’stalk”onthePPTandletstudentspayattentiontothepronunciationandtheintonation.(课件出示:教材P61Let’stalk板块的视频)Askstudentstowatchthecartoonwiththequestions.Underlinetheanswersinthebook.②Answerthequestions.T:Who’sthisman?Ss:It’sSarah’suncle.T:What’shisjob?Ss:He’safootballplayer.T:Who’sthiswoman?Ss:It’sSarah’saunt.T:What’sherjob?Ss:She’sanurse.③Playthecartoonagain.（Pauseatthelastpicture.）(出示课件)T:Who’sthebaby?IsthelittlebabySarah’sbabybrother?Ss:No.It’sSarah.Sarahsays,“It’sme!”(3)Readaftertherecording.Playtherecordingof“Let’stalk”onthePPT.（出示课件）Askstudentstoreadafterit.Thenletthemreadinpairs.(4)Actoutthedialogue.Askstudentstoreadthedialoguefreelyandactoutinroles.Selectfourpairstoactoutinclass.Step3:Practice1.Makeadialogue.PresentthepictureofthemainsceneofthisunitonceagainonthePPT.(课件出示:教材Unit6主情景图)Askstudentstoselectapersoninthepictureandmakeadialogue.Thenletthempracticeinpairs.Makeanexample:A:IsthisSarah’smother?B:Yes,itis./No,itisn’t.She’s…A:What’sSarah’smother’sjob?B:She’sa/an…2.Drawandsay.(1)Letstudentslookatthefourstickfiguresin“Drawandsay”.（课件出示:教材P61Drawandsay板块的四幅简笔画）Askthemtodescribethejobsofthecharacters.(2)Asktwostudentstoreadthedialogueofthispart.Remindthemtouserisingtonesingeneralquestions.,(3)Askstudentstodrawpicturesoftheirfamilymembers.Thenleadthemtointroducetheirfamilymembersandthejobsoftheirfamilymemberswiththekeysentences.(4)Leadstudentstoaskandanswerinpairswiththefollowingsentencestructures.Step4:Consolidation&Extension1.Playagame—“Q&A”.Asktwostudentstomakeamodel.First,usetheready-madematerialsintheclassroomtomaketheframeofthemagicmirror,suchasawoodenruler,broom,etc.ThenaskstudentAtowearamaskwithreflectiveeffectandstandbehindthemirrorinafixedposition.B:(Standinfrontofthemirrorandask.)Mirror,mirroronthewall!IsthisB?A(“Magicmirror”):Yes,itis.B:What’shis/herjob?A(“Magicmirror”):He’s/She’sa/an…Thenletbothofthemmaketherepresentativeactionofthisjobatthesametime.Getstudentstopracticeinpairs，thenshowinclass.2.Let’ssing—Myfamily.PlaythesongMyfamily.（课件出示:教材P64Let’ssing板块的歌曲）Askstudentstolistencarefullyandsingtogether.3.Makeasummary.Pointtothevocabularyandthesentencestructuresontheblackboard,askstudentstoreviewthemquickly.,板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.本课在A部分的基础上学习重点句型“—Isthisyour…?—Yes,itis./No,itisn’t./No,it’sme.”“—What’syour…’sjob?—He’s/She’sa/an…”，教学内容贴近学生生活，因此学生们对话题较熟悉，这有助于他们更好地掌握知识。2.通过对本单元主情景图的教学，让学生在情景中初步感知重点词汇和句型，让英语课堂生动起来。3.在实践中注意分层教学，因材施教，用最有效的方式激发学生主动参与的兴趣，培养其独立思考和合作探究的创新精神。4.教学层次分明，引导适当，体现了学生在学习中的主体地位，顺利完成了教学目标。5.板书设计清晰明了，重点突出，起到了很好的辅助作用。