PEP四年级上册Unit 6Meet my family! 第5课时5页

ThefifthperiodPartBLet’slearn&Let’splay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。教学重点是能够听、说、认读并正确运用单词“doctor,cook,driver,farmer,nurse”。能够灵活运用句型“—What’shis/herjob?—He’s/She’sa/an…”。课时目标知识与能力1.能够听、说、认读五个有关职业的单词“doctor,cook,driver,farmer,nurse”2.能够在语境中正确运用这五个单词3.能够在真实语境中理解句子“They’rehelpful!”的意义，引导学生树立职业平等的观念。4.能够在活动中模仿这五个职业的标志性动作，并用所学句型“—What’shis/herjob?—He’s/She’sa/an…”正确询问并回答所模拟的职业。过程与方法通过观察并讨论图片，让学生先对新授知识有直观的认识，再通过认真倾听获取信息，对新单词的词义和读音有更深的认识，最后通过对driver和farmer的比较，归纳并掌握更多的符合这种构词规则的职业类名词。以图片及音频相结合的方式呈现新单词，让学生从多角度感知新的教学内容。通过做与职业相关的动作，听与职业相关的声音，降低学习的难度，加深对新词的理解。通过拼读教学法与跟读获取新单词的准确读音，使学生在模仿中加深对新词的理解和记忆。情感态度价值观提高口语表达能力，树立学生学习的自信心。教学重难点教学重点1.能够听、说、认读并正确运用单词“doctor,cook,driver,farmer,nurse”。2.能够灵活运用句型“—What’shis/herjob?—He’s/She’sa/an…”。教学难点能够正确询问并回答家人的职业。教学准备教学课件、课文视频、录音、学生准备的家人照片、家庭称呼类单词、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&Lead-in1.Greetings.2.Freetalkandlead-in.Askstudentstotakeoutphotosoftheirfamilyandintroducetheirfamilymemberstoeachotherinthegroups.Thenaskfourstudentstoshowinclass.Selectthebestperformer.Makeamodel:Hi!Meetmyfamily!Thisismyfather.Thisismymother.Thisismysister.Thisismybrother.Step2:Presentation1.Teachthewords“nurse,doctor”.PresentSarah’saunt’sphotoonthePPTandaskthequestion.T:What’sSarah’saunt’sjob?Ss:She’sanurse.T:Yes,she’sanurseandsheworksinahospital.Presenttheword“nurse”onthePPTandteachit.(课件出示:nurse的相关内容)T:n/n/-ur/ɜː/-se/s/,nurse/nɜːs/.Presentapictureofthehospitaltohelpstudentsunderstandthemeaningof“hospital”.（课件出示:医院的图片）T:Myauntworksinahospital,too.Butsheisnotanurse.(课件出示:一位女医生的图片)She’sa…Presenttheword“doctor”onthePPTandteachit.(课件出示:doctor的相关内容)T:d/d/-o/ɒ/-c/k/-t/t/-or/ə(r)/,doctor/ˈdɒktə(r)/.Writedownthewords“nurse,doctor”ontheblackboard.Playtherecordingofthetwowords.(出示课件)Letstudentsreadthemaftertherecording.Askstudentstoreadthewordsingroupswithactions.Forexample:nurse(Dotheactionofholdinganinjector.)doctor(Dotheactionofholdingastethoscope.),2.Teachthewords“driver,farmer”.Askthequestion:What’sSarah’suncle’sjob?Ss:He’safootballplayer.T:Great!Myuncleisnotafootballplayer.Hedrivesataxi.Heisveryhelpful.What’shisjob?Leadstudentstoguesstheword“driver”withthehelpofteacher’sbodymovement.SomestudentsmayspeakinChinese.Writedowntheword“driver”ontheblackboardandteachit.（课件出示:driver的相关内容）T:dr/dr/-i/aɪ/-v/v/-er/ə(r)/,driver/ˈdraɪvə(r)/.Letstudentsreadaftertherecordingandreaditonebyoneorinarow.(出示课件)PresentapictureofafarmeronthePPT.（课件出示:一位农民的图片）T:Sarah’sgrandpaisverystrong.Heworksonafarm.What’shisjob?Leadstudentstoguesstheword“farmer”.SomestudentsmayspeakinChinese.Writedowntheword“farmer”ontheblackboardandteachit.（课件出示:farmer的相关内容）T:f/f/-ar/ɑː/-m/m/-er/ə(r)/,farmer//.Letstudentsreadaftertherecordingandreaditonebyoneorinarow.（出示课件）Presentsomeoccupationalnounssimilarto“driver,farmer”.Getstudentstotrytoreadandfindoutwhatthewordshaveincommon.3.Teachtheword“cook”.PresentapictureofacookonthePPT.（课件出示:一位厨师的图片）T:Lookattheman.Helookslikeafarmer.Butheisnotafarmer.Listen.What’shisjob?(课件出示:菜入油锅和炒菜的声音)Leadstudentstoguesstheword“cook”.SomestudentsmayspeakinChinese.Writedowntheword“cook”ontheblackboardandteachit.（课件出示:cook的相关内容）T:c/k/-oo/ʊ/-k/k/,cook/kʊk/.Letstudentsreadaftertherecording.（出示课件）Asksomestudentstoreadaloud.T:Thenurseandthedoctorcanprotectourhealth.Thedrivercandrive.Theycandomanythingsforus.Theyarehelpful!Writedownthesentence“Theyarehelpful!”ontheblackboardandteachtheword“helpful”.（课件出示:helpful的相关内容）T:help/help/-ful/ful/,helpful/helpful/.Askstudentstoreadthesentence.4.Watchthecartoonandread.,Playthecartoonof“Let’slearn”.（课件出示:教材P62Let’slearn板块的视频）Letstudentsreadaftertherecording.Remindthemtopayattentiontothepronunciationandtheintonation.Askstudentstolistenagainandpointoutthewordstheyhearastheyreadthem.5.Actoutthedialogue.Showthepictureof“Let’slearn”.(课件出示:教材P62Let’slearn板块的图片)TakeouttheheaddressesofChenJieandSarah.Letstudentsactoutthedialogueinpairs.ChenJie:What’syour…’sjob?Sarah:My…isa/an…Step3:Practice1.Playagame—“Ipoint,yousay.”Pointtothewordsontheblackboardquickly.Letstudentsreadthemloudly.2.Playagame—“What’smissing?”Showallthewordcardsofjobstostudents.Askstudentstoclosetheireyes，andtakeoutonecardfromthewordcards.Thenletstudentsopentheireyes.Showthemthewordcardsagain.T:What’smissing？Letstudentssaythemissingwordquickly.Rewardthestudentwhoguessesquicklyandcorrectly.3.Playagame—“Stand,stand,stand!”Choosefivestudentstogotothefrontoftheclassroom.Leteachstudentsquatdownwithawordcard.Thenleadstudentstoplaythegame.（游戏说明:座位上的一位学生说出句子“I’ma/an…”。蹲在前面的五个人中，拿着相应图卡的学生马上站起来，举起图卡并将该单词大声读三遍。如果没有及时站起来，或者站起来的不是持有正确单词图卡的学生，则出局，再寻找其他的学生替换。）4.Askandanswer.Showsomewordcardsoffamilymembersandjobs.Takeoutacardrandomlyandaskstudentstopractice.T:IfIshowyouthewordcards“mother”and“nurse”,boysmustask,“What’syourmother’sjob?”Thengirlsanswer,“Sheisanurse.”Step4:Consolidation&Extension1.Let’splay.（1）Presentthefivepicturesof“Let’splay”onthePPT.(课件出示:教材P62Let’splay板块的图片)Askstudentstosayoutthewordsofjobsinthepicturesinturn，anddoactionstoactoutthejobs.（2）Aboydoestheactionandotherboysask,“What’shisjob?”Girlsguessthejobwiththesentencestructure“He’sa/an…”Thenexchange.,2.Makeasurveyingroups.Letstudentsaskthejobsoffamilymembersinthegroupswiththesentencestructure“What’syour…’sjob?”andmakeasurveyaccordingtothechart.（活动说明:如果出现了不会的职业类名词，学生可以先用中文代替。教师在巡视过程中给以帮助和补充。）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.本课主要是学习五个表示职业的单词和询问某人职业的句型及其回答。教学新课前，用歌曲和对话的方式帮助学生复习了上节课所学的知识，为后面的授课做了铺垫。2.结合课件和师生互动，复习旧知并导入新课，将新授单词融入到句型教学中，利用图片引入单词，灵活操练，并在学习新词的基础上进行句型操练。3.通过“Ipoint,yousay.”“What’smissing?”“Stand,stand,stand!”这三个游戏，将单词的拼写、读音和词义进行匹配操练。通过“看单词创编对话”的活动将单词和核心句型穿插融合，灵活操练。一系列活动过程由易到难，趣味性强。4.运用TPR活动完成Let’splay的教学，加强了学生对新知识的掌握。在小组中完成调查表格，进一步加深了学生对单词和句型的理解与运用。