PEP四年级上册Unit 6Meet my family! 第6课时6页

ThesixthperiodPartBReadandwrite&Let’scheck&Let’ssing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、认读本单元的核心词汇和句型，完成相关练习题，巩固本单元所学的知识点。课时目标知识与能力1.能够在图片的帮助下读懂小文段，并对照文后小图所提示的职业，判断文后四个问题的正误。2.能够在图片的帮助下，仿照示范例句，在四线三格中填充所缺少的单词。3.能够根据实际情况画简图，呈现家庭成员或朋友的外貌特征及职业，并仿照示范例句填充句子。4.能够了解歌词意义并能够清晰准确地歌唱。过程与方法首先通过歌曲，激发学生学习的兴趣。再借助单词卡片，帮助学生复习学过的家庭称呼类和职业类的词汇。讨论学生家人的职业，以帮助他们复习本单元的重点句型，并为下一环节的学习做准备。引导学生观察图片，复习并熟练运用核心句型。让学生根据自己观察到的图片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。最后在个性化书写中，让学生发散思维，正确运用并书写核心句型，让学生在使用中巩固所学知识。情感态度价值观培养学生养成总结归纳知识点的学习习惯。教学重难点教学重点能够综合运用本单元的核心词汇和句型并按要求完成练习。教学难点总结并复习本单元所学的主要知识，提高学生总结知识的能力。教学准备教学课件、课文视频、录音等。教学媒体选择多媒体，录音。教学活动游戏；抢答,教学过程Step1:Warm-up&Revision1.Enjoyasong—Myfamily.Playthesongtwice.(课件出示:教材P64Let’ssing板块的歌曲视频)Askstudentstolistentoitandthensingafterit.Atlast，letstudentssingthesongtogether.2.Revision.Takeoutthewordcardstheyhavelearntinthisunit.Showstudentsthewordcardsonebyone.Letstudentssaythemasquicklyastheycan.Thenaskstudentstotalkabouttheirfamilymembersandthejobsoftheirfamilymemberswiththewordcards.T:What’syour…’sjob?Ss:He’s/She’sa/an…Step2:Presentation1.Pre-reading.（1）Showthepictureof“Readandwrite”onthePPT.(出示课件)Talkaboutitwithstudents.T:Lookatthepicture.It’sapictureofJohn’sfamily.Howmanypeoplearethereinthepicture?Ss:Five.T:Lookatthiswoman.Canyousaysomething?(Pointtothewomanontherightinthepicture.)Leadstudentstodescribeherwiththesentence“She’sfriendly.”andguessherjobwiththesentencestructure“She’sa/an…”(2)Pointtothetallermaninthepicture.T:Lookatthisman.Canyousaysomething?Leadstudentstodescribehimwiththesentence“He’sstrong.”andguesshisjobwiththesentencestructure“He’sa/an…”(3)Drawabasketballontheblackboard.Showapictureofabasketballplayer.(课件出示:一名篮球运动员的图片)Leadstudentstosay“basketballplayer”accordingtothe“footballplayer”.Writedownthephrase“basketballplayer”ontheblackboard,andgetstudentstoreadaftertheteacher.（4）Pointtoanothermaninthepicture.Askstudentstodescribehisappearanceandguesshisjobwiththepicturesofacook’shatandaspatulaonthePPT.(出示课件)Ss:He’sacook.T:Yes.Hecancooksomanykindsoffood.Heisveryhelpful.,(5)PointtothelittleboyJohn.T:Look,thisisJohn.Canyousaysomethingabouthim?Ss:He’sfriendly.T:Yes.Heisveryfriendly.What’shisjob?Isheabasketballplayer,tooSs:…(Studentsguess.)PresentaschoolbagonthePPTandleadstudentstoanswer“No.”(出示课件)T:Helikesbasketball.Butheisn’tabasketballplayer.Heisastudent.Hehasnojob.Writedownthephrase“nojob”ontheblackboardandteachit.2.While-reading.Readandtickorcross.(1)Showthepassageof“Readandwrite”.(课件出示:教材P63Readandwrite板块的短文内容)Askstudentstopredictthemainideaofthepassage.(2)Lookatthefamilyphotointhebook.Leadstudentstofindthekeyvocabulary“mother,teacher,father,basketballplayer,uncle,cook,aunt,nurse”inthepassage.(3)Askstudentstoobservethepicturesinthequestionscarefullyinthebook.Leadstudentstofindthekeyinformationofthequestions.Thenletstudentsreadthepassageandfinishthetaskof“Readandtickorcross”.Checktheanswerstogether.Answers:×××√(4)Askthequestion“What’shis/herjob?”aboutthecharactersinthepictures.Askstudentstofindoutandstatethecharacter’sjobsaccordingtothepassage.(5)Be“Areadingstar”.Playtherecordingofthepassage.(课件出示:教材P63Readandtickorcross部分的音频)Askstudentstoreadafteritandimitatewiththecorrectpronunciationandintonation.Letstudentsreadtogether,thenreadthepassagefreelyingroups.Selectonestudentfromeachgroupforthereadingcontest.Thebestreaderwillbenamedas“Areadingstar”.3.Post-reading.Lookandwrite.(1)Showthepictureofthedriverin“Lookandwrite”.(出示课件)T:What’shisjob?T:Thisisaman.Sowesay“Heisa…”Ss:Heisadriver.Thenshowthepictureofthedoctorin“Lookandwrite”.(出示课件)T:What’sthisman’sjob?Ss:He’sadoctor.Writedownthesentencestructures“—What’shisjob?—He’sa/an…”ontheblackboard.,Remindstudentstousecapitallettersatthebeginningofsentences.Andaskstudentstofillintheblanksinthebookasrequired.(2)Showthepictureofthenursein“Lookandwrite”.(出示课件)T:Thisisawoman.Sowesay“Sheisa/an…”Ss:Sheisanurse.Thenshowthepictureofthefarmerin“Lookandwrite”.(出示课件)T:What’sthiswoman’sjob?Ss:She’safarmer.Askstudentstofillintheblanksinthebook.(3)Askstudentstodrawastickfigureofafamilymemberandfinishtheimitativewritingactivityinthebookindependently.Step3:Practice1.Listenandtick.Letstudentslookatthepicturesonebyone.(课件出示:教材P64Listenandtick部分的图片)Talkaboutthepictureswithstudents:HowmanypeoplearethereinPicture1/Picture2?(Four/Three.)What’shisjobinPicture3/Picture4?(He’safarmer/doctor.)What’sherjobinPicture5/Picture6?(She’sanurse/doctor.)What’shisjobinPicture7/Picture8?(He’sacook/basketballplayer.)Thenplaytherecordingandaskstudentstofinishthetask.(出示课件)Remindstudentstopayattentiontothekeyvocabularywhilelistening.Askstudentstoretellwhattheyhaveheardorsaythekeyvocabularytheyhaveheard.Thenchecktheanswersinclass.Answers:P1;P4;P5;P82.Lookandmatch.Showthepicturesof“Lookandmatch”onthePPT.（课件出示:教材P64Lookandmatch部分的图片）Letstudentslookatthepictures.Askthemtoreadthetextinthebookcarefully.T:Let’slookatthisfamily.Howmanypeoplearethereinthisfamily?Whataretheirjobs?Remindstudentstopayattentiontothekeywordswhilereadingandmatchthepictureswiththesentences.Thenchecktheanswerstogether.(出示课件)Leadstudentstochantthetextwithacertainrhythm.Step4:Consolidation&Extension1.Singthesongtogether.PlaythesongMyfamily.(出示课件)Letstudentssingitintwogroups.ShowthesecondparagraphofthesongonthePPT.Askstudentstolearntosingit.,Thenleadstudentstomakesomenewpartsofthesongaccordingtotherealsituations.,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.本课时是在基本掌握本单元重点词汇和句型的基础上进行的阅读、练习测试与复习课。2.在阅读教学过程中，将知识点的难点在阅读前进行细化。阅读中教师指导学生抓住几个问题的关键词，并通过听录音、读课文,把短文的重点句子找出来，阅读后，轻松完成活动。既减轻了学生的压力，也活跃了课堂气氛。3.在整个教学过程中，充分运用游戏、图片、录音等教学手段，充分让学生参与课堂活动，学生的参与意识很强，完成效果也不错。4.通过引导学生开展练习、操练句型、完成任务，加深了学生对句型的印象，也培养了学生继续学习英语的兴趣。