四年級英語上冊Unit6Meetmyfamily第四課時教案人教PEP

1、The fourth period （第四課時）Part B Let s talk & Draw andsayA教學內(nèi)容與目標課時教學內(nèi)容課時教學目標Let s talk能夠在圖片和教師的幫助下理解對話大意能夠用正確的語音、語調(diào)朗讀對話，并能夠分角色表演對話能夠在情景中運用句型 “一Is this your*? Yes, it is. /No, it isn t. /No, it s me. 一What, s yours job? 一He s/She s a/an”詢問并答復某人與說話方 的親屬關系及其職業(yè)情況能夠在語境中理解詞匯“football player, nurse”的意思,并能夠正

2、確發(fā)音Draw and say能夠通過畫一畫、說一說，穩(wěn)固B局部對話中所學的核心句型A教學重點.能夠在圖片和教師的幫助下理解對話大意；能夠用正確的語音、語調(diào)朗讀對話，并分角色表演。.能夠理解并運用句型“一Is this your？ 一Yes, it is. /No, it isn t. /No, it s me. “一What, syours job? He s/She, s a/an”。A教學難點能夠在真實情景中靈活運用核心句型。A教學準備L預習？狀元大課堂?創(chuàng)優(yōu)作業(yè)100分?狀元作業(yè)本?中本課時的相關內(nèi)容。.PPT課件、課文錄音、視頻、家庭稱呼類和職業(yè)類單詞卡片等。 a教學過程Step 1

3、: Warm-up & Lead-inGreetings.Teaching purpose用自編chant吸引學生 的注意力，激發(fā)他們學習英 語的興趣。同時，復習有關 家庭稱呼的知識，為接下來 的學習做好準備。Teaching purpose用自編chant吸引學生 的注意力，激發(fā)他們學習英 語的興趣。同時，復習有關 家庭稱呼的知識，為接下來 的學習做好準備。Ask students to read the chant carefully and then chant it together.Lead-in.Show the outline picture of the teacher? s

4、family photo on the PPT. （課件出示:教師全家福的輪廓圖）Ask students to guess the relationship between the person in the picture and the teacher.T: This is my family photo. Guess! Who, s she/he? You can ask like this: Is this your-? Remind students to use rising tones in general questions.Ss: Is this your cousin/a

5、unt/*?T: Yes, it is. /No, it isn t. /No, it s me.Write down the sentence structures “一Is this your*? Yes, it is. /No, it isn t. /No, it s me.，z on the blackboard.Step 2: PresentationTeaching purpose通過圖片，幫助學生理 解新詞的含義，并引導學生 通過聽音和拆音的方法學習 新詞的讀音，為對話學習掃 清障礙。Teach the new vocabulary and sentence structures

6、.Teaching purpose通過圖片，幫助學生理 解新詞的含義，并引導學生 通過聽音和拆音的方法學習 新詞的讀音，為對話學習掃 清障礙。After guessing some characters, the picture of the teacher sfamily members is clearly presented. The teacher points to herself/himself and says, T ma teacher.，zThen point to her/his aunt in the picture.T: This is my aunt. She? s

7、a nurse.Show a picture of the teacher? s aunt in a nurse s uniform. Help students understand what “nurse“ means.Teach the word “nurse” , n/n/-ur/3：/-se/s/, nurse/n3：s/.(課件出 示:nurse的相關內(nèi)容)Ask students to read after the teacher and pay attention to the sound of “ur . It sounds /3：/ here.T: What, s my a

8、unt s job? She s a/an-Ask students to guess the meaning of this question and the word “job according to the context.Ss: She s a nurse.Write down the sentence What s your aunt s job?” on the blackboard and get students to read after the teacher.T: a.u/a：/-n/n/-t/1/, aunt/a：nt/, t s/ts/, aunt s/a：nts/

9、. s sounds /ts/ here.T: j/ds/-o/r)/-b/b/, job/dgob/.T: Now you can ask me about my other family members with the sentence structure.Ss: What? s your- s job?T: He s/She s a/an-* (doctor, football player, nurse, farmer, cook, driver)Show the pictures of the jobs above to help students understand.Write

10、 down the sentence structure He s/She s a/an on theblackboard.(2)Write down the phrase football player，z and the sentence “He s a football player. on the blackboard. Help students understand the meaning of “football“ through pictures of a foot, a ball and a football on the PPT.(出示課件)Show the cards o

11、f “father” teacher” sister“ and so on. Letstudents listen to the pronunciation of these words to know the sound of -er when it appears at the end of a word and spell the word “player” . Teach the word “player” . Ask students to read after the recording.(課件出示:player的相關內(nèi)容)Talk about the picture of the

12、 main scene.Present the picture of the main scene on the PPT.課件出示：教 材Unit 6主情景圖)T: This is Sarah? s family. They are putting on a play. Do you know its name?Teaching purpose通過介紹家人的職業(yè)， 引出職業(yè)名稱，幫助學生理 解其含義，并使其掌握單詞 的讀音。Teaching purposeTeaching purpose通過介紹家人的職業(yè)， 引出職業(yè)名稱，幫助學生理 解其含義，并使其掌握單詞 的讀音。Teaching purp

13、ose通過對本單元主情景圖 的學習，設置特定的語言環(huán) 境，進一步感知核心句型。T: How many people are there in Sarah s family?Ss: Nine. Wow!Point to one actor in the picture and ask, “Is this Sarah, s uncle?Ss: Yes, it is. /No, it isn t.T: What s his job?Lead students to find relevant person. Ask students to describe his job through the d

14、ialogue in the picture.Ss: He s a football player.Continue to talk about Sarah s aunt s and fathers jobs.Play the cartoon of the main scene on the PPT.(課件出示：教材 Unit 6 主情景圖的視頻)Ask students to read after it.3. Let s talk.Teaching purpose通過提問讓學生對對話 內(nèi)容產(chǎn)生閱讀的興趣。再通 過答復以下問題，幫助學生 理解對話的內(nèi)容。(1) Show the picture

15、s of the three characters in Let s talk” on the PPT.(課件出示:教材P61 Let s talk板塊中SarahTeaching purpose通過提問讓學生對對話 內(nèi)容產(chǎn)生閱讀的興趣。再通 過答復以下問題，幫助學生 理解對話的內(nèi)容。Ask students to guess who these people related to Sarah are and predict the main idea of the dialogue.T: Is this your Sarah, s？Ss:Write down the words on the

16、 blackboard according to students guessing.T: What are Sarah and Zhang Peng talking about?Ss: They are talking about Sarah, s family members and their jobs. (2)Play the cartoon and ask the questions.Questions: Who s this man/woman? What s his/her job? Is the little baby Sarah s baby brother? Play th

17、e cartoon of Let s talk on the PPT and let students pay attention to the pronunciation and the intonation. (課 件出示：教材 P61 Let s talk 板塊的視頻)Ask students to watch the cartoon with the questions. Underline the answers in the book.Answer the questions.T: Who s this man?Ss: It s SarahJ s uncle.T: What s h

18、is job?Ss: He s a football player.T: Who s this woman?Ss: It s Sarah s aunt.T: What s her job?Ss: She, s a nurse.(3)Play the cartoon again. (Pause at the last picture.) (出示 課件)Teaching purpose通過跟讀與分角色表演 對話，保證學生能夠正確朗 讀對話，并進一步熟悉重點 句型的表達。Teaching purpose通過呈現(xiàn)單元主情景 圖，創(chuàng)編對話并操練重點句 型，幫助學生在真實情境中 運用核心句型，進而突破本

19、課的重難點。Teaching purpose通過跟讀與分角色表演 對話，保證學生能夠正確朗 讀對話，并進一步熟悉重點 句型的表達。Teaching purpose通過呈現(xiàn)單元主情景 圖，創(chuàng)編對話并操練重點句 型，幫助學生在真實情境中 運用核心句型，進而突破本 課的重難點。Teaching purpose通過觀察圖片、問答操 練以及替換單詞操練，逐步 到達本局部“畫一畫，說一 說的要求，幫助學生穩(wěn)固 在對話中所學的核心句型。Teaching purpose“魔鏡游戲是上一個 教學環(huán)節(jié)Draw and say活動 的變化和延伸，讓學生在輕 松的游戲中，操練重點詞匯 和句型，并結合肢體語言， 使學生

20、對職業(yè)名詞的理解更 深入。T: Who? s the baby? Is the little baby Sarah s baby brother?Ss: No. It s Sarah. Sarah says, It s me!，z(3)Read after the recording.Play the recording of Let stalk on the PPT.(出示課件)Ask students to read after it. Then let them read in pairs.(4)Act out the dialogue.Ask students to read the

21、dialogue freely and act out in roles. Select four pairs to act out in class.Step 3: PracticeMake a dialogue.Present the picture of the main scene of this unit once again on the PPT.(課件出示:教材 Unit 6 主情景圖)Ask students to select a person in the picture and make a dialogue. Then let them practice in pair

22、s.Make an example:Is this Sarah s mother?Yes, it is. /No, it isn, t. She sWhat? s SarahJ s mother s job?She s a/anDraw and say.(1)Let students look at the four stick figures in “Draw and say. (課件出示:教材P61 Draw and say板塊的四幅簡筆畫)Ask them to describe the jobs of the characters.(2)Ask two students to read

23、 the dialogue of this part. Remind them to use rising tones in general questions.(3) Ask students to draw pictures of their family members. Then lead them to introduce their family members and the jobs of their family members with the key sentences.(4)Lead students to ask and answer in pairs with th

24、e following sentence structures.Step 4: Consolidation & Extension1. Play a game一 uMagic mirror”.Ask two students to make a model.First, use the ready-made materials in the classroom to make the frame of the magic mirror, such as a wooden ruler, broom, etc.Then ask student A to wear a mask with refle

25、ctive effect and stand behind the mirror in a fixed position.B: (Stand in front of the mirror and ask. ) Mirror, mirror on the wall! Is this B?A( Magic mirror ): Yes, it is.B: What s his/her job?A( uMagic mirror ) : He，s/She? s a/anThen let both of them make the representative action of this jobat t

26、he same time.Get students to practice in pairs, then show in class.Let s sing一My family.Play the song My family.Let s sing一My family.Play the song My family.課件出示：教材 P64 Let s sing 板塊的 歌曲）Ask students to listen carefully and sing together.Make a summary.Point to the vocabulary and the sentence struct

27、ures on theblackboard, ask studentsA板書設計A作業(yè)設計Read the dialogueDo the exercises.A教學反思to review them quickly.Teaching purpose通過小結活動，幫助學 生梳理并再現(xiàn)重點詞匯與句 型，從而對本課的重點內(nèi)容 進行總結及強化。to your parents.（見“狀元成才路系列叢書?創(chuàng)優(yōu)作業(yè)100分?或?狀元作業(yè)本?對應課時作業(yè)）.本課在A局部的根底上學習重點句型“一Is this your？ 一Yes, it is. /No, it isn t. /No, it s me. “一Wh

28、at s yours job? 一He s/She s a/an，教學內(nèi)容貼近學生生活，因此學生們對話題 較熟悉，這有助于他們更好地掌握知識。.通過對本單元主情景圖的教學，讓學生在情景中初步感知重點詞匯和句型，讓英語課堂生動起來。.在實踐中注意分層教學，因材施教，用最有效的方式激發(fā)學生主動參與的興趣，培養(yǎng)其獨立思考和合作 探究的創(chuàng)新精神。.教學層次清楚，引導適當，表達了學生在學習中的主體地位，順利完成了教學目標。.板書設計清晰明了，重點突出，起到了很好的輔助作用。Teaching Contents & Teaching Aims Let s talkBe able to understand

29、the main idea of the dialogue with the help of the pictures and the teacher.Be able to read the dialogue with the correct pronunciation and intonation and act out the dialogue in roles.Be able to use the sentence structures “一Is this your*? 一Yes, it is. /No, it isn t. /No, it s me. ”What, s your,-,

30、s job? 一He, s/She s a/an in situations to ask and answer the relationshipbetween someone and the speaker and his/her job.Be able to understand new vocabulary football player, nurse“ in context, and pronounce them correctly.Draw and sayBe able to consolidate the key sentence structures learned in Par

31、t B by drawing and saying. Teaching PrioritiesBe able to understand the main idea of the dialogue with the help of the pictures and the teacher. Be able to read the dialogue with the correct pronunciation and intonation and act out the dialogue in roles. Be able to understand and use the sentence st

32、ructures “一Is this your*? 一Yes, it is. /No, it isn t. /No, it s me.“一What s yours job? 一He s/She s a/an.,”Teaching Difficulties Be able to use the key sentence structures flexibly in real situations.Teaching ProceduresTeachingTeacher s ActivitiesStudents, ActivitiesTeaching PurposesStagesWarm-up & L

33、ead-inGreetings.Show the chant一I love you.Lead-in.Show the outline picture of the teacher, s family photo on the PPT. Ask students to guess.Greetings.Read the chant carefully and chant with the teacher.Talk about the outline picture with the teacher.Stimulate students curiosity and enthusiasm to par

34、ticipate in class by, guessing.Presentation1. Teach the new vocabulary and sentence structures.Teach the word “nurse” and the sentence structures“一What? s yours job? 一He s/She s a/anTeach the phrase football player”.Learn the vocabulary and the sentence structures.Help students learn the meanings an

35、d pronunciations of the new vocabulary.Let students perceive the new sentence structures.Clear the way for dialogue learning.2. Talk about the picture of the main scene.Present the picture and play the cartoon of the main scene.Practice the key sentence structures by talking about the main scene. Re

36、ad after the cartoon.Further perceive the key sentence structures by learning the main scene of the unit.Let s talk.Show the pictures of the three characters in “Let s talk on the PPT. Ask students to guess.Play the cartoon and ask the questions.Play the recording of “Let s talk”.Ask four pairs to a

37、ct out in class.Look at the pictures and guess.Watch the cartoon with the questions.Underline the answers in the book. And answer the questions.Read after the recording and read in pairs.Read the dialogue freely and act out in roles.Attract students interest in reading by asking questions.Help students understand the dialogue and perceive the key sentence structures.（續(xù)表）Teaching StagesTeacher, s ActivitiesStudents? ActivitiesTeaching PurposesPractice1. Make a dialogue.Present the picture of the main scene. Ask