人教PEP版四年级上册Unit 4 My home-C-ppt课件-(含教案)-省级优课-(编号：9028a).zip

my Home! PEP3 Unit4 Say you, say me About you 1. Youre so beautiful handsome. Im 帅气 谈谈你， 说说我 （是否与情况相符？） Say you, say me About you 2. You have no job. You are a student. Im I Say you, say me About you 3. You are tall and strong. Im and Say you, say me About you 4. You are friendly. Im Say you, say me About you 5. Your family has three people. My family has people. Say you, say me About me 1. Im so beautiful. Youre Say you, say me About me 2. I have a job. Im a doctor. Youre You teacher . Say you, say me About me 3. I have short hair and small eyes. You Say you, say me About me 4. There are four people in my famiy. Say you, say me About me There are four people in my famiy. three your Who are they? They are Hi, Im John. Come and meet my family! How many people are there in Johns family ? Look and predict 看图，预测 Who are they? They are Read and circle 阅读，画圈 Who are they? They are This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Tip 1:Scanning reading Learn to scan. 快速寻读 抓住关键信息，圈出 （如，who ，在文中 找出家人即可） 00:1000:0900:0800:0700:0600:0500:0400:0300:0200:0100:00 uncleauntfathermother How are they? They are Look and match 看图，连线 mother friendly father uncle aunt tall and thin tall and strong beautiful Johnshort and strong Tip 2：Picture reading PICTURE is a good helper. 利用课文插图， 辅助阅读。 IsthisJohns mother? uncleauntfathermother What are their jobs? Step1 : Frame the key words. 步骤一：框出关键词 This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Step2 : Find and underline. 步骤二：在文中找出关键词， 划出关键句。 Step3 :Tick or cross. 步骤三：判断对错 Tip 3：Detailed reading 仔细阅读 teacher doctor Johnshort and strong IsthisJohns aunt? IsthisJohns mother? What are their jobs? Isthishis uncle? Step1 : Frame the key words. 步骤一：框出关键词 Step2 : Find and underline. 步骤二：在文中找出关键词， 划出关键句。 Step3 :Tick or cross. 步骤三：判断对错 Tip 3：Detailed reading 仔细阅读 Read,tick or cross (或) teachernurse doctorfarmer student Isthishis father? IsthisJohn？ Isthishis uncle? cook basketball player driver cook footballplayer 1891年,美国体育 教师James发明 了篮球。 当地的孩子经常玩 向桃子筐投球的游 戏。 James中得到了 启发，创编了篮球 游戏。 basketball basketball basketball player This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Think of a title (思考：两三字小标题) ？ Meet My Family This is my family. This is my mother. She is a She is . This is my . He is a . He is This is He He I am . Try to introduce (介绍家人) I love my family! 书名 作者名 （家人照片） This is is a my father . Hedoctor . （家人照片） This is is a my mother . Shecook . （家人照片） my uncle . He driver . He is strong . （家人照片）（家人照片） It is short. It has big ears. I love my family! This is my puppy. Meet My Family Meet My Family 多完成一页， 多得一颗 。 More pages, more stars. DIY Mini family book （制作个人家庭小书） housewife 主妇 teacher 本课评价： I can read. (能读短文) I think deeply.(积极思考) I can speak.(大胆表达) I can write.(小书制作) Assessment 1. Read the passage correctly and fluently. (准确流利朗读课文) 3. Think it over: Whats your dream job? (思考自己的理想职业，并给未来的自己制作一张小名片。) After class 2. Share your mini book with your friends. (与同学分享你的小书，并向他们介绍你的家人) PEP3PEP3 Unit4Unit4 MyMy Home!Home! PartBPartB ReadRead andand WriteWrite 教学设计教学设计 教学内容分析： 本文选自 PEP 小学英语教材四年级上册Unit4 My home本单 元教学内容围绕“Home”这一话题展开。本单元的话题是“互 相了解对方的家庭”,主要谈论家庭成员的外貌、个性及职业。 本节课是第六课时,是读写课。本课分为读、写两部分,第一部 分要求学生阅读一个小文段,看图片判断正误。重点强调的是 学生阅读策略的养成。第二部分为有意义的抄写单词活动,分 两个步骤:第一步为看图、选词抄写，完成句子。四线格中的 句子均为对话及阅读部分强化学习过的核心句型 HeShe is a .；第二步为个性化书写活动,要求学生根据家 人情况,仿照示范例句填充句子 This is . He/she is .考虑 到学生语言输出的情境真实性，我把教材中第二步才出现的 This is .提到第一步中完成，为后续语言输出做输入准备并 搭好语用支架。 学生学情分析： 本课的教学对象是学过一年英语的四年级学生,此阶段学 生具备一些简单的基础知识,学生天真活泼,好奇心强,有较强 的模仿能力和求知欲望,模仿能力强,学习兴趣浓厚。而且富有 一定的逻辑思维能力。本单元学习的主题是家庭成员人数,此 话题与学生生活密切相关。 设计思路：设计思路： 注重素质教育，体现语言学习对学生发展的价值。不仅要 有利于学生发展语言运用能力,还要有利于学生发展思维能力。 本节课以“任务型”教学法为主,以激发学生的思维和培养学 生的阅读技巧和英语思维能力为目的,努力创设主题语境,让学 生在较为真实的语境中初步掌握简单的阅读技巧和个性化书写。 本课时以突出语用,培养技巧,发展思维为目的设计多梯度阅读,培 养学生基本的阅读策略并养成按意群阅读的习惯,以读促写,引 导学生规范书写句子,发展学生的学习能力及读写的语言综合 运用能力，让学生在学习过程中得到思维的发展。 学习目标：学习目标： 1.语言知识目标: （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）能在图片的帮助下,仿照示范例句,在四线格中填充所 缺失的单词 （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。 2.语言技能目标: （1）能初步掌握寻读、细读、借助插图阅读等技巧,并进 行阅读判断。 （2）能用正确的语音语调朗读课文,能够按意群阅读和朗 读短文。 能够有意义的语境中仿写句子 This is. . He/she is a . 完成个性化的书写活动，制作个人家庭小书。书写规范 美观。 3.学习策略目标: （1）积极与他人合作,共同完成学习任务。 （2）集中注意力,在课堂交流中,注意倾听,积极思考。积极 运用“This is . He/she is a .”进行表述。 4.情感态度目标: （1）通过本课的学习,让学生乐于感知并积极尝试使用英语,提 高学生的口语表达能力和交际能力。 （2）培养同伴间的合作精神、以及爱家人的情感。 5.文化意识目标: （1）了解篮球这一运动的起源。 （2）会主动表达对家人的热爱。 学习重点： 1.学生能够读懂小文段，并能在朗读时注意语音语调、连读、 意群停顿。 2.学生能够模仿范例填充句子，并完成个性化书写。 3.学生能够基本掌握寻读、细读等阅读策略。 学习难点：完成个性化书写，制作家庭小书。 学习工具：PPT, 家庭小书 学习过程：学习过程： 1.Pre-reading preparation Guessing game:Say you,say me 游戏规则：与事实相符合的话，说 YEAH!YEAH!YEAH!;相 反的话，说 NO!NO!NO! (设计意图:师生相互了解对方信息，拉近师生距离的同时 激活与本课内容相关的背景知识,并且游戏的最后一环引出文 本内容 Johns family photo。) (1)About you: Youre so beautifulhandsome. You have no job.Youre a student. Im tall and strong. Im friendly. My family has three people. (2)About me: Im so beautiful. I have a job.Im a doctor. I have short hair and small eyes. There are four people in my family. 2.While-reading procedure (1)课文插图 John 全家福剪影 (设计意图:利用课文插图加问题的方式导入本课学习。) Q:How many people are there in Johns family? (2)Look and predict (设计意图:通过预测家庭成员是谁的方式激发学生后续阅 读的兴趣，提供阅读动力。) Q:Who are they? (3)Read and circle the family members (设计意图:通过阅读 TIP，希望学生掌握“scan”这一阅 读策略。) Q:Who are they? (4)Look and match (设计意图:通过仔细观察课文插图家人的体貌特征，连线 搭配，旨在让学生了解插图可以有效地辅助阅读，并为后续语 言活动搭建语用支架。) Q:How are they? (5)Read,tick or cross (设计意图:通过阅读 TIP，希望学生掌握“detailed reading”这一阅读策略。) Q:What are their jobs? (6)History about basketball (设计意图:有关篮球起源相关知识的拓展。) (7)Any mistakes? (设计意图:让学生通过“找茬”这一方式来了解自己可能 会出现的书写错误或者不规范现象，为自己接下来的书写活动 敲响警钟。) (8)Look and write (设计意图:模仿范例进行句子填充书写，为后续的书写输 出做准备。) (9)Listen and point (设计意图:听音，默指，了解并感受连读、意群停顿和语 音语调等现象。) (10)Listen and imitate (设计意图:听音，模仿，自己体验朗读中连读、意群停顿 和语音语调等现象，并进一步熟悉文本结构，为后续的口头输 出做准备。) (11)Think of a title (设计意图:检测孩子是否真正了解文本的同时，促进他们 思维能力和表达能力的提升。) 3.Post-reading activity (1)Try to introduce (设计意图:尝试借助语言支架和板书关键词复述文本，尝 试初步的口头语言输出。) (2)DIY your mini family book (设计意图:通过观看同学的视频片段，了解家庭小书的特 点，自己尝试画简笔画和个性化书写，小组内相互交流介绍， 进行书面和口头的双向输出。) Watch a vedio clip: Zhennis family book. Lets read Zhennis family book. Try to DIY your family book. (3)Poem:Whats family for? (设计意图:引导孩子们寻求 FAMILY 这个词的真正含义， 激发“爱家人、珍惜相处时光”的情感。) (4)Assessment (设计意图:优化课堂评价方式，着重评价孩子们的五大方 面的综合语用能力。) 4.After class: (1)Read the passage correctly and fluently. (2)Share your mini book with your friends. (3)Think it over:Whats your dream job? 5.Board writing: