人教PEP版四年级上册Unit 6 Meet my family!-A-ppt课件-(含教案+素材)-省级优课-(编号：904d0).zip

课堂教学预设案课堂教学预设案 让学生学会，让学生会学，让学生在学习的生涯养成自学的习惯！让学生学会，让学生会学，让学生在学习的生涯养成自学的习惯！ 学科： 英语 授课内容：Unit 6 Meet my family ：Lets talk 授课教师：四 一、综合预设目标、学情分析。一、综合预设目标、学情分析。 教学目标：1. 学生能够在语境中理解单词 people, but, little, puppy,并能正确发音。 2.学生能够在情景中运用句型 How many people are there in your family?询问并回答家 里有几位家庭成员。3. 学生能够在图片和教师帮助下理解对话大意，正确朗读并进行角色 表演。 4.培养学生热爱家庭的思想感情和合作学习的意识和习惯 学情分析：这节课的新词在语境中的理解以及熟练把握 How many people are there in your family? 的用法，但是 My family has six people. But thats only five.有难度。希 望通过图片及教师的引导，激发孩子的学习兴趣，降低学习的难 度。 二、二、课堂教学活动设计、指导方案课堂教学活动设计、指导方案 知识层面教师行为预设学生行为预设设计意图 (1)单词： people, but, little, puppy (2)句子： - How many people are the re in your family? -My family has _ people. Step 1: Warm-up T: Hello, boys and girls. How are you? T: Before our new lesson, lets chant. OK. Lets begin our class. If you do well, you can get one point. Look at the family tree, say the words as quickly as you can. Step2: New Concepts： (1) 教师利用图片，引导学生学习：How many people are there?进而引导学生理解“How many people are there in your family?”, (2) （出示蜡笔小新的家庭图片） T：If youre Xiao Xin, how many people are there in your family? Who are they? (引导学生理解 little puppy, 让学生理解小宠物也是家 庭的一员) (3)出示一张卡通全家福，让学生理解 “But thats only five” (4)Lets talk: 学生问候老师，进入英语学习。 S: (Maybe) Im fine. 学生说歌谣！ The man is the father, tall, tall, tall The women is the mother, not so tall 学生通过图片复习家庭成员的单词。 Ss: father, mother, brother, sister, grandfather, grandmother, family. S: Four.Five. 师生问答，学生理解运用句子。 S: Five. (学生试着说出 My family has _people.) S: Dad, mum, sister, Xiaoxin, (引导答出)little puppy 学生回答老师的问题，在情境中理解 “How many people are there in your family?. But thats only five. 学生自学第一部分，带着问题自学思 考问题。遇到不会的单词句子可以划 通过歌谣让学生快速地 融入到学习英语的良好 情境之中，复习旧知， 激发了学生的学习兴趣。 通过图片设置情景，在 语境中学习理解单词和 句子，寓教于乐，学生 比较感兴趣。 在情境中理解单词，句 子，有利于学生的理解。 图片的运用比较调动学 生的兴趣，学生更乐于 参加。通过练习，让学 生能够用这一句子表述 自己家庭的人数。 T: Read Part 1 by yourselves and then answer my questions. Q: How many people are there in Chen Jies family? How many people are there in Amys family? T: You can underline or circle the words you dont know. Now read after me. (5)Lets act: T: Who wants to be Chen Jie? Who wants to be Amy? Step3：Practice：Im a reporter. T: Now Im the reporter. (问一个学生) How many people are there in my family? Who are they?” Step4: Lets count: 运用图片回答“How many are there?” Step 5: Sum-up T: Draw a picture and write down something about your family. 出来。 S: Three.Six. (学生应该可以答出数字。) 学生跟读对话。组内对子互读。分角 色练习对话。 学生表演对话进一步巩固新知，熟悉 这些新的句子。 S1: My family has _ people. My dad, mum 先让学生扮演小记者，让学生问一问。 然后在小组中采访其它成员，完成调 查表。 学生根据图片答出数字， 进一步熟悉 “How many are there?” 学生自己总结归纳这节课所学的知识， 小组内对子互相谈一下自己的家庭。 小组合作学习的应用， 不但练习了句子的使用， 也增强了学生的合作意 识。 角色表演体验语言运用 的真实语境， 创设真实的语境，使学 生认识到所学句型的实 用性，带着任务去使用 英语。 借助图片问答，进一步 熟悉“How many are there？” 三、总结提升、自我反思三、总结提升、自我反思 教学反思精彩片段、课堂生成无效教学行为 Unit 6 Meet my family -Lets talk Meet My Family Hi， dear friends. Come and meet my family ! Magic eyes sister brother Father (dad) Mother (mum) grandfather grandmother How many people are there? Four. How many people are there in your family? My family has _people. -How many people are there? -Five. -Who are they? -Dad, mom , sister, a little puppy and Xiaoxin. pupp y This is my family. My family has seven members成员成员. father mother brother sister grand mother grandfather Little puppy But thats only six. Questions: How many people are there in Chen Jies family? How many people are there in Amys family? Read Part 1 : Lets talk Im the reporter! How many are there? East or west, family is the best. 课堂教学预设案课堂教学预设案 让学生学会，让学生会学，让学生在学习的生涯养成自学的习惯！让学生学会，让学生会学，让学生在学习的生涯养成自学的习惯！ 学科： 英语 授课内容：Unit 6 Meet my family ：Lets talk 授课教师： 年级： 四 一、综合预设目标、学情分析。一、综合预设目标、学情分析。 教学目标：1.学生能够在图片和教师帮助下理解对话大意，正确朗读并进行角色表演。 2.学生能够在情景 中运用句型 How many people are there in your family?询问并回答家里有几位家庭成员。3.学生能够在 语境中理解单词 people, but, little, puppy,并能正确发音。4.学生能乐于开口用英语表达，培养学生热 爱家庭的思想感情和合作学习的意识和习惯 学情分析：这节课的新词在语境中的理解以及熟练把握 How many people are there in your family? 的用法，但是 My family has six people. But thats only five.有难度。希望通过图片及教师的引导，激发孩子的学 习兴趣，降低学习的难度。 二、二、课堂教学活动设计、指导方案课堂教学活动设计、指导方案 知识层面教师行为预设学生行为预设设计意图 (1)单词： people, but, little, puppy (2)句子： - How many people are the re in your family? -My family has _ people. Step 1: Warm-up T: Hello, boys and girls. How are you? T: Before our new lesson, lets chant. OK. Lets begin our class. If you do well, you can get one point. Look at the family tree, say the words as quickly as you can. Step2: New Concepts： (1) 教师利用图片，引导学生学习：How many people are there?进而引导学生理解“How many people are there in your family?”, (2) （出示蜡笔小新的家庭图片） 学生问候老师，进入英语学习。 S: (Maybe) Im fine. 学生说歌谣！ The man is the father, tall, tall, tall The women is the mother, not so tall 学生通过图片复习家庭成员的单词。 Ss: father, mother, brother, sister, grandfather, grandmother, family. S: Four.Five. 师生问答，学生理解运用句子。 通过歌谣让学生快速地 融入到学习英语的良好 情境之中，复习旧知， 激发了学生的学习兴趣。 通过图片设置情景，在 语境中学习理解单词和 句子，寓教于乐，学生 比较感兴趣。 T：If youre Xiao Xin, how many people are there in your family? Who are they? (引导学生理解 little puppy, 让学生理解小宠物也是家 庭的一员) (3)出示一张卡通全家福，让学生理解 “But thats only five” (4)Lets talk: T: Read Part 1 by yourselves and then answer my questions. Q: How many people are there in Chen Jies family? How many people are there in Amys family? T: You can underline or circle the words you dont know. Now read after me. (5)Lets act: T: Who wants to be Chen Jie? Who wants to be Amy? Step3：Practice：Im a reporter. T: Now Im the reporter. (问一个学生) How many people are there in my family? Who are they?” S: Five. (学生试着说出 My family has _people.) S: Dad, mum, sister, Xiaoxin, (引导答出)little puppy 学生回答老师的问题，在情境中理解 “How many people are there in your family?. But thats only five. 学生自学第一部分，带着问题自学思 考问题。遇到不会的单词句子可以划 出来。 S: Three.Six. (学生应该可以答出数字。) 学生跟读对话。组内对子互读。分角 色练习对话。 学生表演对话进一步巩固新知，熟悉 这些新的句子。 S1: My family has _ people. My dad, mum 先让学生扮演小记者，让学生问一问。 然后在小组中采访其它成员，完成调 查表。 在情境中理解单词，句 子，有利于学生的理解。 图片的运用比较调动学 生的兴趣，学生更乐于 参加。通过练习，让学 生能够用这一句子表述 自己家庭的人数。 小组合作学习的应用， 不但练习了句子的使用， 也增强了学生的合作意 识。 角色表演体验语言运用 的真实语境， 创设真实的语境，使学 生认识到所学句型的实 用性，带着任务去使用 英语。 Step4: Lets act: 运用图片回答“How many are there?” Step 5: Sum-up T: Draw a picture and write down something about your family. 学生根据图片答出数字， 进一步熟悉 “How many are there?” 学生自己总结归纳这节课所学的知识， 小组内对子互相谈一下自己的家庭。 借助图片问答，进一步 熟悉“How many are there？” 三、总结提升、自我反思三、总结提升、自我反思 教学反思精彩片段、课堂生成无效教学行为