1、第四课时l 课时内容B. Lets talk; Draw and sayl 课时分析 本课时在学习了家庭成员称呼之后，要学习使用一般疑问句来确定某人与说话方的亲属关系，并学会如何询问并回答家人的职业。Lets talk中，Zhang Peng拿着家庭相册问Sarah那是不是她的叔叔。Sarah给出肯定回答后，告诉他，自己叔叔是个足球运动员。接下来Zhang Peng又询问她阿姨的工作。接着他发现了一个小婴儿，以为是Sarah的小弟弟，结果居然是Sarah自己。在他们对话的过程中，我们学习到了以一般疑问句来确定他人亲属身份的句式：Is this your uncle? 以及询问亲属工作的句式：W
2、hat your aunts job?以及回答。在对话过程中还会感受和接触到单词：job, football player, nurse。Draw and say活动中，学生需要画出一些职业画像，然后和其他同学聊一聊，使用一般疑问句猜一猜这画的是谁，是做什么职业的。通过这个活动来练习本课时的重点句式。为顺利练习本课的重点句式，需要向学生介绍一些表示职业的词汇，不要求他们掌握，只要能够理解并在句式中使用就可以了。l 课时目标1. 能够听懂、会说句式：Is this your uncle? Yes, it is. Whats your aunts job? Shes a nurse. 2. 能够理
3、解并能正确认读课文对话，发音准确，语调自然3. 能够在真实的语境中运用句型Is this your . ? 来确定某人与对话者的亲属关系4. 能够在真实的语境中运用句型Whats your .s job? 来询问他人的职业并能够正确回答l 课时重难点1.重点：能够听懂、会说句式：Is this your uncle? Yes, it is. Whats your aunts job? Shes a nurse. 能够理解并能正确认读课文对话，发音准确，语调自然2. 难点：能够在真实的语境中运用句型Is this your . ? 来确定某人与对话者的亲属关系能够在真实的语境中运用句型Whats
4、 your .s job? 来询问他人的职业并能够正确回答l 教学准备1. 多媒体课件、录音机、磁带2. 职业类单词卡片l 教学过程 Step 1 Warm up1. 播放歌曲：I love you. 学生先跟唱，再齐唱。Teacher: Boys and girls, listen to a song, please. I love you. You love me. We are a happy family. With a tall father, short mother, little boy, too.Three in our family, one and two. Teache
5、r：Sing with me, please. Teacher: Lets sing the song together. Lets do some actions. 设计意图：以歌曲来吸引学生的注意力，激发他们的英语学习兴趣。同时，复习有关家庭家人的知识，为接下来的学习做好准备。 Step 2 Lead in1.出示家人图片，请学生猜猜与自己的亲属关系Teacher：Look at this picture. Its my family. I have a very big family. There are so many people in my family. This is my f
6、ather. This is my mother. Guess, who is this? Is this my aunt? Is this my grandmother? Is this my cousin? Guess, please. 设计意图：学生通常对老师的私事很感兴趣。展示老师家人的图片，会引发他们的好奇心，激起他们的参与欲望。因为猜测这一活动是学生比较常做的，因此以这样的形式来引出本课的一个重点句式：询问某人是否为老师的某一个亲属，学生理解和接受得会比较容易。2. 介绍老师家人的职业，渗透一些职业类词汇。Teacher：Im a . Yes, Im a teacher. What
7、 about you? Yes, you are a student. Look at my family. My little cousin is a student. Whats my fathers job? He is a worker. （展示工人的图片，让学生理解其意思）Do you want to know the jobs of my family? You can ask me. （板书句子：Whats your .s job?）Read the sentence after me, please. Now, you can ask me . (通过回答自己家人的职业，引出职
8、业类词汇：doctor, football player, nurse, farmer, cook, driver, 板书单词，展示图片，以使学生理解这些职业的意思)设计意图：通过介绍自己家人的职业，引出职业名称，帮助学生理解其含义，并使其获取单词的读音。 Step 3 Presentation1.提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，找出答案并展示。Teacher：You know my family and the job of my family. Whats Sarahs uncles job? Is her uncle a teacher? Is her uncle
9、a doctor? Is her uncle a nurse? Lets listen and find. Teacher: Answer the question, please. What is Sarahs uncles job? Yes, he is a football player. Do you know some football players? Can you say their names? 2. 提出问题，再读课文，分析课文内容，帮助学生理解对话的意思。Teacher: Whats Sarahs aunts job? Is she a football player,
10、too? Lets read the talk and find. Teacher: What s Sarahs aunts job? Yes, she is a nurse. Who is the baby? Is this Sarahs baby brother? No, its Sarah. 设计意图：通过提问让学生对对话内容产生阅读的兴趣。再通过提问，帮助学生理解对话的内容。 Step 4 Practice1. 播放课文内容，学生跟读，注意发音、语调。Teacher：Now read the dialogue with the tape. Please read it carefull
11、y and loudly. Pay attention to the pronunciation.2.自由读对话内容，分角色表演课文。Teacher：Read the talk freely. Then I will ask you to act it out. Lets find the best pair. 设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。3. 展示职业类单词图片，请学生说出职业名称。Teacher：Look at these cards, What is it? Say it q
12、uickly. Lets find who is fast. 设计意图：通过快速认读职业，让学生能够理解并认读职业类单词。4. 利用抽到的家人和职业类图片进行对话。先抽出家人卡片，询问这是否是其家人，强制做到肯定回答。再抽出职业类卡片，询问职业。Teacher：Lets play a game. Choose the card and make a dialogue. Teacher: Who wants to play with me？ You，please. 与学生进行对话游戏：Teacher：（选择一张家人类图片）Is this your cousin?Student: Yes, it
13、is. Teacher: Whats your cousins job?Student: （抽取一张职业类的卡片）He is a doctor. Teacher：Who wants to play? Show me your dialogue, please. 设计意图：通过游戏和学生进行对话练习。抽取不同的词卡，学生就可以进行相应的替换练习。通过替换，明晰重点句型的结构，更好地掌握重点知识。5. 完成Draw and say活动。Teacher: Now, please draw your family member, then do a pair work. Ask and answer
14、with the sentences:Is this your .?Yes, it is. / No, it isnt. Whats your .s job?He is / She is a . Teacher: Show me your dialogue, please. Lets find the best pair. 设计意图：学生的美术技能并不相同，画像可能出现各种情况。因此，能够激发学生参与的兴趣。在练习过程中，进一步熟悉重点句式结构。 Step 5 Summary1. 我来指你来说。教师指向黑板上的单词与句型，学生快速读出。Teacher：Now, I point you say.
15、 Please say it quickly. What s this? Read it, please. 设计意图：通过这个活动，使学生总结再现重点词汇与句式。总结本课的重点内容。l 课堂作业一、根据图片内容选出正确的单词，将序号填入括号内。( ) 1. A. doctor B. teacher ( ) 2. A. father B. mother( ) 3. A. nurse B. football player ( ) 4. A. teacher B. nurse 二、为下列问句选出正确的答句。( ) 1. How many people are there in your family
16、? A. Six. B. Thats my uncle.( ) 2. Is this your uncle? A. He is a football player. B. Yes, it is. ( ) 3. Whats your aunts job? A. He is a teacher. B. She is a nurse.( ) 4. Whats your uncles job? A. He is a doctor. B. She is a nurse. 三、连词成句。1. this your Is brother (?)_2. is your What uncles job (?)_3
17、. a is football He player (.)_答案：一、1.B 2. A 3. B 4.B二、1. A2. B 3.B 4. A三、1. Is this your brother? 2. What is your uncles job? 3. He is a football player. l 板书设计Unit Six Meet my familyB. Lets talk nurse football playerIs this your uncle?Yes, it is. / No, it isnt. . Whats your aunts job?She is a nurse.
