1、 3 Unit 6 Meet my family!Unit 6 Meet my family! 教材分析 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、 认读核心句型 “How many people are there in your family? Three.” “Is this your uncle? Yes, it is. Hes a football player.” “Whats your aunts job? Shes a nurse.” ；能够听、说、认读单词和短语“parents, cous
2、in, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse” 。 教学目标 知识与能力目标: 句型 能够听、说、认读句型“How many people are there in your family? Three.” “Is this your uncle? Yes, it is. Hes a football player.” “Whats your aunts job? Shes a nurse.” 能够在情景中运用句型“How many people are there in your family?”询问并回
3、答家中有 几位家庭成员；能够在情景中恰当运用句型“My family has six people.” “But thats only five.” 能够在情景中运用句型“Is this your? Yes, it is.” “Whats yours job? Hes/Shes a”询问并回答某人与说话方的亲属关系及其职业情况 能够按照意群朗读 Read and write 文段中的核心句型 词汇 能听、说、认读单词和短语“parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse” 能够在语境
4、中正确使用上述有关家庭成员和职业的单词或短语简单介绍家庭成员及其职业 能够在有意义的语境中抄写上述话题词汇 语音 能够掌握 a-e, i-e, o-e, u-e, -e 在单词中的长音发音规则 能够对比掌握 a, e, i, o, u 的长、短音发音规则 能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合 a, e, i, o, u 长、短音发音规则的单词 情感态度文化意识学习策略目标: 能够体会并表达对家庭和生活的热爱之情 能够了解英语国家中家庭成员之间的称呼习俗 能够逐步做到见到符合 a-e, i-e, o-e, u-e,-e 发音规则的单词能够拼读，听到符合发音规
5、则的单词能够拼写 课时安排 第一课时: Part A Lets talk & Lets count 第二课时: Part A Lets learn & Lets play 第三课时: Part A Lets spell 第四课时: Part B Lets talk & Draw and say 第五课时: Part B Let learn & Lets play 第六课时: Part B Read and write & Lets check & Lets sing & Part C Story time The first period(第一课时) Part A Let s talk & L
6、ets count 教学内容与目标 课时教学内容 课时教学目标 Lets talk 能够在图片和教师的帮助下理解对话大意 能够用正确的语音、语调朗读对话，并能够进行角色扮演 能够在情景中运用句型“How many people are there in your family?”询问并回答家 中有几位家庭成员 能够在情景中恰当运用句型“My family has six people.” “But thats only five.” 能够在语境中理解生词“people, but, little, puppy”的意思，并能够正确发音 Lets count 能够通过“看图数数”活动，在语境中运用句
7、型“How manyare there in/on/near the?”询问并回答物品数量 教学重点 1. 能够在图片和教师的帮助下理解对话大意；能够用正确的语音、语调朗读对话，并能够进行角色扮演。 2. 能够在情景中运用句型“How many people are there in your family?”询问并回答家中有几位家庭 成员。 教学难点 1. 能够熟练掌握句型“How manyare there?”的用法，并能在实际情景中运用。 2. 能够掌握句型“My family has six people.” “But thats only five.”并能进行初步运用。 教学准备 1
8、.预习状元大课堂 创优作业 100 分 状元作业本中本课时的相关内容。 2.PPT 课件、课文录音、视频、实物、头饰、家庭照片等。 教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Revision. Use the number of fingers and school supplies to review the knowledge. T: How many fingers/books/pens/do you see? Ss: Ask three boys/four girls to come to the platform. T: How
9、many boys/girls are there? Ss: Three. / Four. Step 2: Presentation 1. Lets count. (1) Show the picture of “Lets count” on the PPT. （课件出示: 教材 P58 Lets count 板块的图片）And talk about it with the sentence structure “How many apples/ants/birds/are there on/in the?” in class. (2) Teach the word “people”. Tea
10、ching purpose 用英语对话快速吸引学 生的注意力，营造良好的英 语课堂氛围。通过谈论手指 及学校用品的数量帮助学生 复习数字的知识。运用课堂 上的实物和人物，操练句型 “How many?”,为学习本 课的重点句型做准备。 Teaching purpose 先请学生认真观察图 片，获取信息。然后请学生 数一数，以替换词汇的方式 练习重点句型。 5 T: Look in through the window. How many people are there in the family? Write down the word “people” on the blackboard
11、and teach it. T: p/p/-eo/ i:/-ple/pl/, people . Then help students answer the question. Ss: Three. T: Who are they? Ss: Father, mother and a boy. T: Yes, theyre parents and the son. (3) Teach the word “parents”. Tell students “father + mother=parents”. Show a picture of parents. (课件出示:父母亲的图片) Lead t
12、hem to understand what “parents” means. T: p/p/-a/e/r/-en/ n/-ts/ts/, parents . Let students read the word “parents” several times. 2. Teach the new sentence structures. (1) Ask a student a question: How many people are there in your family? S1: Three. My father(dad), my mother(mum) and me. T: You c
13、an also say “My parents and me.” Write down the sentence structures “How many people are there in your family? Three. My parents and me.” on the blackboard. Lead students to make dialogues with the question “How many people are there in your family?” according to the actual situations. Students may
14、answer with the words like brother, sister, grandfather(grandpa) and grandmother(grandma). Ask students to read and review these words. (2) Present and practice the sentence structure “My family haspeople.” T: s family has 5 people. What about you? Ask students to practice the sentence structure in
15、pairs. Then choose some students to introduce their families. (3) Present a survey form about the number of family members. (课 件出示:家庭成员人数调查表) Let students use the sentence structures to carry out an investigation in groups of four and report the results of the survey. Present the results of a group
16、survey. Point to the largest number in the form and say, “Wow！Its a big family!” Then point to the smallest number and say, “But thats only three.” Ask students to guess the meaning of the sentence and then explain the meaning of “but”. (4) Take out a photo of the teachers family. Then point to the
17、family photo and ask the question. Teaching purpose 在处理本课新授对话 时，采用从处理局部语言到 呈现完整对话的方式。先学 习对话中出现的新词、 新句， 为后面学习并理解对话扫清 障碍。同时利用教学资源， 就学生的真实情况展开讨 论， 提高语言运用的实践性， 也为完成下一步教学任务做 好铺垫。 T: Look! This is a photo of my family. How many people are there in my family? Ss: Five. T: No, my family has six people. This
18、 is my father. This is my mother. This is my husband/wife. This is my little baby and this is me. (Point to the pet.) And this is my little puppy. Teach the words “baby, puppy” and ask students to read them. Use body language to make students understand the meaning of “little”. 3. Lets talk. (1) Pre
19、sent the pictures of “Lets talk” on the PPT. （出示 课件） Lead students to observe the pictures and predict the main idea of the dialogue. (2) Watch the cartoon and answer the questions. Show the questions. （出示课件） Play the cartoon and ask students to answer the questions. (课件出示:教材 P58 Lets talk 板块的动画) Le
20、t students try to underline the answers in the book. Q1: How many people are there in Chen Jies family? (Three.) Q2: How many people are there in Amys family? Five or six? (Six.) T: Great! Who are they in Chen Jies family? Who are they in Amys family? Lets watch the cartoon again. Play the cartoon a
21、gain. (出示课件) Ask students to try to underline the answers in the book. T: Who are they in Chen Jies family? You can answer like this: Chen Jie says, “My parents and me.” Ss: Chen Jie says, “My parents and me.” T: Yes. The word “parents” here means “father and mother”. “My parents and me.” means “Fat
22、her, mother and Chen Jie.” So there are three people in Chen Jies family. T: Who are they in Amys family? Ss: Amy says, “My dad, my mum, my sister, my baby brother and me.” “And my little puppy!” T: Wonderful! （3）Play the recording of the dialogue. (出示课件) Ask students to read after it and pay attent
23、ion to the pronunciation and the intonation. Then show the sentences related to the dialogue on the PPT. Ask students to fill in the blanks according to the dialogue. Teaching purpose 通过观察对话情景图 片，初步猜测大意，激发学 生对新知的学习兴趣。然后 提出问题，激发学生的阅读 兴趣。在阅读对话后，通过 让学生回答问题帮助学生理 解对话含义，学会在具体语 境中运用新知。 Teaching purpose 通过跟
24、读录音，帮助学 生用正确的语音、语调朗读 对话。通过构建语言框架， 让学生根据对话原文填空， 帮助学生充分理解课文内 容。 7 Step 3: Practice 1. Read the dialogue in roles. T: Now, who wants to be Amy? Who wants to be Chen Jie? Lets read it in roles. 2. Act out the dialogue in class. Take out some headdresses and ask some students to act out the dialogue. 3.
25、Play a game “3D Family Photos”. Lead students to work in groups of four. One student introduces his/her family members, the others act out according to his/her introduction in groups. For example: S1: Look, this is a photo of my family. This is my grandpa. S2: Hi, Im grandpa. Im old. (Act with body
26、language.) S1: This is my dad. S3: Hi, Im Dad. Im tall and strong. (Act with body language.) Step 4: Consolidation & Extension Show a picture of Amy on the PPT. Introduce her family by using the sentence structures of this lesson. Let students try to introduce their families by following the example
27、. Ask students to practice in pairs. Then choose four students to show in class. At last, select the best introduction. 板书设计 Teaching purpose 通过分角色朗读对话和 不同形式的表演活动，让学 生进一步理解并掌握本课的 重点句型，为学生能够熟练 运用重点句型进行表达奠定 基础。 Teaching purpose 通过课件的示范，让学 生运用所学词汇及句型介绍 自己的家庭，培养学生的综 合语言运用能力。 作业设计 1. Read and act out the
28、 dialogue of “Lets talk”. 2. Do the exercises. (见“状元成才路”系列丛书创优作业 100 分或状元作业本对应课时作业) 教学反思 1. 本课时主要学习谈论家庭成员。课程开始，由复习数字导入句型“How many?” ，结合活动中的图片操 练并运用句型。 2. 课程活动设计丰富，易操作，且具备层次感。从局部到整体，先学习对话中出现的新词、新句，为后面 学习并理解对话扫清障碍，有效地提升了学生的核心素养。结合表格进行调查，并谈论家庭成员的情况，帮助 学生理解核心句型的意义并学会运用。 3. 在对话教学时，从观察图片猜测内容，到预设问题粗读对话进行感知
29、，经过听录音精读对话回答问题， 最后通过填空补充对话，复述内容。一步一步，由浅入深，由易到难，符合教学规律。并且通过多种形式的朗 读，帮助学生掌握对话，落实知识点。 Teaching Contents & Teaching Aims Lets talk Be 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
30、 and act it out in different roles. Be able to use the sentence structure“How many people are there in your family?”in situations to ask and answer the number of family members. Be able to use the sentences“My family has six people.”“But thats only five.”appropriately in situations. Be able to under
31、stand new words “people, but, little, puppy” in context and pronounce them correctly. Lets count Be able to use the sentence structure“How manyare there in/on/nearthe?”in context to ask and answer the number of things through counting activity. Teaching Priorities Be able to understand the main idea
32、 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 it out in different roles. Be able to use sentence structure “How many people are there in your family?”in situations to ask and answer the number of fam
33、ily members. 9 Teaching Difficulties Be able to master the sentence structure “How manyare there?” adroitly and use it in real situations. Be able to master and use the sentences “My family has six people.”“But thats only five.” Teaching Procedures Teaching Stages Teacher s Activities Students Activ
34、ities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Revision. Practice the sentence structures with fingers and school supplies. 1. Greetings. 2. Answer the questions and practice the sentence structures. Attract students attention quickly. Practice the sentence structures with objects and ch
35、aracters in class. Prepare for studying the key sentence structures in this lesson. Presentation 1. Lets count. (1) Show the picture of “Lets count” and talk about it with the key sentence structure. (2) Teach the word “people”. (3) Teach the word “parents”. (1) Look at the picture and talk about it
36、. (2) Answer the questions and learn the word “people”. (3) Learn the word “parents”. Get information by observing the picture carefully. Practice the key sentence structures by replacing words. 2. Teach the new sentence structures. (1) Ask a student a question: How many people are there in your fam
37、ily? (2) Present and practice the sentence structure “My family haspeople.” (3) Lead students to complete the form. Teach the word “but”. (4) Teach the words “little, baby, puppy” with a family photo. (1) Answer the question and make dialogues according to the actual situations. (2) Practice the sen
38、tence structure “My family haspeople.” in pairs. (3) Use the sentence structures to carry out an investigation in groups of four and report the results. Learn the word “but”. (4) Learn the words “little, baby, puppy”. Clear the way for studying the new dialogue by learning the new words and sentence
39、 structures. Improve the practicality of language using by discussing the actual situations of students. （续表） Teaching Teacher s Activities Students Activities Teaching Purposes Stages Presentation 3. Lets talk. (1) Present the pictures of “Lets talk” on the PPT. Help students predict the main idea
40、of the dialogue. (2) Play the cartoon twice and ask some questions. (3) Play the recording. Ask students to read the dialogue after it. Show the sentences related to the dialogue on the PPT. Ask students to fill in the blanks. (1) Observe the pictures and predict the main idea of the dialogue. (2) W
41、atch the cartoon twice. Answer the questions. (3) Read the dialogue after the recording. Fill in the blanks according to the dialogue. Stimulate students interest in learning new knowledge through observing pictures. Use the questions to attract students attention and help students learn how to use
42、new knowledge in specific contexts. Make sure students can read the dialogue with the correct pronunciation and intonation. Practice 1. Read the dialogue in roles. Ask students to read the dialogue in roles. 1. Read the dialogue in roles. Through reading the dialogue in roles and different forms of
43、performing activities, let students further understand and master the key sentence structures. 2. Act out the dialogue in class. Ask students to act out the dialogue in class. 2. Act out the dialogue in class. 3. Play a game “3D Family Photos”. 3. Work in groups of four. One student introduces his/h
44、er family members, the others act out. Consolidation & Extension Show a picture of Amy. Present an example. Let students try to introduce their families by following the example. Introduce their families by following the example. Cultivate students comprehensive language using ability by introducing their families. Homework 1. Read and act out the dialogue of “Lets talk”. 2. Do the exercises.
