单元备课
主备人:邓海燕 使用教师：
课 题
Unit 6 Come and meet my family!
教学目标
目标：
1.能够简单介绍自己的家庭，如：This is my family.
2.能够简单描述家庭成员，如：He’s a baseball player. He looks strong.
3.能够听懂一些指令，如：Act like….
4．认读AB部分Let’s learn 和 Let’s talk 部分的单词和句子。
5.听懂会说会做Let’s do. Let’s chant 部分的内容。
6.了解Story time Good to know 等的内容。
情感态度:培养学生热爱家庭、热爱生活的美好情感。
学习策略：积极运用所学英语进行表达、交流。
文化目标: 了解西方国家家庭成员之间的称呼习惯。
教学重点
学习句型How many people are there in your family? Is this your…? What’s your father? He looks (young).
教学难点
B部分的Let’s talk由多个句型结构组成，其中渗透了几个新句型的铺垫教学，因此这段对话就成为本单元的教学重点
教具、学具准备
单词卡、多媒体课件
课 题
第一课时 Part A
教学目标
目标
1.能听、说、认读单词：family，parents，uncle，aunt，baby brother.
2. 能听懂、会说本课对话，并能在情景中进行运用。
3.能听、说、认读本课句型How many people are there in your family ?并能进行替换练习。 4.能用英语简单介绍自己的家庭。 情感态度 培养学生热爱家庭、热爱生活的美好情感
学习策略 积极运用所学英语进行表达、交流。
文化意识 了解英语国家中家庭成员之间的称呼习俗。
教学重点
1.能听、说、认读单词：family，parents，uncle，aunt，baby brother.并能用英语简单介绍自己的家庭。
2.熟练掌握How many …are there …?
教学难点
1.单词family，parents的发音.
2.句子“My family has seven members.”的认读。
教具、学具准备
1.教师准备自己家庭成员的单人照和全家福。 2.教师准备录音机、磁带、词卡。 3.学生准备单词卡、家庭成员的单人照和全家福。
教学过程
一、Preparation 1. Let’s chant. (三下p34) 2. Game: Who is he/she? 二、Presentation Let’s learn
1. Learn： parents (1)(接上一环节)T：（简单描述自己父亲的外貌、爱好等）Guess！Who’s he? Ss: … T: He is my father. T：（简单描述自己母亲的外貌、爱好等）Guess！Who’s she? Ss: … T: She is my mother. 教师把爸爸妈妈的照片放在一起，指着照片告诉学生，They are my parents. （2）板书、教读parents---- They are my parents. 2. Learn： uncle （1）T：（教师展示一张照片的背面，）Guess！Who’s he? Ss: … T: He is my uncle. He’s my father’s brother. （2）板书、教读uncle--- He is my uncle. 3. Use the same way to learn aunt. 4. Learn：baby brother (1)T；（出示一张班内有弟弟的学生的全家福）Look！This is XXX.然后指着上面的弟弟说:This is her baby brother. (2)板书、教读baby brother---baby brother。 5. Learn：family (1)T:(展示自己的全家福照片)Look! What is this? Ss: … T: This is a picture of my family. (2)板书、教读family---This is my family. 听读正音。 听录音、跟读新单词。要注意模仿录音中的语音、语调。
Let’s talk 1. My family has … （1）T:（用事先准备好的文具提问）How many …can you see? Ss: … （2）T:（询问一两组后，出示自己的全家福）How many people can you see? Ss: … T: Good! My family has…members. My dad、my mom, my brother….and me. (3) 板书教读members-----My family has…members. （4）学生在小组内用自己全家福进行练习：My family has…members. My dad、my mom, my brother….and me. 2. How many people are there in your family? Who are they? (1)T：My family has…members. My dad、my mom, my brother….and me. How many people are there in your family? (2) T：My family has… members. My dad、my mom, my brother…. and me. How many people are there in your family? St1: …. T：Who are they? St1: … (3)教师板书、教读How many people are there in your family? Who are they? (4)教师示范后让学生在小组内操练How many people are there in your family? Who are they? 3. But that’s only six puppy (1)T: My family has six members. My parents, my brother, my sister and me. Ss: … T：（指着黑板上的简笔画）But that’s only five. Oh, and my little puppy! Gee! （再在简笔画上添上一只小狗。） (2)教读But that’s only six ！ And my little puppy! 并帮助学生理解这两句话的意思。 三、Practice 1.听音答题。（注意提醒学生合上课本听） How many people are there in Chen Jie’s family? A. three B. six 2.听音正音。 （1）Listen and point . (2) Listen and repeat. 3.合作共建 小组内分角色朗读对话，组长注意分配好角色，同时要注意角色互换。 四、Production 1. Let’s count. (P71) 教师先做好示范和要求，然后让学生两人一组练习。 2. Make a survey. How many people are there in your family? Who are they? Name How many? parents brother sister uncle 五、Progress. 1.检测题。 （一）、选择正确的答案填空。 1. ( ) people are there in your family? ----Three. A. What B How C How many 2. My family ( ) six members. A. have B has C is 3. ( ) are they? A. What B. who C. Who 2.Homework (1) 听Let’s talk部分录音，并跟读。
个性化修改
Sing the song: One、Two、 Three、 Four、Five（三年级下册P26）
合作学习。 Read the news in groups. (会的同学要注意帮助读的不太好的同学。)
Ss:(教师可给予一定的提示) ….
教师说的同时用简笔画在黑板上画出来。
（注意提醒学生合上课本听）
4.表演展示 Act the dialogue in pairs.
(2)画一幅自己的全家福，并试着用英语简单介绍自己的家庭。
课 题
第三课时 Part C
教学目标
目标
1.能听、说、读、写四会单词father, mother, brother, sister.，nurse, doctor, farmer, driver.
2. 能用所学英语介绍自己的家庭。
情感态度 培养学生热爱家庭、热爱生活的美好情感。
学习策略 积极运用所学英语进行表达、交流。
文化意识 了解英语国家对运动和健康的关注。
教学重点
使学生熟练掌握单词father, mother, brother, sister nurse, doctor, farmer, driver.的拼写
教学难点
1.在实际情景中运用所学的单词和句型来介绍家庭。
2.运用所学英语介绍并描述人物。
教具、学具准备
1. 教师准备录音机、磁带、词卡、图卡。 2.学生准备全家福照片。
教学过程
一、preparation Let’s chant.（自编歌谣） Let’s go, boys. Let’s go, girls. Let’s all be a family. Who plays uncle? Who plays aunt? Who plays grandma and grandpa? I am uncle. I am aunt. We are grandma and grandpa. Let’s go, boys. Let’s go, girls. Let’s all be a family. Who plays baby brother? Who plays baby sister? Who plays father and mother? I am baby brother. I am baby sister. We are parents. We are parents. 二、Presentation (一) Read and write 1.学习单词father. (1)T：（出示自己的全家福）Who’s he ? Ss: T：Yes, he’s my father. Let’s spell it together. (2)教师板书、学生拼读并书空。 2.用同样的方法学习单词mother, sister, brother。 3.听录音，并跟读。 4.小组内拼读单词。 （二）学习Write and say. 1.(1)T：（拿出自己的全家福）Come and meet my family! This is my father, this is my mother ,this is my brother and this is my sister. (2)教师板书、教读：Come and meet my family! This is……,this is… this is…… 2.教师出示Write and say部分的内容，让学生根据图片写出相应的单词。 3.听录音，跟读。 （三）Read and write. 1.（1）T: What’s your father? S1: He is a farmer. T：What are you going to be? S1: (在教师引导下)I am going to be a doctor。 教师教读 I am going to be a…. （2）两人一组，用I am going to be a….句型说说自己的理想。 2. (1) T：What are you going to be? S2：I am going to be a…. T: Can you spell it? Let’s spell it together. (2)教师和学生一起拼读后板书示范。 3. Use the same way to learn doctor, nurse, driver. 4 .Listen to the tape and read after the tape. 5.小组内拼读单词。
(四)、Write and say.
1.教师出示write and say 部分的图片，并和学生一起讨论What’s he/she? He/She is a…. 2.（1)展示Write and say 部分的内容，让学生完成短文。 （2）Check the answer. (3) Listen to the tape and read after the tape. 三、Practice. 1.Spelling Game . 教师出示图片，S1读出单词，并拼读出该单词的第一个字母，然后S2接着说出下一个字母，依次类推。 2.Game: What’s missing? 教师将缺少字母的单词呈现出来如：father,让学生找出所缺的字母。 四、Production. Make a family tree, and talk about it with your partner. (1)教师展示自己制作的family tree。 （2）学生自己动手制作自己的family tree。 五、Progress (一)检测题。 根据句子内容写单词。 1. Come and meet my family! This is my (爸爸),this is my 2.My aunt is my mother’s . 3.My uncle is my brother’s （二） Homework. 1. 听Read and write 部分的录音并跟读。 2. 画出自己爸爸、妈妈、哥哥、姐姐的形象，并用英语单词标记出来。
3.Let’s find out. 教师给予一定的时间限制，看看谁在规定的时间内找出的单词最多。
个性化修改
教师出示词卡，让学生认读单词：family，parents，uncle，aunt，baby brother.
(3)学生在小组内用自己的全家福介绍。
2.看谁写的好。学生在小组内抄写单词，每组推荐一名写的最好的，参加全班评选，选出写的最好的3名同学，并将他们的作品在全班展示。
课 题
第二课时 Part B
教学目标
知识目标
1.能听、说、认读单词:doctor, nurse, driver, farmer和baseball player,并能介绍人物的职业。 2.能够听懂、会说句型What’s your father? My mother is a doctor.并能做替换练习。 3. 能听、说、认读本课句型Is this your father? What’s your mother? He looks strong.并能在情景中运用。 4.能听懂、会说本课对话，并在实际情景中运用。
能力目标
1.能够简单描述家庭成员，如：My mother is a doctor. 2.听懂指示语，并按照指令做出相应的动作。
情感态度:培养学生热爱家庭、热爱生活的美好情感。
学习策略：积极运用所学英语进行表达、交流。
文化目标: 了解西方国家家庭成员之间的称呼习惯。
教学重点
单词doctor, nurse, driver, farmer和baseball player的听、说、认、读和人物职业的表达法。
教学难点
单词baseball player的认读。
理解、会说句型They look strong. Are they farmers?
教具、学具准备
录音机、磁带、词卡、图卡。
教学过程
一、Preparation Enjoy the song: My father is a doctor. 二、Presentation Let’s learn
A.单词导呈 1. Learn：doctor (1)T:(故意装作很痛苦的样子)Oh, I’m ill. I must see the doctor.教师出示doctor 的图片并教读。 (2) 板书教读doctor-----Act like a doctor(教师说的同时让学生和自己一起做动作) 2. Learn：nurse (1)T:(出示护士的图片)Look! Is she a doctor? Ss: No. T: Good! She is a nurse. 板书教读nurse—She is a nurse. (2)教师和学生一起边说边做Act like a doctor ，Act like a nurse. 3. Learn：farmer (1)T:(出示自己的全家福，)This is my father. He’s a farmer.说的同时做锄地的动作。 板书、教读farmer----He’s a farmer. (2)教师和学生一起边说边做Act like a doctor ，Act like a nurse，Act like a 4. Learn：driver （1）T:（继续展示全家福）This is my brother. He’s a driver.(做开车的动作) （2）教师板书、教读driver. （3）教师和学生一起边说边做driver----driver-----Act like a driver. 5. Learn：baseball player (1)T：（出示baseball player的图片）Look! Is he a driver? Ss: No. T：He’s a baseball player. 板书、教读baseball player. (2)教师和学生一起边说边做baseball player---baseball player---Act like a baseball player driver----driver-----Act like a driver. B.听读正音 Listen to the tape and read after the tape. Let’s talk
1. 学习What’s your mother? My mother is… (1)T：My father is a farmer. What about you? What’s your father? S1: My father is… T：What’s your mother? S2：My mother is… 教师询问一两位同学后，板书、教读What’s your mother? My mother is… （2）学生两人一组练习。 2.学习“Is this your….? Yes, she/he is.” He looks… （1）T:（出示自己的全家福照片）This is my mother. She is a nurse. She likes sports.拿起一位同学的全家福照片。Is this your mother? S1:（在教师帮助下）Yes, she is. T:(拿起另外一位同学的全家福) Is this your father? S2: Yes, he is. T: He looks strong. (2) 板书、教读“Is this your….? Yes, she/he is.”He looks… 3.学习“Are they farmers?” (1)T:(继续利用学生的全家福)Who is this man ? S3: He’s…… T: Who is this woman? S3: …… T: They look young .Are they farmers? S3: ……
(2)教师板书、教读教读Who is this man ? He’s… Are they farmers? 三、Practice 1.听音答题。 What’s Amy’s mother? 2).听音正音。 （1）Listen and point . (2) Listen and repeat. 3.合作共建 小组内分角色朗读对话，组长注意分配好角色，同时要注意角色互换。 四、Production 利用手中的全家福，用今天学过的句子和同桌一起做一个新的对话。 五、Progress 检测题。 选词填空。 （1）( ) is your mother? A. What B. How (2) ( ) Is this your aunt? A. Yes, she is. B. Yes, he is. (3) ( ) is this man? He’s my uncle. A. What B. Who
(二) Homework 听Let’s talk 部分是录音、跟读，并读给家长听。
个性化修改
教师出示father、mother、uncle、aunt等单词的词卡，让学生认读单词。
C.合作学习。小组内利用词卡读单词。
(3)Let’s chant.What’s your father? 教师播放录音，师生共同吟唱。
3.教师做好示范后，学生两人一组利用手中的全家福操练.
4.表演展示。 Act the dialogue in pairs.
