(共20张PPT)
英 语
PEP版 四年级上册
Unit 6
Meet my family!
Part B
Let’s learn & Let’s play
1.能够听、说、认读五个有关职业的单词“doctor, cook, driver, farmer, nurse”。
2.能够在语境中正确运用这五个单词。
3.能够在真实语境中理解句子“They’re helpful!”的意义，引导学生树立职业平等的观念。
4.能够在活动中模仿这五个职业的标志性动作，并用所学句型“—What’s his/her job —He’s/She’s a/an…”正确询问并回答所模拟的职业。
学习目标
Free talk.
Hi! Meet my family!
This is my father.
This is my mother.
This is my sister.
This is my brother.
Warm up
What’s your father’s job
My father is a doctor.
Presentation
医生
[ d kt (r)]
doctor
Presentation
护士
[n s]
nurse
Presentation
厨师
[k k]
cook
Presentation
司机
[ dra v (r)]
driver
Presentation
农民
[ fɑ m (r)]
farmer
Presentation
What’s your father’s job
My father is a doctor.
Presentation
What can you find
Presentation
I point, you say.
doctor
nurse
farmer
cook
driver
Practice
What’s missing
Practice
Stand, stand, stand!
Choose five students to go to the front of the
classroom. Let each student squat down with
a word card. Then lead students to play the game.
Practice
Ask and answer.
What’s your mother’s job
My mother is a nurse.
Practice
Let’s play.
Practice
Make a survey in groups.
What’s your mother’s job
My mother is a nurse.
Practice
Unit Six Meet my family!
Part B Let’s learn & Let’s play
课堂小结
谢谢
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The fifth period
Part B Let’s learn & Let’s play
内容分析
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、认读并正确运用单词“doctor, cook, driver, farmer, nurse”。能够灵活运用句型“—What’s his/her job —He’s/She’s a/an…”。
课时目标
知识与能力
能够听、说、认读五个有关职业的单词“doctor, cook, driver, farmer, nurse”
能够在语境中正确运用这五个单词
能够在真实语境中理解句子“They’re helpful!”的意义，引导学生树立职业平等的观念。
能够在活动中模仿这五个职业的标志性动作，并用所学句型“—What’s his/her job —He’s/She’s a/an…”正确询问并回答所模拟的职业。
过程与方法
通过观察并讨论图片，让学生先对新授知识有直观的认识，再通过认真倾听获取信息，对新单词的词义和读音有更深的认识，最后通过对driver和farmer的比较，归纳并掌握更多的符合这种构词规则的职业类名词。以图片及音频相结合的方式呈现新单词，让学生从多角度感知新的教学内容。通过做与职业相关的动作，听与职业相关的声音，降低学习的难度，加深对新词的理解。通过拼读教学法与跟读获取新单词的准确读音，使学生在模仿中加深对新词的理解和记忆。
情感态度价值观
提高口语表达能力，树立学生学习的自信心。
教学重难点
教学重点
能够听、说、认读并正确运用单词“doctor, cook, driver, farmer, nurse”。
能够灵活运用句型“—What’s his/her job —He’s/She’s a/an…”。
教学难点
能够正确询问并回答家人的职业。
教学准备
教学课件、课文视频、录音、学生准备的家人照片、家庭称呼类单词、职业类单词卡片等。
教学媒体选择
多媒体，录音。
教学活动
角色扮演；
游戏；
观看动画。
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Free talk and lead-in.
Ask students to take out photos of their family and introduce their family members to each other in the groups. Then ask four students to show in class. Select the best performer.
Make a model:
Hi! Meet my family!
This is my father.
This is my mother.
This is my sister.
This is my brother.
Step 2: Presentation
1. Teach the words “nurse, doctor”.
Present Sarah’s aunt’s photo on the PPT and ask the question.
T: What’s Sarah’s aunt’s job
Ss: She’s a nurse.
T: Yes, she’s a nurse and she works in a hospital. Present the word “nurse” on the PPT and teach it. (课件出示:nurse的相关内容)
T: n/n/-ur/ /-se/s/, nurse/n s/.
Present a picture of the hospital to help students understand the meaning of “hospital”. （课件出示:医院的图片）
T: My aunt works in a hospital, too. But she is not a nurse. (课件出示:一位女医生的图片) She’s a…
Present the word “doctor” on the PPT and teach it. (课件出示:doctor的相关内容)
T: d/d/-o/ /-c/k/-t/t/-or/ (r)/, doctor/ d kt (r)/.
Write down the words “nurse, doctor” on the blackboard.
Play the recording of the two words. (出示课件) Let students read them after the recording.
Ask students to read the words in groups with actions.
For example: nurse (Do the action of holding an injector.)
doctor (Do the action of holding a stethoscope.)
2. Teach the words “driver, farmer”.
Ask the question: What’s Sarah’s uncle’s job
Ss: He’s a football player.
T: Great! My uncle is not a football player. He drives a taxi. He is very helpful. What’s his job
Lead students to guess the word “driver” with the help of teacher’s body movement. Some students may speak in Chinese.
Write down the word “driver” on the blackboard and teach it. （课件出示:driver的相关内容）
T: dr/dr/-i/a /-v/v/-er/ (r)/, driver/ dra v (r)/.
Let students read after the recording and read it one by one or in a row. (出示课件)
Present a picture of a farmer on the PPT. （课件出示: 一位农民的图片）
T: Sarah’s grandpa is very strong. He works on a farm. What’s his job
Lead students to guess the word “farmer”. Some students may speak in Chinese.
Write down the word “farmer” on the blackboard and teach it. （课件出示:farmer的相关内容）
T: f/f/-ar/ɑ /-m/m/-er/ (r)/, farmer//.
Let students read after the recording and read it one by one or in a row. （出示课件）
Present some occupational nouns similar to “driver, farmer”. Get students to try to read and find out what the words have in common.
3. Teach the word “cook”.
Present a picture of a cook on the PPT. （课件出示: 一位厨师的图片）
T: Look at the man. He looks like a farmer. But he is not a farmer. Listen. What’s his job (课件出示:菜入油锅和炒菜的声音)
Lead students to guess the word “cook”. Some students may speak in Chinese.
Write down the word “cook” on the blackboard and teach it. （课件出示:cook的相关内容）
T: c/k/-oo/ /-k/k/, cook/k k/.
Let students read after the recording. （出示课件）Ask some students to read aloud.
T: The nurse and the doctor can protect our health. The driver can drive. They can do many things for us. They are helpful!
Write down the sentence “They are helpful!” on the blackboard and teach the word “helpful”.（课件出示:helpful的相关内容）
T: help/help/-ful/ful/, helpful/helpful/.
Ask students to read the sentence.
4. Watch the cartoon and read.
Play the cartoon of “Let’s learn”.（课件出示:教材P62 Let’s learn板块的视频） Let students read after the recording. Remind them to pay attention to the pronunciation and the intonation.
Ask students to listen again and point out the words they hear as they read them.
5. Act out the dialogue.
Show the picture of “Let’s learn”. (课件出示:教材P62 Let’s learn板块的图片) Take out the headdresses of Chen Jie and Sarah. Let students act out the dialogue in pairs.
Chen Jie: What’s your…’s job
Sarah: My…is a/an…
Step 3: Practice
1. Play a game— “I point, you say.”
Point to the words on the blackboard quickly. Let students read them loudly.
2. Play a game—“What’s missing ”
Show all the word cards of jobs to students.
Ask students to close their eyes， and take out one card from the word cards.
Then let students open their eyes. Show them the word cards again.
T: What’s missing？
Let students say the missing word quickly. Reward the student who guesses quickly and correctly.
3. Play a game— “Stand, stand, stand!”
Choose five students to go to the front of the classroom. Let each student squat down with a word card. Then lead students to play the game.
（游戏说明:座位上的一位学生说出句子“I’m a/an…”。蹲在前面的五个人中，拿着相应图卡的学生马上站起来，举起图卡并将该单词大声读三遍。如果没有及时站起来，或者站起来的不是持有正确单词图卡的学生，则出局，再寻找其他的学生替换。）
4. Ask and answer.
Show some word cards of family members and jobs. Take out a card randomly and ask students to practice.
T: If I show you the word cards “mother” and “nurse”, boys must ask, “What’s your mother’s job ” Then girls answer, “She is a nurse.”
Step 4: Consolidation & Extension
1. Let’s play.
（1）Present the five pictures of “Let’s play” on the PPT. (课件出示:教材P62 Let’s play板块的图片) Ask students to say out the words of jobs in the pictures in turn， and do actions to act out the jobs.
（2）A boy does the action and other boys ask, “What’s his job ” Girls guess the job with the sentence structure “He’s a/an…” Then exchange.
2. Make a survey in groups.
Let students ask the jobs of family members in the groups with the sentence structure “What’s your…’s job ” and make a survey according to the chart.
（活动说明:如果出现了不会的职业类名词，学生可以先用中文代替。教师在巡视过程中给以帮助和补充。）
板书设计
作业设计
完成本节课习题。
教学反思
1. 本课主要是学习五个表示职业的单词和询问某人职业的句型及其回答。教学新课前，用歌曲和对话的方式帮助学生复习了上节课所学的知识，为后面的授课做了铺垫。
2. 结合课件和师生互动，复习旧知并导入新课，将新授单词融入到句型教学中，利用图片引入单词，灵活操练，并在学习新词的基础上进行句型操练。
3. 通过“I point, you say.”“What’s missing ”“Stand, stand, stand!”这三个游戏，将单词的拼写、读音和词义进行匹配操练。通过“看单词创编对话”的活动将单词和核心句型穿插融合，灵活操练。一系列活动过程由易到难，趣味性强。
4. 运用TPR活动完成Let’s play的教学，加强了学生对新知识的掌握。在小组中完成调查表格，进一步加深了学生对单词和句型的理解与运用。
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