(共17张PPT)
Unit Six Meet my family!
Part B
Let’s talk & Draw and say
1.能够在图片和教师的帮助下理解对话大意。
2.能够用正确的语音、语调朗读对话，并能够分角色表演对话。
3.能够在情景中运用句型“—Is this your… —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your…’s job —He’s/She’s a/an…”询问并回答某人与说话方的亲属关系及其职业情况。
4.能够在语境中理解词汇“football player, nurse”的意思，并能够正确发音。
5.能够通过画一画、说一说，巩固B部分对话中所学的核心句型。
学习目标
let’s spell
Warm up
Lead-in.
the teacher’s family photo
This is my family photo.
Guess! Who’s she/he
Warm up
—Is this your…
—Yes, it is.
—No, it isn’t. / No, it’s me.
Presentation
护士
[n s]
nurse
Presentation
football player
basketball player
Presentation
What can you see
Presentation
What can you see
Presentation
Q1：Who’s this man
Q2：What’s his job
Q3：Who’s this woman
Q4：What’s her job
Presentation
Presentation
Q1：Who’s this man
It’s Sarah’s uncle.
Q2：What’s his job
He’s a football player.
Q3：Who’s this woman
It’s Sarah’s aunt.
Q4：What’s her job
She’s a nurse.
Presentation
Presentation
Make a dialogue.
A: Is this Sarah’s mother
B: Yes, it is. /No, it isn’t.
She’s…
A: What’s Sarah’s mother’s
job
B: She’s a/an…
Practice
Draw and say.
Practice
Let’s sing.
Practice
Unit Six Meet my family!
Part B Let’s talk & Draw and say
课堂小结The fourth period
Part B Let’s talk & Draw and say
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。教学重点是能够理解并运用句型“—Is this your… —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your…’s job —He’s/She’s a/an…”。
课时目标
知识与能力
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，并能够分角色表演对话。
能够在情景中运用句型“—Is this your… —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your…’s job —He’s/She’s a/an…”询问并回答某人与说话方的亲属关系及其职业情况。
能够在语境中理解词汇“football player, nurse”的意思，并能够正确发音。
能够通过画一画、说一说，巩固B部分对话中所学的核心句型。
过程与方法
通过图片，帮助学生理解新词的含义，并引导学生通过听音和拆音的方法学习新词的读音，为对话学习扫清障碍。通过对本单元主情景图的学习，设置特定的语言环境，进一步感知核心句型。通过呈现单元主情景图，创编对话并操练重点句型，帮助学生在真实情境中运用核心句型，进而突破本课的重难点。
情感态度价值观
通过游戏的方式，增加学生对学习的兴趣，提高学生英语口语表达水平。
教学重难点
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，并分角色表演。
2. 能够理解并运用句型“—Is this your… —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your…’s job —He’s/She’s a/an…”。
教学难点
能够在真实情景中灵活运用核心句型。
教学准备
教学课件、课文视频、家庭称呼类和职业类单词卡片等。
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 & Revision & Lead-in
1. Greetings.
2. Show the chant—let’s spell.
Ask students to read the chant carefully and then chant it together. （课件出示P60 Listen and chant内容）
3. Lead-in.
Show the outline picture of the teacher’s family photo on the PPT. （课件出示: 教师全家福的轮廓图）Ask students to guess the relationship between the person in the picture and the teacher.
T: This is my family photo. Guess! Who’s she/he You can ask like this: Is this your… Remind students to use rising tones in general questions.
Ss: Is this your cousin/aunt/…
T: Yes, it is. / No, it isn’t. / No, it’s me.
Write down the sentence structures “—Is this your… —Yes, it is. / No, it isn’t. / No, it’s me.” on the blackboard.
Step 2: Presentation
1. Teach the new vocabulary and sentence structures.
(1) After guessing some characters, the picture of the teacher’s family members is clearly presented. The teacher points to herself/himself and says, “I’m a teacher.”
Then point to her/his aunt in the picture.
T: This is my aunt. She’s a nurse.
Show a picture of the teacher’s aunt in a nurse’s uniform. Help students understand what “nurse” means.
Teach the word “nurse”, n/n/-ur/ /-se/s/, nurse/n s/. (课件出示:nurse的相关内容)
Ask students to read after the teacher and pay attention to the sound of “ur”. It sounds / / here.
T: What’s my aunt’s job She’s a/an…
Ask students to guess the meaning of this question and the word “job” according to the context.
Ss: She’s a nurse.
Write down the sentence “What’s your aunt’s job ” on the blackboard and get students to read after the teacher.
T: au/ɑ /-n/n/-t/t/, aunt/ɑ nt/, t’s/ts/, aunt’s/ɑ nts/. “t’s” sounds /ts/ here.
T: j/d /-o/ /-b/b/, job/d b/.
T: Now you can ask me about my other family members with the sentence structure.
Ss: What’s your…’s job
T: He’s/She’s a/an… (doctor, football player, nurse, farmer, cook, driver…)
Show the pictures of the jobs above to help students understand.
Write down the sentence structure “He’s/She’s a/an…” on the blackboard.
(2) Write down the phrase “football player” and the sentence “He’s a football player.” on the blackboard. Help students understand the meaning of “football” through pictures of a foot, a ball and a football on the PPT. （出示课件）
Show the cards of “father” “teacher” “sister” and so on. Let students listen to the pronunciation of these words to know the sound of “-er” when it appears at the end of a word and spell the word “player”. Teach the word “player”. Ask students to read after the recording. （课件出示:player的相关内容）
2. Talk about the picture of the main scene.
Present the picture of the main scene on the PPT.（课件出示: 教材Unit 6主情景图）
T: This is Sarah’s family. They are putting on a play. Do you know its name
Students may answer in Chinese.
T: How many people are there in Sarah’s family
Ss: Nine. Wow!
Point to one actor in the picture and ask, “Is this Sarah’s uncle ”
Ss: Yes, it is. /No, it isn’t.
T: What’s his job
Lead students to find relevant person. Ask students to describe his job through the dialogue in the picture.
Ss: He’s a football player.
Continue to talk about Sarah’s aunt’s and father’s jobs.
Play the cartoon of the main scene on the PPT. (课件出示: 教材Unit 6主情景图的视频) Ask students to read after it.
3. Let’s talk.
(1) Show the pictures of the three characters in “Let’s talk” on the PPT. （课件出示: 教材P61 Let’s talk板块中Sarah的叔叔和婶婶的照片以及Sarah小时候的照片）
Ask students to guess who these people related to Sarah are and predict the main idea of the dialogue.
T: Is this your Sarah’s…
Ss: …
Write down the words on the blackboard according to students’ guessing.
T: What are Sarah and Zhang Peng talking about
Ss: They are talking about Sarah’s family members and their jobs.
(2) Play the cartoon and ask the questions.
Questions: Who’s this man/woman What’s his/her job Is the little baby Sarah’s baby brother
Play the cartoon of “Let’s talk” on the PPT and let students pay attention to the pronunciation and the intonation. (课件出示:教材P61 Let’s talk板块的视频) Ask students to watch the cartoon with the questions. Underline the answers in the book.
②Answer the questions.
T: Who’s this man
Ss: It’s Sarah’s uncle.
T: What’s his job
Ss: He’s a football player.
T: Who’s this woman
Ss: It’s Sarah’s aunt.
T: What’s her job
Ss: She’s a nurse.
③Play the cartoon again. （Pause at the last picture.） (出示课件)
T: Who’s the baby Is the little baby Sarah’s baby brother
Ss: No. It’s Sarah. Sarah says, “It’s me!”
(3) Read after the recording.
Play the recording of “Let’s talk” on the PPT. （出示课件） Ask students to read after it. Then let them read in pairs.
(4) Act out the dialogue.
Ask students to read the dialogue freely and act out in roles. Select four pairs to act out in class.
Step 3: Practice
1. Make a dialogue.
Present the picture of the main scene of this unit once again on the PPT. (课件出示: 教材Unit 6主情景图) Ask students to select a person in the picture and make a dialogue. Then let them practice in pairs.
Make an example:
A: Is this Sarah’s mother
B: Yes, it is. /No, it isn’t. She’s…
A: What’s Sarah’s mother’s job
B: She’s a/an…
2. Draw and say.
(1) Let students look at the four stick figures in “Draw and say”. （课件出示:教材P61 Draw and say板块的四幅简笔画） Ask them to describe the jobs of the characters.
(2) Ask two students to read the dialogue of this part. Remind them to use rising tones in general questions.
(3) Ask students to draw pictures of their family members. Then lead them to introduce their family members and the jobs of their family members w ith the key sentences.
(4) Lead students to ask and answer in pairs with the following sentence structures.
Step 4: Consolidation & Extension
1. Play a game— “Q&A”.
Ask two students to make a model.
First, use the ready-made materials in the classroom to make the frame of the magic mirror, such as a wooden ruler, broom, etc.
Then ask student A to wear a mask with reflective effect and stand behind the mirror in a fixed position.
B: (Stand in front of the mirror and ask.) Mirror, mirror on the wall! Is this B
A (“Magic mirror”): Yes, it is.
B: What’s his/her job
A (“Magic mirror”): He’s/She’s a/an…
Then let both of them make the representative action of this job at the same time.
Get students to practice in pairs， then show in class.
2. Let’s sing—My family.
Play the song My family. （课件出示:教材P64 Let’s sing板块的歌曲）Ask students to listen carefully and sing together.
3. Make a summary.
Point to the vocabulary and the sentence structures on the blackboard, ask students to review them quickly.
中小学教育资源及组卷应用平台
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21世纪教育网(www.21cnjy.com)
板书设计
作业设计
完成本节课习题。
教学反思
1. 本课在A部分的基础上学习重点句型“—Is this your… —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your…’s job —He’s/She’s a/an…”，教学内容贴近学生生活，因此学生们对话题较熟悉，这有助于他们更好地掌握知识。
2. 通过对本单元主情景图的教学，让学生在情景中初步感知重点词汇和句型，让英语课堂生动起来。
3. 在实践中注意分层教学，因材施教，用最有效的方式激发学生主动参与的兴趣，培养其独立思考和合作探究的创新精神。
4. 教学层次分明，引导适当，体现了学生在学习中的主体地位，顺利完成了教学目标。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
