中小学教育资源及组卷应用平台
Unit 6 Meet my family!单元整体教学设计
单元课题 四年级上册Unit 6 教材页码 P56-65
单元主题 意义 本单元主题为Meet my family，语境属于“人与自我”，“人与社会”的主题范畴。共分为三部分，即A, B, C. 主情景图中，孩子们在观看Sarah一家演出的《绿野仙踪》，不断谈论Sarah家人的身份和职业情况，揭示出了本单元的主题：了解他人或介绍自己的家庭情况。通过本单元的学习，能谈论各自的家庭及家人的职业等。从教材的整体来看，本单元讨论的话题是上学期内容的延伸和拓展。本单元与三年级教材在知识编排上紧密衔接，起到了承上启下的作用。从内容上主要是围绕Meet my family这个话题展开的。同时培养学生对家人的关爱。
教学内容分析 1.来源&内容： 本单元来自人教版PEP第六个单元，本单元的话题主要围绕家庭成员展开。呈现了主要句型: How many people are there in your family Three. My parents and me. This is my uncle, he’s tall and strong. Is this your uncle Yes, it is./No, it isn’t. What’s your aunt’s job She’s …等。本单元还设置了字母u在开闭音节单词中的发音规律的环节，并能够根据发音规律听音写出相应的单词。基于对教材的理解和对学生的学情分析，从单元整体教学思想的角度，从语义理解、语用功能的实现以及情感的推进来设计教学内容和过程。 2.知识关联： 功能：谈论，描述，情感。 话题：外貌，职业。 3.单元探究设计：
学情分析 1.年龄特征： 四年级的学生生性活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣具有词汇学习的能力，能积极参与课堂教学活动，表现欲望强烈。对英语学习兴趣浓厚，小组合作意识已经初步形成。 2.知识储备： 他们已经掌握了一些家庭成员相关的词汇，如：father, mother, brother, sister等；还接触了一些职业名词，如：teacher, doctor… 3.能力水平： 四年级的学生已具备能够正确听说的能力，模仿能力也相对低年级来说有水平有所提高。
单元目标 在本单元教学结束之际，学生能： 1. 能听、说、读、写核心词汇: parents, cousin, uncle, aunt, baby, doctor, cook, driver, farmer, nurse. 2. 能在语境中学习，理解，并运用本单元核心句型：How many people are there in your family Three. My parents and me. This is my uncle, he’s tall and strong. Is this your uncle Yes, it is./No, it isn’t. What’s your aunt’s job She’s …进行对话练习。 3. 能在语境中运用合适的句型和同伴进行对话练习。 4. 能读懂故事Story time，并能复述和表演故事情节。 5. 复习掌握a, e, i, o, u在单词中的发音规律，并能够根据发音规律听音写出相应的单词。
第一课时教学设计
一、语篇研读
What：本节课选自人民教育出版社课程教材研究所英语课程教材研究开发中心依据教育部《义务教育英语课程标准》（2011年版）与加拿大灵通教育有限公司合作编写的《小学英语（PEP）》四年级上册Unit 6 Meet my family. 第一课时A部分。该语篇主要是Sarah和Chen Jie谈论和介绍家庭成员。两人在谈论过程中展示本课主题。
Why: How many这一话题是三年级下册已学话题Unit 6 How many 的拓展延伸，通过听，说，读，写等形式谈论话题。在这个过程中学生的思维能力、观察能力都得到提高。
How: 该语篇呈现了“你家有几口人？”的功能句及答语：—How many people are there —Three/Six/…本课时采用语篇呈现、语篇导建、语篇评价和语篇自建的课堂词汇教学模式，突出用英语做事情，强调学生在自主探究、小组合作和多元评价的过程中提高沟通能力和解决问题的能力。
二、教学目标
通过本课学习，学生能够：
1. 能听，说，读，写本课重点词汇：parents, uncle, aunt, cousin, baby brother.
2. 在看、听、说的活动中，获取和梳理对话信息; 能正确使用句型—How many people are ther
—Three/Six/…进行对话练习，结合图片让学生学会互相提问并介绍自己的家庭。(学习理解）
3.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
4.在小组内进行真实语境的创设，能流利介绍家庭，形成积极的学习态度。（迁移创新）
完成本课时目标所需要的核心语言如下：
—How many people are there in your family.
—Three/Six/…
三、教学重难点
学生能读懂并理解整篇对话的大意，在语境中运用句型：—How many people are there in your family. —Three/Six/…
2. 能够熟练正确书写词汇：parents, uncle, aunt, cousin, baby brother.
四、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，理解对话中的核心语言How many people are there in your family. Three/Six/… Let’s talk Sarah请Chen Jie来家里做客Welcome to my home, Chen Jie! Chen Jie看到桌上的相册问Is this your family Sarah说是的，并想让介绍她的家人让Chen Jie认识Yes. Meet my family. 通过创设情境，引出新内容，并将学生的注意力迅速转移到课堂上来。 Let’s learn 通过Sarah向Chen Jie介绍家庭成员，学习新词汇：parents, uncle, aunt, cousin, baby brother.让我们跟着Sarah和Chen Jie一起学习吧！ 播放单词parents, uncle, aunt, cousin, baby brother.录音并模仿，同时注意规范书写，学生模仿发音并仿写。 3. Let’s read. 看图读单词，再次复习巩固加深印象。 4. Let’s play. 现在让我们一起做游戏Read the words quickly!快速读出气球上的单词。看谁能快速正确的读出单词。 将重点词汇综合起来，帮助学生将图片和单词有效结合，有助于快速记忆。 5. Let’s talk. Sarah现在想认识Chen Jie的家人，Chen Jie, let’s meet your family, Chen Jie欣然同意OK! Let’s meet my family. 6. Listen and answer. 播放课文听力，并引导学生根据课文内容回答问题。 核对答案。 7. Let’s learn. 讲解句型： — How many people are there in your family — Three. 此句型用来询问家中有几位家庭成员。 句型结构: How many + 可数名词复数形式 ( +are there )( +其他 ) 回答: ( There are+ )数字. eg. — How many pencils are there in your pencil box — Two. — How many people are there in your class — Twenty. 8. Listen and read. 再次播放听力，引导学生听并模仿，朗读课文。 两人一组进行对话练习。 学以致用，将英语的听和读相结合。 9. Listen and fill. 播放录音，根据录音填写缺少的内容。 10. Let’s repeat. 大家对课文应该很熟悉了，现在请同学们尝试复述课文内容。 11. Let’s talk. Sarah说Now we meet our family. Chen Jie提议说Yes. Let’s meet others’ family. 12. Pair work. 两人一组像Sarah和Chen Jie一样进行对话练习。一起谈论动画片中图图和小猪佩奇的家庭情况。 谈话的形式引导学生积极参与互动，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整方式调动学生的积极性。 教师观察学生完成任务的积极性和准确性，并及时予以指导和反馈并有效拓展，以评估此活动的有效度，判断学生能否正确完成听说读写的任务。 学单词活动，老师随时调整发现问题，并注意学生发音问题。 教师引导学生自主学习记忆单词，并在这个过程中进行指导并鼓励，确保学生发音和拼写正确。 教师观察学生能否从活跃的游戏气氛中快速进入自主记忆书写的状态，并以此培养学生良好的学习习惯。 教师根据学生使用核心词汇和语言进行讨论、填写正确单词，发现问题并及时提供帮助，启发思维，引导学生自主发现问题，解决问题。 学生听力训练前注意提示听力重点，在听力训练中注意观察学生的不同反应。 教师根据不同能力水平学生朗读对话的情况，给予准确指导和实时鼓励，并引导学生按照自评表进行自我朗读评价。 教师观察学生演绎对话时的表情、语言、肢体等情感表达体现是否到位。
设计意图：本阶段活动旨在帮助学生在语境中通过感知核心语言到运用逻辑推理建构文本，学习核心语言。学生在教师的指导下听音，模仿，游戏等形式掌握单词，从大意到细节逐步掌握学习要点，同时语言思维也得到有效发展。学生通过听力，朗读，复述等一系列活动进一步理解、内化核心语言，为下一步语言输出奠定基础；同时价值观的渗透在任务完成的过程中主动完成。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，做游戏等，呈现核心语言在真实语境中的运用。 Let’s do. 1. Let’s play, 让我们像Zhang Peng和John一样做游戏吧！Let’s play a game with Zhang Peng and John. 在手指上画出你的家人，然后两人进行交谈。Please draw your finger family and talk about it. 请几组同学进行展示。 2. Let’s count. 看图，数一数图中几个苹果？几口人？几只蚂蚁？ 指导学生认真数一数。 核对答案。 引导学生建立图片和篇章的联系，判断学生完成任务的难易度，以备下次设置更难或者简单一点的任务。 教师观察学生能否在任务中进一步增强语言学习的兴趣。根据学生表现予以指导和反馈，学生会对核心语言进行有效应用和实时创新。
设计意图：本阶段学习活动引导学生在归纳和整理核心语言的基础上，通过语言活动使每位学生都能深入语言，并运用语言，引导学生从学习理解过渡到应用实践，能够自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 各种形式的作业设计，训练学生各种能力和习惯，英语学生覆盖日常生活，不仅完成学习任务，并且努力营造英语氛围。 Homework Must do: 1. Listen and read P 58-59 Talk about your family with your friends. Choose to do: 1. Make a poster about your family. 2. Make a short video about your family. 学生能够在作业的完成过程中对核心语言再次巩固，内化语言，有效应用。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地应用所学语言，交流。学生从课本走向现实生活，在探索和动手解决问题的过程中发展语言能力，并培养学生学习英语的兴趣。(共37张PPT)
Unit Six Meet my family!
人教版PEP四年级上册
Period 1
Meet Amy’s family.
Let’s talk
Welcome to my home, Chen Jie!
Thank you!
Let’s talk
Yes. Meet my family.
Is this your family
Let’s learn.
This is my parents.
They’re very friendly.
parents
Let’s learn
They are my parents.
parents
Let’s learn.
This is my uncle.
He’s tall and strong.
parents
uncle
Let’s learn
This is my uncle.
uncle
Let’s learn.
parents
uncle
This is my aunt.
She’s very beautiful.
aunt
Let’s learn
This is my aunt.
aunt
Let’s learn.
This is my cousin.
She’s very quiet.
parents
uncle
aunt
cousin
Let’s learn
This is my cousin.
cousin
Let’s learn.
This is my baby brother.
He’s very cute.
parents
uncle
aunt
cousin
baby brother
Let’s learn
This is my baby brother.
baby brother
Let’s read.
parents
uncle
aunt
cousin
baby brother
Let’s play.
Read the words quickly!
cousin
cousin
aunt
uncle
baby brother
uncle
parents
Let’s talk
Chen Jie, let’s meet your family, OK
OK! Let’s meet my family.
Listen and
answer
Listen to the text. Then answer the questions.
How many people are there in Chen Jie’s family
Who are they
How many people are there in Amy’s family
4. Who are they
There are three.
Her parents and her.
There are six.
Her dad, mum, sister, baby brother, litter puppy and her.
Let’s learn
— How many people are there in your family
— Three.
此句型用来询问家中有几位家庭成员。
句型结构: How many + 可数名词复数形式 ( +are there )( +其他 )
回答: ( There are+ )数字.
eg. — How many pencils are there in your pencil box
— Two.
— How many people are there in your class
— Twenty.
Listen and
read
How many people are there in your family, Chen Jie
Three. My parents and me.
My family
has six people.
Six
Yes, my dad, my mum, my sister, my baby brother and me.
But that’s only five.
And my litter puppy!
Listen and fill
———————————————————, Chen Jie
Three. ____
_____________.
_________________________.
Six
Yes, my dad, my mum, my sister, ____
__________________.
But that’s only five.
And ______________!
How many people are there in your family
My
parents and me
My family
has six people
My
family has six people
my litter puppy
Let’s repeat
How many people are there in your family, Chen Jie
Three. My parents and me.
My family
has six people.
Six
Yes, my dad, my mum, my sister, my baby brother and me.
But that’s only five.
And my litter puppy!
Let’s talk
Now we meet our family.
Yes. Let’s meet others’ family.
Pair work
How many people are there in Tutu’s family
Three. His parents and him.
Pair work
How many people are there in Peppa Pig’s family
Four. His parents, his brother and him.
Let’s play.
Let’s play a game with Zhang Peng and John.
Great!
Let’s play
Please draw your finger family and talk about it.
This is my uncle.
He’s tall and strong.
Let’s count.
Look at the picture. Let’s count.
Great!
Let’s count
How many apples are there on the tree
There are fifteen.
Let’s count
How many people are there in the family
There are three.
Let’s count
How many ants are there in the family
There are twelve.
Let’s count
How many apples are there on the tree
There are three
Summary
会听说读写单词：
parents, uncle, aunt, cousin, baby brother.
2. 学习了询问和表达自己家庭成员人数的句型：
—How many people are there in your family.
—Three/Six/…
Blackboard design
Unit 6 Meet my family!
parents, uncle, aunt, cousin, baby brother.
—How many people are there in your family.
—Three/Six/…
Homework
Must do:
Listen and read P 58-59
Talk about your family with your friends.
Homework
Choose to do:
Make a poster about your family.
Make a short video about your family.
谢谢
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