Unit 6 Meet my family Part A Let's learn教学评一体化课时教学设计表
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| 名称 | Unit 6 Meet my family Part A Let's learn教学评一体化课时教学设计表 |  | |
| 格式 | docx | ||
| 文件大小 | 59.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-07-20 21:12:40 | ||
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教学评一体化课时教学设计表（教师个体备课表）
课题
学习目标 低阶目标： 1. 能够听懂、会说、认读单词和短语“parents, uncle, aunt, cousin, baby brother”,并能简单介绍和描述自己的家人。 2. 能够理清家庭成员之间的关系。 高阶目标： 能够综合运用所学词汇和句型来介绍和描述自己的家人。 达成评价 能通过观察图片，猜测问题题的答案““ How many people are there in your family ”。 ” 阅读并回答问题，捕捉日常活动的基本信息，并圈出相应单词和句子，形成语篇的语言支架。 2-1.借助语言支架，同伴之间互相复述“ How many people are there in your family 2-2.借助语言支架，在班内进行展示“My family has six people.”“But that’s only five.”
先行组织：设置情景，让学生在语境中熟悉新单词，感知新句型。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。
问题与活动（做什么、怎么做） 嵌入评价（做到什么程度）
一、新知建构（板块） Show a photo of Tom’s family. (课件出示:男生Tom的家庭照片) Lead students to introduce and describe Tom’s family members. Lead in the relevant content of this lesson. T: Boys and girls, look! This is Tom’s family. There are four people in his family. This is his father. He is tall and strong. This is his mother. She is short and nice. This is his baby sister. She is little and cute. He loves his family. Task 2(任务2) 1. Teach the phrase “baby brother”.③ Show the picture of Amy’s outline on the PPT. （课件出示: Amy的轮廓图） Ask students to guess who she is. Then play the recording of Amy’s monologue “Hi. Meet my family!” （出示课件） Help students understand the meaning of the sentences and ask them to read after the recording. Show the picture of the baby brother’s hair. (课件出示:Amy弟弟的头发图片) Lead students to guess basing on what they have learned: brother, sister, mother, father. Then show the complete picture of the baby brother. (课件出示:Amy弟弟的全图) Write down the phrase “baby brother” on the blackboard and teach it. T: b/b/-a/e /-b/b/-y/i/, baby . T: This is Amy’s baby brother. He’s cute. 2. Teach the word “parents”.④ Present the picture of Amy’s mum and dad’s outline. (课件出示:Amy父母亲的轮廓图) Lead students to guess “Amy’s father and mother”. Continue to show the whole picture and teach the word “parents”. (出示课件) Write down the word “parents” on the blackboard and teach it. 3. Teach the words “uncle, aunt, cousin”.⑤ Present the picture of Amy’s aunt and uncle on the PPT. （课件出示: Amy的叔叔和婶婶的图片） Ask a question: The man is Amy’s father’s/mother’s brother. Who is he Help students understand the word “uncle”. Write it down on the blackboard and teach it. T: u/ /-n/ /-c/k/-le/l/, uncle //. Teach and practice the word “aunt” in the same way. T: au/ɑ /-n/n/-t/t/, aunt /ɑ nt/. Explain the usage of “aunt, uncle” in English-speaking countries. Show the picture of uncle and aunt’s child. (课件出示:叔叔婶婶的孩子的图片) T: She is Amy’s uncle’s daughter. She’s Amy’s… Teach the word “cousin”. T: c/k/-ou/ /-s/z/-in/n/, cousin //. Explain the meaning of “cousin”: The uncle and the aunt’s daughter or son can be called “cousin”. Write down the word “cousin” on the blackboard. Point to the words “uncle, cousin”. Get students to pay attention to the pronunciation of “u” and “ou”. T: The letter “u” in “uncle” and the letter combination “ou” in “cousin” both sound / /. 4. Listen, read and point.⑥ Play the recording of the vocabulary of “Let’s learn” and ask students to read after the recording. (课件出示:教材P59 Let’s learn板块中词汇部分的音频) Let students listen again and point out the words or the phrase they hear as they read them. 5. Let’s learn.⑦ Show the picture of “Let’s learn”. (课件出示:教材P59 Let’s learn板块的图片) Let students choose two people from the picture to describe them according to the sentences on the PPT and act out in pairs. Task 3(任务3). (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 can 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. First, students answer with the number. Then, students may 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 has…people.” T: …’s family has 5 people. What about you Ask students to practice the sentence structure in pairs. Then choose some students to introduce their families.
二、迁移运用（板块） 1. Let’s play. Show the picture of “Let’s play” on the PPT. （课件出示: 教材P59 Let’s play板块的图片） Lead students to observe the picture. T: Look at Zhang Peng. He draws his family members on his fingers and talks about his family members. Please draw and say in the same way. Ask students to work in groups by following the example on the PPT and choose some students to show in class. 2. Make a summary. Show the word “family” on the PPT and explain what it means. Remind students to love their families and family members. T: Look at the word “family”. F is from “father”. A is from “and”. M is from “mother”. L is from “love”. Y is from “you”. It’s a sentence: “Father and mother I love you.” Say it to your parents. Do more for your parents. And I think your parents will love you more. 任务1中活动2的评价： LA:顺利填写导图中的信息，组员填写词汇准确，小组成员可以轻松交流，分享信息。+3 LB:可以完成导图中的信息，有个别单词拼写错误，小组成员分享不充分。+2 LC:可以完成导图，但错误比较多，没有完成小组分享。+1 任务2中活动2的评价： LA:能正确使用句型--.. .语音语调流利，声音洪亮，有肢体语言的展示。+3 LB:能准确使用句型- How many people are there in your family LC:可以使用句型-- My family has six people.”“But that’s only five.” . .但是语音语调有待改进。+1
成果集成：
作业设计： 1. Copy the new vocabulary in this lesson five times. 2. Introduce your family photos to your teacher or friends in English. 3. Do the exercises.
课题
学习目标 低阶目标： 1. 能够听懂、会说、认读单词和短语“parents, uncle, aunt, cousin, baby brother”,并能简单介绍和描述自己的家人。 2. 能够理清家庭成员之间的关系。 高阶目标： 能够综合运用所学词汇和句型来介绍和描述自己的家人。 达成评价 能通过观察图片，猜测问题题的答案““ How many people are there in your family ”。 ” 阅读并回答问题，捕捉日常活动的基本信息，并圈出相应单词和句子，形成语篇的语言支架。 2-1.借助语言支架，同伴之间互相复述“ How many people are there in your family 2-2.借助语言支架，在班内进行展示“My family has six people.”“But that’s only five.”
先行组织：设置情景，让学生在语境中熟悉新单词，感知新句型。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。
问题与活动（做什么、怎么做） 嵌入评价（做到什么程度）
一、新知建构（板块） Show a photo of Tom’s family. (课件出示:男生Tom的家庭照片) Lead students to introduce and describe Tom’s family members. Lead in the relevant content of this lesson. T: Boys and girls, look! This is Tom’s family. There are four people in his family. This is his father. He is tall and strong. This is his mother. She is short and nice. This is his baby sister. She is little and cute. He loves his family. Task 2(任务2) 1. Teach the phrase “baby brother”.③ Show the picture of Amy’s outline on the PPT. （课件出示: Amy的轮廓图） Ask students to guess who she is. Then play the recording of Amy’s monologue “Hi. Meet my family!” （出示课件） Help students understand the meaning of the sentences and ask them to read after the recording. Show the picture of the baby brother’s hair. (课件出示:Amy弟弟的头发图片) Lead students to guess basing on what they have learned: brother, sister, mother, father. Then show the complete picture of the baby brother. (课件出示:Amy弟弟的全图) Write down the phrase “baby brother” on the blackboard and teach it. T: b/b/-a/e /-b/b/-y/i/, baby . T: This is Amy’s baby brother. He’s cute. 2. Teach the word “parents”.④ Present the picture of Amy’s mum and dad’s outline. (课件出示:Amy父母亲的轮廓图) Lead students to guess “Amy’s father and mother”. Continue to show the whole picture and teach the word “parents”. (出示课件) Write down the word “parents” on the blackboard and teach it. 3. Teach the words “uncle, aunt, cousin”.⑤ Present the picture of Amy’s aunt and uncle on the PPT. （课件出示: Amy的叔叔和婶婶的图片） Ask a question: The man is Amy’s father’s/mother’s brother. Who is he Help students understand the word “uncle”. Write it down on the blackboard and teach it. T: u/ /-n/ /-c/k/-le/l/, uncle //. Teach and practice the word “aunt” in the same way. T: au/ɑ /-n/n/-t/t/, aunt /ɑ nt/. Explain the usage of “aunt, uncle” in English-speaking countries. Show the picture of uncle and aunt’s child. (课件出示:叔叔婶婶的孩子的图片) T: She is Amy’s uncle’s daughter. She’s Amy’s… Teach the word “cousin”. T: c/k/-ou/ /-s/z/-in/n/, cousin //. Explain the meaning of “cousin”: The uncle and the aunt’s daughter or son can be called “cousin”. Write down the word “cousin” on the blackboard. Point to the words “uncle, cousin”. Get students to pay attention to the pronunciation of “u” and “ou”. T: The letter “u” in “uncle” and the letter combination “ou” in “cousin” both sound / /. 4. Listen, read and point.⑥ Play the recording of the vocabulary of “Let’s learn” and ask students to read after the recording. (课件出示:教材P59 Let’s learn板块中词汇部分的音频) Let students listen again and point out the words or the phrase they hear as they read them. 5. Let’s learn.⑦ Show the picture of “Let’s learn”. (课件出示:教材P59 Let’s learn板块的图片) Let students choose two people from the picture to describe them according to the sentences on the PPT and act out in pairs. Task 3(任务3). (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 can 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. First, students answer with the number. Then, students may 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 has…people.” T: …’s family has 5 people. What about you Ask students to practice the sentence structure in pairs. Then choose some students to introduce their families.
二、迁移运用（板块） 1. Let’s play. Show the picture of “Let’s play” on the PPT. （课件出示: 教材P59 Let’s play板块的图片） Lead students to observe the picture. T: Look at Zhang Peng. He draws his family members on his fingers and talks about his family members. Please draw and say in the same way. Ask students to work in groups by following the example on the PPT and choose some students to show in class. 2. Make a summary. Show the word “family” on the PPT and explain what it means. Remind students to love their families and family members. T: Look at the word “family”. F is from “father”. A is from “and”. M is from “mother”. L is from “love”. Y is from “you”. It’s a sentence: “Father and mother I love you.” Say it to your parents. Do more for your parents. And I think your parents will love you more. 任务1中活动2的评价： LA:顺利填写导图中的信息，组员填写词汇准确，小组成员可以轻松交流，分享信息。+3 LB:可以完成导图中的信息，有个别单词拼写错误，小组成员分享不充分。+2 LC:可以完成导图，但错误比较多，没有完成小组分享。+1 任务2中活动2的评价： LA:能正确使用句型--.. .语音语调流利，声音洪亮，有肢体语言的展示。+3 LB:能准确使用句型- How many people are there in your family LC:可以使用句型-- My family has six people.”“But that’s only five.” . .但是语音语调有待改进。+1
成果集成：
作业设计： 1. Copy the new vocabulary in this lesson five times. 2. Introduce your family photos to your teacher or friends in English. 3. Do the exercises.