Unit
6
Meet
my
family!
教材分析
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、认读核心句型“—How
many
people
are
there
in
your
family?
—Three.”“—Is
this
your
uncle?
—Yes,
it
is.
He’s
a
football
player.”“—What’s
your
aunt’s
job?
—She’s
a
nurse.”；能够听、说、认读单词和短语“parents,
cousin,
uncle,
aunt,
baby
brother,
doctor,
cook,
driver,
farmer,
nurse”。
教学目标
知识与能力目标:句型·能够听、说、认读句型“—How
many
people
are
there
in
your
family?
—Three.”“—Is
this
your
uncle?
—Yes,
it
is.
He’s
a
football
player.”“—What’s
your
aunt’s
job?
—She’s
a
nurse.”·能够在情景中运用句型“How
many
people
are
there
in
your
family?”询问并回答家中有几位家庭成员；能够在情景中恰当运用句型“My
family
has
six
people.”“But
that’s
only
five.”·能够在情景中运用句型“—Is
this
your…?
—Yes,
it
is.”“—What’s
your…’s
job?
—He’s/She’s
a…”询问并回答某人与说话方的亲属关系及其职业情况·能够按照意群朗读Read
and
write文段中的核心句型词汇·能听、说、认读单词和短语“parents,
cousin,
uncle,
aunt,
baby
brother,
doctor,
cook,
driver,
farmer,
nurse”·能够在语境中正确使用上述有关家庭成员和职业的单词或短语简单介绍家庭成员及其职业·能够在有意义的语境中抄写上述话题词汇语音·能够掌握a-e,
i-e,
o-e,
u-e,
-e在单词中的长音发音规则·能够对比掌握a,
e,
i,
o,
u的长、短音发音规则·能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合a,
e,
i,
o,
u长、短音发音规则的单词情感态度?文化意识?学习策略目标:·能够体会并表达对家庭和生活的热爱之情·能够了解英语国家中家庭成员之间的称呼习俗·能够逐步做到见到符合a-e,
i-e,
o-e,
u-e,-e发音规则的单词能够拼读，听到符合发音规则的单词能够拼写
课时安排
第一课时:
Part
A
Let’s
talk
&
Let’s
count第二课时:
Part
A
Let’s
learn
&
Let’s
play第三课时:
Part
A
Let’s
spell第四课时:
Part
B
Let’s
talk
&
Draw
and
say第五课时:
Part
B
Let’
learn
&
Let’s
play第六课时:
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
&
Part
C
Story
time
The
first
period(第一课时)
Part
A
Let’
s
talk
&
Let’s
count
?教学内容与目标
课时教学内容
课时教学目标
Let’s
talk
·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，并能够进行角色扮演·能够在情景中运用句型“How
many
people
are
there
in
your
family?”询问并回答家中有几位家庭成员·能够在情景中恰当运用句型“My
family
has
six
people.”“But
that’s
only
five.”·能够在语境中理解生词“people,
but,
little,
puppy”的意思，并能够正确发音
Let’s
count
·能够通过“看图数数”活动，在语境中运用句型“How
many…are
there
in/on/near…the…?”询问并回答物品数量
?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，并能够进行角色扮演。
2.
能够在情景中运用句型“How
many
people
are
there
in
your
family?”询问并回答家中有几位家庭成员。
?教学难点
1.
能够熟练掌握句型“How
many…are
there…?”的用法，并能在实际情景中运用。
2.
能够掌握句型“My
family
has
six
people.”“But
that’s
only
five.”并能进行初步运用。
?教学准备
PPT课件、课文录音、视频、实物、头饰、家庭照片等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Revision.
Use
the
number
of
fingers
and
school
supplies
to
review
the
knowledge.
T:
How
many
fingers/books/pens/…do
you
see?
Ss:
…
Ask
three
boys/four
girls
to
come
to
the
platform.
T:
How
many
boys/girls
are
there?
Ss:
Three.
/
Four.
Step
2:
Presentation
1.
Let’s
count.
(1)
Show
the
picture
of
“Let’s
count”
on
the
PPT.
（课件出示:
教材P58
Let’s
count板块的图片）And
talk
about
it
with
the
sentence
structure
“How
many
apples/ants/birds/…are
there
on/in
the…?”
in
class.
(2)
Teach
the
word
“people”.
T:
Look
in
through
the
window.
How
many
people
are
there
in
the
family?
Write
down
the
word
“people”
on
the
blackboard
and
teach
it.
T:
p/p/-eo/
i:/-ple/pl/,
people
.
Then
help
students
answer
the
question.
Ss:
Three.
T:
Who
are
they?
Ss:
Father,
mother
and
a
boy.
T:
Yes,
they’re
parents
and
the
son.
(3)
Teach
the
word
“parents”.
Tell
students
“father
+
mother=parents”.
Show
a
picture
of
parents.
(课件出示:父母亲的图片)
Lead
them
to
understand
what
“parents”
means.
T:
p/p/-a/e?/r/-en/
?n/-ts/ts/,
parents
.
Let
students
read
the
word
“parents”
several
times.
2.
Teach
the
new
sentence
structures.
(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.
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.
(3)
Present
a
survey
form
about
the
number
of
family
members.
(课件出示:家庭成员人数调查表)
Let
students
use
the
sentence
structures
to
carry
out
an
investigation
in
groups
of
four
and
report
the
results
of
the
survey.
Present
the
results
of
a
group
survey.
Point
to
the
largest
number
in
the
form
and
say,
“Wow！It’s
a
big
family!”
Then
point
to
the
smallest
number
and
say,
“But
that’s
only
three.”
Ask
students
to
guess
the
meaning
of
the
sentence
and
then
explain
the
meaning
of
“but”.
(4)
Take
out
a
photo
of
the
teacher’s
family.
Then
point
to
the
family
photo
and
ask
the
question.
T:
Look!
This
is
a
photo
of
my
family.
How
many
people
are
there
in
my
family?
Ss:
Five.
T:
No,
my
family
has
six
people.
This
is
my
father.
This
is
my
mother.
This
is
my
husband/wife.
This
is
my
little
baby
and
this
is
me.
(Point
to
the
pet.)
And
this
is
my
little
puppy.
Teach
the
words
“baby,
puppy”
and
ask
students
to
read
them.
Use
body
language
to
make
students
understand
the
meaning
of
“little”.
3.
Let’s
talk.
(1)
Present
the
pictures
of
“Let’s
talk”
on
the
PPT.
（出示课件）
Lead
students
to
observe
the
pictures
and
predict
the
main
idea
of
the
dialogue.
(2)
Watch
the
cartoon
and
answer
the
questions.
Show
the
questions.
（出示课件）
Play
the
cartoon
and
ask
students
to
answer
the
questions.
(课件出示:教材P58
Let’s
talk板块的动画)
Let
students
try
to
underline
the
answers
in
the
book.
Q1:
How
many
people
are
there
in
Chen
Jie’s
family?
(Three.)
Q2:
How
many
people
are
there
in
Amy’s
family?
Five
or
six?
(Six.)
T:
Great!
Who
are
they
in
Chen
Jie’s
family?
Who
are
they
in
Amy’s
family?
Let’s
watch
the
cartoon
again.
Play
the
cartoon
again.
(出示课件)
Ask
students
to
try
to
underline
the
answers
in
the
book.
T:
Who
are
they
in
Chen
Jie’s
family?
You
can
answer
like
this:
Chen
Jie
says,
“My
parents
and
me.”
Ss:
Chen
Jie
says,
“My
parents
and
me.”
T:
Yes.
The
word
“parents”
here
means
“father
and
mother”.
“My
parents
and
me.”
means
“Father,
mother
and
Chen
Jie.”
So
there
are
three
people
in
Chen
Jie’s
family.
T:
Who
are
they
in
Amy’s
family?
Ss:
Amy
says,
“My
dad,
my
mum,
my
sister,
my
baby
brother
and
me.”
“And
my
little
puppy!”
T:
Wonderful!
（3）Play
the
recording
of
the
dialogue.
(出示课件)
Ask
students
to
read
after
it
and
pay
attention
to
the
pronunciation
and
the
intonation.
Then
show
the
sentences
related
to
the
dialogue
on
the
PPT.
Ask
students
to
fill
in
the
blanks
according
to
the
dialogue.
Step
3:
Practice
1.
Read
the
dialogue
in
roles.
T:
Now,
who
wants
to
be
Amy?
Who
wants
to
be
Chen
Jie?
Let’s
read
it
in
roles.
2.
Act
out
the
dialogue
in
class.
Take
out
some
headdresses
and
ask
some
students
to
act
out
the
dialogue.
3.
Play
a
game
—
“3D
Family
Photos”.
Lead
students
to
work
in
groups
of
four.
One
student
introduces
his/her
family
members,
the
others
act
out
according
to
his/her
introduction
in
groups.
For
example:
S1:
Look,
this
is
a
photo
of
my
family.
This
is
my
grandpa.
S2:
Hi,
I’m
grandpa.
I’m
old.
(Act
with
body
language.)
S1:
This
is
my
dad.
S3:
Hi,
I’m
Dad.
I’m
tall
and
strong.
(Act
with
body
language.)
…
Step
4:
Consolidation
&
Extension
Show
a
picture
of
Amy
on
the
PPT.
Introduce
her
family
by
using
the
sentence
structures
of
this
lesson.
Let
students
try
to
introduce
their
families
by
following
the
example.
Ask
students
to
practice
in
pairs.
Then
choose
four
students
to
show
in
class.
At
last,
select
the
best
introduction.
?板书设计
?作业设计
1.
Read
and
act
out
the
dialogue
of
“Let’s
talk”.
2.
Do
the
exercises.
?教学反思
1.
本课时主要学习谈论家庭成员。课程开始，由复习数字导入句型“How
many…?”，结合活动中的图片操练并运用句型。
2.
课程活动设计丰富，易操作，且具备层次感。从局部到整体，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，有效地提升了学生的核心素养。结合表格进行调查，并谈论家庭成员的情况，帮助学生理解核心句型的意义并学会运用。
3.
在对话教学时，从观察图片猜测内容，到预设问题粗读对话进行感知，经过听录音精读对话回答问题，最后通过填空补充对话，复述内容。一步一步，由浅入深，由易到难，符合教学规律。并且通过多种形式的朗读，帮助学生掌握对话，落实知识点。
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures
and
the
teacher.
?·Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation
and
act
it
out
in
different
roles.
?·Be
able
to
use
the
sentence
structure“How
many
people
are
there
in
your
family?”in
situations
to
ask
and
answer
the
number
of
family
members.
?·Be
able
to
use
the
sentences“My
family
has
six
people.”“But
that’s
only
five.”appropriately
in
situations.
?·Be
able
to
understand
new
words
“people,
but,
little,
puppy”
in
context
and
pronounce
them
correctly.
Let’s
count
?·Be
able
to
use
the
sentence
structure“How
many…are
there
in/on/near…the…?”in
context
to
ask
and
answer
the
number
of
things
through
counting
activity.
?Teaching
Priorities
·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures
and
the
teacher.
Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation
and
act
it
out
in
different
roles.
·Be
able
to
use
sentence
structure
“How
many
people
are
there
in
your
family?”in
situations
to
ask
and
answer
the
number
of
family
members.
?Teaching
Difficulties
·Be
able
to
master
the
sentence
structure
“How
many…are
there…?”
adroitly
and
use
it
in
real
situations.
·Be
able
to
master
and
use
the
sentences
“My
family
has
six
people.”“But
that’s
only
five.”
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Revision.Practice
the
sentence
structures
with
fingers
and
school
supplies.
1.
Greetings.2.
Answer
the
questions
and
practice
the
sentence
structures.
Attract
students’
attention
quickly.
Practice
the
sentence
structures
with
objects
and
characters
in
class.
Prepare
for
studying
the
key
sentence
structures
in
this
lesson.
Presentation
1.
Let’s
count.(1)
Show
the
picture
of
“Let’s
count”
and
talk
about
it
with
the
key
sentence
structure.(2)
Teach
the
word
“people”.(3)
Teach
the
word
“parents”.
(1)
Look
at
the
picture
and
talk
about
it.(2)
Answer
the
questions
and
learn
the
word
“people”.
(3)
Learn
the
word
“parents”.
Get
information
by
observing
the
picture
carefully.
Practice
the
key
sentence
structures
by
replacing
words.
2.
Teach
the
new
sentence
structures.(1)
Ask
a
student
a
question:
How
many
people
are
there
in
your
family?(2)
Present
and
practice
the
sentence
structure
“My
family
has…people.”(3)
Lead
students
to
complete
the
form.
Teach
the
word
“but”.(4)
Teach
the
words
“little,
baby,
puppy”
with
a
family
photo.
(1)
Answer
the
question
and
make
dialogues
according
to
the
actual
situations.(2)
Practice
the
sentence
structure
“My
family
has…people.”
in
pairs.
(3)
Use
the
sentence
structures
to
carry
out
an
investigation
in
groups
of
four
and
report
the
results.
Learn
the
word
“but”.(4)
Learn
the
words
“little,
baby,
puppy”.
Clear
the
way
for
studying
the
new
dialogue
by
learning
the
new
words
and
sentence
structures.
Improve
the
practicality
of
language
using
by
discussing
the
actual
situations
of
students.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
3.
Let’s
talk.(1)
Present
the
pictures
of
“Let’s
talk”
on
the
PPT.
Help
students
predict
the
main
idea
of
the
dialogue.(2)
Play
the
cartoon
twice
and
ask
some
questions.(3)
Play
the
recording.
Ask
students
to
read
the
dialogue
after
it.Show
the
sentences
related
to
the
dialogue
on
the
PPT.
Ask
students
to
fill
in
the
blanks.
(1)
Observe
the
pictures
and
predict
the
main
idea
of
the
dialogue.(2)
Watch
the
cartoon
twice.
Answer
the
questions.(3)
Read
the
dialogue
after
the
recording.
Fill
in
the
blanks
according
to
the
dialogue.
Stimulate
students’
interest
in
learning
new
knowledge
through
observing
pictures.
Use
the
questions
to
attract
students’
attention
and
help
students
learn
how
to
use
new
knowledge
in
specific
contexts.Make
sure
students
can
read
the
dialogue
with
the
correct
pronunciation
and
intonation.
Practice
1.
Read
the
dialogue
in
roles.
Ask
students
to
read
thedialogue
in
roles.
1.
Read
the
dialogue
in
roles.
Through
reading
the
dialogue
in
roles
and
different
forms
of
performing
activities,
let
students
further
understand
and
master
the
key
sentence
structures.
2.
Act
out
the
dialogue
in
class.Ask
students
to
act
out
the
dialogue
in
class.
2.
Act
out
the
dialogue
in
class.
3.
Play
a
game—
“3D
Family
Photos”.
3.
Work
in
groups
of
four.
One
student
introduces
his/her
family
members,
the
others
act
out.
Consolidation&Extension
Show
a
picture
of
Amy.Present
an
example.
Let
students
try
to
introduce
their
families
by
following
the
example.
Introduce
their
families
by
following
the
example.
Cultivate
students’
comprehensive
language
using
ability
by
introducing
their
families.
Homework
1.
Read
and
act
out
the
dialogue
of
“Let’s
talk”.2.
Do
the
exercises.
Teaching
purpose
用英语对话快速吸引学生的注意力，营造良好的英语课堂氛围。通过谈论手指及学校用品的数量帮助学生复习数字的知识。运用课堂上的实物和人物，操练句型“How
many…?”,为学习本课的重点句型做准备。
Teaching
purpose
先请学生认真观察图片，获取信息。然后请学生数一数，以替换词汇的方式练习重点句型。
Teaching
purpose
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。
Teaching
purpose
通过观察对话情景图片，初步猜测大意，激发学生对新知的学习兴趣。然后提出问题，激发学生的阅读兴趣。在阅读对话后，通过让学生回答问题帮助学生理解对话含义，学会在具体语境中运用新知。
Teaching
purpose
通过跟读录音，帮助学生用正确的语音、语调朗读对话。通过构建语言框架，让学生根据对话原文填空，帮助学生充分理解课文内容。
Teaching
purpose
通过分角色朗读对话和不同形式的表演活动，让学生进一步理解并掌握本课的重点句型，为学生能够熟练运用重点句型进行表达奠定基础。
Teaching
purpose
通过课件的示范，让学生运用所学词汇及句型介绍自己的家庭，培养学生的综合语言运用能力。
4(共42张PPT)
Unit
6
Meet
my
family!
PEP·四年级上册
Part
A
Let’s
talk
&
Let’s
count
Revision
—How
many
fingers?
—______.
ten
—How
many
books?
—______.
Five
—How
many
pens?
—______.
Six
—How
many
pencils?
—______.
Eight
—How
many
pears?
—_______.
Three
—How
many
balloons?
—_____.
Seven
—How
many
bags
are
there
in
the
picture?
—______.
Four
—How
many
boys
are
there?
—______.
Three
—How
many
girls
are
there?
—______.
Four
How
many
dogs
are
there
under
the
tree?
How
many
boats
are
there
on
the
lake?
你教室里有多少张桌子？
How
many
desks
are
there
in
your
classroom?
How
many
apples
are
there
on
the
tree?
Fifteen
apples.
How
many
ants
are
there
on
the
ground?
Twelve
ants.
How
many
birds
can
you
see?
Six
birds.
How
many
flowers
can
you
see?
Nineteen
flowers.
How
many
people
are
there
in
the
family?
Three.
Who
are
they?
Father,
mother
and
a
boy.
They’re
parents
and
the
son.
father
mother
parents
This
is
my
father.
This
is
my
mother.
parents
父母
How
many
people
are
there
in
your
family?
Three.
My
father
(dad),
my
mother
(mum)
and
me.
—
How
many
people
are
there
in
your
family?
—
_____________
A:
How
many
people
are
there
in
your
family?
B:
My
family
has
…
people.
Three
Seven
Four
Do
a
survey
Number
Name
3
4
5
6
7
Lily
Lucy
Da
Ming
√
√
√
but:“但是”，表示转折。
This
is
a
picture
of
my
family.
How
many
people
are
there
in
my
family?
Five
Let’s
talk
What
are
Amy
and
Chen
Jie
talking
about?
Watch
and
answer
1
How
many
people
are
there
in
Chen
Jie’s
family?
2
How
many
people
are
there
in
Amy’s
family?
Five
or
six?
Three.
1
How
many
people
are
there
in
Chen
Jie’s
family?
2
How
many
people
are
there
in
Amy’s
family?
Five
or
six?
Six.
Watch
again
and
underline
the
answers.
How
many
people
are
there
in
your
family,
Chen
Jie?
Three.
My
parents
and
me.
Six?
My
family
has
six
people.
But
that’s
only
five.
Yes.
My
dad,
my
mum,
my
sister,
my
baby
brother
and
me.
And
my
little
puppy!
Let’s
read
How
many
people
are
there
in
your
family,
Chen
Jie?
Three.
My
parents
and
me.
Six?
My
family
has
six
people.
But
that’s
only
five.
Yes.
My
dad,
my
mum,
my
sister,
my
baby
brother
and
me.
And
my
little
puppy!
Fill
in
the
blanks.
My
family
has
______
people.
My
______
and
me.
My
family
has
_____
people.
My
____,
my
____,
my
________,
my
____________,
my
____________
and
me.
three
parents
six
dad
mum
sister
baby
brother
little
puppy
Read
the
dialogue
in
roles
and
act
out.
One
is
Amy,
the
other
is
Chen
Jie.
“3D
Family
Photos”
This
is
a
photo
of
my
family.
Practice
in
pairs
to
introduce
your
families.
This
is
my
family.
There
are
six
people
in
my
family.
My
parents,
my
sister,
my
baby
brother,
my
little
puppy
and
me.
How
about
your
family?
Show
me
your
family,
please.
Blackboard
design
Unit
6
Meet
my
family!
—How
many
people
are
there
in
your
family?
—Three.
My
parents
and
me.
My
family
has
six
people.
My
dad,
my
mum,
my
sister,
my
baby
brother
and
me.
But
that’s
only
five.
And
my
little
puppy!
Homework
1.
Read
and
act
out
the
dialogue
of
“Let’s
talk”.
2.
Do
the
exercises.
