(共40张PPT)
Unit
6
Meet
my
family!
PEP·四年级上册
Part
B
Let’s
talk
&
Draw
and
say
I
love
you.
You
love
me.
We
are
a
happy
family.
With
a
tall
father,
a
short
mother,
and
a
little
boy,
too.
Three
in
our
family,
two
plus
one.
I
love
you
This
is
my
family
photo.
Guess!
Who’s
she/he?
Is
this
your
_______?
Yes,
it
is./No,
it
isn’t./
No,
it’s
me.
Is
this
your
_______?
Yes,
it
is./
No,
it
isn’t.
This
is
my
aunt.
She’s
a
nurse.
护士
What’s
my
aunt’s
job?
She’s
a
nurse.
What’s
your
aunt’s
job?
/ɑ?nt/
/d??b/
What’s
your
________’s
job?
She’s/
He’s
a
________.
doctor
医生
farmer
农民
driver
司机
nurse
护士
cook
厨师
football
farm（农场）+
er
=
farmer
teach（教）
+
er
=
make（制作）+
er
=
driv
e
drive（驾驶）+
er
=
mak
er
er
teacher
农民
教师
司机
制造者
father
sister
player
/?(r)/
Nine.
How
many
people
are
there
in
your
family?
Wow!
Is
that
your
uncle?
Yes,
it
is.
He’s
a
football
player.
What’s
your
aunt’s
job?
She’s
a
nurse.
That’s
Sarah’s
father.
He’s
a
doctor.
Look!
Who
are
they?
Guess!
What
are
Sarah
and
Zhang
Peng
talking
about?
They
are
talking
about
Sarah’s
family
members
and
their
jobs.
Who’s
this
man?
It’s
Sarah’s
uncle.
What’s
his
job?
He’s
a
football
player.
Who’s
this
woman?
It’s
Sarah’s
aunt.
What’s
her
job?
She’s
a
nurse.
Who’s
the
baby?
Is
the
little
baby
Sarah’s
baby
brother?
No.
It’s
Sarah.
No,
it’s
me!
Is
this
your
uncle,
Sarah?
Yes,
it
is.
He’s
a
football
player.
What’s
your
aunt’s
job?
She’s
a
nurse.
Is
this
your
baby
brother?
No,
it’s
me!
Is
this
Sarah’s
mother?
Yes,
it
is./No,
it
isn’t.
She’s…
What’s
Sarah’s
mother’s
job?
She’s
a/an…
Is
this
your
mother?
Yes,
it
is.
What’s
her
job?
She’s
a
nurse.
Yes,
it
is./
No,
it
isn’t.
What’s
his/her
job?
He’s/She’s
a/an
________.
Is
this
your
______?
Play
roles
Draw
pictures
of
your
family
members.
Introduce
your
family
members
and
the
jobs
of
your
family
members.
B:
Mirror,
mirror
on
the
wall!
Is
this
B?
A:
Yes,
it
is.
B:
What’s
his/her
job?
A:
He’s/She’s
a/an…
nurse
football
player
—Is
this
your
uncle?
—Yes,
it
is./
No,
it
isn’t.
No,
it’s
me.
He’s
a
football
player.
—What’s
your
aunt’s
job?
—She
is
a
nurse.
Unit
6
Meet
my
family!
1.
Read
the
dialogue
to
your
parents.
2.
Do
the
exercises.The
fourth
period（第四课时）
Part
B
Let’s
talk
&
Draw
and
say
?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
Draw
and
say
·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
?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。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Show
the
chant—I
love
you.
Ask
students
to
read
the
chant
carefully
and
then
chant
it
together.
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—
“Magic
mirror”.
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.
?板书设计
?作业设计
1.
Read
the
dialogue
to
your
parents.
2.
Do
the
exercises.
?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。
?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
out
the
dialogue
in
roles.
?·Be
able
to
use
the
sentence
structures
“—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…”
in
situations
to
ask
and
answer
the
relationship
between
someone
and
the
speaker
and
his/her
job.
?·Be
able
to
understand
new
vocabulary
“football
player,
nurse”
in
context,
and
pronounce
them
correctly.
Draw
and
say
?·Be
able
to
consolidate
the
key
sentence
structures
learned
in
Part
B
by
drawing
and
saying.
?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
out
the
dialogue
in
roles.
·Be
able
to
understand
and
use
the
sentence
structures
“—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…”
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
structures
flexibly
in
real
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Show
the
chant—I
love
you.3.
Lead-in.Show
the
outline
picture
of
the
teacher’s
family
photo
on
the
PPT.
Ask
students
to
guess.
1.
Greetings.2.
Read
the
chant
carefully
and
chant
with
the
teacher.3.
Talk
about
the
outline
picture
with
the
teacher.
Stimulate
students’
curiosity
and
enthusiasm
to
participate
in
class
by
guessing.
Presentation
1.
Teach
the
new
vocabulary
and
sentence
structures.(1)
Teach
the
word
“nurse”
and
the
sentence
structures
“—What’s
your…’s
job?
—He’s/She’s
a/an…”(2)
Teach
the
phrase
“football
player”.
Learn
the
vocabulary
and
the
sentence
structures.
Help
students
learn
the
meanings
and
pronunciations
of
the
new
vocabulary.Let
students
perceive
the
new
sentence
structures.Clear
the
way
for
dialogue
learning.
2.
Talk
about
the
picture
of
the
main
scene.Present
the
picture
and
play
the
cartoon
of
the
main
scene.
Practice
the
key
sentence
structures
by
talking
about
the
main
scene.Read
after
the
cartoon.
Further
perceive
the
key
sentence
structures
by
learning
the
main
scene
of
the
unit.
3.
Let’s
talk.(1)
Show
the
pictures
of
the
three
characters
in
“Let’s
talk”
on
the
PPT.
Ask
students
to
guess.(2)
Play
the
cartoon
and
ask
thequestions.(3)
Play
the
recording
of
“Let’s
talk”.(4)
Ask
four
pairs
to
act
out
in
class.
(1)
Look
at
the
pictures
and
guess.(2)
Watch
the
cartoon
with
the
questions.
Underline
the
answers
in
the
book.
And
answer
the
questions.(3)
Read
after
the
recording
and
read
in
pairs.(4)
Read
the
dialogue
freely
and
act
out
in
roles.
Attract
students’
interest
in
reading
by
asking
questions.Help
students
understand
the
dialogue
and
perceive
the
key
sentence
structures.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Make
a
dialogue.Present
the
picture
of
the
main
scene.
Ask
students
to
select
a
person
in
the
picture
and
make
a
dialogue.
Then
let
them
practice
in
pairs.
Select
a
person
in
the
picture
and
make
a
dialogue.
Then
practice
in
pairs.
Help
students
use
the
key
sentence
structures
and
break
through
the
difficult
points
in
real
situations.
2.
Draw
and
say.Lead
students
tocomplete
the
activities
asrequired.
Watch
the
stick
figures
and
read
the
dialogue
of
this
part.Draw
pictures
of
their
family
members.Ask
and
answer
in
pairs.
Help
students
consolidate
the
key
sentence
structures
through
a
series
of
activities.
Consolidation&Extension
1.
Play
a
game
—
“Magic
mirror”.Ask
two
students
to
make
a
model.
Then
ask
students
to
play
the
game
in
pairs.
Play
the
game
and
practice
in
pairs
and
then
show
in
class.
Practice
the
key
vocabulary
and
sentence
structures
in
the
relaxing
game.
Make
students
have
a
deeper
understanding
of
occupational
nouns.
2.
Let’s
sing—My
family.
Listen
carefully
and
sing
the
song
together.
Activate
the
atmosphere
of
class.
3.
Make
a
summary.Point
to
the
vocabulary
and
the
sentence
structures
on
the
blackboard.
Review
the
vocabulary
and
the
sentence
structures
quickly.
Help
students
consolidate
and
sort
out
the
key
knowledge
of
this
lesson.
Homework
1.
Read
the
dialogue
to
your
parents.2.
Do
the
exercises.
Teaching
purpose
用自编chant吸引学生的注意力，激发他们学习英语的兴趣。同时，复习有关家庭称呼的知识，为接下来的学习做好准备。
Teaching
purpose
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。
Teaching
purpose
通过介绍家人的职业，引出职业名称，帮助学生理解其含义，并使其掌握单词的读音。
Teaching
purpose
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。
Teaching
purpose
通过提问让学生对对话内容产生阅读的兴趣。再通过回答问题，帮助学生理解对话的内容。
Teaching
purpose
通过跟读与分角色表演对话，保证学生能够正确朗读对话，并进一步熟悉重点句型的表达。
Teaching
purpose
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。
Teaching
purpose
通过观察图片、问答操练以及替换单词操练，逐步达到本部分“画一画，说一说”的要求，帮助学生巩固在对话中所学的核心句型。
Teaching
purpose
“魔镜游戏”是上一个教学环节Draw
and
say活动的变化和延伸，让学生在轻松的游戏中，操练重点词汇和句型，并结合肢体语言，使学生对职业名词的理解更深入。
Teaching
purpose
通过小结活动，帮助学生梳理并再现重点词汇与句型，从而对本课的重点内容进行总结及强化。
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