The
sixth
period（第六课时）
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
&
Part
C
Story
time
?教学内容与目标
课时教学内容
课时教学目标
Read
and
write
·能够在图片的帮助下读懂小文段，并对照文后小图所提示的职业，判断文后四个问题的正误·能够在图片的帮助下，仿照示范例句，在四线三格中填充所缺少的单词·能够根据实际情况画简图，呈现家庭成员或朋友的外貌特征及职业，并仿照示范例句填充句子
Let’s
check
·检测单元核心句型，考查本单元关于家人和职业核心词汇的认读
Let’s
sing
·能够了解歌词意义并能够清晰准确地歌唱
Story
time
·能够在图片的帮助下理解故事内容，复习巩固有关职业的词汇和句型·能够在教师的帮助下表演故事
?教学重点
能够综合运用本单元的核心词汇和句型并按要求完成练习。
?教学难点
总结并复习本单元所学的主要知识，提高学生总结知识的能力。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Enjoy
a
song—My
family.
Play
the
song
twice.
(课件出示:教材P64
Let’s
sing板块的歌曲视频)
Ask
students
to
listen
to
it
and
then
sing
after
it.
At
last，
let
students
sing
the
song
together.
2.
Revision.
Take
out
the
word
cards
they
have
learnt
in
this
unit.
Show
students
the
word
cards
one
by
one.
Let
students
say
them
as
quickly
as
they
can.
Then
ask
students
to
talk
about
their
family
members
and
the
jobs
of
their
family
members
with
the
word
cards.
T:
What’s
your…’s
job?
Ss:
He’s/She’s
a/an…
Step
2:
Presentation
1.
Pre-reading.
（1）Show
the
picture
of
“Read
and
write”
on
the
PPT.
(出示课件)
Talk
about
it
with
students.
T:
Look
at
the
picture.
It’s
a
picture
of
John’s
family.
How
many
people
are
there
in
the
picture?
Ss:
Five.
T:
Look
at
this
woman.
Can
you
say
something?
(Point
to
the
woman
on
the
right
in
the
picture.)
Lead
students
to
describe
her
with
the
sentence
“She’s
friendly.”
and
guess
her
job
with
the
sentence
structure
“She’s
a/an…”
(2)
Point
to
the
taller
man
in
the
picture.
T:
Look
at
this
man.
Can
you
say
something?
Lead
students
to
describe
him
with
the
sentence
“He’s
strong.”
and
guess
his
job
with
the
sentence
structure
“He’s
a/an…”
(3)
Draw
a
basketball
on
the
blackboard.
Show
a
picture
of
a
basketball
player.
(课件出示:一名篮球运动员的图片)
Lead
students
to
say
“basketball
player”
according
to
the
“football
player”.
Write
down
the
phrase
“basketball
player”
on
the
blackboard,
and
get
students
to
read
after
the
teacher.
（4）Point
to
another
man
in
the
picture.
Ask
students
to
describe
his
appearance
and
guess
his
job
with
the
pictures
of
a
cook’s
hat
and
a
spatula
on
the
PPT.
(出示课件)
Ss:
He’s
a
cook.
T:
Yes.
He
can
cook
so
many
kinds
of
food.
He
is
very
helpful.
(5)
Point
to
the
little
boy
John.
T:
Look,
this
is
John.
Can
you
say
something
about
him?
Ss:
He’s
friendly.
T:
Yes.
He
is
very
friendly.
What’s
his
job?
Is
he
a
basketball
player,
too?
Ss:
…
(Students
guess.)
Present
a
schoolbag
on
the
PPT
and
lead
students
to
answer
“No.”
(出示课件)
T:
He
likes
basketball.
But
he
isn’t
a
basketball
player.
He
is
a
student.
He
has
no
job.
Write
down
the
phrase
“no
job”
on
the
blackboard
and
teach
it.
2.
While-reading.
Read
and
tick
or
cross.
(1)
Show
the
passage
of
“Read
and
write”.
(课件出示:教材P63
Read
and
write板块的短文内容)
Ask
students
to
predict
the
main
idea
of
the
passage.
(2)
Look
at
the
family
photo
in
the
book.
Lead
students
to
find
the
key
vocabulary
“mother,
teacher,
father,
basketball
player,
uncle,
cook,
aunt,
nurse”
in
the
passage.
(3)
Ask
students
to
observe
the
pictures
in
the
questions
carefully
in
the
book.
Lead
students
to
find
the
key
information
of
the
questions.
Then
let
students
read
the
passage
and
finish
the
task
of
“Read
and
tick
or
cross”.
Check
the
answers
together.
Answers:
×××√
(4)
Ask
the
question
“What’s
his/her
job?”
about
the
characters
in
the
pictures.
Ask
students
to
find
out
and
state
the
character’s
jobs
according
to
the
passage.
(5)
Be
“A
reading
star”.
Play
the
recording
of
the
passage.
(课件出示:教材P63
Read
and
tick
or
cross部分的音频)
Ask
students
to
read
after
it
and
imitate
with
the
correct
pronunciation
and
intonation.
Let
students
read
together,
then
read
the
passage
freely
in
groups.
Select
one
student
from
each
group
for
the
reading
contest.
The
best
reader
will
be
named
as
“A
reading
star”.
3.
Post-reading.
Look
and
write.
(1)
Show
the
picture
of
the
driver
in
“Look
and
write”.
(出示课件)
T:
What’s
his
job?
T:
This
is
a
man.
So
we
say
“He
is
a…”
Ss:
He
is
a
driver.
Then
show
the
picture
of
the
doctor
in
“Look
and
write”.
(出示课件)
T:
What’s
this
man’s
job?
Ss:
He’s
a
doctor.
Write
down
the
sentence
structures
“—What’s
his
job?
—He’s
a/an…”
on
the
blackboard.
Remind
students
to
use
capital
letters
at
the
beginning
of
sentences.
And
ask
students
to
fill
in
the
blanks
in
the
book
as
required.
(2)
Show
the
picture
of
the
nurse
in
“Look
and
write”.
(出示课件)
T:
This
is
a
woman.
So
we
say
“She
is
a/an…”
Ss:
She
is
a
nurse.
Then
show
the
picture
of
the
farmer
in
“Look
and
write”.
(出示课件)
T:
What’s
this
woman’s
job?
Ss:
She’s
a
farmer.
Ask
students
to
fill
in
the
blanks
in
the
book.
(3)
Ask
students
to
draw
a
stick
figure
of
a
family
member
and
finish
the
imitative
writing
activity
in
the
book
independently.
Step
3:
Practice
1.
Listen
and
tick.
Let
students
look
at
the
pictures
one
by
one.
(课件出示:教材P64
Listen
and
tick部分的图片)
Talk
about
the
pictures
with
students:
How
many
people
are
there
in
Picture
1/Picture
2?
(Four/Three.)
What’s
his
job
in
Picture
3/Picture
4?
(He’s
a
farmer/doctor.)
What’s
her
job
in
Picture
5/Picture
6?
(She’s
a
nurse/doctor.)
What’s
his
job
in
Picture
7/Picture
8?
(He’s
a
cook/basketball
player.)
Then
play
the
recording
and
ask
students
to
finish
the
task.
(出示课件)
Remind
students
to
pay
attention
to
the
key
vocabulary
while
listening.
Ask
students
to
retell
what
they
have
heard
or
say
the
key
vocabulary
they
have
heard.
Then
check
the
answers
in
class.
Answers:
P1;
P4;
P5;
P8
2.
Look
and
match.
Show
the
pictures
of
“Look
and
match”
on
the
PPT.（课件出示:
教材P64
Look
and
match部分的图片）
Let
students
look
at
the
pictures.
Ask
them
to
read
the
text
in
the
book
carefully.
T:
Let’s
look
at
this
family.
How
many
people
are
there
in
this
family?
What
are
their
jobs?
Remind
students
to
pay
attention
to
the
key
words
while
reading
and
match
the
pictures
with
the
sentences.
Then
check
the
answers
together.
(出示课件)
Lead
students
to
chant
the
text
with
a
certain
rhythm.
Step
4:
Consolidation
&
Extension
1.
Story
time.
(1)
Present
the
pictures
of
a
baseball
and
a
baseball
player
on
the
PPT.（课件出示:
一个棒球及一名棒球运动员的图片）
Teach
the
word
“baseball”
and
the
phrase
“baseball
player”.
Present
a
picture
of
a
taxi
driver
on
the
PPT
and
teach
the
phrase
“taxi
driver”.
(课件出示:一位出租车司机的图片)
Get
students
to
read
the
phrases
after
the
teacher
and
do
actions.
(2)
Play
the
cartoon.
(课件出示:教材P65
Story
time板块的动画)
(Help
students
understand
the
main
idea
of
the
story.)
Introduce
the
background
of
the
story
first.
T:
Some
animals
are
in
Zip’s
house.
They
look
at
Zip’s
family
photos
and
talk
about
the
people
in
the
photos.
Play
the
cartoon
again
and
ask
the
questions.
Check
the
answers.
Answers:
1.
Yes,
they
are.2.
He’s
a
cook.3.
It’s
Zip.
(3)
Play
the
recording
of
the
story.
(出示课件)
Ask
students
to
read
the
story
after
the
recording.
Remind
students
to
imitate
the
pronunciation
and
the
intonation
after
the
recording.
(4)
Ask
students
to
act
out
the
story
in
groups.
Then
choose
two
or
three
groups
to
perform
on
the
platform.
And
select
the
best
group.
2.
Sing
the
song
together.
Play
the
song
My
family.
(出示课件)
Let
students
sing
it
in
two
groups.
Show
the
second
paragraph
of
the
song
on
the
PPT.
Ask
students
to
learn
to
sing
it.
Then
lead
students
to
make
some
new
parts
of
the
song
according
to
the
real
situations.
?板书设计
?作业设计
1.
Complete
the
composition
“My
family”
with
the
key
vocabulary
and
sentence
structures.
2.
Sing
the
song
to
your
parents.
3.
Do
the
exercises.
?教学反思
1.
本课时是在基本掌握本单元重点词汇和句型的基础上进行的阅读、练习测试与复习课。
2.
在阅读教学过程中，将知识点的难点在阅读前进行细化。阅读中教师指导学生抓住几个问题的关键词，并通过听录音、读课文,把短文的重点句子找出来，阅读后，轻松完成活动。既减轻了学生的压力，也活跃了课堂气氛。
3.
在整个教学过程中，充分运用游戏、图片、录音等教学手段，充分让学生参与课堂活动，学生的参与意识很强，完成效果也不错。
4.
通过引导学生开展练习、操练句型、完成任务，加深了学生对句型的印象，也培养了学生继续学习英语的兴趣。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
?·Be
able
to
read
and
understand
the
passage.
And
be
able
to
finish
the
task
of
“Read
and
tick
or
cross”
according
to
the
pictorial
prompts.
?·Be
able
to
fill
in
the
missing
words
with
the
pictures
following
the
examples.
?·Be
able
to
present
the
required
content
with
stick
figure
according
to
the
actual
situation,
and
fill
in
the
sentences
following
the
examples.
Let’s
check
?·Check
the
key
sentence
structures
in
the
unit.
Examine
the
reading
of
the
key
vocabulary
about
family
and
jobs
in
this
unit.
Let’s
sing
?·Be
able
to
understand
the
meaning
of
the
lyrics
and
be
able
to
sing
it
clearly
and
accurately.
Story
time
?·Be
able
to
understand
the
story
with
the
pictures,
review
and
consolidate
the
vocabulary
and
sentence
structures
related
to
the
occupations.
?·Be
able
to
act
out
the
story
with
the
help
of
the
teacher.
?Teaching
Priorities
·Be
able
to
use
the
key
vocabulary
and
sentence
structures
of
this
unit
synthetically,
and
complete
the
exercises
as
required.
?Teaching
Difficulties
·Summarize
and
review
the
main
points
learned
in
this
unit.
Improve
students’
ability
of
summarizing
knowledge.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Enjoy
a
song—My
family.Play
the
song
twice.2.
Revision.Take
out
the
word
cards.
Show
the
word
cards
one
by
one.
1.
Listen
to
the
song
and
sing
after
it.
Sing
the
song
together.2.
Say
the
words
quickly.Then
talk
about
family
members
and
the
jobs
of
their
family
members
with
the
word
cards.
Stimulate
students’
interest
in
learning.Review
the
key
words
and
sentence
structures
in
this
unit.
Presentation
1.
Pre-reading.Show
the
picture
of
“Read
and
write”
and
talk
about
it
with
students.Teach
the
phrases
“basketball
player,
no
job”.
Talk
about
the
characters
in
the
picture
and
understand
the
meaning
of
the
phrases
“basketball
player,
no
job”.
Review
the
knowledge
they
have
learned
and
remove
the
obstacles
in
the
passage.
2.
While-reading.Read
and
tick
or
cross.(1)
Show
the
passage
of
“Read
and
write”
on
the
PPT.(2)
Lead
students
to
find
the
key
vocabulary.(3)
Ask
students
to
observe
the
pictures
and
finish
the
task
in
this
section.
Check
the
answers.(4)
Ask
the
question
“What’s
his/her
job?”
about
the
characters
in
the
pictures.(5)
Be
“A
reading
star”.
(1)
Predict
the
main
idea
of
the
passage.(2)
Find
the
key
vocabulary
in
the
passage.(3)
Observe
the
pictures
and
finish
the
task.
Check
the
answers.(4)
State
the
character’s
jobs
according
to
the
passage.(5)
Read
the
passage
in
different
ways.
Compete
to
be
“A
reading
star”.
Cultivate
students’
ability
of
obtaining
and
processing
information.
Improve
students’
reading
skills.
3.
Post-reading.Look
and
write.Show
the
pictures
in
this
section
on
the
PPT
one
byone.Ask
students
to
fill
in
the
blanks.Ask
students
to
draw
a
stick
figure
of
a
family
member
and
finish
the
imitative
writing
activity
in
the
book.
Talk
about
the
pictures
andfill
in
the
blanks
in
thebook.Draw
a
stick
figure
of
afamily
member.
And
finishthe
imitative
writingactivity
in
this
sectionindependently.
Make
sure
students
can
correctly
understand
the
sentences
and
recognize
the
words.
Cultivate
students’
awareness
of
standardized
writing.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Listen
and
tick.Lead
students
to
look
at
the
pictures
and
talk
about
them
with
students.Play
the
recording.
Check
the
answers.
Look
at
the
picture
and
talk
with
the
teacher.
Listen
to
the
recording
and
finish
the
task.Retell
or
say
the
content
they
have
heard.Check
the
answers.
Help
students
get
into
the
habit
of
obtaining
information
before
listening.
2.
Look
and
match.Show
the
pictures.
Lead
students
to
read
the
text
and
complete
the
matching
task.
Look
at
the
pictures
and
read
the
text
carefully.Finish
the
matching
task.Chant
the
text
with
a
certain
rhythm.
Check
whether
students
can
read
and
understand
the
sentences
correctly.Increase
students’
interest
in
reading
passages.
Consolidation&Extension
1.
Story
time.(1)
Teach
the
phrases
“baseball
player,
taxi
driver”
with
pictures.(2)
Play
the
cartoon
twice.
Ask
the
questions.(3)
Play
the
recording.(4)
Ask
two
or
three
groups
of
students
to
perform.
(1)
Observe
the
pictures
and
learn
the
phrases.(2)
Watch
the
cartoon
twice
and
answer
the
questions.(3)
Read
the
story
after
the
recording.(4)
Ac
t
out
the
story
in
groups.
Improve
students’
participation
and
help
students
experience
a
sense
of
achievement
in
learning.
2.
Sing
the
song
together.Play
the
song,
and
show
the
second
paragraph
of
the
song.
Then
let
students
make
some
new
parts
of
the
song
according
to
the
real
situations.
Sing
the
song
in
two
groups.Make
some
new
parts
of
the
song
according
to
the
real
situations.
Let
students
review
the
key
words
and
sentence
structures
of
this
unit
to
achieve
the
purpose
of
making
a
summary
through
the
song.
Homework
1.
Complete
the
composition
“My
family”
with
the
key
vocabulary
and
sentence
structures.2.
Sing
the
song
to
your
parents.3.
Do
the
exercises.
Teaching
purpose
首先通过歌曲，激发学生学习的兴趣。再借助单词卡片，帮助学生复习学过的家庭称呼类和职业类的词汇。讨论学生家人的职业，以帮助他们复习本单元的重点句型，并为下一环节的学习做准备。
Teaching
purpose
在预读中，先让学生观察图片，结合图片中的人物，师生展开对话，描述外貌特征，猜测职业。既能复习旧知，又能扫清小文段中的障碍，为后面的阅读和任务的完成奠定基础。
Teaching
purpose
首先让学生粗读文段，预测短文大意，并找出短文的关键词汇；然后观察问题里的图片，感知图片内容，找出问题的关键信息，培养学生自主阅读获取信息和处理信息的能力。最后模仿录音并跟读，引导学生按照正确的语音、语调朗读短文。
Teaching
purpose
先引导学生观察图片，复习并熟练运用核心句型。让学生根据自己观察到的图片内容来选择正确的单词进行填空，检验学生能否正确地理解句子、认读单词。最后在个性化书写中，让学生发散思维，正确运用并书写核心句型，让学生在使用中巩固所学知识。
Teaching
purpose
在完成听力练习之前，先引导学生观察图片获取信息，养成在做听力题目之前先获取信息的习惯。
Teaching
purpose
这个活动检验学生能否正确认读句型并理解重点词汇和句型的意思。带韵律的吟唱能增加文段朗读的趣味性。
Teaching
purpose
以重温歌曲的方式结束课程，补充歌曲的第二段歌词，编创后面歌词，让学生通过歌曲来回忆本单元重点词汇和核心句型,以达到总结的目的。
4(共40张PPT)
Unit
6
Meet
my
family!
PEP·四年级上册
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
&
Story
time
Say
the
cards
of
words
that
you
have
learnt
in
this
unit
as
quickly
as
you
can.
parents
uncle
aunt
cousin
baby
brother
What’s
_____
job?
doctor
cook
driver
farmer
nurse
football
player
He/
She
is
_____.
Meet
John's
family
How
many
people
are
there
in
John’s
family?
Who
are
they?
Five.
uncle
aunt
me
mother
father
Look
at
this
woman.
Can
you
say
something?
She
is
friendly.
Can
you
guess
her
job?
She’s
________.
a
teacher
Look
at
this
man.
Can
you
say
something?
He
is
strong.
Can
you
guess
his
job?
He’s
__________
____________.
a
basketball
player
basketball
player
篮球运动员
football
player
Look
at
this
man.
Can
you
say
something?
He’s
a
cook.
He
can
cook
so
many
kinds
of
food.
He
is
very
helpful.
Look,
this
is
John.
Can
you
say
something
about
him?
He’s
friendly.
What’s
his
job?
Is
he
a
basketball
player,
too?
No.
He
likes
basketball.
But
he
isn’t
a
basketball
player.
He
is
a
student.
He
has
no
job.
This
is
my
family.
My
mother
is
a
teacher.
She
is
very
friendly.
My
father
is
a
basketball
player.
He
is
tall
and
strong.
My
uncle
is
a
cook.
My
aunt
is
a
nurse.
I
am
a
student.
I
have
no
job.
Predict
the
main
idea
×
√
×
×
My
mother
is
a
teacher.
My
father
is
a
basketball
player.
My
uncle
is
a
cook.
My
aunt
is
a
nurse.
I
am
a
student.
He’s
a
doctor.
He’s
a
farmer.
He’s
a
driver.
He’s
a
cook.
This
is
my
family.
My
mother
is
a
teacher.
She
is
very
friendly.
My
father
is
a
basketball
player.
He
is
tall
and
strong.
My
uncle
is
a
cook.
My
aunt
is
a
nurse.
I
am
a
student.
I
have
no
job.
doctor
farmer
She
is
a
nurse.
He
is
a
driver.
How
many
people
are
there
in
Picture1/
Picture
2?
Four
1
2
Three
3
4
What’s
his
job
in
Picture
3/Picture4?
He’s
a
farmer.
He’s
a
doctor.
What’s
her
job
in
Picture
5/Picture
6?
5
6
She’s
a
nurse.
She’s
a
doctor.
What’s
his
job
in
Picture
7/Picture8?
7
8
He’s
a
cook.
He’s
a
basketball
player.
√
√
√
√
Boy:
Girl:
Girl:
Boy:
How
many
people
are
there
in
your
family?
Four.
My
mother,
my
father,
my
baby
brother
and
me.
Is
this
your
uncle?
No,
it
isn’t.
It’s
my
father.
He’s
a
doctor.
1
2
Girl:
Boy:
Girl:
Boy:
What's
your
mother's
job?
Oh,
she's
a
nurse.
Who's
this?
Is
this
your
brother?
Yes.
He's
a
basketball
player.
3
4
Let’s
look
at
this
family.
How
many
people
are
there
in
this
family?
What
are
their
jobs?
In
my
family
there
are
six
people.
My
mother
is
a
nurse.
My
father
is
a
driver.
My
uncle
is
a
doctor.
My
aunt
is
a
cook.
My
cousin
is
a
student.
I
am
a
student,
too.
baseball
baseball
player
taxi
taxi
driver
Watch
cartoon
to
understand
the
main
idea.
Some
animals
are
in
Zip’s
house.
They
look
at
Zip’s
family
photo
and
talk
about
the
people
in
the
photo.
Watch
the
cartoon
again
and
answer.
Are
these
photos
of
Zip’s
family?
What’s
Zip’s
father’s
job?
Who
is
the
baseball
player?
Are
these
photos
of
Zip’s
family?
What’s
Zip’s
father’s
job?
Who
is
the
baseball
player?
Yes,
they
are.
He’s
a
cook.
It’s
Zip.
Hi.
Welcome
to
my
home.
Look
at
these
photos.
These
are
photos
of
my
family.
What’s
your
father’s
job?
He’s
a
cook.
Great.
This
is
my
uncle.
He’s
a
taxi
driver.
He’s
strong.
一位出租车司机
This
is
my
grandpa.
Is
he
a
teacher?
Yes!
Look!
A
baseball
player!
Who’s
that?
Haha!
It’s
me!
棒球运动员
What’s
her
job?
She’s
a
doctor.
What’s
her
job?
She’s
a
doctor.
What’s
her
job?
She’s
a
doctor.
She
is
not
a
nurse.
basketball
player
no
job
Unit
6
Meet
my
family!
—What’s
his
job?
—He
is
a/an...
—What’s
her
job?
—She
is
a/an...
Complete
the
essay
“My
family”
with
the
key
vocabulary
and
sentence
structures.
2.
Sing
the
song
to
your
parents.
3.
Do
the
exercises.
