人教版PEP四年级上册 Unit Six Meet My Family Part B教学设计（共三课时）

Unit Six Meet My Family
第四课时
B Let’s Learn Let’s do C. Let’s check Let’s sing
【教材分析】
教学重点：
熟练掌握五个表示职业的单词：doctor, farmer, nurse, driver, baseball player。听懂会说有关人物职业的表达法。
教学难点：
1.询问有关职业的表达法。
2.单词baseball的读音。
【学情分析】
本节课的句型对学生来说比较简单，但单词baseball player, nurse, driver的读音较难掌握。
【教学目标】
一、能力目标：
1.能运用所学的单词和句型询问或介绍某人的职业。
2.能用所学过的句式介绍人物的详细情况。例如：He has short hair. He likes sports. He is a doctor… 等。
二、知识目标：
1.能听、说、认读单词nurse, doctor, farmer, driver, baseball player。
2.能理解、会做Let’s do部分。
3.知识点：学会对职业进行提问：如：What’s your father
【教学准备】
CAI课件，每位学生一张纸条，上面写着：I’m a driver…My friend is a doctor…
【教学过程】
一、Warming up/Revision（热身/复习）
1．Let’s do
播放第一册第四单元A Let’s do：Act like a cat. Act like a duck…
播放第三册第三单元B let’s do: Listen to music. Do sports…
2.Greetings
Talk about the students’ family.
T: We know Chen Jie likes music. What do you like
S: I like sports.
T: Does your father like sports
S: Yes./No.
T: What’s he like Is he tall Is he strong Can you talk about your father
S: My father is tall. He is strong. He has short black hair. He likes sports.
(也可引导学生谈论他们的uncle和aunt。)
【设计意图】师生的热身复习为下一步学习职业单词及介绍人物特征做好了铺垫。而师生的对话交谈又自然地过渡到新语言知识的学习。
二、Presentation/Practice（新课呈现/操练）
(一)学习单词doctor，nurse, farmer，driver, baseball player
(1)学习单词doctor
1．呈现单词doctor。
S: My mother is….
T: What’s your mother
S: My mother is a teacher. (教师启发学生回答)
T: Oh, your mother is a teacher. I am a teacher, too. (教师指着自己说)He is a student.(教师指着一名学生问。) What’s she
S: She’s a student.
T: I am a teacher. You are a student. What’s he (幻灯片中出示医生的图片,学习doctor的读音)
2．操练单词doctor
A:单个读，同位读单词doctor.
B:在句子中操练：教师领读：
Doctor, doctor, he’s a doctor.
Doctor, doctor, she’s a doctor.
Doctor, doctor, my mother is a doctor
启发学生说：
Doctor, doctor, my father is a doctor.
Doctor, doctor, the woman is a doctor.
用同样的方法学习单词nurse 和farmer。逐渐引导学生学会提问人物的职业。注意渗透字母组合ur, ar, er的读音。
【设计意图】在情景中呈现单词后，注重对新知的及时巩固，同时渗透对语音的教学，教给学生试读单词的方法。
（2）学习单词driver.
让学生根据图片的一部分，猜测人物的职业。学习单词driver，引导学生描述driver的外貌及爱好。
S: He is a driver. He is tall. He has….He likes sports.
(3)学习单词baseball player
T: What sports does he like He likes playing baseball.(呈现baseball的图片,教学生读单词baseball。)
T: Yao Ming is a volleyball player. Who is a football player
S: …is a football player.
T: What’s he
S: He’s a baseball player.
让学生描述一位baseball player.
S: He’s a baseball player. He’s strong. He likes sports. He has…
（二）趣味操练
（1）根据图片猜职业
出示听诊器，粉笔， 针管等让学生快速说出职业的单词。（2）看动作说单词
老师做动作，学生说单词。每组选一位同学站在讲台上，其他学生根据单词做动作，讲台上同学说单词。
（3）找朋友
每位同学发一张纸条。上面写着You are a doctor. Your friend is a nurse.（每句的职业单词可不同。）学生们去找他们的朋友。用句型：
What are you I am a …Yeah. We are friends. 看哪位同学找到的朋友最多。
(4) 播放73 页Let’s do 部分，师生一起边说边做。
【设计意图】各种趣味操练，巩固了所学知识，提高学生学习的兴趣。
三、Listen and repeat.(听录音，跟读)
（一）听录音，回答问题。
Questions:
1.What’s Chen Jie’s father
2.What does her father like
(二）跟读A Let’s learn
四、Consolidation and extension（巩固与拓展）
1．运用单词，介绍自己。
让学生选择职业的头饰，试着介绍自己
Look at me! I am a driver. I’m tall and strong. I like music.看谁说的句子最多。
2．做Let’s check部分
先听录音，选择答案，再跟读。
3.学唱歌曲“My Father Is a Doctor”
先听一遍，初步感知，再听歌曲，填空。
My Father Is a Doctor
My father is a ________. My mother is a ________. They love me so. My father is a ________. My mother is a ________. I love them, too.
My uncle is a ________. My aunt is a ________. They love me so.
My uncle is a ________. My aunt is a ________. I love them, too.
【设计意图】听录音，跟读，有利于学生形成正确、地道的语音、语调。而多种形式的听力练习，又提高了学生的听力水平。
五、Homework (家庭作业)
1．听录音，跟读P71-P73W五遍。背诵P71。
2．用所学过的或搜集到的有关职业的单词，做成人物词卡。
附一：随堂检测：
Read and choose.（选择正确的答案。）
（ ）1. What’s your father He’s ________.
A. a man B. tall C a doctor
（ ）2. My father ________sports.
A.likes B.like C to like
（ ）3. I have _______uncle.
A.a B. an C some
（ ）4. I _______ music.
A.likes B.do C like
（ ）5.There are some________.
A. doctor B a doctor C. doctors
答案：C A B C C
【板书设计】
Unit Six Meet My Family
What’s your father/ mother
He/ She’s a doctor
nurse
farmer
driver
baseball player
第五课时
B Let’s talk Let’s chant
【教材分析】
教学重点：掌握句型Is this your… He looks…Are they… What’s your …
教学难点：理解、会说He looks strong. They look young. Are they farmers Who’s this man
【学情分析】
本节课的对话较长，学生们不熟悉的句型比较多。有些句型虽然前面出现过，但没有做为主要句型去练习。所以让学生熟读课文会有些难度。但有些学生能根据提示复述主要内容。
【教学目标】
一、能力目标
1．能听懂、会说本课的对话，并能在实际情景中运用。
2．能根据提示介绍Amy’s family。
二、知识目标
1.能听、说、认读本课句型Is this your… He looks…Are they… What’s your …
2.理解、会说Let’s chant部分的内容。
3.知识点：能掌握He looks…中looks的用法和Are they farmers 中farmers的用法。
【教学准备】
多媒体课件、学生准备自己的家庭照片
【教学过程】
一、Warming up/Revision（热身/复习）
（一）B Let’s do: Act like a teacher/doctor/ nurse…
（二）C Let’s sing: My Father Is a Doctor
（三）Greetings
用How many people are there in your family What’s your father My father is a driver. He is strong. He likes…等句型谈论。
【设计意图】上课前，让学生跟着音乐做动作，唱歌曲，可以愉悦心情，集中学生的注意力，活跃了课堂气氛，为学习新课做好准备。
二、Presentation/Practice（新课呈现/操练）
（一）教学He looks…同时复习Who’s this… 句型
(接上一环节)
（1）教学He looks young.
T: Oh, he likes…But I like singing. Today I bring you a man. He is a singer. Who’s this man
S: He’s Zhou Jielun.
T: He looks young.（领读Who’s this man He’s Zhou Jielun. He looks young.）
T: Who’s this boy/girl
S: She/He’s….
Look at this man. Does he look young (呈现一张老人的照片)
S：No.
T: He looks old. (老师驮着背，咳嗽几下，扮演老人的样子。领读单词old。
把老人的图片和周杰伦的照片放在一张幻灯片里，教师领读He looks old. He looks young.
T: Look at the doctor. He looks…(呈现一长比较胖的医生的图片)
S: He looks old.( fat, big)
【设计意图】通过两张照片的对比，帮助学生理解He looks young.的意思。同时渗透young的反义词old。扩大学生的词汇量。
(2)教学He looks strong.
出示一张baseball player的图片
T：What’s the boy Is he a student
S: No, he’s a baseball player.
T: He looks…(引导学生说出He looks young.)
S: He looks strong.(老师用动作表示身体强壮，启发学生说出 He looks strong.)
（二）教学Is this your…
（接上一环节）
T: Who looks strong in our class
S: looks strong.
T：Look, this is …’s family photo. This is a woman. Who’s this woman Let’s ask him(her) together.
Ss: Who’s this woman
T: Let’s guess. Is this your sister
S: Is this your mother (friend, aunt…)
T: Let’s ask him/her together. (全班同学一起用Is this your… 提问。)
S: She’s my aunt.
T: What’s your aunt
S: She’s a…
【设计意图】在情景中自然呈现句型，并在情景中操练，而且全体学生都参与，加深了对句型的理解，强化了对重点语言知识的运用。
（三）教学Are they… They look…
T: Oh, we know …’s aunt is a … I have a student. Look, they are her parents. What are they Are they doctors Guess.(幻灯片中出示被遮住的图片。)
S: Are they farmers/ drivers, teachers, doctors, baseball players. (注意引导学生用名词的复数形式。)
T: What are they
S: They are farmers.
T: They are eighty. They look…(引导学生用look而不是looks)
S: They look young/strong, thin.
三、Let’s chant.(唱歌谣)
1．听歌谣，填空。
What’s your ________ What’s your ________
He’s a ________. He’s a ________.
He’s a great doctor.
________ your mother ________ your mother
She’s a ________. She’s a ________.
She’s a super ________.
2.跟唱歌谣
3.创编歌谣。
四、Watch VCD(看光盘)
1．看两遍光盘，填空。
Amy’s Family
This is Amy’s family. Amy’s uncle is a ________. He looks________. Amy’s aunt is a ________. She likes________. Amy’s father is a ________. Amy’s ________is a teacher. Amy’s grandpa and grandma are________. They look________.
2.根据提示，介绍 Amy’s Family
3.跟读模仿。
【设计意图】根据提示，复述课文，可以帮助学生整体理解整篇课文，同时又可以提高学生的语篇组织能力。
五、Consolidation and extension（巩固与拓展）
介绍自己的家庭
以四人小组为单位，拿着自己的家庭照片，介绍家庭成员的职业、爱好、外貌特征等。参考句型：
This is my family. My … is a … He looks young/strong. He likes…We have a happy family.
六、Homework (家庭作业)
1．听录音，跟读对话至少五遍。
2．向同学或朋友介绍自己的家庭。
附一：随堂检测：
Read and choose.（选择正确的答案。）
（ ）1. He ________strong.
A. looks B. look C is look
（ ）2. They________.
A.look B.looks C to look
（ ）3. Are they_______
A.doctor B. a doctor C doctors
（ ）4.Who’s this man ________
A. He likes sports. B. He’s my uncle. C He’s from China.
（ ）5.Is this your mother Yes, ________.
A. it is. B she is. C. I am.
答案：A B C B B
【板书设计】
Unit Six Meet My Family
Amy’s Family
This is Amy’s family. Amy’s uncle is a ________. He looks________. Amy’s aunt is a ________. She likes________. Amy’s father is a ________. Amy’s ________is a teacher. Amy’s grandpa and grandma are________. They look________.
第六课时
B Let’s read and write Write and say C Let’s find out Story time
【教材分析】
教学重点：熟练掌握四会单词farmer, doctor, driver, nurse
教学难点：运用所学英语介绍和描述人物
【学情分析】
学生已经掌握了部分字母和字母组合的发音，具备简单的试读能力。但有些单词较难拼写。如：driver
【教学目标】
一、能力目标：
能运用所学英语介绍和描述人物的特征。
二、知识目标：
1．能听说读写四会单词。
2．能独立完成write and say部分。
3．知识点：be good at…的用法
三、情感目标：
了解英语国家的生活习俗。
【教学准备】
CAI课件，树叶形状的卡纸图片（上面写有字母） 前面学过的单词卡片（花瓣形状），听诊器，针管，
【教学过程】
一、Warming up/Revision（热身/复习）
1．划分小组
把全班分为两个大组，A组和B组。在整个上课过程中，根据学生听课情况随时给两大组加花瓣形状的单词卡片，最后看哪一组的花瓣多。
2．Greetings
T: Good morning, my friends.
Ss: Good morning, my friend.
T: Where are you from What do you like
Ss: I like…
Ss: I like sports.
【设计意图】
通过分组评价的方法，引入竞争机制。 在师生对话中引入新知。
二、Presentation/Practice（新课呈现/操练）
（一）学习四会单词的拼写
1．学习I’m good at…
接上 S1: I like sports.
T: Look, Who’s he
Ss: He’s Yao Ming.
T: He likes sports. He’s good at playing basketball.
I’m good at running. Who’s good at painting in our class
S2: Chen Jie is good at painting.
T; Who’s good at sports
S2: Zhang Gang is good at sports.
T: I like watching TV. I like jiayouernv. I like Liu Xing.
He’s good at acting. He is an actor. Look What’s liu Xing’s mother
2.学习nurse
(1)听录音跟读单词nurse
(2)根据读音猜是哪个字母，先猜字母n和s,再学习字母组合ur的发音。试读单词fur, hurt.
(3)用拍手方法练习拼读nurse.n-u-r（拍手）s-e（拍腿）nurse （拍手读一遍）
(4)用nurse 描述刘星的妈妈。
This is my mother. She is a nurse. She has long hair and big eyes. She likes music.
【设计意图】通过语音教学，培养学生试读单词的能力，同时帮助学生记忆单词。
3.学习单词doctor
(1)情境呈现单词doctor
S1: Oh, my stomach.（手捂肚子，装出生病的样子。）
T: What’s wrong with you (老师戴上听诊器给学生看病。)Open your mouth.
S: Ah.（学生咳嗽几声）
T：You have a cold. Please drink this medicine and drink more water.(老师给学生一盒感冒药。)What am I
Ss: You are a doctor.
(2)根据读音猜字母。
先学doc.呈现 _o_,猜出字母d 和c.学习字母组合or的发音，并试读单词word, work, pork.
(3)拍手拼读单词doctor. d-o-c（拍手）t-o-r（拍肩）doctor（读一遍，拍手）
（4）描述校医的照片。（用填空的形式。）
This is our ____. She is ______. She has _____. She likes______.
在填到She likes______时，让学生听录音，录音中校医说：I like flowers.
(5)单词小驿站。简单复习nurse和doctor的拼写。
【设计意图】
通过描述图片，培养学生实际运用语言的能力，同时巩固复习所学过的语言知识。
4.学习单词farmer.
（1）幻灯片呈现唐诗《悯农》，学生伴随着民族音乐朗诵这首诗。
T: Who do you think of
Ss: Farmer.
（2）根据读音填字母。f_ _ m先学习农场farm.再根据单词car,学习字母组合ar的发音。引导学生试读单词bar, park.最后由单词teacher, sister, father, mother,在单词farm_ _中选择字母组合er.
(3)操练拼读单词farmer.
5.学习单词driver.
(1)通过猜的方式呈现单词driver.
呈现一张被遮掩的图片，让学生猜图中人物的图片。最后播放刹车的声音。
（2）填字母。根据单词farmer,选择字母组合er.，补全单词driv_ _.
（3）谈论图片比赛，
课件出示哈里.波特及其叔叔和阿姨的图片。用所给的参考单词，学生扮演哈里.波特的角色介绍其叔叔、阿姨。看哪一组说的句子多，奖励给获胜的组单词花瓣。参考的单词。
aunt: farmer, hair, quiet, music, thin
uncle, driver, hair, strong, sports, tall…
(4)复习四个单词的拼写。
【设计意图】用不同的方式呈现单词，提高了教学的趣味性，吸引学生的注意力。
（二）趣味操练
1.唱歌谣,操练句型I’ m going to be a …
T: Let’s listen . What is Chen Jie going to be
Chen: I’m going to be a nurse.
T: What are you going to be
S: I’m going to be a doctor / driver.
Chant：
Doctor, doctor, I’m going to be a doctor.
Nurse, nurse, I’m going to be a nurse.
Driver, driver, I’m going to be a driver.
Farmer, farmer, I’m going to be a farmer
2.看口型猜单词。
学生看老师拼读单词的口型，猜是哪个单词，并拼读出该单词。
3．看动作猜单词。
一位学生在台前做动作，其他学生猜是哪个单词，并拼读出该单词。
4．捉虫能手。
T: Do you know who the doctor of the tree is
It’s a woodpecker. Now you are a woodpecker. Please find the words in some worms of letters.
每组选一名学生在树叶形状的卡纸上圈出单词，其他学生在打印好的练习题纸上圈单词。
【设计意图】在各种有趣的活动中，巩固操练新知，特别练习单词的拼写，突破了教学的难点。
（三）拓展运用
1.听，填空，补全短文。
陈杰介绍自己的父母的一段文章。
This is my mother. She is a _______. She ___ quiet. This is my father. He is a ______. He _____ (like) painting.
2.看图，填空。
（陈杰的阿姨和叔叔的图片。）
My aunt is a______. She ______ (like) flowers. My uncle is a _____ .He ___good at sports. This is me. I am a _______. I____(like) music.
3.听歌填空。
播放P79页的歌曲《My Father Is a Doctor》
My father is a ______. My mother is a _______ . They love me so. （I love them, too.）
My uncle is a ______. My aunt is a ________. They love me so. （I love them, too.）
三、Homework(家庭作业)
听录音跟读P75三遍，抄写四个四会单词1汉10英，听写1遍。做P77Let’s find out.
附一：随堂检测：
Fill in the blanks (补全短文)
This is my mother She’s a ________. She’s quiet. This is my father. He’s a ________. He likes painting. My uncle is a ________. He likes sports. My grandpa is a ________. He likes flowers.
(1) (2) (3) (4)
答案：nurse, doctor, driver farmer
【板书设计】
Unit 6 Meet My Family
.
(学过的四会单词) (四线格上写doctor, nurse, farmer, driver)
lvnurseyodoctorbrmq
Ghfarmerlkdriverlosv