标题: 新人教PEP版四年级上册英语Unit 6 Meet my family! 第一课时教案教学设计 [打印本页] 作者: 桂馥兰香 时间: 2020-9-20 17:55 标题: 新人教PEP版四年级上册英语Unit 6 Meet my family! 第一课时教案教学设计 第一课时
课时内容
A. Let’s talk；Let’s count
课时分析
在Let’s talk部分，Amy 边翻看家庭相册，边和Chen Jie讨论家庭情况。她问Chen Jie家里有几口人：How many people are there in your family? Chen Jie简洁地回答：Three. My parents and me. Amy则告诉Chen Jie, 她家有六口人，My family has six people. 结果Chen Jie数来数去是五个人。Amy告诉她还包括自己的小狗。在这个过程中，学生要理解并能够询问、表达自己的家庭成员人数。同时要帮助学生们理解，在西方国家，宠物的地位很重要，多数都被视为家庭成员。
Let’s count中提供了一幅图片，Zoom在问大家树上有多少个苹果。在教学中，可以利用这幅图练习How many句型，如提问有多少蚂蚁，有多少花朵等。要提醒学生注意how many后接的是可数名词的复数形式。
本课的内容一需要复习数字，二需要复习家庭称呼。可以在学习对话之前帮助学生唤醒记忆，复习相关知识，以旧带新，顺利掌握知识。
课时目标
1. 能够听懂、会说句型：How many people are there in your family? My family has six people. That’s only five.
2. 能够听懂、会说以下词汇：people, but, little, puppy
3. 能够听懂、会读对话，并能分角色表演。
4. 能够在真实或模拟的情景中正确使用句型How many people are there in your family?询问并回答 家中有多少家庭成员
课时重难点
1.重点
能够听懂、会说句型：What would you like ( for ...) ? I’d like some..., please.
能够听懂并使用词汇：dinner, soup, vegetables, ready
能够听懂、会读对话，并能分角色表演
2. 难点
能够在真实或模拟的情景中正确使用句型What would you like ? I’d like...来征求并表达用餐的意愿
教学准备
1. 多媒体课件、录音机、磁带
2. 家庭成员照片
教学过程
Step 1 Warm up
1.播放歌曲：Finger family. 学生先倾听，后跟唱。
Teacher：Let’s listen to a song. Listen carefully, please.
Daddy finger, daddy finger, where are you?
Here I am. Here I am. How do you do?
Mummy finger, Mummy finger, where are you?
Here I am. Here I am. How do you do?
Brother finger, brother finger, where are you?
Here I am. Here I am. How do you do?
Sister finger, sister finger, where are you?
Here I am. Here I am. How do you do?
Baby finger, baby finger, where are you?
Here I am. Here I am. How do you do?
Teacher: Now, please sing with me. And do the actions with me, please.
Teacher: Let’s sing the song together.
设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛围。这首歌既可以帮助学生复习家庭称呼类词汇，又为下一环节的学习做好了铺垫。
Step 2 Lead in
1.谈论手指的数量以及歌曲中“家人”的数量，引出本课的重点句式，并帮助学生复习数字的知识。
Teacher: Look at my fingers. How many fingers are there on my hands? Let’s count. One, two, three, four, five, ... ten. I have ten fingers. How many people in the Finger family? Ten？No, five. They are daddy finger, mummy finger, brother finger, sister finger and baby finger.
设计意图：因为热身歌曲中使用了手指来表现家庭成员，因此使用How many fingers？来衔接歌曲的内容，并自然引出How many?问句。学生理解了问句的意思之后，再根据歌曲的内容询问手指家庭的成员数量。使学生可以基本理解问句的意思，为对话的学习做好准备。
Step 3 Presentation
1. 提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：There are five people in the Finger family. How many people are there in Chen Jie’s family? Let’s listen and find.
2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher: Answer the question, please. How many people are there in Chen Jie’s family? Yes, three. Who are they? Let’s read and find.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。
3.读文之后，谈论对话内容，帮助学生深入理解对话。
Teacher：There are three people in Chen Jie’s family. They her parents and her. Her parents mean her mother and father. （板书单词）Read after me, please, parents. Read it one by one. How many people are there in Amy’s family? She says six. Let’s count. Her dad, her mum, her sister, her baby, her brother, Amy. But that’s only five. Why does she say six? Yes, and her little puppy. What is a puppy? A puppy means a little dog. （板书单词）Read it together, puppy. （展示小狗的图片）This is a little puppy. Is it cute? Do you like it?
设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对话的主要内容。
Step 4 Practice
1. 再次播放课文录音。学生跟读课文。
Teacher: Boys and girls, let’s read the talk after the tape. Please listen carefully, read carefully.
2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。
Teacher：Now please read the talk freely. If you have any questions, please show me your hand and ask me.
3. 学生分角色朗读课文。
Teacher: Now, who wants to be Amy? Who wants to be Chen Jie? Let’s read it in roles.
4. 请学生戴上头饰来扮演对话的角色，表演对话。
Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue.
设计意图：通过以上四个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
5. 出示图片，请学生数一数。
Teacher：Let’s count. What can you see in this picture? You can see a family. You can see flowers. You can see ants. You can see a big tree. You can see Zoom. Can you see the apples? How many apples are there on the tree? Can you see the birds? How many birds are there?
Teacher: Do a pair work. Ask and answer.
Teacher: Show your dialogue, please.
设计意图：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式。
6. 小组活动：调查你同组同学的家人数量，并形成表格。
Teacher: Let’s survey. Ask your partners how many people in their family.
Teacher: Show your survey. Talk about it.
设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。
Step 5 Summary
1.介绍自己的家庭，请学生尝试介绍。
Teacher: This is my family. How many people are there in my family? Five. My parents, my sister, my little brother and me. How about your family? Show me your family, please.
设计意图：通过教师的示范，请学生介绍自己的家庭，在介绍中重现本课的重点词汇与重点句式。
课堂作业
一、看图标一标单词。
1. dad 2. mum 3. sister 4. brother
二、判断下列句子与图片内容是（T）否（F）相符。
( ) 1. My family has three people.
( ) 2. My family has six people.
( ) 3. My family has five people.
三、连词成句。
1. How people are many in your there family (?)
________________________________________________________
2. has six my people family (.)
________________________________________________________
3. five is only But that (.)
________________________________________________________
答案：
一、略
二、1.T 2. F 3. T
三、1.How many people are there in your family? 2. My family has six people. 3. But that is only five.
板书设计
Unit Six Meet my family!
A. Let’s talk
How many people are there in your family?
Three.
My family has six people.
But that’s only five.
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