标题: PEP小学英语四年级上册优质课Unit6MeetMyFamily!第四课时教学设计 [打印本页] 作者: 网站工作室 时间: 2011-9-14 06:53 标题: PEP小学英语四年级上册优质课 Unit 6 Meet My Family! 第四课时教学设计 四年级上册 Unit 6 Meet My Family! 第四课时教学设计
广东省梅州市梅江区化育小学 杨媚娜
一、教学内容
四年级上级Unit 6 Part B Let's learn, Let's do
二、教学目标
1、知识与技能目标：（1）能听、说、读新授单词，baseball player, driver, farmer, doctor, nurse.（2）能综合运用句型：What's he? He is a ... He is ... He likes ...
2、情感态度：培养学生从小树立远大理想的情感。
3、文化目标：了解多种职业的特征。
三、教学重点难点
1、重点：掌握5个单词的读音。
2、难点：掌握句型：What's he? He is a ...
四、学生情况说明
通过第三册第三单元的学习，同学们对人物特征的描述He / She is ...和爱好He / She likes ... 已经有了较好的掌握，为本单元的教学提供了有利的基础。本单元的教学内容与学生的实际生活息息相关，因而本单元的教学内容对学生来说不难理解，关键是如何将分散的语言点进行整合、拓展，并在实际生活中加以准确运用。在教学时，教师要通过创设情景，运用多种教学手段，开展灵活多样的教学活动，将新旧知识有机结合，对本单元知识加以强化，从而让学生更好地掌握和拓展职业这一话题。本案例是第六单元的第四课时。学生在前面已学过人物特征的描述和爱好等内容。因此，这节课的教学任务是如何在学习新知识的基础上，拓展和利用所学的旧知识，真正达到学以致用。
六、课前准备
单词卡片、若干图片、录音机、多媒体设备、职业道具。
七、教学步骤
Step 1: Warm-up
(1) Sing the song: If you are happy.
T: Today it's a sunny day, are you happy? Let's sing a happy song.
［设计意图］通过学生喜欢的歌曲，活跃课堂气氛，学生开心地进入今天的课堂。
Step 2: Lead-in
(1) T: It's a sunny day, let's go to the Guidu Park. How do you get there? (导入自然，不露痕迹。) Guess. (CAI) T: Every box has a car, you can choose, and then drive that car.
［设计意图］通过宝盒中奖，激发学生兴趣，自然引入接下来的教学。（drive the bus / drive the jeep / drive the car）
Step 3: Presentation and practice
1. Teach "driver"
(1) drive the car, drive the car, I can drive the car. So I am a driver. → driver
［设计意图］渗透字母组合发音，为语音学习打下基础。
(2) Read after the teacher with body language. (带上肢体语言，加深印象。)
(3) Who want to be a driver?
(4) What's he / she? He / She is a driver.
(5) Role play: To be a driver, who drives fast? But when you drive a car, you should be carefully.
(1) I hurt my head, who can help me? We should call 120. → doctor (CAI出示救护车)
［导入自然，不露痕迹。］
(2) Ss read: Doctor, doctor, he is a doctor.
(3) T: I don't like doctors. What about you? S1: I like / don't like doctors. T: So I eat an apple a day. Because there is a saying "An apple a day keeps the doctor away." Ss read the sentence.
(4) Let Ss sing the song: An apple a day.
(5) What's the doctor's hobbys?
［设计意图］复习旧歌曲，既活跃了课堂氛围，也使新知识进一步得到巩固。
5. Teach "nurse"
(1) Who can help the doctor ? → nurse
(2) Read after T with body language.
(3) T shows a nurse cap and puts it on a girl's head and asks: "What's she?" → nurse
(4) Ss read: Nurse, nurse, she is a nurse.
(5) S: Nurse, nurse, I/m ill. (老师假装打针)
［设计意图］将生活带进学生课堂，创设语境，从学到用，强调真实，增强语言交际的真实感。
Step 4: Consolidation and extension
1. Review the words
(1) Read all the words with the body language.
(2) Read after the little teacher. (请小老师带读) T: What's he? S: He's a little teacher. (处处与句型相结合，使学生懂得运用，达到学习语言的真正目的。)
(3) Fast reaction. In every group, a student goes to the blackboard, the others read the word according to the teacher's gesture. The students in front of the blackboard point to the picture as quickly as possible.