第四课时
课时内容
B. Let’s talk; Draw and say
课时分析
本课时在学习了家庭成员称呼之后，要学习使用一般疑问句来确定某人与说话方的亲属关系，并学会如何询问并回答家人的职业。
Let’s talk中，Zhang Peng拿着家庭相册问Sarah那是不是她的叔叔。Sarah给出肯定回答后，告诉他，自己叔叔是个足球运动员。接下来Zhang Peng又询问她阿姨的工作。接着他发现了一个小婴儿，以为是Sarah的小弟弟，结果居然是Sarah自己。在他们对话的过程中，我们学习到了以一般疑问句来确定他人亲属身份的句式：Is this your uncle? 以及询问亲属工作的句式：What’ your aunt’s job?以及回答。在对话过程中还会感受和接触到单词：job, football player, nurse。
Draw and say活动中，学生需要画出一些职业画像，然后和其他同学聊一聊，使用一般疑问句猜一猜这画的是谁，是做什么职业的。通过这个活动来练习本课时的重点句式。
为顺利练习本课的重点句式，需要向学生介绍一些表示职业的词汇，不要求他们掌握，只要能够理解并在句式中使用就可以了。
课时目标
1. 能够听懂、会说句式：Is this your uncle? Yes, it is. What’s your aunt’s job? She’s a nurse.
2. 能够理解并能正确认读课文对话，发音准确，语调自然
3. 能够在真实的语境中运用句型Is this your ... ? 来确定某人与对话者的亲属关系
4. 能够在真实的语境中运用句型What’s your ...’s job? 来询问他人的职业并能够正确回答
课时重难点
1.重点：
能够听懂、会说句式：Is this your uncle? Yes, it is. What’s your aunt’s job? She’s a nurse.
能够理解并能正确认读课文对话，发音准确，语调自然
2. 难点：
能够在真实的语境中运用句型Is this your ... ? 来确定某人与对话者的亲属关系
能够在真实的语境中运用句型What’s your ...’s job? 来询问他人的职业并能够正确回答
教学准备
1. 多媒体课件、录音机、磁带
2. 职业类单词卡片
教学过程
Step 1 Warm up
1. 播放歌曲：I love you. 学生先跟唱，再齐唱。
Teacher: Boys and girls, listen to a song, please.
I love you. You love me. We are a happy family.
With a tall father, short mother, little boy, too.
Three in our family, one and two.
Teacher：Sing with me, please.
Teacher: Let’s sing the song together. Let’s do some actions.
设计意图：以歌曲来吸引学生的注意力，激发他们的英语学习兴趣。同时，复习有关家庭家人的知识，为接下来的学习做好准备。
Step 2 Lead in
1.出示家人图片，请学生猜猜与自己的亲属关系
Teacher：Look at this picture. It’s my family. I have a very big family. There are so many people in my family. This is my father. This is my mother. Guess, who is this? Is this my aunt? Is this my grandmother? Is this my cousin? Guess, please.
设计意图：学生通常对老师的私事很感兴趣。展示老师家人的图片，会引发他们的好奇心，激起他们的参与欲望。因为猜测这一活动是学生比较常做的，因此以这样的形式来引出本课的一个重点句式：询问某人是否为老师的某一个亲属，学生理解和接受得会比较容易。
2. 介绍老师家人的职业，渗透一些职业类词汇。
Teacher：I’m a ... Yes, I’m a teacher. What about you? Yes, you are a student. Look at my family. My little cousin is a student. What’s my father’s job? He is a worker. （展示工人的图片，让学生理解其意思）Do you want to know the jobs of my family? You can ask me. （板书句子：What’s your ...’s job?）Read the sentence after me, please. Now, you can ask me . (通过回答自己家人的职业，引出职业类词汇：doctor, football player, nurse, farmer, cook, driver, 板书单词，展示图片，以使学生理解这些职业的意思)
设计意图：通过介绍自己家人的职业，引出职业名称，帮助学生理解其含义，并使其获取单词的读音。
Step 3 Presentation
1.提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，找出答案并展示。
Teacher：You know my family and the job of my family. What’s Sarah’s uncle’s job? Is her uncle a teacher? Is her uncle a doctor? Is her uncle a nurse? Let’s listen and find.
Teacher: Answer the question, please. What is Sarah’s uncle’s job? Yes, he is a football player. Do you know some football players? Can you say their names?
2. 提出问题，再读课文，分析课文内容，帮助学生理解对话的意思。
Teacher: What’s Sarah’s aunt’s job? Is she a football player, too? Let’s read the talk and find.
Teacher: What’ s Sarah’s aunt’s job? Yes, she is a nurse. Who is the baby? Is this Sarah’s baby brother? No, it’s Sarah.
设计意图：通过提问让学生对对话内容产生阅读的兴趣。再通过提问，帮助学生理解对话的内容。
Step 4 Practice
1. 播放课文内容，学生跟读，注意发音、语调。
Teacher：Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation.
2.自由读对话内容，分角色表演课文。
Teacher：Read the talk freely. Then I will ask you to act it out. Let’s find the best pair.
设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。
3. 展示职业类单词图片，请学生说出职业名称。
Teacher：Look at these cards, What is it? Say it quickly. Let’s find who is fast.
设计意图：通过快速认读职业，让学生能够理解并认读职业类单词。
4. 利用抽到的家人和职业类图片进行对话。先抽出家人卡片，询问这是否是其家人，强制做到肯定回答。再抽出职业类卡片，询问职业。
Teacher：Let’s play a game. Choose the card and make a dialogue.
Teacher: Who wants to play with me？ You，please.
与学生进行对话游戏：
Teacher：（选择一张家人类图片）Is this your cousin?
Student: Yes, it is.
Teacher: What’s your cousin’s job?
Student: （抽取一张职业类的卡片）He is a doctor.
Teacher：Who wants to play? Show me your dialogue, please.
设计意图：通过游戏和学生进行对话练习。抽取不同的词卡，学生就可以进行相应的替换练习。通过替换，明晰重点句型的结构，更好地掌握重点知识。
5. 完成Draw and say活动。
Teacher: Now, please draw your family member, then do a pair work. Ask and answer with the sentences:
Is this your ...?
Yes, it is. / No, it isn’t.
What’s your ...’s job?
He is / She is a ...
Teacher: Show me your dialogue, please. Let’s find the best pair.
设计意图：学生的美术技能并不相同，画像可能出现各种情况。因此，能够激发学生参与的兴趣。在练习过程中，进一步熟悉重点句式结构。
Step 5 Summary
1. 我来指你来说。教师指向黑板上的单词与句型，学生快速读出。
Teacher：Now, I point you say. Please say it quickly. What’ s this? Read it, please.
设计意图：通过这个活动，使学生总结再现重点词汇与句式。总结本课的重点内容。
课堂作业
一、根据图片内容选出正确的单词，将序号填入括号内。
( ) 1. A. doctor B. teacher
( ) 2. A. father B. mother
( ) 3. A. nurse B. football player
( ) 4. A. teacher B. nurse
二、为下列问句选出正确的答句。
( ) 1. How many people are there in your family?
A. Six. B. That’s my uncle.
( ) 2. Is this your uncle?
A. He is a football player. B. Yes, it is.
( ) 3. What’s your aunt’s job?
A. He is a teacher. B. She is a nurse.
( ) 4. What’s your uncle’s job?
A. He is a doctor. B. She is a nurse.
三、连词成句。
1. this your Is brother (?)
________________________________________________
2. is your What uncle’s job (?)
________________________________________________
3. a is football He player (.)
________________________________________________
答案：
一、1.B 2. A 3. B 4.B
二、1. A2. B 3.B 4. A
三、1. Is this your brother? 2. What is your uncle’s job? 3. He is a football player.
板书设计
Unit Six Meet my family
B. Let’s talk
nurse football player
Is this your uncle?
Yes, it is. / No, it isn’t. .
What’s your aunt’s job?
She is a nurse.
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发表于 2020-9-20 17:57:16
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