2021學(xué)年Unit 6 Meet my family! Part A第一課時(shí)教學(xué)設(shè)計(jì)及反思-教案下載-教習(xí)網(wǎng)

The first perid(第一課時(shí))
Part A Let’ s talk & Let’s cunt
?教學(xué)內(nèi)容與目標(biāo)
?教學(xué)重點(diǎn)
1. 能夠在圖片和教師的幫助下理解對(duì)話大意；能夠用正確的語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并能夠進(jìn)行角色扮演。
2. 能夠在情景中運(yùn)用句型“Hw many peple are there in yur family?”詢問(wèn)并回答家中有幾位家庭成員。
?教學(xué)難點(diǎn)
1. 能夠熟練掌握句型“Hw many…are there…?”的用法，并能在實(shí)際情景中運(yùn)用。
2. 能夠掌握句型“My family has six peple.”“But that’s nly five.”并能進(jìn)行初步運(yùn)用。
?教學(xué)準(zhǔn)備
1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時(shí)的相關(guān)內(nèi)容。
2.PPT課件、課文錄音、視頻、實(shí)物、頭飾、家庭照片等。
Teaching purpse
用英語(yǔ)對(duì)話快速吸引學(xué)生的注意力，營(yíng)造良好的英語(yǔ)課堂氛圍。通過(guò)談?wù)撌种讣皩W(xué)校用品的數(shù)量幫助學(xué)生復(fù)習(xí)數(shù)字的知識(shí)。運(yùn)用課堂上的實(shí)物和人物，操練句型“Hw many…?”,為學(xué)習(xí)本課的重點(diǎn)句型做準(zhǔn)備。
?教學(xué)過(guò)程教材分析
本單元學(xué)習(xí)的主題是朋友之間如何互相了解對(duì)方的家庭情況。教學(xué)內(nèi)容主要是通過(guò)談?wù)摷彝コ蓡T及其職業(yè)來(lái)展開(kāi)的。教學(xué)重點(diǎn)是能夠聽(tīng)、說(shuō)、認(rèn)讀核心句型“—Hw many peple are there in yur family? —Three.”“—Is this yur uncle? —Yes, it is. He’s a ftball player.”“—What’s yur aunt’s jb? —She’s a nurse.”；能夠聽(tīng)、說(shuō)、認(rèn)讀單詞和短語(yǔ)“parents, cusin, uncle, aunt, baby brther, dctr, ck, driver, farmer, nurse”。
教學(xué)目標(biāo)
知識(shí)與能力目標(biāo):
句型
·能夠聽(tīng)、說(shuō)、認(rèn)讀句型“—Hw many peple are there in yur family? —Three.”“—Is this yur uncle? —Yes, it is. He’s a ftball player.”“—What’s yur aunt’s jb? —She’s a nurse.”
·能夠在情景中運(yùn)用句型“Hw many peple are there in yur family?”詢問(wèn)并回答家中有幾位家庭成員；能夠在情景中恰當(dāng)運(yùn)用句型“My family has six peple.”“But that’s nly five.”
·能夠在情景中運(yùn)用句型“—Is this yur…? —Yes, it is.”“—What’s yur…’s jb? —He’s/She’s a…”詢問(wèn)并回答某人與說(shuō)話方的親屬關(guān)系及其職業(yè)情況
·能夠按照意群朗讀Read and write文段中的核心句型
詞匯
·能聽(tīng)、說(shuō)、認(rèn)讀單詞和短語(yǔ)“parents, cusin, uncle, aunt, baby brther, dctr, ck, driver, farmer, nurse”
·能夠在語(yǔ)境中正確使用上述有關(guān)家庭成員和職業(yè)的單詞或短語(yǔ)簡(jiǎn)單介紹家庭成員及其職業(yè)
·能夠在有意義的語(yǔ)境中抄寫上述話題詞匯
語(yǔ)音
·能夠掌握a-e, i-e, -e, u-e, -e在單詞中的長(zhǎng)音發(fā)音規(guī)則
·能夠?qū)Ρ日莆誥, e, i, , u的長(zhǎng)、短音發(fā)音規(guī)則
·能夠根據(jù)發(fā)音規(guī)則正確讀出生詞，并能夠按照示范例詞的提示，從歌謠中找出符合a, e, i, , u長(zhǎng)、短音發(fā)音規(guī)則的單詞
情感態(tài)度?文化意識(shí)?學(xué)習(xí)策略目標(biāo):
·能夠體會(huì)并表達(dá)對(duì)家庭和生活的熱愛(ài)之情
·能夠了解英語(yǔ)國(guó)家中家庭成員之間的稱呼習(xí)俗
·能夠逐步做到見(jiàn)到符合a-e, i-e, -e, u-e,-e發(fā)音規(guī)則的單詞能夠拼讀，聽(tīng)到符合發(fā)音規(guī)則的單詞能夠拼寫
課時(shí)安排
第一課時(shí): Part A Let’s talk & Let’s cunt
第二課時(shí): Part A Let’s learn & Let’s play
第三課時(shí): Part A Let’s spell
第四課時(shí): Part B Let’s talk & Draw and say
第五課時(shí): Part B Let’ learn & Let’s play
第六課時(shí): Part B Read and write & Let’s check & Let’s sing & Part C Stry time
課時(shí)教學(xué)內(nèi)容
課時(shí)教學(xué)目標(biāo)
Let’s talk
·能夠在圖片和教師的幫助下理解對(duì)話大意
·能夠用正確的語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并能夠進(jìn)行角色扮演
·能夠在情景中運(yùn)用句型“Hw many peple are there in yur family?”詢問(wèn)并回答家中有幾位家庭成員
·能夠在情景中恰當(dāng)運(yùn)用句型“My family has six peple.”“But that’s nly five.”
·能夠在語(yǔ)境中理解生詞“peple, but, little, puppy”的意思，并能夠正確發(fā)音
Let’s cunt
·能夠通過(guò)“看圖數(shù)數(shù)”活動(dòng)，在語(yǔ)境中運(yùn)用句型“Hw many…are there in/n/near…the…?”詢問(wèn)并回答物品數(shù)量
Step 1: Warm-up & Lead-in
1. Greetings.
2. Revisin.
Use the number f fingers and schl supplies t review the knwledge.
T: Hw many fingers/bks/pens/…d yu see?
Ss: …
Ask three bys/fur girls t cme t the platfrm.
T: Hw many bys/girls are there?
Ss: Three. / Fur.
Step 2: Presentatin
Teaching purpse
先請(qǐng)學(xué)生認(rèn)真觀察圖片，獲取信息。然后請(qǐng)學(xué)生數(shù)一數(shù)，以替換詞匯的方式練習(xí)重點(diǎn)句型。
1. Let’s cunt.
(1) Shw the picture f “Let’s cunt” n the PPT. （課件出示: 教材P58 Let’s cunt板塊的圖片）And talk abut it with the sentence structure “Hw many apples/ants/birds/…are there n/in the…?” in class. (2) Teach the wrd “peple”.
T: Lk in thrugh the windw. Hw many peple are there in the family?
Write dwn the wrd “peple” n the blackbard and teach it.
T: p/p/-e/ i:/-ple/pl/, peple .
Then help students answer the questin.
Ss: Three.
T: Wh are they?
Ss: Father, mther and a by.
T: Yes, they’re parents and the sn.
(3) Teach the wrd “parents”.
Tell students “father + mther=parents”. Shw a picture f parents. (課件出示:父母親的圖片) Lead them t understand what “parents” means.
Teaching purpse
在處理本課新授對(duì)話時(shí)，采用從處理局部語(yǔ)言到呈現(xiàn)完整對(duì)話的方式。先學(xué)習(xí)對(duì)話中出現(xiàn)的新詞、新句，為后面學(xué)習(xí)并理解對(duì)話掃清障礙。同時(shí)利用教學(xué)資源，就學(xué)生的真實(shí)情況展開(kāi)討論，提高語(yǔ)言運(yùn)用的實(shí)踐性，也為完成下一步教學(xué)任務(wù)做好鋪墊。
T: p/p/-a/e?/r/-en/ ?n/-ts/ts/, parents .
Let students read the wrd “parents” several times.
2. Teach the new sentence structures.
(1) Ask a student a questin: Hw many peple are there in yur family?
S1: Three. My father(dad), my mther(mum) and me.
T: Yu can als say “My parents and me.”
Write dwn the sentence structures “—Hw many peple are there in yur family? —Three. My parents and me.” n the blackbard.
Lead students t make dialgues with the questin “Hw many peple are there in yur family?” accrding t the actual situatins.
Students may answer with the wrds like brther, sister, grandfather(grandpa) and grandmther(grandma). Ask students t read and review these wrds.
(2) Present and practice the sentence structure “My family has…peple.”
T: …’s family has 5 peple. What abut yu?
Ask students t practice the sentence structure in pairs. Then chse sme students t intrduce their families.
(3) Present a survey frm abut the number f family members. (課件出示:家庭成員人數(shù)調(diào)查表) Let students use the sentence structures t carry ut an investigatin in grups f fur and reprt the results f the survey.
Present the results f a grup survey. Pint t the largest number in the frm and say, “Ww！It’s a big family!” Then pint t the smallest number and say, “But that’s nly three.” Ask students t guess the meaning f the sentence and then explain the meaning f “but”.
(4) Take ut a pht f the teacher’s family. Then pint t the family pht and ask the questin.
T: Lk! This is a pht f my family. Hw many peple are there in my family?
Ss: Five. T: N, my family has six peple. This is my father. This is my mther. This is my husband/wife. This is my little baby and this is me. (Pint t the pet.) And this is my little puppy.
Teach the wrds “baby, puppy” and ask students t read them. Use bdy language t make students understand the meaning f “l(fā)ittle”.
Teaching purpse
通過(guò)觀察對(duì)話情景圖片，初步猜測(cè)大意，激發(fā)學(xué)生對(duì)新知的學(xué)習(xí)興趣。然后提出問(wèn)題，激發(fā)學(xué)生的閱讀興趣。在閱讀對(duì)話后，通過(guò)讓學(xué)生回答問(wèn)題幫助學(xué)生理解對(duì)話含義，學(xué)會(huì)在具體語(yǔ)境中運(yùn)用新知。
3. Let’s talk.
Present the pictures f “Let’s talk” n the PPT. （出示課件）
Lead students t bserve the pictures and predict the main idea f the dialgue.
Watch the cartn and answer the questins.
Shw the questins. （出示課件） Play the cartn and ask students t answer the questins. (課件出示:教材P58 Let’s talk板塊的動(dòng)畫) Let students try t underline the answers in the bk.
Q1: Hw many peple are there in Chen Jie’s family? (Three.)
Q2: Hw many peple are there in Amy’s family? Five r six? (Six.)
T: Great! Wh are they in Chen Jie’s family? Wh are they in Amy’s family? Let’s watch the cartn again.
Play the cartn again. (出示課件) Ask students t try t underline the answers in the bk.
T: Wh are they in Chen Jie’s family? Yu can answer like this: Chen Jie says, “My parents and me.”
Ss: Chen Jie says, “My parents and me.”
T: Yes. The wrd “parents” here means “father and mther”. “My parents and me.” means “Father, mther and Chen Jie.” S there are three peple in Chen Jie’s family.
T: Wh are they in Amy’s family?
Teaching purpse
通過(guò)跟讀錄音，幫助學(xué)生用正確的語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話。通過(guò)構(gòu)建語(yǔ)言框架，讓學(xué)生根據(jù)對(duì)話原文填空，幫助學(xué)生充分理解課文內(nèi)容。
Ss: Amy says, “My dad, my mum, my sister, my baby brther and me.” “And my little puppy!”
T: Wnderful!
（3）Play the recrding f the dialgue. (出示課件) Ask students t read after it and pay attentin t the prnunciatin and the intnatin.
Then shw the sentences related t the dialgue n the PPT. Ask students t fill in the blanks accrding t the dialgue.
Teaching purpse
通過(guò)分角色朗讀對(duì)話和不同形式的表演活動(dòng)，讓學(xué)生進(jìn)一步理解并掌握本課的重點(diǎn)句型，為學(xué)生能夠熟練運(yùn)用重點(diǎn)句型進(jìn)行表達(dá)奠定基礎(chǔ)。
Step 3: Practice
1. Read the dialgue in rles.
T: Nw, wh wants t be Amy? Wh wants t be Chen Jie? Let’s read it in rles.
2. Act ut the dialgue in class.
Take ut sme headdresses and ask sme students t act ut the dialgue.
3. Play a game — “3D Family Phts”.
Lead students t wrk in grups f fur. One student intrduces his/her family members, the thers act ut accrding t his/her intrductin in grups.
Fr example:
S1: Lk, this is a pht f my family. This is my grandpa.
S2: Hi, I’m grandpa. I’m ld. (Act with bdy language.)
S1: This is my dad.
S3: Hi, I’m Dad. I’m tall and strng. (Act with bdy language.)
Teaching purpse
通過(guò)課件的示范，讓學(xué)生運(yùn)用所學(xué)詞匯及句型介紹自己的家庭，培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。
…
Step 4: Cnslidatin & Extensin
Shw a picture f Amy n the PPT. Intrduce her family by using the sentence structures f this lessn. Let students try t intrduce their families by fllwing the example.
Ask students t practice in pairs. Then chse fur students t shw in class. At last, select the best intrductin.
?板書設(shè)計(jì)
?作業(yè)設(shè)計(jì)
1. Read and act ut the dialgue f “Let’s talk”.
2. D the exercises. (見(jiàn)“”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對(duì)應(yīng)課時(shí)作業(yè))
?教學(xué)反思
1. 本課時(shí)主要學(xué)習(xí)談?wù)摷彝コ蓡T。課程開(kāi)始，由復(fù)習(xí)數(shù)字導(dǎo)入句型“Hw many…?”，結(jié)合活動(dòng)中的圖片操練并運(yùn)用句型。
2. 課程活動(dòng)設(shè)計(jì)豐富，易操作，且具備層次感。從局部到整體，先學(xué)習(xí)對(duì)話中出現(xiàn)的新詞、新句，為后面學(xué)習(xí)并理解對(duì)話掃清障礙，有效地提升了學(xué)生的核心素養(yǎng)。結(jié)合表格進(jìn)行調(diào)查，并談?wù)摷彝コ蓡T的情況，幫助學(xué)生理解核心句型的意義并學(xué)會(huì)運(yùn)用。
3. 在對(duì)話教學(xué)時(shí)，從觀察圖片猜測(cè)內(nèi)容，到預(yù)設(shè)問(wèn)題粗讀對(duì)話進(jìn)行感知，經(jīng)過(guò)聽(tīng)錄音精讀對(duì)話回答問(wèn)題，最后通過(guò)填空補(bǔ)充對(duì)話，復(fù)述內(nèi)容。一步一步，由淺入深，由易到難，符合教學(xué)規(guī)律。并且通過(guò)多種形式的朗讀，幫助學(xué)生掌握對(duì)話，落實(shí)知識(shí)點(diǎn)。
?Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the main idea f the dialgue with the help f the pictures and the teacher.
·Be able t read the dialgue with the crrect prnunciatin and intnatin and act it ut in different rles.
·Be able t use the sentence structure“Hw many peple are there in yur family?”in situatins t ask and answer the number f family members.
·Be able t use the sentences“My family has six peple.”“But that’s nly five.”apprpriately in situatins.
·Be able t understand new wrds “peple, but, little, puppy” in cntext and prnunce them crrectly.
Let’s cunt
·Be able t use the sentence structure“Hw many…are there in/n/near…the…?”in cntext
t ask and answer the number f things thrugh cunting activity.
?Teaching Pririties
·Be able t understand the main idea f the dialgue with the help f the pictures and the teacher. Be able t read the dialgue with the crrect prnunciatin and intnatin and act it ut in different rles.
·Be able t use sentence structure “Hw many peple are there in yur family?”in situatins t
ask and answer the number f family members.
?Teaching Difficulties
·Be able t master the sentence structure “Hw many…are there…?” adritly and use it in real situatins.
·Be able t master and use the sentences “My family has six peple.”“But that’s nly five.”
?Teaching Prcedures
（續(xù)表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Revisin.
Practice the sentence structures with fingers and schl supplies.
1. Greetings.
2. Answer the questins and practice the sentence structures.
Attract students’ attentin quickly. Practice the sentence structures with bjects and characters in class. Prepare fr studying the key sentence structures in this lessn.
Presentatin
1. Let’s cunt.
(1) Shw the picture f “Let’s
cunt” and talk abut it with the key sentence structure.
(2) Teach the wrd “peple”.
(3) Teach the wrd “parents”.
(1) Lk at the picture and talk abut it.
(2) Answer the questins and learn the wrd “peple”.
(3) Learn the wrd “parents”.
Get infrmatin by bserving the picture carefully. Practice the key sentence structures by replacing wrds.
2. Teach the new sentence structures.
(1) Ask a student a questin: Hw many peple are there in yur family?
(2) Present and practice the sentence structure “My family has…peple.”
(3) Lead students t cmplete the frm. Teach the wrd “but”.
(4) Teach the wrds “l(fā)ittle, baby,
puppy” with a family pht.
(1) Answer the questin and make dialgues accrding t the actual situatins.
(2) Practice the sentence
structure “My family has…peple.” in pairs.
(3) Use the sentence structures t carry ut an investigatin in grups f fur and reprt the results. Learn the wrd “but”.
(4) Learn the wrds “l(fā)ittle, baby, puppy”.
Clear the way fr studying the new dialgue by learning the new wrds and sentence structures. Imprve the practicality f language using by discussing the actual situatins f students.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Presentatin
3. Let’s talk.
(1) Present the pictures f “Let’s talk” n the PPT. Help students predict the main idea f the dialgue.
(2) Play the cartn twice and ask sme questins.
(3) Play the recrding. Ask students t read the dialgue after it.
Shw the sentences
related t the dialgue n the PPT. Ask students t fill in the blanks.
(1) Observe the pictures and predict the main idea f the dialgue.
(2) Watch the cartn twice.
Answer the questins.
(3) Read the dialgue after
the recrding. Fill in the blanks accrding t the dialgue.
Stimulate students’ interest in learning new knwledge thrugh bserving pictures. Use the questins t attract students’ attentin and help students learn hw t use new knwledge in specific cntexts.
Make sure students can read the dialgue with the crrect prnunciatin and intnatin.
Practice
1. Read the dialgue in rles.
Ask students t read the
dialgue in rles.
1. Read the dialgue in rles.
Thrugh reading the dialgue in rles and different frms f perfrming activities, let students further understand and master the key sentence structures.
2. Act ut the dialgue in class.
Ask students t act ut the
dialgue in class.
2. Act ut the dialgue in
class.
3. Play a game— “3D Family
Phts”.
3. Wrk in grups f fur. One student intrduces
his/her family members, the thers act ut.
Cnslidatin
&
Extensin
Shw a picture f Amy.
Present an example.
Let students try t intrduce
their families by fllwing the
example.
Intrduce their families by fllwing the example.
Cultivate students’ cmprehensive language using ability by intrducing their families.
Hmewrk
1. Read and act ut the dialgue f “Let’s talk”.
2. D the exercises.

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