?教學內容與目標
?教學重點
1. 能夠在圖片和教師的幫助下理解對話大意；能夠用正確的語音、語調朗讀對話，并分角色表演。
2. 能夠理解并運用句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”。
?教學難點
能夠在真實情景中靈活運用核心句型。
?教學準備
1.預習《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關內容。
2.PPT課件、課文錄音、視頻、家庭稱呼類和職業(yè)類單詞卡片等。
Teaching purpse
用自編chant吸引學生的注意力，激發(fā)他們學習英語的興趣。同時，復習有關家庭稱呼的知識，為接下來的學習做好準備。
?教學過程課時教學內容
課時教學目標
Let’s talk
·能夠在圖片和教師的幫助下理解對話大意
·能夠用正確的語音、語調朗讀對話，并能夠分角色表演對話
·能夠在情景中運用句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”詢問并回答某人與說話方的親屬關系及其職業(yè)情況
·能夠在語境中理解詞匯“ftball player, nurse”的意思，并能夠正確發(fā)音
Draw and say
·能夠通過畫一畫、說一說，鞏固B部分對話中所學的核心句型
Step 1: Warm-up & Lead-in
1. Greetings.
2. Shw the chant—I lve yu.
Ask students t read the chant carefully and then chant it tgether.
3. Lead-in.
Shw the utline picture f the teacher’s family pht n the PPT. （課件出示: 教師全家福的輪廓圖）Ask students t guess the relatinship between the persn in the picture and the teacher.
T: This is my family pht. Guess! Wh’s she/he? Yu can ask like this: Is this yur…? Remind students t use rising tnes in general questins.
Ss: Is this yur cusin/aunt/…?
T: Yes, it is. / N, it isn’t. / N, it’s me.
Write dwn the sentence structures “—Is this yur…? —Yes, it is. / N, it isn’t. / N, it’s me.” n the blackbard.
Teaching purpse
通過圖片，幫助學生理解新詞的含義，并引導學生通過聽音和拆音的方法學習新詞的讀音，為對話學習掃清障礙。
Step 2: Presentatin
1. Teach the new vcabulary and sentence structures.
(1) After guessing sme characters, the picture f the teacher’s family members is clearly presented. The teacher pints t herself/himself and says, “I’m a teacher.”
Then pint t her/his aunt in the picture.
T: This is my aunt. She’s a nurse.
Shw a picture f the teacher’s aunt in a nurse’s unifrm. Help students understand what “nurse” means.
Teach the wrd “nurse”, n/n/-ur/??/-se/s/, nurse/n??s/. (課件出示:nurse的相關內容)
Ask students t read after the teacher and pay attentin t the sund f “ur”. It sunds /??/ here.
T: What’s my aunt’s jb? She’s a/an…
Ask students t guess the meaning f this questin and the wrd “jb” accrding t the cntext.
Ss: She’s a nurse.
Write dwn the sentence “What’s yur aunt’s jb?” n the blackbard and get students t read after the teacher.
Teaching purpse
通過介紹家人的職業(yè)，引出職業(yè)名稱，幫助學生理解其含義，并使其掌握單詞的讀音。
T: au/ɑ?/-n/n/-t/t/, aunt/ɑ?nt/, t’s/ts/, aunt’s/ɑ?nts/. “t’s” sunds /ts/ here.
T: j/d?/-/?/-b/b/, jb/d??b/.
T: Nw yu can ask me abut my ther family members with the sentence structure.
Ss: What’s yur…’s jb?
T: He’s/She’s a/an… (dctr, ftball player, nurse, farmer, ck, driver…)
Shw the pictures f the jbs abve t help students understand.
Write dwn the sentence structure “He’s/She’s a/an…” n the blackbard.
(2) Write dwn the phrase “ftball player” and the sentence “He’s a ftball player.” n the blackbard. Help students understand the meaning f “ftball” thrugh pictures f a ft, a ball and a ftball n the PPT. （出示課件）
Shw the cards f “father” “teacher” “sister” and s n. Let students listen t the prnunciatin f these wrds t knw the sund f “-er” when it appears at the end f a wrd and spell the wrd “player”. Teach the wrd “player”. Ask students t read after the recrding. （課件出示:player的相關內容）
Teaching purpse
通過對本單元主情景圖的學習，設置特定的語言環(huán)境，進一步感知核心句型。
2. Talk abut the picture f the main scene.
Present the picture f the main scene n the PPT.（課件出示: 教材Unit 6主情景圖）
T: This is Sarah’s family. They are putting n a play. D yu knw its name?
Students may answer in Chinese.
T: Hw many peple are there in Sarah’s family?
Ss: Nine. Ww!
Pint t ne actr in the picture and ask, “Is this Sarah’s uncle?”
Ss: Yes, it is. /N, it isn’t.
T: What’s his jb?
Lead students t find relevant persn. Ask students t describe his jb thrugh the dialgue in the picture.
Ss: He’s a ftball player.
Cntinue t talk abut Sarah’s aunt’s and father’s jbs.
Play the cartn f the main scene n the PPT. (課件出示: 教材Unit 6主情景圖的視頻) Ask students t read after it.
Teaching purpse
通過提問讓學生對對話內容產生閱讀的興趣。再通過回答問題，幫助學生理解對話的內容。
3. Let’s talk.
(1) Shw the pictures f the three characters in “Let’s talk” n the PPT. （課件出示: 教材P61 Let’s talk板塊中Sarah的叔叔和嬸嬸的照片以及Sarah小時候的照片）
Ask students t guess wh these peple related t Sarah are and predict the main idea f the dialgue.
T: Is this yur Sarah’s…?
Ss: …
Write dwn the wrds n the blackbard accrding t students’ guessing.
T: What are Sarah and Zhang Peng talking abut?
Ss: They are talking abut Sarah’s family members and their jbs.
(2) Play the cartn and ask the questins.
Questins: Wh’s this man/wman? What’s his/her jb? Is the little baby Sarah’s baby brther?
Play the cartn f “Let’s talk” n the PPT and let students pay attentin t the prnunciatin and the intnatin. (課件出示:教材P61 Let’s talk板塊的視頻) Ask students t watch the cartn with the questins. Underline the answers in the bk.
②Answer the questins.
T: Wh’s this man?
Ss: It’s Sarah’s uncle.
T: What’s his jb?
Ss: He’s a ftball player.
T: Wh’s this wman?
Ss: It’s Sarah’s aunt.
T: What’s her jb?
Ss: She’s a nurse.
③Play the cartn again. （Pause at the last picture.） (出示課件)
T: Wh’s the baby? Is the little baby Sarah’s baby brther?
Ss: N. It’s Sarah. Sarah says, “It’s me!”Teaching purpse
通過跟讀與分角色表演對話，保證學生能夠正確朗讀對話，并進一步熟悉重點句型的表達。
(3) Read after the recrding.
Play the recrding f “Let’s talk” n the PPT. （出示課件） Ask students t read after it. Then let them read in pairs.
(4) Act ut the dialgue.
Ask students t read the dialgue freely and act ut in rles. Select fur pairs t act ut in class.
Step 3: Practice
Teaching purpse
通過呈現(xiàn)單元主情景圖，創(chuàng)編對話并操練重點句型，幫助學生在真實情境中運用核心句型，進而突破本課的重難點。
1. Make a dialgue.
Present the picture f the main scene f this unit nce again n the PPT. (課件出示: 教材Unit 6主情景圖) Ask students t select a persn in the picture and make a dialgue. Then let them practice in pairs.
Make an example:
A: Is this Sarah’s mther?
B: Yes, it is. /N, it isn’t. She’s…
A: What’s Sarah’s mther’s jb?
B: She’s a/an…
Teaching purpse
通過觀察圖片、問答操練以及替換單詞操練，逐步達到本部分“畫一畫，說一說”的要求，幫助學生鞏固在對話中所學的核心句型。
2. Draw and say.
(1) Let students lk at the fur stick figures in “Draw and say”. （課件出示:教材P61 Draw and say板塊的四幅簡筆畫） Ask them t describe the jbs f the characters.
(2) Ask tw students t read the dialgue f this part. Remind them t use rising tnes in general questins.
(3) Ask students t draw pictures f their family members. Then lead them t intrduce their family members and the jbs f their family members w ith the key sentences.
(4) Lead students t ask and answer in pairs with the fllwing sentence structures.
Teaching purpse
“魔鏡游戲”是上一個教學環(huán)節(jié)Draw and say活動的變化和延伸，讓學生在輕松的游戲中，操練重點詞匯和句型，并結合肢體語言，使學生對職業(yè)名詞的理解更深入。
Step 4: Cnslidatin & Extensin
1. Play a game— “Magic mirrr”.
Ask tw students t make a mdel.
First, use the ready-made materials in the classrm t make the frame f the magic mirrr, such as a wden ruler, brm, etc.
Then ask student A t wear a mask with reflective effect and stand behind the mirrr in a fixed psitin.
B: (Stand in frnt f the mirrr and ask.) Mirrr, mirrr n the wall! Is this B?
A (“Magic mirrr”): Yes, it is.
B: What’s his/her jb?
A (“Magic mirrr”): He’s/She’s a/an…
Then let bth f them make the representative actin f this jb at the same time.
Get students t practice in pairs， then shw in class.
2. Let’s sing—My family.
Teaching purpse
通過小結活動，幫助學生梳理并再現(xiàn)重點詞匯與句型，從而對本課的重點內容進行總結及強化。
Play the sng My family. （課件出示:教材P64 Let’s sing板塊的歌曲）Ask students t listen carefully and sing tgether.
3. Make a summary.
Pint t the vcabulary and the sentence structures n the blackbard, ask students t review them quickly.
?板書設計
?作業(yè)設計
1. Read the dialgue t yur parents.
2. D the exercises. (見“”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應課時作業(yè))
?教學反思
1. 本課在A部分的基礎上學習重點句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”，教學內容貼近學生生活，因此學生們對話題較熟悉，這有助于他們更好地掌握知識。
2. 通過對本單元主情景圖的教學，讓學生在情景中初步感知重點詞匯和句型，讓英語課堂生動起來。
3. 在實踐中注意分層教學，因材施教，用最有效的方式激發(fā)學生主動參與的興趣，培養(yǎng)其獨立思考和合作探究的創(chuàng)新精神。
4. 教學層次分明，引導適當，體現(xiàn)了學生在學習中的主體地位，順利完成了教學目標。
5. 板書設計清晰明了，重點突出，起到了很好的輔助作用。
?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 ut the dialgue in rles.
·Be able t use the sentence structures “—Is this yur…? —Yes, it is./N, it isn’t. /N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…” in situatins t ask and answer the relatinship
between smene and the speaker and his/her jb.
·Be able t understand new vcabulary “ftball player, nurse” in cntext, and prnunce them crrectly.
Draw and say
·Be able t cnslidate the key sentence structures learned in Part B by drawing and saying.
?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 ut the dialgue in rles.
·Be able t understand and use the sentence structures “—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”
?Teaching Difficulties
·Be able t use the key sentence structures flexibly in real situatins.
?Teaching Prcedures
（續(xù)表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Shw the chant—I lve yu.
3. Lead-in.
Shw the utline picture f the teacher’s family pht n the PPT. Ask students t guess.
1. Greetings.
2. Read the chant carefully and chant with the teacher.
3. Talk abut the utline
picture with the teacher.
Stimulate students’ curisity and enthusiasm t participate in class by guessing.
Presentatin
1. Teach the new vcabulary and sentence structures.
(1) Teach the wrd “nurse” and the sentence structures “—What’s yur…’s jb? —He’s/She’s a/an…”
(2) Teach the phrase “ftball
player”.
Learn the vcabulary and the sentence structures.
Help students learn the meanings and prnunciatins f the new vcabulary.
Let students perceive the new sentence structures.
Clear the way fr dialgue learning.
2. Talk abut the picture f the main scene.
Present the picture and play the cartn f the main scene.
Practice the key sentence structures by talking abut the main scene.
Read after the cartn.
Further perceive the key sentence structures by learning the main scene f the unit.
3. Let’s talk.
(1) Shw the pictures f the three characters in “Let’s talk” n the PPT. Ask students t guess.
(2) Play the cartn and ask the
questins.
(3) Play the recrding f “Let’s talk”.
(4) Ask fur pairs t act ut in class.
(1) Lk at the pictures and guess.
(2) Watch the cartn with
the questins. Underline the answers in the bk. And answer the questins.
(3) Read after the recrding and read in pairs.
(4) Read the dialgue freely and act ut in rles.
Attract students’ interest in reading by asking questins.
Help students understand the dialgue and perceive the key sentence structures.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Practice
1. Make a dialgue.
Present the picture f the main scene. Ask students t select a persn in the picture and make a dialgue. Then let them practice in pairs.
Select a persn in the picture and make a dialgue. Then practice in pairs.
Help students use the key sentence structures and break thrugh the difficult pints in real situatins.
2. Draw and say.
Lead students t
cmplete the activities as
required.
Watch the stick figures and read the dialgue f this part.
Draw pictures f their family members.
Ask and answer in pairs.
Help students cnslidate the key sentence structures thrugh a series f activities.
Cnslidatin
&
Extensin
1. Play a game — “Magic mirrr”.
Ask tw students t make
a mdel. Then ask
students t play the game in pairs.
Play the game and practice in pairs and then shw in class.
Practice the key vcabulary and sentence structures in the relaxing game. Make students have a deeper understanding f ccupatinal nuns.
2. Let’s sing—My family.
Listen carefully and sing the sng tgether.
Activate the atmsphere f class.
3. Make a summary.
Pint t the vcabulary and the sentence structures n the
blackbard.
Review the vcabulary and the sentence structures quickly.
Help students cnslidate and srt ut the key knwledge f this lessn.
Hmewrk
1. Read the dialgue t yur parents.
2. D the exercises.

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