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1、新人教PEP版四年级上册英语Unit 6 Meetmy 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争 论家庭状况。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 则告知 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告知
2、她还包括 自己的小狗。在这个过程中，同学要理解并能够询问、表达自己 的家庭成员人数。同时要关心同学们理解，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中供应了一幅图片，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。要提示同学留意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 对话之前关心同学唤醒记忆，复习相关学问，以旧带新，顺当把 握学问。课时目标.能够听懂、会说句型：How many people are there in your
3、 family? My family has six people. That s only five.1 .能够听懂、会说以下词汇：people, but, little, puppy.能够听懂、会读对话，并能分角色表演。2 .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.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, vegetable
4、s, ready能够听懂、会读对话，并能分角色表演1 .难点能够在真实或模拟的情景中正确使用句型What would you like ?r d like.来征求并表达用餐的意愿教学预备.多媒体课件、录音机、磁带1 .家庭成员照片教学过程Step 1 Warm up播放歌曲:Finger family.同学先倾听，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?Mu
5、mmy 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.
6、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同学的留意力，营造良好的 英语课堂氛围。这首歌既可以关心同学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 in1.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，并关心同学复习数字的学问。Teacher： Look at my fingers. How many fingers
7、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：由于热身歌曲中使用了手指来表现家庭成员，因此使 用How many fingers?来连接歌曲的内容，并自然引出How many? 问
8、句。同学理解了问句的意思之后，再依据歌曲的内容询问手指 家庭的成员数量。使同学可以基本理解问句的意思，为对话的学 习做好预备。Step 3 Presentation.提出问题，引起同学阅读爱好，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.1 .播放对话录音，同学找出答案。听完录音后，请同学说出自 己的答案。Teacher： Answer the question, please.
9、 How many people are there in Chen Jie, s family? Yes, three. Who are they? Let? s read and find.设计意图：通过提问引起同学的阅读爱好，并使同学带着问题仔 细倾听课文内容。2 .读文之后，谈论对话内容，关心同学深化理解对话。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,
10、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 toget
11、her, puppy.（展现小狗的图片）This is a little puppy. Is it cute? Do you like it?设计意图：通过深化争论对话内容，关心同学理解新授单词的意 思及对话的主要内容。Step 4 Practice.再次播放课文录音。同学跟读课文。Teacher： Boys and girls, lets read the talk after the tape.Please listen carefully, read carefully.1 .同学自由读课文，老师巡察，关心同学解决读音上的问题。Teacher： Now please read the t
12、alk freely. If you have any questions, please show me your hand and ask me.2 .同学分角色朗读课文。Teacher： Now, who wants to be Amy? Who wants to be Chen Jie?Let s read it in roles.3 .请同学戴上头饰来扮演对话的角色，表演对话。Teacher： Now we 11 find the best actor or actress. Please come to the front and show the dialogue.设计意图：通过
13、以上四个活动，使同学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，使同学 逐步理解并把握本课的重点句型，为其达到娴熟表达奠定基础。4 .出示图片，请同学数一数。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 the
14、re 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：先请同学仔细观看图片，猎取信息，然后请同学数一 数，以替换词汇的方式练习重点句式。5 .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
15、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，同学不得不 一次又一次地使用学习到的语言进行沟通。从而达到在“用中学” 的作用。Step 5 Summary.介绍自己的家庭，请同学尝试介绍。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
16、：通过老师的示范，请同学介绍自己的家庭，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、推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 (?)has six my people family (.)2. f iveisonlyButthat (.)答案：一、略二、l.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 talkHow many people are there in your family?Three.My family has six people.But that s only five.