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PEP Book 3 Unit 6 Meet my family
1 教学目标:
1)能听懂 、会说本课对话,并能在实际情景中运用。
2)能听、说、认读本课句型Is this your father?
What’s your mother?
He looks strong.
2 学生和内容分析:
本课时的重点句型是: Is this your…?        What’s your…?
      这两个句型在前面的学习过程中遇见过,在这里要求学生能熟练掌握,会灵活运用。
  难点是,主语单三情况下,谓语动词要加s:He likes…  He looks... .
鉴于小学四年级学生的年龄特点,我认为直接告诉学生这一语法知识,学生恐怕难以接受。于是我设计了改错、儿歌这样的方式来提醒学生注意这一现象,并能总结出规律,灵活掌握。
3 课时安排:一课时完成
4 教学方法:听说法(audiolingual method)
视听法(audio visual approach)
认知法(cognitive approach)
全身反应法(total physical response)
游戏法(game)
5 教学手段:多媒体辅助教学(Computer Assited Instruction)
              图片(Pictures)
6 板书设计
7  PPT演示文稿:(见PPT文件)
8 课堂练习或测试:
提问、游戏、小组合作等课堂活动。无书面练习。
9 课后作业:
1) Listen to the tape and try to recite the dialogue.
           2) Make a new conversation accroding to this dialogue.
九、教学过程
ⅠGreeting:  T: Good afternoon, boys and girls.  How are you?
            Ps: Good afternoon, Ida. I’m fine. Thank you.
Ⅱ Free talk:  教师手拿三张照片:郭晶晶、姚明和教师自己,围绕图片和学生展开谈话。(请一位同学起立。)
             T:   I have some superstars’ photos. Do you want to see them?
             Ps:  Yes.
T:  Look! Who’s this young lady?
Pa:  She’s Guo Jingjing.
T:  What’s Guo Jingjing?
Pa:  She’s an excellent diver.
T:  Yes. Tell you a secret, she is my sister.
Ps:  Really?
T:  You don’t believe me? You are right, I’m kidding. I think she is beautiful. Do you think so?
Pa:  I don’t thin so. Sorry.
T:  Am I beautiful?
Pa: Yes, I think you are beautiful.
T:  It’s very nice of you! There’s a little gift for you!
(把郭晶晶的照片交给学生。)
             (叫起另一位同学,向他出示姚明的照片)
              T:  Hello, Mike. Who’s this man?
Pb:  He’s Yao Ming.
T:  Right. What’s Yao Ming?
Pb:  He’s a famous basketball player.
T:  Can you play basketball?
Pb:  Yes, I can play well.
T:  Who can play basketball?
Ps:  I can..
T:  I can play too. But I can’t play well. Is he strong?
Pb:  Yes, he is.
T:  Is he tall?
Pb:  He is tall.
T:  Are you strong?
Pb:  No. I’m not strong.
T:  Am I tall?
Pb:  No. I’m afraid you are not tall.
T:  You are very clever! So this is for you.
(把姚明的照片交给学生。请他坐下。)
             (请第三位学生起立,向他出示教师自己的照片。)
             T:  Look! Who’s this lady?
Pc:  It’s Ida.
T:  You are right! Am I a star in your heart?
Pc:  Yes, you are.
T:  Thank you very much. I am not a real star. But I want to be a star teacher. Do you like me?
Pc: Yes, I do.
T:  Do you like English?
Pc:  I like English very much.
T:  I’m so glad to know that. Come on! You can keep my photo.
(把照片交给学生。)
             (请第四位学生起立,向他出示教师自己所画的爷爷的简笔画。)
              T:  The next one is not a photo. It’s a picture. I drew my grandpa.
How old is my grandpa, do you know?
Pd:  Is he 70?
T:  No. He is 80. He’s very old. But he looks young. How old is your grandpa?
Pd:  He’s 66 years old.
T:  Is he tall?
Pd:  Yes, he is.
T:  Is he strong?
Pd:  Yes, he’s strong too.
T:  Give my regards to him please. Wonderful. This is for you.(图画给该同学.)
              (请最后一位同学起立,向他出示奶奶简笔画。)
              T:  Who’s the old lady?
Pe:  Is she your grandma?
T:  Yes.She is my grandma. She likes Beijing opera. How old is your grandma?
Pe:  She’s 56 years old.
T:  How is your grandma?
Pe: She’s very well. Thank you.
Pe: Is she thin?
Pe: Yes, she is a little thin.
T:  Please give her my regards. And take this picture to her.
(图画交给学生。)
             将本课课题贴在黑板上。。
             T: So today let’s go on learning Unit 6 Meet My Family! Part B Let’s talk. But before you meet my family, I’d like you to meet my family tree first.(示意学生看黑板上课前画好的大树。)
Ⅲ  Revision
Step 1: 课件出示教师自编的歌词,教师套用《雪绒花》的曲调先自己清唱一遍,再带领同学们齐唱,第二遍唱时,教师把家庭成员的图片贴在大树上,从而复习家庭成员的单词。歌词内容如下:
       Family tree, family tree
All my dears are in the tree.
Father and mother, brother and sister
We have good time everyday.
My uncle is a doctor, my aunt is a teacher.
I am still a pupil.
Family tree, family tree
      All my dears are in the tree.
      教师指着树上的人物依次问学生:Is this your father/mother/…? 引导学生会回答: Yes,he/she is.  No, he/she isn’t. 问过两三遍以后,示意学生主动问教师。
Step 2: 游戏Find my grandpa.
      T: I have a big family. There are eight people in my family. But you can only see six. My grandparents are missing. Can you find them?
Ps: Great!
T:  Tom, is this your grandpa?
Pt: No, he isn’t.
T: Please ask and answer one by one.
      出示爷爷的图画,让学生依次传图画同时前一个学生问Is this your grandpa? 后一个学生答No, he isn’t.当传到手中有爷爷的简笔画的同学时,他要说Yes, he is. 在学生传的时候,教师板书这个问句和两个相关答句。然后再用grandma代替grandpa做这个游戏。
Step 3: Let’s do.
      请游戏中找到奶奶的同学做动作模仿奶奶,再请全班一起模仿爷爷、医生、护士、教师、司机、棒球手和农民的动作特征,最后请全班跟教师边说边做动作。
      Act like a teacher/driver/doctor/nurse/farmer/baseball player.
Step 4: 翻图片复习职业。
      教师依次将黑板上的人物图片翻过来,体现出其职业,问学生:What’s my father/mother/…? 学生看图片内容回答:He is a … .图片上的人物职业和课本对话中Amy家人的人物职业相符。
Step 5: 游戏: What’s you father?
      教师请一、三大组的同学齐问:What’s my father? 第二组同学依次起立回答He is a … . 其他同学家人的职业如果正好是该同学所说的职业,要立刻起立说:My father is a driver, too. 然后一个接一个问答,直至第二组每一位学生都回答一遍。
      T:  Now, let’s play a game. Group 1 and 3, you ask: What’s your …? And Group 2, you answer these questions one by one. If your family’s job is the same, stand up and say ”My … is a …, too.”
Ⅳ Presentation.
Step 1: 看课文动画,找出Amy家人的职业,对话分4段,共找6位家人的职业。回答问题正确的同学将得到一张家庭照片作为奖励。
      T:   Boys and girls, now you know each other much more than before. But do you know Amy’s family? Let’s watch the cartoon and answer the question: What’s Amy’s uncle/aunt/father/mother/grandpa/grandma?
       分别依次播放四段对话卡通,每播一段,让学生回答一个相关问题。
Step 2: 课件出示表格,要求回忆对话内容填写Amy家庭成员的职业。回答正确的同学也可以得到家庭照片。
      T:   Do you remember Amy’s family’s jobs? Let’s fill in the blanks.
Step 3:辨析本课难点:主语单三时,谓语动词加s
      通过课件向学生出示三个课文中的句子:
      He looks strong.
      She like music.
      They looks young.
      其中两个故意留错。让学生再看对话卡通,边看边找错。
      T:I have three sentences from this dialogue. But there are some mistakes in them. Watch the cartoon carefully, find the mistakes and correct them.
      为了巩固学生对难点的掌握效果,教师自编儿歌,请学生先吟唱,然后套用《两只老虎》的曲调唱出来,教师吹口琴伴奏。歌词内容如下:
      I like music.
We like music.
You like sports.
You like sports.
She likes science.
They like science.
He likes game.
We all like games.
Step 4 :  教师再次播放卡通,全班跟读。再齐读。最后两人一组练习对话,教师请同学上前表演。
      T:  Maybe you want to sing the song again. But it’s time to read the dialogue. Please repeat the sentences one by one.
      T:  Now let’s read together.
      T:  Please practise the dialogue in pairs.
      T:  Who can play the dialogue?
Step 5:  课件展示Mike和Chen Jie询问家庭成员的对话,让学生根据对话自造新的对话。示例对话内容如下:
      Chen Jie: Is this your father?
He looks strong.
      Mike: Yes, he is. He is a doctor. He likes sports.
      T:  Please look at the screen. Chen Jie wants to know Mike’s family members. I will be Mike. Who will be Chen Jie? Let’s play the dialogue.
      教师和学生代表表演对话。
      T:  Can you make a new dialogue just like this? Practice in pairs and play your own dialogue.
           课件出示对话中可能会遇到的词语,提示学生使用这些词语,根据课文句型造对话。
      Ⅴ Homework
           1、 Listen to the tape and try to recite it.
           2、 Make a new conversation according to the dialogue.
           T:  I know all of your dialogues are wonderful. But time is limited. I’m afraid there’s no time to play more. But you can write your conversions down. I’ll check them. OK?
           T:  I have a happy afternoon because of you. Thank you very much. Goodbye!
十、课后反思
          本节课我充分调动了学生的学习兴趣,让学生通过动手、动脑、动嘴感知和实践语言。学生能够发挥主体作用;能够在小组合作学习中掌握和巩固新知;通过参与课堂游戏,学生能够扎实掌握本课重难点句型;借助多媒体课件、图片、音乐、简笔画等的帮助,我突出了重点,易化了难点,使学生能够自然灵活掌握。
复习环节扎实、有序,动静结合。通过Free talk,一方面我拉近了与学生的距离,同时也为本课学习做了铺垫。再此设计的游戏环节“Find my grandpa”人人参与,重点句型Is this your…? Yes, he/she is. No, he/she isn’t. 得到了充分的复习和操练。过渡自然流畅,复习充分,节奏紧凑。自编的歌曲不仅起到引出重点单词的作用,同时使课堂气氛温馨、和谐。
新授环节符合学生的认知规律,层层递进,练习充分、形式多样。在此我充分发挥了多媒体课件的优势,将本课长段对话截成四小段,降低了对话难度,学生更易理解。为了让学生记住对话中的人物职业以便有利于学生背诵对话,我设计了根据回忆填表格的教学活动,因为是在课件上由我操作完成表格,因此学生在书写方面得到的锻炼不足。关于本课难点,我在处理时特别注意将其易化。如果直接告诉学生关于单三的语法规则,学生难于接受,因此,我根据他们的年龄特点自编了一首儿歌,充分体现出这一语法现象,并引导学生唱出来,我以口琴伴奏。通过一系列活动形式,使学生感到有趣、新颖,从而乐学,并学好。
拓展环节我能够结合学生的生活实际,有利于学生学以致用。我尽量给学生创造真实的情景,鼓励学生结合生活实际自编对话。体现了教材的交际性和实用性特点。
作业布置上,我注意到了听、说、读、写四方面的训练,内容紧扣课本,作业量适中。
在整个教学过程中,我适当的奖励学生,给予学生肯定,培养了学生的学习自信心。在拓展环节中,学生又可以利用教师的奖品自编对话,紧扣本课教学内容。在整个教学过程中,我时刻关注学生的学习情绪,课堂动静结合,活动紧凑有序。
但是被我当作奖品发给学生的照片,本意是希望他们在自编对话时,结合它编对话,然而有一些学生没能够利用上,在自编对话时,有几位学生完全脱离了照片。这有悖于我的初衷。究其原因,我认为是因为在我发给学生照片时没有解释清楚它的用途,以致学生把它仅仅当作一个奖品。在学生自编对话时,如果采用自己家里真实的照片,效果应该会更好。

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