pep人教版四年级英语上册第六单元教学设计.doc

Unit Six Meet my family!

l 单元整体分析
本单元是义务教育灵通版（pep）小学英语教科书四年级上册第六单元。单元主题为Meet my family（认识我的家人）。主情景图中，孩子们在观看Sarah一家演出的《绿野仙踪》，不断谈论Sarah家人的身份和职业情况，揭示出了本单元的主题：了解他人或介绍自己的家庭情况。
A部分共三页，分三课时。第一课时为情景对话和练习部分。Let’s talk部分Amy和Chen Jie在谈论各自的家庭情况。引出询问家庭成员数量的主要句式：How many people are there in your family?以及回答：Three. My parents and me. My family has six people 在对话中还出现了parents, people, little, puppy等需要掌握或了解的词汇。Let’s count部分呈现了一幅图，用来练习句式：How many...? 第二课时为词汇学习课时，Let’s learn中介绍了家庭成员类词汇：parents, uncle, aunt, cousin, baby, brother。Let’s play以手指画的形式来介绍自己家人的外貌特征。第三课时为语音与字母学习课时，通过读一读，听一听，圈一圈；听一听、唱一唱；唱一唱，写一写三个活动，让学生复习区分字母a, e, i, o, u在开音节及闭音节里的发音。
B部分共四页，分两课时。第一课时呈现情景对话和练习。Let’s talk中Zhang Peng拿着家庭相册问Sarah的家人的情况，呈现询问亲属关系的句式：Is this your...? 以及询问他人职业的句式：What’s your aunt’s job? 及回答。Draw and say活动以画画介绍家人的方式来练习重点句式。第二课时中Chen Jie询问Sarah她家人的职业，引出职业类词汇：doctor, cook, driver, farmer, nurse. 之后通过一个Let’s play的演一演，猜职业游戏来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。
C部分中小动物们来到了Zip的家。Zip向朋友们介绍了自己的家人。通过这样一个故事来整合本单元的重点词汇与重点句式。
l 单元教学目标
µ 知识目标：
1.词汇：学生能够听、说、认读单词：parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse
2.句型结构：能够听懂、会说、认读句型:How many people are there in your family? Three. Is this your ...? Yes, it is. He is a ... What’s your ...’s job? He/ She is a ...
3. 字母与语音：能够对比掌握字母a, e, i, o, u在单词中的长、短发音
µ 能力目标
1. 能够正确使用重点词汇来简单介绍家庭成员及其职业
2. 能够在有意义的语境中抄写上述话题词汇
3. 能够在真实或模拟的情景中运用句型How many people are there in your family? 询问并回答家中有几位家庭成员；能够在情景中恰当运用句型：My family has six people. That’s only five.
4. 能够在情景中运用句型Is this your ...? Yes, it is. What your ...’s job? He’s / She’s a...来询问并回答某人与说话方的亲属关系及其职业情况
5. 能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合a, e, i, o, u长、短音发音规则的单词。
µ 情感态度、学习策略、文化意识目标
1. 能够体会并表达对家庭和生活的热爱之情
2. 能够了解英语国家中家庭成员之间的称呼习俗
3. 能够逐步做到见到符合a-e, i-e, o-e, u-e, -e发音规则的单词能够拼读，听到符合发音规则的单词能够拼写
l 教学重难点
µ 教学重点
1. 能够听、说、认读单词：parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse
2. 能够听懂、会说句型How many people are there in your family? Three. Is this your ...? Yes, it is. He is a ... What’s your ...’s job? He/ She is a ...
3. 能够正确使用重点词汇来简单介绍家庭成员及其职业
4. 能够对比掌握字母a, e, i, o, u在单词中的长、短发音
µ 教学难点
1. 能够在真实或模拟的情景中运用句型What would you like ( for ...) ? I’d like ... 征求并表达用餐的意愿
2. 能够认读并在情景中运用句型How many people are there in your family? 询问并回答家中有几位家庭成员；能够在情景中恰当运用句型：My family has six people. That’s only five.
3. 能够在有意义的语境中抄写话题词汇
4 能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合a, e, i, o, u长、短音发音规则的单词
l 教学方法
情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法
l 教学时间
本单元教学用时两周，建议使用六课时完成教学任务
第一课时：A. Let’s talk. Let’s count
第二课时：A. Let’s learn. Let’s play
第三课时：A. Let’s spell.
第四课时：B. Let’s talk. Draw and say
第五课时：B. Let’s learn. Let’s play
第六课时：C. Story time. B. Read and write. Let’s check. Let’s sing.
l 知识视窗
中西称呼上的差别
称呼在人际交往中有重要的作用，如果称呼不当，会引起对方的反感，直接影响交往的效果。东方人和西方人在怎么称呼人上面有很大的不同。这是由于称呼是一种文化的产物，不单纯为语言现象，而是反映出了各民族或者社会的不同的文化观念、行为、风俗、制度和社会心理等负责的内容。那么，汉语和英语中的称呼到底有哪些不同呢？
一、对家庭成员和亲属的称呼不同
1、中国人在称呼家庭成员和亲属时，一般不叫名字，而是叫亲属关系，如：爷爷、二姑、三哥、四姨等。而在英语国家，尤其是美国，称呼家庭成员和亲属时，一般都叫名字。
2、中国人的亲属的称呼特别多，而且会按照父亲或母亲、直系或旁系等进行划分。如父亲的父亲，我们称为爷爷，母亲的父亲我们则称为姥爷。父亲的哥哥，我们称为伯父，母亲的哥哥则被称为舅舅。而英语里则没有这么细致。和父母为一代人，男的统称uncle，女的统称aunt，和自己是一代人，又不是自己的亲生兄弟姐妹，则不分男女，统称cousin。当然，他们不会当面使用这样的称谓去称呼自己的亲戚，多叫名字。偶尔也会用称呼加上名字，如：Aunt Betty贝蒂姑姑，称呼后边多加人名。
3、汉语中一般会以职务、职业来称呼他人，如李警察，王医生，张老师等，但英语中则很少用。所以在用英语称呼老师时，最好不要用：Teacher Wang这样的称呼，尽量用Mr. Wang 或者Ms. Wang。

第一课时
l 课时内容
A. Let’s talk；Let’s count
l 课时分析
在Let’s talk部分，Amy 边翻看家庭相册，边和Chen Jie讨论家庭情况。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则告诉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告诉她还包括自己的小狗。在这个过程中，学生要理解并能够询问、表达自己的家庭成员人数。同时要帮助学生们理解，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中提供了一幅图片，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。要提醒学生注意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帮助学生唤醒记忆，复习相关知识，以旧带新，顺利掌握知识。
l 课时目标
1. 能够听懂、会说句型：How many people are there in your family? My family has six people. That’s only five.
2. 能够听懂、会说以下词汇：people, but, little, puppy
3. 能够听懂、会读对话，并能分角色表演。
4. 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
l 课时重难点
1.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, vegetables, ready
能够听懂、会读对话，并能分角色表演新|课 | 标|第 |一| 网
2. 难点
能够在真实或模拟的情景中正确使用句型What would you like ? I’d like...来征求并表达用餐的意愿
l 教学准备
1. 多媒体课件、录音机、磁带
2. 家庭成员照片
l 教学过程
µ Step 1 Warm up
1.播放歌曲：Finger family. 学生先倾听，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?
Mummy 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. 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学生的注意力，营造良好的英语课堂氛围。这首歌既可以帮助学生复习家庭称呼类词汇，又为下一环节的学习做好了铺垫。
µ Step 2 Lead in
1.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，并帮助学生复习数字的知识。
Teacher: Look at my fingers. How many fingers 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：因为热身歌曲中使用了手指来表现家庭成员，因此使用How many fingers？来衔接歌曲的内容，并自然引出How many?问句。学生理解了问句的意思之后，再根据歌曲的内容询问手指家庭的成员数量。使学生可以基本理解问句的意思，为对话的学习做好准备。
µ Step 3 Presentation
1. 提出问题，引起学生阅读兴趣，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.
2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher: Answer the question, please. How many people are there in Chen Jie’s family? Yes, three. Who are they? Let’s read and find.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。
3.读文之后，谈论对话内容，帮助学生深入理解对话。
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, 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 together, puppy. （展示小狗的图片）This is a little puppy. Is it cute? Do you like it?
设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对话的主要内容。
µ Step 4 Practice
1. 再次播放课文录音。学生跟读课文。
Teacher: Boys and girls, let’s read the talk after the tape. Please listen carefully, read carefully.
2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。
Teacher：Now please read the talk freely. If you have any questions, please show me your hand and ask me.
3. 学生分角色朗读课文。
Teacher: Now, who wants to be Amy? Who wants to be Chen Jie? Let’s read it in roles.
4. 请学生戴上头饰来扮演对话的角色，表演对话。
Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue.
设计意图：通过以上四个活动，使学生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，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
5. 出示图片，请学生数一数。
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 there 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：先请学生认真观察图片，获取信息，然后请学生数一数，以替换词汇的方式练习重点句式。
6. 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 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，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。
µ Step 5 Summary
1.介绍自己的家庭，请学生尝试介绍。
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：通过教师的示范，请学生介绍自己的家庭，在介绍中重现本课的重点词汇与重点句式。
l 课堂作业
一、看图标一标单词。
1. dad 2. mum 3. sister 4. brother

二、判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 (?)
____________________
2. has six my people family (.)
________________________________________________________
3. five is only But that (.)
________________________________________________________
答案：
一、略
二、1.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.

l 板书设计
Unit Six Meet my family!
A. Let’s talk

How many people are there in your family?
Three.
My family has six people.
But that’s only five.

第二课时
l 课时内容
A. Let’s learn; Let’s play
l 课时分析
本课时为重点词汇学习课时，学生通过本课时的学习，掌握与本单元主题相关的单词，从而更好地使用重点句式围绕本单元主题进行交流。
Let’s learn部分Amy展示了自己家庭的相片，让大家认识她的家人。学生在认识她的家人的同时，掌握家庭称呼类的单词：parents, uncle, aunt, cousin, baby brother。其中parents在上一课时学生已经接触过，uncle, aunt尤其是cousin的称呼与汉语有很大的区别，aunt, uncle相对比较好理解和接受，比起汉语的称呼来更显得简单。可是cousin可能相对难理解一些，学生一般跟自己的cousin都叫哥哥弟弟或姐姐妹妹，可能跟brother, sister弄混，在学习过程中，要不断进行区分，让学生理解并掌握。
Let’s play中Zhang Peng在纸上画出自己的手掌，又在每个手指上画上人像，然后向大家介绍自己的家人。这样的介绍能够挑起学生的参与兴趣。又能综合介绍家人和描述人物外貌特征的知识，让学生在参与活动的过程中增强自己的口语表达能力。
l 课时目标
1. 能够听懂、会说、认读单词：parents, uncle, aunt, cousin, baby brother
2. 能够利用所学的知识介绍和描述自己的家人
l 课时重难点
1.重点：
能够听懂、会说、认读单词：parents, uncle, aunt, cousin, baby brother
能够利用所学的知识介绍和描述自己的家人
2. 难点：
能够综合使用所学的句式和词汇来介绍和描述自己的家人
l 教学准备
1. 多媒体课件、录音机、磁带
2. 家庭称呼类单词卡片
l 教学过程
µ Step 1 Warm up
1.呈现歌曲：I love you. 学生先认真倾听，再跟唱，再练习唱。
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帮他们开启英语学习。同时，复习有关家庭家人和描述外貌的有关知识，为接下来的学习做好知识与心理的双重准备。
µ Step 2 Lead in
1. 展示自己家人的图片，介绍并描述自己的家人，引出本节课的相关内容。
Teacher：Boys and girls, I have a happy family. Look, this is my family. There are four people in my family. This is my father. He is tall and strong. This is my mother. She is short and nice. This is my baby sister. She is little and cute. I love my family.
设计意图：使用真实的照片引起学生的好奇心和兴趣。通过介绍教师的家人，让学生感受如何使用自己学习过的语言来描述自己的家人。为下一环节的学习做好准备。
µ Step 3 Presentation
1. 引起阅读兴趣，播放课文录音或视频。
Teacher：I have a happy family. What about Amy. How many people are there in her family? Let’s listen and find.
学生带问题认真倾听录音内容，然后尝试回答，引出新授单词。
Teacher: Now show me you answer. How many people are there in Amy’s family? Yes, six. How many people are there in her aunt’s family? Yes, three.
Teacher: Look at this picture. Who is he? Yes, he is Amy’s uncle.(板书单词) Boys read it please. Who is this girl? She is Amy’s cousin.（板书单词） Do you have cousins? Is your cousin a boy or a girl? Is he/ she tall or short? Let’s read the words together. Who’s this? Yes, this is her aunt.（板书单词）Read it together, please. Do you have an aunt? Who is she? What is an aunt? Your mother’s sisters are your aunts. Your father’s sisters are your aunts, too. The child of your uncle or aunt is your cousin. But the child of your father and mother is your brother or sister. Maybe it’s you. Do you have brothers or sisters? This is Amy’s brother. He is a baby. So he is Amy’s baby brother. X k B 1 . c o m
设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。
2. 再次播放课文内容，学生跟读。
Teacher：Listen to the tape again and read with it.
设计意图：跟读，以掌握正确的读音
µ Step 4 Practice
1. 出示Amy家人的图片，学生说出单词。
Teacher：I show you say. Who’s this? Say the word quickly. Who’s this?
2. 指向黑板上的单词，学生快速读出单词。
Teacher: I point you say. What’s this? What about this one? And this?
3. 出示家人称呼类单词卡片的背面，请学生猜单词。
Teacher：Look at my word cards. Read them, please.
Teacher: Guess, what’s this? Is this uncle Is it aunt? Please guess.
设计意图：这三个活动的目的都是为了让学生熟悉重点词汇的读音。第一个让学生能够理解单词的意思，并将字音与字义结合起来。第二个活动让学生将字形与字音结合起来。第三个活动让学生通过不断地猜测来不断重复重点单词，熟悉并掌握其读音。
4. 乱序出示字母，请学生排列成单词并读一读。
Teacher: Look at these letters. It’s a word. Put them in order. What is it? Yes, it’s aunt. Look at these letters. What’s it? Guess, please.
设计意图：通过这个活动，让学生能够熟悉重点单词的拼写，帮助学生将字音与字形统一起来进行记忆。
5. 选词填空。请学生读一读句子，选择正确的家庭称呼类单词来填空。
Teacher: Let’s do some exercise. Choose the correct word to fill in the blanks.
My mum’s mum is my __________.
My dad’s dad is my ____________.
My dad’s brother is my ___________.
My dad’s sister is my _____________.
My mum’s sister is my ___________.
My mum’s brother is my __________.
The child of my uncle is my _________.
The child of my aunt is my _________.
设计意图：以选词填空的方式让学生理清家庭成员之间的关系。
6. 完成Let’s play活动。
Teacher: Let’s play. Look at Zhang Peng. He draws his family and talk about his family. Please draw and say like this. You can do it in groups.
Teacher: Now please show your family.
设计意图：以这种形式来使学生综合学习过的语言来介绍自己的家人，提高 他们的口语表达能力。
µ Step 5 Summary
1. 呈现family，讲解它的含义，提醒学生要热爱自己的家，热爱自己的家人。
Teacher：Look at this word, family. F is from father. A is from and. M is from mother. I is me. L is from love. Y is from you. It’s a sentence. Read it, please. Father and mother I love you. Say it to your parents. Do more for your parents. And I think your parents will love you more.
设计意图：通过family的含义，提示学生要爱家人，关心家人，体会家人对自己的爱。
l 课堂作业
一、选择正确的字母补全单词。
( ) 1. p___rent A. e B. a C. o
( ) 2. cous__n A. o B. a C. i
( ) 3. __ncle A. u B. a C. o
( ) 4. br__ther A. a B. u C. o
( ) 5. __unt A. a B. o C. u
二、读一读，使用正确的单词填空。
1. How many ________ are there in your family?
2. My mum’s sister is my ________.
3. The baby of my aunt is my __________.
4. My dad’s brother is my _________.

三、读一读，为以下图片选择正确的句子。

（ ） （ ） （ ）
1. I have a happy family. There are three people in my family, my parents and me.
2. My family has six people. They are my grandpa, my grandma, my mum, my dad, my brother and me.
3. There are five people in my uncle’s family. They are my aunt, my uncle, my cousins.

答案：
一、1. B 2. C 3.A 4.C 5. A
二、1. people 2. aunt 3. cousin 4. uncle
三、2, 1, 3
l 板书设计
Unit Six Meet my family!
A. Let’s learn

Meet my family!

parents ( mum dad ) uncle aunt
brother sister cousin
me

第三课时
l 课时内容
A. Let’s spell
l 课时分析
本部分分为语音学习和单词书写两部分内容。通过读一读，听一听，圈一圈的活动，让学生区分元音字母a, e, i, o, u在开音节和闭音节里的不同发音。接下来学生会学习到一首韵句。韵句涉及到语音例词：we, like, cute, cat, he, cake, got, cup, milk, rose, on red, cut, give, me, it等，综合呈现了本学期学习过的五个元音字母的开音节发音与闭音节发音。教材提供的图片可以帮助学生理解韵句的内容。这首韵句涉及到的单词比较多，节奏感也相对有些难把握，所以要帮助学生通过多听多读进行体会，让学生在不断地诵读中回忆、感受、区分元音字母在不同音节里的发音。
韵句之后的分组写单词活动需要学生按照例子找单词。表格中列出了十个单词，分别代表a, e, i, o, u五个字母在开音节或闭音节中的发音。学生需要在韵句中找到与其发音规则一致的单词，并抄写在相应的表格。这个活动可以帮助学生按