人教PEP版四年级上册Unit 6 Meet my family!-B-ppt课件-(含教案+音频+素材)-部级优课-(编号：40a33).zip
PEP3 Unit6 PartB. Read and write Say you, say me About you 1. Youre so beautiful handsome. Im 帅气帅气 谈谈你，谈谈你， 说说我说说我 （是否与情况相符？）（是否与情况相符？） Say you, say me About you 2. You have no job. You are a student. Im I Say you, say me About you 3. You are tall and strong. Im and Say you, say me About you 4. You are friendly. Im Say you, say me About you 5. Your family has three people. My family has people. Say you, say me About me 1. Im so beautiful. Youre Say you, say me About me 2. I have a job. Im a doctor. Youre You teacher . Say you, say me About me 3. I have short hair and small eyes. You Say you, say me About me 4. There are four people in my famiy. Say you, say me About me 4. There are four people in my famiy. five your Who are they? They are Hi, Im John. Come and meet my family! How many people are there in Johns family ? Look and predict 看图，预测看图，预测 Who are they? They are Read and circle 阅读，画圈阅读，画圈 Who are they? They are This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Tip 1:Scanning reading Learn to scan. 快速寻读快速寻读 抓住抓住关键信息，圈出关键信息，圈出 （如，（如，who ，在文中，在文中 找出家人即可）找出家人即可） 00:1000:0900:0800:0700:0600:0500:0400:0300:0200:0100:00 uncleauntfathermother How are they? They are Look and match 看图，连线看图，连线 mother friendly father uncle aunt tall and thin tall and strong beautiful Johnshort and strong Tip 2：Picture reading PICTURE is a good helper. 利用利用课文插图课文插图， 辅助阅读。辅助阅读。 IsthisJohns mother? uncleauntfathermother What are their jobs? Step1 : Frame the key words. 步骤一：步骤一：框出框出关键词关键词 This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Step2 : Find and underline. 步骤二：在文中步骤二：在文中找出找出关键词，关键词， 划出划出关键句关键句。 Step3 :Tick or cross. 步骤三：判断对错步骤三：判断对错 Tip 3：Detailed reading 仔细仔细阅读阅读 teacher doctor Johnshort and strong IsthisJohns aunt? IsthisJohns mother? What are their jobs? Isthishis uncle? Step1 : Frame the key words. 步骤一：步骤一：框出框出关键词关键词 Step2 : Find and underline. 步骤二：在文中步骤二：在文中找出找出关键词，关键词， 划出划出关键句关键句。 Step3 :Tick or cross. 步骤三：判断对错步骤三：判断对错 Tip 3：Detailed reading 仔细仔细阅读阅读 Read,tick or cross (或或) teachernurse doctorfarmer student Isthishis father? IsthisJohn？ Isthishis uncle? cook basketball player driver cook footballplayer 1891年年,美国体育美国体育 教师教师James发明发明 了篮球。了篮球。 当地的孩子经常玩当地的孩子经常玩 向桃子筐投球的游向桃子筐投球的游 戏。戏。 James中得到了中得到了 启发，创编了篮球启发，创编了篮球 游戏。游戏。 basketball basketball basketball player uncleauntfathermother IsthisJohns mother? Any mistakes? (“书写书写” 我找茬我找茬 ) 1. 开头开头字母要字母要大写大写 2. 句末句末记得要记得要标点标点 3. 句号句号实心实心小黑点小黑点 4. 词词之间词词之间要要距离距离 hishis is is mymy fatherfather Tt t . HeHe is is abasketballplayerabasketballplayer 。 HeHe is is a a basketballbasketball playerplayer. . Look and write 看图，准确书写看图，准确书写 Tip 4：Writing This is my mother. She is a teacher. ThisThis is is mymy mothermother . . is is a a 1. 开头开头字母要字母要大写大写 2. 句末句末记得要记得要标点标点 3. 句号句号实心实心小黑点小黑点 4. 词词之间词词之间要要距离距离 teacherteacher . .SheShe This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Listen and imitate (听音，模仿听音，模仿) 1. Liaison （连读（连读 ） 3. intonation （语音语调（语音语调 ） 2. pauses （意群停顿（意群停顿 ） Tip 5: Listen and point （听音，默指）（听音，默指） 发音发音 Pronounciation This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Think of a title (思考：两三字思考：两三字小标题小标题) ？ Meet My Family This is my family. This is my mother. She is a She is . This is my . He is a . He is This is He He I am . Try to introduce (介绍家人介绍家人) I love my family! Samuel Try to introduce (介绍家人介绍家人) DIY Mini family book （制作个人家庭小书）（制作个人家庭小书） How many . ? Who ? What ? 书名书名 作者名作者名 （家人照片） ThisThis is is is is a a mymy fatherfather . . HeHedoctordoctor . . （家人照片） ThisThis is is is is a a mymy mothermother . . ShSh e e cookcook . . （家人照片） mymy uncleuncle . . H H e e driverdriver . . HeHe is is strongstrong . . （家人照片）（家人照片） It It is is short.short. It It hashas bigbig ears.ears. I I lovelove mymy family!family! ThisThis is is mymy puppypuppy. . MeetMeet MyMy FamilyFamily MeetMeet MyMy FamilyFamily 多完成一页，多完成一页， 多得一颗多得一颗 。 More pages, more stars. DIY Mini family book （制作个人家庭小书）（制作个人家庭小书） housewife 主妇主妇 teacher Family is for _ together. playing Family ? Family is for _ together. eating Family is for _ together. sleeping Family is for _ together.laughing Family is for _ together. crying Family is for playing together. Family is for eating together. Family is for sleeping together. Family is for laughing together. Family is for crying together. For good times. And for bad times. 本课评价：本课评价： I can read. (能读短文能读短文) I think deeply.(积极思考积极思考) I can speak.(大胆表达大胆表达) I can write.(小书制作小书制作) Assessment 1. Read the passage correctly and fluently. ( (准确流利朗读课文准确流利朗读课文) ) 3. Think it over: Whats your dream job? ( (思考自己的理想职业，并给未来的自己制作一张小名片。思考自己的理想职业，并给未来的自己制作一张小名片。) ) After class 2. Share your mini book with your friends. ( (与同学分享你的小书，并向他们介绍你的家人与同学分享你的小书，并向他们介绍你的家人) ) PEP3 Unit6 Part B. Read and Write 教学内容分析：教学内容分析： 本文选自人民教育出版社出版的PEP 小学英语教材(新版)四年级(上册) Unit 6 Meet my family。本单元教学内容围绕“Family”这一话题展开。本单元的 话题是“互相了解对方的家庭”,主要谈论家庭成员的外貌、个性及职业。本节课 是第六课时,是读写课。本课分为读、写两部分,第一部分要求学生阅读一个小文段,看 图片判断正误。重点强调的是学生阅读策略的养成。第二部分为有意义的抄写单词 活动,分两个步骤:第一步为看图、选词抄写，完成句子。四线格中的句子均为对话 及阅读部分强化学习过的核心句型 HeShe is a .；第二步为个性化书写活动, 要求学生根据家人情况,仿照示范例句填充句子 This is . He/she is .考虑 到学生语言输出的情境真实性，我把教材中第二步才出现的 This is .提到第一 步中完成，为后续语言输出做输入准备并搭好语用支架。 学生学情分析：学生学情分析： 本课的教学对象是学过一年英语的四年级学生,此阶段学生具备一些简单的基础 知识,学生天真活泼,好奇心强,有较强的模仿能力和求知欲望,模仿能力强,学习兴 趣浓厚。而且富有一定的逻辑思维能力。本单元学习的主题是家庭成员人数,此 话题与学生生活密切相关。学生通过学习三年级下册 Unit2 My family 和 Unit3 At the zoo 已经掌握如何介绍家庭成员的外表,并且通过这个单元前面几个课时 的学习，大多数学生能够比较熟练地介绍家庭成员的职业。因此,我把本节课和 学生已有的知识联系起来,极大地调动了学生的积极性。为了调动学生参与课堂, 我也设计了多种评价方式,有个人评价,也有小组评价,并针对学生在课堂上的表 现,及时进行表扬。 设计思路：设计思路： 注重素质教育，体现语言学习对学生发展的价值。不仅要有利于学生发展语言 运用能力,还要有利于学生发展思维能力。本节课以“任务型”教学法为主,以 激发学生的思维和培养学生的阅读技巧和英语思维能力为目的,努力创设主题语 境,让学生在较为真实的语境中初步掌握简单的阅读技巧和个性化书写。本课时 以突出语用,培养技巧,发展思维为目的,设计多梯度阅读,培养学生基本的阅读 策略并养成按意群阅读的习惯,以读促写,引导学生规范书写句子,发展学生的学 习能力及读写的语言综合运用能力，让学生在学习过程中得到思维的发展。 学习目标：学习目标： 1. 语言知识目标: (1) 能够在图片的帮助下读懂小文段,并对照文后小图所提示的职业,判断文后 四个问题的正误。 (2) 能在图片的帮助下,仿照示范例句,在四线格中填充所缺失的单词 (3) 能够根据实际情况画简图呈现家庭成员或朋友的外貌特征及职业,并仿照示 范例句填充句子。 2. 语言技能目标: (1) 能初步掌握寻读、细读、借助插图阅读等技巧,并进行阅读判断 (2) 能用正确的语音语调朗读课文,能够按意群阅读和朗读短文。 (3) 能够有意义的语境中仿写句子 This is. . He/she is a . 完成个性 化的书写活动，制作个人家庭小书。书写规范美观。 3. 学习策略目标: (1) 积极与他人合作,共同完成学习任务。 (2) 集中注意力,在课堂交流中,注意倾听,积极思考。积极运用“This is . He/she is a .”进行表述。 4. 情感态度目标: (1) 通过本课的学习,让学生乐于感知并积极尝试使用英语,提高学生的口语表 达能力和交际能力。 (2) 培养同伴间的合作精神、以及爱家人的情感。 5. 文化意识目标: (1)了解在西方国家宠物也是家庭的一员. (2)了解篮球这一运动的起源。 (3)会主动表达对家人的热爱。 学习重点：学习重点： 1. 学生能够读懂小文段，并能在朗读时注意语音语调、连读、意群停顿。 2. 学生能够模仿范例填充句子，并完成个性化书写。 3. 学生能够基本掌握寻读、细读等阅读策略。 学习难点：学习难点： 完成个性化书写，制作家庭小书。 学习工具：学习工具： PPT, 家庭小书 学习过程：学习过程： 1.1. Pre-readingPre-reading preparationpreparation GuessingGuessing game:game: SaySay you,you, saysay meme 游戏规则：与事实相符合的话，说 YEAH!YEAH!YEAH!;相反的话， 说 NO!NO!NO! ( (设计意图：设计意图：师生相互了解对方信息，拉近师生距离的同时激活 与本课内容相关的背景知识,并且游戏的最后一环引出文本内容 Johns family photo。) ) (1)(1)AboutAbout youyou : : YoureYoure soso beautifulhandsome.beautifulhandsome. YouYou havehave nono job.job. YoureYoure a a student.student. ImIm talltall andand strong.strong. ImIm friendly.friendly. MyMy familyfamily hashas threethree people.people. (2)(2)AboutAbout me:me: ImIm soso beautiful.beautiful. I I havehave a a job.job. ImIm a a doctor.doctor. I I havehave shortshort hairhair andand smallsmall eyes.eyes. ThereThere areare fourfour peoplepeople inin mymy family.family. 2.2. While-readingWhile-reading procedureprocedure (1)(1)课文插图课文插图 JohnJohn 全家福剪影全家福剪影 ( (设计意图：设计意图：利用课文插图加问题的方式导入本课学习。) ) Q:Q: HowHow manymany peoplepeople areare therethere inin JohnsJohns family?family? (2)(2)LookLook andand predictpredict ( (设计意图：设计意图：通过预测家庭成员是谁的方式激发学生后续阅 读的兴趣，提供阅读动力。) ) Q:Q: WhoWho areare they?they? (3)(3)ReadRead andand circlecircle thethe familyfamily membersmembers ( (设计意图：设计意图：通过阅读 TIP ，希望学生掌握“scan”这一阅 读策略。) ) Q:Q: WhoWho areare they?they? (4)(4)LookLook andand matchmatch ( (设计意图：设计意图：通过仔细观察课文插图家人的体貌特征，连线 搭配，旨在让学生了解插图可以有效地辅助阅读，并为后 续语言活动搭建语用支架。) ) Q:Q: HowHow areare they?they? (5)(5)Read,Read, ticktick oror crosscross ( (设计意图：设计意图：通过阅读 TIP ，希望学生掌握“detailed reading”这一阅读策略。) ) Q:Q: WhatWhat areare theirtheir jobs?jobs? (6)(6)HistoryHistory aboutabout aboutabout BasketballBasketball ( (设计意图：设计意图：有关篮球起源相关知识的拓展。) ) (7)(7)AnyAny mistakes?mistakes? ( (设计意图：设计意图：让学生通过“找茬”这一方式来了解自己可能 会出现的书写错误或者不规范现象，为自己接下来的书写 活动敲响警钟。) ) (8)(8)LookLook andand writewrite ( (设计意图：设计意图：模仿范例进行句子填充书写，为后续的书写输 出做准备。) ) (9)(9)ListenListen andand pointpoint ( (设计意图：设计意图：听音，默指，了解并感受连读、意群停顿和语 音语调等现象。) ) (10)(10) ListenListen andand imitateimitate ( (设计意图：设计意图：听音，模仿，自己体验朗读中连读、意群停顿 和语音语调等现象，并进一步熟悉文本结构，为后续的口头输出 做准备。) ) (11)(11) ThinkThink ofof a a titletitle ( (设计意图：设计意图：检测孩子是否真正了解文本的同时，促进他们 思维能力和表达能力的提升。) ) 3.3. Post-readingPost-reading activityactivity (1)(1)TryTry toto introduceintroduce ( (设计意图：设计意图：尝试借助语言支架和板书关键词复述文本，尝 试初步的口头语言输出。) ) (2)(2)DIYDIY youryour minimini familyfamily bookbook ( (设计意图：设计意图：通过观看 Samuel 的视频片段，了解家庭小书 的特点，自己尝试画简笔画和个性化书写，小组内相互交 流介绍，进行书面和口头的双向输出。) ) WatchWatch a a vediovedio clip:clip: SamuelsSamuels familyfamily bookbook LetsLets readread SamuelsSamuels familyfamily bookbook TryTry toto DIYDIY youryour familyfamily bookbook (3)(3)Poem:Poem: WhatsWhats familyfamily for?for? ( (设计意图：设计意图：引导孩子们寻求 FAMILY 这个词的真正含义， 激发“爱家人、珍惜相处时光”的情感。) ) (4)(4)AssessmentAssessment ( (设计意图：设计意图：优化课堂评价方式，着重评价孩子们的五大方 面的综合语用能力。) ) 4.4. AfterAfter class:class: (1)(1)ReadRead thethe passagepassage correctlycorrectly andand fluently.fluently. (2)(2)ShareShare youryour minimini bookbook withwith youryour friends.friends. (3)(3)ThinkThink itit over:over: WhatsWhats youryour dreamdream job?job? 5.5. BoardBoard writing:writing:
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PEP3 Unit6 PartB. Read and write Say you, say me About you 1. Youre so beautiful handsome. Im 帅气帅气 谈谈你，谈谈你， 说说我说说我 （是否与情况相符？）（是否与情况相符？） Say you, say me About you 2. You have no job. You are a student. Im I Say you, say me About you 3. You are tall and strong. Im and Say you, say me About you 4. You are friendly. Im Say you, say me About you 5. Your family has three people. My family has people. Say you, say me About me 1. Im so beautiful. Youre Say you, say me About me 2. I have a job. Im a doctor. Youre You teacher . Say you, say me About me 3. I have short hair and small eyes. You Say you, say me About me 4. There are four people in my famiy. Say you, say me About me 4. There are four people in my famiy. five your Who are they? They are Hi, Im John. Come and meet my family! How many people are there in Johns family ? Look and predict 看图，预测看图，预测 Who are they? They are Read and circle 阅读，画圈阅读，画圈 Who are they? They are This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Tip 1:Scanning reading Learn to scan. 快速寻读快速寻读 抓住抓住关键信息，圈出关键信息，圈出 （如，（如，who ，在文中，在文中 找出家人即可）找出家人即可） 00:1000:0900:0800:0700:0600:0500:0400:0300:0200:0100:00 uncleauntfathermother How are they? They are Look and match 看图，连线看图，连线 mother friendly father uncle aunt tall and thin tall and strong beautiful Johnshort and strong Tip 2：Picture reading PICTURE is a good helper. 利用利用课文插图课文插图， 辅助阅读。辅助阅读。 IsthisJohns mother? uncleauntfathermother What are their jobs? Step1 : Frame the key words. 步骤一：步骤一：框出框出关键词关键词 This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Step2 : Find and underline. 步骤二：在文中步骤二：在文中找出找出关键词，关键词， 划出划出关键句关键句。 Step3 :Tick or cross. 步骤三：判断对错步骤三：判断对错 Tip 3：Detailed reading 仔细仔细阅读阅读 teacher doctor Johnshort and strong IsthisJohns aunt? IsthisJohns mother? What are their jobs? Isthishis uncle? Step1 : Frame the key words. 步骤一：步骤一：框出框出关键词关键词 Step2 : Find and underline. 步骤二：在文中步骤二：在文中找出找出关键词，关键词， 划出划出关键句关键句。 Step3 :Tick or cross. 步骤三：判断对错步骤三：判断对错 Tip 3：Detailed reading 仔细仔细阅读阅读 Read,tick or cross (或或) teachernurse doctorfarmer student Isthishis father? IsthisJohn？ Isthishis uncle? cook basketball player driver cook footballplayer 1891年年,美国体育美国体育 教师教师James发明发明 了篮球。了篮球。 当地的孩子经常玩当地的孩子经常玩 向桃子筐投球的游向桃子筐投球的游 戏。戏。 James中得到了中得到了 启发，创编了篮球启发，创编了篮球 游戏。游戏。 basketball basketball basketball player uncleauntfathermother IsthisJohns mother? Any mistakes? (“书写书写” 我找茬我找茬 ) 1. 开头开头字母要字母要大写大写 2. 句末句末记得要记得要标点标点 3. 句号句号实心实心小黑点小黑点 4. 词词之间词词之间要要距离距离 hishis is is mymy fatherfather Tt t . HeHe is is abasketballplayerabasketballplayer 。 HeHe is is a a basketballbasketball playerplayer. . Look and write 看图，准确书写看图，准确书写 Tip 4：Writing This is my mother. She is a teacher. ThisThis is is mymy mothermother . . is is a a 1. 开头开头字母要字母要大写大写 2. 句末句末记得要记得要标点标点 3. 句号句号实心实心小黑点小黑点 4. 词词之间词词之间要要距离距离 teacherteacher . .SheShe This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Listen and imitate (听音，模仿听音，模仿) 1. Liaison （连读（连读 ） 3. intonation （语音语调（语音语调 ） 2. pauses （意群停顿（意群停顿 ） Tip 5: Listen and point （听音，默指）（听音，默指） 发音发音 Pronounciation This is my family. My mother is a teacher. She is very friendly. My father is a basketball player. He is tall and strong. My uncle is a cook. My aunt is a nurse. I am a student. I have no job. Think of a title (思考：两三字思考：两三字小标题小标题) ？ Meet My Family This is my family. This is my mother. She is a She is . This is my . He is a . He is This is He He I am . Try to introduce (介绍家人介绍家人) I love my family! Samuel Try to introduce (介绍家人介绍家人) DIY Mini family book （制作个人家庭小书）（制作个人家庭小书） How many . ? Who ? What ? 书名书名 作者名作者名 （家人照片） ThisThis is is is is a a mymy fatherfather . . HeHedoctordoctor . . （家人照片） ThisThis is is is is a a mymy mothermother . . ShSh e e cookcook . . （家人照片） mymy uncleuncle . . H H e e driverdriver . . HeHe is is strongstrong . . （家人照片）（家人照片） It It is is short.short. It It hashas bigbig ears.ears. I I lovelove mymy family!family! ThisThis is is mymy puppypuppy. . MeetMeet MyMy FamilyFamily MeetMeet MyMy FamilyFamily 多完成一页，多完成一页， 多得一颗多得一颗 。 More pages, more stars. DIY Mini family book （制作个人家庭小书）（制作个人家庭小书） housewife 主妇主妇 teacher Family is for _ together. playing Family ? Family is for _ together. eating Family is for _ together. sleeping Family is for _ together.laughing Family is for _ together. crying Family is for playing together. Family is for eating together. Family is for sleeping together. Family is for laughing together. Family is for crying together. For good times. And for bad times. 本课评价：本课评价： I can read. (能读短文能读短文) I think deeply.(积极思考积极思考) I can speak.(大胆表达大胆表达) I can write.(小书制作小书制作) Assessment 1. Read the passage correctly and fluently. ( (准确流利朗读课文准确流利朗读课文) ) 3. Think it over: Whats your dream job? ( (思考自己的理想职业，并给未来的自己制作一张小名片。思考自己的理想职业，并给未来的自己制作一张小名片。) ) After class 2. Share your mini book with your friends. ( (与同学分享你的小书，并向他们介绍你的家人与同学分享你的小书，并向他们介绍你的家人) ) PEP3 Unit6 Part B. Read and Write 教学内容分析：教学内容分析： 本文选自人民教育出版社出版的PEP 小学英语教材(新版)四年级(上册) Unit 6 Meet my family。本单元教学内容围绕“Family”这一话题展开。本单元的 话题是“互相了解对方的家庭”,主要谈论家庭成员的外貌、个性及职业。本节课 是第六课时,是读写课。本课分为读、写两部分,第一部分要求学生阅读一个小文段,看 图片判断正误。重点强调的是学生阅读策略的养成。第二部分为有意义的抄写单词 活动,分两个步骤:第一步为看图、选词抄写，完成句子。四线格中的句子均为对话 及阅读部分强化学习过的核心句型 HeShe is a .；第二步为个性化书写活动, 要求学生根据家人情况,仿照示范例句填充句子 This is . He/she is .考虑 到学生语言输出的情境真实性，我把教材中第二步才出现的 This is .提到第一 步中完成，为后续语言输出做输入准备并搭好语用支架。 学生学情分析：学生学情分析： 本课的教学对象是学过一年英语的四年级学生,此阶段学生具备一些简单的基础 知识,学生天真活泼,好奇心强,有较强的模仿能力和求知欲望,模仿能力强,学习兴 趣浓厚。而且富有一定的逻辑思维能力。本单元学习的主题是家庭成员人数,此 话题与学生生活密切相关。学生通过学习三年级下册 Unit2 My family 和 Unit3 At the zoo 已经掌握如何介绍家庭成员的外表,并且通过这个单元前面几个课时 的学习，大多数学生能够比较熟练地介绍家庭成员的职业。因此,我把本节课和 学生已有的知识联系起来,极大地调动了学生的积极性。为了调动学生参与课堂, 我也设计了多种评价方式,有个人评价,也有小组评价,并针对学生在课堂上的表 现,及时进行表扬。 设计思路：设计思路： 注重素质教育，体现语言学习对学生发展的价值。不仅要有利于学生发展语言 运用能力,还要有利于学生发展思维能力。本节课以“任务型”教学法为主,以 激发学生的思维和培养学生的阅读技巧和英语思维能力为目的,努力创设主题语 境,让学生在较为真实的语境中初步掌握简单的阅读技巧和个性化书写。本课时 以突出语用,培养技巧,发展思维为目的,设计多梯度阅读,培养学生基本的阅读 策略并养成按意群阅读的习惯,以读促写,引导学生规范书写句子,发展学生的学 习能力及读写的语言综合运用能力，让学生在学习过程中得到思维的发展。 学习目标：学习目标： 1. 语言知识目标: (1) 能够在图片的帮助下读懂小文段,并对照文后小图所提示的职业,判断文后 四个问题的正误。 (2) 能在图片的帮助下,仿照示范例句,在四线格中填充所缺失的单词 (3) 能够根据实际情况画简图呈现家庭成员或朋友的外貌特征及职业,并仿照示 范例句填充句子。 2. 语言技能目标: (1) 能初步掌握寻读、细读、借助插图阅读等技巧,并进行阅读判断 (2) 能用正确的语音语调朗读课文,能够按意群阅读和朗读短文。 (3) 能够有意义的语境中仿写句子 This is. . He/she is a . 完成个性 化的书写活动，制作个人家庭小书。书写规范美观。 3. 学习策略目标: (1) 积极与他人合作,共同完成学习任务。 (2) 集中注意力,在课堂交流中,注意倾听,积极思考。积极运用“This is . He/she is a .”进行表述。 4. 情感态度目标: (1) 通过本课的学习,让学生乐于感知并积极尝试使用英语,提高学生的口语表 达能力和交际能力。 (2) 培养同伴间的合作精神、以及爱家人的情感。 5. 文化意识目标: (1)了解在西方国家宠物也是家庭的一员. (2)了解篮球这一运动的起源。 (3)会主动表达对家人的热爱。 学习重点：学习重点： 1. 学生能够读懂小文段，并能在朗读时注意语音语调、连读、意群停顿。 2. 学生能够模仿范例填充句子，并完成个性化书写。 3. 学生能够基本掌握寻读、细读等阅读策略。 学习难点：学习难点： 完成个性化书写，制作家庭小书。 学习工具：学习工具： PPT, 家庭小书 学习过程：学习过程： 1.1. Pre-readingPre-reading preparationpreparation GuessingGuessing game:game: SaySay you,you, saysay meme 游戏规则：与事实相符合的话，说 YEAH!YEAH!YEAH!;相反的话， 说 NO!NO!NO! ( (设计意图：设计意图：师生相互了解对方信息，拉近师生距离的同时激活 与本课内容相关的背景知识,并且游戏的最后一环引出文本内容 Johns family photo。) ) (1)(1)AboutAbout youyou : : YoureYoure soso beautifulhandsome.beautifulhandsome. YouYou havehave nono job.job. YoureYoure a a student.student. ImIm talltall andand strong.strong. ImIm friendly.friendly. MyMy familyfamily hashas threethree people.people. (2)(2)AboutAbout me:me: ImIm soso beautiful.beautiful. I I havehave a a job.job. ImIm a a doctor.doctor. I I havehave shortshort hairhair andand smallsmall eyes.eyes. ThereThere areare fourfour peoplepeople inin mymy family.family. 2.2. While-readingWhile-reading procedureprocedure (1)(1)课文插图课文插图 JohnJohn 全家福剪影全家福剪影 ( (设计意图：设计意图：利用课文插图加问题的方式导入本课学习。) ) Q:Q: HowHow manymany peoplepeople areare therethere inin JohnsJohns family?family? (2)(2)LookLook andand predictpredict ( (设计意图：设计意图：通过预测家庭成员是谁的方式激发学生后续阅 读的兴趣，提供阅读动力。) ) Q:Q: WhoWho areare they?they? (3)(3)ReadRead andand circlecircle thethe familyfamily membersmembers ( (设计意图：设计意图：通过阅读 TIP ，希望学生掌握“scan”这一阅 读策略。) ) Q:Q: WhoWho areare they?they? (4)(4)LookLook andand matchmatch ( (设计意图：设计意图：通过仔细观察课文插图家人的体貌特征，连线 搭配，旨在让学生了解插图可以有效地辅助阅读，并为后 续语言活动搭建语用支架。) ) Q:Q: HowHow areare they?they? (5)(5)Read,Read, ticktick oror crosscross ( (设计意图：设计意图：通过阅读 TIP ，希望学生掌握“detailed reading”这一阅读策略。) ) Q:Q: WhatWhat areare theirtheir jobs?jobs? (6)(6)HistoryHistory aboutabout aboutabout BasketballBasketball ( (设计意图：设计意图：有关篮球起源相关知识的拓展。) ) (7)(7)AnyAny mistakes?mistakes? ( (设计意图：设计意图：让学生通过“找茬”这一方式来了解自己可能 会出现的书写错误或者不规范现象，为自己接下来的书写 活动敲响警钟。) ) (8)(8)LookLook andand writewrite ( (设计意图：设计意图：模仿范例进行句子填充书写，为后续的书写输 出做准备。) ) (9)(9)ListenListen andand pointpoint ( (设计意图：设计意图：听音，默指，了解并感受连读、意群停顿和语 音语调等现象。) ) (10)(10) ListenListen andand imitateimitate ( (设计意图：设计意图：听音，模仿，自己体验朗读中连读、意群停顿 和语音语调等现象，并进一步熟悉文本结构，为后续的口头输出 做准备。) ) (11)(11) ThinkThink ofof a a titletitle ( (设计意图：设计意图：检测孩子是否真正了解文本的同时，促进他们 思维能力和表达能力的提升。) ) 3.3. Post-readingPost-reading activityactivity (1)(1)TryTry toto introduceintroduce ( (设计意图：设计意图：尝试借助语言支架和板书关键词复述文本，尝 试初步的口头语言输出。) ) (2)(2)DIYDIY youryour minimini familyfamily bookbook ( (设计意图：设计意图：通过观看 Samuel 的视频片段，了解家庭小书 的特点，自己尝试画简笔画和个性化书写，小组内相互交 流介绍，进行书面和口头的双向输出。) ) WatchWatch a a vediovedio clip:clip: SamuelsSamuels familyfamily bookbook LetsLets readread SamuelsSamuels familyfamily bookbook TryTry toto DIYDIY youryour familyfamily bookbook (3)(3)Poem:Poem: WhatsWhats familyfamily for?for? ( (设计意图：设计意图：引导孩子们寻求 FAMILY 这个词的真正含义， 激发“爱家人、珍惜相处时光”的情感。) ) (4)(4)AssessmentAssessment ( (设计意图：设计意图：优化课堂评价方式，着重评价孩子们的五大方 面的综合语用能力。) ) 4.4. AfterAfter class:class: (1)(1)ReadRead thethe passagepassage correctlycorrectly andand fluently.fluently. (2)(2)ShareShare youryour minimini bookbook withwith youryour friends.friends. (3)(3)ThinkThink itit over:over: WhatsWhats youryour dreamdream job?job? 5.5. BoardBoard writing:writing:
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