人教PEP版四年级上册Unit 6 Meet my family!-Unit 6 Meet my family!（通用）-教案、教学设计-市级优课-(配套课件编号：87af4).doc

1、Teaching Design Unit 6 Meet my family Part B Lets learn & Lets play 人教版小学英语四年级上册人教版小学英语四年级上册 Unit 6 Meet my family Part B Lets learn教学设计教学设计 本课时内容包括 Lets learn 和 Lets play 这两部分。其中，重点内容 在于 Lets learn 部分的五个与日常生活息息相关的职业类单词，如 doctor， cook， driver， farmer， nurse 以及句型 Whats your fathers job? My father isW

2、hats his / her job? Hes / Shes 。 一、 教学目标 （1） 知识目标 能够听、说、读、写五个职业类单词：doctor，cook，driver，farmer， nurse 。 （2） 能力目标 能够在语境中正确运用所学的五个职业类单词以及句型 Whats your fathers job?来交流。 （3） 情感态度目标 创设多种活动， 充分激发学生学习英语的兴趣和热情， 培养学生从小 树立正确的职业观，树立远大的理想。 （4） 学习策略目标 感知和模仿英语发音的特点； 掌握一些有效记忆和使用英语词汇的方 法等。 二、 学情分析 本节课的教学对象是小学四年级的学生，

3、作为四年级的学生， 他们在 英语的听、说、读、写方面已经有了一定的基础。所以在教学过程中， 教师起到引路的作用，帮助学生归纳整理知识，从而提高学习效率。本 单元的教学内容与学生的实际生活息息相关， 因而本单元的教学内容对 学生来说不难理解，关键是如何将分散的语言点进行整合、拓展，并在 实际生活中加以准确运用。在教学时，教师要通过创设情景，运用多种 教学手段，开展灵活多样的教学活动，将新旧知识有机结合，对本单元 知识加以强化，从而让学生更好地掌握和拓展职业这一话题。因此，这 节课的教学任务是如何在学习新知识的基础上， 拓展和利用所学的旧知 识，真正达到学以致用。为了调动学生参与课堂，我设计了多种

4、评价方 式，并针对学生在课堂上的表现，及时进行表扬。 三、 教学重难点 （1） 重点： 能够听、 说、 读、 写五个职业类单词： doctor， cook， driver， farmer，nurse。 （2）难点：能够在语境中正确运用所学的五个职业类单词以及使用 句型 Whats your job?询问别人的职业。 四、课前准备 单词卡片、若干图片、录音机、多媒体设备、职业道具 五、 教学过程 Step 1: Warm-up and Review (1) Greetings. I am a new English teacher. I can teach you. So my job is a

5、 teacher. I have no friends in your class. But I want to make friends with all of you. So who wants to be my friend? (2) Sing a song: My family 设计意图通过学生喜欢的歌曲，活跃课堂气氛，学生开心地 进入今天的课堂。 (3) Meet my family: Know my family. Guess: Who are they? Who is missing? 设计意图通过猜人小游戏，复习 A 部分的家庭成员类单词， 为新课做好准备 Step 2: Le

6、ad-in T: Now all of you are my friends. Lets go and meet my father. But How do you get there? (导入自然，不露痕迹。) Guess. T: Each button has a car, you can choose, and then drive that car. 设计意图通过深受学生喜爱的卡通人物的按钮来进行中奖环 节，激发学生兴趣，自然引入接下来的教学。 （drive the car / drive the bus / drive the jeep/ drive the van） Step 3:

7、 Presentation and practice (1) Teach driver drive the car, drive the car, I can drive the car. So I am a driver. driver 设计意图driver driver 给学生渗透部分动词后面加 r 可以表示一类人的概念。 (2) Who want to be a driver? Whats his / her job? He / She is a driver. (3) Ss read: Driver, driver, I am a driver. Lets chant. Read af

8、ter the teacher with body language. (带 上肢体语言结合 Lets play 加深印象。 (4) Role play: To be a driver, who drives fast? (小组比赛)But when you drive a car, you should be carefully. 设计意图单词与句型紧密结合，通过比赛，活跃氛围，并运 用到实际生活中去，体现“学以致用”教学理念，并进行德育教 育，小心驾驶。 2. Teach farmer (1) T: Lets drive the car to the farm. (2) Let Ss an

9、swer. T:Whats my fathers job ? farmer (3) Ss read: Farmer, farmer, he is a farmer. Lets chant. Read after the teacher with body language. (带 上肢体语言结合 Lets play 加深印象。) 设计意图farmer farmer 给学生渗透部分名词后面加 er 可以表示一类人的概念。 3. Teach cook (1)Oh, I am hungry. Are you hungry now? Lets go to the restaurant and eat

10、some delicious food. (2)Clean Plate Campaign(光盘行动) 呈现珍惜粮食和浪费粮食的图片，让学生进行思考。 设计意图呈现对比图片，让学生分辨是非，又能很好地渗透 德育教育。 (2) Ss read: Cook, cook, she is a cook. (3) Who want to be a cook? Whats his / her job? He / She is a cook. (4)Lets chant. Read after the teacher with body language. (带上肢体语言结合 Lets play 加深印象。)

11、 4. Teach doctor (1) I eat too much, Im sick. Who can help me? We should call 120. doctor (2) Ss read: Doctor, doctor, he is a doctor. (3) T: I dont like doctors. What about you? S1: I like / dont like doctors. T: So I eat an apple a day. Because there is a saying An apple a day keeps the doctor awa

12、y. Ss read the sentence. 设计意图英文谚语，渗透西方文化，健康饮食。 5. Teach nurse (1) Who can help the doctor ? nurse (2) Read after T with body language. (3) T shows a nurse cap and puts it on a girls head and asks: Whats her job？ nurse (4) Ss read: Nurse, nurse, she is a nurse. (5) T: Nurse, nurse, Im ill. (假装打针) 设计意

13、图将生活带进学生课堂，创设语境，从学到用，强调 真实，增强语言交际的真实感。 Step 4: Consolidation and extension (1) Listen to the tape 设计意图纠正语音语调，提高发音的准确性。总结本节课所 学的重点单词。 (2) Dreams: Talk about some other jobs. 设计意图操练重点句型 Whats his/her job? He / She is. 并让学生树立正确的职业观（职业不分高低贵贱，只要有利于社 会就是好职业） (3) Pair work I say & You doI do & You say S1 a

14、cts as a kind of career.S2:hats your job? S1:I am a (4) Do a survey Ask family members of your friends about their jobs. Then to be a reporter and make a report. Step5: Homework 一星：Copy the words and sentences three times. 二星：To be a writer and write a essay according the survey. 六、板书设计 Unit 6 Meet my family Whatsjob? He / She is a . driver farmerjobnurse cookdoctor 七、 教学反思 （To be written after teaching.） driversingerdoctornurse dancerfarmeractor（演员） cook writer(作家)cleanerpoliceman reporter （记者）（警察） worker teacher player（运动员） whofathermotheruncleaunt