Unit 6 Meet my family!單元目標(biāo)一、語用任務(wù)：在Meet my family 的語境中，借助板書與圖片，介紹家庭成員及其職業(yè)，要求表達(dá)基本準(zhǔn)確，語音語調(diào)得體自然。二、知識與技能：1. 能運(yùn)用核心詞匯：parents, cousin, uncle, aunt, baby brother, job, doctor, football player, cook, driver, farmer, nurse介紹家庭成員及其職業(yè)。2. 能運(yùn)用核心句型：How many people are there in your family? 詢問并回答家庭人數(shù)； Is this/that your ? Yes, it is. /No, it isnt. 詢問家庭成員關(guān)系； Whats your s job? He/Shes a/an.詢問并回答家庭成員的職業(yè)屬性。3. 能夠掌握a-e, i-e, u-e, -e在單詞中的長音發(fā)音規(guī)律，能夠?qū)Ρ日莆誥, e, i, o, u的長、短發(fā)音規(guī)則。三、文化與情感：1. 通過介紹家庭成員及其職業(yè)體會并表達(dá)對家庭和生活的熱愛之情。2. 了解英語國家中家庭成員之間的稱呼習(xí)俗。Period 3 Meet Sarahs family members（B Lets talk / Draw and say）本課時目標(biāo)一、語用任務(wù)：在Meet Sarahs family members 的語境中，借助板書與圖片，扮演文中人物介紹Sarah家庭成員及其職業(yè)，要求表達(dá)基本準(zhǔn)確。二、知識與技能：1. 能初步運(yùn)用核心詞匯：parents, cousin, uncle, aunt, baby brother.2. 能夠聽懂、讀懂、跟讀核心詞匯：job, football player, nurse.3. 能初步運(yùn)用核心句型How many people are there in your family? .4. 能朗讀核心句型Is this/that your ? Yes, it is. /No, it isnt.（注：三年級下冊Unit 2 My family 單元中學(xué)生已經(jīng)能夠運(yùn)用Is she/he your? Yes, she/he is. No she/he isnt.）5. 能跟讀核心句型Whats his/her(your s) job? He/Shes a/an.三、文化與情感：通過介紹家庭成員，體會家庭成員職業(yè)特征。 Period 3 Meet Sarahs family members Teaching proceduresStepsTeachers activitiesStudents activitiesPurposesStep IWarm up & Revision1. Enjoy the song: My family.2. Revision of the Amys family.T: Whos that man/woman?T: Is he/she?Ss enjoy the song.Ss: Hes/Shes.Ss: Yes, he/she is. No, he/she isnt.1.歌曲熱身，營造氣氛。2.溫習(xí)三年級舊知，為本節(jié)課學(xué)習(xí)新核心句型鋪墊。Step IIPresentation& Practice1. Present ZP and Sarah in the living room. T: What they are saying?(預(yù)設(shè)文本1)S1: How many people are there in your family?S2: My family has eight people.S1：Eight?S2: Yes. My parents, my grandparents, my uncle, my aunt, my brother and me.(預(yù)設(shè)文本2)S1: Whos that woman?S2: Shes my mother.S1：Wow Shes tall and beautiful.2. Present Sarahs mother.(1)T: Boys and girls, look at this woman. What is ZP asking?ZP: Is this your mother?Sarah: Yes, it is. (2) ZP: Whats your mothers job?T: Sarahs mother teaches in the classroom and works at school. Her job is a teacher.ZP: Whats your mothers job?Sarah: Shes a teacher. (3) T: Play the voice. 文本： ZP: Is this your mother, Sarah?Sarah: Yes, it is. ZP: Whats your mothers job?Sarah: Shes a teacher. ZP: Shes beautiful.3. Present Sarahs uncle.(1)T: Look at the photo here. What will ZP say?ZP: Is this your father?T: Is it? Guess!After listening.(2)T: Wow, he isnt Sarahs father. He is her uncle! Hes so (Ss: Hes so strong!) And he plays football a lot. His job is a football player.ZP: Whats his job? Sarah: Hes a football player. ZP: Hes strong.(3) T: Play the voice. 文本： ZP: Is this your father?Sarah: No, it isnt. Hes my uncle. ZP: Whats his job?Sarah: Hes a football player. ZP: Hes strong.4. T: Sarahs uncle is.What about her aunt? Lets listen.文本：Sarah: Look! This is my aunt. Shes quiet.ZP: Whats her job?Sarah: Shes a nurse. ZP: Shes helpful.T: Nurse helps the sick people.5. T: We know Sarahs uncle and aunt. Whos that baby? (1)Can you guess! Boy or girl?T: It is baby brother/sister.(2)T: ZP, have a try.(3)Now lets listen.6. T shows four people, Ss read.文本A： ZP: Is this your mother, Sarah?Sarah: Yes, it is. ZP: Whats your mothers job?Sarah: Shes a teacher. ZP: Shes beautiful.文本B： ZP: Is this your father?Sarah: No, it isnt. Hes my uncle. ZP: Whats his job?Sarah: Hes a football player. ZP: Hes strong.文本C：Sarah: Look! This is my aunt. Shes quiet.ZP: Whats her job?Sarah: Shes a nurse. ZP: Shes helpful.文本D：ZP: Is this your baby brother?Sarah: No, its me. ZP: HahaIts cute.S1: How many.?S2: .S1：?S2: Yes. .S1: Is she your mother?S2: Whos this woman?Ss follow the tape.Ss look and follow.Ss follow.S2: Yes, it is.S3: No, it isnt.Ss: Hes so strong!Ss follow.Ss follow the tape.Ss listen and answer.S1: Boy. S2: Girl.S1: Is this your baby brother / baby sister?S2: Yes, it is. /No, it isnt.Ss: Haha Shes Sarah.Ss read it with their friends.1.通過圖片的幫助進(jìn)入情境，學(xué)生與小伙伴扮演ZP與Sarah 回顧上課時的核心句型與核心單詞。 2.(1)學(xué)生通猜測，聽懂，讀懂，跟讀核心句型。(2)用已學(xué)詞匯teacher幫助學(xué)生聽懂，讀懂，跟讀詞匯：job.(3)學(xué)生跟讀，強(qiáng)化語音。3.(1)讓學(xué)生猜一猜，幫助學(xué)生聽懂，讀懂一般疑問句的回答形式。(2)通過學(xué)生已知單詞strong, 足球圖片等幫助他們讀懂，聽懂，跟讀football player.(3)學(xué)生跟讀，強(qiáng)化語音。4.聽音，回答問題。5.(1)教師帶領(lǐng)同學(xué)猜測baby的性別，為接下來的聽力提供了懸念。(2) 教師給程度好一些的學(xué)生能夠扮演ZP與Sarah展示機(jī)會，不會也沒有關(guān)系，此步驟可以略過。(3) 帶著問題聽錄音。6.學(xué)生們在語篇中學(xué)習(xí)核心詞匯與句型。Step IIIConsolidation& ExtensionT asks Ss to open the book on P61.1. T: Look at ChenJie and Mike, what are they talking about?2. Play the flash and ask students to act like ChenJie and Mike.3. Draw and say. S1: Job.S2: Mother.Ss read and act.Ss draw the pictures quickly and say with their friends.1.根據(jù)圖片與對話，說一說他們說什么內(nèi)容。2. 扮演ChenJie, Mike，為下面說一說鋪墊。3.此環(huán)節(jié)較難，超過本節(jié)課的目標(biāo)，但是請程度比較好學(xué)生示范，學(xué)生帶回家繼續(xù)完成，同時也為下節(jié)課核心語言的初步運(yùn)用奠定基礎(chǔ)。Step IVHomework1. Read the book on P61 beautifully. 2. Draw the picture and say with your friends.回家的作業(yè)包涵基礎(chǔ)讀書部分，又有自由發(fā)揮的部分。