人教PEP版四年级英语上册Unit6单元教案

1、Unit 6 Meet my family第一课时雷课时内容A. Let's talk； Let's count雷课时分析在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

2、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。霎课时目标1 .能够听懂、会说句型：How many people are there in your family?

3、 My family has six people. That's only five.2 .能够听懂、会说以下词汇：people, but, little, puppy3 .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 yourfarrdly?询问并回答家中有多少家庭成员1 .重点能够听懂、会说句型:What would you like ( for.) ? rd like some., please.能够听懂并使用词汇：dinner, soup, vegetables, ready人教PEP版

4、英语I能够听懂、会读对话，并能分角色表演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 ? rd like.来 征求并表达用餐的意愿1 .多媒体课件、录音机、磁带2 .家庭成员照片国教学过程G Step 1 Warm up1.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

5、?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 a

6、m. 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，乂为下一环节的学习做好了铺 垫。O Step 2 Lead in1.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

7、 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

8、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。O Step 3 Presentation1 .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 t

9、he 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 an

10、d 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 pup

11、py 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。O Step 4 Practice1 .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

12、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 well find the best actor or actress.

13、 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 ca

14、n 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. A

15、sk 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，学生不得不一次乂一次 地使用学习到的语言进行交流。从而达到在“用中学”的作用。O Step 5 Summary1 .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. Myparents, my sister; my little brother

16、 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。密课堂作业一、看图标一标单词。1. dad2. mum3. sister4. brotheroo人教PEP版英语9判断下列句子与图片内容是（T）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 yo

17、ur there family (?)2. has six my people family (.)3. five is only But that (.)答案：一、略二、1.T2. F3.T三、l.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 talkHow many people are there in your family?Three.My family h

18、as six people.But that's only five.第二课时L课时内容A. Let's learn; Let's play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 brothero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

19、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，乂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。乂能综合介 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。器课时目标1 .能够听懂、会说、认读单词：parents, uncle,

20、aunt, cousin, baby brother2 .能够利用所学的知识介绍和描述自己的家人港课时重难点1 .重点：能够听懂、会说、认读单词:parents, uncle, auntz 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1 .多媒体课件、录音机、磁带2 .家庭称呼类单词卡片警教学过程O Step 1 Warm up1.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

21、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O St

22、ep 2 Lead in1.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 fam

23、ily.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。O Step 3 Presentation1 .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

24、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 bo

25、y 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 unc

26、le 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.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

27、 tape again and read with it.设计意图：跟读，以掌握正确的读音G Step 4 Practice1 .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

28、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

29、 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

30、.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Le成play活动。Teacher: Let's play. Look at Zhang Peng. He draws his family and talk about his family. Plea

31、se 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。O Step 5 Summary1. 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

32、 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。题课堂作业一、选择正确的字母补全单词。()1. prentA. eB. aC. o()2. cous_nA. oB. aC. i()3. _ncleA. uB. aC.

33、o()4. br_therA. aB. uC. o()5. _untA. aB. oC. u二、读一读，使用正确的单词填空。2. How many are there in your family?3. My mum's sister is my.4. The baby of my aunt is my.5. 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 and2. My fa

34、mily 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. B2. C3.A4.C5. A二、1. people 2. aunt 3. cousin 4. uncle三、2, 1, 3印板书设计Unit Six Meet my family!A. Let's learnMeet

35、my family!parents (mum dad)uncle auntbrother sistercousinme第三课时L课时内容A. Let's spell人教PEP版英语IIL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, li ke, cute, cat, he, ca ke, 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

36、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 按照发音规则来拼读、拼写单词，使他们对于元音字母的发音有更清晰的认识。 番课时目标1 .能够感知并归纳字母a, e, i,u在开音节及闭音节中的发音规则2

37、 .能够读出符合a,e,i,o,u发音规则的单词3 .能够根据单词的读音拼写出符合发音规则的单词L课时重难点1 .重点：能够感知并归纳字母a, e, i,。, u在开音节及闭音节中的发音规则能够读出符合a, e, i, o, u发音规则的单词2 .难点：能够根据单词的读音拼写出符合发音规则的单词塞教学准备1 .多媒体课件、录音机、磁带2 .语音例词单词卡E教学过程O Step 1 Warm up1 .头脑风暴，给出主题，出示首字母，请学生说出自己学过的单词。Teacher： Let's have a brain storm. The topic is animal. I will sh

38、ow you the first letter of the word. Are you ready? D. Yes, a dog is right. A duck is right, too.工 a tiger is right. . C. Yes, a cat is right. A cow is right, too.设计意图：以头脑风暴的方式来帮助学生唤醒记忆，复习有关动物类的单词， 引出即将在语音韵句中提到的catoG Step 2 Lead in2 .出示韵句中的猫，请学生讨论看到的内容。Teacher： What' s this? It' s a cat. Is

39、it cute? What' s in his hand? Yes, cake and milk. Do you like cake? Would you like a cup of tea? Do you like the cat?设计意图：通过讨论所看到的图片的内容，让学生先预先熟悉韵句的内容， 并回忆一些语音例词的读音。G Step 3 Presentation3 .播放语音韵句。学生先认真倾听。然后再跟读。Teacher： Now let's listen to a chant about this cat. Listen carefully.Teacher: Read

40、 after me, please. We like the cat! Itzs cute. It's cute. Read it, please. He's got a cake and a cup of milk. Your turn, please. A rose on the cake! It's red. It/s red. Girls read it, please. Boys read it. Cut the cake. Give me the cake. Do the actions and read it. He likes cake. We like

41、 it, too! Let's read it together.4 .学生自由说韵句，以自己的方式来打节奏。Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it.5 .表演韵句。Teacher： Now let's act the chant together.设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语 音。自由读可以使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。G Step 4 P

42、ractice1 . Chant again. Group and write.分类写语音例词。Teacher: Chant in groups. Then read the words in the chart. Look at the first one. What is it? Yes, it's face. Read it together. What is the sound of a? Can you find a 人教PEP版英语word in the chant like this? Yes, cake. Write it, please. Look at next o

43、ne. It's rice. What's the sound of i? Which word in the chant like it? Yes, like, write it down, please. Look at other blanks Please find the correct words and write them in the blanks.Teacher: Show me your answer, please.Teacher: Read the words in groups.设计意图：通过教师的引导与示范，帮助学生回忆并找到表格中各元音字母 的发

44、音规则，并根据发音规则找到符合发音规则的单词。通过拼写与拼读来进一 步巩固字母的发音规则。2 .读一读，听一听，圈出听到的单词。播放录音，学生根据听到的内容圈 出听到的单词。Teacher: Look at these words. What is it? It's me. The other ishe. And this pair is men and fan. The last pair in Group 1 is rice and face. Now listen to the tape and circle the correct word.Teacher： Show me y

45、our answer, please.Teacher： Now let's read these words together.Teacher: Listen carefully and circle the words. Read the words together.设计意图：此活动让学生将单词的字音与字形结合起来，帮助学生区分元音 字母在开音节与闭音节里发音方式的不同。3 .读一读，分一分。出示单词，让学生区分其属于开音节发音规则还是闭 音节。Teacher： Let/s put the words in groups. When I say a word like hat, p

46、lease say one. When I say a word like name, please say two. Are you ready?Cat. Yes, you should say one. Bag, hate, apple, Kate, cake.He, she, red, me, let,.No, hot, nose, ox,. 设计意图：通过这个活动，使学生可以按元音字母的发音规则将单词分类。 同时，可以帮助学生大量地复习学习过的词汇。4 .匹配字母与发音。教师说出发音，学生说出字母。Teacher: Let's match. I say the sound, y

47、ou say the letter; please, /i:/, /ei/, /so/,/ju:/ /ai/ /d/, .设计意图：通过这个活动，让学生将字母与字母的发音匹配起来，帮助他们 更好地记忆元音字母的发音规则。O Step 5 Summary播放语音chant,学生齐唱。Teacher： Let's chant together again.设计意图：通过语音韵句，再一次帮助学生重温各元音字母的发音。整课堂作业一、听录音，圈出正确的单词。1. bed red2. he she3. name cake4. nosenote5. usecute6. likebike二、选出与所给

48、单词画线部分发音一致的单词。()1. KateA. badB. catC. cake()2. TimA. hB. pigC. rice()3. JonesA. noB. hotC. box()4. useA. bus三、读一读，照样子写一写。1. me weh sh2. had badc tht3. Mike like rce f ve4. nose Jones nteC_keB. cutC. cute答案：一、1. bed 2. she 3.name 4. note 5. cute 6. like二、1.T2.T3. F4. F5.T6.T三、1. He is my friend Tom.

49、He is a good boy. 2. She is my sister Lynn. She is tall.3 We are a happy family. They all love me.石板书设计Unit Six Meet my familyA. Let's spellface rice nose use me bag six dog mum leg第四课时上课时内容B. Let's talk; Draw and say嚣课时分析本课时在学习了家庭成员称呼之后，要学习使用一般疑问句来确定某人与说 话方的亲属关系，并学会如何询问并回答家人的职业。Let's ta

50、lk中,Zhang Peng拿着家庭相册问Sarah那是不是她的叔叔。Sarah 给出肯定回答后，告诉他，自己叔叔是个足球运动员。接下来Zhang Peng 乂询 问她阿姨的工作。接着他发现了一个小婴儿，以为是Sarah的小弟弟，结果居然 是Sarah自己。在他们对话的过程中，我们学习到了以一般疑问句来确定他人亲 属身份的句式：Is this your uncle?以及询问亲属工作的句式:What，your aunt job? 以及回答。在对话过程中还会感受和接触到单词：job, football player, nurseoDraw and say活动中，学生需要画出一些职业画像，然后和其他

51、同学聊一聊， 使用一般疑问句猜一猜这画的是谁，是做什么职业的。通过这个活动来练习本课 时的重点句式。为顺利练习本课的重点句式，需要向学生介绍一些表示职业的词汇，不要求 他们掌握，只要能够理解并在句式中使用就可以了。餐课时目标1 .能够听懂、会说句式:Is this your uncle? Yes, it is. What's your aunt's job? She/s a nurse.2 .能够理解并能正确认读课文对话，发音准确，语调自然3 .能够在真实的语境中运用句型Is this your . ?来确定某人与对话者的亲 属关系4 .能够在真实的语境中运用句型Wha&quo

52、t; your.，s job?来询问他人的职业并能够正确回答g课时重难点1 .重点：能够听懂、会说句式：Is this your uncle? Yes, it is. What's your aunt's job? She's a nurse.能够理解并能正确认读课文对话，发音准确，语调自然2 .难点：能够在真实的语境中运用句型Is this your . ?来确定某人与对话者的亲属 关系能够在真实的语境中运用句型What，s your ,./s job?来询问他人的职业并能 够正确回答置教学准备1 .多媒体课件、录音机、磁带2 .职业类单词卡片O Step 1 War

53、m up1 .播放歌曲：I love you.学生先跟唱，再齐唱。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 s

54、ome actions.设计意图：以歌曲来吸引学生的注意力，激发他们的英语学习兴趣。同时， 复习有关家庭家人的知识，为接下来的学习做好准备。G Step 2 Lead in2 .出示家人图片，请学生猜猜与自己的亲属关系Teacher： Look at this picture. It's my family. I have a very big family. There are so many people in my family. This is my father. This is my mother. Guess, who is this? Is this my aunt?

55、Is this my grandmother? Is this my cousin? Guess, please.设计意图：学生通常对老师的私事很感兴趣。展示老师家人的图片，会引发 他们的好奇心，激起他们的参与欲望。因为猜测这一活动是学生比较常做的，因 此以这样的形式来引出本课的一个重点句式：询问某人是否为老师的某一个亲 属，学生理解和接受得会比较容易。3 .介绍老师家人的职业，渗透一些职业类词汇。Teacher： I/m a . Yes, Km a teacher. What about you? Yes, you are a student.Look at my family. My li

56、ttle cousin is a student. What's my father's job? He is a worker. （展示工人的图片,让学生理解其意思）Do you want to know the jobs of my family?You can ask me.（板书句子： What's your ./s job?） Read the sentence after me, please. Now, you can ask me .（通过回答自己家人的职业,引出职业类词汇:doctor, football player, nurse, farmer,

57、cook, driver,板书单词,展示图片,以使学生理解这 些职业的意思）设计意图：通过介绍自己家人的职业，引出职业名称，帮助学生理解其含义， 并使其获取单词的读音。O Step 3 Presentation1 .提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，找出答案并 展示。Teacher： You know my family and the job of my family. What's Sarah's uncle's job? Is her uncle a teacher? Is her uncle a doctor? Is her uncle a

58、nurse? Let's listen and find.Teacher: Answer the question, please. What is Sarah's uncle's job? Yes, he is a football player. Do you know some football players? Can you say their names?2 .提出问题，再读课文，分析课文内容，帮助学生理解对话的意思。Teacher: What/s Sarah's aunt's job? Is she a football player, too? Let's read the talk and find.Teacher: What's Sarah's aunt/s job? Yes, she is a nurse. Who is the baby? Is this Sarah'