四年级U6 L1 My father has short hair 教学设计

1、Unit6 Lessonl My father has short hair 教学设计学习目标：（一）知识目标.能听懂、会说、认读以下单词：parent, tall, strong, long, short, has 并 能结合情境灵活运用。.能听懂、会说、认读以下句子：He s tall and strong. My father has short hair.（二）能力目标能结合情境，运用所学句型来介绍或描述人物的外貌特征。（三）情感目标培养学生熟悉家人，了解他人的积极情感。一、Greetings.二、Sing: Family （课件出示歌词及画面）三、New lesson1、预习听读课文

2、，回答以下问题。课件出示Jenny的家庭合影并问学生：“ Whose family is that?”学生回答后 教师继续问学生:Do you have a family? Can you introduce your family to us? ” 之后，教师引导学生展示自己的家庭合影并运用以下句型：Hello, VmLook! This is my family. She? s /He，s my来介绍自己的家人。Tom: My father is.Tom: My mother is.2、Can you guess?以小组为单位，每人描述班内一位同学，其余三人进行猜想。彳列句:He s ta

3、ll and strong . He has short hair. He likes drawing . SI: He s/She s.He/She has .He s/She s .He/She has . He s/She s.He/She has .He s/She s.He/She has . (1)学习单词parent.课文导入，.出示单词卡，运用肢体语言并结合具体情境教学单词：tall, strong,.采用类似的方法教学单词long, short.如教师向学生展示自己头发说， look, I have short hair然后指着一长发女孩说She has long hair.

4、板书该句子。 之后，出示单词卡教学单词long, short。在教学short 一词时，教师要告诉学生该 词除了具有“短的”意思外，还表示“矮的”意思。之后结合句子进行有节奏的操 练，如 long, long , she has long hair. Short, short, he has short hair.4.教师告诉学生，Tom在文中也介绍了自己父母的发型，他是如何介绍的呢？ Now, let s listen again.教师再次播放本课录音，让学生边听，边划出文中Tom介绍 父母发型的句子。之后，找学生读出句子：My father has short hair. My mother has long hair.教师进行板书。四、Practice.教师第三次播放课文录音，让学生逐句跟读，在跟读的过程中帮助学生理解My parents are coming.的意思。学生两人一组，分角色练习朗读课文，教师巡视指导。之后让学生看课文挂图，做 角色配音练习，最后再找几组学生上台表演，教师及时鼓励评价。五、Homework （课后作业）1、听课录音，模仿跟读课文。2、绘制家人或朋友的简笔画，运用所学，向同学或老师介绍和描述他们的外貌 特征。板书设计Unit 6 FamilyLesson 1 My father has shor