新版PEP小学英语四年级上册《Unit6 A Lets talk》教学设计

1、新版PEP四上Unit6ALetstalk教材内容分析：本部分学习的核心句型是：Howmanypeoplearethereinyourfamily?Three.教材通过Amy和陈杰谈论家庭相册的情景，让学生感知上述句型的语义及语用情景。本课学习的内容是句型：Howmanypeoplearethereinyourfamily?及其回答。学情分析：学生在三年级的时候已经学习了数字：one、two、three、four、five、six、seven、eight、nine、ten、twelve、thirteen、fourteen、fifteen、sixteen、seventeen、eighteen、n

2、ineteen、twenty等关于数量的表达，并能在实际情境中运用句型Howmanycan/doyousee?讨论看到和拥有物品的数量，运用句型Howoldareyou?Im讨论年龄。家庭成员：father(dad)、mother(mum)、brother、sister、grandpa(grandfather)、grandma(grandmother)等关于直系亲属称呼的单词，并能在实际情境中运用句型ThisismyHeismySheismy.Whosthatman/woman/boy/girl?He/SheisIshe/sheyour？Yes,he/sheis.No,he/sheisnt.来

3、讨论家庭成员。形容词：pretty,long,short,tall,big,small,strong,thin,quiet,friendly,cute,lovely等及句型Whoshe/she?HesandHe/Shehas并能在实际情境中讨论、描述人物的特征。身体部位：hair,face,ear,eye,nose,mouth,arm,hand,head,leg,foot,body等身体部位的单词。名词：teacher，pupil，student以及句型：ThisisHeisa等介绍职业和社会群体的称呼。教学目标：知识目标：能听懂会说句型:Howmanypeoplearethereinyour

4、family?Three.Myfamilyhassixpeople.Butthatsonlyfive.能够听说、认读单词：parents,people，but,little,puppy.能力目标：能够在图片和教师的帮助下理解对话大意。能够用正确的语音、语调朗读对话，并能够进行角色表演。能够在情境中恰当运用句型：Howmanypeoplearethereinyourfamily?询问并回答家中有几位家庭成员。d）能够在情景中恰当运用句型:Myfamilyhassixpeople.Butthatsonlyfive.e）能够在语境中理解生词：parents,people，but,little,pup

5、py的意思，并能够正确发音。情感目标:a）能够了解英语国家中家庭成员之间的称呼习俗以及把宠物视作庭成员的文化特征。b）能够体会并表达对家庭生活的热爱之情。教学重难点：教学重点：a）能够在图片和教师的帮助下理解对话大意,用正确的语音、语调朗读对话并能够进行角色表演。b）能够听懂会说句型：Howmanypeoplearethereinyourfamily?Myfamilyhassixpeople./Butthatsonlyfive.并能在情境中恰当运用句型询问并回答家中有几位家庭成员。C）能够在语境中理解生词：parents,people,but,little,puppy的意思，并能够正确发音。教

6、学难点：a）能在不同的情境中恰当运用句型Howmanypeoplearethereinyourfamily?Myfamilyhassixpeople./询问并回答家中有几位家庭成员。b）能够在语境中理解生词：parents,people,but,little,puppy的意思，并能够正确发音。教具准备：PPT、学生的全家福照片、调查表、陈杰&Amy图片Teachingsteps:课前交流:CatchthewordsT:Boysandgirls.Beforeclassletsrelax!Letsplayagame:catchthewords.Ss:快速说出你看到的单词或者短语。【设计目标：通过让

7、学生在游戏中快速说出看到的单词，让学生回顾、复习已学词汇，为本课学习新内容做好铺垫。同时，通过游戏的形式激发学生学习英语的积极性，创造良好的氛围，使学生快速进入英语学习。】Step1Warmup1）FreetalkT:Classbegins.Firstletsenjoyavideo.Watchandthink:Whatsitabout?S:Family!（观看央视公益广告family）T:Whodoyouthinkaboutwhenyouseetheword“family”?Ss:father,motherT:Oh,familymembers.Fatherandmotherareparents

8、.（点击PPT呈现parents）【设计目标：通过设置思考性的问题：Whatsitabout?让学生有目的性的观看公益广告视频family，根据学生的回答引出本课课题Family。紧接着通过设置开放性问题：Whodoyouthinkaboutwhenyouseetheword“family”?引导学生回顾有关家庭成员的词汇。同时，引出呈现词汇parents,让学生感知理解其词义。】Step2Presentation1）引出教学答句:Myfamilyhaspeople.T:Look！Thisismyfamily.Thisismyfather.Andthisismymother.Theyaremy

9、parents.（课件呈现教师的家庭相册，介绍家庭成员，教学单词parents）Ss:.T:One,two,three,four,five.Myfamilyhasfivepeople.Myparents,myhusband,mybabyandme.（课件呈现句型：Myfamilyhasfivepeople.并教学）Ss:.2）引出教学问句：Howmanypeoplearethereinyourfamily?T:Howmanypeoplearethereinyourfamily（板书教读Howmanypeoplearethereinyourfamily?）Ss:Myfamilyhaspeople

10、.师生问答四位后，引导学生问另一学生：Howmanypeoplearethereinyourfamily?S1:Myfamilyhaspeople.Myandme.Ss:小组问答练习。【设计目标：紧跟话题family，通过课件呈现教师自己的家庭相册的情景，在师生交流中介绍家庭成员自然引出新词parents,people及句型：Myfamilyhaspeople.Howmanypeoplearethereinyourfamily?并进行教学。强调there的发音，分因素突破读音难点。】3）进入文本，处理对话教学。T:Look!Whoarethey?（课件呈现Amy和ChenJie的图片）Ss:A

11、myandChenJie.（板书人物头像:Amy,ChenJie）T:AmyandChenJiearetalkingabouttheirfamilies.HowmanypeoplearethereinAmysfamily?HowmanypeoplearethereinChenJiesfamily?Doyouwanttoknow?Letsaskthemtogether.ChengJie，ChengJie，howmanypeoplearethereinyourfamily?Amy，Amy，howmanypeoplearethereinyourfamily?Ss:ChengJie，ChengJie，

12、howmanypeoplearethereinyourfamily?Amy，Amy，howmanypeoplearethereinyourfamily?（利用板书人物头像的情景引导学生运用句型ChengJie/Amy,Howmanypeoplearethereinyourfamily?进行询问。）a）第一遍阅读：带着问题看视频T:Nowletswatchthecartoonandfindouttheanswers.Ss:带着问题观看课文视频Watchandfind:Howmanypeoplearethereinyourfamily,ChenJie?Howmanypeoplearetherein

13、yourfamily,Amy?T:HowmanypeoplearethereinChenJiesfamily?Ss:Three.（点击课件呈现答案）T:Whoarethey?Ss:Father,motherandChenJie.T:ChenJiesparentsandChenJie.（点击课件呈现图片）Ishe/sheright?Ok.WhowillbeChenJie?S1:Me!T:Howmanypeoplearethereinyourfamily,ChenJie?S1:Three.T:Whoarethey?S1:Myparentsandme.T:ChenJiesfamilyhasthree

14、people.WhataboutAmy?HowmanypeoplearethereinAmysfamily?LetsaskAmytogether.Howmanypeoplearethereinyourfamily,Amy?WhowillbeAmy?S1:Six.T:Isright?（点击课件呈现答案）Yes,yourright.Amysfamilyhassixpeople.b）第二遍阅读：自主阅读，从文中圈出Amy的家庭成员。Readandcircle.Amysfamilyhassixpeople.Whoarethey?T:Amysfamilyhassixpeople.Whoarethey?P

15、leaseopenyourbooks.TurntoPage58.Readandcircleherfamilymembers.Ss:T:Amysfamilyhassixpeople.Whoarethey?WhowillbeAmy?S1:Mydad,mymum,mysister,mybabybrotherandme.T:Wherecanyoufind?Letsseetogether.S1:指出出处（课件呈现圈出的答案出处：Mydad,mymum,mysister,mybabybrotherandme.教学：babybrother。T:Butthatsonlyfive.（句卡教读）Canyourea

16、dthesentence?Payattentiontotheword.Canyoureadit?Ss:.（课件通过以旧带新itsparentsthats/familyonly，让生试读新词thats,only，Butthatsonlyfive.进行由词到句的学习）T:Butthatsonlyfive.Itmeans.Ss:Guess.T:Yes.Youreright.TherearesixpeopleinAmysfamily.Amysfather,Amysmother,Amyssister,AmysbabybrotherandAmy.Butthatsonlyfive.Whoelse?Ss:.（

17、学生如果不会，让其上前从课件上指出即可。）T:Oh.Andlittlepuppy!Amyslittlepuppyiscoming.（教学puppy可用课件用发音规则弓I导学习：duckbutpuppylittlepuppy）Ss:repeatT:Amy,whoelse?（句卡：Andmylittlepuppy!）Ss:齐读T:HowmanypeoplearethereinAmysfamily?NowyouwillbeAmy.Answertogether.Ss:Six.Mydad,mymum,mysister,mybabybrother,Mylittlepuppyandme.（顺势说一说介绍时把

18、me放最后的原因。）T:HowmanypeoplearethereinAmysfamily?Ss:Six.Amysdad,Amysmum,Amyssister,Amysbabybrother,AmyslittlepuppyandAmy.T:littlepuppyisonepeopleofAnfysfamily.Dorftforget.Inthewest,petisoneoftheirfamily.Look!(课件呈现西方国家宠物当作家庭成员的温馨图片，介绍西方家庭将宠物视作家庭成员的文化特征。Ss:欣赏【设计目标：本部分通过两个不同层次问题的设置：Watchandfind和Readandcir

19、cle引导学生由浅入深的理解文本内容。同时，在文本情境中让学生理解、学习babybrother.Butthatsonlyfive.Andmylittlepuppy!及文化知识：介绍西方家庭将宠物视作家庭成员的文化特征。并引导学生运用发音规则，由词到句的学习，突破本课教学难点。Step3Practice1）对话练习ListenandrepeatReadbyyourselves.Actitout.复述陈杰和Amy的家庭成员。2）拓展辅助文本，进一步了解：Whataretheylike?通过拓展文本，滚动复现描述人物特征的知识点，增加语言的输入量，为语言输出做准备。T:Doyouwanttoknow

20、moreaboutAmysfamilyandChenJidsfamily?Whataretheirparentslike?FirstletsreadthepassagefromChenJieandAmy.ThenfinishtheinformationaboutChenJieandAmy.Ifyoudontknow.PrmationaboutChenJieandAmy.people.*昭andmn.*TauhcrHshdd母id.people.*昭andmn.*TauhcrHshdd母id.5hrh右7Imflnr(.Ihftvrob申fimfyiA

21、lyfamilyw诃My勺卄1卓，myniyrtt甲自女bymyIrrtlfiMpy5and.Hshard.Mympfhnrif.Shehas.Mynsrtprkapupil.崗ybabybralherIss*cute.AArypoppylax肚Ilwviwfarwilyl十Hfi.Ua,.rmChtn-JIa.MyfcimJFyhLd十Hfi.Ua,.rmChtn-JIa.MyfcimJFyhLdpc.-0-pl-f.Mye*My严幻.;Hehaibigjey-eiond虫呐no11no*.flAymo+hcrlpretty.SheisaTc-a匚h霊厂.Theylovme.ThCJTb,.

22、tOQ.IIcve拓展文本:/HcllOjAmy.My:familyhas事I耳people:Myfaldher-jmymother.,.:mysister,mybab*ibratM*TmyllltlrktpMppya胡.My!TattlerIstallmaThin,jIM/ksh*rf.j:Shehasblhoir!1hair.jMysEsterIsapupJE:Mybdbybo+lKr细w:cute.1,lowmyfomtly-3）描述Amy和陈洁的家庭照加文段：课件呈现陈杰和Amy家庭介绍的支架。T:NowyouwillbeChenJie/Amy.Canyouintroduceyourf

23、amily?Ss:.Whataretheylike?Whataretheylike?HehloIJhasuisrpeople.Ss:.Whataretheylike?Whataretheylike?HehloIJhasuisrpeople.MyjEajhfir.myjiMLri3Emysiatcrmy山刊当#hiiLr】I1r.rrvypaipinyfaFiridinE.MyfnthtristafltuiidThin.Mymotherd*short:ShhasshorThaJri/MysisT-erisipupill.Mybaby打尸。十hercute-IlawmyfamFly.【设计目标：本

24、部分的练习分为四个部分：朗读并分角色表演对话；根据对话内容复述文本；引导学生通过任务阅读两篇关于ChenJie和Amy的家庭介绍的文本，进一步深入介绍ChenJie和Amy的家庭成员。从而进一步加大了语言的输入量，滚动复现Whatshelike?Whatsshelike?Whataretheylike?使学生在原有的基础上实现了语言知识的衔接和递进，解决了学生对于目标语言输入量的不足,，为后面的综合语言运用做好了充分的铺垫。】Step4Productionl.Talkaboutyourfamily.（总结板书，使学生明确要从三个方面去描述、讨论自己的family。）T:Boysandgirls.ChenJiesfamilyhasthreepeople.ChenJiesparentsandChenJie.Herfatheristallandstrong.Hehasbigeyesandsmallnose.Hermotherispretty.Sheisateacher.Howaboutyourfamily?Howmanypeoplearethereinyourfamily?Whoarethey?Whataretheylike?Pleasetalkaboutyourfamilyfromthethreeparts.Ss:根