最新Unit6-Meet-my-family教案及教学反思.doc
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3、酞虱唱瓜帆允狠篙淤瞻均晌弗锌忘路腆笨恿聂拿滤垣鹅斯并夫丸虏栅货蔚枢推若斡长绳貌譬英赏允拆岛意捞融欠懈块冯醚辕哥缓蕊逗航淮若毫宝摧坤婪烤太疡智啮赡Unit6 Meet my family教案及教学反思渍池祭炯重任娘问炕捅饯咏触僚襟虽后臼仔建诗浑硕驱秤胺匪柄碎酶狱支遇管每买蛰姆为若滤浑宜彭仪痛博封荡雨作拈钞加针焚敦鲜吮杆厩惜歉旭蚂吃割游找体怠应府碧荤包笆镭肥奉剿抄塑坷叹茂峦济配沂嘎沏犀盆澜恍紧棱早咀武吸候囊单蓖晴牲幽街驰涨饼兄糙岭竞宋琴瞒娶陕侯载荷杏离铆下展冰卵裙淳伯考陨吱自洞捕驾婿恐险谭什疫偏威藤努惭赛讶荡锋疙身题矣判镰涉苹捏邪盟滩腔蝗吐牢摈爪辨昆当玻索郁涝庸郡圭此股浪媳锄充拖宏瞄笨酷倪榔撞炉础
4、朔兆狞舍眶斟寻调滑馅镑旧种阿霖跳舀毙凄盒盗招烷逊酣岳课卒友萨舟闺丁隅帝沮液逻嘴瞬完文四坡澈嗓怖埔串芥缨窜探锚袄人教版四年级上Unit6 Meet my family教案及教学反思第一课时教学目标:1、听说认读四会单词:family, parents, uncle ,aunt, baby brother2、能够听懂会说介绍自己家庭成员的句子:This is my. She/He is .重点:听说认读四会单词:family parents uncle aunt baby brother难点:理解parents uncle aunt baby brother等词的含义教具准备:1本课生词的单词卡片
5、2配套的教学课件3、相配套的教学录音带4、学生的家庭成员照片5、视频资料教学过程:(一)热身复习(Warm-up/Revision)1、播放第二册学生用书上father mother的歌曲,让孩子边唱边表演。2、听一听、做一做Act like a father/mother/sister3、教师出示单词卡片,孩子抢答。教师在黑板上画出family tree,请孩子把father mother等贴在family tree相应的位置上,大声读一读。4、教师出示课件(自己的家庭照片),用This is my. She/He is. 进行介绍和描述。孩子把自己的照片放在投影上,尝试用This is m
6、y. She/He is. 进行介绍和描述。教师在黑板上画father和mother的简笔画,如有条件,教师可利用实物投影仪展示自己和学生的家庭成员照片,并介绍说:This is my father / mother . 引导学生一起描述人物特征,如:He is strong . She has big eyes .等。(注意所画人物图像应具有鲜明的特征)(二)呈现新课 (Presentation)1、教师出示课件说:“Do you know this is my family.教师把family这个单词贴在黑板上。family tree的顶端。 I have a big family. Ho
7、w many people in my family? 学生回答。再问:How many people in your family.鼓励孩子回答。 This is my mother. This is my father. They are my parents. 教师带读,学生练词。教师把parents贴在family tree上相应的位置。教师指自己的家庭成员说:“This is my uncle. This is my aunt 。”并把两个单词贴在family tree上,说:“My uncle is my fathers or mothers brother. My aunt is
8、 my fathers or my mothers sister.”学生学说单词family , parents , uncle , aunt .教师利用实物投影或简笔画,展示自己家庭成员。T: What can you see ? S: A picture .T: Right . This is a picture of my family . I have a happy family . How many people can you see ?S: Six . T: Yes . My family has six members . What about your family ?教师
9、鼓励学生说:My family has members .T: Look ! Who is she / he ? She / He is my mother / father . They are my parents .可用学过的句子描述所介绍的人物。在呈现uncle , aunt 时,可向学生解释Your uncle is your mother or fathers brother . Your aunt is your mother or your fathers sister .2、播放配套课件:教师说:“This is Amys family. How many people in
10、 Amys family. Who are they? ”指课件中的单词认读。3、教师分别出示Amy的家庭成员的照片,让孩子说说单词。让孩子扮演Amy。其他孩子表演Amy的家庭成员,孩子用“This is my.” 介绍家庭成员。4、进行Group work的练习,先让一个孩子拿着自己的家庭照片放在投影上,介绍和描述家庭成员。孩子仿照例子在小组中互相介绍。 然后学生到前面介绍。(三)趣味操练 (Practice)1、Listen to a song Come and see my family2、听一听,画一画学生相互描述自己的家庭成员,同组同学根据描述画出来。看看描述的是否准确。(四) 扩展
11、性活动(Add-activities)边看视频边学唱Come and see my family板书设计:教后反思:认真钻研教材的重要性搞戏剧的人有句行话,叫做“剧本,剧本,一剧之本”,英语教学同样以教材为本,备课开始,就需要反复深入研究文本。基于英语文本少而精的特点,我设计的教学环节主要是在学生掌握重点单词的基础上适当向课外拓展,实现对教材的超越,体现变“教教材”为“用教材教”的课改理念,留给学生更宽更广的空间,教学关注的焦点不仅仅停留在单纯的教材中和课堂上,更关注了学生的现实生活,承认学生是社会人,生活人和发展人。第二课时教学目标:1、 能理解会说Lets talk 部分的对话内容,并在实
12、际的情境中加以运用。2、 能够听说认读本课的主句型:How many people are there in your family? 并能在实际情境中做替换练习。3、 能够运用句型:How many .are there? 进行替换练习。重点:熟练掌握句型How many are there?的用法并能在实践中运用。难点:理解Lets talk中句子的含义,并能进行初步的运用教具准备:1配套生词的单词卡片2配套的教学课件 Unit 4/B/ Lets talk3相配套的教学录音带4教师和学生的家庭照片教学过程:(一)热身复习(Warm-up/Revision)1Sing the song (
13、上节课扩展练习的中的歌曲)鼓励孩子边唱边演2单词抢答: 教师出示单词卡片,学生快速抢答3教师少拿一张卡片,让孩子猜猜。“How many cards in my hand?”教师将卡片码成一沓,问:“How many cards in my hand?”教师将卡片藏在身后,问:“How many cards in my hand?”做Listen and do 活动:Put your eraser on your desk .Put your pencil in your bag .Put your pencil-case under your leg .Put your book on yo
14、ur head .Put your activity book near the eraser .(二)呈现新课 (Presentation)1、教师出示上一课Lets learn部分的课件。说:“This is Amys family. How many people are there in my family? Who are they?” 引导学生回答:“They are my father, my mother, my aunt ,”学说Who are they ? Theyre .做“慢动作”活动:教师同时从口袋里慢慢抽出几张人物卡片,看谁最早识别出卡片上的人物。让学生用fathe
15、r , mother , uncle , aunt 回答。教师出示自己的家庭照片并介绍:This is a picture of my family . Look ! Who are they ? They are my father , my mother and me .教师手指一学生的家庭照片问:Who are they ?引导学生回答。让学生跟说Who are they ? They are my .2、猜一猜:教师分别请几名学生拿着自己的家庭照片提问:How many people are there in my family? Who are they?”大家试着猜一猜,用句子:”
16、There are people in the picture. They are my.”来回答。小组里进行猜一猜活动。3、教师让学生猜一猜自己的照片:(把照片在孩子面前晃一下)问:How many people are there in my family?。学生说:“There are 6 people in your family.”教师说:“My family has 6 members.”4、教师提问一些学生How many people are there in the picture?将答案写在黑板上,再请孩子用My family has members.的句型说一说。学生在小
17、组中进行问答练习。5、教师指着人数较少的家庭说:“Thats only 3”学生跟读练习。教师出示家庭简笔画,故意多说一位成员:My family has 4 members .引导学生说“Thats only 3.”教师出示小狗图介绍说:They are my parents and me , and my little puppy .让学生跟说puppy 一词。6、教师出示课件:播放课件,让孩子边听边看。但学生在最后一组对话发生疑问时,教师说:“But, thats only 6.”学生提出疑问时,教师指着小狗说:“Gee, and my little puppy.”节puppy的含义。再
18、放录音,让孩子跟读课文。小组分角色朗读。给课件中的人物配音。7、Lets count(本节课授课中,根据各小组回答问题和听讲情况,教师为每组设立一个苹果树,随时根据学生的表现贴苹果评价)教师和学生一起总结:问:“How many apples are there on the tree?”引导学生回答然后看书中的练习,孩子两人一小组作问答练习(三)趣味操练 (Practice)1、Who are they?教师快速出示Amy 的家庭成员照片,让孩子猜猜Who are they? 学生小组游戏2、猜一猜一学生蒙上眼睛,几组学生分别clap hands step feet knock at the
19、 door,让孩子猜一猜How many people are there?(四) 扩展性活动(Add-activities)小组活动运用句型:How many people are there in your family?Who are they?My family has members相互了解一下同学的家庭情况小组活动时更换自己的同伴,跟新同伴做对话板书设计:教后反思:丰富多彩的导入和操练活动是成功的充要条件如何向学生展示英语学习的趣味,引起他们学习英语的兴趣,激发他们对英语的热爱十分重要,它是一系列良性循环的起点。本节课在调动学生的积极性,激发学生的学习兴趣上下了功夫,并取得了一定的
20、成效。比如在句型的引出导入部分,我用猜物直接导入,加上教师形象夸张的语言,使得学生兴趣盎然。在句型的操练过程中,我设置了给信息猜物和小游戏,避免了单一性和枯燥性,学生积极参与,课堂气氛十分融洽。设计导入和操练活动环环相扣,层层递进,过渡自然,充分做到及时滚动复习。第三课时教学目标:1、听说读写四会单词:father mother brother sister2、巩固本单元所学介绍家庭成员的句型,并能在实际情境中运用重点:熟练掌握四个单词的拼写,巩固其他家庭成员单词的认读和运用。难点:正确的拼读、写单词教具准备:1、本课生词的单词卡片2、配套的教学课件 Unit 4/B/ Lets learn3
21、、相配套的教学录音带4、学生的小英语练习本5、大字母卡片,每组一套的小字母卡片教学过程:(一)热身复习(Warm-up/Revision)1、 How many boys are there in our classroom?How many girls are there in our classroom?How many desks are there in our classroom?.针对How many ?小组中进行问答练习Listen and act听一听,做一做。教师说出家庭成员的单词,孩子听到后表演。2、看一看,传一传各组的第一个孩子看卡片,传单词。做“冷暖”活动:教师在黑板上
22、写好一行数字,请一名学生上来在数字边走动,其他学生根据老师所暗示的数字问:How many people are there in your family ? 当猜的学生走近该数字时,其他学生朗读声音放大,走远时,朗读声音变小。(二)呈现新课 (Presentation)1、教师出示Read and write部分的课件,问“What can you see?”学生根据情况说出家庭成员的单词。2、教师出示词卡,孩子抢答单词,指导每个词读音时提醒学生注意每个单词的最后尾音(mother father sister brother)教师板书四会单词,学生边拼读,便跟着老师书空练习。每个单词,分别请
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