《PEP4Unit6Meetmyfamily》教學設計

1、PEP4Unit6Meet my family!B Let s Talk學情與教材分析:本單元學習的主題是朋友之間如何相互了解對方的家庭情況.本部分的核心句型是 :Is this your .?Yes,it is .Hes a .What s your anut s job?She is a .教材通過.張鵬與Sarah一起看家庭相冊的背景，請學生感知上述句型的語義.對話在復現(xiàn)A部分核心詞匯的基礎上,擴展學習語篇進行教學.本節(jié)課通過語篇,將知識點融進去 .現(xiàn)代外語教育注重語言學習過程,強調語言學習的實踐性,主張學生在語境中接觸.體驗和理解真實語言,并在此基礎上學習和運用語言.（教育部2012）

2、.教師在教學中應創(chuàng)設語境,營造有利于學生內化語言的語言環(huán)境,從而有效提高其語言運用能力.語用情景.Teaching aims in unit:1. Understand the whole dialogue and read the dialogue fluently.2. Use the sentence structures to introduce family members.3. Cultivat e students ab ilities in English listening, speaking , reading and acting.4. Emotional aim: Lo

3、ve you family教學重點，難點分析重點： 關于職業(yè)的單詞,nurse,football player。 以及句型運用：Who s he/she? Wha tsyour mother s job ?He/she is a .?及相應的回答He/She looks.難點：問句 Whats he/she?及相應的回答。課件準備1. 本課職業(yè)單詞卡。2. 多媒體課件。教學設計Pre-task preparations:1. Daily talk: Nice to meet you.Get to know each student, and prepare for the lesson. El

4、icit a chant about teacher s name and other information.Hello, I m Wendy. I am tall and thin.I am a teacher. I like my job.設計意圖:通過瑯瑯上口的chant, 看似在介紹自己,其實引入了本課的重點,讓學生在無形中對本節(jié)課有個整體感知.2. Ask students to think about more jobs. (farmer,doctor,cook,baseball player) Then read riddles and guess the jobs.(1)Sh

5、e is kind.She can teach students.We can see her in the classroom.What is she? She is a teacher.(2) He is tall and strong.He can play baketball very well. We can seehim on the playground.What is he? He is a basketball player.(設計意圖:單詞在小語篇中學習,提高學生語篇閱讀的能力,激發(fā)學生思維,擴大了學生的語言量,以及提高抓關鍵詞的能力)While-task procedur

6、es:1. Introduce Sarah and Zhangpeng.Then ask students to look at Sarahsfamily photos and answer the questions:T :How many people are there in Sarahs family?S:seven .T:Who are they?S:grandpa ,grandma,mother,father,uncle,aunt and Amy.Then ask students to guess their jobs.(設計意圖:創(chuàng)設情景,導入Sarah 和 Zhangpeng

7、 討論 Sarah 的家庭照片,通過看, 感知和 How many.?Who are they? 在語篇導入之前先整體感知,在學生的大腦中初步構建整體框架）2. Listen and answer: ask students to listen to the dialogue between Amyand Zhangpeng and find the answers of their jobs.（設計意圖：學生聽音完成，回答whats he?提高學生聽的能力，同時為上一步的框架貼磚加瓦,為學生學習語篇搭支架.）Ask students to look at the family tree, c

8、hoose a pictureand make adialogue in group. Ask them to act like Sarah and Zhangpeng.A: Who is he/she?B: He S/ She S A: What s your mother s job?B: He S/ She S a （設計意圖:學生結合對話操練重點及難點what S your mother S job ? 也是前部分的學習一個小循環(huán),在這里讓學生體會到學習的樂趣,為語篇的進一步學習做好鋪墊）3. Teach the sentence He looks .Ask the students

9、to read the dialogue and anSwer the queStionS: How doeS he/She look? How do they look?（ 設計意圖: 通過上面的看一看,聽一聽等步驟, 學生已經對語篇有了整體的感知,這樣就降低了本篇語篇的難度,接下來讓學生讀一讀,劃出 He/She looks., 學生在教師的引導下,思維比較活躍.）4 .Sing a chant of He/She looks He is my uncle,He looks strong.She is my aunt,She looks thin.He is my father,He lo

10、oks tall.She s my mother.She looks beautiful.They are my grandma and grandpa,they look young.5 . Group work:Sarah: Who s he? He looksZhangpeng: He s my .He s a .Sarah: Cool!6 .Open your books:p611)lisen and repeat2) Act it out.設計意圖: 回歸課本,讓學生學得更加扎實.Summary:1. Read and fill the blanksAsk students to i

11、ntroduce Sarah s family by filling in the blanks. Ask students to discuss in group. Then read the passage together.設計意圖:通過看板書填一填,將本節(jié)課知識以語篇的形式導出,豐富學生的語言量,讓學生的英語學習不再是單詞化,片斷化.2. Listen to a poem about .設計意圖：最后一個環(huán)節(jié)，在欣賞詩歌的基礎上突出本課的情感重點I love my family.Step3 Assignment1 . Listen to the tape and read p612 .

12、Ask students to choose a pictureof Sarah s photo aJbUmrand make adialogue. Ask students to act like Sarah and Zhangpeng. 設計意圖：考慮到班里不同能力的學生,作業(yè)的設計凸顯層次,有帶有評價機制,3 .Talk about your family.體現(xiàn)練習設計的科學性。板書設計PEP4 Unit6 Meet my family!B:Let s TalkWho is he/she?What s your . s jobHe/She looksteacherbeautifuldoc

13、tortallFootball playerstrongnursekindfarmersyoungWho is she?She is my.What s your . s job?She/He is a .He /She looks.設計意圖:板書的設計圖文并茂,增加了辨識度和趣味性,同時板書的設計也體現(xiàn)了本節(jié)課的上課思路,最后學生可以看著板書輸出本節(jié)課的重點知識,提高學生的口語表達能力.教學反思:整體式語言教學理論認為, 應在自然,. 真實 , 完整地語言環(huán)境中進行學習讓學生感知整個語篇的意義（王麗娟 ,2015）. 教師應認真分析文本, 確定主題,創(chuàng)設生動, 活潑的教學情境和教學活動, 激活學生與學生主題相關的背景知識確定本單元有關家庭的主題以后我就充分利用教材資料, 創(chuàng)設真實自然的情境，即張鵬和Amy一起觀看家庭的相冊，