Unit6 Meet my family A Let’s talk
实验小学 叶世美
一、教学内容 P58 let’s talk let’s count 二、教学目标Teaching aims:
1 Can read the words: people, and little puppy. 2 Understand the sentence: But that’s only….
How many people are there in your family? My family has …members.
3 Can use the structures in their daily life: How many people are there in your family? My family has … people.
4 Can read the dialogue in the book 三、教学重难点 Main point:
Enable the Ss master the structures:
How many people are there in your family? Difficult point:
Enable the Ss read the structures: My family has…people. That’s only….
四、教具Teaching aids:
教学磁带, 纸苹果和puppy, 句子卡片, 调查表,全家福 五、教学过程设计Teaching design: Step1.Warm up
Enjoy the flash “finger family” 1.单词抢答。 2. Let’s do:
Show me your fingers. How many fingers? Show me 1 and 2. Show me 2 and 3. ?How many fingers? 3． Guess
Show the fingers quickly. Guess how many fingers? (一闪而过, 教师快速闪过手,让学生猜伸出了几只手指?) 二Presentation
1. 教学But that’s only? T: How many fingers? S: 4/5/3…
T: But that’s only one/two. (呈现句子卡片,操练此句子) That’s only one. But that’s only one. (clap hands and say it)
Practice in Class---Group---Pairs---S 注意but和only 的发音 2. 教学How many people are there in your family? a. How many people are there? 课件显示句子。教学people.
一闪而过. 快速出现几个人物图片再消失,问学生How many people?让学生用?people
回答
T: Look, this is the photo of my family. Meet my family please. How many people are there in my family?
(出示卡片How many people are there?跟读) Ss: Three.
T: Who are they?
T and Ss: My parents and me.
b. How many people are there in your family? T: This is my family. What about your family?
How many people are there in your family? (句子卡片呈现) S: 3/4..people。 T: Who are they?
S: Dad, mom?and me. (抽2-3个学生回答)
操练句子How many people are there in your family?
How many people are there in your family? ( clap hands and say) (pairwork)
c. Let’s count: 运用所学句型How many people are there …?询问并回答图中苹果、花朵、小鸟、人物以及蚂蚁的数量
Unit 6 Meet my family A Let’s learn & Let’s play
实验小学 叶世美
一、教学内容 P59 let’s learn & let’s play 二、教学目标Teaching aims:
1. 能够听、说、认读5个有关家庭成员的单词或词组：parents, cousin, uncle, aunt, baby brother。
2. 能够在语境中正确运用这5个有关家庭成员的单词或词组。
3. 能够在“手指家庭”活动中运用所学句型This is my … He’s/She’s… 介绍自己的家庭成员并简单描述其外貌特征。 三、教学过程Teaching design: Step 1 warm up
1. Let’s play “Oh,yeah! Oh,no!” (复习描述人物的形容词) 2. Guess: Who’s Dong dong? Step 2 presentation & Practice 1. Teach: family
⑴ Dongdong says: Hi ! Meet my family! ⑵ Teach: family. Ppt 呈现各种family ⑶ 分字母解释family 的含义 2. Teach : parents
⑴ father + mother = parents
⑵ a /ε? /, 强调a 的发音不是/? / ⑶ 扩展：grandparents 3. baby brother
⑴呈现一个被遮挡的人物，只露出人物头。Who is he ?
⑵学生根据已学知识可能会猜：brother,sister, mother, father,等。 ⑶点婴儿哭声，再猜。
⑷展示整图：baby brother.
⑸ 提问：baby 中字母a 和y 分别发什么音？教学baby ,baby brother. 4. 呈现Dongdong 叔叔一家的照片
⑴ Look, he’s Dongdong’s father’s brother. Who’s he? ⑵ Teach: uncle
⑶ 再现全家福。教学aunt. ⑷ father, mother 变变变
⑸再现全家福。指着小女孩问：Who’s this girl? 教学cousin. 注意指导ou 的发音 5. Good to know. 6. Let’s learn
7. Game: What’s missing？ Step 3 Extension 1.Let’s play:
⑴1.Draw your father
⑵2. Introduce your family
⑶3. eg. Look,this is my father. He’s short and thin. (也可用照片。看ppt “ family show”) 2.Feel the love 3.Thanks for love 4.Home work.
Unit6 Let’s spell教学简案 教学内容：
Let's spell分为Read, listen and circle, Listen and chant; Chant again.Group and write三部分。第一部分通过认读和听力活动对比复习了元音字母a，e，i，o，u的短音和前面五个单元学过的a-e, i-e, o-e, u-e，一e在单词中发长音的发音规则，强化音形对应关系；第二部分通过吟唱歌谣的活动进一步巩固上述发音规则；第三部分的书写活动帮助学生按照发音规则归类辨认词形，并拼写单词，通过读和写进一步巩固单词的音形对应关系，引导学生掌握单词拼写的技巧。 教学目标：
能够根据a，e，i，o，u，a-e, i-e, o-e, u-e，一e的发音规则读出单词，并能够通过对比a，e，i，o，u的长、短音，听录音选词，强化已学的发音规则；能够跟读歌谣，在有节奏地吟唱中强化学习上述发音规则；能够按照示范例词的提示，从歌谣中找出符合上述发音规则的单词。 学情分析：
本部分是对第1～3册教材中语音学习内容的一个总结复习。四年级学生经过三个学期的学习，已有较强的拼读能力。教师在教学中可以通过拆音、拼音和分类等语音意识训练活动，不仅要帮助学生掌握根据发音写出符合规则的已学单词，也要教会他们利用已积累的拼读经验和规律尝试自主拼读其他符合规则的单词，有意识地去总结规律，并利用规律记忆单
词。 教学过程： 一、Warm-up
1.Let’s sing: Phonics ABC 2.Review the family member. 二、Presentation
1.在自编情景中分组复习a，e，i，o，u的短音和长音的发音规则 (1)利用自编短文巩固a，e，i，o，u短音的发音规则
·教师请几个学生介绍自己的家庭后，说：Today, let's see afunny family． ·教师呈现由绕口令组成的小短文，请学生尝试朗读，激活学生三年级学过的五个元音字母a，e，i，o，u的短音发音。
Dad has afat cat． Mum has a funny duck. Peg has a red pet. Bob has a hot dog. But Mit has a big pill. . I ride a bike.
·教师引导学生归纳总结这五组发音规则，并说一说还有哪些学过的单词符合这些规则。 (2)教师利用自编短文巩固a-e，i-e，o-e，u-e,-e的发音规则
·教师说：Now,let’s meet another family.并呈现由绕口令组成的另一篇短文，请学生尝试朗读。 I ride a bike.
Jane bakes a cake.
Tones smokes a rose. Luke uses a tube. Oh, he, she and me!
·教师引导学生归纳总结这五组发音规则，并说一说还有哪些学过的单词符合这些规则。 (3)学生完成Read, listen and circle活动，听录音选词，校对答案，并对比读一读每组单词。
(4)教学Listen and chant
·教师呈现歌谣，请学生尝试自由朗读。教师关注give发音的特殊性。
