四年级英语上册第六单元Word格式.docx

1、一、播放第二册学生用书Unit 2Father and mother的歌曲，让小孩边唱边演出。二、教师出示单词卡片，小孩抢答。教师在黑板上画出family tree，请小孩把father mother等贴在family tree相应的位置上，高声读一读。3、教师出示挂图（自己的家庭照片），用This is my. She/He is. 进行介绍和描述。4、小孩把自己的照片放在投影上，尝试用This is my. She/He is. 进行介绍和描述。（二）呈现新课 （Presentation）Lets learn 一、教师出示课件说：“Do you know this is my family

2、? 教师把family那个单词贴在黑板上family tree的顶端。 教师：I have a big family. How many people in my family? 学生回答。再问：How many people in your family.鼓舞小孩回答。 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

3、tree上，说：“My uncle is my fathers or mothers brother. My aunt is my fathers or my mothers sister.” 二、播放配套挂图：教师说：“This is Amys family. How many people in Amys family. Who are they? ”指课件中的单词认读。3、教师别离出示Amy的家庭成员的照片，让小孩说说单词。让小孩扮演Amy。其他小孩演出Amy的家庭成员，小孩用“This is my.” 介绍家庭成员。4、进行Group work的练习，先让一个小孩拿着自己的家庭照片放在

4、投影上，介绍和描述家庭成员。小孩仿照例子在小组中相互介绍。 然后学生到前面介绍。Lets talk 教师出Lets learn部份的课件。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 ,” 猜一猜：教师别离请几名学生拿着自己的家庭照片提问：How many people are there in my family?”大伙儿试着猜一猜，用句子:”There are people in the

5、 picture. They are my.”来回答。小组里进行猜一猜的活动。教师让学生猜一猜自己的照片：（把照片在小孩眼前晃一下）问：。学生说：“There are 6 people in your family.”教师说：“My family has 6 members.” 教师提问一些学生How many people are there in the picture?将答案写在黑板上，再请小孩用My family has members.的句型说一说。学生在小组中进行问答练习。教师指着人数较少的家庭说：“Thats only 3”学生跟读练习。让小孩边听边看。但学生在最后一组对话发生疑

6、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。再放录音，让小孩跟读课文。小组分角色朗诵。给课件中的人物配音。（三）趣味操练 （Practice） 一、Listen to a song Come and see my family 二、听一听，画一画 学生彼此描述自己的家庭成员，同组同窗依照描述画出来。看看描述的是不是准确。3. Lets count 教师和学生一路总结：问：“How many apples are there on the tree?”引导学生回答。 然后看书中的练

7、习，小孩两人一小组作问答练习 （四） 扩展性活动（Add-activities） 小组活动：彼此了解一下同窗的家庭情形 运用句型：How many people are there in your family?Who are they?My family has members 小组活动时改换自己的同伴，跟新同伴做对话 板书设计： Unit 6 Meet my family family parents uncle aunt baby brother How many people are there in your family? Who are they? My family has 7

8、 members. But thats only 6 .第二课时A Lets spell1. 能够把握字母a、e、i、o、u的短音和前面学过的a-e、i-e、o-e、u-e、-e在单词中发长音的发音规那么，强化音形对应关系；能够依照发音规那么归类识别词形，并拼写单词，引导学生把握单词拼写技术。2. 能够把握发音规那么，能够读出符合发音规那么的单词，并能依照发音拼写出符合发音规那么的单词。3.擅长总结规律，并依照规律经历单词听说认读含有字母发音的单词，并把握发音规律。把握发音规律Step 1: Warm-up1Free talk What would you like for dinner? I

9、d like some . Would you like some ? Yes, please./ No, thanks. Where is the ?2Let some groups to introduce their families.3、Lets chantDad has a fat cat.Mum has a funny duck.Peg has a red pet.Bob has a hot dog.But Mit has a big pill. Step 2: Presentation一、 a/u的发音 教师呈现Listen and chant活动的插图中的猫头，并播放录音:We

10、 like the cat.同时呈现两个选项，cat和cut，请学生依照cat的发音拼出单词，并选出正确的单词cat. 找学生多次读单词cat和cut，对照两个单词的读音。二、u/u-e的发音教师呈现一只猫，引导学生说Its cute. 然后呈现cute和cut，让学生反复体会读音，并选出正确的单词。3、a-e/o-e教师呈现猫的右手托着一个蛋糕，并播放录音Hes got a cake.同时呈现单词cake和coke，依照图片的读音选出正确的单词cake.4、e/a，o/o-e 教师指着一朵玫瑰花说：A red rose on the cake. 让学生依照图片和读音选出单词red和rose.

11、五、i/a 教师指着猫的左手端的一杯牛奶，播放录音：A cup of milk. 让学生依照读音选出单词milk.六、Listen and chant 教师播放录音，学生跟读。7、Chant again. Group and write让学生听录音，圈出并写出单词：Step 3: Practice一、听录音快速记单词竞赛教师读单词2遍，学生快速经历，进行说单词竞赛 red we pencil me get penshe he let bed be 二、依照读音规那么写单词。Step 4: Add-activitiesCopy the words carefully.Step 5: Sum up

12、What have you learnt this class. Can you say in English? Let some Ss say in class.Step 6：limited-homework Unit 6 Meet my familya-e / a cat cakei-e / i nine sixo-e / o coke boxu-e / u cute cut-e / -e- bed we第三课时B Lets learn and Lets talk 1.能听、说、认读单词:doctor, nurse, driver, farmer和baseball player,并能介绍人

13、物的职业。2. 能听懂、会说本课对话，并在实际情景中运用。能够听懂、会说句型Whats your fathers job ? My mother is a doctor.并能做替换练习。3.会唱歌曲“Father and Mother辞汇：doctor, nurse, driver, farmer, baseball player. 能够听懂、会说句型Whats your fathers job ?单词发音：baseball player .用所学句型询问家人职业。My father is a doctor.中的“a” 的强调。教具预备：1人物职业的图片 2教材相配套的光盘3单词卡片 4第四课

14、时配套课件 1做“Whats missing”游戏：教师利用词卡father, mother, brother, sister, grandfather, grandmother, 让学生认读，然后抽出其中一张，让学生再次认读后说出少了哪一张。2教学歌谣：可爱的home。Home是我可爱的家， 墙上的picture美佳佳。右边的woman是mother, 左侧的man是father. 可爱的friend是谁呀？是我student 人人夸。3Sing a songCome and see my family （二）呈现新课 （Presentation） 1Talk about the famil

15、y:2仿照教师说句子，做连锁游戏：My mother is thin, she likes music. What about your mother/father/brother/sister?3教师指着自己说：Im a teacher. 再指着一名学生说：He is a student.然后自问自答：Whats he? He is a student. 教师问学生： 引导他们说出：He is a student. 4教师别离拿出画有医生、护士和农人的图片，问学生：Whats he/she?引导他们说出：He/ She is a doctor/nurse/farmer.并教读这三个单词。5教

16、师别离拿出画有baseball player和driver的图片，启发学生通过提问Whats he/she?来得知答案。并学习baseball player, driver. 1. 教师提问：Whats your mother/father? 学生回答下列问题后，继续问其他学生。2. Lets chant：听录音，学歌谣。可采纳一问一答的形式唱歌谣。3. 教师出示一人物图片，说：Look! He looks strong.教师出示另一张人物图片问：Does he look strong? 引导学生回答：No. He looks fat. 教师再出示其他人物图片，让学生用He/She looks

17、来表达。4. 教师找两个较瘦的学生到前面来，指着他们说：They look thin. 然后教师出示一些图片，让学生说They look 5. 教师指着一学生家庭照片上的人物问：Is this your mother/father? 启发学生回答：Yes, she /he is. No, she/he isnt. 6. 教师指着一学生照片上的两位老人说：They look old. Are they your grandpa and grandma?引导学生回答：Yes, they are my grandpa and grandma. 教师再继续问：Are they workers ?鼓舞学

18、生用Yes, they are. No, they arent.来回答。7. 教师别离出示Amy的叔叔，姨，爸爸、妈妈和爷爷、奶奶的图片，问学生：Who are they? 然后询问他们的工作是什么？可参考的对话内容：Whats your fathers job ? My father is a doctor. Hes tall. He likes sport. Whats your brothers job ? Hes a baseball player. Hes strong. He likes sports. Whats your mothers job ? My mother is a

19、 nurse. Shes thin. She likes music. Whats your grandpas job ? Hes a farmer. He likes painting. 7听录音，跟读课文。8看B部份的动画课件，高声读单词和对话。9教师出示本课时所学单词卡，让学生认读单词。10. 学生给动画配音，用其他职业单词作替换练习。11教师引导学生仿照从事各类职业的动作，教师发指令“Act like ” 12. 让学生看Lets do的动画课件，边看边学说并仿照做动作。13两人一组依照操练Lets do的内容，一人发指令，一人做动作。教师可适当告知学生一些其他职业的辞汇。（三）趣味操

20、练 （Practice） 1猜猜看。教师请一个学生上来演出人物，要求演出出人物的职业、外貌特点和爱好爱好，让其他学生猜：He is a/ Hes /He likes 2计时猜词竞赛 每一个小组56人，小组之间进行计时猜词竞赛。竞赛规那么：教师预备好写有英文单词doctor, farmer, nurse, driver, teacher, student, baseball player的单词卡。每一个小组依次到教室前面参加竞赛。竞赛前，小组内的第一名学生坐在椅子上，其他学生面对该名学生蹲在地上。教师站在这名学生的椅子后面，手拿单词卡放在他的头上。竞赛计时3分钟，教师最好指派一名学生帮忙计时。竞

21、赛开始，教师出示第一张单词卡，蹲在地上的学生要看着那个单词用动作或语言来表述出此单词的含义。（如用语言表达那么不能直接说出单词的中文意思，若是说出，视为犯规。）坐在椅子上的学生要依照组内同窗的表述来讲出英文单词。猜对计分并换人。第二名学生坐在椅子上，继续猜词。如有学生没猜对单词那么不能换人，教师出示下一张单词卡让该学生继续猜，直到料中单词时才可换人。按此规那么小组内的学生连番坐到椅子上进行猜词，直到计时停止，竞赛终止。最后看哪个小组猜对的词最多，得分最多，哪个小组就获胜。3. 依照图片描述 教师课前搜集学生父母的照片，别离出示给全班学生看，让他们用句型whats yours job ?来描述父

22、母的职业。（四）扩展性活动（Add-activities） Lets sing: My father is a doctor 教师播放歌曲，学生学唱。然后用其他辞汇替换演唱歌曲，如“My mother is a teacher.”。板书设计：Unit 6 Meet my family doctor, nurse, driver, farmer, baseball playerWhats your fathers job ?My father is a doctor.第四课时B Read and write 1. 能听、说、读、写四会单词farmer, driver, doctor, nurse

23、.2. 会用句型“Im going to be a ”表述自己的理想或以后职业。3. 学会经历单词的方式；4. 了解本课表示职业的单词的组成规律。5.引导学生形成踊跃向上的情感态度farmer, driver, doctor, nurse把握重点单词的书写，并了解表示职业单词的组成规律。Step1. Warm-upsing a song: Old Macdonld had a farm（课件中播放flash）Lets chant: Whats father?Greetings: T: Hello, boys and girls, Im Miss Lin. Ss: Hello, Miss Lin

24、. How are you? S1: Im fine, thank you. Whats your father? S2: Hes a doctor/ farmer/（设计用意：活跃课堂气氛，flash中的歌曲Old Macdonald had a farm 为下面farm做伏笔）Step2. Presentationa）. Look at the scream: （课件出示bus）Look, whats this? Its bus（课件显示司机在开车）T: what he?Ss: Hes a driver.T: Good! Hes a bus driver.学生齐读 driver 教师板书d

25、river，学生书空。Driver, driver, Im a driver. Lets drive to school. （课件呈现车开到学校的画面）Driver, driver, Im a driver.Lets drive to the zoo.（课件呈现车开到动物园的画面）Lets drive to the farm.（课件呈现车开到了Old Macdonald的农场）出示文本，让学生在句子中操练。引出farm为下面引出farmer做铺垫。）b）. 课件显示farm Look, its a farm. And whats his name? His name is Old Macdon

26、ald. Whats he?T& He is a farmer.PPT出示Old MacdonaldHes _（Old Macdonald）He is a _（farmer）He is _（old, strong, thin, tall, short）请学生填充横线上的词。What can you see on the farm?S1: I can see a pig/duck/S3: I can see a dog.出示dog 单词，转变到do p, dot, doctor c）. Look, this is Zhong Nanshan. Hes a doctor.（出示钟南山的图片）Hes _（ Zhong Nanshan）He is a _（doctor）He likes_（music, sports, science, computer games）d）. 前后出示针筒、护士帽，学生猜Whats he/she? She is a nurse.出示南丁格尔的图片：Shes _（ Zhong Nanshan）She is a _（doctor）She is _（old, strong, thin, tall