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2021学年Unit 6 Meet my family! Part A第一课时教学设计及反思
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这是一份2021学年Unit 6 Meet my family! Part A第一课时教学设计及反思，共8页。
The first perid(第一课时)
Part A Let’ s talk & Let’s cunt
▶教学内容与目标
▶教学重点
1. 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，并能够进行角色扮演。
2. 能够在情景中运用句型“Hw many peple are there in yur family?”询问并回答家中有几位家庭成员。
▶教学难点
1. 能够熟练掌握句型“Hw many…are there…?”的用法，并能在实际情景中运用。
2. 能够掌握句型“My family has six peple.”“But that’s nly five.”并能进行初步运用。
▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2.PPT课件、课文录音、视频、实物、头饰、家庭照片等。
Teaching purpse
用英语对话快速吸引学生的注意力，营造良好的英语课堂氛围。通过谈论手指及学校用品的数量帮助学生复习数字的知识。运用课堂上的实物和人物，操练句型“Hw many…?”,为学习本课的重点句型做准备。
▶教学过程教材分析
本单元学习的主题是朋友之间如何互相了解对方的家庭情况。教学内容主要是通过谈论家庭成员及其职业来展开的。教学重点是能够听、说、认读核心句型“—Hw many peple are there in yur family? —Three.”“—Is this yur uncle? —Yes, it is. He’s a ftball player.”“—What’s yur aunt’s jb? —She’s a nurse.”；能够听、说、认读单词和短语“parents, cusin, uncle, aunt, baby brther, dctr, ck, driver, farmer, nurse”。
教学目标
知识与能力目标:
句型
·能够听、说、认读句型“—Hw many peple are there in yur family? —Three.”“—Is this yur uncle? —Yes, it is. He’s a ftball player.”“—What’s yur aunt’s jb? —She’s a nurse.”
·能够在情景中运用句型“Hw many peple are there in yur family?”询问并回答家中有几位家庭成员；能够在情景中恰当运用句型“My family has six peple.”“But that’s nly five.”
·能够在情景中运用句型“—Is this yur…? —Yes, it is.”“—What’s yur…’s jb? —He’s/She’s a…”询问并回答某人与说话方的亲属关系及其职业情况
·能够按照意群朗读Read and write文段中的核心句型
词汇
·能听、说、认读单词和短语“parents, cusin, uncle, aunt, baby brther, dctr, ck, driver, farmer, nurse”
·能够在语境中正确使用上述有关家庭成员和职业的单词或短语简单介绍家庭成员及其职业
·能够在有意义的语境中抄写上述话题词汇
语音
·能够掌握a-e, i-e, -e, u-e, -e在单词中的长音发音规则
·能够对比掌握a, e, i, , u的长、短音发音规则
·能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合a, e, i, , u长、短音发音规则的单词
情感态度､文化意识､学习策略目标:
·能够体会并表达对家庭和生活的热爱之情
·能够了解英语国家中家庭成员之间的称呼习俗
·能够逐步做到见到符合a-e, i-e, -e, u-e,-e发音规则的单词能够拼读，听到符合发音规则的单词能够拼写
课时安排
第一课时: Part A Let’s talk & Let’s cunt
第二课时: Part A Let’s learn & Let’s play
第三课时: Part A Let’s spell
第四课时: Part B Let’s talk & Draw and say
第五课时: Part B Let’ learn & Let’s play
第六课时: Part B Read and write & Let’s check & Let’s sing & Part C Stry time
课时教学内容
课时教学目标
Let’s talk
·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，并能够进行角色扮演
·能够在情景中运用句型“Hw many peple are there in yur family?”询问并回答家中有几位家庭成员
·能够在情景中恰当运用句型“My family has six peple.”“But that’s nly five.”
·能够在语境中理解生词“peple, but, little, puppy”的意思，并能够正确发音
Let’s cunt
·能够通过“看图数数”活动，在语境中运用句型“Hw many…are there in/n/near…the…?”询问并回答物品数量
Step 1: Warm-up & Lead-in
1. Greetings.
2. Revisin.
Use the number f fingers and schl supplies t review the knwledge.
T: Hw many fingers/bks/pens/…d yu see?
Ss: …
Ask three bys/fur girls t cme t the platfrm.
T: Hw many bys/girls are there?
Ss: Three. / Fur.
Step 2: Presentatin
Teaching purpse
先请学生认真观察图片，获取信息。然后请学生数一数，以替换词汇的方式练习重点句型。
1. Let’s cunt.
(1) Shw the picture f “Let’s cunt” n the PPT. （课件出示: 教材P58 Let’s cunt板块的图片）And talk abut it with the sentence structure “Hw many apples/ants/birds/…are there n/in the…?” in class. (2) Teach the wrd “peple”.
T: Lk in thrugh the windw. Hw many peple are there in the family?
Write dwn the wrd “peple” n the blackbard and teach it.
T: p/p/-e/ i:/-ple/pl/, peple .
Then help students answer the questin.
Ss: Three.
T: Wh are they?
Ss: Father, mther and a by.
T: Yes, they’re parents and the sn.
(3) Teach the wrd “parents”.
Tell students “father + mther=parents”. Shw a picture f parents. (课件出示:父母亲的图片) Lead them t understand what “parents” means.
Teaching purpse
在处理本课新授对话时，采用从处理局部语言到呈现完整对话的方式。先学习对话中出现的新词、新句，为后面学习并理解对话扫清障碍。同时利用教学资源，就学生的真实情况展开讨论，提高语言运用的实践性，也为完成下一步教学任务做好铺垫。
T: p/p/-a/eə/r/-en/ ən/-ts/ts/, parents .
Let students read the wrd “parents” several times.
2. Teach the new sentence structures.
(1) Ask a student a questin: Hw many peple are there in yur family?
S1: Three. My father(dad), my mther(mum) and me.
T: Yu can als say “My parents and me.”
Write dwn the sentence structures “—Hw many peple are there in yur family? —Three. My parents and me.” n the blackbard.
Lead students t make dialgues with the questin “Hw many peple are there in yur family?” accrding t the actual situatins.
Students may answer with the wrds like brther, sister, grandfather(grandpa) and grandmther(grandma). Ask students t read and review these wrds.
(2) Present and practice the sentence structure “My family has…peple.”
T: …’s family has 5 peple. What abut yu?
Ask students t practice the sentence structure in pairs. Then chse sme students t intrduce their families.
(3) Present a survey frm abut the number f family members. (课件出示:家庭成员人数调查表) Let students use the sentence structures t carry ut an investigatin in grups f fur and reprt the results f the survey.
Present the results f a grup survey. Pint t the largest number in the frm and say, “Ww！It’s a big family!” Then pint t the smallest number and say, “But that’s nly three.” Ask students t guess the meaning f the sentence and then explain the meaning f “but”.
(4) Take ut a pht f the teacher’s family. Then pint t the family pht and ask the questin.
T: Lk! This is a pht f my family. Hw many peple are there in my family?
Ss: Five. T: N, my family has six peple. This is my father. This is my mther. This is my husband/wife. This is my little baby and this is me. (Pint t the pet.) And this is my little puppy.
Teach the wrds “baby, puppy” and ask students t read them. Use bdy language t make students understand the meaning f “little”.
Teaching purpse
通过观察对话情景图片，初步猜测大意，激发学生对新知的学习兴趣。然后提出问题，激发学生的阅读兴趣。在阅读对话后，通过让学生回答问题帮助学生理解对话含义，学会在具体语境中运用新知。
3. Let’s talk.
Present the pictures f “Let’s talk” n the PPT. （出示课件）
Lead students t bserve the pictures and predict the main idea f the dialgue.
Watch the cartn and answer the questins.
Shw the questins. （出示课件） Play the cartn and ask students t answer the questins. (课件出示:教材P58 Let’s talk板块的动画) Let students try t underline the answers in the bk.
Q1: Hw many peple are there in Chen Jie’s family? (Three.)
Q2: Hw many peple are there in Amy’s family? Five r six? (Six.)
T: Great! Wh are they in Chen Jie’s family? Wh are they in Amy’s family? Let’s watch the cartn again.
Play the cartn again. (出示课件) Ask students t try t underline the answers in the bk.
T: Wh are they in Chen Jie’s family? Yu can answer like this: Chen Jie says, “My parents and me.”
Ss: Chen Jie says, “My parents and me.”
T: Yes. The wrd “parents” here means “father and mther”. “My parents and me.” means “Father, mther and Chen Jie.” S there are three peple in Chen Jie’s family.
T: Wh are they in Amy’s family?
Teaching purpse
通过跟读录音，帮助学生用正确的语音、语调朗读对话。通过构建语言框架，让学生根据对话原文填空，帮助学生充分理解课文内容。
Ss: Amy says, “My dad, my mum, my sister, my baby brther and me.” “And my little puppy!”
T: Wnderful!
（3）Play the recrding f the dialgue. (出示课件) Ask students t read after it and pay attentin t the prnunciatin and the intnatin.
Then shw the sentences related t the dialgue n the PPT. Ask students t fill in the blanks accrding t the dialgue.
Teaching purpse
通过分角色朗读对话和不同形式的表演活动，让学生进一步理解并掌握本课的重点句型，为学生能够熟练运用重点句型进行表达奠定基础。
Step 3: Practice
1. Read the dialgue in rles.
T: Nw, wh wants t be Amy? Wh wants t be Chen Jie? Let’s read it in rles.
2. Act ut the dialgue in class.
Take ut sme headdresses and ask sme students t act ut the dialgue.
3. Play a game — “3D Family Phts”.
Lead students t wrk in grups f fur. One student intrduces his/her family members, the thers act ut accrding t his/her intrductin in grups.
Fr example:
S1: Lk, this is a pht f my family. This is my grandpa.
S2: Hi, I’m grandpa. I’m ld. (Act with bdy language.)
S1: This is my dad.
S3: Hi, I’m Dad. I’m tall and strng. (Act with bdy language.)
Teaching purpse
通过课件的示范，让学生运用所学词汇及句型介绍自己的家庭，培养学生的综合语言运用能力。
…
Step 4: Cnslidatin & Extensin
Shw a picture f Amy n the PPT. Intrduce her family by using the sentence structures f this lessn. Let students try t intrduce their families by fllwing the example.
Ask students t practice in pairs. Then chse fur students t shw in class. At last, select the best intrductin.
▶板书设计
▶作业设计
1. Read and act ut the dialgue f “Let’s talk”.
2. D the exercises. (见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶教学反思
1. 本课时主要学习谈论家庭成员。课程开始，由复习数字导入句型“Hw many…?”，结合活动中的图片操练并运用句型。
2. 课程活动设计丰富，易操作，且具备层次感。从局部到整体，先学习对话中出现的新词、新句，为后面学习并理解对话扫清障碍，有效地提升了学生的核心素养。结合表格进行调查，并谈论家庭成员的情况，帮助学生理解核心句型的意义并学会运用。
3. 在对话教学时，从观察图片猜测内容，到预设问题粗读对话进行感知，经过听录音精读对话回答问题，最后通过填空补充对话，复述内容。一步一步，由浅入深，由易到难，符合教学规律。并且通过多种形式的朗读，帮助学生掌握对话，落实知识点。
▶Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the main idea f the dialgue with the help f the pictures and the teacher.
·Be able t read the dialgue with the crrect prnunciatin and intnatin and act it ut in different rles.
·Be able t use the sentence structure“Hw many peple are there in yur family?”in situatins t ask and answer the number f family members.
·Be able t use the sentences“My family has six peple.”“But that’s nly five.”apprpriately in situatins.
·Be able t understand new wrds “peple, but, little, puppy” in cntext and prnunce them crrectly.
Let’s cunt
·Be able t use the sentence structure“Hw many…are there in/n/near…the…?”in cntext
t ask and answer the number f things thrugh cunting activity.
▶Teaching Pririties
·Be able t understand the main idea f the dialgue with the help f the pictures and the teacher. Be able t read the dialgue with the crrect prnunciatin and intnatin and act it ut in different rles.
·Be able t use sentence structure “Hw many peple are there in yur family?”in situatins t
ask and answer the number f family members.
▶Teaching Difficulties
·Be able t master the sentence structure “Hw many…are there…?” adritly and use it in real situatins.
·Be able t master and use the sentences “My family has six peple.”“But that’s nly five.”
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Revisin.
Practice the sentence structures with fingers and schl supplies.
1. Greetings.
2. Answer the questins and practice the sentence structures.
Attract students’ attentin quickly. Practice the sentence structures with bjects and characters in class. Prepare fr studying the key sentence structures in this lessn.
Presentatin
1. Let’s cunt.
(1) Shw the picture f “Let’s
cunt” and talk abut it with the key sentence structure.
(2) Teach the wrd “peple”.
(3) Teach the wrd “parents”.
(1) Lk at the picture and talk abut it.
(2) Answer the questins and learn the wrd “peple”.
(3) Learn the wrd “parents”.
Get infrmatin by bserving the picture carefully. Practice the key sentence structures by replacing wrds.
2. Teach the new sentence structures.
(1) Ask a student a questin: Hw many peple are there in yur family?
(2) Present and practice the sentence structure “My family has…peple.”
(3) Lead students t cmplete the frm. Teach the wrd “but”.
(4) Teach the wrds “little, baby,
puppy” with a family pht.
(1) Answer the questin and make dialgues accrding t the actual situatins.
(2) Practice the sentence
structure “My family has…peple.” in pairs.
(3) Use the sentence structures t carry ut an investigatin in grups f fur and reprt the results. Learn the wrd “but”.
(4) Learn the wrds “little, baby, puppy”.
Clear the way fr studying the new dialgue by learning the new wrds and sentence structures. Imprve the practicality f language using by discussing the actual situatins f students.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Presentatin
3. Let’s talk.
(1) Present the pictures f “Let’s talk” n the PPT. Help students predict the main idea f the dialgue.
(2) Play the cartn twice and ask sme questins.
(3) Play the recrding. Ask students t read the dialgue after it.
Shw the sentences
related t the dialgue n the PPT. Ask students t fill in the blanks.
(1) Observe the pictures and predict the main idea f the dialgue.
(2) Watch the cartn twice.
Answer the questins.
(3) Read the dialgue after
the recrding. Fill in the blanks accrding t the dialgue.
Stimulate students’ interest in learning new knwledge thrugh bserving pictures. Use the questins t attract students’ attentin and help students learn hw t use new knwledge in specific cntexts.
Make sure students can read the dialgue with the crrect prnunciatin and intnatin.
Practice
1. Read the dialgue in rles.
Ask students t read the
dialgue in rles.
1. Read the dialgue in rles.
Thrugh reading the dialgue in rles and different frms f perfrming activities, let students further understand and master the key sentence structures.
2. Act ut the dialgue in class.
Ask students t act ut the
dialgue in class.
2. Act ut the dialgue in
class.
3. Play a game— “3D Family
Phts”.
3. Wrk in grups f fur. One student intrduces
his/her family members, the thers act ut.
Cnslidatin
&
Extensin
Shw a picture f Amy.
Present an example.
Let students try t intrduce
their families by fllwing the
example.
Intrduce their families by fllwing the example.
Cultivate students’ cmprehensive language using ability by intrducing their families.
Hmewrk
1. Read and act ut the dialgue f “Let’s talk”.
2. D the exercises.
The first perid(第一课时)
Part A Let’ s talk & Let’s cunt
▶教学内容与目标
▶教学重点
1. 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，并能够进行角色扮演。
2. 能够在情景中运用句型“Hw many peple are there in yur family?”询问并回答家中有几位家庭成员。
▶教学难点
1. 能够熟练掌握句型“Hw many…are there…?”的用法，并能在实际情景中运用。
2. 能够掌握句型“My family has six peple.”“But that’s nly five.”并能进行初步运用。
▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2.PPT课件、课文录音、视频、实物、头饰、家庭照片等。
Teaching purpse
用英语对话快速吸引学生的注意力，营造良好的英语课堂氛围。通过谈论手指及学校用品的数量帮助学生复习数字的知识。运用课堂上的实物和人物，操练句型“Hw many…?”,为学习本课的重点句型做准备。
▶教学过程教材分析
本单元学习的主题是朋友之间如何互相了解对方的家庭情况。教学内容主要是通过谈论家庭成员及其职业来展开的。教学重点是能够听、说、认读核心句型“—Hw many peple are there in yur family? —Three.”“—Is this yur uncle? —Yes, it is. He’s a ftball player.”“—What’s yur aunt’s jb? —She’s a nurse.”；能够听、说、认读单词和短语“parents, cusin, uncle, aunt, baby brther, dctr, ck, driver, farmer, nurse”。
教学目标
知识与能力目标:
句型
·能够听、说、认读句型“—Hw many peple are there in yur family? —Three.”“—Is this yur uncle? —Yes, it is. He’s a ftball player.”“—What’s yur aunt’s jb? —She’s a nurse.”
·能够在情景中运用句型“Hw many peple are there in yur family?”询问并回答家中有几位家庭成员；能够在情景中恰当运用句型“My family has six peple.”“But that’s nly five.”
·能够在情景中运用句型“—Is this yur…? —Yes, it is.”“—What’s yur…’s jb? —He’s/She’s a…”询问并回答某人与说话方的亲属关系及其职业情况
·能够按照意群朗读Read and write文段中的核心句型
词汇
·能听、说、认读单词和短语“parents, cusin, uncle, aunt, baby brther, dctr, ck, driver, farmer, nurse”
·能够在语境中正确使用上述有关家庭成员和职业的单词或短语简单介绍家庭成员及其职业
·能够在有意义的语境中抄写上述话题词汇
语音
·能够掌握a-e, i-e, -e, u-e, -e在单词中的长音发音规则
·能够对比掌握a, e, i, , u的长、短音发音规则
·能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合a, e, i, , u长、短音发音规则的单词
情感态度､文化意识､学习策略目标:
·能够体会并表达对家庭和生活的热爱之情
·能够了解英语国家中家庭成员之间的称呼习俗
·能够逐步做到见到符合a-e, i-e, -e, u-e,-e发音规则的单词能够拼读，听到符合发音规则的单词能够拼写
课时安排
第一课时: Part A Let’s talk & Let’s cunt
第二课时: Part A Let’s learn & Let’s play
第三课时: Part A Let’s spell
第四课时: Part B Let’s talk & Draw and say
第五课时: Part B Let’ learn & Let’s play
第六课时: Part B Read and write & Let’s check & Let’s sing & Part C Stry time
课时教学内容
课时教学目标
Let’s talk
·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，并能够进行角色扮演
·能够在情景中运用句型“Hw many peple are there in yur family?”询问并回答家中有几位家庭成员
·能够在情景中恰当运用句型“My family has six peple.”“But that’s nly five.”
·能够在语境中理解生词“peple, but, little, puppy”的意思，并能够正确发音
Let’s cunt
·能够通过“看图数数”活动，在语境中运用句型“Hw many…are there in/n/near…the…?”询问并回答物品数量
Step 1: Warm-up & Lead-in
1. Greetings.
2. Revisin.
Use the number f fingers and schl supplies t review the knwledge.
T: Hw many fingers/bks/pens/…d yu see?
Ss: …
Ask three bys/fur girls t cme t the platfrm.
T: Hw many bys/girls are there?
Ss: Three. / Fur.
Step 2: Presentatin
Teaching purpse
先请学生认真观察图片，获取信息。然后请学生数一数，以替换词汇的方式练习重点句型。
1. Let’s cunt.
(1) Shw the picture f “Let’s cunt” n the PPT. （课件出示: 教材P58 Let’s cunt板块的图片）And talk abut it with the sentence structure “Hw many apples/ants/birds/…are there n/in the…?” in class. (2) Teach the wrd “peple”.
T: Lk in thrugh the windw. Hw many peple are there in the family?
Write dwn the wrd “peple” n the blackbard and teach it.
T: p/p/-e/ i:/-ple/pl/, peple .
Then help students answer the questin.
Ss: Three.
T: Wh are they?
Ss: Father, mther and a by.
T: Yes, they’re parents and the sn.
(3) Teach the wrd “parents”.
Tell students “father + mther=parents”. Shw a picture f parents. (课件出示:父母亲的图片) Lead them t understand what “parents” means.
Teaching purpse
在处理本课新授对话时，采用从处理局部语言到呈现完整对话的方式。先学习对话中出现的新词、新句，为后面学习并理解对话扫清障碍。同时利用教学资源，就学生的真实情况展开讨论，提高语言运用的实践性，也为完成下一步教学任务做好铺垫。
T: p/p/-a/eə/r/-en/ ən/-ts/ts/, parents .
Let students read the wrd “parents” several times.
2. Teach the new sentence structures.
(1) Ask a student a questin: Hw many peple are there in yur family?
S1: Three. My father(dad), my mther(mum) and me.
T: Yu can als say “My parents and me.”
Write dwn the sentence structures “—Hw many peple are there in yur family? —Three. My parents and me.” n the blackbard.
Lead students t make dialgues with the questin “Hw many peple are there in yur family?” accrding t the actual situatins.
Students may answer with the wrds like brther, sister, grandfather(grandpa) and grandmther(grandma). Ask students t read and review these wrds.
(2) Present and practice the sentence structure “My family has…peple.”
T: …’s family has 5 peple. What abut yu?
Ask students t practice the sentence structure in pairs. Then chse sme students t intrduce their families.
(3) Present a survey frm abut the number f family members. (课件出示:家庭成员人数调查表) Let students use the sentence structures t carry ut an investigatin in grups f fur and reprt the results f the survey.
Present the results f a grup survey. Pint t the largest number in the frm and say, “Ww！It’s a big family!” Then pint t the smallest number and say, “But that’s nly three.” Ask students t guess the meaning f the sentence and then explain the meaning f “but”.
(4) Take ut a pht f the teacher’s family. Then pint t the family pht and ask the questin.
T: Lk! This is a pht f my family. Hw many peple are there in my family?
Ss: Five. T: N, my family has six peple. This is my father. This is my mther. This is my husband/wife. This is my little baby and this is me. (Pint t the pet.) And this is my little puppy.
Teach the wrds “baby, puppy” and ask students t read them. Use bdy language t make students understand the meaning f “little”.
Teaching purpse
通过观察对话情景图片，初步猜测大意，激发学生对新知的学习兴趣。然后提出问题，激发学生的阅读兴趣。在阅读对话后，通过让学生回答问题帮助学生理解对话含义，学会在具体语境中运用新知。
3. Let’s talk.
Present the pictures f “Let’s talk” n the PPT. （出示课件）
Lead students t bserve the pictures and predict the main idea f the dialgue.
Watch the cartn and answer the questins.
Shw the questins. （出示课件） Play the cartn and ask students t answer the questins. (课件出示:教材P58 Let’s talk板块的动画) Let students try t underline the answers in the bk.
Q1: Hw many peple are there in Chen Jie’s family? (Three.)
Q2: Hw many peple are there in Amy’s family? Five r six? (Six.)
T: Great! Wh are they in Chen Jie’s family? Wh are they in Amy’s family? Let’s watch the cartn again.
Play the cartn again. (出示课件) Ask students t try t underline the answers in the bk.
T: Wh are they in Chen Jie’s family? Yu can answer like this: Chen Jie says, “My parents and me.”
Ss: Chen Jie says, “My parents and me.”
T: Yes. The wrd “parents” here means “father and mther”. “My parents and me.” means “Father, mther and Chen Jie.” S there are three peple in Chen Jie’s family.
T: Wh are they in Amy’s family?
Teaching purpse
通过跟读录音，帮助学生用正确的语音、语调朗读对话。通过构建语言框架，让学生根据对话原文填空，帮助学生充分理解课文内容。
Ss: Amy says, “My dad, my mum, my sister, my baby brther and me.” “And my little puppy!”
T: Wnderful!
（3）Play the recrding f the dialgue. (出示课件) Ask students t read after it and pay attentin t the prnunciatin and the intnatin.
Then shw the sentences related t the dialgue n the PPT. Ask students t fill in the blanks accrding t the dialgue.
Teaching purpse
通过分角色朗读对话和不同形式的表演活动，让学生进一步理解并掌握本课的重点句型，为学生能够熟练运用重点句型进行表达奠定基础。
Step 3: Practice
1. Read the dialgue in rles.
T: Nw, wh wants t be Amy? Wh wants t be Chen Jie? Let’s read it in rles.
2. Act ut the dialgue in class.
Take ut sme headdresses and ask sme students t act ut the dialgue.
3. Play a game — “3D Family Phts”.
Lead students t wrk in grups f fur. One student intrduces his/her family members, the thers act ut accrding t his/her intrductin in grups.
Fr example:
S1: Lk, this is a pht f my family. This is my grandpa.
S2: Hi, I’m grandpa. I’m ld. (Act with bdy language.)
S1: This is my dad.
S3: Hi, I’m Dad. I’m tall and strng. (Act with bdy language.)
Teaching purpse
通过课件的示范，让学生运用所学词汇及句型介绍自己的家庭，培养学生的综合语言运用能力。
…
Step 4: Cnslidatin & Extensin
Shw a picture f Amy n the PPT. Intrduce her family by using the sentence structures f this lessn. Let students try t intrduce their families by fllwing the example.
Ask students t practice in pairs. Then chse fur students t shw in class. At last, select the best intrductin.
▶板书设计
▶作业设计
1. Read and act ut the dialgue f “Let’s talk”.
2. D the exercises. (见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶教学反思
1. 本课时主要学习谈论家庭成员。课程开始，由复习数字导入句型“Hw many…?”，结合活动中的图片操练并运用句型。
2. 课程活动设计丰富，易操作，且具备层次感。从局部到整体，先学习对话中出现的新词、新句，为后面学习并理解对话扫清障碍，有效地提升了学生的核心素养。结合表格进行调查，并谈论家庭成员的情况，帮助学生理解核心句型的意义并学会运用。
3. 在对话教学时，从观察图片猜测内容，到预设问题粗读对话进行感知，经过听录音精读对话回答问题，最后通过填空补充对话，复述内容。一步一步，由浅入深，由易到难，符合教学规律。并且通过多种形式的朗读，帮助学生掌握对话，落实知识点。
▶Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the main idea f the dialgue with the help f the pictures and the teacher.
·Be able t read the dialgue with the crrect prnunciatin and intnatin and act it ut in different rles.
·Be able t use the sentence structure“Hw many peple are there in yur family?”in situatins t ask and answer the number f family members.
·Be able t use the sentences“My family has six peple.”“But that’s nly five.”apprpriately in situatins.
·Be able t understand new wrds “peple, but, little, puppy” in cntext and prnunce them crrectly.
Let’s cunt
·Be able t use the sentence structure“Hw many…are there in/n/near…the…?”in cntext
t ask and answer the number f things thrugh cunting activity.
▶Teaching Pririties
·Be able t understand the main idea f the dialgue with the help f the pictures and the teacher. Be able t read the dialgue with the crrect prnunciatin and intnatin and act it ut in different rles.
·Be able t use sentence structure “Hw many peple are there in yur family?”in situatins t
ask and answer the number f family members.
▶Teaching Difficulties
·Be able t master the sentence structure “Hw many…are there…?” adritly and use it in real situatins.
·Be able t master and use the sentences “My family has six peple.”“But that’s nly five.”
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Revisin.
Practice the sentence structures with fingers and schl supplies.
1. Greetings.
2. Answer the questins and practice the sentence structures.
Attract students’ attentin quickly. Practice the sentence structures with bjects and characters in class. Prepare fr studying the key sentence structures in this lessn.
Presentatin
1. Let’s cunt.
(1) Shw the picture f “Let’s
cunt” and talk abut it with the key sentence structure.
(2) Teach the wrd “peple”.
(3) Teach the wrd “parents”.
(1) Lk at the picture and talk abut it.
(2) Answer the questins and learn the wrd “peple”.
(3) Learn the wrd “parents”.
Get infrmatin by bserving the picture carefully. Practice the key sentence structures by replacing wrds.
2. Teach the new sentence structures.
(1) Ask a student a questin: Hw many peple are there in yur family?
(2) Present and practice the sentence structure “My family has…peple.”
(3) Lead students t cmplete the frm. Teach the wrd “but”.
(4) Teach the wrds “little, baby,
puppy” with a family pht.
(1) Answer the questin and make dialgues accrding t the actual situatins.
(2) Practice the sentence
structure “My family has…peple.” in pairs.
(3) Use the sentence structures t carry ut an investigatin in grups f fur and reprt the results. Learn the wrd “but”.
(4) Learn the wrds “little, baby, puppy”.
Clear the way fr studying the new dialgue by learning the new wrds and sentence structures. Imprve the practicality f language using by discussing the actual situatins f students.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Presentatin
3. Let’s talk.
(1) Present the pictures f “Let’s talk” n the PPT. Help students predict the main idea f the dialgue.
(2) Play the cartn twice and ask sme questins.
(3) Play the recrding. Ask students t read the dialgue after it.
Shw the sentences
related t the dialgue n the PPT. Ask students t fill in the blanks.
(1) Observe the pictures and predict the main idea f the dialgue.
(2) Watch the cartn twice.
Answer the questins.
(3) Read the dialgue after
the recrding. Fill in the blanks accrding t the dialgue.
Stimulate students’ interest in learning new knwledge thrugh bserving pictures. Use the questins t attract students’ attentin and help students learn hw t use new knwledge in specific cntexts.
Make sure students can read the dialgue with the crrect prnunciatin and intnatin.
Practice
1. Read the dialgue in rles.
Ask students t read the
dialgue in rles.
1. Read the dialgue in rles.
Thrugh reading the dialgue in rles and different frms f perfrming activities, let students further understand and master the key sentence structures.
2. Act ut the dialgue in class.
Ask students t act ut the
dialgue in class.
2. Act ut the dialgue in
class.
3. Play a game— “3D Family
Phts”.
3. Wrk in grups f fur. One student intrduces
his/her family members, the thers act ut.
Cnslidatin
&
Extensin
Shw a picture f Amy.
Present an example.
Let students try t intrduce
their families by fllwing the
example.
Intrduce their families by fllwing the example.
Cultivate students’ cmprehensive language using ability by intrducing their families.
Hmewrk
1. Read and act ut the dialgue f “Let’s talk”.
2. D the exercises.
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