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小学英语人教版 (PEP)四年级上册Unit 6 Meet my family! Part B第四课时教学设计
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这是一份小学英语人教版 (PEP)四年级上册Unit 6 Meet my family! Part B第四课时教学设计，共8页。
▶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，并分角色表演。
2. 能够理解并运用句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”。
▶教学难点
能够在真实情景中灵活运用核心句型。
▶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、家庭称呼类和职业类单词卡片等。
Teaching purpse
用自编chant吸引学生的注意力，激发他们学习英语的兴趣。同时，复习有关家庭称呼的知识，为接下来的学习做好准备。
▶教学过程课时教学内容
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，并能够分角色表演对话
·能够在情景中运用句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”询问并回答某人与说话方的亲属关系及其职业情况
·能够在语境中理解词汇“ftball player, nurse”的意思，并能够正确发音
Draw and say
·能够通过画一画、说一说，巩固B部分对话中所学的核心句型
Step 1: Warm-up & Lead-in
1. Greetings.
2. Shw the chant—I lve yu.
Ask students t read the chant carefully and then chant it tgether.
3. Lead-in.
Shw the utline picture f the teacher’s family pht n the PPT. （课件出示: 教师全家福的轮廓图）Ask students t guess the relatinship between the persn in the picture and the teacher.
T: This is my family pht. Guess! Wh’s she/he? Yu can ask like this: Is this yur…? Remind students t use rising tnes in general questins.
Ss: Is this yur cusin/aunt/…?
T: Yes, it is. / N, it isn’t. / N, it’s me.
Write dwn the sentence structures “—Is this yur…? —Yes, it is. / N, it isn’t. / N, it’s me.” n the blackbard.
Teaching purpse
通过图片，帮助学生理解新词的含义，并引导学生通过听音和拆音的方法学习新词的读音，为对话学习扫清障碍。
Step 2: Presentatin
1. Teach the new vcabulary and sentence structures.
(1) After guessing sme characters, the picture f the teacher’s family members is clearly presented. The teacher pints t herself/himself and says, “I’m a teacher.”
Then pint t her/his aunt in the picture.
T: This is my aunt. She’s a nurse.
Shw a picture f the teacher’s aunt in a nurse’s unifrm. Help students understand what “nurse” means.
Teach the wrd “nurse”, n/n/-ur/ɜː/-se/s/, nurse/nɜːs/. (课件出示:nurse的相关内容)
Ask students t read after the teacher and pay attentin t the sund f “ur”. It sunds /ɜː/ here.
T: What’s my aunt’s jb? She’s a/an…
Ask students t guess the meaning f this questin and the wrd “jb” accrding t the cntext.
Ss: She’s a nurse.
Write dwn the sentence “What’s yur aunt’s jb?” n the blackbard and get students t read after the teacher.
Teaching purpse
通过介绍家人的职业，引出职业名称，帮助学生理解其含义，并使其掌握单词的读音。
T: au/ɑː/-n/n/-t/t/, aunt/ɑːnt/, t’s/ts/, aunt’s/ɑːnts/. “t’s” sunds /ts/ here.
T: j/dʒ/-/ɒ/-b/b/, jb/dʒɒb/.
T: Nw yu can ask me abut my ther family members with the sentence structure.
Ss: What’s yur…’s jb?
T: He’s/She’s a/an… (dctr, ftball player, nurse, farmer, ck, driver…)
Shw the pictures f the jbs abve t help students understand.
Write dwn the sentence structure “He’s/She’s a/an…” n the blackbard.
(2) Write dwn the phrase “ftball player” and the sentence “He’s a ftball player.” n the blackbard. Help students understand the meaning f “ftball” thrugh pictures f a ft, a ball and a ftball n the PPT. （出示课件）
Shw the cards f “father” “teacher” “sister” and s n. Let students listen t the prnunciatin f these wrds t knw the sund f “-er” when it appears at the end f a wrd and spell the wrd “player”. Teach the wrd “player”. Ask students t read after the recrding. （课件出示:player的相关内容）
Teaching purpse
通过对本单元主情景图的学习，设置特定的语言环境，进一步感知核心句型。
2. Talk abut the picture f the main scene.
Present the picture f the main scene n the PPT.（课件出示: 教材Unit 6主情景图）
T: This is Sarah’s family. They are putting n a play. D yu knw its name?
Students may answer in Chinese.
T: Hw many peple are there in Sarah’s family?
Ss: Nine. Ww!
Pint t ne actr in the picture and ask, “Is this Sarah’s uncle?”
Ss: Yes, it is. /N, it isn’t.
T: What’s his jb?
Lead students t find relevant persn. Ask students t describe his jb thrugh the dialgue in the picture.
Ss: He’s a ftball player.
Cntinue t talk abut Sarah’s aunt’s and father’s jbs.
Play the cartn f the main scene n the PPT. (课件出示: 教材Unit 6主情景图的视频) Ask students t read after it.
Teaching purpse
通过提问让学生对对话内容产生阅读的兴趣。再通过回答问题，帮助学生理解对话的内容。
3. Let’s talk.
(1) Shw the pictures f the three characters in “Let’s talk” n the PPT. （课件出示: 教材P61 Let’s talk板块中Sarah的叔叔和婶婶的照片以及Sarah小时候的照片）
Ask students t guess wh these peple related t Sarah are and predict the main idea f the dialgue.
T: Is this yur Sarah’s…?
Ss: …
Write dwn the wrds n the blackbard accrding t students’ guessing.
T: What are Sarah and Zhang Peng talking abut?
Ss: They are talking abut Sarah’s family members and their jbs.
(2) Play the cartn and ask the questins.
Questins: Wh’s this man/wman? What’s his/her jb? Is the little baby Sarah’s baby brther?
Play the cartn f “Let’s talk” n the PPT and let students pay attentin t the prnunciatin and the intnatin. (课件出示:教材P61 Let’s talk板块的视频) Ask students t watch the cartn with the questins. Underline the answers in the bk.
②Answer the questins.
T: Wh’s this man?
Ss: It’s Sarah’s uncle.
T: What’s his jb?
Ss: He’s a ftball player.
T: Wh’s this wman?
Ss: It’s Sarah’s aunt.
T: What’s her jb?
Ss: She’s a nurse.
③Play the cartn again. （Pause at the last picture.） (出示课件)
T: Wh’s the baby? Is the little baby Sarah’s baby brther?
Ss: N. It’s Sarah. Sarah says, “It’s me!”Teaching purpse
通过跟读与分角色表演对话，保证学生能够正确朗读对话，并进一步熟悉重点句型的表达。
(3) Read after the recrding.
Play the recrding f “Let’s talk” n the PPT. （出示课件） Ask students t read after it. Then let them read in pairs.
(4) Act ut the dialgue.
Ask students t read the dialgue freely and act ut in rles. Select fur pairs t act ut in class.
Step 3: Practice
Teaching purpse
通过呈现单元主情景图，创编对话并操练重点句型，帮助学生在真实情境中运用核心句型，进而突破本课的重难点。
1. Make a dialgue.
Present the picture f the main scene f this unit nce again n the PPT. (课件出示: 教材Unit 6主情景图) Ask students t select a persn in the picture and make a dialgue. Then let them practice in pairs.
Make an example:
A: Is this Sarah’s mther?
B: Yes, it is. /N, it isn’t. She’s…
A: What’s Sarah’s mther’s jb?
B: She’s a/an…
Teaching purpse
通过观察图片、问答操练以及替换单词操练，逐步达到本部分“画一画，说一说”的要求，帮助学生巩固在对话中所学的核心句型。
2. Draw and say.
(1) Let students lk at the fur stick figures in “Draw and say”. （课件出示:教材P61 Draw and say板块的四幅简笔画） Ask them t describe the jbs f the characters.
(2) Ask tw students t read the dialgue f this part. Remind them t use rising tnes in general questins.
(3) Ask students t draw pictures f their family members. Then lead them t intrduce their family members and the jbs f their family members w ith the key sentences.
(4) Lead students t ask and answer in pairs with the fllwing sentence structures.
Teaching purpse
“魔镜游戏”是上一个教学环节Draw and say活动的变化和延伸，让学生在轻松的游戏中，操练重点词汇和句型，并结合肢体语言，使学生对职业名词的理解更深入。
Step 4: Cnslidatin & Extensin
1. Play a game— “Magic mirrr”.
Ask tw students t make a mdel.
First, use the ready-made materials in the classrm t make the frame f the magic mirrr, such as a wden ruler, brm, etc.
Then ask student A t wear a mask with reflective effect and stand behind the mirrr in a fixed psitin.
B: (Stand in frnt f the mirrr and ask.) Mirrr, mirrr n the wall! Is this B?
A (“Magic mirrr”): Yes, it is.
B: What’s his/her jb?
A (“Magic mirrr”): He’s/She’s a/an…
Then let bth f them make the representative actin f this jb at the same time.
Get students t practice in pairs， then shw in class.
2. Let’s sing—My family.
Teaching purpse
通过小结活动，帮助学生梳理并再现重点词汇与句型，从而对本课的重点内容进行总结及强化。
Play the sng My family. （课件出示:教材P64 Let’s sing板块的歌曲）Ask students t listen carefully and sing tgether.
3. Make a summary.
Pint t the vcabulary and the sentence structures n the blackbard, ask students t review them quickly.
▶板书设计
▶作业设计
1. Read the dialgue t yur parents.
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. 本课在A部分的基础上学习重点句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”，教学内容贴近学生生活，因此学生们对话题较熟悉，这有助于他们更好地掌握知识。
2. 通过对本单元主情景图的教学，让学生在情景中初步感知重点词汇和句型，让英语课堂生动起来。
3. 在实践中注意分层教学，因材施教，用最有效的方式激发学生主动参与的兴趣，培养其独立思考和合作探究的创新精神。
4. 教学层次分明，引导适当，体现了学生在学习中的主体地位，顺利完成了教学目标。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶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 ut the dialgue in rles.
·Be able t use the sentence structures “—Is this yur…? —Yes, it is./N, it isn’t. /N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…” in situatins t ask and answer the relatinship
between smene and the speaker and his/her jb.
·Be able t understand new vcabulary “ftball player, nurse” in cntext, and prnunce them crrectly.
Draw and say
·Be able t cnslidate the key sentence structures learned in Part B by drawing and saying.
▶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 ut the dialgue in rles.
·Be able t understand and use the sentence structures “—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”
▶Teaching Difficulties
·Be able t use the key sentence structures flexibly in real situatins.
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Shw the chant—I lve yu.
3. Lead-in.
Shw the utline picture f the teacher’s family pht n the PPT. Ask students t guess.
1. Greetings.
2. Read the chant carefully and chant with the teacher.
3. Talk abut the utline
picture with the teacher.
Stimulate students’ curisity and enthusiasm t participate in class by guessing.
Presentatin
1. Teach the new vcabulary and sentence structures.
(1) Teach the wrd “nurse” and the sentence structures “—What’s yur…’s jb? —He’s/She’s a/an…”
(2) Teach the phrase “ftball
player”.
Learn the vcabulary and the sentence structures.
Help students learn the meanings and prnunciatins f the new vcabulary.
Let students perceive the new sentence structures.
Clear the way fr dialgue learning.
2. Talk abut the picture f the main scene.
Present the picture and play the cartn f the main scene.
Practice the key sentence structures by talking abut the main scene.
Read after the cartn.
Further perceive the key sentence structures by learning the main scene f the unit.
3. Let’s talk.
(1) Shw the pictures f the three characters in “Let’s talk” n the PPT. Ask students t guess.
(2) Play the cartn and ask the
questins.
(3) Play the recrding f “Let’s talk”.
(4) Ask fur pairs t act ut in class.
(1) Lk at the pictures and guess.
(2) Watch the cartn with
the questins. Underline the answers in the bk. And answer the questins.
(3) Read after the recrding and read in pairs.
(4) Read the dialgue freely and act ut in rles.
Attract students’ interest in reading by asking questins.
Help students understand the dialgue and perceive the key sentence structures.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Practice
1. Make a dialgue.
Present the picture f the main scene. Ask students t select a persn in the picture and make a dialgue. Then let them practice in pairs.
Select a persn in the picture and make a dialgue. Then practice in pairs.
Help students use the key sentence structures and break thrugh the difficult pints in real situatins.
2. Draw and say.
Lead students t
cmplete the activities as
required.
Watch the stick figures and read the dialgue f this part.
Draw pictures f their family members.
Ask and answer in pairs.
Help students cnslidate the key sentence structures thrugh a series f activities.
Cnslidatin
&
Extensin
1. Play a game — “Magic mirrr”.
Ask tw students t make
a mdel. Then ask
students t play the game in pairs.
Play the game and practice in pairs and then shw in class.
Practice the key vcabulary and sentence structures in the relaxing game. Make students have a deeper understanding f ccupatinal nuns.
2. Let’s sing—My family.
Listen carefully and sing the sng tgether.
Activate the atmsphere f class.
3. Make a summary.
Pint t the vcabulary and the sentence structures n the
blackbard.
Review the vcabulary and the sentence structures quickly.
Help students cnslidate and srt ut the key knwledge f this lessn.
Hmewrk
1. Read the dialgue t yur parents.
2. D the exercises.
▶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，并分角色表演。
2. 能够理解并运用句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”。
▶教学难点
能够在真实情景中灵活运用核心句型。
▶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、家庭称呼类和职业类单词卡片等。
Teaching purpse
用自编chant吸引学生的注意力，激发他们学习英语的兴趣。同时，复习有关家庭称呼的知识，为接下来的学习做好准备。
▶教学过程课时教学内容
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，并能够分角色表演对话
·能够在情景中运用句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”询问并回答某人与说话方的亲属关系及其职业情况
·能够在语境中理解词汇“ftball player, nurse”的意思，并能够正确发音
Draw and say
·能够通过画一画、说一说，巩固B部分对话中所学的核心句型
Step 1: Warm-up & Lead-in
1. Greetings.
2. Shw the chant—I lve yu.
Ask students t read the chant carefully and then chant it tgether.
3. Lead-in.
Shw the utline picture f the teacher’s family pht n the PPT. （课件出示: 教师全家福的轮廓图）Ask students t guess the relatinship between the persn in the picture and the teacher.
T: This is my family pht. Guess! Wh’s she/he? Yu can ask like this: Is this yur…? Remind students t use rising tnes in general questins.
Ss: Is this yur cusin/aunt/…?
T: Yes, it is. / N, it isn’t. / N, it’s me.
Write dwn the sentence structures “—Is this yur…? —Yes, it is. / N, it isn’t. / N, it’s me.” n the blackbard.
Teaching purpse
通过图片，帮助学生理解新词的含义，并引导学生通过听音和拆音的方法学习新词的读音，为对话学习扫清障碍。
Step 2: Presentatin
1. Teach the new vcabulary and sentence structures.
(1) After guessing sme characters, the picture f the teacher’s family members is clearly presented. The teacher pints t herself/himself and says, “I’m a teacher.”
Then pint t her/his aunt in the picture.
T: This is my aunt. She’s a nurse.
Shw a picture f the teacher’s aunt in a nurse’s unifrm. Help students understand what “nurse” means.
Teach the wrd “nurse”, n/n/-ur/ɜː/-se/s/, nurse/nɜːs/. (课件出示:nurse的相关内容)
Ask students t read after the teacher and pay attentin t the sund f “ur”. It sunds /ɜː/ here.
T: What’s my aunt’s jb? She’s a/an…
Ask students t guess the meaning f this questin and the wrd “jb” accrding t the cntext.
Ss: She’s a nurse.
Write dwn the sentence “What’s yur aunt’s jb?” n the blackbard and get students t read after the teacher.
Teaching purpse
通过介绍家人的职业，引出职业名称，帮助学生理解其含义，并使其掌握单词的读音。
T: au/ɑː/-n/n/-t/t/, aunt/ɑːnt/, t’s/ts/, aunt’s/ɑːnts/. “t’s” sunds /ts/ here.
T: j/dʒ/-/ɒ/-b/b/, jb/dʒɒb/.
T: Nw yu can ask me abut my ther family members with the sentence structure.
Ss: What’s yur…’s jb?
T: He’s/She’s a/an… (dctr, ftball player, nurse, farmer, ck, driver…)
Shw the pictures f the jbs abve t help students understand.
Write dwn the sentence structure “He’s/She’s a/an…” n the blackbard.
(2) Write dwn the phrase “ftball player” and the sentence “He’s a ftball player.” n the blackbard. Help students understand the meaning f “ftball” thrugh pictures f a ft, a ball and a ftball n the PPT. （出示课件）
Shw the cards f “father” “teacher” “sister” and s n. Let students listen t the prnunciatin f these wrds t knw the sund f “-er” when it appears at the end f a wrd and spell the wrd “player”. Teach the wrd “player”. Ask students t read after the recrding. （课件出示:player的相关内容）
Teaching purpse
通过对本单元主情景图的学习，设置特定的语言环境，进一步感知核心句型。
2. Talk abut the picture f the main scene.
Present the picture f the main scene n the PPT.（课件出示: 教材Unit 6主情景图）
T: This is Sarah’s family. They are putting n a play. D yu knw its name?
Students may answer in Chinese.
T: Hw many peple are there in Sarah’s family?
Ss: Nine. Ww!
Pint t ne actr in the picture and ask, “Is this Sarah’s uncle?”
Ss: Yes, it is. /N, it isn’t.
T: What’s his jb?
Lead students t find relevant persn. Ask students t describe his jb thrugh the dialgue in the picture.
Ss: He’s a ftball player.
Cntinue t talk abut Sarah’s aunt’s and father’s jbs.
Play the cartn f the main scene n the PPT. (课件出示: 教材Unit 6主情景图的视频) Ask students t read after it.
Teaching purpse
通过提问让学生对对话内容产生阅读的兴趣。再通过回答问题，帮助学生理解对话的内容。
3. Let’s talk.
(1) Shw the pictures f the three characters in “Let’s talk” n the PPT. （课件出示: 教材P61 Let’s talk板块中Sarah的叔叔和婶婶的照片以及Sarah小时候的照片）
Ask students t guess wh these peple related t Sarah are and predict the main idea f the dialgue.
T: Is this yur Sarah’s…?
Ss: …
Write dwn the wrds n the blackbard accrding t students’ guessing.
T: What are Sarah and Zhang Peng talking abut?
Ss: They are talking abut Sarah’s family members and their jbs.
(2) Play the cartn and ask the questins.
Questins: Wh’s this man/wman? What’s his/her jb? Is the little baby Sarah’s baby brther?
Play the cartn f “Let’s talk” n the PPT and let students pay attentin t the prnunciatin and the intnatin. (课件出示:教材P61 Let’s talk板块的视频) Ask students t watch the cartn with the questins. Underline the answers in the bk.
②Answer the questins.
T: Wh’s this man?
Ss: It’s Sarah’s uncle.
T: What’s his jb?
Ss: He’s a ftball player.
T: Wh’s this wman?
Ss: It’s Sarah’s aunt.
T: What’s her jb?
Ss: She’s a nurse.
③Play the cartn again. （Pause at the last picture.） (出示课件)
T: Wh’s the baby? Is the little baby Sarah’s baby brther?
Ss: N. It’s Sarah. Sarah says, “It’s me!”Teaching purpse
通过跟读与分角色表演对话，保证学生能够正确朗读对话，并进一步熟悉重点句型的表达。
(3) Read after the recrding.
Play the recrding f “Let’s talk” n the PPT. （出示课件） Ask students t read after it. Then let them read in pairs.
(4) Act ut the dialgue.
Ask students t read the dialgue freely and act ut in rles. Select fur pairs t act ut in class.
Step 3: Practice
Teaching purpse
通过呈现单元主情景图，创编对话并操练重点句型，帮助学生在真实情境中运用核心句型，进而突破本课的重难点。
1. Make a dialgue.
Present the picture f the main scene f this unit nce again n the PPT. (课件出示: 教材Unit 6主情景图) Ask students t select a persn in the picture and make a dialgue. Then let them practice in pairs.
Make an example:
A: Is this Sarah’s mther?
B: Yes, it is. /N, it isn’t. She’s…
A: What’s Sarah’s mther’s jb?
B: She’s a/an…
Teaching purpse
通过观察图片、问答操练以及替换单词操练，逐步达到本部分“画一画，说一说”的要求，帮助学生巩固在对话中所学的核心句型。
2. Draw and say.
(1) Let students lk at the fur stick figures in “Draw and say”. （课件出示:教材P61 Draw and say板块的四幅简笔画） Ask them t describe the jbs f the characters.
(2) Ask tw students t read the dialgue f this part. Remind them t use rising tnes in general questins.
(3) Ask students t draw pictures f their family members. Then lead them t intrduce their family members and the jbs f their family members w ith the key sentences.
(4) Lead students t ask and answer in pairs with the fllwing sentence structures.
Teaching purpse
“魔镜游戏”是上一个教学环节Draw and say活动的变化和延伸，让学生在轻松的游戏中，操练重点词汇和句型，并结合肢体语言，使学生对职业名词的理解更深入。
Step 4: Cnslidatin & Extensin
1. Play a game— “Magic mirrr”.
Ask tw students t make a mdel.
First, use the ready-made materials in the classrm t make the frame f the magic mirrr, such as a wden ruler, brm, etc.
Then ask student A t wear a mask with reflective effect and stand behind the mirrr in a fixed psitin.
B: (Stand in frnt f the mirrr and ask.) Mirrr, mirrr n the wall! Is this B?
A (“Magic mirrr”): Yes, it is.
B: What’s his/her jb?
A (“Magic mirrr”): He’s/She’s a/an…
Then let bth f them make the representative actin f this jb at the same time.
Get students t practice in pairs， then shw in class.
2. Let’s sing—My family.
Teaching purpse
通过小结活动，帮助学生梳理并再现重点词汇与句型，从而对本课的重点内容进行总结及强化。
Play the sng My family. （课件出示:教材P64 Let’s sing板块的歌曲）Ask students t listen carefully and sing tgether.
3. Make a summary.
Pint t the vcabulary and the sentence structures n the blackbard, ask students t review them quickly.
▶板书设计
▶作业设计
1. Read the dialgue t yur parents.
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. 本课在A部分的基础上学习重点句型“—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”，教学内容贴近学生生活，因此学生们对话题较熟悉，这有助于他们更好地掌握知识。
2. 通过对本单元主情景图的教学，让学生在情景中初步感知重点词汇和句型，让英语课堂生动起来。
3. 在实践中注意分层教学，因材施教，用最有效的方式激发学生主动参与的兴趣，培养其独立思考和合作探究的创新精神。
4. 教学层次分明，引导适当，体现了学生在学习中的主体地位，顺利完成了教学目标。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶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 ut the dialgue in rles.
·Be able t use the sentence structures “—Is this yur…? —Yes, it is./N, it isn’t. /N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…” in situatins t ask and answer the relatinship
between smene and the speaker and his/her jb.
·Be able t understand new vcabulary “ftball player, nurse” in cntext, and prnunce them crrectly.
Draw and say
·Be able t cnslidate the key sentence structures learned in Part B by drawing and saying.
▶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 ut the dialgue in rles.
·Be able t understand and use the sentence structures “—Is this yur…? —Yes, it is./N, it isn’t./N, it’s me.”“—What’s yur…’s jb? —He’s/She’s a/an…”
▶Teaching Difficulties
·Be able t use the key sentence structures flexibly in real situatins.
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Shw the chant—I lve yu.
3. Lead-in.
Shw the utline picture f the teacher’s family pht n the PPT. Ask students t guess.
1. Greetings.
2. Read the chant carefully and chant with the teacher.
3. Talk abut the utline
picture with the teacher.
Stimulate students’ curisity and enthusiasm t participate in class by guessing.
Presentatin
1. Teach the new vcabulary and sentence structures.
(1) Teach the wrd “nurse” and the sentence structures “—What’s yur…’s jb? —He’s/She’s a/an…”
(2) Teach the phrase “ftball
player”.
Learn the vcabulary and the sentence structures.
Help students learn the meanings and prnunciatins f the new vcabulary.
Let students perceive the new sentence structures.
Clear the way fr dialgue learning.
2. Talk abut the picture f the main scene.
Present the picture and play the cartn f the main scene.
Practice the key sentence structures by talking abut the main scene.
Read after the cartn.
Further perceive the key sentence structures by learning the main scene f the unit.
3. Let’s talk.
(1) Shw the pictures f the three characters in “Let’s talk” n the PPT. Ask students t guess.
(2) Play the cartn and ask the
questins.
(3) Play the recrding f “Let’s talk”.
(4) Ask fur pairs t act ut in class.
(1) Lk at the pictures and guess.
(2) Watch the cartn with
the questins. Underline the answers in the bk. And answer the questins.
(3) Read after the recrding and read in pairs.
(4) Read the dialgue freely and act ut in rles.
Attract students’ interest in reading by asking questins.
Help students understand the dialgue and perceive the key sentence structures.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Practice
1. Make a dialgue.
Present the picture f the main scene. Ask students t select a persn in the picture and make a dialgue. Then let them practice in pairs.
Select a persn in the picture and make a dialgue. Then practice in pairs.
Help students use the key sentence structures and break thrugh the difficult pints in real situatins.
2. Draw and say.
Lead students t
cmplete the activities as
required.
Watch the stick figures and read the dialgue f this part.
Draw pictures f their family members.
Ask and answer in pairs.
Help students cnslidate the key sentence structures thrugh a series f activities.
Cnslidatin
&
Extensin
1. Play a game — “Magic mirrr”.
Ask tw students t make
a mdel. Then ask
students t play the game in pairs.
Play the game and practice in pairs and then shw in class.
Practice the key vcabulary and sentence structures in the relaxing game. Make students have a deeper understanding f ccupatinal nuns.
2. Let’s sing—My family.
Listen carefully and sing the sng tgether.
Activate the atmsphere f class.
3. Make a summary.
Pint t the vcabulary and the sentence structures n the
blackbard.
Review the vcabulary and the sentence structures quickly.
Help students cnslidate and srt ut the key knwledge f this lessn.
Hmewrk
1. Read the dialgue t yur parents.
2. D the exercises.
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