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2020-2021学年Unit 6 Meet my family! Part C教学设计
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这是一份2020-2021学年Unit 6 Meet my family! Part C教学设计，共7页。教案主要包含了根据图片提示，选择正确的单词等内容，欢迎下载使用。
B. Let's learn; Let,s d
课时分析
本课时依照惯例为词汇学习课，学生通过学习本课中呈现的词汇，来更好地 利用本单元的句式，询问或表达家人的职业。
Let,s learn中，Chen Jie问Sarah的家人的职业，两个背后的呈现出了五种职 业的图片:dctr, ck, driver, farmer, nurse。五种职业是学生们日常比较常见的， 理解起来比较容易。这几个词汇在上一课时已经有所接触。本课时主要帮助学生 深入理解这几种职业的意思，帮助学生认读、拼写这些单词。
Let's play活动中提供了一个角色扮演的游戏，让学生使用肢体语言来展示 某种职业，其他同学使用句式：What's his/ her jb? He's a ...进行对话，猜出所扮 演的职业。
词汇学习是句式学习的支撑，本课时的学习中要创设多种活动及情境，让学 生在各种活动及情境交流中，反复操练、使用，达到完全掌握的目的。
课时目标
能够听懂、会说、认读单词：dctr, ck, driver, farmer, nurse
能够听懂、会说、认读句式：What's yur ...'s jb? My ... is a ...
能够正确地询问或回答家人的职业
课时重难点
重点：
能够听懂、会说、认读单:dctr, ck, driver, farmer, nurse
能够听懂、会说认读句式：hat's yur ...'s jb? My ... is a ...
难点：
能够正确地询问或回答家人的职业
教学准备
多媒体课件、录音机、磁带
职业单词图卡、学生准备家人照片
教学过程
Step 1 Warm up
播放歌曲：Fingerfamily.学生先倾听，后跟唱。
Teacher： Let's listen t a sng. Listen carefully, please.
Daddy finger, daddy finger, where are yu?
Here I am. Here I am. Hw d yu d?
Mummy finger, Mummy finger, where are yu?
Here I am. Here I am. Hw d yu d?
Brther finger, brther finger, where are yu?
Here I am. Here I am. Hw d yu d?
Sister finger, sister finger, where are yu?
Here I am. Here I am. Hw d yu d?
Baby finger, baby finger, where are yu?
Here I am. Here I am. Hw d yu d?
Teacher: Nw, please sing with me. And d the actins with me, please.
Teacher: Let's sing the sng tgether.
设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛 围。这首歌既可以帮助学生复习家庭称呼类词汇，又为下一环节的学习做好了铺 垫。
Step 2 Lead in
请学生出示家人的照片，与其讨论有关家人的内容。
Teacher： Is this yur father? What's yur father'sjb?
Teacher: Is this yur mther? Is this yur aunt? What's yur aunt's jb?
设计意图：学生刚跟老师在歌曲中复习了家庭称呼类的词汇，在这个活动中， 与他们针对家庭称呼开始进行自由对话。讨论家人之间的关系以及家人的职业， 为下一环节的学习做好准备。
Step 3 Presentatin
观察教材图片，讨论所看到的内容。
Teacher： Lk at these pictures. What d they d? What are their jbs? What is this? A nurse. Is this a nurse? N, this is a dctr. What's this? Let's listen and find.
播放课文录音，学生认真倾听，并尝试找出新单词的读音。讨论单词， 帮助学生理解。
Teacher: What is his jb? Yes, a driver.（板书单词） A driver can drive a car. A driver is a persn wh drivers a car. Let's read it tgether, please. What abut him? He is a ck.（板书单词）He can ck yummy fd. D yu want t be a ck? Let's read it tgether. What's this? He is a farmer.（板书单词）A farmer wrks n a farm. He plant vegetables and crn. Read it tgether, please. And this is a - Yes, dctr.（板 书单词）This is a nurse. （板书单词）They can d many things fr yu. They are helpful. Read after me, they are helpful.
设计意图：通过讨论，让学生对于新授知识先有直观的认识，再通过认真 倾听，获取新单词的语音。
再次播放课文录音，学生跟读。
Teacher：Listen t the tape again. Read after it.
设计意图：通过跟读获取新知识的准确读音。
Step 4 Practice
游戏：我来指，你来说。老师指向黑板上的单词，请学生快速地读出单 I司O
Teacher: Let's play a game. I pint yu say. I will pint t the wrds n the blackbard, please say it as quickly as yu can. Let's find wh is the fastest.
设计意图：此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。
出示单词图卡，请学生快速说出单词。
Teacher: Lk at my cards. What is it? What is this?
设计意图：以此活动来帮助学生理解并说出本课重点单词。
乱序呈现组成单词的字母，请学生猜出单词并拼写。
Teacher： Lk at these letters. Please put them in rder. What wrd is it? Yes, it's the wrd nurse. Let's try next ne. What's this?
设计意图：此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字 形。
呈现不同职业的人物图片，请学生快速说出其职业。
Teacher: What's his jb? Yes, he is a dctr. What's her jb? Yes, she is a nurse.
Teacher: Let's d a pair wrk. I shw yu the picture. Yu ask and answer the jb, please.
Teacher： Shw me yur talk, please.
设计意图：帮助学生将字义与字音统一起来，确保学生能够理解并说出单词。
完成Let'splay活动，请学生表演某一种职业，让其他学生猜出职业名称。
Teacher: Let's play. Act and guess. Wh wants t play? Cme here, please. Lk at my card and then act.
Teacher: What's his jb? What's her jb? Guess, please.
设计意图：通过表演让学生猜测出职业，一方面能帮助学生更加理解职业的 特征，另一方面使学生更加熟悉职业类单词的语音、语义。
小组活动，调查组内同学家人的职业。
Teacher: Let's survey. Wrk in grups. Ask the member f yur grup. What's yur father's jb? What's yur mther's jb? What's yur uncle's jb? ... Make a chart. Talk abut it.
Teacher：Shw me yur survey, please.
设计意图：通过小组活动，让学生在进行调查时不断使用目标语言，达到熟 练掌握的目的。
Step 5 Summary
1.同时展示家人和职业类单词，请学生组成对话。
Teacher： I will shw yu the wrds f family and the wrds f jbs. Please make a talk with them. If I shw mther and nurse, yu please say: What' s yur mther' sjb? She is a nurse. Let' s play and shw.
设计意图：通过这个游戏，使学生重温本课的重点单词与句式，起到总结、 巩固的效果。课堂作业
一、根据图片提示，选择正确的字母补全单词。
)1. dct
A. r
B. ar
C. ur
()2.c___k
A. a
B.
C. e
()3. driv A. ea
B. ir
C. er
()4. f mer A. r
B. ur
C. ar
()5. n seA. er
B. ur
C. ir
二、选出下列各项中不是一类的单词，将其序号填入题前括号内。
三、根据图片提示，选择正确的单词。
()1. -What's yur mther's jb?
--She is a .
B. ck
C. teacher
dctr
)2. -What's yur father's jb?
--He is a (
)1. A. father
B. famer
C.
driver
(
) 2. A. dad
B. ck
C
. mum
(
) 3. A. dctr
B. nurse
C.
uncle
(
) 4. A. aunt
B. ck
C.
driver
A. farmer
nurse
ck()3. -What's yur brther's jb?
--He is a .
C. dctr
A. ftball player B. farmer
答案：
一、
二、
三、
板书设计
Unit Six Meet my family
B. Let's learn
drivernurse farmer
ck
dctr
What's his jb? He is a .
What's her jb?
She is a .
B. Let's learn; Let,s d
课时分析
本课时依照惯例为词汇学习课，学生通过学习本课中呈现的词汇，来更好地 利用本单元的句式，询问或表达家人的职业。
Let,s learn中，Chen Jie问Sarah的家人的职业，两个背后的呈现出了五种职 业的图片:dctr, ck, driver, farmer, nurse。五种职业是学生们日常比较常见的， 理解起来比较容易。这几个词汇在上一课时已经有所接触。本课时主要帮助学生 深入理解这几种职业的意思，帮助学生认读、拼写这些单词。
Let's play活动中提供了一个角色扮演的游戏，让学生使用肢体语言来展示 某种职业，其他同学使用句式：What's his/ her jb? He's a ...进行对话，猜出所扮 演的职业。
词汇学习是句式学习的支撑，本课时的学习中要创设多种活动及情境，让学 生在各种活动及情境交流中，反复操练、使用，达到完全掌握的目的。
课时目标
能够听懂、会说、认读单词：dctr, ck, driver, farmer, nurse
能够听懂、会说、认读句式：What's yur ...'s jb? My ... is a ...
能够正确地询问或回答家人的职业
课时重难点
重点：
能够听懂、会说、认读单:dctr, ck, driver, farmer, nurse
能够听懂、会说认读句式：hat's yur ...'s jb? My ... is a ...
难点：
能够正确地询问或回答家人的职业
教学准备
多媒体课件、录音机、磁带
职业单词图卡、学生准备家人照片
教学过程
Step 1 Warm up
播放歌曲：Fingerfamily.学生先倾听，后跟唱。
Teacher： Let's listen t a sng. Listen carefully, please.
Daddy finger, daddy finger, where are yu?
Here I am. Here I am. Hw d yu d?
Mummy finger, Mummy finger, where are yu?
Here I am. Here I am. Hw d yu d?
Brther finger, brther finger, where are yu?
Here I am. Here I am. Hw d yu d?
Sister finger, sister finger, where are yu?
Here I am. Here I am. Hw d yu d?
Baby finger, baby finger, where are yu?
Here I am. Here I am. Hw d yu d?
Teacher: Nw, please sing with me. And d the actins with me, please.
Teacher: Let's sing the sng tgether.
设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛 围。这首歌既可以帮助学生复习家庭称呼类词汇，又为下一环节的学习做好了铺 垫。
Step 2 Lead in
请学生出示家人的照片，与其讨论有关家人的内容。
Teacher： Is this yur father? What's yur father'sjb?
Teacher: Is this yur mther? Is this yur aunt? What's yur aunt's jb?
设计意图：学生刚跟老师在歌曲中复习了家庭称呼类的词汇，在这个活动中， 与他们针对家庭称呼开始进行自由对话。讨论家人之间的关系以及家人的职业， 为下一环节的学习做好准备。
Step 3 Presentatin
观察教材图片，讨论所看到的内容。
Teacher： Lk at these pictures. What d they d? What are their jbs? What is this? A nurse. Is this a nurse? N, this is a dctr. What's this? Let's listen and find.
播放课文录音，学生认真倾听，并尝试找出新单词的读音。讨论单词， 帮助学生理解。
Teacher: What is his jb? Yes, a driver.（板书单词） A driver can drive a car. A driver is a persn wh drivers a car. Let's read it tgether, please. What abut him? He is a ck.（板书单词）He can ck yummy fd. D yu want t be a ck? Let's read it tgether. What's this? He is a farmer.（板书单词）A farmer wrks n a farm. He plant vegetables and crn. Read it tgether, please. And this is a - Yes, dctr.（板 书单词）This is a nurse. （板书单词）They can d many things fr yu. They are helpful. Read after me, they are helpful.
设计意图：通过讨论，让学生对于新授知识先有直观的认识，再通过认真 倾听，获取新单词的语音。
再次播放课文录音，学生跟读。
Teacher：Listen t the tape again. Read after it.
设计意图：通过跟读获取新知识的准确读音。
Step 4 Practice
游戏：我来指，你来说。老师指向黑板上的单词，请学生快速地读出单 I司O
Teacher: Let's play a game. I pint yu say. I will pint t the wrds n the blackbard, please say it as quickly as yu can. Let's find wh is the fastest.
设计意图：此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。
出示单词图卡，请学生快速说出单词。
Teacher: Lk at my cards. What is it? What is this?
设计意图：以此活动来帮助学生理解并说出本课重点单词。
乱序呈现组成单词的字母，请学生猜出单词并拼写。
Teacher： Lk at these letters. Please put them in rder. What wrd is it? Yes, it's the wrd nurse. Let's try next ne. What's this?
设计意图：此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字 形。
呈现不同职业的人物图片，请学生快速说出其职业。
Teacher: What's his jb? Yes, he is a dctr. What's her jb? Yes, she is a nurse.
Teacher: Let's d a pair wrk. I shw yu the picture. Yu ask and answer the jb, please.
Teacher： Shw me yur talk, please.
设计意图：帮助学生将字义与字音统一起来，确保学生能够理解并说出单词。
完成Let'splay活动，请学生表演某一种职业，让其他学生猜出职业名称。
Teacher: Let's play. Act and guess. Wh wants t play? Cme here, please. Lk at my card and then act.
Teacher: What's his jb? What's her jb? Guess, please.
设计意图：通过表演让学生猜测出职业，一方面能帮助学生更加理解职业的 特征，另一方面使学生更加熟悉职业类单词的语音、语义。
小组活动，调查组内同学家人的职业。
Teacher: Let's survey. Wrk in grups. Ask the member f yur grup. What's yur father's jb? What's yur mther's jb? What's yur uncle's jb? ... Make a chart. Talk abut it.
Teacher：Shw me yur survey, please.
设计意图：通过小组活动，让学生在进行调查时不断使用目标语言，达到熟 练掌握的目的。
Step 5 Summary
1.同时展示家人和职业类单词，请学生组成对话。
Teacher： I will shw yu the wrds f family and the wrds f jbs. Please make a talk with them. If I shw mther and nurse, yu please say: What' s yur mther' sjb? She is a nurse. Let' s play and shw.
设计意图：通过这个游戏，使学生重温本课的重点单词与句式，起到总结、 巩固的效果。课堂作业
一、根据图片提示，选择正确的字母补全单词。
)1. dct
A. r
B. ar
C. ur
()2.c___k
A. a
B.
C. e
()3. driv A. ea
B. ir
C. er
()4. f mer A. r
B. ur
C. ar
()5. n seA. er
B. ur
C. ir
二、选出下列各项中不是一类的单词，将其序号填入题前括号内。
三、根据图片提示，选择正确的单词。
()1. -What's yur mther's jb?
--She is a .
B. ck
C. teacher
dctr
)2. -What's yur father's jb?
--He is a (
)1. A. father
B. famer
C.
driver
(
) 2. A. dad
B. ck
C
. mum
(
) 3. A. dctr
B. nurse
C.
uncle
(
) 4. A. aunt
B. ck
C.
driver
A. farmer
nurse
ck()3. -What's yur brther's jb?
--He is a .
C. dctr
A. ftball player B. farmer
答案：
一、
二、
三、
板书设计
Unit Six Meet my family
B. Let's learn
drivernurse farmer
ck
dctr
What's his jb? He is a .
What's her jb?
She is a .
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