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小学英语Unit 6 Meet my family! Part A优质第一课时教案及反思
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这是一份小学英语Unit 6 Meet my family! Part A优质第一课时教案及反思，共6页。教案主要包含了I’d，My等内容，欢迎下载使用。
课时内容
A. Let’s talk；Let’s cunt
课时分析
在Let’s talk部分，Amy 边翻看家庭相册，边和Chen Jie讨论家庭情况。她问Chen Jie家里有几口人：Hw many peple are there in yur family? Chen Jie简洁地回答：Three. My parents and me. Amy则告诉Chen Jie, 她家有六口人，My family has six peple. 结果Chen Jie数来数去是五个人。Amy告诉她还包括自己的小狗。在这个过程中，学生要理解并能够询问、表达自己的家庭成员人数。同时要帮助学生们理解，在西方国家，宠物的地位很重要，多数都被视为家庭成员。
Let’s cunt中提供了一幅图片，Zm在问大家树上有多少个苹果。在教学中，可以利用这幅图练习Hw many句型，如提问有多少蚂蚁，有多少花朵等。要提醒学生注意hw many后接的是可数名词的复数形式。
本课的内容一需要复习数字，二需要复习家庭称呼。可以在学习对话之前帮助学生唤醒记忆，复习相关知识，以旧带新，顺利掌握知识。
课时目标
1. 能够听懂、会说句型：Hw many peple are there in yur family? My family has six peple. That’s nly five.
2. 能够听懂、会说以下词汇：peple, but, little, puppy
3. 能够听懂、会读对话，并能分角色表演。
4. 能够在真实或模拟的情景中正确使用句型Hw many peple are there in yur family?询问并回答 家中有多少家庭成员
课时重难点
1.重点
能够听懂、会说句型：What wuld yu like ( fr ...) ? I’d like sme..., please.
能够听懂并使用词汇：dinner, sup, vegetables, ready
能够听懂、会读对话，并能分角色表演
2. 难点
能够在真实或模拟的情景中正确使用句型What wuld yu like ? I’d like...来征求并表达用餐的意愿
教学准备
1. 多媒体课件、录音机、磁带
2. 家庭成员照片
教学过程
Step 1 Warm up
1.播放歌曲：Finger family. 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
1.谈论手指的数量以及歌曲中“家人”的数量，引出本课的重点句式，并帮助学生复习数字的知识。
Teacher: Lk at my fingers. Hw many fingers are there n my hands? Let’s cunt. One, tw, three, fur, five, ... ten. I have ten fingers. Hw many peple in the Finger family? Ten？N, five. They are daddy finger, mummy finger, brther finger, sister finger and baby finger.
设计意图：因为热身歌曲中使用了手指来表现家庭成员，因此使用Hw many fingers？来衔接歌曲的内容，并自然引出Hw many?问句。学生理解了问句的意思之后，再根据歌曲的内容询问手指家庭的成员数量。使学生可以基本理解问句的意思，为对话的学习做好准备。
Step 3 Presentatin
1. 提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：There are five peple in the Finger family. Hw many peple are there in Chen Jie’s family? Let’s listen and find.
2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher: Answer the questin, please. Hw many peple are there in Chen Jie’s family? Yes, three. Wh are they? Let’s read and find.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。
3.读文之后，谈论对话内容，帮助学生深入理解对话。
Teacher：There are three peple in Chen Jie’s family. They her parents and her. Her parents mean her mther and father. （板书单词）Read after me, please, parents. Read it ne by ne. Hw many peple are there in Amy’s family? She says six. Let’s cunt. Her dad, her mum, her sister, her baby, her brther, Amy. But that’s nly five. Why des she say six? Yes, and her little puppy. What is a puppy? A puppy means a little dg. （板书单词）Read it tgether, puppy. （展示小狗的图片）This is a little puppy. Is it cute? D yu like it?
设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对话的主要内容。
Step 4 Practice
1. 再次播放课文录音。学生跟读课文。
Teacher: Bys and girls, let’s read the talk after the tape. Please listen carefully, read carefully.
2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。
Teacher：Nw please read the talk freely. If yu have any questins, please shw me yur hand and ask me.
3. 学生分角色朗读课文。
Teacher: Nw, wh wants t be Amy? Wh wants t be Chen Jie? Let’s read it in rles.
4. 请学生戴上头饰来扮演对话的角色，表演对话。
Teacher: Nw we’ll find the best actr r actress. Please cme t the frnt and shw the dialgue.
设计意图：通过以上四个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
5. 出示图片，请学生数一数。
Teacher：Let’s cunt. What can yu see in this picture? Yu can see a family. Yu can see flwers. Yu can see ants. Yu can see a big tree. Yu can see Zm. Can yu see the apples? Hw many apples are there n the tree? Can yu see the birds? Hw many birds are there?
Teacher: D a pair wrk. Ask and answer.
Teacher: Shw yur dialgue, please.
设计意图：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式。
6. 小组活动：调查你同组同学的家人数量，并形成表格。
Teacher: Let’s survey. Ask yur partners hw many peple in their family.
Teacher: Shw yur survey. Talk abut it.
设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。
Step 5 Summary
1.介绍自己的家庭，请学生尝试介绍。
Teacher: This is my family. Hw many peple are there in my family? Five. My parents, my sister, my little brther and me. Hw abut yur family? Shw me yur family, please.
设计意图：通过教师的示范，请学生介绍自己的家庭，在介绍中重现本课的重点词汇与重点句式。
课堂作业
一、看图标一标单词。
1. dad 2. mum 3. sister 4. brther
二、判断下列句子与图片内容是（T）否（F）相符。
( ) 1. My family has three peple.
( ) 2. My family has six peple.
( ) 3. My family has five peple.
三、连词成句。
1. Hw peple are many in yur there family (?)
________________________________________________________
2. has six my peple family (.)
________________________________________________________
3. five is nly But that (.)
________________________________________________________
答案：
板书设计
Unit Six Meet my family!
A. Let’s talk
Hw many peple are there in yur family?
Three.
My family has six peple.
But that’s nly five. 一、略
二、1.T 2. F 3. T
三、1.Hw many peple are there in yur family? 2. My family has six peple. 3. But that is nly five.
课时内容
A. Let’s talk；Let’s cunt
课时分析
在Let’s talk部分，Amy 边翻看家庭相册，边和Chen Jie讨论家庭情况。她问Chen Jie家里有几口人：Hw many peple are there in yur family? Chen Jie简洁地回答：Three. My parents and me. Amy则告诉Chen Jie, 她家有六口人，My family has six peple. 结果Chen Jie数来数去是五个人。Amy告诉她还包括自己的小狗。在这个过程中，学生要理解并能够询问、表达自己的家庭成员人数。同时要帮助学生们理解，在西方国家，宠物的地位很重要，多数都被视为家庭成员。
Let’s cunt中提供了一幅图片，Zm在问大家树上有多少个苹果。在教学中，可以利用这幅图练习Hw many句型，如提问有多少蚂蚁，有多少花朵等。要提醒学生注意hw many后接的是可数名词的复数形式。
本课的内容一需要复习数字，二需要复习家庭称呼。可以在学习对话之前帮助学生唤醒记忆，复习相关知识，以旧带新，顺利掌握知识。
课时目标
1. 能够听懂、会说句型：Hw many peple are there in yur family? My family has six peple. That’s nly five.
2. 能够听懂、会说以下词汇：peple, but, little, puppy
3. 能够听懂、会读对话，并能分角色表演。
4. 能够在真实或模拟的情景中正确使用句型Hw many peple are there in yur family?询问并回答 家中有多少家庭成员
课时重难点
1.重点
能够听懂、会说句型：What wuld yu like ( fr ...) ? I’d like sme..., please.
能够听懂并使用词汇：dinner, sup, vegetables, ready
能够听懂、会读对话，并能分角色表演
2. 难点
能够在真实或模拟的情景中正确使用句型What wuld yu like ? I’d like...来征求并表达用餐的意愿
教学准备
1. 多媒体课件、录音机、磁带
2. 家庭成员照片
教学过程
Step 1 Warm up
1.播放歌曲：Finger family. 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
1.谈论手指的数量以及歌曲中“家人”的数量，引出本课的重点句式，并帮助学生复习数字的知识。
Teacher: Lk at my fingers. Hw many fingers are there n my hands? Let’s cunt. One, tw, three, fur, five, ... ten. I have ten fingers. Hw many peple in the Finger family? Ten？N, five. They are daddy finger, mummy finger, brther finger, sister finger and baby finger.
设计意图：因为热身歌曲中使用了手指来表现家庭成员，因此使用Hw many fingers？来衔接歌曲的内容，并自然引出Hw many?问句。学生理解了问句的意思之后，再根据歌曲的内容询问手指家庭的成员数量。使学生可以基本理解问句的意思，为对话的学习做好准备。
Step 3 Presentatin
1. 提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：There are five peple in the Finger family. Hw many peple are there in Chen Jie’s family? Let’s listen and find.
2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher: Answer the questin, please. Hw many peple are there in Chen Jie’s family? Yes, three. Wh are they? Let’s read and find.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。
3.读文之后，谈论对话内容，帮助学生深入理解对话。
Teacher：There are three peple in Chen Jie’s family. They her parents and her. Her parents mean her mther and father. （板书单词）Read after me, please, parents. Read it ne by ne. Hw many peple are there in Amy’s family? She says six. Let’s cunt. Her dad, her mum, her sister, her baby, her brther, Amy. But that’s nly five. Why des she say six? Yes, and her little puppy. What is a puppy? A puppy means a little dg. （板书单词）Read it tgether, puppy. （展示小狗的图片）This is a little puppy. Is it cute? D yu like it?
设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对话的主要内容。
Step 4 Practice
1. 再次播放课文录音。学生跟读课文。
Teacher: Bys and girls, let’s read the talk after the tape. Please listen carefully, read carefully.
2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。
Teacher：Nw please read the talk freely. If yu have any questins, please shw me yur hand and ask me.
3. 学生分角色朗读课文。
Teacher: Nw, wh wants t be Amy? Wh wants t be Chen Jie? Let’s read it in rles.
4. 请学生戴上头饰来扮演对话的角色，表演对话。
Teacher: Nw we’ll find the best actr r actress. Please cme t the frnt and shw the dialgue.
设计意图：通过以上四个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
5. 出示图片，请学生数一数。
Teacher：Let’s cunt. What can yu see in this picture? Yu can see a family. Yu can see flwers. Yu can see ants. Yu can see a big tree. Yu can see Zm. Can yu see the apples? Hw many apples are there n the tree? Can yu see the birds? Hw many birds are there?
Teacher: D a pair wrk. Ask and answer.
Teacher: Shw yur dialgue, please.
设计意图：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式。
6. 小组活动：调查你同组同学的家人数量，并形成表格。
Teacher: Let’s survey. Ask yur partners hw many peple in their family.
Teacher: Shw yur survey. Talk abut it.
设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。
Step 5 Summary
1.介绍自己的家庭，请学生尝试介绍。
Teacher: This is my family. Hw many peple are there in my family? Five. My parents, my sister, my little brther and me. Hw abut yur family? Shw me yur family, please.
设计意图：通过教师的示范，请学生介绍自己的家庭，在介绍中重现本课的重点词汇与重点句式。
课堂作业
一、看图标一标单词。
1. dad 2. mum 3. sister 4. brther
二、判断下列句子与图片内容是（T）否（F）相符。
( ) 1. My family has three peple.
( ) 2. My family has six peple.
( ) 3. My family has five peple.
三、连词成句。
1. Hw peple are many in yur there family (?)
________________________________________________________
2. has six my peple family (.)
________________________________________________________
3. five is nly But that (.)
________________________________________________________
答案：
板书设计
Unit Six Meet my family!
A. Let’s talk
Hw many peple are there in yur family?
Three.
My family has six peple.
But that’s nly five. 一、略
二、1.T 2. F 3. T
三、1.Hw many peple are there in yur family? 2. My family has six peple. 3. But that is nly five.
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