鲁教版 (五四制)六年级上册Section A教案及反思

这是一份鲁教版 (五四制)六年级上册Section A教案及反思，共4页。教案主要包含了教学设计说明等内容，欢迎下载使用。

学习目标与重难点
1. 熟练运用以下句型介绍家庭成员：This/That is …
These/Thse are …Wh’s …?
2. 学会用以下句型了解、询问他人Wh’re …?
Is this/that …? Are these/thse …
3. 熟练掌握并运用本单元所学词汇进行交际活动。
恰当具体可测
媒体运用
磁带 PP课件
整合点准确恰当
教学思路
【教学设计说明】课堂热身和复习是为了帮助学生回忆巩固本单元所学词汇和句型。复习第一单元的句型，是为了引出三人成单数的一般疑问句，为下一步活动做准备。画图做猜测游戏一方面是活跃课堂气氛，更主要的是检查学生能都运用所学词汇和句型进行真正的交际。【教学设计说明】本环节主要是通过任务的完成检查学生是否能正确地运用所给的词汇。让学生回答问题并根据短文画出Paul的全家福，是检查学生对短文的理解程度，同时也让他们展露一下绘画的天赋，放松心情，愉快学习。
具体明晰
导语设计
课上展示“Is she yur mther? N, she isn’t.
Is she yur aunt? Yes, she is.”
精炼灵活紧扣学习目标
板书设计
Is she yur mther? N, she isn’t.
Is she yur aunt? Yes, she is.
知识结构纲要化
“幸福课堂”模式教学过程
研讨修改
1. Warming-up and revisin（课堂热身和复习）
1）Daily greetings
T: Gd mrning/afternn. Glad t meet yu.
S: Glad t meet yu, t.
T: Hw are yu tday?
S: I’m fine/OK/very gd/great. And yu?
T: I am great. Hw is yur mther/father/grandfather …
S: She/He is fine/OK/ very gd/great.
T: I’m glad t hear that. Thanks fr yur answer.
Wh’s n duty tday?
S: I am.
T: Is everyne here tday?'
S: Yes. Everyne is here. / N, … is nt here.
T: Thank yu.
2）Revisin
T: Are yu Helen?
S: Yes, I am. / N, I’m nt.
T: Is she Helen?
S: Yes, she is. / N, she isn’t.
T: Is he Mike?
S: Yes, he is. / N, he isn’t.
3）Playing a guessing game
a. Teacher draws a picture n the bard as a mdel and gets the students t guess wh she/he is, using the sentence structures:
Is she yur mther? N, she isn’t.
Is she yur aunt? Yes, she is.
b. Ask several individuals t draw sme persns n the bard. And then ask the ther students t guess wh they are.
4）Talking abut yur phts
a. Teacher shws a picture f a family t the students and intrduces the peple as a mdel. Then ask sme individuals t repeat.
Hi! I am Jenny. Here is a pht f my family. This is my father and this is my mther. These are my parents. That is my grandfather and that is my grandmther. Thse are my grandparents.
b. T: Please shw me a pht f yur family. Let me lk at the pht f yur family. May I have a lk at yur family pht/. Is this/that yur father/mther …?
S: Yes, he/she is. N, he/she isn’t.
T: Great! Thanks fr yur answer. Can yu tell me wh is/are yur father/parents?
S: Yes. This is my father … /These are my parents.
2. Wrk n 3a （完成3a）
1) Get students t cmplete the chart with the wrds in the bx.
T: Please pen yur bks at Page 12. Lk at 3a. Can yu see the wrds in the bx?
S: Yes.
T: Please read them alud.
S: Brthers, parents, Cindy, family
T: What des “parents” mean?
S: Father and mther.
T: Yu are great. Is Cindy a by’s name?
S: N. It’s a girl’s name.
2) Ask ne r tw students t read the passage and check it.
T: Nw please answer my questins. If Paul a by r a girl?
S: A by.
T: Wh are Jhn and Bb?
S: They are Paul’s brthers.
T: Is Cindy Paul’s sister?
S: Yes, she is.
3) Students try t draw a picture f Paul’s family in the bx n the right.
T: Nw yu can draw a picture f Paul’s family
4) Ask sme individuals t shw their pictures and intrduce them t the class.
3. Wrk n 3b（完成3b）
1）Present a picture f a family. And then intrduce it.
e.g. Here is my family pht. These are my grandparents. This is my father. This is my mther. They are my uncle, Tm, and aunt, Lucy. I have tw brthers Tny and Jim. Wh is this by? It’s me! I have a happy family. I lve them all.
2）Get students t practice talking abut their family phts in pairs. If they frget t bring their phts, they can be ne f the members in this picture and talk abut it.
T: Suppse yu are ne f the members in this family. Yu can talk abut the peple t yur partner.
3) Get students t write dwn what they say.
T: Nw lk at Sectin B 3b n Page 12. Yu can write dwn what yu said just nw in yur bk.
While the students are writing, the teacher mves arund t ffer sme help if they need.
4）Get students t read what they have written t their partners. .
反思重建