二0二三年度四年级上册Unit6Meetmyfamily!MeetMyFamily教学设计

1、Meet My Family我的家人一、学生情况分析学生为1年级学生。已有认知学生对家人有一定的认识，已掌握各个家庭成员的称呼能运用This is my，来介绍自己的家庭成员。了解家庭成员的职业，能理解运用 He/She is a _句型，以及职业类的词汇熟练描述谁的职业是什么。学生特点学生观察力强，善于分辩家庭成员中的男士和女士；积极活泼，课堂参与度强愿意用语言表达。二、教学目标知识技能目标：知识目标通过图片视频，听力，文字，表情来理解doctor这类职业词汇；通过归纳来理解Shes a _.Hes a _ ；通过朗读对话来熟练运用句型。能力目标通过听英语，培养学生听的能力；通过讨论和交流，

2、培养学生说英语的能力；通过观察图片和阅读文本，培养学生阅读英语的能力；通过归纳总结，培养学生用英语思考的能力。思维品质目标：通过听、读单词句型，培养学生理解的能力；通过学生猜测，培养学生的推理判断能力；情感态度目标： 通过了解家人的职业和工作场景，理解各行各业的辛苦，激发学生对家人的深厚情感，对各种职业的尊重。教学思想英语课程标准（2023）指出通过英语学习，使学生初步形成综合语言运用能力，促进心智发展，提高综合人文素养。词汇学习，词不离句，让学生在句子中理解，在场景中深化认识，激发学生学习兴趣，羊场良好的学习习惯。四、课程资源分析：该教学材料取自人教版小学英语四年级上册，第六单元，Meet

3、My Family中lets learn and lets play 环节。教学目标为5个单词和句型，Whats his/her job? He/Shes a _.五、教学内容分析1.What主题意义和主要内容 本课围绕家人和家人的职业展开。主题可以定义为爱我的家人，理解他们的职业。主要内容为doctor,farmer,cook, nurse,driver这5个单词，和Whats his/her job? He/Shes a _.的句型运用。2.Why写作意图 编者通过联系家人和职业，让学生爱家人，理解家人的职业，愿意询问朋友的家人和其职业。六、教学重难点：1. 教学重点通过对图片的观察，和文

4、本的阅读，理单词；通过问答和讨论，培养学生的语言表达能力；通过预测、猜测，分析、判断、评价，培养学生英语学科的思维能力。2.教学难点通过询问课堂人物Lily的家人职业，学会运用句型whats his/her job;通过各种问答形式，熟练运用He/Shes a _.七、教学方法与工具：情境教学法：理解职业发生的环境和句型使用的语境交际教学法： 让学生展开问答和讨论；八、教学安排1. Warming-up热身部分Activity 1:Sing a song.【设计意图】通过family fingers song激发学生对家庭主题的已有的语言上的认识，提升学生学习的兴趣。Activity 2: t

5、alk about family.How many people are there in this family?谈论标题和编者How about your family. How many people are there in your family?【设计意图】通过问答，激活学生对家庭主题已有的认知上的认识，加强学习与生活的联系Activity 3: Put the family in the family tree.Introduce Lily and her family:I have a friend Lily. This is lilys family.Can you put

6、them in the family tree?【设计意图】通过把主题人物Lily的家庭成员呈现在family tree中，让学生用思维导图的方式，理解家庭成员至上而下的关系和家庭的含义。2.Presentation呈现部分Activity 1：Guess the jobsDoctor: This is Lilys father. Look at his father. He is in white.Whats his job? Let watch a video.Nurse: Whos she? She is in white too. Why? Whats her job? She wri

7、tes something. Lets have a look.Teacher；lets look at the picture. What can you see on the picture? Where is it? Where is she? Whats her job?Cook: Is this lilys father？ Whats his job? He gives us three clues. Can you guess、Driver: Whos he ? Whats his job? Lets listen.Farmer: Whos she? Whats her job?

8、Lets look at the pictures. In spring, she sows the seeds and then waters them. The plants grow and grow. In autumn, she has a harvest. 【设计意图】通过视频呈现doctor, 文本呈现nurse,工作场景呈现teacher,三条线索呈现cook,声音呈现driver,图片加语言呈现farmer。Activity 2 ：Practice the dialogs:Whats his job? Whats her job? He a _. Shes a _.Activ

9、ity 3 :Ask Lily. Whats your _s job? S1 be Lily.Teacher asks Lily.Whats your fathers job?And other students ask Lily. Activity 3； T asks other students. Whats your _s job?Activity 4； students ask and answer in pairs.【设计意图】通过机械练习，熟练使用句型和单词。通过一位学生当Lily,进行在虚拟情境中的意义练习。机械练习和意义练习结合的方式，学生学会熟练语用。3.Production

10、呈现部分Activity 1;Talk about S1s family.Whos he ? whose family? Whos he? Whats your fathers job? How old is he? Is he strong?Activity 2: talk about your family in this way.This is my_.Hes a _.He is _ years old.Hes _.【设计意图】教师通过对一位学生的家庭照提出四个问题，建立一个框架让学生知道有怎样去提问并转化为陈述句，让学生学者怎样去介绍自己的家人。Activity2: Talk and share: Student