小学英语-Unit 6 Meet my family!教学设计学情分析教材分析课后反思

四年级上册Unit6Meetmyfamily!ALet’stalk教材设计的具体内容教材内容分析：本部分学习的核心句型是：Howmanypeoplearethereinyourfamily?和Myfamilyhassixpeople..教材通过Amy和ChenJie谈论家庭相册的情景，让学生感知上述句型的语义及语用情景。学情分析：学生在三年级的时候已经学习了数字，并能运用Howmany...?句型讨论看到物品的数量。家庭直系亲属称呼的单词已经掌握，并能在情境中运用句型Thisismy...Heismy...Sheismy...Who’sthatman/woman/boy/girl?并能运用pretty,tall,big,small讨论描述人物特征。教学目标：语言能力目标：（1）学生能在插图和动画的帮助下听懂，读懂文本。（2）学生能够在语境中听、说、认读句型：Howmanypeoplearethereinyourfamily?和Myfamilyhassixpeople。（3）学生能够理解对话大意，能够用正确的语音语调朗读对话。文化意识目标：学生能够了解西方国家把宠物视作家庭成员的文化特征。情感态度目标：学生能够体会并表达对家庭的热爱之情。学习策略目标：根据图片猜测对话大意；听音捕捉信息；认真听录音并模仿和朗读；与同伴在合作中学习，共同进步。教学重难点：教学重点：学生能听懂会说句型：Howmanypeoplearethereinyourfamily?和Myfamilyhassixpeople.并能在情景中恰当运用句型询问并回答家中有几位家庭成员。学生能够在图片和教师的帮助下理解对话大意，用正确的语音，语调朗读对话并能够进行角色表演。教学难点：学生能在不同情境中运用句型Howmanypeoplearethereinyourfamily?和Myfamilyhassixpeople.询问并回答家中有几个家庭成员。教学方法：情景教学法任务教学法小组合作学习教学用具：课件，单词贴纸，图片卡片。教学过程Step1Warm-up&lead-inEnjoyasongtogether.（教师带领学生边唱边做动作）T:Goodmorning,boysandgirls!Nicetomeetyou!Let’senjoyasongtogether.Standup,please!Ss:...T:Thisisfingerfamily.Theyhavefather,mother....Whoareinyourfamily?（出示词卡family,引导学生说出家庭成员名称的单词）T:Great!TodaywearegoingtotalkaboutUnit6Meetmyfamily.（手指向板书的题目）Meetfingerfamily.（出示手指家庭照片，渗透句型Myfamilyhasfivepeople.）T:Now,Let’smeetfingerfamilyagain.（课件再次呈现手指的全家福照片）T:Look,Thisisfingerfamily.Let'scount.Howmanypeoplearethereinthisfamily?Ss:...T:Theboysays"Myfamilyhasfivepeople."（课件呈现句子）Ok,readafterme,please!（领读两遍）T:Whowanttrytoreadthissentence?Youplease!Ss:Myfamilyhasfivepeople.T:Verygood.T:（课件呈现两组家庭照片,其中一张带宠物的）Howaboutthefamily?Ss:Thefamilyhas...people.T:Now,it’saquestion.Thefamilyhasthree/fourpeople.Maybelater,We’llfindtheanswer.Step2Presentation&PracticeLookandguessT:Justnow,we’retalkingaboutfamily.Let’slookatpicturesWhoarethey?Canyouguess?Andwhataretheytalkingabout?（课件呈现文本图片）Ss:...T:Yes,you’reright.They’retalkingaboutfamilies.Whosefamilyaretheytalkingabout?Ss:ChenJie’sfamilyandAmy’sfamily.（老师贴上头像图片）WatchandchooseT:Now,questionshere.（课件呈现问题Q1:HowmanypeoplearethereinChenJie’sfamily?A.ThreeB.Four）Pleasewatchandchoose.（课件播放视频动画）Whogottheanswer?S1:...T:Good,sitdown,please!Let’sseehowdoesAmyask?Listenandrepeat（点击录音,学生跟读）T:Nowwecanreadlikethis:Howmanypeople//arethere//inyourfamily?（老师分意群打拍子领读3遍）Canyoureadlikethis?Ss:...T:Welldone,boysandgirls.WhatdoesChenJieanswer?Listenandrepeat.（学生跟读两遍，老师出示parents的词卡，领读2遍，拿出ChenJie父母的图片贴到ChenJie的头像旁边，同时课件呈现父母图片，father+mother=parents）T:Now,weknowChenJie’sfamilyhasthreepeople.HowaboutAmy’sfamily?Let’swatchandchoose.（播放视频动画,课件出示Q2:HowmanypeoplearethereinAmy’sfamily?A.FiveB.six）T:Whichonedoyouchoose?Fiveorsix?S1:Six.T:Yes,yougotit.Amysays:Myfamilyhassixpeople.ButChenJiesays“six?”.Let’scount.ListenCarefully!（听录音，一起数）So,ChenJiesays:“Butthat’sonlyfive.”（听读两遍）。Payattentiontotheword“but”（教读语音，列举几个语音相同的单词）ButwhyAmysays“Myfamilyhassixpeople.”Theboy,please!Ss:...T:（课件呈现littlepuppy的图片，教读词组littlepuppy）Listenandrepeat.（听读两遍）T:（课件呈现西方国家人和宠物狗的照片）Yes,inwesterncountries,petsaretheirfamilymembers.Theyalsohavesomeproverbsaboutanimals,suchas“Luckydog.Loveme,lovemydog.”（3）Listen,pointandimitate.T:OK,boysandgirls,lookattheblackboard,weknowChenJie’sfamilyandAmy’sfamily.Now,Let’slisten,pointandimitatethewholedialogue.Payattentiontoyourpronunciationandintonation.（课件播放对话录音）T:Now,Checkyourmemory!Fillintheblanks.（4）RoleplayT:Nowboysandgirls,Youcanpreparewithyourpartnertoreadthedialogueandperformit.（学生准备）T：Ok,boysandgirls.Whenyouperformit,payattentiontoyourvoice,feelingsandactionsT:Whowanttohaveatry?Theboyandyourpartner!T:Ok,afterclass,youcanperformittoyourparentsorfriends.Step3Production&Extension1.FamilyShowT:WeknowChenJie’sfamilyhasthreepeople.Amy’sfamilyhassixpeople.Howaboutyourfamily?Workinpairsandtalkaboutyourfamily.EnjoyastoryT:Youalldidwell.SoIhaveasurpriseforyou.Lookatthetitle“Meetmyfamily”T:Whowanttotry?T:Wow,youallhaveanicefamily.Wonderful!Maybeafterclass,wecanshareittoourparentsorfriends.T:Today,weknowChenJie’sfamily,Amy’sfamily,andyourfamily.播放公益广告《family》Whatisfamily?Pleasewatchtheveidocarefully.T:Now,whatdoyouwanttosay?Ss:Ilovemyfamily.Ilovemyfatherandmother......Step4HomeworkStep5BlackboardDesign学情分析学生在三年级的时候已经学习了数字，并能运用Howmany...?句型讨论看到物品的数量。家庭直系亲属称呼的单词已经掌握，并能在情境中运用句型Thisismy...Heismy...Sheismy...Who’sthatman/woman/boy/girl?并能运用pretty,tall,big,small讨论描述人物特征。效果分析在热身导入过程中以歌曲导入，调动了学生的积极性。在新授过程中，学生通过跟录音读、跟老师读把重点单词和句型学会；在角色扮演环节学生能把自己带入角色积极参与，熟悉了重点单词和句型的应用；在家庭秀中学生都乐意把自己的家庭情况分享给大家，能够熟练使用重点单词和句型；最后的小视频能让学生明白什么是家庭，以及我们要怎么爱我们的家，爱自己的爸爸妈妈。教材内容分析本部分学习的核心句型是：Howmanypeoplearethereinyourfamily?和Myfamilyhassixpeople.教材通过Amy和ChenJie谈论家庭相册的情景，让学生感知上述句型的语义及语用情景。同时让学生明白中西方文化的差异。让学生明白在西方一些国家会把宠物作为家庭的一员。评测练习一.单项选择题1.----()peoplearethereinyourfamily?----ThreeA.HowmanyB.WhatC.How2Myfamily()sixpeople.A.haveB.hasC.is3.Three.My()andme.A.parentsB.parent二.按要求写出汉语。1.people2.but3.littlepuppy4.only5.Howmanypeoplearethereinyourfamily?6.Myfamilyhassixpeople.三.连词成句。1.peoplethereinfamilyHowareyour?2.that'sButfiveonly.3.familyhasMypeoplesix.课后反思通过这次活动，收获了许多，也认识了自己的不足之处。回想自己的这节课，力求从英语学科的核心素养出发，关注学生在语言能力、文化意识、思维品质和学习能力四个方面的发展，主要在以下理念上有所体现：1.任务驱动，助力语言能力发展以任务为驱动，通过设置“Lookandgue