1、PEP小學英語四年級上冊Unit 6 Meet my familyPart B Read and write教學目標：1. 讀的目標：學生能夠綜合運用本單元學習的核心句型和詞匯。學生能夠在圖片的幫助下讀懂小文段， 并完成任務。 學生能夠正確朗讀并復述文段內容。2.寫的目標 :學生能夠在圖片的幫助下， 仿照示范例句， 在四線格中填充所缺少的單詞；學生能夠根據(jù)實際情況及簡圖呈現(xiàn)家庭成員或朋友的外貌特征及職業(yè)，并書寫規(guī)范地仿照示范例句填充句子。3. 情感目標：學生能夠對閱讀產生自信心；學生能夠體會表達對家庭的熱愛。教學重點：學生能夠運用所學核心詞匯及句型來完成讀、寫的練習；激發(fā)學生的閱讀興趣；引導學

2、生樹立閱讀的自信心；培養(yǎng)學生在語篇中獲取信息的能力。教學難點：運用所學核心詞匯及句型介紹自己的家人。教學過程：一、讀前（ Pre-reading）：Warm-upT:Hello,boys and girls. My name is Jacky.Iam your new teacher in this class.Do you want to ask about me?S1: How old are you?S2: Whatsyour job?T: Im 31 There is a number about me. What does it mean?(出示數(shù)字 4) S1: There are

3、 4 people in your family.T: You got it! There are 4 people in my family. They are my motherWhatsmy mothersjob?The answer is in the video. Letsguess!游戲： Guess the jobs(簡筆畫猜職業(yè) )S1: A farmer!T:How do you know that?S1: (Because)He has a big hat!T:You got it!T: My mother is a cook!T: Do you know more job

4、s?Ss: worker【設計意圖】熱身環(huán)節(jié)進行了與本課內容相關的大量背景知識的呈現(xiàn)。在游戲環(huán)節(jié)中隨著簡筆畫中各個職業(yè)的特征逐步呈現(xiàn)出來，通過猜測的形式。有效地調動學生的思維以及英語學習的積極性。在語言內容上很好的梳理了本單元與職業(yè)相關的詞匯。完成了讀前完整的背景知識的呈現(xiàn)。 How do you know that?Do you know more jobs? 這樣開放性的問題的設計更有效的激活了學生的興趣、舊知、思維。讓學生樂于參與。二、讀中（ While-reading ）：T:Good job! We know many jobs. Which job do you like best

5、? Why?S1T:Look at this picture. This is JohnsSs: Family!T:Do you know what are their jobs? Letsfind the answer.Task 1.Read quickly.How many people are there in Johns family?T: Letsread quickly.How many people are there in Johns family?Ss:FiveWho are they?T: Who are they? Letscircle. What did you cir

6、cle?S1:motherfatheruncleaunt(教師同時呈現(xiàn)思維導圖板書家庭成員的內容 )【設計意圖】Which job do you like best?問題的設計意在啟發(fā)學生的思維，加深學生對職業(yè)的理解。之后以圖片為線索走進文本，有層次的設計閱讀活動。用標示記號的方法，提取有關家庭成員的關鍵詞。用思維導圖的方法將核心詞匯呈現(xiàn)于板書上，初步訓練學生獲取信息的的能力。T: Nice work! You know who they are. What are their jobs?SsT: Maybe. Letsgo on to task 2 and check your answer

7、s. Task2.Read in details.What are their jobs?S1: teacher basketball player cook nurse studentT:Thatsit! (教師同時呈現(xiàn)思維導圖板書職業(yè)的內容)【設計意圖】學生們本任務中的幾個活動進行文字的解碼的意義匹配，進一步訓練學生獲取信息的能力，并通過糾正思維導圖板書建立詞匯間的關聯(lián)。T: Is this his father?(出示教材中 Tick or cross內容 ) Find out the descriptionsT: Can you find out the descriptions?(教

8、師進行對 descriptions 一詞含義的適當引導 ) Just like tall short cute and quiet.Ss: friendlytall and strongno job(教師同時呈現(xiàn)思維導圖板書關于描述的內容，思維導圖完整呈現(xiàn)。)T: You know Johnsfather is tall and strong. His mother is friendly. What about his uncle/his aunt/John ?S1: I think he/she/he is.T: You know John the passage well. Letsre

9、ad after the tape. Read after the tapeT: You know Johnsfamily well. Letsretell.三、讀后（ Post-reading）：LetsretellS1:T: Letsgive this passage a title. My_family S1:My good family.S2:My friendly family.T: Yes this is Johnshappy family. Look! This is Jackyshappy family! Letsread the thinking map and then f

10、ill in the blanks.Ss: OK!T: Now letsfill the thinking map.(進行小組合作學習，填寫完成文章所對應的思維導圖 )T: My father/He is_My mother/She is_【設計意圖】思維導圖和不完善的拓展文本同時呈現(xiàn)在一個任務單上，此時學生們需要利用思維導圖中所呈現(xiàn)的信息去完善文本中缺失的內容。培養(yǎng)學生思維的邏輯性。 最后從完整的文本中再進行信息的提取，完成寫的任務。 為接下來將要進行的意義的抄寫和個性化書寫打好基礎。Task3.Look and write【設計意圖】將教材中Look and write 部分進行拆分，逐步

11、呈現(xiàn)，最后在語境中按照范例進行句子的填充。規(guī)范書寫標準。Task4.Fill and writeT: We know Johnsfamily and Jackysfamily. Now, Letswrite about your family. You can use the Mini dictionary.T: Who wants to come to the front and share?S1: This is my family. She is my mother. She is a.T: Do you love your family?S1: Yes! I love my famil

12、y very much!【設計意圖】個性化的書寫活動在思維導圖的輔助下。加入Minidictionary 符合輸出內容的特點，構建更豐富的思維導圖，擴充學生已有的信息量。 培養(yǎng)學生的綜合語言運用能力。學生們在介紹自己家庭成員的過程當中，情感的教育得到了自然的滲透。T: This is your true family. How about your dream family? This is my dream family. I am an astronaut. I can explore the moon.What about you?S1: This is my dream family. I am a.【設計意圖】從學生們現(xiàn)實的家庭拓展延伸的他們夢想中的家庭，孩子們的想象力是豐富的， 利用好這一點， 更可用簡單的句型表達出學生們的理想。挖掘文本， 滲透德育。將拓展延伸的內容自然融入到他們所感興趣的內容當中。 培養(yǎng)學生的創(chuàng)造力和想象力。真正做到激趣添智、學以致用、體驗生活。T: We are talking about our family. What does family mean? S1: Love.S2:Toge