[pepper]PEP Book 3 Unit 6 Meet my family

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1 教学目标:
1）能听懂 、会说本课对话，并能在实际情景中运用。
2）能听、说、认读本课句型is this your father?
what’s your mother?
he looks strong.
2 学生和内容分析：
本课时的重点句型是: is this your…?        what’s your…?
      这两个句型在前面的学习过程中遇见过，在这里要求学生能熟练掌握，会灵活运用。
  难点是，主语单三情况下，谓语动词要加s：he likes…  he looks... .
鉴于小学四年级学生的年龄特点，我认为直接告诉学生这一语法知识，学生恐怕难以接受。于是我设计了改错、儿歌这样的方式来提醒学生注意这一现象，并能总结出规律，灵活掌握。
3 课时安排：一课时完成
4 教学方法：听说法(audiolingual method)
视听法(audio visual approach)
认知法(cognitive approach)
全身反应法（total physical response）
游戏法(game)
5 教学手段：多媒体辅助教学（computer assited instruction）
              图片（pictures）
6 板书设计
7  ppt演示文稿:（见ppt文件）
8 课堂练习或测试：
提问、游戏、小组合作等课堂活动。无书面练习。
9 课后作业:
1) listen to the tape and try to recite the dialogue.
           2) make a new conversation accroding to this dialogue.
九、教学过程
ⅰgreeting:  t: good afternoon, boys and girls.  how are you?
            ps: good afternoon, ida. i’m fine. thank you.
ⅱ free talk:  教师手拿三张照片：郭晶晶、姚明和教师自己，围绕图片和学生展开谈话。（请一位同学起立。）
             t:   i have some superstars’ photos. do you want to see them?
             ps:  yes.
t:  look! who’s this young lady?
pa:  she’s guo jingjing.
t:  what’s guo jingjing?
pa:  she’s an excellent diver.
t:  yes. tell you a secret, she is my sister.
ps:  really?
t:  you don’t believe me? you are right, i’m kidding. i think she is beautiful. do you think so?
pa:  i don’t thin so. sorry.
t:  am i beautiful?
pa: yes, i think you are beautiful.
t:  it’s very nice of you! there’s a little gift for you!
（把郭晶晶的照片交给学生。）
             （叫起另一位同学，向他出示姚明的照片）
              t:  hello, mike. who’s this man?
pb:  he’s yao ming.
t:  right. what’s yao ming?
pb:  he’s a famous basketball player. 12345
t:  can you play basketball?
pb:  yes, i can play well.
t:  who can play basketball?
ps:  i can..
t:  i can play too. but i can’t play well. is he strong?
pb:  yes, he is.
t:  is he tall?
pb:  he is tall.
t:  are you strong?
pb:  no. i’m not strong.
t:  am i tall?
pb:  no. i’m afraid you are not tall.
t:  you are very clever! so this is for you.
（把姚明的照片交给学生。请他坐下。）
             （请第三位学生起立，向他出示教师自己的照片。）
             t:  look! who’s this lady?
pc:  it’s ida.
t:  you are right! am i a star in your heart?
pc:  yes, you are.
t:  thank you very much. i am not a real star. but i want to be a star teacher. do you like me?
pc: yes, i do.
t:  do you like english?
pc:  i like english very much.
t:  i’m so glad to know that. come on! you can keep my photo.
（把照片交给学生。）
             （请第四位学生起立，向他出示教师自己所画的爷爷的简笔画。）
              t:  the next one is not a photo. it’s a picture. i drew my grandpa.
how old is my grandpa, do you know?
pd:  is he 70?
t:  no. he is 80. he’s very old. but he looks young. how old is your grandpa?
pd:  he’s 66 years old.
t:  is he tall?
pd:  yes, he is.
t:  is he strong?
pd:  yes, he’s strong too.
t:  give my regards to him please. wonderful. this is for you.（图画给该同学.）
              （请最后一位同学起立，向他出示奶奶简笔画。）
              t:  who’s the old lady?
pe:  is she your grandma?
t:  yes.she is my grandma. she likes beijing opera. how old is your grandma?
pe:  she’s 56 years old.
t:  how is your grandma?
pe: she’s very well. thank you.
pe: is she thin?
pe: yes, she is a little thin.
t:  please give her my regards. and take this picture to her.
（图画交给学生。）
             将本课课题贴在黑板上。。
             t: so today let’s go on learning unit 6 meet my family! part b let’s talk. but before you meet my family, i’d like you to meet my family tree first.（示意学生看黑板上课前画好的大树。）12345
ⅲ  revision
step 1: 课件出示教师自编的歌词，教师套用《雪绒花》的曲调先自己清唱一遍，再带领同学们齐唱，第二遍唱时，教师把家庭成员的图片贴在大树上，从而复习家庭成员的单词。歌词内容如下：
       family tree, family tree
all my dears are in the tree.
father and mother, brother and sister
we have good time everyday.
my uncle is a doctor, my aunt is a teacher.
i am still a pupil.
family tree, family tree
      all my dears are in the tree.
      教师指着树上的人物依次问学生：is this your father/mother/…? 引导学生会回答: yes,he/she is.  no, he/she isn’t. 问过两三遍以后，示意学生主动问教师。
step 2: 游戏find my grandpa.
      t: i have a big family. there are eight people in my family. but you can only see six. my grandparents are missing. can you find them?
ps: great!
t:  tom, is this your grandpa?
pt: no, he isn’t.
t: please ask and answer one by one.
      出示爷爷的图画，让学生依次传图画同时前一个学生问is this your grandpa? 后一个学生答no, he isn’t.当传到手中有爷爷的简笔画的同学时，他要说yes, he is. 在学生传的时候，教师板书这个问句和两个相关答句。然后再用grandma代替grandpa做这个游戏。
step 3: let’s do.
      请游戏中找到奶奶的同学做动作模仿奶奶，再请全班一起模仿爷爷、医生、护士、教师、司机、棒球手和农民的动作特征，最后请全班跟教师边说边做动作。
      act like a teacher/driver/doctor/nurse/farmer/baseball player.
step 4: 翻图片复习职业。
      教师依次将黑板上的人物图片翻过来，体现出其职业，问学生：what’s my father/mother/…? 学生看图片内容回答：he is a … .图片上的人物职业和课本对话中amy家人的人物职业相符。
step 5: 游戏: what’s you father?
      教师请一、三大组的同学齐问：what’s my father? 第二组同学依次起立回答he is a … . 其他同学家人的职业如果正好是该同学所说的职业，要立刻起立说：my father is a driver, too. 然后一个接一个问答,直至第二组每一位学生都回答一遍。
      t:  now, let’s play a game. group 1 and 3, you ask: what’s your …? and group 2, you answer these questions one by one. if your family’s job is the same, stand up and say ”my … is a …, too.”
ⅳ presentation.
step 1: 看课文动画，找出amy家人的职业，对话分4段，共找6位家人的职业。回答问题正确的同学将得到一张家庭照片作为奖励。
      t:   boys and girls, now you know each other much more than before. but do you know amy’s family? let’s watch the cartoon and answer the question: what’s amy’s uncle/aunt/father/mother/grandpa/grandma?12345
       分别依次播放四段对话卡通，每播一段，让学生回答一个相关问题。
step 2: 课件出示表格，要求回忆对话内容填写amy家庭成员的职业。回答正确的同学也可以得到家庭照片。
      t:   do you remember amy’s family’s jobs？ let’s fill in the blanks.
step 3：辨析本课难点：主语单三时，谓语动词加s
      通过课件向学生出示三个课文中的句子：
      he looks strong.
      she like music.
      they looks young.
      其中两个故意留错。让学生再看对话卡通，边看边找错。
      t：i have three sentences from this dialogue. but there are some mistakes in them. watch the cartoon carefully, find the mistakes and correct them.
      为了巩固学生对难点的掌握效果，教师自编儿歌，请学生先吟唱，然后套用《两只老虎》的曲调唱出来，教师吹口琴伴奏。歌词内容如下：
      i like music.
we like music.
you like sports.
you like sports.
she likes science.
they like science.
he likes game.
we all like games.
step 4 :  教师再次播放卡通，全班跟读。再齐读。最后两人一组练习对话，教师请同学上前表演。
      t:  maybe you want to sing the song again. but it’s time to read the dialogue. please repeat the sentences one by one.
      t:  now let’s read together.
      t:  please practise the dialogue in pairs.
      t:  who can play the dialogue?
step 5:  课件展示mike和chen jie询问家庭成员的对话，让学生根据对话自造新的对话。示例对话内容如下：
      chen jie: is this your father?
he looks strong.
      mike: yes, he is. he is a doctor. he likes sports.
      t:  please look at the screen. chen jie wants to know mike’s family members. i will be mike. who will be chen jie? let’s play the dialogue.
      教师和学生代表表演对话。
      t:  can you make a new dialogue just like this? practice in pairs and play your own dialogue.
           课件出示对话中可能会遇到的词语，提示学生使用这些词语，根据课文句型造对话。
      ⅴ homework
           1、 listen to the tape and try to recite it.
           2、 make a new conversation according to the dialogue.12345
           t:  i know all of your dialogues are wonderful. but time is limited. i’m afraid there’s no time to play more. but you can write your conversions down. i’ll check them. ok?
           t:  i have a happy afternoon because of you. thank you very much. goodbye!
十、课后反思
          本节课我充分调动了学生的学习兴趣，让学生通过动手、动脑、动嘴感知和实践语言。学生能够发挥主体作用；能够在小组合作学习中掌握和巩固新知；通过参与课堂游戏，学生能够扎实掌握本课重难点句型；借助多媒体课件、图片、音乐、简笔画等的帮助，我突出了重点，易化了难点，使学生能够自然灵活掌握。
复习环节扎实、有序，动静结合。通过free talk,一方面我拉近了与学生的距离，同时也为本课学习做了铺垫。再此设计的游戏环节“find my grandpa”人人参与，重点句型is this your…? yes, he/she is. no, he/she isn’t. 得到了充分的复习和操练。过渡自然流畅，复习充分，节奏紧凑。自编的歌曲不仅起到引出重点单词的作用，同时使课堂气氛温馨、和谐。
新授环节符合学生的认知规律，层层递进，练习充分、形式多样。在此我充分发挥了多媒体课件的优势，将本课长段对话截成四小段，降低了对话难度，学生更易理解。为了让学生记住对话中的人物职业以便有利于学生背诵对话，我设计了根据回忆填表格的教学活动，因为是在课件上由我操作完成表格，因此学生在书写方面得到的锻炼不足。关于本课难点，我在处理时特别注意将其易化。如果直接告诉学生关于单三的语法规则，学生难于接受，因此，我根据他们的年龄特点自编了一首儿歌，充分体现出这一语法现象，并引导学生唱出来，我以口琴伴奏。通过一系列活动形式，使学生感到有趣、新颖，从而乐学，并学好。
拓展环节我能够结合学生的生活实际，有利于学生学以致用。我尽量给学生创造真实的情景，鼓励学生结合生活实际自编对话。体现了教材的交际性和实用性特点。
作业布置上，我注意到了听、说、读、写四方面的训练，内容紧扣课本，作业量适中。
在整个教学过程中，我适当的奖励学生，给予学生肯定，培养了学生的学习自信心。在拓展环节中，学生又可以利用教师的奖品自编对话，紧扣本课教学内容。在整个教学过程中，我时刻关注学生的学习情绪，课堂动静结合，活动紧凑有序。
但是被我当作奖品发给学生的照片，本意是希望他们在自编对话时，结合它编对话，然而有一些学生没能够利用上，在自编对话时，有几位学生完全脱离了照片。这有悖于我的初衷。究其原因，我认为是因为在我发给学生照片时没有解释清楚它的用途，以致学生把它仅仅当作一个奖品。在学生自编对话时，如果采用自己家里真实的照片，效果应该会更好。12345

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