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1、Meet my family杭州市学军小学 郑 静n 话题：Familyn 适合级别：一级n 课时说明：二课时n 课题说明：本课是PEP教材四年级上册Unit 6 Part A的Lets talk部分。n 教学内容：Amy: How many people are there in your family, Chen Jie?Chen: Three. My parents and me.Amy: My family has six people.Chen: Six?Amy: Yes. My dad, my mum, my sister, my baby brother and me.Chen:
2、 But thats only five.Amy: And my little puppy!n 学生情况说明：本教学设计适合四年级学生。四年级的学生在经过一年多基础英语知识习得后，已经有了比较初步广泛的英语听说能力。在本课时之前，学生已经掌握了一些关于家庭成员的英语单词：dad, mum, sister, brother等; 此外，部分学生也积累了一些课外词汇，如：parents, baby等等；学生也已掌握了询问数量和回答的句型：How many ? There are .。针对四年级学生思维活跃、积极参与、求知欲强的特点，教师应创设一种极具童真而又具有实际交际性的情景，通过贴近学生生活交际
3、的场景让学生在课堂中尽可能多地通过参与课堂互动，得到实际的语用体验从而提高自身的英语综合语用能力。并通过语篇这个桥梁，进一步深化对西方人家庭文化的了解。n 教学目标：【知识目标】能够听懂、会说、会读本课关键句型：How manyare there? But thats only five.，并能在实际情景中灵活运用；能够用简单的句子来描述自己的家庭构成，询问他人的家庭情况。【能力目标】能够运用所学句型来介绍自己的家庭构成，询问他人的家庭状况；在教师创设的情景当中合理正确的使用目标语言与他人交流，提高个人综合语用能力。【情感目标】通过语篇的学习，了解西方文化中宠物也是家庭成员的重要组成部分；其次
4、，通过家庭话题的讨论，形成关爱家庭、家人的观念。n 教学重难点：教学重点：1.能熟练掌握并运用句型：How manyare there? , But thats only five.。2.能熟练听、说、认读词汇：people, parents, only, puppy。 教学难点：1.熟练地运用所学句型表达真实的情感，并有一定的创造力。2.学会灵活运用语言材料，将已学句型进行整理并综合描述自己的家庭构成及家庭成员。3.词汇only, puppy的发音。n 课前准备：1.PPT课件；2.教师准备写有people, only, puppy词的磁卡和带有磁贴的教学标语；3.自己的家庭全家福合影。n
5、板书设计：Unit6 Meet my familyA. Lets talkHow many people are there in your family ?There are . But thats only five. 教学过程：教学结构教师指导学生学习设计说明Step 1Warm upand revision1. Watch a video: Family membersLets learn some words be quiet, please. And say the words in English, please. Repeat after me, Grandma. Say it
6、 again, Grandma. （Grandma/Grandpa/Aunt/Uncle/Cousins）2.Riddle(Guess the storys hero in this period导入故事情境的主人公)She is cute. She has short black hair. She has a big mouth and two small eyes. Who is she? (Slide shows four characters: Da Xiong, Xiao Wanzi, A Lalei, Snowwhite) 3. Lead in the story情境描述Xiao
7、 Wanzi: I have a new house, welcome to my home!T: Look ! The house is so _.Lean in of the key sentence patternYes, Xiao Wanzis house is so big. Do you know what rooms are there in her house? Lets ask.How many rooms are there?There are _. (Present on the board)Enjoy the video and say the words of fam
8、ily members out loudly.Ss read the clues and judge which character is the hero of this period, and say the reasons.Describe the house with sentence pattern: The house is so _. (big/ nice/ beautiful/)Ss ask as many questions as they can. And pay attention not forget to use the words plural forms in t
9、he sentence.用活泼有趣，图文并茂的原版动画视频带领学生轻松得进入今天的课堂主题。并且为已知这些词的学生提供单词回顾的机会。学生通过提示判断并择这堂课中故事的主人公。通过这个猜谜游戏，学生复习对人物外貌、性格的描述。在情境导入的过程中，请学生开放性的描述一下房子。为后面询问房间的数目铺垫。在热身部分就导入这节课的重点句型，增加练习的机会，深化学生对主要句型的印象。Step 2Presentationand practice1.Presentations and drills for” How many are there?”, “people” and “parents”T: The
10、re are five rooms. Theyre the living room, the bedroom, the study, the kitchen and the bathroom. Lets go to the living room and have a look, ok? Wow, this is Xiao Wanzis family. How many people are there?(play the audio)音频示范导入 Presents and practice: (presents on board)How many people are there? Ther
11、e are _.people : many people /i:/ many people x Presents and practice: parents/ts/T should correct Ss pronunciation one by one.T: Who are they in Xiao Wanzis family?Ss: Her grandpa, grandma, father, mother, sister and Xiao Wanzi.T: Yes, her grandparents, parents, sister and she.2. Drills for “How ma
12、ny are there?”Xiao Wanzi: I have a new bedroom, lets go and have a look!T: Wow, its so big and have so many things here. Lets see and count.Slide presents: How many are there? There are.First, T invites some pairs of Ss to make demos. Then, Ss do pair work by themselves.(课件中的物品点击能够放大，便于学生小组呈现时的效果：bo
13、oks, balloons, balls, dolls, pictures)3. Presetation and drills for “The family has people.”T: How many pictures are there?Ss: There are two.T: Lets have a look of them.(Click the Simpsons.)How many people are there?1. There are _.2. The family has _people. Ss choose one way to talk about Simpsons f
14、amily members. Slide presents a picture of Tutus family, Ss talk about the above pictures in two ways.(明确两种句式表达相同意义)4. Presentations and drills for “only” and “puppy”T: How many people are there in Simpsons family?Ss: Five. The parents, sister, brother and a baby.T: How about Tutus family? How many
15、people are there?Ss: Three.T: Oh! Only three!Presentation and practice: But thats only five.( presents on board) How about Xiao xins family?(Slide shows the picture of Xiao xins family)Ss: Four? Five?T: Five. There are four people and a little puppy. only: puppy: Emotional teaching: pet is a family
16、member in western counties.5. Lets talkGo back to Xiao Wanzis bedroom, and have a look of Chen Jie and Amys photo.Wathc and answer :How many people are there in Chen Jies family？Q1: How many people are there in Chen Jies family? (3)Q2: How many people are there in Amys family？(6)watch the video agai
17、n, and answer one more question.Q3: Who are they?Chen Jie: Parents and me.Amy: Parents, sister, baby brother, Amy and the little puppy.（Present stickers on board, make a family heart）Read after the tape./ Role play in groups. Slide marks tones of each sentence.Ss talk about Xiao Wanzis house and gue
18、ss how many rooms are there, what rooms are they.Ss read words: people, parents one by one. And discuss about Xiao Wanzis family with others by using the sentence patterns: How manyare there? There are.Ss practice: How many are there? And pay attention not forget to use the words plural forms in the
19、 sentence.Ss try to use two different ways to describe ones family members, they describe with the patterns:1. There are .2. The family has people.And sense the two patterns have the same meaning.Ss describe Simpsons family, “how many people” and “who are they”.Read after T and tapes demonstration,
20、pay attention to the pronunciation rules: only: puppy: Ss know that in western countries, people treat their pet as one of their family numbers, and love them with all warm heart. People are equal with their pet in western countries.Ss watch the video of A. Lets talk and answer the questions:Q1: How
21、 many people are there in Chen Jies family? Q2: How many people are there in Amys family？Ss watch the video again and answer the third question:Q3: Who are they?Ss read the dialogue with the help of the tone marks.通过回顾已学房间的内容，推动情境故事发展，同学们一起来到小丸子家的客厅遇见了她的一家人。并即刻利用目标句型How manyare there? There are.对她的家
22、庭构成进行了描述。为后期在语篇习得的过程中遇到相似语言时降低了难度。反复呈现目标句型，加深学生对该句型认读的记忆和口头语感、发音的培养和纠正。教师通过巧妙的教学设计让学生一起看一看小丸子房间里的照片，而引入The family haspeople. 学生根据自己的喜好选择两种方式回答问题，明确两种表述方式具有相同的意义。根据语意和图片推测only和puppy的含义，并跟读注意发音重点。通过图片的视觉智能，潜移默化告诉学生西方家庭对宠物的依赖和视宠物为家庭成员的文化。通过视频首先获得对Chen Jie和Amy聊天的大意，根据看到的、听到的来寻找第一层次的问题答案。看第二遍再仔细去寻找细节回答第二
23、层次的问题，培养学生对语言的综合理解能力。 Step 3Consolidation and extension1. Family showEveryone likes his family, lets talk some thing about our families. Text:A: Hi, come and meet my family!B: OK! How many people are there in your family?A: _. B: Who are they?A: _. I have a _ family!A: How many people are there in y
24、our family?B: _. A: Who are they?B: _. I have a _ family!2. Emotional teachingEnjoy a video about warmness from family. T: No matter where you go, remember your families in heart. And treat your family kind and well.Ss think over about their families and do the pair work randomly.A: Hi, come and mee
25、t my family!B: OK! How many people are there in your family?A: _. B: Who are they?A: _. I have a _ family!A: How many people are there in your family?B: _. A: Who are they?B: _. I have a _ family!Ss watch the video and sense the love from their families. Cultivate their love for families.学生在这节课的大主题下
26、，让他们来台上紧紧围绕本课的目标句型来展示一下自己的家庭，培养孩子热爱家庭、关爱家人的情感。除了上面的家庭秀，孩子们更需要时间思考，来内化学习如何关爱家人，关心家庭。教师在最后一环节播放感人的视频并对学生提出期望，最后总结点明本课主题。Step 4Assessment1. Read and recite A. Lets talk2. Finish the reading paperMy familyn 课后反思： 设计亮点： 这节课的主题是关于家庭及其成员，贴近学生的日常生活，在教学过程中容易引起学生的共鸣兴趣和生活常识上的认可，课堂上的互动就能较好的生成。课中教师以参观小丸子新家的故事为主线
27、，在热身复习阶段设计巧妙得将学生已经学过的：人物外貌描述，家庭房间名称和部分家庭成员的称谓，通过热身阶段的唱一唱（Song: family members），猜一猜(Who is the hero of this period?)，说一说(The house is so _.There are _rooms. They are_（living room, kitchen）.)等环节的活动自然得联系在了一起。对学生语言旧知的复现做了较好巩固，并对本节课的课堂生成做好了铺垫和语言情境上大环境的准备。基于小学四年级上学期学生的英语学习能力及现状，教师将本课的终极教学目标定位为：通过以生为本，多元互动
28、，能力提升，情感培养的课堂，帮助孩子提高现阶段的英语综合运用能力。对照这个目标，教师们一起来看一看这堂课的教学活动。 一、生本理念贯穿课堂备课过程中，教师注重以“生本课堂”作为前提和理念。在课堂的导入环节，教师没有直接告诉学生今天课堂上的主人公是谁，而是给学生留有了充分的语言思考时间通过图文对照来自己寻找故事的主人公，即充满童趣又激发了学生兴趣。之后，在热身部分中本课的目标句型How manyare there?的导入更是由学生自己在真实的交际情境中呈现，而不是被动接受老师的教授。在课中目标句型的操练环节教师也为学生提供了多个在情境下有操练意义的选项，学生可以选其所“好”，自教师操练。最后的课
29、堂展示阶段，教师又为学生搭建了自由表演对话的家庭秀环节，让每个学生都能开口说一说，感受课堂。从这节课来看，教师根据学生的认知水平和最近发展区，根据学生的随堂反馈能随时调整节奏和内容，做到了以学定教。在教学过程中与学生成为了学习共同体产生了共振共鸣，将课堂归还于学生。 二、多元教学开发智能 这节课在新授过程中，教师设计以family members的歌曲暖场开始上课，期间通过情境导入目标句型How manyare there?，后分别以声音导入学习单词people,以图片导入学习单词puppy,以对比文本信息据意判断学习单词only。在呈现展示过程中，教师的板书出现了心形思维导图帮助学生理解文本
30、含义；课文学习部分以可视的箭头符号帮助学生体验主人公情感，学习模仿语音语调；最后还利用视频直观的表达家人之间无微不至的爱，刺激升华学生情感。全课采用了多元教学资源和形式，对学生的听、视觉和感官的智能都给予了刺激和开发。 三、巧用策略夯实能力 基于这个阶段学生英语学习更多的需要培养听、说、读的能力，教师做了如下设计：在课文教授阶段请学生先带着两个“是什么”的简单问题去听看视频然后回答，第二轮再请学生带着“为什么”的少有难度的细节问题看视频回答。对学生听力能力的培养注重由浅及深的递进。口语说话能力通过鼓励家庭秀的课堂展示表演和体悟课文中可视的语音语调符号的情感体验来培养。阅读能力则通过课后的同话题
31、相关阅读小练习My family来巩固。 四、激发情感体悟文化 这节课的话题本身对学生来说就是极具教育意义和真实体验感的，因此 教师通过教学课件和视频对学生在家庭情感和个人情怀上有了极大的激发，对帮助学生走进西方国家对家庭的情感认识有了推进。将语言的工具性和人文性有效的结合在了一起，也体现了英语作为文化桥梁所起到的作用。有待完善之处：1在情感提升上，教师在教授完全篇后给学生观看了视频并提出了对学生的期望以激发学生关爱家人的情感。反思之，若没有视频的帮助语言会显得很苍白缺乏说服力，学生的体验也不够丰富细腻。这个细节，教师应该落实渗透到整个教学过程中去，而不是在点题时略显生硬的提升。2虽然整节课在学生的听、说、读能力上都有培养，但设计的练习在难度提升上还不够系统，没有明显的递进。另外，最后展示环节的对话开放性还不够大，可以设计一些表达情感的语言如：I love my family等进去。10
