四年級上冊Unit6MeetMyFamily

1、四年級上冊 Unit 6 Meet My Family! 第四課時教學設計廣東省梅州市梅江區(qū)化育小學楊媚娜 一、教學內(nèi)容 四年級上級Unit 6 Part B Let's learn, Let's do 二、教學目標 1、知識與技能目標：（1）能聽、說、讀新授單詞，baseball player, driver, farmer, doctor, nurse.（2）能綜合運用句型：What's he? He is a . He is . He likes . 2、情感態(tài)度：培養(yǎng)學生從小樹立遠大

2、理想的情感。 3、文化目標：了解多種職業(yè)的特征。 三、教學重點難點 1、重點：掌握5個單詞的讀音。 2、難點：掌握句型：What's he? He is a .  四、學生情況說明   通過第三冊第三單元的學習，同學們對人物特征的描述He / She is .和愛好He / She likes . 已經(jīng)有了較好的掌握，為本單元的教學提供了有利的基礎。本單元的教學內(nèi)容與學生的實際生活息息相關，因而本單元的教學內(nèi)容對學生來說不難理解，關鍵是如何將分散的語言點進行整合、拓展，并在實際

3、生活中加以準確運用。在教學時，教師要通過創(chuàng)設情景，運用多種教學手段，開展靈活多樣的教學活動，將新舊知識有機結合，對本單元知識加以強化，從而讓學生更好地掌握和拓展職業(yè)這一話題。本案例是第六單元的第四課時。學生在前面已學過人物特征的描述和愛好等內(nèi)容。因此，這節(jié)課的教學任務是如何在學習新知識的基礎上，拓展和利用所學的舊知識，真正達到學以致用。 六、課前準備  單詞卡片、若干圖片、錄音機、多媒體設備、職業(yè)道具。 七、教學步驟 Step 1: Warm-up (1) Sing the song: If you are happy. T

4、: Today it's a sunny day, are you happy? Let's sing a happy song. 設計意圖通過學生喜歡的歌曲，活躍課堂氣氛，學生開心地進入今天的課堂。 Step 2: Lead-in (1) T: It's a sunny day, let's go to the Guidu Park. How do you get there?  (導入自然，不露痕跡。) Guess. (CAI) T: Every box has a car, you can choose, and t

5、hen drive that car. 設計意圖通過寶盒中獎，激發(fā)學生興趣，自然引入接下來的教學。（drive the bus / drive the jeep / drive the car） Step 3: Presentation and practice 1. Teach "driver" (1) drive the car, drive the car, I can drive the car. So I am a driver. driver 設計意圖滲透字母組合發(fā)音，為語音學習打下基礎。 (2) Re

6、ad after the teacher with body language. (帶上肢體語言，加深印象。) (3) Who want to be a driver? (4) What's he / she? He / She is a driver. (5) Role play: To be a driver, who drives fast? But when you drive a car, you should be carefully. 設計意圖單詞與句型緊密結合，通過比賽，活躍氛圍，并運用到實際生活中去，體現(xiàn)“學以致用”教學理念，并

7、進行德育教育，小心駕駛。 2. Teach "farmer" (1) T: Let's drive the car to the farm. (CAI shows the word "farm") (2) Let Ss listen to the poem:憫農(nóng). T:What's he ? farmer  (3) Ss read: farmer, farmer, He is a farmer. (4) T: Guess, what's the farmer's hobby

8、? S1: He is a farmer. He likes . (CAI) Ss: He is a farmer. He likes playing balls. 設計意圖通過猜愛好，將新舊知識有機結合，達到知識循環(huán)的目的；聽學生熟悉的古詩，既自然呈現(xiàn)新知，又能很好地滲透德育教育。farmer farmer給學生滲透部分名詞后面加er可以表示一類人的概念。 3. Teach "baseball player" (1) T: What kinds of balls do you like? S1: I like . (2)

9、T: The farmer likes playing many kinds of balls. Look! (CAI)  football, Beckham football player basketball, Yao Ming basketball player Ping Pong, Kong Linghui Ping Pong player (Teach the word: player) baseball, a boy baseball player (3) Ss read: player, player, a baseba

10、ll player (4) (T shows a toy baseball stick)T: I'm a baseball player.(T pass it to S1) T: What's he? S: He's a baseball player. 設計意圖從學生喜歡的球類和球類明星入手，生動、直觀，擴大了知識面，又為新知識的呈現(xiàn)降低了難度，整個過程清晰、流暢。通過表演棒球運動員的方法來提高學生的學習興趣。 4. Teach "doctor" (1) I hurt my head, who can hel

11、p me? We should call 120. doctor (CAI出示救護車) 導入自然，不露痕跡。 (2) Ss read: Doctor, doctor, he is a doctor. (3) T: I don't like doctors. What about you? S1: I like / don't like doctors. T: So I eat an apple a day. Because there is a saying "An apple a day keeps the doctor away.&q

12、uot; Ss read the sentence. (4) Let Ss sing the song: An apple a day. (5) What's the doctor's hobbys? 設計意圖復習舊歌曲，既活躍了課堂氛圍，也使新知識進一步得到鞏固。 5. Teach "nurse" (1) Who can help the doctor ? nurse (2) Read after T with body language. (3) T shows a nurse cap

13、 and puts it on a girl's head and asks: "What's she?" nurse (4) Ss read: Nurse, nurse, she is a nurse. (5) S: Nurse, nurse, I/m ill. (老師假裝打針) 設計意圖將生活帶進學生課堂，創(chuàng)設語境，從學到用，強調(diào)真實，增強語言交際的真實感。 Step 4: Consolidation and extension 1. Review the words (1) Read all

14、the words with the body language. (2) Read after the little teacher. (請小老師帶讀) T: What's he? S: He's a little teacher. (處處與句型相結合，使學生懂得運用，達到學習語言的真正目的。) (3) Fast reaction. In every group, a student goes to the blackboard, the others read the word according to the teacher's gesture. The students in front of the blackboard point to the picture as quickly as possible. (4) Ss practise: Let's do.  設計意圖復習所學單詞，通過肢體語言，小老師帶讀，快速反應，能反應學生的程度。 2. (CAI)Task: “我為梅州亞運做點事” 2025年亞運會即將在梅州舉行，你能為亞運做點什么呢？想成為什么