Cppt配用优秀获奖教案

PEP四年级英语上册 Unit 6 C Story time 教学设计 执教人:李关癸

PEP Unit 6 Come and meet Part C Story time Book 3 my family! 教学目标：

知识目标：

1、能够在图片的帮助下理解故事内容，能够朗读并能够带上头饰进行表演。2、学习并巩固有关职业的单词：cook，taxi driver，teacher，baseball player等以及句型What’s your---’s job?She’s /He’s a---. 3、通过图片及上下文理解句子：These are photos of my family.Is he a teacher? 能力目标：

1、能根据自然拼读法进行拼读单词taxi，photo，these，baseball。

2、能够续编故事。

情感目标：

1、了解文化习俗，父母的不同称谓语。

2、培养学生热爱家庭的好习惯。 教学重、难点

：

1、重点：能熟练运用所学句型询问职业。

2、难点：能正确使用these are photos of my family。 教具：CAI、放音机，头饰,简笔画，单词卡片。

教学过程：

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一、Warmming up：

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Sing a song T:Good morning,boys and girls.How are you today? Now let’s sing a song together. 【设计意图】通过一段儿歌活跃课堂气氛，同时启发学生思维，为下一环节talk about your family and their jobs做铺垫

。

2.Talk about your family and their jobs. T: Well done. What’s this man’s job? What’s that woman’s job?

S:He is a driver.She is a nurse. T:And my father is a driver,too.Come and look at these photos.(展示我的家庭树，用拼读法教会学生拼读photos) 。These are photos of my family.(带读并展示，重点用拼读法教会学生学习these)My father is a taxi driver.(重点用拼读的方式教学生拼读taxi)，My mother is a farmer.My brother is a worker.I am a teacher. How about your family? T:S1，what’s your father’s job?

S1:He is a boss. T:What’s your mother’s job?

S1:She is a worker. T:S1，what’s your uncle’s job?

S1:He is a student. T:Good job!(教师板书what’s ---’s job？He/She is a ---) 【设计意图】通过由歌曲童谣过渡到谈论自己家庭成员及其职业，学生更有感兴趣，同时让其有说的欲望。教师也在这个过程中，将本课时重点/难点通过拼读和巧妙地提问引导学生关注语言形式。

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二、Presentation：

3、telling a story with video T：Today I will share a stoy about family and their jobs to you.Do you want to listen to the story? S: Yes. T: Look, who is he? S:He is Zip. T:Who are there?(用picture-book 展示第一幅图，教师进行引导学生读图) S: They are dog,cat, rabbit and the mouse. T;Where are they？

S:Zip’s home.

T: Good!What are they looking at? S;The pictures. T:Who are they talking about? Listen and find out.(教师播放视频，让学生对故事进行整体感知) 【设计意图】教师通过picture book 的形式让学生对故事中的主要人物进行认识，通过Who are they talking about？引导学生通过完整观看视频找出谈论关于zip 的家人。 4、telling the story with the book T：Who are they talking about? S: Zip’s father/Zip’s uncle /Zip’s grandpa.(学生说，教师板书) T:You are so clever.You can get the answers. Let’s ee what’s their jobs. (展示第三张图)What’s Zip’s father’s job?

S: He is a cook.

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T:Yes,he is a good cook.（板书）He can cook well. He can cook vegetables,________. S: He can cook vegetables,fish, rice beef and noodles. T:Who’s this man? S: He is Zip’s uncle.

T: What’s his job?

S: He is a taxi driver. T: So he drives taxi.Is he thin？

S: No,he is tall./strong./kind. T:Look at this man,he is _______ and _________. S: He is old and nice. T:He is Zip’s grandpa.Guess,what’s his job? You can use “Is he a _______?”

S: Is he a cook? Is he a doctor? Is he a driver?Is he a farmer? T:No,he is a teacher. He teaches student in Primary school. T:Look at this picture,who’s that?

S:Zip’s brother? Zip? T:This is Zip.Is Zip a baseball player. (板书并带读baseball) S:No，she is a student. T:Yes,How does she feel now? Sad or proud? (引导学生有感情朗读：Look！A baseball player！Who’s that？Haha!It’s me！通过表演感受Zip的自豪感。) T：She plays baseball well. She wants to be a baseball player when he grows up.

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【设计意图】教师通过telling a story with picture book 的形式展开一张一张的图片，

通过问题的引导，逐步学习故事的发展，并引导学生通过观察图片进行猜测。

三、Practise：

5、Listen and follow the story。

(1)完整听第二次故事，并跟读一次。

(2)教师给各小组分角色朗读，体验每个角色的情感态度，语言。

(3)小组内进行模仿故事录音，并在小组内练习。

(4)教师选择同学带上头饰进行角色扮演。

【设计意图】通过小组合作练习，一增强其练习的机会，让小组成员之间合作扮演的形式，能够增加体验的感受；二培养小组合作意识及平台。三、故事扮演能让孩子们更贴近文本。

6.续编故事：

(1)Sum up the story in a passage: (2)make an ending: T:Now you are in Zip’s home. Can you make an ending for this story? Here are some tips for you: 1.Who are in Zip’s family? Finish his family tree. 2.What’s their jobs? Think about them and pracitse in your groups. （3）share and perform 【设计意图】通过给孩子们搭建知识网络——family tree以及语言结构What’s her job？Is she a ---？的形式让其更快更上手，培养技能。

7.情感升华：

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T: This is Zip’s family.Zip’s father can cook well,so he is a cook.Zip’s uncle can drive well,so he is a taxi driver.Zip can play baseball well,but she is a student,now. She is going to be a baseball player.How about you? S: I can __________, I’m going to be a _________ (未来职业不会说也可以用汉语) T: When we have a dream, from this time, we should study hard. 【设计意图】通过引导孩子们思考Zip的家人在职业选择上是根据自己的能力进行的，教育孩子们要从小树立理想，并为之奋斗的意识。

四、Homework：话剧手抄报: 要求:内容围绕本单元Come and meet my family!为话题。

四人一组版面内容自设，并根据手抄报内容在班内进行- 话剧表演，道具自己准备。 表演时间:利用课外活动时间。 评价方式:采取全班集体评价，小组自评，教师评价。

奖励方式:手抄报内容与表演两结合:表现优秀的都可以获得 i 精美照片组合一张。 【设计意图】通过话剧手抄报，并根据内容进行表演，提高了难度，学生四人一组，同样也培养了学生小组合作意识，以精美合影做为奖励，大大激发了学生的兴趣。

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