C名师教学视频（文字实录）

英语教学设计

年 级： 四年级

教师姓名： 丁春梅

2018年4月

PEP小学英语（四年级上册) Unit 6 Meet my family Part C Story time 教学内容分析：

故事板块呈现的是小动物们参观Zip的家，Zip回答小动物们的问题，对家庭成员及其职业作介绍的情景。学生除了复习巩固本单元核心词汇与句型外，还可以通过图片和上下文理解单词：photo, taxi driver, baseball和句型：Who’s that?

本部分的教学目标是：通过阅读趣味故事复习巩固本单元所学语言，增加学生语言的输入。教师可根据学生的具体情况，制定不同层次的教学目标：即能够理解故事内容；能理解并朗读故事；能理解并表演故事，还能恰当运用故事中的语言。

教学目标：

1. 学生能够阅读理解故事内容。

2. 学生能听懂、会说、会读单词：photos, family, cook, taxi driver, teacher, baseball player。

3. 学生能听懂、会说、会读句型：Welcome to my home; What’s your father’s job?以及回答He’s

…;Is he a teacher? 以及回答Yes, he is./No, he isn’t.

5. 学生能够在理解的基础上表演故事。

教学重点和难点: 教学重点：1. 从整体上阅读故事并理解。

2. 用正确的语音语调朗读对话，表演故事。

教学难点：恰当运用故事中的语言描述家庭成员及职业。

教学过程: Step 1 Greeting &Warm-up

1. Greeting & Enjoy a story T: Hello, Nice to meet you. (引导学生回答) Nice to meet you too.

S: Nice to meet you, too.

T: Wow, that’s good. I have a story to share with you. Let’s see it together.（

课件展

示绘本故事This is my family）

(学生跟着图片和音频，浏览故事内容)

T: Oh，the tree has father, mother, and brother. They are…(引导学生说出family)

S: Family. T: Great. The bird has father, mother, and sister. They are…

S: Family. T: Yes, they’re family. (板书family) 【设计意图：利用绘本故事图、文、声并茂的特点，选取了与学生现有理解水平匹配，并且与本课主题相关的故事，引起学生注意力，同时，引出主题：Meet my family。】

2. Free-talk T: All of us have a family. I have family, you have family, too. Can you tell me, how many people are there in your family? S: …

T: Would you mind to tell me, what’s your mother’s job? S: …

T: Look, what’s his name? S: Zip, T: Does Zip have a family, just like you ? S: Yes. T: Of course yes. Zip has family. Let’s come to his home and have a look, ok? S: OK. 【设计意图：通过自由对话的形式，在问和答中自然而然地过度到本课故事主角Zip，从而为接下来的学习做好铺垫。】

Step 2 Presentation (PPT出示课文图片，教师带领学生观察图片并展开讨论) T: Look at these pictures, guess, what’s the story about? S: Family…

T: Yes. It’s about family.

1. Task 1 T: Let’s count, how many animals came to Zip’s house? S: Five/Four…

T: Who are they? S: They’re…

T: They are all Zip’s friends, and how did Zip say to them when they came to his house? S: …

T: Let’s listen. (播放图1录音) T: So how did Zip say to them when they came to his house? S: Welcome to my home. T: When your friends come to your house, what will you say to your friends? S: Welcome to my home. T: Great. 2. Task 2 T: what are they looking at? S: …

T: They are looking at photos of Zip's family. Let’s listen.

(播放图2录音) T: Zip and his friends are looking at photos of family.

3. Task 3

T: Look at these photos, who are they? What’s his job? Do you know? Now read Picture 3-5 and match. (阅读故事内容，完成连线练习)

T: Who can do it? 【设计意图：帮助学生整体感知课文，整理课文要素。】

T: Great! Let’s collate it again. What’s his job? S: He’s a cook. T: What’s his job?

S: He’s a taxi driver.

T: Do you know taxi driver? (教授

taxi driver) T: What’s his job? Is he a teacher? S: Yes. T: let’s listen first. (播放图3-5录音) 4. Task 4 T: You really did a good job in Story time. It’s show time for you. Can you act the story? Prepare it in groups of 2. Then come to the blackboard and act it out. (教师组织学生两人一组，表演课文。) 【设计意图：将课文按照自己的想法进行改编，对学生提出更高要求，期待通过创新、合作，共同将这节课所学内容以自己的方式演绎出来。】

T: Which group want to act it out? Come here, please. 5. Task 5 (PPT出示课文图片6，教师带领学生观察图片并展开讨论) T: Zip and his friends are looking at another picture. Who's that boy? S: He is Zip. T: Is Zip a baseball player? S: Yes, he is. T: Do you know baseball player? (教授

baseball player) T: Let’s listen. 【设计意图：引导学生关注课文中的细节信息。】

Step 3 Consolidation 1. Discuss:

What's Zip going to be when he grow up? T: What's Zip going to be when he grow up? A cook like his father? A taxi driver like his uncle? Or a teacher like his grandpa? S: A baseball player…. 2. Task 6 T: What about you? What do you want to be when you grow up? S:…

【设计意图：帮助学生用英语语言思考、分析问题，培养语言综合运用的能力；同时在询问将来想要从事的职业时，渗透情感教育。】

Homework

家庭作业

1. Read the dialogue after the tape.

2. Imagine whose photos would they see and what would they say? Teaching aids

教学准备（含板书设计）

教学准备：人物卡片、新词卡片、多媒体课件。

板书设计：

Photo Meet my family Who is he? He’s…

Picture1 Picture2 Picture3 Picture4

Father Uncle Grandpa Zip

What’s his job?

He’s a/an…

Cook Taxi driver Teacher Baseball palyer