Unit 1 Jill’s family优秀教案说课稿

课题

单元课时划分

4A M2U1 Jill’s family

Period 1: Know Jill’s family members (Look and say, Look and learn , Learn the sound) Period 2: Photos of Jill’s family (Do a survey , Say and act, Learn the sound) Period 3: Mid-autumn Day (Read a story, Listen and enjoy, Learn the sound)) 单元整体目标

（一）知识目标：

1. 在语境中学习单词及词组：grandfather, grandmother, father, mother, uncle, aunt，cousin ，并在语境中运用所学词汇。

2. 在文本中学习句型

Do you have …? Yes, I do. / No, I don’t.

How many ... do you have?

3. 在语境中学习文本：Know Jill’s family members，Photos of Jill’s family，Mid-autumn Day （二）能力目标：

1. 能识记并正确朗读单词，词组，句子和课文。

2. 能仿照例文，根据人物特征编儿歌。

3. 能运用本单元核心词汇和句型与同伴互相询问，交流。

4. 能和同伴进行对话的表演。

5. 能运用所学词汇和句型描述家庭成员的爱好、工作等。

（三）情感目标：

激发学生对家庭的热爱之情。

单元分课目标

课时

第

一

课

时

语言知识

1. 学习字母组合dr的发音

语言技能与应用

1. 能跟读字母组合dr的情感态度

让学生感受家庭的情亲关系，由衷地发出：I love my family! 2. 在语境中，学习、理解本单元核心词汇：发音，以及朗读这个字母grandfather, grandmother, father, mother, 组合所在的单词。

uncle, aunt，cousin Do you have---?Yes, I do./No, I don’t. 2. 在语境中，能正确朗读用。

3. 在语境中，学习、理解本单元核心句型：词汇，并能初步学会运1. 学习字母组合dr的发音

2. 在语境中，复习运用核心词汇和句型

really

4. 理解学习教学文本

第

二

课

时

1. 能正确掌握dr的发音，通过交流和介并能朗读其所在的单词2. 在语境中，

能正确朗读运用词汇和句型，并能进一步学会运用。

3. 能正确理解、朗读教学文本。

绍，鼓励学生了解家人，喜欢家人。

3 在语境中学习、理解拓展词汇: dive , 的读音。

第

三

课

时

1. 学习字母组合dr的发音以及儿歌

Day, visit, mooncake , riddle等

3. 学习理解文本

1. 能正确朗读dr的发音儿歌。

2. 能正确朗读词汇，理解意思，学会基本的运用。

3. 能正确朗读文本。

关爱自己的家人。

2. 在语境中，学习拓展词汇：

Mid-autumn 和相关的单词，学会跟唱

课题

单课目标

Knowledge objectives:

4A M2U1 Jill’s family

(1st period) 1. To learn the new words：grandfather, grandmother, father, mother, uncle, aunt，cousin

2. To learn the new sentence patterns: Do you have---?Yes, I do./No, I don’t. Skill objectives: 1. Help students to pronounce the words and sentences properly. 2. Guide students to ask and answer with the new sentences.

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3. Encourage students to use the new sentences to communicate with others. Emotion objectives

I love my family! 教学文本

辅文本：Hello, everyone. My name is Jill. I have a big family. I have a grandfather and grandmother. They are old. My father is thin and tall. My mother is nice. I have one uncle. He’s my mother’s brother. He is a police officer. And I have one aunt. I haven’t any brothers and sisters. But I have a cousin. We are happy together. I love my family. 主文本：

J: Who's that man, Jill? K: Oh, that's my uncle. J: Do you have one uncle? K: Yes, I do. I only have one uncle. J: Do you have any brothers and sisters? K: No, I don't, but I have a cousin.

过程设计：

Procedures I.Pre-task preparations Teacher’s activities

1. The sounds

1) Show the sounds 2) The sound:

- sh

fish, dish, wash

2. The introduction about Jill

1) Show the passage

2) Ask the questions

3) Introduction

2-1-1 Read and complete 2-1-2 Read together What’s her name?

How old is she? What can she do? What does she like doing?

about Jill:

1-1

Read together 1-2

Read after the teacher the Students’ activities

Assessment 通过朗读学过字

sounds 母组合发音及单

词，检测已学字母

组合发音的掌握

情况，并且引出本

课的字母组合音: sh

通过阅读关于Jill 者对于已学语法

知识的理解与运

测学生的信息捕

捉能力。

2-2 Answer the questions: 的内容，检测学习

What’s her student number?

用，并通过问答检

2-3-1 Read the introduction

Her name is Jill. She is ten 通过对Jill的介years old. Her student 绍，让学生介绍自number is sixteen. She can 己同学的姓名、年play basketball well. She 龄和能力，对学生can dance too. She likes 表达的正确度和reading and dancing. classmate. 表现力进行评价。

2-3-2 Try to introduce your

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Purposes: 通过完形填空、问答、介绍，复习旧知，并导入新授环节。

II.While-task procedures

一、Passage about Jill's family 1. Elicit and show the questions

2. Teach the new words

1) Elicit mother, me, father, uncle, aunt, cousin

3. Show the passage

二、The dialogue about Jill's family 1. Elicit uncle.

3. Teach: - Do you have...?

- Yes, I do. / No, I don't.

1) Show the dialogue

2) Ask and answer:

any...) have. I have...)

- Do you have any...? haven't. I have...) 4. Show the dialogue

Purposes:

1-1

Read the questions 1-2

Listen to the passage 1-3

Check the answers 1-4

Learn: police officer

2-1 Listen and look

3-1 Read and complete 3-2 Read together

1. Look and listen 2-2 Try to say: - Who's that...?

- That's my...

3-1 Read after the tape 3-2 Read the sentences 3-3 Act out 3-2 Pair work

4. Read the dialogue together

通过听短文，检测学生的听力与信息捕捉的能力，要求学生能够做到认真倾听。

通过抽读、集体读等

的朗读和拼读情况。

通过模仿朗读，检测

学生对句子朗读时

的语音、语调、节奏

等的把握

通过替换操练，检测

学生对句法规则的

知晓与理解。

通过模仿朗读，掌握

句子的语音、语调、

节奏。

通过替换操练，检测

学生对句法规则的

知晓与理解。

2)Words: grandfather, grandmother, 2-2 Read and spell the words 检测学生对新词汇

2. Teach: - Who's that man?

- He's my 2-1 Read the sentences

- Do you have any...? ( Have you

- Yes, I do. I have...

( Yes, I

- No, I don't. I have... (No, I

通过各种手段帮助学生学习掌握新授知识，在语境中进行听说读的全方面训练.

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Ⅲ. Post-task activities 1. The new dialogue(Kitty’s family)

2. Change the sentences 1) I have one uncle. 否定句：

I ___ ___ one uncle. 一般疑问句：___ ____ one uncle? 肯回：

Yes, ___ ____. 否回：

No, _____ _____.

2) I like (have) a family. 否定句：

I _____ like a family. 一般疑问句：____ ____ like a family?

肯回：

Yes, ____ ____. 否回：

No, _____ ______.

3) I have a cousin. (两种方法改变) 否定句：

I _____ _____ a cousin.

= I _____ _____ a cousin. 一般疑问句, 肯定回答，否定回答：

____ ____ a cousin?

Yes, ___ ___.No, ____ ____. = ___ ____ ______ a cousin?

Yes, ___ ___. No, ____ ____.

1.

Make and act out a new

通过

dialogue

2. Look, think and say

Purposes:

检测学生对新授知识内容的掌握度，以填、读等形式进行全方面的复习运用。

Board design

4A M2U1 Jill’s family

(the First Period)

Who’s that…?

That’s my…

Do you have…?

Yes, I do.

No, I don’t.

grandfather

grandmother

father

mother

uncle

aunt

me

cousin

Assignment 1. Kouyu100: read the text for P17-18 2. Copy the new words on P18

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