C教学设计实例

人教版《英语》四年级上册Unit6 Meet my family

Part c Story time 教学设计

河源市第三小学

骆美华

教学内容: 人教版《英语》四年级上册Unit6 Meet my family Part c Story time

教学目标:

1.知识目标：能理解故事内容，并能进行关于家庭成员的对话。学会听说读和运用句型：How many family members in your family? Who are they?/Is this your 家庭成员？Is he/she tall/short/fat/thin? What’s you’re her/his job?/Is he/she a/an 职业？Do you love them? 能正确描述自己的家庭成员情况。

2.能力目标：学生学会正确描述家庭情况过程中积极思考，开拓思维，理解人物职业，体会亲情，最终能进行家庭情况的交流。

3.情感目标：学生在学习故事、表演故事过程中获得学习英语的自信与成就感，同时对学生进行爱家爱父母关心父母的情感教育。

教学重点和难点:正确运用单元句型进行交际，和朋友交流各自家庭成员情况，能够用短文形式表达家人情况。

教学过程: 一、

Greeting& Free talk

T: Hello, boys and girls! What’s your father/mother’s job?

Do you love your father/mother? Do they love you? I’m so happy you have a loving family. So this lesson we’ll talk about our family. 设计意图：教师通过简短的对话进入课题，让学生为后面的学习做好准备，更好的进入课堂的学习。

二、

Warm up 1.

sing :My family T：First, let’s sing a song. （多媒体播放音乐）

2.

Chant :Family members T: Now, Let’s chant about family. （多媒体呈现歌谣）

对表象好的同学给予表扬鼓励。

设计意图：通过热身活跃气氛，帮助学生回忆和梳理本单元的单词和句型，激活已有知识，为后面对话交际、阅读故事和写短文做好准备。

三、

Story time 1.

Read T: Now let’s read a story: Meet Zip’s family. 2.

Listen and look 用多媒体播放故事。

3.

Ask and answer: T: How many Zip’s family members in the story? Who are they? What’s his/her job?

I think Zip’s family is a loving family. They look so happy. 对表现好的同学给予表扬和鼓励。

设计意图：先通过自己读故事，让学生感知故事内容，再通过多媒体播放故事，充分感知故事对话的语音语调和情绪情感，为后面角色扮演做好准备。通过回答问题，启发学生思考，加深对故事内容的理解，也为后面表达自己家人情况的对话交际做好铺垫。

4.

Try to read

Whole class read the story. Ask one S to read the story.（检查3名同学）

5.

Act the story

Ask some Ss to act out the story.

对表现好的同学给予表扬和鼓励。

（T要求学生注意语音语调，把A loving family的感情表达出来。）

设计意图：通过朗读和角色扮演，加强记忆和巩固故事内容，对A loving family的情感有比较深刻的体会，培养学生对下个环节里谈学生们自己家庭情况的兴趣。

四、

Practice 1.

Meet your family T: We have met Zip’s family. Now I want to meet your family. A: T抽取一张学生的全家福相片，并提问该学生。（投影出示相片）

T介绍：Look at this photo, this is …’s family.

They look so happy. This is a loving family.

T提问该学生：How many members in your family? Who are they? / Is this your 家庭成员？

Is he/she tall/short/fat/thin? What’s her/his job? Is he/she a/an 职业？

Do you love them? B: 让一两位学生模仿老师刚才的对话，抽取全家福相片并进行问答。

T: Who want to be a little teacher, the little teacher can meet other’s family. 要求学生注意语音语调，把自己对家人的情感表达出来。（投影出示相片）

C: Work in pairs. 同桌互相问答，认识彼此家人。

T: Now, let’s meet other’s family in pairs. （老师下去检查指导，抽查2-3对同学。）

对表现好的同学给予表扬和鼓励。

设计意图：通过对话练习，加深对句型、单词的记忆和理解，能在交际中更好的运用，培养学生构建对话的能力，以此激发学生表达对家人的喜爱感情，让学生会有更多的言语输出。

2.

Wright your family A:出示范文

T: All of you have a loving family. I have a loving family, too. Do you want to know my family? Now, let me introduce my family.

多媒体出示全家福和范文：My family Look! I have a loving family. There are 5 members in my family. They are my grandfather, my parents, my sister and me. My grandfather is a farmer, he is tall. My father is a driver, he is thin. My mother is a nurse, she is nice. My sister is a nurse, she is fat. I am a teacher, I am short. We love each other and help each other, we are happy. 让学生回答：

How many members in my family? （多少人）

Who are they? What’s his/her job? Is he/she a/ an …？（成员工作）

Is he/she tall/short/fat/thin? （外形信息）

设计意图：通过提问梳理清楚小作文要交代的要素，为下面写作做好铺垫。

B:模仿范文，根据全家福描写自己的家庭

T：Now, try to write your family. 学生完成自己的小作文：My family Look! I have a loving family. There are ____ members in my family. They are my ________________________________________________. My ________ is a ______, he/she is _____. ___________________________________. ___________________________________. ___________________________________. I am a student, I am _______.

We love each other and help each other, we are happy. 老师下去指导检查学生写小作文。

C: Share

T: Who can introduce your family to whole class?(2-3名学生介绍) 对表现好的同学给予表扬和鼓励。

T：We have a loving family，we must love each other and help each other. 设计意图：这环节设计让学生从一问一答的被动表达转换到主动表达家庭情况，整体输出与家庭相关的单词和句型，是对新旧知识的整合运用，也是对学生表达能力和思维能力的训练，与此同时也对孩子们进行了我爱我家额情感教育。

五、

Homework 在家把全家福向父母介绍一遍，并说说长大了想要做什么，用两句英语句子写下来。

设计意图：增进学生与父母的感情，同时也让孩子们对自己的人生有个简单规划，同时也拓展了本节课的学习内容，激发学生的学习主动性。

教学反思：

1.

直接使用教材的语境，从和学生的谈话进入本节课的主题family，逐步展开各个环节：sing about family, family chant, family story, meet your family, write your family。没有创设多个孤立的情境，这样有利于学生整体感知语言运用的情境。

2.

激活学生已有的知识，在谈话、唱歌、歌谣、故事中帮助学生回忆已有知识，为后面的环节奠定语言基础。

3.

利用全家福刺激学生的语言输出。全家福是学生自己朝夕相处的亲人，能够提高学生的表达欲望，可以更好地渗透情感教育。

4.

通过写作形式让学生介绍自己家人情况，进一步巩固单词、句型对的记忆和运用，也锻炼了学生组织语言的能力。