人教PEP版-英语-四年级上册-Unit6 第一课时
qq空间v8新版-田惠萍
小学-英语-上册-打印版
第一课时
课时内容
A.
Let’s talk；Let’s count
课时分析
在Let’s
talk部分，Amy 边翻看家庭相册，边和Chen Jie讨论家庭情况。她
问Chen
Jie家里有几口人：How many people are there in your
family? Chen Jie简
洁地回答：Three. My parents and
me. Amy则告诉Chen Jie, 她家有六口人，My
family has six
people. 结果Chen Jie数来数去是五个人。Amy告诉她还包括自己
的小狗。在这个过
程中，学生要理解并能够询问、表达自己的家庭成员人数。同
时要帮助学生们理解，在西方国家，宠物的
地位很重要，多数都被视为家庭成员。
Let’s count中提供了一幅图片，Zoom在问大家
树上有多少个苹果。在教学
中，可以利用这幅图练习How
many句型，如提问有多少蚂蚁，有多少花朵等。
要提醒学生注意how
many后接的是可数名词的复数形式。
本课的内容一需要复习数字，二需要复习家庭称呼。可以在学
习对话之前帮
助学生唤醒记忆，复习相关知识，以旧带新，顺利掌握知识。
课时目标
1. 能够听懂、会说句型：How many people are there in your
family? My family
has six people. That’s only
five.
2. 能够听懂、会说以下词汇：people, but, little,
puppy
3. 能够听懂、会读对话，并能分角色表演。
4.
能够在真实或模拟的情景中正确使用句型How many people are there in
your family?询问并回答 家中有多少家庭成员
课时重难点
1.重点
能够听懂、会说句型：What would you like ( for
...) ? I’d like some..., please.
能够听懂并使用词汇：dinner, soup, vegetables, ready
能够听懂、会读对话，并能分角色表演
2. 难点
小学-英语-上册-打印版
小学-英语-上册-打印版
能够在真实或模拟的情景中正确使用句型What
would you like ? I’d like...来
征求并表达用餐的意愿
教学准备
1. 多媒体课件、录音机、磁带
2. 家庭成员照片
教学过程
Step 1 Warm up
1.播放歌曲：Finger family.
学生先倾听，后跟唱。
Teacher：Let’s listen to a song.
Listen carefully, please.
Daddy finger, daddy
finger, where are you?
Here I am. Here I am.
How do you do?
Mummy finger, Mummy finger,
where are you?
Here I am. Here I am. How do
you do?
Brother finger, brother finger, where
are you?
Here I am. Here I am. How do you do?
Sister finger, sister finger, where are you?
Here I am. Here I am. How do you do?
Baby
finger, baby finger, where are you?
Here I am.
Here I am. How do you do?
Teacher: Now, please
sing with me. And do the actions with me, please.
Teacher: Let’s sing the song together.
设计
意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛
围。这首歌既可以帮助学生复习家
庭称呼类词汇，又为下一环节的学习做好了铺
垫。
Step 2 Lead in <
br>1.谈论手指的数量以及歌曲中“家人”的数量，引出本课的重点句式，并帮
助学生复习数字的知
识。
Teacher: Look at my fingers. How many
fingers are there on my hands? Let’s
count.
One, two, three, four, five, ... ten. I have ten
fingers. How many people in the
小学-英语-上册-打印版
小学-英语-上册-打印版
Finger family? Ten？No,
five. They are daddy finger, mummy finger, brother
finger,
sister finger and baby finger.
设计意图：因为热身歌曲中使用了手指来表现家庭成员，因此使用How many
fingers？来衔接歌曲的内容，并自然引出How many?问句。学生理解了问句的意
思之后，再根据歌曲的内容询问手指家庭的成员数量。使学生可以基本理解问句
的意思，为对话的学习
做好准备。
Step 3 Presentation
1.
提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：There are five
people in the Finger family. How many people are
there
in Chen Jie’s family? Let’s listen and
find.
2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher: Answer the question, please. How many
people are there in Chen Jie’s
family? Yes,
three. Who are they? Let’s read and find.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文
内容。
3.读文之后，谈论对话内容，帮助学生深入理解对话。
Teacher：There
are three people in Chen Jie’s family. They her
parents and her.
Her parents mean her mother
and father. （板书单词）Read after me, please, parents.
Read it one by one. How many people are there
in Amy’s family? She says six. Let’s
count.
Her dad, her mum, her sister, her baby, her
brother, Amy. But that’s only five.
Why does
she say six? Yes, and her little puppy. What is a
puppy? A puppy means a
little dog. （板书单词）Read
it together, puppy. （展示小狗的图片）This is a little
puppy. Is it cute? Do you like it?
设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对话的
主要内容。
Step 4 Practice
1. 再次播放课文录音。学生跟读课文。
Teacher: Boys and girls, let’s read the talk
after the tape. Please listen carefully,
read
carefully.
小学-英语-上册-打印版
小学-英语-上册-
打印版
2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。
Teacher：Now please read the talk freely. If
you have any questions, please show
me your
hand and ask me.
3. 学生分角色朗读课文。
Teacher:
Now, who wants to be Amy? Who wants to be Chen
Jie? Let’s read it in
roles.
4.
请学生戴上头饰来扮演对话的角色，表演对话。
Teacher: Now we’ll find
the best actor or actress. Please come to the
front and
show the dialogue.
设计意图：通过以上四个活动
，使学生能够充分理解课文内容，并且能够正
确朗读课文。在不同形式的读和表演活动中，使学生逐步理
解并掌握本课的重点
句型，为其达到熟练表达奠定基础。
5. 出示图片，请学生数一数。
Teacher：Let’s count. What can you see in this
picture? You can see a family. You
can see
flowers. You can see ants. You can see a big tree.
You can see Zoom. Can you
see the apples? How
many apples are there on the tree? Can you see the
birds? How
many birds are there?
Teacher:
Do a pair work. Ask and answer.
Teacher: Show
your dialogue, please.
设计意图：先请学生认真观察图片，获取信息，然
后请学生数一数，以替换
词汇的方式练习重点句式。
6.
小组活动：调查你同组同学的家人数量，并形成表格。
Teacher: Let’s
survey. Ask your partners how many people in their
family.
Teacher: Show your survey. Talk about
it.
设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次
地使用学
习到的语言进行交流。从而达到在“用中学”的作用。
Step 5 Summary
1.介绍自己的家庭，请学生尝试介绍。
Teacher: This is my
family. How many people are there in my family?
Five. My
parents, my sister, my little brother
and me. How about your family? Show me your
小学-英语-上册-打印版
小学-英语-上册-打印版
family, please.
设计意图：通过教师的示范，请学生介绍自己的家庭，在
介绍中重现本课的
重点词汇与重点句式。
课堂作业
一、看图标一标单词。
1. dad 2. mum 3. sister
4. brother
二、判断下列句子与图片内容是（T）否（F）相符。
( ) 1. My
family has three people.
( ) 2.
My family has six people.
(
) 3. My family has five people.
三、连词成句。
1. How people are many in your there family
(?)
__________________________________________
______________
2. has six my people family
(.)
__________________________________________
______________
3. five is only But that
(.)
小学-英语-上册-打印版
小学-英语-上册-打印版
_
__________________________________________________
_____
答案：
一、略
二、1.T 2. F 3. T
三、
many people are there in your family? 2. My family
has six people. 3. But
that is only five.
板书设计
Unit Six Meet my family!
A.
Let’s talk
How many people are there in
your family?
Three.
My family has six
people.
But that’s only five.
小学-英语-上册-
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