Class-Teaching Design

 

（教学设计）

 

                

 

 

 

 

 

Subject: English

Book:    PEP 3

Topic:   Unit6 Meet My Family

Part A Let’s talk

Grade:   Four

Teacher: Luo Meng

School:  Xi Taoyuan Primary school

 

 

 

 

 

 

 

 

 

 

教  学  设  计

 

 

 

 

 

 

 

 

学    科：英  语

教材版本： 人教版PEP英语四年级上册

课    题： Unit6 Meet My Family

Part A Let’s talk

年    级： 四年级

设 计 人： 罗萌

学    校：西安市莲湖路西桃园小学

 

 

 

 

 

 

Teaching aims（教学目标）：

Ⅰ.Cultivation of emotion（情感态度目标）

1. To arouse the students’ interests to study English; activate the positive factors; foster the students’ English brain.

2. Moral education: To cultivate the students to love their family and love their lives.

Ⅱ. Cultivation of learning method（学习策略目标）

1.To cultivate the students’ability to cooperate, participate, collaborate, probe, help with each other and finish the task.

2. To encourage the students to communicate with others in English.

Ⅲ. Cultivation of language learning and technical ability

（语言知识与技能目标）

1. Ss can understand, speak and use the dialogue in real life.

2. Ss can listen, speak and read the sentence patterns:

“How many people are there in your family?

3. Ss can know about some ways of the appellation in English countries.

Main points（教学重点）：

1. Ss can master and use the patterns “How many people are there in your family?”

2. Cultivate students’ ability of communication.

Difficult points(教学难点)：

1. To use the sentences “My family has seven members.” “Who are they?” and understand “That’s only six.” etc.

2. Students can communicate with each other by the use of the key sentences.

Teaching methods（教学方法）：

Audio-Visual, practice，TPR，Situational Approach，Task-Based Approach, Communicative Approach

Assessment(教学评价)：

Processing assessment，Personal assessment，Group assessment.

Teaching aids（教学辅助）:

PPT,  puppy,  cards,  photos.

Teaching procedure(教学过程)：

Step1.Class opening

I. Warming up and revision

1. Ss sing a song to warm up before class beginning.

(设计意图：用富有节奏的歌声将学生带入英语学习的乐园, 激发起学习英语的积极性和主动性, 烘托本课主题，也为课堂教学所要复习的内容作好语言知识和情感态度上的准备。)

2. Teacher, as a hostess of Family Show Program on CCTV, introduces one special family to review the words.

 T: Good morning. Everyone! Welcome to CCTV Family Show Program. I’m the hostess. Please look, this is “love”. I believe everyone loves his family. Today I’ve invited a big family. Look, they’re coming! Who are they?

Ss: Grandfather, grandmother, brother, sister, baby brother, puppy, parents.

T: Parents are father and mother.

(设计意图：老师以中央电视台“家庭秀”节目主持人的身份出场，指着黑板上的心形图以“Love”开课,介绍一个嘉宾家庭，通过一张卡通全家福照片，复习家庭成员的词汇，同时出现baby brother, puppy，为课文中出现的新词作铺垫。)

II. Leading-in

1. Show one sentence “ Father and mother ,I love you.” on PPT to lead in the main topic “Family”.

T: I love my father and mother very much. Do you love your father or mother?

Ss:  Yes, I do.

T:  Now let’s try to shout loudly. “Father and mother，I love you!” Maybe your parents will hear that.

Ss: “Father and mother，I love you!”

T: Great! Look, “Father And Mother, I Love You”. ------“ F-A-M-I-L-Y”

Ss:  FAMILY——family

(设计意图：课件Father And Mother，I Love You .直观地呈现在学生面前，并取出该句单词的每个首字母F-A-M-I-L-Y 组合成FAMILY这个单词，学生的思维逐渐被打开，引出课题，非常巧妙。）

2. Divide the whole class into four big families and introduces the rules of the contest. Each big family shouts their slogan.

  ·This is No.1 Family. (Ss: No.1, No.1, we are No.1.)

  ·This is No.2 Family. (Ss: No.2, No.2, Go! Go! Go!)

·This is No.3 Family. (Ss: No.3, No.3, we can, we do!)

  ·This is No.4 Family. (Ss: No.4, No.4, we are the best!)

T: Wow, how wonderful! And the game is divided into three parts. They are Round1, Round2 and Round3.Hope you’ll have a good result today.

(设计意图：以比赛的方式展开本课教学，将学生分组，分别以1号、2号、3号、4号家庭命名，喊出本组口号，营造竞赛氛围。老师介绍本次比赛共分为三轮。)

Step2 Presentation and practice

Ⅰ. Family PK in Round 1

1.Preparation of the contest

（1）Ss talk about Liu Xing’s family with the key words.

T: Who’d like to talk about Liu Xing’s family?

S1: His father is a writer.

S2: His mother is nurse.

S3: His family has five people.

T: Yes, there are five people in Liu Xing’s family. Look, what a happy family!

(设计意图：学生根据给出的关键词“Liu Xing, writer, nurse, five”，描述他们非常熟悉的刘星家庭，培养学生的发散思维，自然过渡到重点句型的学习。)

（2）Teach the new patterns.

a. Have a free talk with the Ss to lead to new patterns.

T: How many people are there in your family?

 S1: Three.

 T: Oh, that’s only three. Your family has three people.

T: Who are they?

S1: They are my father, my mother and me.

(设计意图：通过师生对话，层层引入新句型，由浅到深，水到渠成。并且在此分散难点句子that’s only three.帮助对课文的理解。）

b. Write the four-skill words“father, mother”.

Explain some ways of the appellation in English countries.(e.g. father＆ mother—formal language, mom ＆dad—spoken language)

Teach the Ss to read the key sentences.

(设计意图：通过老师板演四会单词，让学生初步认知单词的书写，为下一课时作准备。培养听、说、读、写各方面的能力，并让学生了解英语国家中家庭成员之间的称呼习俗。)

c. Work in pairs.

(设计意图：通过同桌之间互相操练句型，根据实际，描述自己的家庭成员，初步运用句型进行交际。)

d. Play a game. Throw a puppy and practise the sentences.

(设计意图：以趣味的游戏活动来检查反馈句型掌握情况。)

2. Round1: Practice in pairs.

Each group has only one minute to have a match.

T: Ok.The exciting time is coming! Each group ask and answer in pairs.If you are right, everyone can get 10 points.

(设计意图：利用小学生的好胜心理，采用比赛的形式，关注每一个学生的发展，在反复操练中巩固本课的学习重点，为之后的会话学习做铺垫。时间紧迫，气氛紧张，竞争激烈。学生的学习情绪处于高峰期，课堂气氛推向高潮。)

II. Family PK in Round 2.

1.Preparation of the contest

Show Amy’s family to help Ss understand “member”, “people ”and “That’s only six.” Educate them to love animals.

T: Look, whose family is it?

   Ss: It’s Amy’s family.

  T: How many people are there in Amy’s family?

   Ss: Amy’s family has six people.

   T: Yes,that’s only six.But Amy’s family has seven members.Why?

T: Oh, and a little puppy. Puppy is one of the members of a family

in western countries..

(设计意图：课件展示Amy一家，帮助学生理解难点单词member和people的区别以及句子That’s only six.以此切入课文的学习。并教育学生热爱动物。)

2.Round2: Listen and answer.

After listening to the dialogue, each family chooses any number from 1 to 4, then answer the relative question that has different points. 

(设计意图：听音回答问题，每组随意选择题号，每个问题对应不同的分值，题目越难，分值越高。教师通过不同的问题将对话信息逐个突破，让其自己互相讨论抢答的方式来解决，培养了学生自主解决问题的能力以及听力与反应能力。)

3. Read the dialogue and practise in roles.

（设计意图：通过看视频，跟读课文，学习地道、自然的语音音调，养成良好的语音和朗读习惯。新知不新，水到渠成。并且鼓励学生自己阅读，自主学习，关注个体差异，让学生在课堂上均有所得。)

Step3 Production: Family PK in Round 3.

Ⅰ.Preparation of the contest

1. Ss say the chant with TPR.

A B C D E F G.            Father, mother and me.

H I J K L M N.            Brother, sister and puppy.

Uncle, uncle is tall.     Aunt, aunt is short.

Father is a doctor.       Mother is a teacher.

Father likes drawing.     Mother likes shopping.

Love, love ,love my family.

(设计意图：学生以同桌拍手的形式说唱朗朗上口的chant，在活跃气氛的同时，更重要的是拓展了语言知识的内容，如，家庭成员的外貌、职业、爱好等，为下一步的语言综合运用奠定基础。)

2. The teacher introduces her family.                   

(设计意图：老师介绍自己的家庭，指导学生下一步的活动方向。)

3. Ss try to introduce the family by the means of different ways

in groups. e.g. dialogue, speech, chant, ect.

(设计意图：语言是交际工具，为生活服务，此活动是一个拓展性学习。以生活实际为出发点，以任务型活动为途径，在教师引导下，学生有真实的情境，有运用语言的欲望，有一定的语言基础，能够主动地、创造性地使用语言，通过实践、体验、合作，在真实的语境中描述家庭，培养了学生综合运用语言的能力，以此检查学生的学习达标情况；同时在交流的过程中互相产生信息差,锻炼学生的合作学习能力和创造思维能力，学生的学习情绪处于高峰期，课堂气氛再次推向高潮。)

II. Round3: Family Show

Every group shows the family, assessed by parts of the Ss.

（设计意图：让四个小组长担任评委，现场打分，体现了学生互评的多样化评价形式。)

Step4 Final assessment

   Add the points from Round1 to Round3, choose the winner family.

（设计意图：过程性评价从始至终贯穿整个课堂，学生能够一直保持学习的兴趣。）

Step5 Homework

·Make a family tree.

·Introduce the family to others.

（设计意图：课堂教学时间有限，课后学生之间的交流，合作，能有效的激发和培养持久的学习兴趣，养成良好的学习习惯。）

Step6 Class Closing 

T: You have a happy family. So do I. What is the most important for a family?

Ss: Happiness./Love.    

T: Yes, where there is love, there is family. 

       We are friends, we are family!

T: Dear friends, that’s all for the program. Thanks you very much! See you next time.

(设计意图：播放一系列的照片，并配 “我和你”背景音乐，深化“有爱就有家”的主题，揭示了我们不仅要爱我们的小家庭，还应当爱祖国、社会这个大家庭。培养了学生的情感目标，升华了主题,“LOVE”贯穿了开课和结课的始终。)

Blackboard design：

Unit6 Meet My Family

 

Group                                                          

Assessment      How many people are there in your family?                                                                                         My family has three people.        

Who are they?

They are my father, my mother and me.