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课 题 Unit 6 Meet my family
教学内容 A talk 课时安排 第1课时 共 6课时
教学目标 语言能力 学生能够在图片和教师的帮助下理解对话大意。 能够用正确的语音、语调朗读对话，并能够进行角色表演。 能够在情境中运用句型how many people are there in your family 询问并回答家中有几位家庭成员。 能够在情景中恰当运用句型my family has six people. That’s only five。 能够在语境中理解生词people, but, little,puppy的意思，并能够正确发音。
文化意识 理解西方家庭将宠物视为家庭成员的文化特征。
思维品质 通过对图片的观察，获取信息； 能根据图片、语篇信息或个人经验等进行预测。
学习能力 能够在学习活动中，尝试与他人合作，共同完成对话任务，对英语学习感兴趣、有积极性；喜欢和别人用英语交流；乐于学习和模仿；注意倾听，敢于表达，不怕出错；乐于参与课堂活动，遇到困难能大胆求助。
教学重难点 【重点】 能够用正确的语音、语调朗读对话，并能够进行角色表演。 【难点】能够在情境中运用句型how many people are there in your family 询问并回答家中有几位家庭成员。
教具学具 PPT
教学步骤 教学过程 设计意图
Step 1 Warming up （ 7mins） T: What’s the song about S: It’s about family. 歌曲导入引出主题
Step 2 Presentation & practice ( 20mins) 1.Look and say T: Yes, and we can see many kinds of families. Look, what family can you find here S: The bird family/ The ant family/ The boy’s family T: How many ______ are there (不管说到哪个家庭，都可以追问How many _____ are there 并板书） T：How is the family？ S：What a _____ family!（板书） 2.Look and say T：Look at Amy and ChenJie, they are also talking about their families. And they are looking at the family album. T: Can you ask some questions about their family 3.Listen and say T: What’s Amy question Let’s listen. S: How many people are there in your family, ChenJie T: Let’s be Amy together.( Let students read the sentence and role play) T: So How many people are there in your family, ChenJie Let’s watch and find. S: Three. T: Who are they S: My parents and me. T: Who are the parents S: Mum and dad.(father and mother) T: Father and mother, they’re parents.(指导朗读学习理解parents） T：This is ChenJie’s family. How is her family （出示ChenJie的家庭照片，让学生观察表达，引导运用What a ______ family!) 4.Watch and say T: How about Amy’s family Can you ask Amy S: How many people are there in your family, Amy T: Can you guess S: My family has ... people. （板书） T: Let’s watch and find. S：Five./ Six. 5.Watch, listen and say T: Five or six, now let’s open Amy’s family album and take a look. (边出示图片，边播放音频） S：My dad，my mum，my sister，my baby brother and me. T: How many people are there in Amy’s family S: Five. T: Oh, just like ChenJie says: But that’s only five.(朗读指导，加上手势） T：But Amy says： My family has six people. So who is the sixth member？ S: And my little puppy. T: Yes, and my little puppy.(puppy 朗读指导） 6. Think and say T: But can the puppy be our family member S: Yes/ No, because... T: Look at Amy’s family and the little puppy, what do they do together T: So they always walk together, sleep together, play together and ... The puppy is just like the family member. Today, more and more people take pets as their family member. 7.Think and say T: What do you think of Amy’s family S: What a nice/warm/... family! 8.Watch, listen and imitate T: Now let’s enjoy the ... family together. Try to read correctly, fluently and vividly. 通过引导学生读图，回答并操练重点句型。 通过问题提问，引发学生思考，并滚动所学句型。 What a...family!在教学中不断渗透，运用。
Step3 Consolidation ( 8mins) 1. Enjoy and say T: How about our family. First, let’s enjoy my family. Can you ask me some questions T: How about your family, now let’s share your family with your partner. 2. watch and enjoy T: Some family are big, some... 说说自己的家庭，升华对家人的感情。
Step4 Homework
Blackboard Design: U6 My family A let’s talk My family album How many people are there in your family My family has...people. What a...family! My dad, my mum, my sister, my baby brother and me. But that’s only five. And my little puppy.
反思： 在本次《Unit 6 Meet my family-A Let's talk》的英语教学中，我通过歌曲导入成功吸引了学生的注意力，并顺利引出了家庭的主题。在教学过程中，我充分利用了PPT和图片，引导学生观察并回答问题，有效操练了重点句型。同时，通过角色扮演和小组讨论等活动，激发了学生的积极性，提高了他们的口语表达能力。 但在实际教学中，我也发现了一些不足。例如，在引导学生理解“将宠物视为家庭成员”这一西方文化特征时，部分学生的理解还不够深入。此外，在课堂时间分配上，巩固练习环节略显紧凑，导致部分学生未能充分展示自己的家庭照片并分享感受。 针对这些问题，我将在今后的教学中注重加强对西方文化背景的介绍和解释，同时合理安排课堂时间，确保每个环节都能得到充分的展开和深入。此外，我还会继续探索更多生动有趣的教学方法，以进一步提高学生的学习兴趣和参与度。

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