《Unit 6 Meet my family!》教案（通用2篇）
《Unit 6 Meet my family!》教案 篇1
（人教pep）unit6 meet my family教案
the first period
teaching contents:part a let’s learn group work partc good to know
teaching aims:
grasp the words: family, parent, aunt, baby brother.
enable the students to describe the family with simple sentences.
difficulties and importance:
enable the students to grasp these words.
enable the students to understand the differences between “parent” and “parents”; “uncle” and “aunt”.
preparation: word cards and pictures of the family
teaching procedure:
warm-up: let’s chant.
preview
let’s do
let’s play a game. who’s missing?
activity: talk about the family’s member.
ex: this is my father. he is strong. he has short hairs.
presentation
teaching words: family, parent, uncle, aunt.
listen & paste.
sing a song.
let’s chant.
a survey: do you have uncle? how many uncles do you have?
listen and do.
read after the tape.
consolidation and extension
group work
draw your family; introduce your family.
good to know
activity book: let’s learn.
the second period
teaching contents:parta let’s talk let’s practise
teaching aims:
understand and enable the students to make the similar dialogue with their families’ pictures.
enable the students to use the sentences: how many … are there…?
difficulties and importance:
enable the students to catch the meaning and read the passage.
enable the students to use the sentences: how many …are there..?
preparation: pictures of the family (both teacher and students)
teaching procedure:
warm-up.
let’s chant.
let’s do.
put your erase on your desk. put your pencil in the bag. out your pencil=case under your bag. put your book on your head. put your activity book near your eraser.
preview
free talk: a. where’s your book/…? how many books do you have? where are they?
[picture]how many people? who are they?
presentation
teaching: who’re they? they’re…
look. this is my family. who’re they? they’re my father, my mother and me.
read after me.
guessing game: who’re they?
teaching: how many… are there…?
there are 3 people in my family. how many people are there in your family?
pracitice in groups.
a survey: how many people are there in your family?
teaching: my family has … members.
make a statistics of the survey.
my family has 3 people. how many people are there in your family?
teaching: that’s only …
teaching: puppy
read after the tape. explain “gee!”
let’s practice.
consolidation and extension
game: how many …are there…?
finish the activity book.
《Unit 6 Meet my family!》教案 篇2
小學(xué)教育是基礎(chǔ)教育的起點(diǎn)，是培養(yǎng)和造就人才的關(guān)鍵階段。小學(xué)階段的教學(xué)，應(yīng)從兒童的各種興趣入手，實(shí)施“興趣教育”，全方位提高學(xué)生的思想素質(zhì)、科學(xué)文化素質(zhì)、身體與心理素質(zhì)。英語的“興趣教學(xué)”是培養(yǎng)和訓(xùn)練學(xué)生聽說能力的重要手段，是促進(jìn)學(xué)生學(xué)習(xí)英語形成良好習(xí)慣的重要環(huán)節(jié)，是鞏固學(xué)生學(xué)習(xí)英語和提高英語質(zhì)量的有效保證，是達(dá)到低年級英語教學(xué)目的的關(guān)鍵。而在小學(xué)英語基礎(chǔ)教育階段的課程任務(wù)是通過各種教學(xué)活動，激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)的能力與合作創(chuàng)新的精神，培養(yǎng)學(xué)生綜合運(yùn)用英語的能力。因此，在小學(xué)英語教學(xué)中必須為學(xué)生提供充分的運(yùn)用英語口語進(jìn)行交往實(shí)踐的機(jī)會，使學(xué)生從中加深理解、熟悉運(yùn)用、牢固掌握，達(dá)到學(xué)以致用的目的。這節(jié)英語課就以上所述的目標(biāo)為準(zhǔn)則進(jìn)行設(shè)計、教學(xué)的。
一、本節(jié)課的教學(xué)內(nèi)容與要求
本案例是pep book3第六單元的第四課時。通過這節(jié)課的學(xué)習(xí)能夠聽、說、認(rèn)讀5個職業(yè)單詞，并能介紹人物的職業(yè)；能聽懂、會說句型what’s your father ? my mother is a doctor. 了解英語國家中家庭成員之間的稱呼習(xí)慣；并能積極的運(yùn)用所學(xué)英語進(jìn)行表達(dá)、交流，從而進(jìn)一步激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，發(fā)展自主學(xué)習(xí)的能力以及綜合運(yùn)用英語的能力。
（一）warm-up
listen and do：
t: walk/jump/run/swim/play ping pong/ play basketball/play volleyball…
lead-in：drive the bus/drive the jeep/drive the car(cai shows the word: drive)
（二）presentation and practise
1、teach “driver”
a、drive the car, drive the car, he is a driver.→driver (er,er,…)
b、ss read: driver ,driver ,he is a driver.
c、t: guess,what colour cars does the driver like?
s1: he is a driver. he likes …cars.
(cai)ss: he is a driver. he likes blue cars.
2、teach “farmer”
a、t: let’s drive the car to the farm.(cai shows the word: farm)
b、let ss listen to the poem
t: what’s he? →farmer( er , er ,…)
c、ss read: farmer, farmer, he is a farmer.
d、t: guess, what’s the farmer’s hobby?
s1: he is a farmer. he likes …
(cai) ss: he is a farmer. he likes playing balls.
3、teach“baseball player”
a、t: what kinds of balls do you like?
s1:i like…
b、t: the farmer likes playing many kinds of balls.look!
(cai)football beckham→football player
basketball yao ming→basketball player
ping pong kang linghui→ping pong player
(teach the word :player er,er,…)
baseball a boy→baseball player
c、ss read: player , player, a baseball player
d、(t shows a toy baseball stick)
t: i’m a baseball player.(t pass it to s1)
e、play one by one
s1: i’m a baseball player.
s2：…（注：本環(huán)節(jié)對說得好的學(xué)生獎勵印有baseball player的職業(yè)徽章）
4、teach the sentence: what’s he ?
a、(cai：象征職業(yè)人物的黑影圖)
t: what’s he ?
s1: he’s a baseball player/driver/farmer…→
what’s he ?
b、ss read : what’s he ?
c、ss ask: what’s he/she? s1:he’s/she’s a…
5、teach: doctor
a、 (cai)t: what’s he ? →doctor
b、ss read: doctor, doctor, he is a doctor.
c、t: i don’t like doctors. what about you ?
s1:i like/don’t like doctors.
t: so i eat an apple a day. because there is a saying:an apple a day keeps the doctor away.
ss read the sentence.
d、let ss sing the song: an apple a day
6、teach: nurse
a、t shows some tools (e.g. 聽診器、司機(jī)帽、護(hù)士帽…)
s1給s2戴上工具，s1:what’s he /she? s3:he/she is a …
b、t shows a nurse cap and put it on a girl’s head and ask: what’s she ? →nurse
c、ss read: nurse,nurse,she is a nurse (ur,ur…)
cai shows 6 nurses.
t: i like nurse1.she is kind. group work:4 students discuss
s1:i like nurse…. she is….
（注：本環(huán)節(jié)對說得好的學(xué)生獎勵印有nurse的職業(yè)徽章）
（三）consolidation and extension
1、review the words
a、read all the words
b、listen and do
t: act like a driver… ss do action
c、let ss open the books and read “l(fā)et’s learn”and practice “l(fā)et’s do “
d、 ss practise: let’s do
2、homework
a、設(shè)計一張二十年后自己的名片
b、搜集其他職業(yè)的英語表達(dá)方法
當(dāng)代教育主張“開放式課堂教學(xué)”，注重培養(yǎng)創(chuàng)新型人才。基于這一理念，在教學(xué)設(shè)計過程中，我結(jié)合教材和學(xué)生的特點(diǎn)，依據(jù)新英語課程標(biāo)準(zhǔn)的精神，以及教學(xué)要求、結(jié)合教學(xué)內(nèi)容有意識地充實(shí)了豐富有趣、針對性強(qiáng)的開放性游戲活動，科學(xué)安排教學(xué)內(nèi)容，合理設(shè)計教學(xué)任務(wù)，開展形式多樣的教學(xué)活動，使孩子們在“樂中學(xué)、學(xué)中樂”，從而激發(fā)學(xué)生的學(xué)習(xí)興趣、培養(yǎng)良好的學(xué)習(xí)習(xí)慣、豐富生活經(jīng)驗(yàn)和提高認(rèn)知水平。但是這節(jié)課過于追求創(chuàng)設(shè)情景，甚至是為了情景而情景，以至于產(chǎn)生了虛假的情景。如在以黑影出示，讓學(xué)生猜猜是什么職業(yè)，這一教學(xué)用意較好，但是學(xué)生卻以此為由大聲講話或者亂猜一番，影響了教學(xué)流程。我本想讓學(xué)生們情景中以自然習(xí)得英語，但是并不是你想的那么簡單。原本就是無本之木，無源之水，顯然這么做是有點(diǎn)不切合實(shí)際的。
在我們現(xiàn)實(shí)的小學(xué)英語教學(xué)中，有限的師資力量，教師水平的相對低下，語言環(huán)境的缺乏，大規(guī)模的班級授課，都告訴我們直接法的教學(xué)方法不適合目前的小學(xué)英語的教學(xué)實(shí)際。這節(jié)課中就是以直接法為主進(jìn)行教學(xué)的。以直接法教學(xué)，一定要有語言環(huán)境，要有高水平的師資，班額要小，學(xué)習(xí)和使用英語的機(jī)會要多，可本節(jié)課創(chuàng)設(shè)的語言環(huán)境還不夠，而且班額數(shù)又大，以致教學(xué)效果欠佳。本節(jié)課可以運(yùn)用認(rèn)知法進(jìn)行教學(xué)，以語言知識為拐杖，運(yùn)用經(jīng)驗(yàn)學(xué)習(xí)的同時，注意理性認(rèn)知，培養(yǎng)小學(xué)生可持續(xù)發(fā)展的語言學(xué)習(xí)能力。
本節(jié)課運(yùn)用了猜顏色，猜職業(yè)，表演等游戲來激發(fā)學(xué)生學(xué)習(xí)興趣，活躍課堂氣氛，但學(xué)生只過于對游戲的熱忠，而忘了知識的鞏固、積累，教學(xué)過程中被游戲所累。導(dǎo)致教學(xué)節(jié)奏和教學(xué)時間的把握上不準(zhǔn)確，使得教學(xué)節(jié)奏稍慢了點(diǎn)，以致在最后的任務(wù)活動中沒有留有足夠的時間給學(xué)生去思考、練習(xí)和展示。小學(xué)英語教學(xué)是要重視培養(yǎng)興趣，但不能單靠唱歌游戲去學(xué)習(xí)，因?yàn)榕囵B(yǎng)興趣主要是為了學(xué)習(xí)英語。小學(xué)生學(xué)習(xí)英語不是英美的移民學(xué)習(xí)英語，則只有不斷學(xué)到語言知識，提高語言能力，滿足他們的成就感，才可能培養(yǎng)持久的興趣。唱歌游戲應(yīng)該作為小學(xué)生學(xué)習(xí)英語語言知識、技能的一些手段，而不是培養(yǎng)興趣的手段。我們可以采用多種手段幫助小學(xué)生在記憶力強(qiáng)的時期多記單詞，多學(xué)習(xí)語言規(guī)則，并盡可能多創(chuàng)造模仿的機(jī)會，提高學(xué)生的語音和語調(diào)。