2024年2月20日发(作者：)
鲁教版六年级上册
Unit 5 This is my sister. Section A (1a-2d)教学设计
Teaching Aims:
the new words：sister, brother, mother, father, parent,
grandfather, grandmother, grandparent, family,these, those,
the drills: Introduce your family with:
This is ---- That is ---
These are --- Those are ---
Who's he/she? ---He's/
Who're they ? ---
3．掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。
4．能运用所学的词汇及句型介绍自己的家庭成员。
Teaching key points：
①Grasp the words and sentences pattern and learn to introduce your family
②Master demonstrative pronouns of this/that/these/those
Teaching difficult points：
1. Distinguish demonstrative pronouns of this/that/these/those
2. Know how to use Plural nouns
Teaching Methods: Pair work. Listening skill.
Teaching procedures:
Ⅰ. Warming-up and revision
1. Greetings ：Come into the classroom and greet the class with a smile and say Good
morning! Help students respond with Good morning.
T: How are you? What’s your name? Nice to meet you! What's your telephone number?
etc.
Lead-in
Daily greetings to students.
Teacher : Hello. What’s your name ?
Student 1: My name is ...
2 . Let some students show the photo of Zhong Nanshan
T: What's his first name? What's his last name? What's his telephone number?
3. Let Ss introduce Zhong Nanshan’s photo information to class.
His first name is… His last name is… His telephone number is…
Ss1 introduce her photo information to class.
My first name is… My last name is… My telephone number is…
Ⅱ. Presentation
Say Han Xiaonan has a good friend. Her name is Xia Yu.
1. show Xia Yu’s family photo Ask “What’s his name?”
Ss: His name is Xia Yu.
T: We know Xia Yu has a happy Family. What is family ?
Show the word ‘family’
Teacher : What’s this in English ?
Students : ( Help students to say ) It’s a picture/photo.--Peppa
Teacher : Yes, this is a picture of a family. Can you see this woman ?This is my
mother.( Write the new word “mother “ on the blackboard. ) She is my mother.
Can you see this man ? This is my father. ( Write the new word “father “ on the
blackboard.) He is my father. These are my parents. (Write the new word “these,
parents “ on the blackboard.) They are my parents.
T: Good! Who can spell sister?
T: Read after me, sister. (Ask a group of Ss to read the word)
2. Show Ss another photos and teach the new words by the same way.
(Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent
(s) )
T: Now let’s read these words.
Let them have a has bright eyes?
3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left
side. Then match the words with the people in the picture.
Check the answers with the class: 1. a 2. c 3. b 4. h 5. f 6. e 7. i 8. d
9. g
Ⅲ. Listening
T: A boy is talking about his family. Who is he talking about? Now listen and circle
the people the boy talks about.
Ss: OK.
(Play the recording of 1b twice. Students work.)
T: What’s the answer?
S: Two brothers and a sister.
Ⅳ. Pair work
1. Role-play the conversation in 1a.
Ss work in pairs. Role-play the conversation. Try to remember the sentence
structure:
This is… ; That is…; These are…; Those are…
Who's she/he? She's/He's …
2. Look at the picture in 1a. Talk about the other people in the picture with your
partner.
Using the sentence structure:
This is… ; That is…; These are…; Those are…
Who's she/he? She's/He's …
3. Let some pairs act out their conversation.
Ⅴ. Listening
1. T: Here are two girls. They are talking about the family members. Please listen
to the recording of 2a in Section A and circle the family members you hear.
First let's read the words in the box together.
mother father sister brother
grandmother grandfather friend grandparents
SS: OK.
(Read the words together. Then play the recording of 2a twice. Students work.)
T: Check the answer.
(Ask two students to say the answers.)
2. Listen and match.
T: Now let's look at the photo of this family. We know this is Jenny. But we don’t know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Let’s listen and find them.
(Play the recording of 2b. Students work.)
T: Who find them?
(Many students may say they do. Choose two of them to answer.)
Ⅵ. Group work
Bring a family photo and introduce the family members according to the family photo.
Use “—Who's she/he? —She's/He's…” to find them, please. When you finish, change
roles to do it. Now at Xiaoyu’s family
is my grandmother. This is my grandfather. These are my grandparents. That
is my father. That is my mother. Those are my parents. That is my brother. That is
my sister. Those are my brother and sister. Look! These are my friends.
I love my family!
(Students work. Teacher walks round the classroom to see how they are doing and
helps the students who need.)
T: Let’s check your work, please.
SS: OK. (Ask one pair to do it.)
S1: Who's she?
S2: She's Xia Xue.
S1: Who's he?
S2: He's Liu Xing.
(Ask two more pairs to do it.)
Ⅶ. Role-play
1. Now look at the picture in 2d. This is Jane's family. Read the conversation first.
Then look at the picture and guess who they are.
(Ss read the conversation then guess who the people are. They can discuss in pairs.)
2. Let some students introduce the people in the picture. They can say:
This/That is… These/Those are…
3. Let Ss read the conversation after the teacher aloud. Then work in groups of three.
Practice the conversation. They may change roles as they like.
4. Ask some pairs to act out the dialogue in front of the class.
5. 评价：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。对学生们的相互评价及表现记录在学生评价表上。（学生从心理年龄及认知水平上都处于很单纯、好表现的时期 ,
因此恰当的评价能激发他们的学习兴趣，有利于形成良好的学习习惯。）
Exercise ：根据句意和汉语提示完成下列句子。
is my ______(母亲）,and these are my ____________ (父母).
2._______ ______(这些是）his sisters.
3. Kate and Jina are his ________(朋友）
4. Is Jim her _______ (兄弟）
5. He isn’t my _________________(爷爷/外公）
6. She is my sister. ______ name is Jane .
Homework:
1. Remember the new words.
2. Bring a family photo. Introduce your family members in the photo.
板书设计：
1. words:
sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s),
they, this, that, these, those
2. Sentences:
This/That is… These/Those are…
Who's she/he? She/He is…
This is Sally. This is Jane. This is Kate.
Those are her parents. That is her brother, Paul.
Unit 5 This is my sister.
Section A (1a-2d)
鲁教版六年级上册 Unit5 This is my sister.
Section A (1a-2d)
课标分析
1. 语言知识目标：
（1）使学生掌握介绍他人的句型：
This is my sister.
That is his friend.
These are his parents.
Those are his grandparents.
Who’s she? She’s Cindy.
Who are they? They are her parents.
（2）学习新单词：mother father parents grandmother grandfather grandparents brother sister
friend
2、语言技能目标：
（1）根据图片和情景说出单词和句子。
（2）在图文和场景下进行简单的英语交流和表演。
3、情感态度目标：
让学生在具体的语言情境的交际中，感受英语所带来的实用性及成功的喜悦，增强学生学习英语的兴趣和信心；通过对家庭成员之间关系的描述，增进学生热爱家人的情感，以及增进同学之间对彼此家庭的了解；鼓励学生之间积极的良性的交往及合作，培养友好互助的精神。
4、教学重、难点：
结合教学目标的要求，我把本课的重难点设置为：
重点是：
1、1a 目标单词：mother , father, parents, brothers, grandmother, grandfather,
friend, grandparents, sister.
2、1c目标句型：
This is my sister.
That is my family.
These are my brothers.
Those are my parents.
Who’s she? She’s my sister.
Who’re they? They’re my grandparents.
难点是：
1、介绍他人的句型区分使用
2、be 动词is、 are 的使用。
鲁教版六年级上册 Unit5 This is my sister.
Section A (1a-2d)
教材分析
教材的地位及作用
本单元所有的环节设置都紧紧围绕家庭成员这个主题展开。在整个单元中家庭成员的称谓以及对家庭成员的介绍和提问，与一个个小任务紧密地结合在一起。任务由一开始的口头介绍到多句型的介绍，由最初单一的家人称谓到最后连贯的语句，教材较好地体现了教学的渐进性和层次感，使学生在教师的带领下能反复地掌握和巩固本单元的生词和新句型。从而达到能流畅介绍家庭成员的目的。本课时主要让学生学会确认家庭成员并相互口头介绍家人或朋友。作为单元的第一课，对话课是单元整体教学的重要环节。对话课的作用首先是为以后的几课时提供话题和语境。由于整个单元都是围绕一个话题操练特定的功能项目，对话课又具有为以后课时的学习扫清语言和文化障碍的作用。
教学重难点
1. 教学重点：
1）the names of family members.
2）The usage of demonstratives pronouns: this, that, these, those
2. 教学难点：
1) the plural forms of the demonstratives pronouns.
2) Train Ss’ ability to apply what they’ve learned to their daily life.
教学方法与学习方法：
任务型教学法、交际教学法、鼓励法、强化记忆法、小组活动学习法
教学准备：
照片、PPT课件、视频、影集等
教学时间：
一课时
鲁教版六年级上册 Unit5 This is my sister.
Section A (1a-2d)
学情分析
学情分析：
我教学的学生是六年级学生，他们学习英语的兴趣不是很强，而且记忆力和模仿能力不强，求知欲和表现欲望也不强，因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。
按照义务教育阶段课标的总体要求，对语言技能中听、说、读、写等技能提出五个级别的不同目标要求，它要求学生有：
1. 能识别不同的句式语调，如陈述句，疑问句与指令等
2. 能听懂有关熟悉话题语段。
3. 能在课堂活动中用简短英语进行交际。
4. 能用熟悉话题进行简单交流。
在本单元中，教材给予学生相当多的有层次性的由表及深练习，以及照片与信息匹配，各种活动都能够让学生学习与巩固本单元知识，完成本单元的学习目标，本单元不仅仅只有文字，而是由图片，练习，录音等形式。针对六年级学生来说，虽然有一定的难度但是对他们也有相当大的吸引力。
鲁教版六年级上册 Unit5 This is my sister.
评测练习
一：Fill in the blanks.根据句意和汉语提示完成下列句子。
1This is my ______ (母亲）,and these are my _______ (父母).
2 _______ ______(这些是）his sisters.
3 Kate and Gina are my ________(妹妹）.
4 Is Jim her _______ (兄弟）?
5 He isn’t my _________________(爷爷/外公）.
6 She is my sister. ______ name is Jane . (她的）
二：写出下列词的英文形式。
1. 姐，妹 _______ 2. 妈妈或母亲_______
3. 爸爸或父亲 _____ 4. 兄，弟 ________
5. 朋友 ________ 6. 祖父（母）外祖父（母）_________
7. 那，那个 ______ 8. 那些 _________
9. 这，这个______ 10. 这些__________
三： 用am, is, 和are填空：
1. This ______my brother, these _____my parents.
2. This _____my mother. Mom, this ______Lin Hai.
3. And those ________my grandparents.
4. --________Ms. Miller your teacher?
-- Yes, she ________.
5. Hello, I _______Lucy. And that’s Bob. He ______my brother.
鲁教版六年级上册Unit5 This is my sister.
Section A （1a-2d
）
效果分析
1、本节课的可取之处：
（1）创设情境，导入目标内容，旨在将整堂课作为一个真实的演练环境。整堂课在创设的情境中进行语言教学和操练，学生身临其境，心理上自然、放松，且充满参与的热望，淡化了对新学语句的戒备感，每一个语句的学习最终均要归位到具体情景的交际活动中去，给学生一个完整而明确的认识，语言知识的学习是为了实际交际活动的需要。
（2）本节课的总体设计体现了新课程标准中的从学生的学习兴趣、生活体验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式等的教学理念。教师不再是课程的执行者，而是课程的开发者、决策者、分析者。因此我遵循新课程“以人为本”的新观念，创设各种合作学习的活动。例如通过memory challenge这样的竞赛，通过单词记忆比赛，来巩固所学的单词，使枯燥的单词学习不再那么枯燥，让学生能有兴趣地学习英语单词，也促进了学生们课后自学的积极性。又如，让学生拿出事先准备好的家庭照片，让学生两人一组编对话，充分调动学生的积极性，让学生们学得更为直观、更为形象，能提高学习和记忆单词的效率。在学习中倡导学生主动参与、乐于配合、自主探究。
（3）课堂组织形式以小组活动为主，增加每个学生课堂参与的机会和发挥个性特长的机会，在参与中培养学生的合作精神、团队精神以及相互学习、资源共享的意识。在活动中引导学生不断整合已经学过的知识，进一步提高语言的运用能力，即培养学生的记忆、观察、思维、想象能力和创新精神。同时，也完成了本课所设定的各个目标，完成了教学任务。
2、本节课的不足之处：
（1）课前学生的紧张情绪没有得到很好地缓解，导致了学生在接下来的环节中不能真正进入角色。另外，在进行小组练习时，学生不愿表现自己，讨论、交流、活动极不充分。
（2）本课中学生间的差异还是存在。尽管是同学间相互合作完成教学任务，但每个孩子的表现力还是有所差异的。今后的教学中，还应考虑如何更好地发挥学生的主体作用，尤其是给这些在学习上有一定困难的学生创造成功的机会。
鲁教版六年级上册Unit 5 This is my sister.
Section A （1a-2d）
课后反思
上完课感觉到时间安排前松后紧，可以看出学生自主复习还不是很充分，而且暴露出我的备课也未考虑全面。比如学生展示时衔接以及自信心，而且部分学生未能参与进来，在训练方面还需要加强。现总结如下:
一、备好课是上好课的基础。一节好课不仅备教材充分，而且备学生，备教法，备学情也是
必备的。
二、学生的乐趣不够。想办法调动学生的学习兴趣，因为兴趣是最好的老师。心理研究学家表明:人们对自己感兴趣的事物总是力求探索它，认识它;兴趣是一个人力求认识并趋向某种事物特有的意想，是个体主观能动性的一种体现。因此上课时我通过多样的形式来激发学生的兴趣。通过小组竞赛、个人比赛等形式进行学习。整堂课下来，学生不是被动的接受，而是积极主动的吸取。同时插入一些现在的流行语和学生比较感兴趣的语言上课，会使学生觉得这堂课的知识很真实而不是死板的课本。
三、上课时，有些环节衔接的不太好。上课之前，我把每一个环节如何的衔接都记得很熟悉了。可是，真正上课的时候才发现，计划总是赶不上变化的，谁都不清楚一节课上会有什么情况发生。如果上课之前，不能多做一些预设，那就会向我一样感到有些手忙脚乱，也许听课的老师不会发现，但是当自己感到手忙脚乱的时候，那么接下来的课也就会大打折扣。
四、对一些细节把握的不足。上课时，对于学生出现的一些突发状况不能很好的处理，总感觉处理得比较苍白、不尽如人意。
五、心态摆得不够平稳。上课时，老是害怕自己不能在规定的时间内把课上完，所以出现了催促学生的言语。相信，如果以后这类课上得多了，这一缺点我一定能改掉。
存在的问题及解决措施
首先，从课堂教学氛围来看，感觉有些单调，初中生不像小学生那样大胆, 积极参与课堂活动。他们好像是被动的, 老师叫到了就主动参与, 没叫到就不发言。其实这种学习的方式不利于学生的成长,如果课堂上少了学生的积极发言,那学生不就成了观众了吗?这样的课堂缺乏了学生的主体作用。那么我们应该用多种方法调动学生的积极性，比如说，鼓励的微笑和眼神、行赏的话语、关注的神态，有节奏的的掌声，分组活动，做游戏等，从各方面去启发学生的能动性，让他们不仅能学会教的语言，还能创造新的语言。
其次，在本课中,小组合作的方式有所体现,我将学生分成4人小组,并且不同知识水平的学生搭配，在讨论的过程中以小组为单位进行,这样很好。但总感觉讨论得不是很热烈,合作的氛围不浓。怎样才能使小组合作落到实处,这是我们每个教师都应思考的问题。能运用评分、比赛的办法，让小组里的每个同学都能积极参加小组的活动，并能在活动中获得知识。
不足之处还有很多很多，这几点是我认为这节课上最大的缺陷。以后我一定会吸取经验，把我的缺点都改正了。能利用更好地方法把知识传授给学生，再提高自己的教学业务能力，改进自己的教学风格！
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