Unit 5 This is my sister.单元教案 2023-2024学年鲁教版(五四学制)六年级英语上册

鲁教版五四制初一英语上册第五单元 Unit5 This is my sister.全单元教案 课 题 Unit 5 This is my sister. 课时 第一课时 Section A(1a-2d) 课型 New 教学目标 知识目标 1. 学习并掌握下列词汇: father,mother,parents,grandfather,grandmother,grandparents,brother,sister,family,those,these,who 2. 掌握以下句型: 理解并掌握These are. . . Those are. . . Who’s he/she?等句型的含义。 能力目标 能独立完成听力内容要求的学习任务。能在小组内进行分角色表演。 情感目标 通过谈论“家庭”的话题,使学生了解自己与他人的家庭、家人的一些信息,培养学生爱家人、尊敬长辈、友爱兄弟姐妹的优秀品质。 教学重点 1. 学会认知家庭成员,了解家庭关系。 2. 学会介绍人,识别人。 教学难点 1. 通过认知家庭成员及关系学会使用指示代词复数these, those 的用法。包括一般疑问句和否定句式。 2. 能写一封书信。 3. 能比较熟练地使用目标语言写一份介绍家庭成员或他人的短文。 课前预习 Preview the new words. 教学方法 Situational approach; Listening and speaking approach; Communicative approach 教学过程 教学环节 教师活动 学生活动 备课札记 Step 1 Warm up Let students sing the song that was learned in Unit 4. A: What’s your name? B: I’m Alan. B: What’s your name? A: My name’s Eric. A: Nice to meet you. B: Nice to meet you, too. AB: We are friends. We’re friends. . . Sing the song that was learned in Unit 4. A: What’s your name? B: I’m Alan. B: What’s your name? A: My name’s Eric. A: Nice to meet you. B: Nice to meet you, too. AB: We are friends. We’re friends. . . 通过让学生唱歌,既复习了前面所学的知识,又能让学生愉快地进入到课堂学习中,也为新单元的学习奠定了基础。 Step 2 Lead-in 1. Use PPT to show some pictures in Unit 4 and ask: ①What’s his/ her name? ②Who’s your friend? ③Where is he / she? 2. Guide students to use “This is . . . That is. . . ”to answer. 1. Look at the pictures carefully. 2. Answer the teacher’s questions. 通过帮助学生设计语言情境和板书重点词汇,小组合作交流等活动形式,学生对语言知识的学习做到词不离句,更好地提高语言学习效率。 续表 教学环节 教师活动 学生活动 备课札记 Step 3 Presentation 1. Show students two pictures of members. 2. Lead students to introduce the pictures with This/ That is. . . ; These / Those are. . . 3. Help students ask and answer the questions: ①—Is this/ that. . . ? —Yes, it is. / No, it isn’t. ②—Are these / those . . . ? —Yes, they are. / No, they aren’t. 1. Look at two family pictures of members. 2. Introduce the pictures with This/ That is. . . ; These / Those are. . . 3. Ask and answer the questions: ①—Is this/ that. . . ?