2024秋鲁教版（五四制）初中英语六年级上册Unit 5 This is my sister 单元整体教案+课时教案（6课时）

这是一份2024秋鲁教版（五四制）初中英语六年级上册Unit 5 This is my sister 单元整体教案+课时教案（6课时），共13页。

Unit 5 This is my sister 【教学目标与要求】●话题：Topic家庭(The family)●功能：Functions:1.能够简单介绍人物关系（introducing people）This is my grandmother. That is my friend. These are my grandparents. Those are my friends.2. 能够指认人物关系（Identifying people）A : Is she your sister? B: Yes ,she is. / No , she isn’t.A: Who’s she? B: She’s my mother.A: Who’re they? B: They’re my parents.●语法：1. 能够用指示代词this, that, these, those介绍人物关系 （Demonstrative pronouns）This is my friend Jane. That’s my grandfather. These are my brothers. Those are my parents.2. 能够用who引导的特殊疑问句询问第三方是谁 （who questions）A: Who’s she? B: She’s my sister.A: Who’re they? B: They’re my grandparents.●词汇和常用表达： 1. 基本词汇：family, mother, father, parent, sister, brother, son, daughter, grandmother, grandfather, grandparents,cousin,aunt,uncle,day,photo,picture,girl,dog,these,those,they,who,have,next,here,of,well,bye2. 能够正确使用下列常用表达（useful expressions）this is …,that’s…,these are…,those are…,who’s…? a photo of my family, in my family ,have a good day3.能够认读下列词汇（Non-curriculum words）oh●语音：1. 能够辨别三组元音 2.能够正确读出简单的缩略表达，如that’s ,who’s等●课时安排：4课时Period 1：Section A 1a—2cPeriod 2：Section A 2d—3c Period 3：Section B 1a—2cPeriod 4：Section B 2 (3a-Self check)提前一周布置学生背诵：本单元生词和短语Period 1●教学目标：学会表达和区分家人的称谓。学会介绍家人学会用疑问句来询问家人的称谓教学内容：1.要求掌握以下句式：This is my…. These are my….. That is his / her…. Those are his /her…. 2.要求掌握以下词汇：名词：sister mother father parent brother grandmother grandfather friend grandparent代词: these those3.Main &difficult points:本人的难点是学生要区分和掌握家人的称谓，而学生在初次接触的时候，要分清楚各个称谓会有一定的难度。学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度●教学步骤◆Step 1：: 词汇点拨单词复习： 泛读，齐读，赛读，根据汉语读出单词并拼写，听写词汇解读：本课词汇解读注意grandmother grandfather grandparent 中的字母d 不发音，注意中外亲属成员之间的称谓的文化差异，在我国家庭成员之间的称谓可体现出长幼，性别，血缘关系，通过称谓就可得知双方的血缘关系，辈分等。英国国家却不一样，在称谓中对于辈分，性别，长幼，血缘等因素不做细分。◆Step 2： To learn 1a创设情境，导入新课Ask questions: How many people are there in your family? Who are they?The students can answer in their own ways.2.看图片，学新单词The teacher shows a photo of his family and tells the students the following new words: mother father parents brother grandmother grandfather grandparents friend sister Read the words with the students together and pay attention to the pronunciation .3看图，介绍人物Find the members of David by themselves then check up the answers.4读图片上的对话，熟练本课句型。◆Step 3： To learn 1b1.听录音，整体感知对话。Listen to the tape for the first time and circle the words.2听录音，找句子。Listen to the tape for the second time and find the main sentences.3听录音,模仿对话。◆Step4： To learn 1c读对话，找人物Read the conversation and find the person in pairs.2.用句型，讨论家庭成员。Talk about the family members using the following sentences:This/that is David’s/his…… These are his ……Those are his……◆Step 5： To learn 2a-2c1..听录音，圈单词。Listen to the tape for the first time and circle the words and check up the answers.2.听录音,找名字。Listen to the tape for once or twice. Then find the answer and check up the answers.3.听录音,模仿对话。4仿照录音，编对话。The teacher makes a model conversation. The students make conversations after the model in pairs according to the picture.◆Step 6：课堂练习（针对性训练）一．用所给单词的正确形式填空：1. （he）is a boy , (he) name is Tom.2. Is (she) English name Lily Brown?3. (these) is my friend.4. (Tom) answer is wrong.5. Are (that) your brothers and sisters?二．按要求完成句子：1. This is his parent. （改为复数形式） his .2. That is her photo . （改为一般疑问句） her photo ？3.They are my uncles （改为否定形式） They my uncles4. His father and mother are teachers. （改为同义句） are teachers.5.Are those your sisters? (做否定回答) ， . .◆Step7：.Homework 选做：Copy the important sentences.必做：Write down your introduction about your own family as much as possible.◆Step8板书：Unit5 This is my sisterThis is my…. That is his / her….These are my….. Those are his /her….◆Step9:教后反思Period 2●教学目标：能够简单的介绍人物关系。This is my sister. That is my grandfather.These are my brothers. Those are my parents.能够指认人物关系。Who’s she? She is my sister.语法：能够用指示代词this ,that, these, those介绍人物关系。能够用who引导的特殊疑问句询问第三方是谁？能够正确使用人称代词。●教学内容：单词：they,well,have,day,bye.短语：Have a good day!句型：This/That is ……. These/Those are ……. Who’s……？ Who’re……？●教学步骤：◆Step 1：词汇点拨复习单词：they,well, have,day,bye.（范读，齐读，男女赛读，根据汉语读出单词并拼写，把听到的单词翻译成汉语）◆Step2：创设情境，导入新课假如Jane在公园里遇到了Sally及她的家人，她应该如何打招呼并介绍家人？出示对话，让学生们默读，了解对话的含义。短语解读。Have a good day!用于表达祝愿，祝愿对方一天里有好心情和运气，该句中的day还可用morning,afternoon等词语代替。You,too.是英语中较常见的一句答语，通常表示把同样的祝愿送给对方，相当于汉语中的“你（们）也一样。”让学生们听录音，教师提醒学生注意录音中的语音、语调和连读部分。请两名学生示范朗读，然后对其语音、语调加以纠正。◆Step 3：:Grammar Focus教师启发学生把表格里的例句分为“介绍人物”和“辨别”人物的句子。介绍人物This is my grandmother. That is my friend.These are my grandmothers. Those are my friends.辨别人物Who’s he/she? He’s/She’s my father/mother.Who’re they? They’re my parents.教师要引导学生关注提示栏中的缩略写形式，并注意纠正学生的读音。that’s this’s Who’s Who’re◆Step4：:3a让学生独立完成练习。让学生两人一组练习对话。◆Step 5：:3b让学生先读图，弄清图中的人物关系。选词造句。教师及时点评，特别要注意句中主谓是否一致。◆Step 6：:3c让学生四人一组活动，小组成员轮流对每个人的家庭照片进行提问。请1-2组学生在全班展示，其他小组注意听和记录。请1-2名学生抽出几张照片，并提问其他同学：“Who’s he/she?”◆Step 7：：随堂练习1、This________(be) my sister.2、Those_________(be) my friends.3、Who_________(be) they?4、That is _______(I) brother.5、They are my _____________.(父母)◆Step8：:Homework背诵所学单词做配套练习册sectionA中的习题。◆Step 9：:课后反思（从以下几点进行反思）Period 3●教学目标： 学会用本单元所学句型谈论全家福照片。能读懂有关人名及人物关系的短文，培养初步认知英语短文的能力。语法：巩固名词的单复数形式及人称代词I、he、she、they的用法。学会使用介词: in & of语音：巩固部分字母组合的发音。通过学习对全家福的描述，培养热爱家庭，关心他人的情感。●教学内容：Section B 1a-2c单词：son、cousin、grandma、grandpa、mom、aunt、dad、uncle、daughter、here、photo、of、next、picture、girl.短语：a photo of my family in my family the name of my dog 重点句子：This / That is …             These / Those are …             This is a photo of my family.Here are two nice photos of my family.语音教学：掌握下面单词中字母组合的发音cousin /ʌ/ aunt /ɑ:/ daughter /ɔ:/ girl / ɜ:/ photo /f/语法教学：1.能够在句子的人称和数上正确的使用一致关系。 2.学习介词in & of 的用法。●学习策略：1. 能够将图片与人物描述相结合进行有效记忆。 2. 能够将人物描述的文字信息和图片信息相互转换。●阅读策略：逐步学会运用scanning 和 close reading等阅读策略进行短文阅读。●课前准备：每人画一幅家人和朋友的照片。●教学步骤：◆Step 1：单词学习：利用白板呈现本课所学单词。泛读单词，及时纠正个别单词发音。词汇解读：强调以下字母组合发音cousin /ʌ/ aunt /ɑ:/ daughter /ɔ:/ girl / ɜ:/ photo /f/注意以下几个单词的复数形式：photo → photos, picture →pictures daughter → daughters girl对应词 boy； cousin意思有多种。齐读单词，学生基本掌握单词。检查单词：对照屏幕英汉，汉英互译。（两屏出现，一屏英语，一屏汉语，便于检查）◆Step 2：导入新课：利用白板展示一幅全家福，老师利用上节课学过的知识向学生介绍其家庭关系，并逐个板书表家庭关系的单词，单词以家谱的格式板书。grandpagrandmauncle aunt mom daddaughtersondaughtercousinsisterbrother ◆Step 3：听说教学1a: 通过刚才的单词复习，让学生独立完成1a, 核对答案后，齐读家谱中的单词，进一步巩固所学单词。1b: 听录音，在所听到的单词后打钩，（可以视情况听两遍），核对答案，学生在此齐读所圈单词，加深记忆。grandpa _√___ grandma _√___ cousin_√___ dad _______ mom ______uncle _√___ aunt _√___ brother _______ sister _____ friends_√___ 1c: 在听听力之前，引导学生观察说给出的两幅图片，从人物数量判断两幅图片的差别，然后进行听力，找出姜涛和Tom谈论的照片。有了图片的观察意识，学生可以轻松完成1c.Pair work: 根据前面的听力训练，学生利用课前所画的图片进行两两对话，向同伴介绍你所画的家人及朋友。然后请三到四组同学在全班做口头展示。EX：These are my parents and this is my grandma. This is my friend, Lin Fang. ◆Step 4 阅读教学：2a: 找出本单元出现的男女人名，并分别写下来。（看谁找的全又快） 核对答案，学生齐读人名，要求学生能够分清男女人名。2b: 1. 阅读前，引导学生看图，预测将要读到的内容，通过提问的方式帮助学生预测。How many people can you see in the first picture?How many people can you see in the second picture?What else can you see in the second picture?2. 学生默读短文，并圈出文中人名。（看谁做得更快更准）（这里应告诉学生使用scanning（掠读）的阅读策略，寻找有用信息） 核对答案：Jenny, Alan, Mary, Bob, Eric, Cindy, Helen.（注意纠正错误答案：Coco是小狗的名字。) 2c: 有了2b中对文章的初步了解，引导学生独立完成2c，运用close reading（细读）将整篇文章再读一遍，寻找关键词，将句子补充完整。核对答案：My name is Jenny. Alan and Mary are my parents.Bob and Eric are my brothers.Cindy is my sister.Helen is my cousin.Coco is the name of my dog.再读文章，整体感知全文，进一步理解其中的人名与人物关系的联系，以及Coco是小狗的名字这个重要知识点。教师进行知识点拨：板书短语记忆：① a photo of my family ② in the first /second photo two photos of my family in my family③ the name of my dog句型记忆：Here is a photo of my family. Here are two photos of my family.5. 学生大声朗读文章，注意重点词组和句型。 ◆Step 5： 课堂练习：Here ______ some of my friends.A. am B. is C. areI have two nice ______ of my family.A. photo B. photos C. photoesWangwang is __________________.（我的小狗的名字）My grandparents are ___ the first photo.A. of B. in C. on◆Step:6：Summary: What have you learned in this class?(引导学生说出本节课的收获) 可以从词汇，短语，句子，语音，语法等方面总结。◆Step 7：Homework：A：Retell the passage according to the photos. B: Writing Practice(写作练习). Suppose（假设） you are Mary. Introduce the people in the two photos on the screen. Here are________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________◆板书设计：Unit 5 This is my sisterSection B 1a – 2cgrandpa ------- grandma dad -------- mom uncle ------- auntdaughter – son daughtersister brother cousin 短语：① a photo of my familytwo photos of my family ② in the first /second photo in my family③ the name of my dog句子：Here is a photo of my family.Here are two photos of my family.课堂反思：Period 4●教学目标学生学会介绍家庭成员，并将家庭成员按性别分类。掌握本单元的语言结构及功能。编写对话，进行自我测评。教师引导学生介绍家庭成员，写一篇家庭范文。●情感目标：学生学会列举家庭成员●教学重点：This is……. These are …….●教学难点：单复数转换●教学步骤◆Step 1：给学生3分钟时间准备，列举自己熟悉的家庭成员（选出3—5组），教师针对学生列举，把家庭成员书写下来。①brother ②sister ③father ④mother ⑤parent ⑥cousin ⑦uncle ⑧friend ⑨grandparents ⑩aunt ◆Step 2：分类femalebothmale◆Step3：Groupwork 学生根据图片列举人际关系区分单复数补全对话(讨论)Here is a photo of my family.A：__________ he ?B：___________ my uncle.A：__________ this girl?B：__________ my cousin.A：Are _________ your parents?B：Yes,___________ are and these _________ my grandparents.4、选几组学生练习对话◆Step 4：综合运用选词填写对话 brothers parents Cindy family Hi, my name is Paul. This is a photo of my ____________. These are my __________ and these are my ___________, John and Bob. This is my sister___________. 画一张保罗的全家福。挑选几名学生对自己画的全家福进行描述 ◆Step 5：写一篇作文（课堂练习）师：Do you like your mother? Do you like your family? Please write down something about your family.I am___________, Here is a photo of my family. These are _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________. I love my family.◆Step6：找几名学生展示一下自己的作文。◆Step7作业：将课堂上的作文修改后再整理。◆Step8板书：Unit5 This is my sister①brother ②sister ③father ④mother ⑤parent ⑥cousin ⑦uncle ⑧friend ⑨grandparents ⑩aunt ◆Step9教学反思：Period 5单元测试题一. 选择填空。  （    ）1. Here _______ your book.     A. is                      B. are                    C. am  （    ）2. ________ she Miss Black ?    A. Is                      B. Are                    D. Am  （    ）3. This ________ ZhaoLin , Miss Brown .     A. is                      B. are                    D. am  （    ）4. She is ___________ sister .     A. I                       B. my                    D. he  （    ）5. This is Jack. _______ is a teacher .     A. He                      B. She                   C. It  （    ）6. This is _________ father’s pen .     A. my                      B. I                      C. mine二. 根据上下文补全句子。  1. A: ______ this a ruler ?    B: No , it ______ . It ________ a pen .   2. A: Mum ! _______ ______ Miss Black .     B: How do you do?  3. A: _______ ______ in English?    B: It’s an eraser .   4. A: Thanks _______ your help.     B: You are welcome. 三. 根据中文提示，完成句子。  1. 他是你的儿子吗？    Is he ______ _______?  2. 他的母亲是一名教师。    ________mother is _______ teacher.  3. 这些是我的朋友。    _______ _______ my friends .  4. 那些人是我弟弟的朋友。    ______ _______ my brother’s friends .  5. 那是我叔叔，我父亲的弟弟。    _______ is my ______ , my father’s brother .四. 根据中文提示将所给的词排序，组成正确、通顺的英语句子。  1. 这是我的表妹。    cousin , my , is , this    _____________________  2. 给你你的字典。    dictionary , is , here , your    _____________________  3. 那位不是我的爷爷。    grandpa , is , that , my , not    _____________________  4. 这些是你的铅笔吗？    these , pencils , your , are     _____________________五. 阅读理解：    This is a teacher’s family . The father’s name is Lake Smith . He’s forty - four . The mother’s name is Kate Smith . She’s forty - two . The Smiths have a son , Jim , and a daughter , Ann . Jim is fourteen , and Ann is twelve . The son looks like his father , and the daughter looks like her mother . They are all in No.4 Middle School here . But the Smiths are teachers ; the son and daughter are students .  （    ）1. ——What’s Jim’s father ?    ——He is ________ .    A. a worker                         B. a teacher        C. a doctor                         D. a driver  （    ）2. Ann’s mother’s name is ________ .     A. Lake Smith                      B. Kate Smith    C. Jim Smith                        D. Ann Smith  （    ）3. Jim looks like his ________ .    A. father         B. mother              C. aunt           D. uncle  （    ）4. ——Are Jim and Ann in the same school ?    ——__________ .    A. They are in the same school       B. They are in different schools       C. Yes , they are       D. No , they aren’t  （    ）5. ——Is Kate Smith a teacher ?       ——_________ .       A. Yes , she is                      B. Yes , he is       C. No , she isn’t                   D. No , he isn’t参考答案一. 1. A    2. A    3. A    4. B    5. A    6. A二. 1. Is , isn’t , is  2. This , is  3. What’s this  4. for三. 1. your , son  2. His , a  3. These , are  4. Those , are  5. That , uncle四. 1. This is my cousin .  2. Here is your dictionary .  3. That is not my grandpa .  4. Are these your pencils ?五. 1. B    2. B    3. A    4. C    5. APeriod 6英语试卷讲评课教学理念： 针对学生刚刚学的第一单元进行练习，诊断问题，变式训练，梳理知识，帮助学生查漏补缺，并进行解题方法指导，提高解题技巧，关注学生后续发展。  基本原则： 预先练习，精确统计；问题诊断，巩固提升；梳理知识，方法指导。 教学内容：讲评         教学目标： 1. 掌握作业中的语言知识及语言运用。 2. 把握解题思路及方法，提高常见题型的答题技巧。 3. 培养学生良好思维品质和解题习惯。鼓励学习困难的学生。  教学重点、难点： 重点：语言知识。 难点：语言知识的灵活运用。  教学准备： 1.  精选题目。针对前一周学生刚刚学的第一单元，精心选编题目，进行有的放矢的训练，以达到检测复习效果和巩固刚学成果的目的。 2. 及时批阅，统计分析，确定讲评目标。  3. 精心备好讲评课，尤其做好变式训练题的设计。 4. 编写课堂巩固检测练习。  教学过程： Step 1:  Introduction 1.呈现错题统计分析表： 100-90分： 人；89-80分： 人；79-70分： 人；69-60分： 人；59-50分： 人；最高分：98分；  表扬进步明显以及作业正确率高、卷面整洁的学生：     Top students:    Progressive students: Step 2:  Discussion with task.Step 3: Presentation, Analysis, Procuction & Explanation 按题目类型和顺序，重点讲评错误率较高的题目。对错误率较高的题目按下列步骤进行分析讲评。 1.呈现题目，确定答案。各组展示讨论结果。 2.错题再现，分析原因。比较新旧题异同，简要分析答题依据。 3. 回归教材，变式训练。对考点寻根问底，并进行变式训练，加强知识的纵横联系。 4. 梳理知识，形成网络。对相关知识进行梳理，填漏补缺，形成知识网络。 5. 方法指导，事半功倍。对有关题型进行应试技巧的指导。 Step 4：Checkout & feedback 对错误率较高的内容进行当堂消化巩固。并完成展示批改。 Step 5：Assignment 1.进行作业讲评后的订正，做到知其然更要知其所以然。2.让学生写好考试反思。Step6：教后反思： MaleFemaleJack , Alan, Tom, Bob, Paul, Eric, Jiang Tao Jenny, Jane, Linda, Mary, Cindy, Sally， Kate， Helen