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课题Unit4 My Family Lesson 1 This is my family.教学课时 1 教师蔡燕瑜教学目标1.能听说认读家庭成员的名称:father(dad), mother(mom),grandfather(grandpa),grand mother(grandma)。
2.能灵活运用This is my family／mom／friend…句型。
3.Enable the Ss to use the new words.教学重点与难点Know the meaning of the contextual.教学准备Word cards教学流程动态修改部分Step 1. Warming up:1．Sing a song:“Boy and Girl”Step 2.Presentation:1．Greetings:Hello, boys and girls．How are you﹖How old are you﹖Where are you from﹖2．T:Who’s this boy／girl﹖引导学生回答P1:He／Sheis ××．T：Is he your friend﹖若生回答Yes,示意学生介绍自己的朋友P1:This is my friend ××．T:Nice to see you．P2:Nice to meet you too．3．Quick Response:Who’s this boy／girl﹖He／She…4．课件出现许多名人如邓亚萍、鲁迅、乔丹、周恩来等，引出Who’s that man／woman﹖教学该句型及回答He／She is…。
Step 3.Activity 1:现在的快乐家庭1．根据课件出现教师现在的家庭照，让学生观察、猜测并回答。
T:Who’s this woman﹖P1:She is Miss Mao．教学流程动态修改部分T:Yes．It’s me．T:Who’s this man／woman﹖P1:He／She is your father, mother…。
【精品】Unit 4 Lesson 3 Have Fun. (练习及解析)北师大版(三起)（2019秋）-四年级英语上册一、看图连线。
1. bathroom2. bedroom3. living room4. kitchen5. study6. eating7. painting8. sleeping9. cooking10. drinking【答案】1. bathroom2. bedroom3. living room4. kitchen5. study6. eating7. painting8. sleeping9. cooking10. drinking二、选择最好选项填空。
( )1. What ______ he doing?A. isB. areC. am( )2. — What are they ______?— They are fishing.A. doB. doesC. doing( )3. — _______ is she doing?— She is studying.A. WhereB. WhatC. When( )4. — What ______ you doing?— I _______ painting.A. is; am.B. are; amC. are;is( )5. This is _______ living room.A. /B. anC. the【答案】1. A 2. C 3. B 4. B 5. C【解析】1. 该题考查主谓分歧，主语是he，是第三人称单数，谓语也要用单数，故选A。
2. 该题考查如今进行时的构成，从答句的fishing可知答案用动词的如今分词，故选C。
3. 该题考查特殊疑问词的用法。
答句She is studying.表示做的事情，发问用what，故选B。
4. 该题考查主谓分歧，主语you用are，I 用am，故选B。
5. 该题考查冠词的用法。
Unit 4 Lesson 3 Have Fun【教学目标】知识目标：复习前两节课中的重点句型：Who’s that?That’s my …That’s me.技能目标：1.能运用句型：Who’s that? That’s my …That’s me.询问和介绍家庭主要成员。
2.能在插图或录音的帮助下表演单元故事；情感目标：培养学生热爱家人和关心家人的情感。
【教学重难点】重点：1.重点句型的重现和巩固运用。
2.朗读和表演故事。
难点：能理解重点句型的意义和语用功能，例如：Tha t’s my …That’s me.【课前准备】 1.故事表演的头饰；2. Unit4第3课时教学课件及音视频。
【教学流程】Step 1: Warm up(热身运动)1. Sing the song together教师播放上节课学过的歌曲进行热身，一方面复习句型，另一方面起到活跃课堂气氛的作用。
可放两遍。
2. I ask you answer教师出示第一课时的Learn and say 的图片，然后让学生跟读模式进行问和答，以小组的形式进行。
3. 句型回顾。
教师将归纳好的句型引导学生慢慢讲出来。
系统回顾学过的两种句型。
4. Group work教师课件出示图片。
课件上展示参考句型，让学生小组形式互相问答Who’s that? That’s my… Who’s that? … 教师和学生做出评价。
5. Look and say 教师逐个图片出示Ann的家人图片，然后教师让学生扮演Ann，问学生Who’s that?学生做出相应的回答。
课件设计的图片是较远的，目的是让学生进一步理解that 的距离是够不着的。
（课件6-10）Step 2: Presentation （新课呈现）导入：教师出示视频的表面图片，说，我们都已经知道了不少Ann的家庭成员。
(一)Listen and circle下面我们听录音，看看视频中说到了Ann的哪些家庭成员。
北师大版英语三年级上册同步课文翻译Unit 4 My Family第四单元我的家人Lesson 1 This is my family第一课这是我的家人1.Listen and Read 听并读Ready? Smile! 准备好了吗？微笑！This is my family. 这是我的家人。
Who's that? 那是谁？That's my mother. 那是我的母亲。
Who's that? 那是谁？That's my father. 那是我的父亲。
2.Learn to Say 学着说Who's that? 那是谁？That's my father. 那是我的父亲。
father 父亲 mother 母亲grandmother 祖母 grandfather 祖父3.Listen and Say 听并说Lesson 2 That's my sister, Kate.第二课那是我的姐姐，凯特。
1 Listen and Read 听并读Who's that? 那是谁？That's my sister, Kate. 那是我的姐姐，凯特。
That's Ken. 那是肯。
Yes, that‘s my brother, Ken. 是的，那是我哥哥。
Who's that? 那是谁？That's me! 那是我！This is my family! 这是我的家人！关注“小学英语学习帮”微信公众号，获取更多资料。
2 Talk Together 一起讨论Who's that? 那是谁？That's my aunt, Lucy. 那是我的姑姑，露西。
uncle, Jack 叔叔，杰克aunt, Lucy 姑姑，露西sister, Kate 姐姐，凯特cousin, Tommy 表哥，托米3 Let's Sing 让我们唱My family! My family!My mother, my father,my uncle, my aunt, my brother,my sister, and here's little me! Lesson 3 Have Fun第三课玩开心Listen and Circle 听一听，圈一圈4. Uncle Booky's Blackboard布克叔叔的黑板This is my family. 这是我的家人。
Unit 4 My family一、知识与技能Objectives and RequirementsLanguageTarget: -Who’s she? -She’s my mother.-Who’s he? -He’s my friend..Additional: How are you? I’m fine, thanks. How about me?Alphabet: j , k , lV ocabularyKey: family , mother , father , sister , brother , friend, grandmother, grangfather Alphabet: juice , kite , lion .MaterialsPicture Cards, photos of teacher’s family, Character Cards , paper, crayons/markers, pictures of Ss’ families, tape, scissors二、情感态度与价值观：能够应用英语说出家庭成员的名称，并体会到学英语的乐趣。
三、过程与方法Lesson 1 Story & V ocabularyGetting ready·Bring in some photos of your family. Introduce your family to the Ss.·T: Who’s he? He’s my father. Who’s she? She’s my mother.·Ask Ss to bring in photos of their families for future lessons.Using the book·T: Open your books. Who’s this? (Point to Gogo.)·T: Repeat. He’s Gogo. [Ss: He’s Gogo.]·Do the same with the other characters.·T: Listen.·Play the tape.·T: Listen and repeat.·Play the tape, pausing after each sentence to have Ss repeat.·Without the tape, show Ss how to act out the dialog with more expression.·Divide the class into two groups, each group representing a different character.·Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.V ocabularyGetting ready·Use the Character Cards of Gogo’s family from WB p.70.·Before class, hide them around the room with a little of the pictures showing. Tell Ss to remain at their desks, but to point to the hidden cards.·T: Where are the pictures? (Pretend to be looking around.)·Ask Ss to point to the pictures they see. As they find the pictures, describe each picture to them. T: Sister. (Point to the picture.) Repeat. [Ss: Sister.] Continue with the other cards.Using the book·T: Listen and repeat.·Play the tape and have Ss repeat each word. Point to the picture of family. T: Say family. Repeat. Family. Point to the other pictures at random and have Ss say each word.Handwriting:Who’s she/he? She’s/He’s my …mother father grangmother grandfathersister brother friendLesson 2 Target & PracticeⅠTargetGetting ready·Show photos of your family. Make sentences about each family member.·T: Who’s she?·T: She’s my mother. [Ss: She’s my mother.]·Continue this activity using the remaining family photos.Using the book·Have Ss look at the first picture.·Point to Gogo and then Tony. Model the dialog.·Repeat with the second picture.·T: Listen and repeat.·After enough practice, encourage Ss to act out the dialog in pairs.Ⅰ PracticeGetting ready·Point to the picture of Gogo’s mother.·T: Mother. Repeat.·Continue with the other pictures on the page.Using the book·T: Listen .·Play the tape for number 1,and then pause.·T: Which picture is it? (Sweep your hand over the four pictures.) Write number 1.·Write number 1 on the board.·Continue with the rest.ⅠSongGetting ready·Refer to the mother picture on the vocabulary page.·T: Point and repeat. Mother.·Write mom on the board.·T: Repeat. Mom.Using the book·T: Listen.·Play the tape.·T: Sing together.·Play the tape again and sing along.·Divide the class into two groups. One group sings the questions, the other sings the answers.ActivityGetting ready·Photocopy the Character Cards·Place the cards on the board.·Write She and He on the board like SB p.27·Draw lines to match the words and the cards.·Erase the lines from the board and mix up the pictures.·Do it again. This time, ask some Ss to come to the front and draw lines.Using the book·Have Ss look at the book.·T: Read and match. Draw a line like this. (Trace the example line with your finger.)·Students match She and He to the corresponding picturesLesson 3 AlphabetGetting ready·Write J , K and L on the board.·Have Ss look at the alphabet letters in their books.·T: Circle J, K and L.·Model circling on the board. Ss circle the letters in their books.Using the book·T: Look and repeat.·Point to the letter J.·T: J. (Ss: J.)·T: Juice. [Ss: Juice.]·Continue with the letters K and L.·Play the tape and have Ss repeat.·After enough practice,give Ss one sound and have them point to the corresponding letter.·Give Ss a word and have them point to the corresponding letter.Handwriting; Jj Kk Lljuice kite lionLesson 4 Revision一、听音标号。
Unit 4 My Family单元教学目标技能目标1．能借助图片介绍家人；2．能理解故事内容并朗读故事。
知识目标l.字母：能正确读出字母Oo，Pp，Qq，Rr，字母书写正确、规范；了解它们在单词中的发音。
2．词汇：话题词汇：能够指认、说明家庭成员：family, father, mother, uncle, aunt, grandfather, grandmother, brother, sister, cousin。
情景词汇：能在语境中理解Ready? Smilel的意义。
3．句型：能够运用This is my family. Who's that? That's my father.询问和介绍家人。
情感、策略、文化意识目标1．通过介绍家人的活动，培养学生爱父母、爱家人的积极情感；2．在Family Tree的活动中渗透通过建立联系的方法理解和记忆词汇的学习策略。
单元内容分析本单元的话题是“家庭”，是《标准（2011年版）》中提出的小学阶段应重点学习的话题之一。
本单元话题与功能和前面单元有内在的联系，从第二单元Mocky介绍朋友，延伸到Ken和Ann介绍小朋友，进而扩展到本单元介绍家人。
学生刚刚学过询问某人是谁及介绍别人姓名的用法，教师可以由此导人本单元的学习。
单元故事围绕Uncle Booky看Ann的家庭照，询问照片中的人是谁这一情节展开，在情境中自然呈现了本单元的主要学习内容：询问和回答某人是谁、介绍家庭成员的句型Who's that? That's my…This is my…和词汇。
故事中设计了Uncle Booky用放大镜看照片的细节，逐一聚焦每位家庭成员。
本单元故事的特点是先呈现Ann的全家福，然后逐图介绍人物。
教学中可以利用这一特点，引导学生观察全家福，推断照片中的人物分别是谁，激发学生探究的兴趣；然后，引导学生利用后面的插图，逐图认识和学习家庭成员的名称。
【特约】Unit4 My Family Lesson3 作业一．选择。
（）1.“妈妈”的英语单词写为：A. motherB.aunt（）2.“爷爷”的英语单词写为：A. grandfatherB. grandmother （）3.“叔叔”的英语单词写为：A.auntB.uncle（）4.“姑姑”的英语单词写为：A.auntB.uncle（）5.“表姐”的英语单词写为：A.cousinB.sister（）6. “谁”的英语单词写为：A.whoB.whose（）7.“家庭”的英语单词写为：A.homeB.family（）8.“妹妹”的英语单词写为：A.brotherB. sister（）9.“哥哥”的英语单词写为：A.brotherB. sister（）10.“袋鼠”的英语单词写为：A. kangarooB.tiger二．连线。
A栏B栏1. A. This is uncle Yang.2．B．She is our sister, Juping.3．C．This is Ken’s aunt, Lucy.4． D.That’s Ann.5. E.The boy is his brother, Sun.6. F.This is Ken.7．G．He is grandfather,Deng.8．H．That is Beer’s family.9．I．This is Uncle Jack’s family.10．J．This is Ann’s friend Cathy.三. 判断对错。
（）1.判断对错: That’s my nucle.翻译成汉语是：那是我的伯伯。
（）2. 判断对错She’smy aunt. 翻译成汉语是：她是我的婶婶。
（）3. 判断对错My name is Kate. 翻译成汉语是：我的妈妈是凯特。
（）4. 判断对错Uncle Booky’s family. 翻译成汉语是：布奇叔叔的房子。
（）5. 判断对错This is my cousin. 翻译成汉语意思是：这是我的表妹。
