四年级上Unit6-part-B-Letlearn课件.pptVIP

Homework: Draw your family tree. 1. Introduce your family members. eg. Look, this is my family. My father is a... He is /likes... My mother is a ... 2. Make a dialogue with your partner. eg. A: Whats your father? B: My father is a doctor. He is / likes... (两题任选一题完成) * * 口语交际能力 词不离句 句不离章 词汇课 写作课 对话课 阅读课 重难点 : 5个职业的词汇和人物职业的表达法 baseball player driver doctor farmer nurse What’s your father? My father is a …. 教学策略： “词汇要嵌在上下文里才有生命。”孤立的东西不容易记忆。所以我尝试着以话题为核心，以功能、结构为主线，将词汇与句子、语篇结合起来，从使用词汇的角度看,把词融于句，句融于篇。使重难点在这过程中迎刃而解，从而让学生有效地掌握词汇,实现其表达思想情感的交流功能。 教学过程： 一、复习旧知，引出主题 二、呈现新知 三、巩固操练 1、主控性操练 2、自主性操练 四、拓展延伸 grandpa grandma Famil tree mother father brother sister teacher 词汇是一切语言的基础， 有丰富的词汇，才会有多彩的语言 复习人称词汇，引出会话主题 为后面的口语练习提供 尽可能多的人物素材。 一、复习旧知，引出主题 play basketball basketball player 二、呈现新知 ping pong football player player baseball player Player, player, baseball player. My father is a baseball player. baseball player是属于词汇中的语块。 语言交际中存在大量的语块,它们是语言结构的核心。 让语块丰富起来，举一反三 ，学生用于交际的素材也会随之多起来。 口语交际能力也会得到不同程度的提高 。 farmer My grandpa works on the farm everyday. He is a _______. I drive a car everyday. I’m a ______. driver farm farm + er drive + er = driveer 新词从语言情景中派生出来， 学生不断获得新的刺激， 从而易学、趣学。词融于句， 本课的重点句型引出，形式多样， 做到在句子中教读单词。 语境是要与词汇息息相关，而不是虚假的。 Lets chant: Farmer, farmer, my grandpa is a farmer. Driver, driver, my aunt is a driver. Player, player, my father is a baseball player. 用chant的形式现对三个新词做一个巩固复习 并把词置于本课的重点句型中，朗朗上口， 对重点句型的把握非常有帮助。 What is he? doctor 教授完三个职业新词后， 就可以自然地进入对职业的问答对教学， 出示另一个重点句型What is he? 把新学的词汇完全和重点句型融合起来。 做到了词与对话的结合。并从对话中引出新词doctor A B C D E F A is for a ...... I like nurse 1/ 2/ 3. She has .... She is ... 单词会读会写是简单的初步的，把词汇置于语篇中， 帮助学生在实际交际中运用才是难点。 这里进一步引导学生用新词对人物进行描述，形成一个短小的语篇。 Clap, clap and say! 三、主控性操练 What is he? What is he? What is she? What is he? What is he? What is he? A: What is he? What is he? B: He’s a doctor. He’s a doctor. A: W