mum, her sister, her baby, her brother, Amy. But that’s only five. Why does she say six? Yes, and her little puppy. What is a puppy? A puppy means a little dog. （板书单词）Read it together, puppy. （展示小狗的图片）This is a little puppy. Is it cute? Do you like it? 设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对话的主要内容。 Step 4 Practice 1. 再次播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the talk after the tape. Please listen carefully, read carefully. 2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。 Teacher：Now please read the talk freely. If you have any questions, please show me your hand and ask me. 3. 学生分角色朗读课文。 Teacher: Now, who wants to be Amy? Who wants to be Chen Jie? Let’s read it in roles. 4. 请学生戴上头饰来扮演对话的角色，表演对话。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 设计意图：通过以上四个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。 5. 出示图片，请学生数一数。 Teacher：Let’s count. What can you see in this picture? You can see a family. You can see flowers. You can see ants. You can see a big tree. You can see Zoom. Can you see the apples? How many apples are there on the tree? Can you see the birds? How many birds are there? Teacher: Do a pair work. Ask and answer. Teacher: Show your dialogue, please. 设计意图：先请学生认真观察图片，获取信息，然后请学生数一数，以替换词汇的方式练习重点句式。 6. 小组活动：调查你同组同学的家人数量，并形成表格。 Teacher: Let’s survey. Ask your partners how many people in their family. Teacher: Show your survey. Talk about it. 设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。 ? Step 5 Summary 1.介绍自己的家庭，请学生尝试介绍。 Teacher: This is my family. How many people are there in my family? Five. My parents, my sister, my little brother and me. How about your family? Show me your family, please. 设计意图：通过教师的示范，请学生介绍自己的家庭，在介绍中重现本课的重点词汇与重点句式。 课堂作业 一、看图标一标单词。 1. dad 2. mum 3. sister 4. brother
二、判断下列句子与图片内容是（T）否（F）相符。 ( ) 1. My family has three people.
( ) 2. My family has six people.
( ) 3. My family has five people.
三、连词成句。
1. How people are many in your there family (?)
________________________________________________________ 2. has six my people family (.)
________________________________________________________ 3. five is only But that (.)
________________________________________________________ 答案： 一、略
二、1.T 2. F 3. T
三、1.How many people are there in your family? 2. My family has six people. 3. But that is only five.
板书设计
Unit Six Meet my family!
A. Let’s talk
How many people are there in your family? Three.
My family has six people. But that’s only five.
第二课时
课时内容
A. Let’s learn; Let’s play
课时分析
本课时为重点词汇学习课时，学生通过本课时的学习，掌握与本单元主题相关的单词，从而更好地使用重点句式围绕本单元主题进行交流。
Let’s learn部分Amy展示了自己家庭的相片，让大家认识她的家人。学生在认识她的家人的同时，掌握家庭称呼类的单词：parents, uncle, aunt, cousin, baby brother。其中parents在上一课时学生已经接触过，uncle, aunt尤其是cousin的称呼与汉语有很大的区别，aunt, uncle相对比较好理解和接受，比起汉语的称呼来更显得简单。可是cousin可能相对难理解一些，学生一般跟自己的cousin都叫哥哥弟弟或姐姐妹妹，可能跟brother, sister弄混，在学习过程中，要不断进行区分，让学生理解并掌握。
Let’s play中Zhang Peng在纸上画出自己的手掌，又在每个手指上画上人像，然后向大家介绍自己的家人。这样的介绍能够挑起学生的参与兴趣。又能综合介绍家人和描述人物外貌特征的知识，让学生在参与活动的过程中增强自己的口语表达能力。
课时目标
1. 能够听懂、会说、认读单词：parents, uncle, aunt, cousin, baby brother 2. 能够利用所学的知识介绍和描述自己的家人
课时重难点
1.重点：
能够听懂、会说、认读单词：parents, uncle, aunt, cousin, baby brother 能够利用所学的知识介绍和描述自己的家人 2. 难点：
能够综合使用所学的句式和词汇来介绍和描述自己的家人
教学准备
1. 多媒体课件、录音机、磁带 2. 家庭称呼类单词卡片
教学过程
Step 1 Warm up
1.呈现歌曲：I love you. 学生先认真倾听，再跟唱，再练习唱。 Teacher: Boys and girls, listen to a song, please. I love you. You love me. We are a happy family. With a tall father, short mother, little boy, too. Three in our family, one and two. Teacher：Sing with me, please.
Teacher: Let’s sing the song together. Let’s do some actions.
设计意图：以歌曲来吸引学生的注意力帮他们开启英语学习。同时，复习有关家庭家人和描述外貌的有关知识，为接下来的学习做好知识与心理的双重准备。 Step 2 Lead in
1. 展示自己家人的图片，介绍并描述自己的家人，引出本节课的相关内容。 Teacher：Boys and girls, I have a happy family. Look, this is my family. There are four people in my family. This is my father. He is tall and strong. This is my mother. She is short and nice. This is my baby sister. She is little and cute. I love my family.
设计意图：使用真实的照片引起学生的好奇心和兴趣。通过介绍教师的家人，让学生感受如何使用自己学习过的语言来描述自己的家人。为下一环节的学习做好准备。 Step 3 Presentation
1. 引起阅读兴趣，播放课文录音或视频。
Teacher：I have a happy family. What about Amy. How many people are there in her
family? Let’s listen and find.
学生带问题认真倾听录音内容，然后尝试回答，引出新授单词。
Teacher: Now show me you answer. How many people are there in Amy’s family? Yes, six. How many people are there in her aunt’s family? Yes, three.
Teacher: Look at this picture. Who is he? Yes, he is Amy’s uncle.(板书单词) Boys read it please. Who is this girl? She is Amy’s cousin.（板书单词） Do you have cousins? Is your cousin a boy or a girl? Is he/ she tall or short? Let’s read the words together. Who’s this? Yes, this is her aunt.（板书单词）Read it together, please. Do you have an aunt? Who is she? What is an aunt? Your mother’s sisters are your aunts. Your father’s sisters are your aunts, too. The child of your uncle or aunt is your cousin. But the child of your father and mother is your brother or sister. Maybe it’s you. Do you have brothers or sisters? This is Amy’s brother. He is a baby. So he is Amy’s baby brother.
设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。
2. 再次播放课文内容，学生跟读。
Teacher：Listen to the tape again and read with it. 设计意图：跟读，以掌握正确的读音 Step 4 Practice
1. 出示Amy家人的图片，学生说出单词。
Teacher：I show you say. Who’s this? Say the word quickly. Who’s this? 2. 指向黑板上的单词，学生快速读出单词。
Teacher: I point you say. What’s this? What about this one? And this? 3. 出示家人称呼类单词卡片的背面，请学生猜单词。 Teacher：Look at my word cards. Read them, please.
Teacher: Guess, what’s this? Is this uncle? Is it aunt? Please guess.
设计意图：这三个活动的目的都是为了让学生熟悉重点词汇的读音。第一个让学生能够理解单词的意思，并将字音与字义结合起来。第二个活动让学生将字形与字音结合起来。第三个活动让学生通过不断地猜测来不断重复重点单词，熟悉并掌握其读音。
4. 乱序出示字母，请学生排列成单词并读一读。
Teacher: Look at these letters. It’s a word. Put them in order. What is it? Yes, it’s aunt. Look at these letters. What’s it? Guess, please.
设计意图：通过这个活动，让学生能够熟悉重点单词的拼写，帮助学生将字音与字形统一起来进行记忆。
5. 选词填空。请学生读一读句子，选择正确的家庭称呼类单词来填空。 Teacher: Let’s do some exercise. Choose the correct word to fill in the blanks. My mum’s mum is my __________. My dad’s dad is my ____________. My dad’s brother is my ___________. My dad’s sister is my _____________. My mum’s sister is my ___________. My mum’s brother is my __________. The child of my uncle is my _________. The child of my aunt is my _________.
设计意图：以选词填空的方式让学生理清家庭成员之间的关系。 6. 完成Let’s play活动。