苏教牛津译林版三年级英语下册Unit8__we'er_twins_教案

Unit8 we’er twins 第一课时
教学目标
1、通过全家福照片及纸偶的展示学习句型Who’s she / he? Who’s that girl / boy? He’s / She’s….。

2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, we’re。

3、.通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。

4、能在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s….进行交流。

教学重点
能正确理解掌握对话，并能朗读表演。

教学难点
１、通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。

２、能在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s….进行交流。

教具准备
光盘、PPT、头饰、大树道具
教学过程
Teaching Procedures
Step1 Warm up
1. （课前准备五个纸偶，画上不同的人物（分别代表自己和家庭中其他成员）。

课堂上戴着纸偶现场操作，模拟出不同人物，与学生进行交流。

）
T Loo, this is a girl.This is a boy. This is a man. This is a woman.
通过介绍纸偶学习girl, boy, man, woman
T Who are they? Let’s listen to a song.
2. Listen to a song <Finger family>
T This is me. Welcome to my family. Loo! Who’s he? 指着爸爸的纸偶
S1 He’s …
T Yes, he’s my father. Hello, boys and girls. Nice to meet you.
Ss Nice to meet you too.
Who’s this girl? 指着画有妹妹图像的纸偶
S1She’s…
同法引出其他家庭成员，渗透文中主要句型
3. 学生出示自己的全家福
T：This is the finger family. Who wants to show us your family photo？
(投影) Who’s this man / woman / boy / girl?
S1 She’s / He’s my…
Ss：Who’s this man / woman / boy / girl?
S1 She’s / He’s my…
Step2 Presentation
1、出示学校场景图，引导学生整体理解对话内容
T Today is Open Day. The children and their families are at school. Who are they? Loo at the picturee and listen to the tape.
Ss 学生整体听录音初步理解课文内容
2. 从学生已知人物入手，引导学生带着了解未知人物的目的，听课文录音，进一步理解课文内容，理清人物关系
T（指着Mie）Who’s this boy?
S1 He’s Mie.
T （指着Yang Ling）Who’s that girl?
S2 She’s Yang Ling.
T (指着Su Hai) And who’s this girl?
S3 She’s Su Hai.
T (指着Su Yang) Is this Su Hai?
S4 No, she’s Su Yang.
T Yes, they’re twins. (Teach‘twins’)
T 继续出示课文中另外两个成年人物图Who’s she? Who’s he?
Let’s listen and match
Ss 听录音，连线
T：Who is he?
Ss （引导学生回答）He’s Mie’s uncle. So Mie says’He’s my uncle.’
此环节时，将人物图片贴在黑板上
3. 引导学生认识理解man, woman, boy, girl等词
T Who are in the playground?
Ss Mie, Yang Ling, …(看着黑板一一复述)
T I have some words here. Can you help them to find friends?
（事先将单词也做好，让学生将单词及人物配对，Mie ——boy）
Step3 Consolidation
1.Read the dialogue after the tape
Read in role
Read in groups
Act out the story
2. 布置学生准备一些自己感兴趣的名人或卡通人物，小组之间讨论
Homewor
A. Homewor.
1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.
3. Copy the new words.
4. Mae the family tree(参照Fun time)
板书设计
Unit 8 We’re twins
Who’s this / that …?
Mie Uncle Yang Ling Su Hai Su Yang Aunt
boy man girl woman
Unit8 we’er twins 第二课时
教学目标
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….
2、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。

3、通过小短文的学习，让学生能在真实的情景中正确运用Who’s this? This is my….
4、通过培养学生学英语的兴趣，运用英语的意识。

教学重点
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….
2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。

教学难点
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….
2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。

教具准备
多媒体，PPT
教学过程
Step1 Warm up
1. Greeting
让学生带一些自己小时候的照片，老师上课用投影呈现
T Who’s this girl？
Ss She’s …
T Who’s that boy?
Ss He’s …
(老师呈现一些明星) T Who’s this man?
Ss He’s…
T Who’s that woman？
Ss She’s …
2. Free tal
a. Act Story time
(1)PPT出示图片及空气泡，让学生填写(注意语音语调)
(2)Act in role.
Step 2 Presentation
Fun time
1、出示老师的全家幅
T Who’s this baby?
Ss It’s your…(daughter).
T Yes, this baby is my daughter.
Teach ‘baby’
T Who can as me some questions?
S1 Who’s this woman?
T Can you guess?
Ss She’s your…
T Yes, she’s my mother.
以此方式教学巩固单词man, woman, girl, boy, baby, aunt, uncle
2、教师用剪贴画在黑板上呈现一张家谱，从家谱书顶部画起，边画边让学生猜猜人物是谁
T Now I want to draw my family tree. Loo, who’s he ?
Ss He’s your father.
T Who’s this woman?
Ss She’s my mother.
…
T Loo, what’s this? It’s a tree. It’s a family tree. Who’s this?
Ss He’s / She’s …
3、家谱设计大赛
T This is my family tree. Do you want to show me your family tree. Firstly, please tal about your family tree in groups. Every group chooses the best one.
投影呈现小组优秀家谱树，小组内同学问，该同学回答
S1：Who is he?
S2 He’s my father.
S3 Who is she?
S4 She’s my aunt.
Cartoon time
a.整体呈现对话内容，出示图片，教师用语言引导学生通过上下文理解对话，体会幽默之处T Loo, Bobby and Sam are watch Sam’s family photoes. Who’s John? Let’s read the story.
b.学生通过阅读初步理解故事内容
Ss Sam’s grandpa, Sam’s father, Sam’s cousin are John.
T Oh, they all named John. That’s funny.
c.学生在小组内开展趣味朗读活动，加入动作表情，读出趣味
Homewor
1. Read Cartoon time five times.
板书设计Blacboard Writing
Unit 1 In class
A Who’s he / she?
B He’s / She’s ….
A Who’s this / that boy/girl/man/woman?
B He’s / She’s….
Unit8 we’er twins 第三课时
教学目标
1、通过单词复习和相应的练习，能正确地听、说、读单词cow, pig, chicen, duc, pear, apple, orange.
2、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
3、通过跟唱、分组唱、表演唱等方式，能会唱歌曲On the farm
4、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。

教学重点
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。

教学难点Teaching Difficult Points
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。

教具准备
多媒体，PPT
教学过程
Step1 Warm up
1.Greeting
T Good morning / afternoon, class.
Ss Good morning / afternoon, Miss ...
Step 2. Rhyme time
1. 教师制作歌谣中三个角色的手指纸偶，让学生猜猜纸偶上的人物是谁？
T Loo at my finger puppet. Who’s t hat little boy? Listen to the tape.
Play the rhyme
Ss His name is Robbie Roy.
T Is he tall?
Ss No. Robbie Roy is not very tall. (教师重点指导该句子的朗读)
T 教师指着另两个纸偶问Who’s this?
Ss A cat. / A mouse.
T Yes. His cat and mouse are also small. (教师重点指导该句子的朗读)
2. 教师出示歌谣，学生尝试认读
3. Read after the teacher
4. Read in groups
Step3 Read and write
1. 出示三上Mie的全家福
T Robbie Roy is our new friend. Loo, who’s this boy?
Ss He’s Mie.
T Yes. Do you now Mie’s family? Who can be Mie, and introduce your family.
Ss This is … / This … is …
T O, you did a good job. Let’s play a game. Loo at the pictures on my hands. They are bac to you. Let’s guess who they are.
把Mie 一家的图片反过对着学生
T：Who can as?
S1 Who’s he / she?
T You can use ‘who’to as questions.
完成Ticing time 第二项打星部分
2. 出示55页图片
a. T Wow, you now Mie’s family well.
Loo at the picture carefully. Can you tal about it?
（小组讨论）S1 Who’s this boy? S2 He’s Mie.
S3 Who’s that man? S4 He’s Mie’s uncle. …
b. T If you are Mie and his friend, how to tal about the picture?
（小组讨论）S1 Is he your…? S2 Yes/ No. He’s…
c. Finish the dialogue on P55
d. Checout the answer
uncle, aunt, girl, sister
完成Ticing time 第一项打星部分
Step3 Sound time
1.Listen and repeat
T Net, let's loo at these words man, new, nine, twin, woman. What’s the same letter?
Ss N.
Read these words after the teacher.
T O. Let's read these words together.
Ss man, new, nine, twin, woman
T Great! Read after me"/n/". Ss /n/
T n, n, n, /n/ , /n/, /n/ man, new, nine
Ss n, n, n, /n/ , /n/, /n/ man, new, nine
T n, n, n, /n/ , /n/, /n/ twin, woman
Ss n, n, n, /n/ , /n/, /n/ twin, woman
T 同学们，想想看，还有那些也是发这个音呢？
Ss ...
T Good！You are so clever. Loo at the picture ,"Nic is nine. Nancy is ten. Nic has a boo. Nancy has a pen."
What's the meaning?
Ss 尼克九岁。

南茜十岁。

尼克有本书，南茜有只钢笔。

T Follow me" Nic is nine. Nancy is ten. Nic has a boo. Nancy has a pen."
Ss Nic is nine. Nancy is ten. Nic has a boo. Nancy has a pen.
教师强调读句子是字母n的发音/n/
T Can you say the sound of the letter ‘n’?
完成Ticing time 第三项打星部分
1.Finish the eercises
2.now the sound of the letter ‘m’
板书设计Blacboard Writing
Unit 8 We’re twins
N man new nine twin woman
Nic is nine. Nancy is ten. Nic has a boo. Nancy has a pen.
Unit8 we’er twins 第四课时
教学目标
1、通过单词复习和相应的练习，使学生能正确地掌握本单元的单词，能熟练掌握日常交际用语。

2、激发学生学习英语的兴趣。

教学重难点
让学生掌握本单元的单词和日常交际用语。

教学准备
图片
教学过程
Step1 Warm up
1.Greeting
T Good morning / afternoon, class.
Ss Good morning / afternoon, Miss ...
Step 2. Rhyme time
T His name is Robbie Roy.
T Is he tall?
Ss No. Robbie Roy is not very tall. (教师重点指导该句子的朗读)
T Who’s this?
Ss A cat. / A mouse.
T Yes. His cat and mouse are also small. (教师重点指导该句子的朗读)
2. 教师出示歌谣，学生齐读。

Step3eercise
做补充习题。