unit8We're twins!教案
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教具准备Teaching Aids
多媒体，PPT
课前自主预习Independent Preview Before Class
1.听磁带，试着跟读Cartoon time，通过自主阅读，了解故事内容。
2.勾画出生词，查字典理解含义。
教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
课时
Period
第一课时
教学内容
TeachingContents
Story time
教学目标Teaching Aims
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。
T: Who’s this woman?
Ss: She’s my mother.
…
T: Look, 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 talk about your family tree in groups. Every group chooses the best one.
B.Homework.
1.Recite the dialogue and the words.
2.Using the sentence’Who’s she / he? Who’s that girl / boy? He’s / She’s….’to talk about your family.
3. Introduce your family
B: He’s / She’s….
A: Who’s this / that boy/girl/man/woman?
B: He’s / She’s….
教后反思Teaching Reflection After Class
课时
Period
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？
T: Today is Open Day.The children and their families are at school.Who are they? Look 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
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
（分层）作业设计Homework
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Teaching Key Points
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….
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:NowIwant to draw my family tree. Look, who’s he ?
Ss: He’s your father.
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Teaching Difficult Points
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。
A Homework
1.Read Cartoon time five times.
BHomework
1.Recite the dialogue and try to write itafter class.
板书设计Blackboard Writing
Unit 1 In class
A: Who’s he / she?
教学难点Teaching Difficult Points
１、通过学习Story timewenku.baidu.com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Teaching Aids
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. Look! 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.
This girl is my…. This man is….…
板书设计Blackboard Writing
Unit8 We’re twins
Who’s this / that…?
Mike Uncle Yang Ling Su Hai Su Yang Aunt
boy man girl woman
教后反思Teaching Reflection After Class
（分层）作业设计Homework
A.Homework.
1.Read the dialogues after the tape and imitate the pronunciation.
2.Tryto recite the dialogue.
3.Copy the new words.
4. Make the family tree(参照Fun time)
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Teaching Key Points
能正确理解掌握对话，并能朗读表演。
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: Look, 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
Ss: She’s…
2.Free talk
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)Actin 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:（指着Mike）Who’s this boy?
S1: He’s Mike.
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?
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: Mike, Yang Ling,…(看着黑板一一复述)
T:Ihave some words here.Can you help them to find friends?
T: Yes, this baby is my daughter.
Teach‘baby’
T: Who can ask me some questions?
S1: Who’s this woman?
T: Can you guess?
Ss: She’s your…
T: Yes, she’s my mother.
光盘、PPT、头饰、大树道具
课前自主预习Independent Preview Before Class
1.通过自主阅读，勾画出生词，查字典理解含义。
2.听磁带，试着跟读课文。
教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
Step1: Warm up
（事先将单词也做好，让学生将单词及人物配对，Mike——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
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：Whois he?
Ss:（引导学生回答）He’s Mike’s uncle.So Mike says’He’s my uncle.’
(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
课时
Period
第2课时
教学内容
TeachingContents
Fun time, Cartoon time
教学目标Teaching Aims
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。
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:Look, Bobby and Sam are watch Sam’s family photoes. Who’s John? Let’s read the story.
Ss: Nice to meet you too.
Who’s this girl?指着画有妹妹图像的纸偶
S1:She’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？
多媒体，PPT
课前自主预习Independent Preview Before Class
1.听磁带，试着跟读Cartoon time，通过自主阅读，了解故事内容。
2.勾画出生词，查字典理解含义。
教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
课时
Period
第一课时
教学内容
TeachingContents
Story time
教学目标Teaching Aims
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。
T: Who’s this woman?
Ss: She’s my mother.
…
T: Look, 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 talk about your family tree in groups. Every group chooses the best one.
B.Homework.
1.Recite the dialogue and the words.
2.Using the sentence’Who’s she / he? Who’s that girl / boy? He’s / She’s….’to talk about your family.
3. Introduce your family
B: He’s / She’s….
A: Who’s this / that boy/girl/man/woman?
B: He’s / She’s….
教后反思Teaching Reflection After Class
课时
Period
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？
T: Today is Open Day.The children and their families are at school.Who are they? Look 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
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
（分层）作业设计Homework
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Teaching Key Points
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….
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:NowIwant to draw my family tree. Look, who’s he ?
Ss: He’s your father.
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Teaching Difficult Points
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。
A Homework
1.Read Cartoon time five times.
BHomework
1.Recite the dialogue and try to write itafter class.
板书设计Blackboard Writing
Unit 1 In class
A: Who’s he / she?
教学难点Teaching Difficult Points
１、通过学习Story timewenku.baidu.com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Teaching Aids
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. Look! 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.
This girl is my…. This man is….…
板书设计Blackboard Writing
Unit8 We’re twins
Who’s this / that…?
Mike Uncle Yang Ling Su Hai Su Yang Aunt
boy man girl woman
教后反思Teaching Reflection After Class
（分层）作业设计Homework
A.Homework.
1.Read the dialogues after the tape and imitate the pronunciation.
2.Tryto recite the dialogue.
3.Copy the new words.
4. Make the family tree(参照Fun time)
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Teaching Key Points
能正确理解掌握对话，并能朗读表演。
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: Look, 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
Ss: She’s…
2.Free talk
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)Actin 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:（指着Mike）Who’s this boy?
S1: He’s Mike.
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?
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: Mike, Yang Ling,…(看着黑板一一复述)
T:Ihave some words here.Can you help them to find friends?
T: Yes, this baby is my daughter.
Teach‘baby’
T: Who can ask me some questions?
S1: Who’s this woman?
T: Can you guess?
Ss: She’s your…
T: Yes, she’s my mother.
光盘、PPT、头饰、大树道具
课前自主预习Independent Preview Before Class
1.通过自主阅读，勾画出生词，查字典理解含义。
2.听磁带，试着跟读课文。
教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
Step1: Warm up
（事先将单词也做好，让学生将单词及人物配对，Mike——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
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：Whois he?
Ss:（引导学生回答）He’s Mike’s uncle.So Mike says’He’s my uncle.’
(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
课时
Period
第2课时
教学内容
TeachingContents
Fun time, Cartoon time
教学目标Teaching Aims
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。
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:Look, Bobby and Sam are watch Sam’s family photoes. Who’s John? Let’s read the story.
Ss: Nice to meet you too.
Who’s this girl?指着画有妹妹图像的纸偶
S1:She’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？