译林版2021春三年级英语下册Unit8We'retwins第3课时教案
译林版(三起)三年级英语下册Unit 8 We’re twins!(第 3 课时) 说课稿
译林版（三起）三年级英语下册Unit 8 We’re twins! (第3课时) 说课稿一、教材分析本次说课介绍的是译林版（三起）三年级英语下册Unit 8 We’re twins! 的第3课时。
这一课时主要介绍了人称代词“she”和“he”的用法以及用英语描述人物外貌和特长。
本节课的目标主要是让学生能够准确地使用人称代词“she”和“he”来描述人物，同时提高学生的英语口语和听力能力，引导他们用英语來描述人物的外貌和特长。
二、教学目标1.学生能够正确使用人称代词“she”和“he”来描述人物。
2.能够听懂并理解老师给出的人物特征描述。
3.学生可以用英文描述人物的外貌特征和特长。
4.学生能够互相交流，并通过对话的形式运用所学知识。
三、教学重点难点教学重点：学生能够正确使用人称代词“she”和“he”来描述人物。
教学难点：学生可以用英文描述人物的外貌特征和特长。
四、教学方法本课将采用交互式、听说结合的教学方法。
通过师生互动和学生之间的互动，让学生在情境中运用所学知识，形成语言的自然输入和输出。
同时，通过图片和其他教具的搭配，让学生更直观地理解所学内容，提高学生学习的兴趣和积极性。
五、教学内容与步骤1. 导入1.问好并介绍今天的主题；2.引导学生使用所学人称代词向同桌介绍自己。
2. 新授1.通过图片和老师的示范，介绍人称代词“she”和“he”的用法；2.利用图片展示人物的外貌特征和特长并进行口语描述；3.引导学生讲述自己的特长并向同桌介绍。
3. 操练1.根据老师和同学的指令，进行口头描述和听取描述；2.完成相应的练习册和作业。
4. 输出1.组织学生体验情境，用英语相互介绍并描述自己的外貌特征和特长；2.按小组展示并分享。
5. 总结1.对本节课所学知识进行回顾；2.提醒学生巩固所学知识，在日常生活中多加应用。
六、板书设计英语词汇中文意思she她he他tall高short矮strong强weak弱clever聪明funny有趣七、教学评价1.通过导入环节，让学生迅速进入学习状态；2.通过新授篇幅，让学生了解人称代词“she”和“he”的使用方法，并能用英语描述人物的外貌和特长；3.通过操练，让学生巩固所学课程主题及内容；4.通过输出阶段，让学生在小组中互相交流和分享学习成果；5.教学氛围轻松，学生积极性高，教学效果好，达到了预期教学目标。
Unit8We'retwins!(教案)译林版英语三年级下册
三年级上册Unit8 We’re twins!Period 3 Rhyme time、Sound time and Checkout time一、教学目标1.能诵读歌谣Who’s that little boy?2.能听懂、会说、准确发字母n在单词中的读音。
3.能熟练运用本单元所学词汇、句型谈论家人和亲戚。
二、学情分析学生在第一二课时已经学会用简单的who's she/he? She's/He's…询问人物,进行简单对话。
三、重点难点1.能诵读歌谣Who’s that little boy?2.能听懂、会说、准确发字母n在单词中的读音。
四、教学过程4.1 第一学时4.1.1教学活动活动1【导入】Free talkT: Good morning,boys and girls.S: Good morning, Miss Chen.T: Do you like singing? Let’s sing a song 《family song》.活动2【讲授】Rhyme timeT: Who are in the song?S: father , mother, brother, sister.T: Yes. Who is father’s brother/sister/father/mother?S: …T: Look, this is Helen’s family tree. Look at the family tree. Who is missing?T: Yes. Where is Mike? Look, he’’s see who will come to Mike’s party?T: Oh, a little boy. Follow me: little. What’s the meaning? Yes.T: I have a question: Is the boy tall?S: No.T: Yes, he isn’t very tall. 带读Tall, very tall, isn’t very tall.T: Who’s that little boy? What’s the boy’s name? Let’s watch the cartoon and answer.S: CT: Who can read his name? Can you read these words?S: Boy, toy.T: So how to read?S: Roy.T: Good. Can you teach us? Now read follow her? His’ name’s …S: Robbie Roy.T: Yes, follow me: Robbie Roy. His name’s Robbie Roy.T: Now let’s learn these two sentences. Look at the tips. We should stress these words, and pause here. First listen to the tape.T: Now read with your partners and clap your hands, ok? Work in two. Go.T: Let’s read together.T: Now look at this picture. The boy has two friends. Who are they?S: A cat and a mouse.T: Yes, his cat and mouse are small too. We can also say also small.Follow me: also small.You should read the two words together. Follow me: cat, and, cat and.S: …T: Can you read? Follow me: his cat and mouse are also small.S: …T: Now these two sentences, can you try to read by yourselves? Now read it byLet’s read after the tape. Pay attention to the tips.S: …T: Now clap your hands and read more times, Ok? Read by yourselves. Begin.S: …T: Let’s read together.T: Now, let’s read the whole rhyme. Look, pay attention to the tips, ok?S: …T: Who can show us?S: …T: Now can you find anything special in this rhyme? Look at the last word in each sentence. You can discuss with your partners.S: …Yes, follow me: boy…T: Now let’s read this rhyme together.T: Now it’s our ticking time. Can you say the rhyme?S: Yes.活动3【讲授】Sound timeT: Ok.Let go on seeing who will come to Mike’s party.T: Oh, a boy and a girl. Let’s watch the vedio and answer the two questions.Who is he/she? How old is he/she?S: Who is he?S:He is Nick.S:Who is she?S:She is Nancy.S: How old is Nick?S:Nick is nine.S: How old is Nancy?S: She is ten.S: What does Nick have? 教师点击答案。
Unit8We'retwins(Storytime)(教案)译林版英语三年级下册
Unit 8 We’re twins!Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1、学习句型Who’s she / he? Who’s that girl / boy? He’s / She’s….。
2、能正确地听懂、会说、会读单词girl,boy,aunt, twins, we’re。
3、能正确理解并朗读对话，在教师的引导和帮助下尝试朗读对话、表演对话。
4、能初步运用Who’s she / he? Who’s that girl / boy? He’s / She’s….进行交流。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。
教学难点：能初步运用本课所学的词汇和日常用语谈论物品的位置。
Teaching procedures 教学过程Step1:Leadin1.Try to sayIntroduce yourself and your friend.2.Do you want to know me?Step2:PresentationTransition:Look.He is one of my friends.Who is he?Mike:I'm Mike.I'm nine.I have many friends.I have a big family.1.Mike’s friends1).Game timeTransition:Let’s get to know his friends first.Knowing his friends, you must play a game first.（呈现story time 中人物，最后出示Su Yang)2)story timeT:She’s Su yang.She’s Mike’s new friend.Do you want to know when,where and how do they meet each other?Let’s watch the cartoon first !A:Watch and answerWhen? Open dayWhere? At schoolB:Read and matchHow?(How do they meet each other?)(图与剧情相匹配)T:Su Yang and Su Hai are twins.Let’s get to know more about the twins.C:Look and learnD.Read and chooseT:Ok,boys and girls.That’s open day! Some family members are in the school！Who are they?Read P1 P2E.Reading timeF.Acting time2.Mike’s familyTransition:Boys and girls.You’ve know Mike’s special friends.The twinsSu hai and Su Yang. What about Mike’s big family?Pair workStep3:Consolidation1.Your familyPair work2.Your friendsGuess and sayTransition:I also have some photos here. Who are they?Guess! They’re friends around you!3.情感升华：Try to learn love.Love and you will be loved.Step4:Homework1.Listen to the tape and read the dialogue. Then try to retell.模仿录音熟读课文，并尝试复述。
译林版(三起)三年级下册英语教案：Unit 8 We’re twins (Story time)
译林版（三起）三年级下册英语教案：Unit 8 We’re twins(Story time)一、教学目标1.掌握本单元重点单词：twins, same, different, hair, eyes。
2.能够听懂、会说本单元对话。
3.能够表述人物相同和不同之处。
4.提高学生的听、说、读、写综合能力。
二、教学重难点1.教学重点：掌握重点单词，能够听懂、会说本单元对话，表述人物相同和不同之处。
2.教学难点：通过本课的教学，提高学生的语言表达能力以及阅读理解能力。
三、教学内容时间内容活动1 min上课铃响，课堂开始让学生课前准备好书包和教材5 min复习上节课内容让学生与同桌分享上一节课所学内容10min介绍单元新课先让学生听一遍故事，然后介绍本单元的新词汇20 min 带领学生学习本单元对话教师为学生演示对话，然后让学生将对话跟读两遍10 min 帮助学生巩固对话记忆教师与学生一起复述对话，并指出对话中不同人物的相同和不同之处15 min 实践应用在小组内编写简短的对话，描述小组内同学的相同之处和不同之处5 min总结本节课教师与学生一起回顾本课所学内容，强调要掌握本课重点单词和对话四、教学方法1.听说结合2.任务型教学3.小组合作学习五、教学器材1.教材：译林版（三起）三年级下册英语教材2.录音机六、教学评价1.学生跟读对话的表达是否流利、正确。
2.小组合作时学生之间的互动情况。
3.学生对本单元重点单词和对话的掌握程度。
七、教学反思本课通过听说结合、任务型学习、小组合作学习等教学方法，帮助学生提高了语言表达能力和阅读理解能力。
下一步，需要加强课堂互动，鼓励学生多积极参与，提高教学效果。
译林英语三下教案Unit 8 We're twins 第三课时
译林英语三下教案Unit 8 We're twins 第三课时Unit 8 We're twinsLesson 3Teaching objectives:1. To practice using adjectives to describe people.2. To learn how to compare two people.3. To give students an opportunity to share information about their own families.Teaching procedures:Step 1 Warm-up1. Greetings and a short revision of the last lesson.2. Ask the students if they have any brothers or sisters, and if they do, ask them to talk about their siblings briefly.Step 2 Presentation1. Display two pictures of people, making sure that the people in the pictures are similar in age and appearance.2. Ask the students to describe the people in the pictures using adjectives. Write the adjectives on the board.3. Ask the students to compare the two people using the adjectives they have written on the board. Write the comparative forms on the board.4. Elicit from the students the rule for forming comparatives of adjectives. Write it on the board.5. Give the students some examples of common adjectives and their comparative forms. Ask them to add these comparatives to the chart on the board.Step 3 Controlled Practice1. Write two sentences on the board: \。
译林英语三下教案Unit 8 We're twins 第三课时
课时三：We’re twins本课时的教学目标是通过学习语言知识和技能，让学生能够正确地表达关于兄弟姐妹及其个人信息的语句和问题。
教学内容语法知识1.肯定句：Subject + be + 主语补足语例如：I am a teacher.2.否定句：Subject + be + not + 主语补足语例如：I am not a teacher.3.一般疑问句：Be + Subject + 主语补足语？例如：Are you a teacher?4.特殊疑问句：疑问词 + be + Subject + 主语补足语？例如：What are you?词汇1.twins 双胞胎2.brother 兄弟3.sister 姐妹4.family 家庭5.father 父亲6.mother 母亲听力通过听录音并跟读练习，学生能够理解、掌握关于英文句子语音语调。
语音本课时会教授到两个重要的语音：长元音和短元音。
在长元音的发音中，嘴唇要尽可能的舒展开，在发音的过程中要持续的时间更久；在短元音中，嘴唇要收紧，发音时间要更短。
以及如何把重音放在句子的正确单词上，正确强调。
教学步骤步骤一：引入学生的兄弟姐妹和家庭状况。
用“my brother/sister”和“my family”的形式，让学生说出他们的兄弟姐妹和家庭状况。
步骤二：学习新的词汇。
引入新的词汇，包括“twins”、“brother”、“sister”、“family”、“father”和“mother”，教师可以适用一些图片和图片解释来帮助学生更好地理解和掌握它们。
步骤三：口语训练。
根据教师提供的模板，学生将练习构建肯定句、否定句、一般疑问句和特殊疑问句。
教师将为学生提供相关的句子或问题，以正确的发音和语音强调来模拟，并帮助他们理解英语语音语调的重要性。
步骤四：游戏练习。
为帮助学生更好地学习新的语言知识和词汇，教师还可以设置一些交互的游戏练习来提高学生的语言应用能力。
译林英语三年级下教案unit8-3第三课时
3、通过培养学生学英语的兴趣，运用英语的意识。
4、培养学生理解文本的能力,使学生能用正确的语音语调表演对话.
5、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n在单词中的读音。
教学重点
Teaching Key Points
This is… She’s/He’s…
Is this…?
教后反思
Teaching ReflectionAfter Class
S:Watch and answer the questions
T:拿着三张照片贴在板书上
2、Who are the three Johns? Let’s watch again. Try to remember who they are.
T: Can you stick the card on the family photo?
proud / cool / angry
引导学生：P1~P3 Sam is very proud.
P4: Sam is cool.
P5: Sam is angry /(分别给每组图贴上情绪标签，让学生根据情绪读)
How about Bobby？He is so naughty.
4、T: You read very well. Now, can you act the dialogue in groups.
Step 1. Warming up
1. Show the teaching aims.
2. Let’s continue to look at the QQzone. My game.
牛津译林版三年级英语下册 Unit 8 We’re twins!教案3
Unit 8 We’re twins！教案一．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, chicken, duck, 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 farm4、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。
二．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。
三．教学难点：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。
四．教学具准备：多媒体，PPT五．教学过程：Step1: Warm up1.GreetingT: Good morning / afternoon, class.Ss: Good morning / afternoon, Miss ...Step 2. Rhyme time1.教师制作歌谣中三个角色的手指纸偶，让学生来猜猜纸偶上的人物是谁？T: Look at my finger puppet. Who’s that little boy? Listen to the tape.Play the rhymeSs: 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 teacher4.Read in groupsStep3 Read and write1. 出示三上Mike的全家福T: Robbie Roy is our new friend. Look, who’s this boy?Ss: He’s Mike.T: Yes. Do you know Mike’s family? Who can be Mike, and introduce your family.Ss: This is … / This … is …T: Ok, you did a good job. Le t’s play a game. Look at the pictures on my hands. They are back to you. Let’s guess who they are.把Mike 一家的图片反过来对着学生T：Who can ask?S1: Who’s he / she?Ss: He’s …T: You can use “who”to ask questions.完成Ticking time 第二项打星部分2. 出示55页图片a. T: Wow, you kno w Mike’s family well.Look at the picture carefully. Can you talk about it?（小组讨论）S1: Who’s this boy? S2: He’s Mike.S3: Who’s that man? S4: He’s Mike’s uncle. …b. T: If you are Mike and his friend, how to talk about the picture?（小组讨论）S1: Is he your…? S2: Yes/ No. He’s…c. Finish the dialogue on P55d. Checkout the answeruncle, aunt, girl, sister完成Ticking time 第一项打星部分Step3: Sound time1.Listen and repeatT: Next, let's look at these words: man, new, nine, twin, woman. What’s the same lett er?Ss: N.Read these words after the teacher.T: Ok. Let's read these words together.Ss: man, new, nine, twin, womanT: Great! Read after me"/n/". Ss: /n/T: n, n, n, /n/ , /n/, /n/ man, new, nineSs: n, n, n, /n/ , /n/, /n/ man, new, nineT: n, n, n, /n/ , /n/, /n/ twin, womanSs: n, n, n, /n/ , /n/, /n/ twin, woman教师的职务是‘千教万教，教人求真’;学生的职务是‘千学万学，学做真人’。
译林三下 Unit8 We are twins(第三课时)
二次备课
Step 1. Warm up
1.Greeting
2.Free talk
3.Listen to the rhyme
<Who’s that little boy?>
Step 2.Presentation
Fun time
1.复习本单元所学的语言知识。
T : Show“Mike”
引导学生区分he和she的用法。
It’s a family tree.Who’s this?
3.分组活动。可采用“家谱图设计大赛”的方式，调动学生的参与积极性。在学生画好的基础上，请一位学生上台示范，由全班同学向该同学提问。如：
在示范基础上各小组开展交流活动。
Step 3.Consolidation
T:(拿出姚明图片)I have some photos here.
2.游戏示范
教师用简笔画或剪贴画在黑板上呈现
学生同桌操练Who’s he? He’s Mike.
S1:Who’s he?
S2:He’s my father.
教学过程
教师活动
学生活动
二次备课
一张家谱图，然后从家谱树顶部画起，边画边让学生猜猜画的人物是谁，让at’s this? It’s a tree.
小学三年级英语集体备课
主备人
上课时间
课型
新授
教学内容
Unit8 We are twins!（第三课时）
教学
目标
能听懂，会说，会读
1.Who’s he/she? She’s my aunt.He’s my uncle.Who’s that girl?She’s Su Hai/She’s my sister.
三年级下册英语教案- Unit 8 We're twins 第三课时 (译林版)
牛津译林版英语三年级下第三课时教学设计课题We’re twins(3)单元Unit 8 学科英语年级三年级下学习目标1.能听懂、会说、会读词汇grandpa, fath er, cousin2.能听懂、会说、会读句子Who is this? This is my grandpa John./ Is this your father? Yes, he is./ No, he isn’t.重点 1.句型：Who is this? This is my grandpa John./ Is this your father? Yes, he is./ No, he isn’t.2.词汇：grandpa, father, cousin难点 1.句型: Who is this? This is my grandpa John./ Is this your father? Yes, he is./ No, he isn’t.2.词汇: grandpa, father, cousin的正确用法。
教学过程教学环节教师活动学生活动设计意图导入新课一、游戏火眼金睛。
教师通过打地鼠游戏进行复习上节课的生词，从而引出本课的新知识。
看图，思考，读出单词。
能配合老师练习句型Whois theman/woman/the girl? She/He/ She is ...游戏激发学生的学习兴趣，达到巩固知识的目的。
讲授新课三、Cartoon time1.T出示Cartoon time图片1，引导学生看图, 认识故事中的人物Sam, Bobby.2.引导学生独立阅读本部分对话3.学生听录音跟读，提醒学生注意模仿语音、语播放课文录音时，模仿语音语调，能够读出故事中人物的心情；分角色朗读；小组通过反复的听读训练，掌握词汇；通过图片方式，巩固单词；针对性的完成学习目标；学习形式生调。
引导学生体会人物心理，尝试朗读对话。
5. 播放动画，学生进一步体会人物的语气，跟读对话，模仿语音、语调。
三年级下册英语教学设计 Unit 8 We’re twins 第3-4课时 译林版
三年级下册英语教学设计Unit 8 We’re twins 第3-4课时译林版课程目标1.学生能够掌握以下词汇：twins, sister, brother, grandmother, grandfather, father, mother, uncle, aunt, cousin。
2.学生能够使用以下句型：•Are you twins?•Yes, we are.•Are you sisters/brothers/cousins?•Yes, we are.•Who is he/she?•He/She is mygrandmother/grandfather/father/mother/uncle/aunt/cousin.3.学生能够通过对话介绍自己的家庭成员。
教学重点1.学生能够正确理解并使用以下词汇：twins, sister, brother, grandmother, grandfather, father, mother, uncle, aunt, cousin。
2.学生能够正确使用句型：Are you twins? / Yes, we are. / Are you sisters/brothers/cousins? / Yes, we are. / Who is he/she? / He/She is my grandmother/grandfather/father/mother/uncle/aunt/cousin.教学难点学生能够通过对话介绍自己的家庭成员。
教学过程1. 导入（5分钟）教师问学生：Do you have any brothers or sisters? / Do you have any cousins? / Do you have any grandparents? 等问题。
学生根据自己家庭情况回答。
随后，教师通过图片展示家庭成员，并询问学生家庭成员关系，引出新词汇。
Unit 8 We’re twins 1-6课时（教案）-2021-2022学年英语三年级下册
Unit 8 We’re twins一、教学内容分析1.本单元教材以“We’re twins”为主题，让学生学会询问他人是谁，并学会介绍自己。
2.日常用语与句型：Who is she/he? She’s my aunt./He’s my uncle. Who’s that girl? She’s Su Hai./She’s my sister. We are twins.My name is …3.词汇:twin, aunt, baby, cousin, we, girl, man, woman, boy, name.4.歌谣：Who’s that little boy?5.语音：字母n在单词中的读音。
二、教学目标1.能听懂、会说、会读日常交际用语：Who’s he/she ? Who’s that…? 并能对别人的提问作出正确的判断和回答：He’s/She’s …2.能听懂、会说、会读、会写单词：she, girl, boy, man, woman.3.能听懂、会说、会读单词：who, uncle, aunt, twin, baby.4.能正确使用Who引导的特殊疑问句，并选择人称代词he, she 作出判断和回答。
5.会诵读歌谣：Who’s that little boy?6.语音：字母n在单词中的读音。
7.培养学生大胆运用所学英语进行交际，并培养学生热爱家人和朋友。
能听懂、会说、会读、会写we, girl, man, woman, boy, name.三、教学重点1.词汇：会写会用以下单词：girl，boy，man，woman，baby，name.2.句型：会运用以下句型：Who’s he/she?Who’s this/that girl/boy/man/woman?My name is …3.会诵读歌谣：Who’s that little boy?4.语音：字母n在单词中的读音。
四、教学难点1.词汇：girl，boy，man，woman，baby，name.2.句型：Who’s he/she?Who’s this/that girl/boy/man/woman?My name is …3.会诵读歌谣：Who’s that little boy?4.语音：字母n在单词中的读音。
三年级下英语教案-Unit 8 We're twins-译林版(三起)【小学学科网】
三年级英语下册教案Unit 8 We’re twins! 第一教时一、教学目标：1 能听懂、会说、会读、会写词汇：we, girl, man, woman, boy.2. 能听懂、会说、会读词汇we’re=we are, twin, aunt, baby, cousin.3. 能听懂、会说、会读日常用语与句型Who is she /he?She’s my aunt. /He’s my uncle.Who’s that girl?She’s Su Hai. / She’s my sister.We’re twins.二、教学重点：1.掌握句型：Who is she /he? She’s my aunt. /He’s my uncle.2.掌握词汇：we, twin, aunt, girl, man, woman, boy, baby, cousin.三、教学难点：1.掌握句型：Who is he / she / that girl / . . .?的语调和用法2.掌握词汇：twin, aunt, man, woman, girl, cousin的读音四、教学准备：多媒体、练习纸、人物头饰五、教学过程：Step1: Warming up1. Greetings2. Sing a song: Who is he?3.Let’s guess: Who is he/she? 出示带阴影的学生照片，让学生猜是谁。
4. 教师出示自己和双胞胎妹妹的照片，引出We’re twins,揭题。
Step2: Presentation1.出示苏洋和苏海的照片，Look，they’re twins, too.介绍新朋友苏洋，What can you say to Su Yang?用学过的句子与苏洋打招呼或提问。
2. Learn Story timeT: Today we’re going to share a story about the twins.(1)Watch and answer the question:Why are there so many people at school? 学校今天为什么这么多人？A.It’s sports day.B. It’s open day.(2)Ss: Choose B. T: How do you know? 出示学校图片，指出open day，简单介绍open day.(3)Who are at school? 出示uncle和aunt的图片，教授man与womanWho’s this man/woman? 自读课文1、2幅图，将对应的人物关系连线，并说给同桌听。
译林版英语三年级下册《Unit8We'retwins》教案
译林版英语三年级下册《Unit8 We’re twins》教案教材背景《译林版英语三年级下册》是由江苏译林教育出版社出版的一套英语教材，共12个单元，每个单元包含课文、活动、语法、词汇练习等部分。
本文将着重介绍第八个单元的课文教学。
教学目标•掌握并运用新词汇：twins, same, different, looks, personalities, hobbies。
•能够用英语描述自己和别人的外貌、性格和爱好。
•能够阅读并理解与主题相关的语言材料，如简单的短文段落、对话等。
教学重点•课文的阅读理解。
•新词汇的学习及掌握。
教学内容单词听写老师向学生朗读需要掌握的单词并让学生听写。
•twins•same•different•looks•personalities•hobbies课文学习老师和学生同时阅读课文《We’re twins》，并通过提问和讨论加深对课文的理解。
问题可以包括：•What is the title of the text?•Who is talking?•What do they look like?•What are their personalities like?•What are their hobbies?通过提问和讨论，激发学生对课文的兴趣和好奇心，并逐渐掌握新词汇，加深对内容的理解。
课文理解根据课文内容，老师可以设计一些问题帮助学生加深对课文的理解。
问题可以包括：•Are the twins the same or different?•How do they look different?•What are the personalities of the twins like?•Are their hobbies the same or different?学生表演老师可以邀请一些学生到前台进行角色扮演，模拟课文中的人物对话。
通过学生表演，可以激发学生的学习热情和自信心，同时，让学生更好地理解课文内容。
精品译林版三年级英语下册Unit8we're twins教案和教后记
Unit 8 We’re twins! 教材分析一．教学目标1 能听懂、会说、会读、会写词汇：we, girl, man, woman, boy.2. 能听懂、会说、会读词汇we’re=we are, twin, aunt, baby, cousin.3. 能听懂、会说、会读日常用语与句型Who is she /he? She’s my aunt./He’s my uncle. Who’s that girl? She’s Su Hai. / She’s my sister. We’re twins.二．教学重难点句型：Who is she /he? She’s my aunt. /He’s my uncle. .Who is he / she / that girl / . . .?的语调和用法 .词汇：we, twin, aunt, girl, man, woman, boy, baby, cousin.twin, aunt, man, woman, girl, cousin的读音三．课时划分五课时Unit 8 We’re twins! (1)一．教学目标1 能听懂、会说、会读、会写词汇：we, girl, man, woman, boy.2. 能听懂、会说、会读词汇we’re=we are, twin, aunt, baby, cousin.3. 能听懂、会说、会读日常用语与句型Who is she /he? She’s my aunt./He’s my uncle. Who’s that girl? She’s Su Hai. / She’s my sister. We’re twins.二．教学重点句型：Who is she /he? She’s my aunt. /He’s my uncle. .词汇：we, twin, aunt, girl, man, woman, boy, baby, cousin.三．教学难点句型：Who is he / she / that girl / . . .?的语调和用法 .词汇：twin, aunt, man, woman, girl, cousin的读音四．教具准备光盘、PPT、五．课前自主预习1. 通过自主阅读，勾画出生词，查字典理解含义。
牛津译林苏教版三年级英语下册Unit8 We're twins第三课时优质课课件
Robbie Roy 有两位好朋友今天也来到了这里， 同学们想知道他们是谁吗？先闯过两关才能告诉你 们哦，加油吧！
man new nine twin woman
你体会出字母 n 的发音了吗？ n
我们还学过哪些含有该音素的词？
no not in on under ten nice now afternoon night name open pen pencil …
My Family
Hello, my _n__a_m_e__is Ling ling. I’m a _g_i_rl_.This is my family photo. The man is my_f_a_t_h_e_r. The _w_o_m__a_n is my mother. Look at the _b_o_y_. He’s my brother. I love my family.
2.I know the sound of the letter “n”。 我能听懂、会说、准确发字母“n”在单词中的读音
3.I can talk about my family and relatives. 我能熟练运用本单元学习词汇、句型谈论自己的 家人和亲戚。
Who’s this/ that…?
试着用“Who…?”去了解同座位同学的家人吧。
A：Who’s this/ that man/ woman/ boy/ girl?
B: He’s /She’s my … A: Is he /she your…? B: Yes.
No, he’s/she’s my…
我能正确运用“ who ”来提出问题。
T’s family photo
Learning tip:
(书P59）
译林版小学英语3B Unit 8 We're twins教案
4、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能运用所学对话描述。
5、能熟练地诵读歌谣《Who’s that little boy?》。
S3: He’s Liu Xing . He’s a boy, too .
3.Girlsin one groupstand up and say: I’m a girl, one by one. Then together: We’re girls.
Boysin one groupstand up and say: I’m a boy, one by one. Then together: We’re boys.
个性化修改
Greetings
Presentation and practice
consolidation
1. Greeting
2. Enjoy a song“Finger family”
Who’re they? Father, mother, brother, sister and baby
Teach: baby
4)能会读、会说歌谣《Who’s that little boy?》
5)掌握字母n在单词中的发音
教学重点
1、能听懂、会说、会读、会写we, girl, man, woman, boy, name.
2、能听懂、会说、会读we’re = we are, twin, aunt, baby, cousin.
Story time
consolidation
三年级下册英语教案 Unit8 we’re twins第3课时教案 译林版
T: Next, let's look at these words:man, new, nine, twin, woman.What’s the same letter?
Ss: N.
Read these words after the teacher.
T: Ok. 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
AHomework
1.Finish the exercises
2.know the sound of the letter‘m’
BHomework
1.Finish the exercises
2.Know the sound of the letter‘m’
3. Review and recite
1.读熟本单元内容。
2.背本单元单词和短文。
3.尝试朗读sound time中的词句和songtime中的歌谣。
教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
Step1: Warm up
1.Greeting
T:Good morning/afternoon,class.
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Unit 8 We’re twins!Cartoon timeTeaching contents 教学内容Cartoon timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说日常用语Who is she/he? She’s/He’s … Is this …? Yes,he’s/she’s … No, he’s/she’s …2. 能正确地理解并朗读卡通动画，并表演。
3. 能初步运用本课所学的表达方式来询问或介绍家庭成员。
4. 能跟唱歌曲。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读卡通动画，在教师的引导和帮助下表演。
教学难点：能初步运用本课所学的表达，询问或介绍家庭成员。
Teaching procedures 教学过程Step 1 Greeting & Reading1. GreetingT: Hello, boys and girls.S: Hello, Miss Chen.T: Nice to meet you.S: Nice to meet you, too.2. Say the rhymeT: Do you remember this little boy?S: He’s Robbie Roy.T: Yes, his name is Robbie Roy. Let’s say this rhyme together.(播放儿歌，学生一起诵读)【设计意图：让学生通过儿歌热身，为下一步学习进行铺垫。
】Step 2 Revision1. Enjoy a rhymeT: Robbie Ro y’s friend, Peter has a happy family. Please watch and answer: How many people can you see in his family?S: I can see four.T: Who are they?S: They are his father, mother and sister.T: Look, is he Peter’s father?S: No, he is not.T: Who is he?S: I think he’s his uncle.T: Who’s she? Is she his mother?S: No, she’s his aunt, I think.T: Good. Next, let’s try to follow the rhyme. (播放儿歌，学生跟唱)2. Make a new rhymeT: This is Pete r’s fa mily rhyme. What about your family? Please show your family tree and make a new rhyme in pairs like this.S: Who’s he/she?Is he/she your father/mother …?Yes, he/she is …No, he/she is not …3. Introduce the family treeT: Good job. What nice rhyme they are! Next, let’s try to introduce your family tree. You can say like this:I have a happ y family. Look, this is my family tree. This is my father. He’sa cool man. This is my mother. She’s nice. I love her very much. Who’s thisman? He’s my grandpa. He is not tall. Is this woman my grandma? Yes, she is.She is also n ot tall. Look at this baby. It’s me!(教师示范介绍，PPT呈现核心表达，给学生提供语言支撑。
)T: Excellent. I think you all have happy families.【设计意图：通过诵读和创编儿歌，帮助学生巩固运用基础词汇和核心句型。
提供语言支撑，帮助学生学会整段表达。
】Step 3 Cartoon time1. Watch and answerT: Sam has a happy family, too. Look, this is his family. Please watch the cartoon and tell me: How many cats can you see in it? (播放卡通动画)S: I can see four.2. Read, talk and completeT: Please read cartoon time and find out: How many Johns are there?S: Three.T: What are their relationships? Pl ease complete Sam’s family tree and introduce. S: This is Sam’s grandpa, John. This is his father, John. This is his cousin, John. And this is Sam.T: Why are they all John? Do you know? (教师呈现文化拓展，学生阅读了解)T: Please read this passage.3. Read cartoon timeT: At last, this i s Sam. Look at Sam’s face. Is he proud, cool, angry or surprised? S: He’s proud and cool.T: Yes. Bobby thin ks he’s another John, so Sam is angry and surprised. Please read with these emotions.(指导学生带感情地朗读。
)T: Next, let’s listen to cartoon and repeat, pay attention to your pronunciation and intonation. (播放音频)(学生逐句跟读对话。
)T: OK. Now let’s read the story together.(学生齐读，教师根据语音语调再给予细致指导。
)T: Then you can choose a way to read or act in pairs.(学生分小组选择朗读或表演卡通。
)4. Imagine and actT: It’s time for Bobby to introduce his family. Let’s look at this story and imagine what they will talk. (学生根据图片创编另一个卡通。
)【设计意图：通过观看动画初步了解Sam的一家；接着精读卡通，让学生通过阅读卡通、画家谱树然后介绍，培养学生整段表述的能力。
通过为什么都叫John的问题，适当进行文化渗透。
指导朗读和表演，通过想象Bobby的家庭介绍，将本课所学进行实际运用。
】Step 4 SummaryT: What do we learn today?S: Sam and Bobby’s family.T: Great. Can you talk about their family?S: This is … Is this …? Yes./No.T: Excellent.【设计意图：常规总结，帮助学生回顾本课所学，强调重难点。
】Homework 家庭作业1. 听磁带，读卡通。
2. 向家人或朋友介绍Sam 或者Bobby的一家。
Teaching aids 教学准备（含板书设计）教学准备：PPT，Sam 一家的人物头像。
板书设计：Unit 8 We’re twins!Is he/she your father/mother …?Yes, he/she is …No, he/she is not …说课本课的主要教学内容是复习核心词汇和句型以及学习卡通部分。
教学目标是巩固和运用核心表达介绍和询问人物；阅读理解卡通，体会它的幽默之处和背后的文化。
根据教学内容，设计了三个教学环节：第一部分，复习巩固核心句型。
首先，学生通过诵读儿歌，初步复习核心句型。
接着，拓展一首介绍家庭的歌曲，让学生根据自己的家庭照片改编歌曲。
由于歌曲的节奏明快，语言丰富，孩子在改编时朗朗上口，激发他们运用语言的兴趣。
然后教师示范，并给予丰富的语言支撑，帮助学生逐渐独立介绍自己的家庭照片，培养学生小语篇输出的能力。
第二部分，阅读学习卡通。
这部分的阅读，我设计了三个问题来进行引导。
你看到了几只猫？有多少只叫John？他们是什么关系？这三个问题，引导学生从整体到部分了解卡通的意义以及它的幽默。
接着，从Sam一家的名字，了解他们这样命名的意义，进行文化拓展。
在朗读指导上，让学生体会Sam的语气变化，帮助他们更好地朗读和表演卡通。
第三部分，表演新的卡通。
在卡通的基础上，教师呈现Bobby介绍他的家庭照片。
这个有趣的故事，激发学生想象力，从而运用新学到的语言进行表演，在新的情景下运用语言。
特别分享：·逐渐培养学生小语篇输出的能力。