(市公开课)译林版3B U8教案

(市公开课)
Unit8 We’re twins
Period1
教学内容Teaching Contents
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。

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。

教学难点Teaching Difficult Points
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Teaching Aids 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
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: 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
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 gi rls. 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
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？(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…
Guessing game.
Who’s …?
Step2 : Presentation
1.看动画回答问题：Where’s Mike?
2.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? Look at the pictures and listen to the tape.
Ss: 学生整体听录音初步理解课文内容
Who’s that man/ woman/ girl?
理清人物关系
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: 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，Mike —— boy）
3.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
T: 继续出示课文中另外人物图 Who’s she? Who’s he?
分清Su Yang Su Hai.,学习We’re twins.
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
（分层）作业设计 Homework
Step4 Homework.
1.听磁带,读故事5遍。

2.能和小组内同学表演对话。

板书设计Blackboard Writing
Unit 8 We’re twins
Who’s this / that …?
Mike Uncle Yang Ling Su Hai Su Yang Aunt
boy man girl woman
Period 2
教学内容Teaching Contents
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。

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….
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。

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
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 …
Step 2 Fun time
1. 出示Mike的全家幅
T: Who are they?
Teach ‘baby’
T: Who can ask me some questions?
S1: Who’s this woman?
T: Can you guess?
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. Look, who’s he ?
Ss: He’s your father.
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.
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.
Step3. 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 photo s. Who’s John? Let’s read the story.
给人物贴上标签
b.学生通过阅读初步理解故事内容
Ss: Sam’s grandpa, Sam’s father, Sam’s cousi n 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
Step4.Homework
1. Read Cartoon time five times.
2. Recite the dialogue and try to write it after class.
板书设计Blackboard 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….
Period3
教学内容Teaching Contents
Sound time、Song time、Checkout time and Ticking time
教学目标Teaching Aims
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 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Teaching Key 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Teaching Aids 多媒体，PPT
课前自主预习Independent Preview Before Class
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song time中的歌谣。

教学过程Teaching Procedures
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 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. Let’s play a game. Look at th e 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 know 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 P55
d. Checkout the answer
uncle, aunt, girl, sister
完成Ticking time 第一项打星部分
Step3: Sound time
1.Listen and repeat
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
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. Look at the picture ,"Nick is nine. Nancy is ten. Nick has a book. 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" Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen."
Ss: Nick is nine. Nancy is ten. Nick has a book. 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Ticking time 第三项打星部分
Step3 Homework
1.Finish the exercises
2.know the sound of the letter ‘m’ B Homework
1. Finish the exercises
2. Know the sound of the letter ‘m’
3. Review and recite Unit8.
4. Recite, write the words and sentences.
板书设计Blackboard Writing
Unit 8 We’re twins
N man new nine twin woman Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.。