牛津苏教2013春三下《Unit8Wex27retwins》教案

1、课时教课内容第一课时StorytimePeriodTeachingContents教课目的TeachingAims1、经过全家福照片及纸偶的展现学习句型Whosshe/he?Whosthatgirl/boy?Hes/Shes.。2、经过学习Storytime，能正确地听懂、会说、会读单词aunt,twins,were。3、.经过学习Storytime，能正确理解并朗诵对话内容，在教师的指引和帮助下试试朗诵对话、表演对话。4、能在真切的情形中运用Whosshe/he?Whosthatgirl/boy?Hes/Shes.进行沟通。教课要点TeachingKeyPoints能正确理解掌握对话，并能朗

2、诵表演。教课难点TeachingDifficultPoints、经过学习Storytime，能比较流利地朗诵对话，并能运用所学对话描绘。、能在真切的情形中运用Whosshe/he?Whosthatgirl/boy?Hes/Shes.进行沟通。教具准备TeachingAids光盘、PPT、头饰、大树道具课前自主预习IndependentPreviewBeforeClass经过自主阅读，勾勒出生词，查词典理解含义。听磁带，试着跟读课文。教课过程改正或反省AdjustmentorTeachingProceduresReflectionStep1:Warmup（课前准备五个纸偶，画上不一样的人物（分别

3、代表自己和家庭中其余成员）。讲堂上戴着纸偶现场操作，模拟出不一样人物，与学生进行沟通。）Look,thisisagirl.Thisisaboy.Thisisaman.Thisisawoman.经过介绍纸偶学习girl,boy,man,womanT:Whoarethey?Letslistentoasong.ListentoasongT:Thisisme.Welcometomyfamily.Look!Whoshe?指着爸爸的纸偶S1:HesT:Yes,hesmyfather.Hello,boysandgirls.Nicetomeetyou.Ss:Nicetomeetyoutoo.Whosthisg

4、irl?指着画有妹妹图像的纸偶S1:Shes同法引出其余家庭成员，浸透文中主要句型3.学生出示自己的全家福T：Thisisthefingerfamily.Whowantstoshowusyourfamilyphoto？(投影)Whosthisman/woman/boy/girl?S1:Shes/HesmySs：Whosthisman/woman/boy/girl?S1:Shes/HesmyStep2:Presentation1、出示学校场景图，指引学生整体理解对话内容TodayisOpenDay.Thechildrenandtheirfamiliesareatschool.Whoarethey

5、?Lookatthepictureeandlistentothetape.Ss:学生整体听录音初步理解课文内容从学生已知人物下手，指引学生带着认识未知人物的目的，听课文录音，进一步理解课文内容，理清人物关系T:（指着Mike）Whosthisboy?S1:HesMike.T:（指着YangLing）Whosthatgirl?S2:ShesYangLing.T:(指着SuHai)Andwhosthisgirl?S3:ShesSuHai.T:(指着SuYang)IsthisSuHai?S4:No,shesSuYang.T:Yes,theyretwins.(Teachtwins)T:持续出示课文中此

6、外两个成年人物图Whosshe?Whoshe?LetslistenandmatchSs:听录音，连线T：Whoishe?Ss:（指引学生回答）HesMikesuncle.SoMikesaysHesmyuncle.此环节时，将人物图片贴在黑板上3.指引学生认识理解man,woman,boy,girl等词T:Whoareintheplayground?Ss:Mike,YangLing,(看着黑板一一复述)T:Ihavesomewordshere.Canyouhelpthemtofindfriends?（预先将单词也做好，让学生将单词及人物配对，Mikeboy）Step3Consolidation1

7、.ReadthedialogueafterthetapeReadinroleReadingroupsActoutthestory部署学生准备一些自己感兴趣的名人或卡通人物，小组之间议论（分层）作业设计HomeworkA.Homework.B.Homework.1.Readthedialoguesafterthetapeandimitatethepronunciation.1.Recitethedialogueandthewords.2.Trytorecitethedialogue.2.UsingthesentenceWhosshe/he?3.Copythenewwords.Whosthatgi

8、rl/boy?Hes/4.Makethefamilytree(参照Funtime)Shes.totalkaboutyourfamily.3.IntroduceyourfamilyThisgirlismy.Thismanis.板书设计BlackboardWritingUnit8WeretwinsWhosthis/that?MikeUncleYangLingSuHaiSuYangAuntboymangirlwoman教后反省TeachingReflectionAfterClass课时课时教课内容第2Funtime,CartoontimePeriodTeachingContents教课目的Teach

9、ingAims1、经过制作议论家谱，学生可以娴熟运用句型Whoisshe/he?Shes/Hesmy.2、在教师的指引和训练下，学生能正确理解和朗诵cartoontime中的故事，能读懂此中兴趣之处，并养成优异的阅读习惯。3、经过小短文的学习，让学生能在真切的情形中正确运用Whosthis?Thisismy.4、经过培育学生学英语的兴趣，运用英语的意识。教课要点TeachingKeyPoints1、经过制作议论家谱，学生可以娴熟运用句型Whoisshe/he?Shes/Hesmy.2、经过小短文的学习，让学生能正确理解、掌握对话内容,并能朗诵对话。教课难点TeachingDifficultPo

10、ints1、经过制作议论家谱，学生可以娴熟运用句型Whoisshe/he?Shes/Hesmy.2、经过小短文的学习，让学生能正确理解、掌握对话内容,并能朗诵对话。教具准备TeachingAids多媒体，PPT课前自主预习IndependentPreviewBeforeClass听磁带，试着跟读Cartoontime，经过自主阅读，认识故事内容。勾勒出生词，查词典理解含义。教课过程改正或反省AdjustmentorTeachingProceduresReflectionStep1:Warmup1.Greeting让学生带一些自己小时候的照片，老师上课用投影体现T:Whosthisgirl？Ss

11、:ShesWhosthatboy?Ss:Hes(老师体现一些明星)T:Whosthisman?Ss:HesT:Whosthatwoman？Ss:Shes2.Freetalka.ActStorytime(1)PPT出示图片及空气泡，让学生填写(注意语音语调)(2)Actinrole.Step2PresentationFuntime1、出示老师的全家幅T:Whosthisbaby?Ss:Itsyour(daughter).Yes,thisbabyismydaughter.TeachbabyT:Whocanaskmesomequestions?S1:Whosthiswoman?Canyouguess

12、?Ss:ShesyourT:Yes,shesmymother.以此方式教课稳固单词man,woman,girl,boy,baby,aunt,uncle2、教师用剪贴画在黑板上体现一张家谱，从家谱书顶部画起，边画边让学生猜猜人物是谁T:NowIwanttodrawmyfamilytree.Look,whoshe?Ss:Hesyourfather.T:Whosthiswoman?Ss:Shesmymother.Look,whatsthis?Itsatree.Itsafamilytree.Whosthis?Ss:Hes/Shes3、家谱设计大赛T:Thisismyfamilytree.Doyouwa

13、nttoshowmeyourfamilytree.Firstly,pleasetalkaboutyourfamilytreeingroups.Everygroupchoosesthebestone.投影体现小组优异家谱树，小组内同学识，该同学回答S1：Whoishe?S2:Hesmyfather.S3:Whoisshe?S4:Shesmyaunt.Cartoontimea.整体体现对话内容，出示图片，教师用语言指引学生经过上下文理解对话，领会风趣之处Look,BobbyandSamarewatchSamsfamilyphotoes.WhosJohn?Letsreadthestory.b.学生经

14、过阅读初步理解故事内容Ss:Samsgrandpa,Samsfather,SamscousinareJohn.T:Oh,theyallnamedJohn.Thatsfunny.c.学生在小组内展开兴趣朗诵活动，加入动作表情，读出兴趣（分层）作业设计HomeworkAHomeworkBHomework1.ReadCartoontimefivetimes.1.Recitethedialogueandtrytowriteitafterclass.板书设计BlackboardWritingUnit1InclassA:Whoshe/she?FamilyB:Hes/Shes.treeA:Whosthis/

15、thatboy/girl/man/woman?B:Hes/Shes.教后反省TeachingReflectionAfterClass课时教课内容第3课时Soundtime、Songtime、CheckoutPeriodTeachingContentstimeandTickingtime教课目的TeachingAims1、经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、经过师生、生生的对话，使学生能娴熟掌握平时社交用语Whatarethese/those?Theyre.Arethese/those?3、经过跟唱、分

16、组唱、表演唱等方式，能会唱歌曲Onthefarm4、经过老师的示范发音，学生的跟读与领会，让学生认识辅音字母m在单词中的读音。教课要点TeachingKeyPoints1、经过师生、生生的对话，使学生能娴熟掌握平时社交用语Whatarethese/those?Theyre.Arethese/those?2、经过老师的示范发音，学生的跟读与领会，让学生认识辅音字母m在单词中的读音。教课难点TeachingDifficultPoints1、经过师生、生生的对话，使学生能娴熟掌握平时社交用语Whatarethese/those?Theyre.Arethese/those?2、经过老师的示范发音，学生

17、的跟读与领会，让学生认识辅音字母m在单词中的读音。教具准备TeachingAids多媒体，PPT课前自主预习IndependentPreviewBeforeClass读熟本单元内容。背本单元单词和短文。试试朗诵soundtime中的词句和songtime中的歌谣。教课过程改正或反省AdjustmentorTeachingProceduresReflectionStep1:Warmup1.GreetingGoodmorning/afternoon,class.Ss:Goodmorning/afternoon,Miss.Step2.Rhymetime教师制作歌谣中三个角色的手指纸偶，让学生来猜猜纸

18、偶上的人物是谁？Lookatmyfingerpuppet.Whosthatlittleboy?Listentothetape.PlaytherhymeSs:HisnameisRobbieRoy.Ishetall?Ss:No.RobbieRoyisnotverytall.(教师要点指导该句子的朗诵)T:教师指着另两个纸偶问Whosthis?Ss:Acat./Amouse.T:Yes.Hiscatandmousearealsosmall.(教师要点指导该句子的朗诵)教师出示歌谣，学生试试认读ReadaftertheteacherReadingroups出示三上Mike的全家福Yes.Doyoukn

19、owMikesfamily?WhocanbeMike,andintroduceyourfamily.Ss:Thisis/ThisisOk,youdidagoodjob.Letsguesswhotheyare.把Mike一家的图片反过来对着学生T：Whocanask?S1:Whoshe/she?Ss:HesYoucanusewhotoaskquestions.达成Tickingtime第二项打星部分出示55页图片a.T:Wow,youknowMikesfamilywell.Lookatthepicturecarefully.Canyoutalkaboutit?（小组议论）S1:Whosthisb

20、oy?S2:HesMike.S3:Whosthatman?S4:HesMikesuncle.b.T:IfyouareMikeandhisfriend,howtotalkaboutthepicture?（小组议论）S1:Isheyour?S2:Yes/No.Hesc.FinishthedialogueonP55d.Checkouttheansweruncle,aunt,girl,sister达成Tickingtime第一项打星部分Step3:Soundtime1.ListenandrepeatT:Next,letslookatthesewords:man,new,nine,twin,woman.Whatsthesameletter?Ss:N.Readthesewordsaftertheteacher.T:Ok.Letsreadthesewordstogether.Ss:man,new,nine,twin,womanT:Great!Readafterme/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,