译林版3B-《Unit8-Were-twins》-优秀教学设计

1、Content三下 Unit 8 Were twinsDate(Period 1)TopicWere twinsStudentsSchoolTeacher一、教学目标1围绕话题 Introduction ，学生在开放的语境中能够主动输出与人物有关的单词 man, woman, boy, girl, baby, uncle, aunt，并能主动建构、 理解和运用 Story time 部分教学的句式结构 Whos ?Hes/Shes2提高听说读的能力，学生能够具备良好的语音、语调，感受到英语的语言美。3学生在学习过程中，具备大胆、自信地进行对话的良好学习品质，以培养学生口语交际的能力。二、目标制

2、定依据1教材分析：本单元为译林版三下 Unit 8 We re twins，主要是围绕“ Introduction ”来展开话题。本单元 Story time 部分的学习内容多数在牛津小学英语 2A Unit 1 中有所涉及， Cartoon time 部分的内容在译林版三上 Unit 4 有所涉及。因此，本单元的知识对学生们来说，学习难度不是很大。教师要引导学生通过本课的学习，能够运用文中的重点句型来介绍自己或询问他人的有关信息。本单元可分为六个课时进行教学。第一课时的主要教学内容为Story time 部分，主要是结合语篇进行词汇和句式的教学。第二课时主要教学内容为Fun time 和Ch

3、eckouttime 部分，教学重点为巩固Story time 中的词汇和句式。第三课时主要教学内容Cartoontime，教学重点为继续巩固本单元的句式。第四课时为Sound time 和 Rhyme time 教学。第五课时是利用听、说、读、写多种方式综合复习本单元的学习内容，完成Ticking time部分。第六课时是练习课。本节课为第一课时，阅读课。文中涉及的重点句式是Who s ?Hes/Shes 。学生在二年级已经初步接触句式Whos ?Hes/Shes ，因此学生在学本课时内容时会轻松应对。我将本节课的重点放在了对twins 的理解和 Whos ?Hes/Shes的 灵活运用上。

4、让学生在开放的语境中主动建构、理解和运用Story time 部分教学的句式结构。三年级阅读教学着重培养学生的听、说、演的能力，使学生养成大胆、大声地读和说的良好英语学习习惯。教材中的图片为学生的阅读提供了视觉线索，为学生进行猜测、理解文意提供了基础。2学情分析：本班共有 45 位学生，经过近两学期的英语学习， 学生们和老师之间的默契度初步建立。但是课堂上仍然会有一部分学生随意讲话、做小动作的现象，这需要教师在课堂教学中采用多种教学手段，激发不同层次的学生参与课堂的热情，使他们有事可干。课堂上教师还要继续加强对学生的良好学习习惯的培养，特别是听课习惯和书写习惯的培养。Teaching Proc

5、edureProcedureTeachers activityLearner s activityPurpose1. （课前准备五个纸偶，通过播放歌谣画上不同的人物 （分别代表Open the window，自己和家庭中其他成员） 。 Read the topic.创设学习英语的氛课堂上戴着纸偶现场操作，围，激起学生的旧模拟出不同人物， 与学生进知，揭示本单元主行交流。）题。T: Look, this is a girl. This isa boy. This is a man. This is awoman.通过介绍纸偶学习 girl, boy,man, womanT: Who are th

6、ey? Let s listenPre-readingto a song.2. Listen to a song T: This is me. Welcome tomy family. Look! Who s he?指着爸爸的纸偶S1: He s 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Pre-readingWhile-ReadingS1: She s同法引出其他家庭成员， 渗透文中主要句型学生出示自己的全家

7、福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 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. TheWatch and say.children and their familiesare at school. Who are

8、 they?Look at the picture and listento the tape.Ss: 学生整体听录音初步理解课文内容Listen and do.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Read after the computer.T:（指着 Mike ）Who s thisboy?S1: He s Mike.T: （指着 Yang Ling）Who sthat girl?S2: She s Yang Ling.T: (指着 Su Hai) And who sRetell the text in groups.

9、 this girl?S3: She s Su Hai.通过看卡通快速地帮助学生记忆动画中的活动，并通过听听、做做、说说等活动及时巩固祈使句句式。通过让学生自读，引导学生找出本课的重点句型，并根据所提取的句型进行文本叙述，促进学生语言运用能力的形成。学生通过再次看动画，模仿语音和语调，让学生感受到While-readingT: ( 指着 Su Yang) Is this SuHai?S4: No, she s Su Yang.T:Yes,they re twins.(Teach twins )继续出示课文中另外两个成年人物图 Whos she?Who s he?Let s listen and

10、 matchSs: 听录音，连线T: Who is he?Ss: （引导学生回答）He s Act and envaluate.Mike suncle. So Mike says He s my uncle.此环节时，将人物图片贴在黑板上引导学生认识理解 man, woman, boy, girl 等词英语的语言美。丰富话语系统，促进学生进行课文复述时，有新的资源生成，从而激发学生更好地进行语段输出。T:Whoareintheplayground?Ss: Mike,Yang Ling,(看着黑板一一复述 )Post-readingI have some words here. Can you

11、help them to findfriends?（事先将单词也做好， 让学生将单词及人物配对， Mike boy）1. Read the dialogue after the Talk about their familiestapeand write the passages.Read in roleRead in groupsAct out the story布置学生准备一些自己感兴趣的名人或卡通人物，小组之间讨论创设情境，让学生选择一个场景综合使用本课重点句型进行说的练习。Recite the dialogue and the words.Using the sentence Who

12、s she / he? Whothatgirls / boy? He s / She totalks.about your family.Assignment3. Introduce your familyThis girl is my . This man is .巩固所学内容，延伸课堂教学。Unit 8 We re twins!Who s this / that?MikeUncleYang LingSu Hai SuDesignYangAuntboymangirlwomanContent三下 Unit 8 We re twins!Date(Period 2)TopicWe re twins

13、!StudentsSchoolTeacherTeaching ProcedureProcedureTeachersactivityLearner s activity1. Greeting让学生带一些自己小时候Spell the words.的照片，老师上课用投影呈现T: Who s this girl？Pre-readingSs: 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 sPurpose借助文中的主情景图直观呈现学习内容，引起学生强烈的视觉感受，激发学生说的兴趣，自然进入课文的学习。T: Who

14、 s that woman？Ss: She s 2. Free talka. Act Story timeListen, say and do.PPT 出示图片及空气泡，让学生填写 (注意语音语调 )Act in role.1. 出示老师的全家幅T: Who s this baby?Ss: It s yourson)(.Say and do.Yes, this baby is my son. Teach babyWho can ask me some questions?S1: Who s thiswoman?Can you guess? Ss: She s your T: Yes, she

15、s my mother.以此方式教学巩固单词man, woman, girl, boy, baby,While-aunt, unclereading2. 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 myfamily tree. Look, who s he ?Ss: He s your father.T: Who s this woman?Ss: She s my mother.T: Look, what this? It astree. It s a family tree. Who sthis?Ss: He s

16、/ She s 3. 家谱设计大赛通过调动学生的耳、眼、手、口等多个器官的共同协作，帮助学生记忆本单元的学习内容。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

17、.1.Listen and number.Listen and finishsome 通过听力练习让学Post-Listen and match.exercise.生巩固第一课时所2.reading学内容。1.Copy the words and phrases.巩固所学内容，延Assignment 2.Listen and recite the text.伸课堂教学。Unit 8 We re twins!Who s he / she?He s / She s .DesignA: Who s this / that boy/girl/man/woman?B: He s / She . sCon

18、tent三下 Unit 8 We re twins!Date(Period 3)TopicWe re twins!StudentsSchoolTeacherProcedure Pre-readingTeachers 1. GreetingTeaching ProcedureactivityLearner s activityWatch and talk.Purpose借助文中的主情景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 Read and say.T: Who s that boy?Ss: He s (老师呈现一些明星 )T:

19、Who s this man?Ss: He sT: Who s that woman？Ss: She s 2. Free talkCartoon timea. 整体呈现对话内容， 出示图片，教师用语言引导学生 Read and perform.通过上下文理解对话， 体会幽默之处T: Look, Bobby and Sam arewatch Sam sfamily photos.Who s John? Let reads theWhile-story.b.学生通过阅读初步理解故reading事内容Ss: Sam s grandpa, Sam sfather, Sam s cousinareJoh

20、n.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1. ExercisePost-T: Who s coming? Ss: MrreadingRobot.T: Mr Robot bringssome图直观呈现学习内容，引起学生强烈的视觉感受，激发学生说的兴趣，自然进入课文的学习。通过调动学生的耳、眼、手、口等多个器官的共同协作，帮助学生记忆本单元的学习内容。通过说的练习让学生巩固祈使句的用法。cards. Which one willyouchoose?（根据给出的单词和图片Look and say.或者

21、情景，组成祈使句。）Card 1 1) open图片：书本； close图片：门2) lookat 图片 黑板 ；listen to图片：鹦鹉Card 2 don 图t片：起立don t 图片：窗户 （两句）1. Listen and read the cartoon three times.Assignment2. Act the dialogue in three.Unit 8 We re twins!Who s he / she?He s / She s .DesignA: Who s this / that boy/girl/man/woman?B: He s / She s.Cont

22、ent三下 Unit 8 We re twins!Date(Period 4)TopicWe re twins!StudentsSchoolTeacherTeaching ProcedureProcedureTeachers activityLearner s activityPre-reading1. GreetingT: Good morning / afternoon,Read the text.巩固所学内容，延伸课堂教学。Purpose检查学生课文朗读的情况，纠正发音class.Ss:Goodmorning/afternoon, Miss .2. Free talk.Rhyme tim

23、e1. 教师制作歌谣中三个角Look and say.色的手指纸偶， 让学生来猜猜纸偶上的人物是谁？Look at my finger puppet. Who s that little boy? Listen to the tape.Play the rhymeSs: His name is Robbie Roy.Is he tall?Ss: No. Robbie Roy is not very tall. ( 教师重点指导该句子的朗读 )教师指着另两个纸偶问Who s this?While-Ss: A cat. / A mouse.readingT: Yes. His cat and mo

24、use arealso 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 groups5. Read and write出示三上 Mike 的全家福T: Robbie Roy is our newfriend. Look, who s this boy?Ss: He s Mike.T: Yes. Do you know Mike sfamily? Who can be Mike,and introduce your family.Ss: This is / This is不准的单词及语调读得不准的部分

25、。通过调动学生的耳、眼、手、口等多个器官的共同协作，帮助学生记忆本单元的学习内容。Ok, you did a good job. Let plays a game. Look at the pictures on my hands.They are back to you. Let sguess 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 You can use whotoask questions.完成 Ticking time 第二项打星部分6. 出示 55 页图片a. T: Wow,

26、 you know Mikefamily well.Look at the picture carefully. sCan you talk about it?（小组讨论） S1: Whos thisboy? S2: He s Mike.S3: Who s that man? S4:He s Mike s uncle.b. T: If you are Mike and hisfriend, how to talk about thepicture?小 组 讨 论 ） S1: Is heyour ? S2: Yes/ No. He sc. Finish the dialogue on P55d.

27、 Checkout the answeruncle, aunt, girl, sister完成 Ticking time 第一项打星部分Sound timeListen and repeatT: Next, lets look at thesewords: man, new, nine, twin,woman.What s thesameletter?Ss: N.Read these words after theteacher.Ok. Lets read these words together.Ss: man, new, nine, twin, womanGreat! Read after

28、 me/n/. Ss: /n/n, n, n, /n/ , /n/, /n/ man, new, nineSs: n, n, n, /n/ , /n/, /n/man, new, ninen, n, n, /n/ , /n/, /n/ twin, womanSs: n, n, n,/n/ , /n/,/n/twin, woman同学们，想想看，还有那些也是发这个音呢？Ss: .Good！You are so clever. Look at the picture ,Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.What

29、s the meaning? Ss: 尼克九岁。南茜十岁。尼克有本书，南茜有只钢笔。Follow me Nick is nine. Nancy is ten. Nick has abook. Nancy has a pen.Ss: Nick is nine. Nancy isten. Nick has a book. Nancyhas a pen.教师强调读句子是字母 n 的发音 /n/T: Can you say the sound ofthe letter n?完成 Ticking time 第三项打星部分1. ExerciseRead the words.请你找出字母 n 发成 /n/的

30、单boy, door, doll, ball, bad,Post-black, pen, parrot, robot,词。readinghappy2. Read the new words.通过听力练习让学生巩固第一课时所学内容。1. Finish the exercisesAssignment2. Know the sound of the letter nUnit 8 We twins!re/n/mannewninetwinwomanNick is nine.DesignNancy is ten.Nick has a book.Nancy has a pen.巩固所学内容，延伸课堂教学。C

31、ontent三下 Unit 8 We re twins!Date(Period 5)TopicWe re twins!StudentsSchoolTeacherTeaching ProcedureProcedureTeachersactivityLearner s activityPurpose1. Greetings复习旧知，进行知2. Say a rhyme：Who s that识的检测与弥补。Revisionlittle boy?3. Reviewa.出示句子卡片，学生认读。b. 快速出示四会单词卡片，学生抢读，再组织学生拼读。Checkout time通过调动学生的1.多媒体出示本部分

32、图片，耳、眼、手、口等While-task指导学生认真观察图片中多个器官的共同协的物体。作，帮助学生记忆2.尝试讨论。本单元的学习内容。指导学生完成本单元每课通过听力练习让学练、听读训练的练习。生巩固第一课时所一、英汉互译：学内容。1.他是我的好朋友，刘涛。2.我们是双胞胎。Post-3.我的叔叔Task4.你的阿姨5.这个男人6.那个妇女7.孩子们8.我的表弟9.那个穿红衣服的妇女是谁？二、连词成句1. name, is, my, Su Yang (.)2. this, under, the, what, is,desk(?)3. that, my, aunt, woman, is( . )

33、4. cousin, he, your, is (.)5. man, is, who, that (? )6. my, look, at, picture ( . )Post-Task7. meet, to, you, nice ( . )三、根据情境说出正确的答案你想问那个高个子男人是谁，可以说：你想告诉别人这是你的表弟约翰，可以说：你想问别人现在几点， 可以说：询问那些物体是什么， 可以问：询问时间，可以说：你想问那个妇女是谁， 可以说：你想问别人的父亲在哪里，可以说：告诫他人不要在图书馆里跑可以说：爸爸跟你说该吃晚饭了，可以说：别人问你几岁，应该怎么问：Listen to the tap

34、e and recite Story time and Assignment Cartoon time。Finish Test 1.Unit 8 We re twins!Who s he / she?He s / She s .DesignWho s this / that boy/girl/man/woman?He s / She s.巩固所学内容，延伸课堂教学。Content三下 Unit 8 We re twins!Date(Period 6)TopicWe re twins!StudentsSchoolTeacherTeaching ProcedureProcedureTeachers

35、activityLearner s activity1. Say a rhyme.Say together.看图说单词或词组。RevisionLook and say：看课文图片，复习课文。Recite the text.一、判断下列单词中画线部分的读音是否相同， 相同的打，不相同的打。() 1.thisthese() 2.woman make() 3. sevenzoo() 4.birdred() 5. eatdoor() 6.twinfarm二、看图写单词。CheckPurpose复习旧知，进行知识的检测与弥补。检查学生灵活运用课文中的句型进行交际的能力，查漏补缺。三、英汉互译。那位男孩我的阿姨我的名字在照片里这个女孩一个婴儿Were twins.This is me.四、选择题。() 1. Mum, _is my friend, David.A.ItB. sheC. this() 2.I can see somepears