1、英语（三年级下册）Unit 8 Were twins!Story timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说twin, aunt, we, girl, man, woman, boy, cousin.2. 能听懂、会读、会说日常用语Who is she/he? Shes my aunt./Hes my uncle. Whos that girl? Shes Su Hai. Shes my sister. Were twins.3. 能正确地理解并朗读对话内容
2、，并表演对话。4. 能初步运用本课所学的表达，询问或介绍家庭成员。5. 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对话内容，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 &Warm up 1. GreetingT: Hello, boys and girls.S: Hello, Miss Chen.T: Nice to meet you.S: Nice to me
3、et you, too.2. Sing a songT: Do you like English songs? S: Yes.T: Me, too. Lets try to sing this song. (播放音乐) (播放歌曲，学生一起跟唱。)T: Whats this song about?S: Family.T: Thats right.【设计意图：让学生通过歌曲复习家庭成员，同时引出本课话题，也为下一步学习进行铺垫。】Step 2 PresentationLearn the new words and play a game.(使用指偶介绍并学习man, woman, uncle,
4、aunt, boy, girl, cousin等单词，在此基础上，教师领读Whos this man/woman/boy/girl? Hes/Shes 句型。教师准备七个指偶，画上不同的人物分别代表自己家庭中的成员。)1. T: Look, this is my finger family. This is my father. Hes a nice man.This is my mother. Shes a beautiful woman.The man is my uncle. Hes cool.This woman is my aunt. Shes smart.Look, whos th
5、is boy? (呈现新句型，板书并领读)S: Hes your brother.T: Yes, hes my brother. Hes a lovely boy. Whos this girl?S: Shes your sister.T: No, shes my cousin.2. T: Next, lets read a chant about finger family.S: Boy, boy. Whos that boy? Brother, brother, hes my brother. Girl, girl. Whos this girl? Woman, woman, . Man,
6、 Man T: Great! Can you make a new chant like this?S: Yes. (学生根据板书创编儿歌。)3. T: Good job. Now, who wants to have this finger family? Please come here. Lets try to ask about his/her finger family.S1: This is my finger family.S2: Whos this man?S1: Hes my S3: Whos that girl?S1: Shes my T: Wonderful.(请学生上来
7、戴手偶，其他同学运用核心句型提问，戴手偶的学生回答。)【设计意图：和学生在交际中学习新词，同时理解核心句型的意义。通过儿歌和游戏的方式，帮助学生学会运用。】Step 3 Story time1. Listen, answer and act.T: Today is the Open Day. The children and their families are at school. Who can you see in this picture? Anyone else? Please look, read and say.T: He is a man. He is Mikes father
8、s brother. Whos that man?S: Hes Mikes uncle.T: Hes cool, right.S: Yes, he is.T: She is 35. Her hair is black. She is Yang Lings mothers sister. Whos that woman?S: Shes Yang Lings aunt.T: Yes, youre right. I think shes beautiful. They come to school. Yang Ling and Mike see them. What will Yang Ling a
9、nd Mike say? Please look at the picture and act in pairs.S1: Hello, Mike. Look at that man. Who is he?S2: Hes my uncle.S1: Hes cool.S2: Whos this woman?S1: Shes my aunt.S2: Shes nice.T: Wonderful. Lets listen and follow their dialogue together.【设计意图：通过听读对人物的描述来猜测课文中出现的人物，进一步巩固基础词汇和核心句型。然后将课文第一和第二幅图去
10、掉对话，让学生扮演角色想象对话，帮助学生学会运用语言。】2. Watch and answer.T: Then, Yang Ling and Mike meet Su Hai. Right? Lets watch and answer. Is this girl Su Hai? Who is this girl? (播放课文动画)S: No, shes Su Yang.T: Please look and read these sentences. Whos Su Yang?S: Shes Su Hais sister.T: Really? They look the same. So Su
11、Hai and Su Yang are twins. Theyre twin sisters. What do they say? Please listen. (播放录音)S: Were twins. (板书单词，领读)T: So Su Hai and Su Yang are twin sisters. Next, lets listen and read together.3. Look and say.T: Now we know who are at school today. Lets look at the pictures and talk about them.S1: Look
12、 at this girl. Shes lovely.S2: Whos she?S1: Shes Su Yang.S2: Whos that girl?S1: Shes 【设计意图：观看动画，引导学生关注课文中的细节信息，学习twins。通过看图谈论课文中的人物，进一步巩固本课的核心句型。】4. Read the story T: Now lets read the story together. Pay attention to your pronunciation and intonation. (学生齐读，教师根据语音语调再给予细致指导。)【设计意图：引导学生用正确的语音语调朗读课文。】
13、5. Act the dialogue T: You did a good job. Lets act the dialogue in groups of four. Choose a way you like. (教师分组，四人一小组分角色表演对话，注意模仿人物的语音语调，神态和动作！)【设计意图：通过表演，复习和巩固课文学习。】Step 4 SummaryT: Today we learn some new words. What are they?S: man, woman, T: Great. We can use them to introduce family and friend
14、s. How can we talk about friends or family?S: Whos the man/woman? Hes/Shes 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，读故事。2. 画画或用照片制作一张自己家庭的family tree。Teaching aids 教学准备（含板书设计）教学准备：PPT，7个家庭人物指偶。板书设计： man womanboy girluncle auntUnit 8 Were twins Whos this man/woman/girl/boy? Hes/S
15、hes my Were twins.说课本节课的教学内容是译林小学英语三年级下册Unit 8 Were twins第一课时的Story time部分。本节课的教学目标有：通过指偶猜谜游戏、诵读儿歌等方式学习句型Whos she/he? Whos that girl/boy? Hes/Shes 通过学习Story time，学生能够听懂、会说、会读单词uncle, aunt, twins, were 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。对于单词和核心句型的学习，我主张运用TPR的方式，让学生边说边练，说说唱唱让英语课堂动起来。通过和学生的交流，帮助学生理解新句型。对于Story time的学习，我通过分层任务学习来完成。对话的第一部分，让学生根据图片运用所学猜测他们的对话表演。接着，通过阅读验证自己的猜测。对话的第二部分，通过观看动画，猜猜到底谁是苏阳，让学生自主阅读找出本课的主题Were twins. 然后，让学生们分角色朗读并且尝试着表演课文。朗读课文和表演课文的过程分两步：首先逐句跟读模仿语音语调，并及时标注重音和声调，帮助学生形成良好的朗读模仿习惯；然后通过表演和复习巩固课文。特别分享：学生通过核心词汇和句型的学习后，想象课文中人物的对话。关注朗读时的语音语调。
