年段

三、四

上课教师

陶慧敏

时间

2017.5.18

地点

三（3）

课题

Unit8 We’re twins

组长

吴程程

本年段课标解读：

     新课标在教学方法的选择上体现了百花齐放、百家争鸣的特点。教学有法，教无定法，经过十多年的实践，英语教学方法得到了很大的发展，英语老师们在课堂教学中更趋理性，课标只要给出统一的目标即可，这样既保证了教学效果，又给老师们提供了更大的空间，去展示自己独特的教学风格。在保持原有教学方法的同时，强调了新教学方法的多样性和创造性。

本课的中心问题

初步了解Who’s he ?/ Who’s she ?的句型应用及数字的表达；Story time课文的整体理解和掌握，熟读课文并尝试表演

教学设计

 Unit 8  We’re twins!

                          第一课时

Teaching 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? She’s my aunt./He’s my uncle. Who’s that girl? She’s Su Hai. She’s my sister. We’re twins.

3. 能正确地理解并朗读对话内容，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. Greeting

T: Hello, boys and girls.

S: Hello, Miss Chen.

T: Nice to meet you.

S: Nice to meet you, too.

2. Sing a song

T: Do you like English songs?  

S: Yes.

T: Me, too. Let’s try to sing this song. (播放音乐)

  (播放歌曲，学生一起跟唱。)

T: What’s this song about?

S: Family.

T: That’s 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 Presentation

Learn the new words and play a game.

(使用指偶介绍并学习man, woman, uncle, aunt, boy, girl, cousin等单词，在此基础上，教师领读Who’s this man/woman/boy/girl? He’s/She’s …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. He’s a nice man.

This is my mother. She’s a beautiful woman.

The man is my uncle. He’s cool.

This woman is my aunt. She‘s smart.

Look, who’s this boy? (呈现新句型，板书并领读)

S: He’s your brother.

T: Yes, he’s my brother. He’s a lovely boy. Who’s this girl?

S: She’s your sister.

T: No, she’s my cousin.

2. T: Next, let’s read a chant about finger family.

S: Boy, boy. Who’s that boy? Brother, brother, he’s my brother.  Girl, girl. Who’s this girl? …

Woman, woman, ….

Man, 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. Let’s try to ask about his/her finger family.

S1: This is my finger family.

S2: Who’s this man?

S1: He’s my …

S3: Who’s that girl?

S1: She’s my …

T: Wonderful.

(请学生上来戴手偶，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 time

1. 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 Mike’s father’s brother. Who’s that man?

S: He’s Mike’s uncle.

T: He’s cool, right.

S: Yes, he is.

T: She is 35. Her hair is black. She is Yang Ling’s mother’s sister. Who’s that woman?

S: She’s Yang Ling’s aunt.

T: Yes, you’re right. I think she’s beautiful. They come to school. Yang Ling and Mike see them. What will Yang Ling and Mike say? Please look at the picture and act in pairs.

S1: Hello, Mike. Look at that man. Who is he?

S2: He’s my uncle.

S1: He’s cool.

S2: Who’s this woman?

S1: She’s my aunt.

S2: She’s nice.

T: Wonderful. Let’s 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? Let’s watch and answer. Is this girl Su Hai? Who is this girl? (播放课文动画)

S: No, she’s Su Yang.

T: Please look and read these sentences. Who’s Su Yang?

S: She’s Su Hai’s sister.

T: Really? They look the same. So Su Hai and Su Yang are twins. They’re twin sisters. What do they say? Please listen. (播放录音)

S: We’re twins. (板书单词，领读)

T: So Su Hai and Su Yang are twin sisters. Next, let’s listen and read together.

3. Look and say.

T: Now we know who are at school today. Let’s look at the pictures and talk about them.

S1: Look at this girl. She’s lovely.

S2: Who’s she?

S1: She’s Su Yang.

S2: Who’s that girl?

S1: She’s …

【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 let’s 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。】

5. Act the dialogue

  T: You did a good job. Let’s 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 Summary

T: Today we learn some new words. What are they?

S: man, woman, …

T: Great. We can use them to introduce family and friends. How can we talk about friends or family?

S: Who’s the man/woman…? He’s/She’s …

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：               

Unit 8  We’re twins

                 Who’s this man/woman/girl/boy?

                 He’s/She’s my …

                 We’re twins.

研讨记录

赵冰：陶慧敏老师让学生带着问题初步感知一下课文，让学生听一听，圈一圈，让学生跟读录音，并让学生们分角色朗读并且尝试着表演课文。在朗读课文和表演课文的过程中，需要强调学生的语音语调以及配合相关的动作，让这个情景更生动活泼。

   吴程程：采用段落式输入，整体推进，呈现Su Hai的个人信息，复习本册的年龄，喜爱的水果，上册的颜色，等，然后让学生提取重要信息，在这过程中处理单词girl, boy,顺势编了一个小chant,让学生模仿跟读-创编-输出，在情境中学习新单词。继而呈现另外一个女孩Su Yang的信息，让学生根据文章猜测她们的关系，继而解决twin sister新单词。

顾丹丹：采用文本局部再构，对课文内容进行补充，将3A的知识融入，利用课文补充，听音排序，根据上句完成下句等，对课文进行再构，培养学生的语用能力。

研讨照片