资源描述
111课题Unit 8 Were twins!课时数5第 1 课时总课时数教学目标1、通过全家福照片及纸偶的展示学习句型Whos she / he? Whos that girl / boy? Hes / Shes.。2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, were。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。教学重、难点、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。教学准备光盘、PPT、头饰、大树道具教学程序师 生 活 动教学手记Step1: Warm up1.（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, womanT: Who are they? Lets listen to a song.2.Listen to a song T: This is me. Welcome to my family. Look! Whos he? 指着爸爸的纸偶S1: Hes T: Yes, hes my father. Hello, boys and girls. Nice to meet you.Ss: Nice to meet you too. Whos this girl? 指着画有妹妹图像的纸偶教师备课用纸（三） 第 1 页 年 月 日教学程序师 生 活 动教学手记Step2 : PresentationS1:Shes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) Whos this man / woman / boy / girl?S1: Shes / Hes mySs：Whos this man / woman / boy / girl?S1: Shes / Hes my1、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 picturee and listen to the tape.Ss: 学生整体听录音初步理解课文内容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T:（指着Mike）Whos this boy?S1: Hes Mike.T: （指着Yang Ling）Whos that girl?S2: Shes Yang Ling.T: (指着Su Hai) And whos this girl?S3: Shes Su Hai.T: (指着Su Yang) Is this Su Hai?S4: No, shes Su Yang.T: Yes, theyre twins. (Teachtwins)教师备课用纸（四） 第 2 页 年 月 日教学程序师 生 活 动教学手记Step3 ConsolidationStep4Homework.T: 继续出示课文中另外两个成年人物图 Whos she? Whos he?Lets listen and matchSs: 听录音，连线T：Who is he?Ss: （引导学生回答）Hes Mikes uncle. So Mike saysHes my uncle.此环节时，将人物图片贴在黑板上3. 引导学生认识理解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）1.Read the dialogue after the tapeRead in role Read in groups Act out the story2. 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1. Read the dialogues after the tape and imitate the pronunciation.2. Try to recite the dialogue.教师备课用纸（四） 第 3 页 年 月 日课题Unit 8 Were twins!课时数5第 2 课时总课时数教学目标1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? Shes / Hes 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Whos this? This is my.教学重、难点1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? Shes / Hes my.教学准备多媒体，PPT教学程序师 生 活 动教学手记Step1: Warm upStep 2 Presentation 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: Whos this girl？Ss: Shes T: Whos that boy?Ss: Hes (老师呈现一些明星) T: Whos this man?Ss: HesT: Whos that woman？Ss: Shes 2. Free talka. Act Story time (1)PPT出示图片及空气泡，让学生填写(注意语音语调)(2)Act in role.Fun time1、出示老师的全家幅教师备课用纸（三） 第 4 页 年 月 日教学程序师 生 活 动教学手记T: Whos this baby?Ss: Its your(daughter).T: Yes, this baby is my daughter. Teach babyT: Who can ask me some questions?S1: Whos this woman?T: Can you guess?Ss: Shes yourT: Yes, shes my mother.以此方式教学巩固单词man, woman, girl, boy, baby, aunt, uncle2、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, whos he ?Ss: Hes your father.T: Whos this woman?Ss: Shes my mother.T: Look, whats this? Its a tree. Its a family tree. Whos this?Ss: Hes / Shes 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: Hes my father.S3: Who is she?S4: Shes my aunt.教师备课用纸（四） 第 5 页 年 月 日教学程序师 生 活 动教学手记Step3Homework1. Recite the dialogue and the words.2.Using the sentence Whos she / he? Whos that girl / boy? Hes / Shes.to talk about your family.3. Introduce your familyThis girl is my . This man is. 教师备课用纸（四） 第 6 页 年 月 日课题Unit 8 Were twins!课时数5第 3 课时总课时数教学目标1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? Shes / Hes 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Whos this? This is my.教学重、难点1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? Shes / Hes my.教学准备多媒体，PPT教学程序师 生 活 动教学手记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: Whos this girl？Ss: Shes T: Whos that boy?Ss: Hes (老师呈现一些明星) T: Whos this man?Ss: HesT: Whos that woman？Ss: Shes 2. Free talk教师备课用纸（三） 第 7 页 年 月 日教学程序师 生 活 动教学手记Step2 Cartoon timeStep3Homeworka.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 Sams family photoes. Whos John? Lets read the story.b.学生通过阅读初步理解故事内容Ss: Sams grandpa, Sams father, Sams cousin are John.T: Oh, they all named John. Thats 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. Read the dialogues after the tape and imitate the pronunciation.2. Try to recite the dialogue.教师备课用纸（四） 第 8 页 年 月 日课题Unit 8 Were twins!课时数5第 4 课时总课时数教学目标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? Theyre. 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教学重、难点通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? Theyre. Are these / those?教学准备多媒体、PPT教学程序师 生 活 动教学手记Step1: Warm upStep 2. Rhyme time1. GreetingT: Good morning / afternoon, class.Ss: Good morning / afternoon, Miss tian 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. Whos that little boy? Listen to the tape.Play the rhymeSs: 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 Whos 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)教师备课用纸（三） 第 9 页 年 月 日教学程序师 生 活 动教学手记Step3 Read and write2.教师出示歌谣，学生尝试认读3.Read after the teacher4.Read in groups1. 出示三上Mike的全家福T: Robbie Roy is our new friend. Look, whos this boy?Ss: Hes Mike.T: Yes. Do you know Mikes family? Who can be Mike, and introduce your family.Ss: This is / This is T: Ok, you did a good job. Lets play a game. Look at the pictures on my hands. They are back to you. Lets guess who they are. 把Mike 一家的图片反过来对着学生T：Who can ask?S1: Whos he / she?Ss: Hes T: You can use whoto 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 Mikes family well.Look at the picture carefully. Can you talk about it?（小组讨论）S1: Whos this boy? S2: Hes Mike. S3: Whos that man? S4: Hes Mikes 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.教师备课用纸（四） 第 10 页 年 月 日教学程序师 生 活 动教学手记 Step4Homework Hesc. Finish the dialogue on P55d. Checkout the answer uncle, aunt, girl, sister完成Ticking time 第一项打星部分1.Finish the exercises2.know the sound of the letter m教师备课用纸（四） 第 11 页 年 月 日课题Unit 8 Were twins!课时数5第 5 课时总课时数教学目标能综合运用本单元学习的词汇、语句，谈论物体。教学重、难点能综合运用本单元学习的词汇、语句，谈论物体。教学准备录音机、磁带，四会单词卡片, 句子卡片,多媒体。教学程序师 生 活 动教学手记一、Greetings 二、Say a rhyme 三、Review 四、Checkout time 1. GreetingT:Hello,boys and girls.S:Hello,Miss Tian.Whos that little boy?1.出示句子卡片，学生认读。 2. 快速出示四会单词卡片，学生抢读，再组织学生拼读。1.多媒体出示本部分图片，指导学生认真观察图片中的物体。2.尝试讨论。教师备课用纸（三） 第 12 页 年 月 日教学程序师 生 活 动教学手记五、Do exercise 六、Ticking time 指导学生完成本单元每课练、听读训练的练习。 结合练习情况，指导学生对本单元的学习进行自我评价。 教师备课用纸（四） 第 13 页 年 月 日111
展开阅读全文