1、Unit 8 Were twins!第一教時一、教學目的1、通過全家福照片及紙偶的展示學習句型Whos she / he? Whos that girl / boy? Hes / Shes.。2、通過學習Story time，能正確地聽懂、會說、會讀單詞aunt, twins, were。3、.通過學習Story time，能正確理解并朗讀對話內容，在教師的引導和幫助下嘗試朗讀對話、表演對話。4、能在真實的情景中運用Whos she / he? Whos that girl / boy? Hes / Shes.進行交流。二、重點、難點、通過學習Story time，能比較流暢地朗讀對話，并能運

2、用所學對話描述。、能在真實的情景中運用Whos she / he? Whos that girl / boy? Hes / Shes.進行交流。三、課前準備光盤、PPT、四、教學過程：Step1: Warm up1.（課前準備五個紙偶，畫上不同的人物（分別代表自己和家庭中其他成員）。課堂上戴著紙偶現場操作，模擬出不同人物，與學生進行交流。）T: Look, this is a girl.This is a boy. This is a man. This is a woman.通過介紹紙偶學習girl, boy, man, womanT: Who are they? Lets listen t

3、o a song.2.Listen to a song <Finger family>T: This is me. Welcome to my family. Look! Whos he? 指著爸爸的紙偶S1: Hes T: Yes, hes my father. Hello, boys and girls. Nice to meet you.Ss: Nice to meet you too. Whos this girl? 指著畫有妹妹圖像的紙偶S1:Shes同法引出其他家庭成員，滲透文中主要句型3.學生出示自己的全家福T：This is the finger family. W

4、ho 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 myStep2 : Presentation1、出示學校場景圖，引導學生整體理解對話內容T: Today is Open Day. The children and their families are at school. Who are they? Look at the picturee and

5、listen to the tape.Ss: 學生整體聽錄音初步理解課文內容2. 從學生已知人物入手，引導學生帶著了解未知人物的目的，聽課文錄音，進一步理解課文內容，理清人物關系T:（指著Mike）Whos this boy?S1: Hes Mike.T: （指著Yang Ling）Whos that girl?S2: Shes Yang Ling.T: (指著Su Hai) And whos this girl?S3: Shes Su Hai.T: (指著Su Yang) Is this Su Hai?S4: No, shes Su Yang.T: Yes, theyre twins. (T

6、eachtwins)T: 繼續出示課文中另外兩個成年人物圖 Whos she? Whos he?Lets listen and matchSs: 聽錄音，連線T：Who is he?Ss: （引導學生回答）Hes Mikes uncle. So Mike saysHes my uncle.此環節時，將人物圖片貼在黑板上3. 引導學生認識理解man, woman, boy, girl等詞T: Who are in the playground?Ss: Mike, Yang Ling, (看著黑板一一復述)T: I have some words here. Can you help them t

7、o find friends?（事先將單詞也做好，讓學生將單詞及人物配對，Mike boy）Step3 Consolidation1.Read the dialogue after the tapeRead in role Read in groups Act out the story2. 布置學生準備一些自己感興趣的名人或卡通人物，小組之間討論A. Homework.1. Read the dialogues after the tape and imitate the pronunciation.2. Try to recite the dialogue.3. Copy the new

8、words.4. Make the family tree(參照Fun time)B. Homework.1. 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. 板書設計Unit 8 Were twins!Whos this / that ?Mike Uncle Yang Ling

9、 Su Hai Su Yang Aunt boy man girl womanUnit 8 Were twins!第二教時教學目的1、通過制作討論家譜，學生能夠熟練運用句型Who is she/ he? Shes / Hes my.2、在教師的引導和訓練下，學生能正確理解和朗讀cartoon time中的故事，能讀懂其中趣味之處，并養成良好的閱讀習慣。3、通過小短文的學習，讓學生能在真實的情景中正確運用Whos this? This is my.4、通過培養學生學英語的興趣，運用英語的意識。重點、難點1、通過制作討論家譜，學生能夠熟練運用句型Who is she/ he? Shes / Hes

10、 my.2、通過小短文的學習，讓學生能正確理解、掌握對話內容,并能朗讀對話。課前準備多媒體，PPT教學過程：Step1: Warm up1. Greeting 讓學生帶一些自己小時候的照片，老師上課用投影呈現T: Whos this girl？Ss: Shes T: Whos that boy?Ss: Hes (老師呈現一些明星) T: Whos this man?Ss: HesT: Whos that woman？Ss: Shes 2. Free talka. Act Story time (1)PPT出示圖片及空氣泡，讓學生填寫(注意語音語調)(2)Act in role.Step 2 P

11、resentationFun time1、出示老師的全家幅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.以此方式教學鞏固單詞man, woman, girl, boy, baby, aunt, uncle2、教師用剪貼畫在黑板上呈現一張家譜，從家譜書頂部畫起，邊畫

12、邊讓學生猜猜人物是誰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、家譜設計大賽T: This is my family tree. Do you want to show me your family tree. Firstly, please talk about

13、 your family tree in groups. Every group chooses the best one.投影呈現小組優秀家譜樹，小組內同學問，該同學回答S1： Who is he?S2: Hes my father.S3: Who is she?S4: Shes my aunt.板書設計Unit 8 Were twins!A: Whos he / she?B: Hes / Shes . A: Whos this / that boy/girl/man/woman? B: Hes / Shes.Unit 8 Were twins!第三教時教學目的1、通過制作討論家譜，學生能夠

14、熟練運用句型Who is she/ he? Shes / Hes my.2、在教師的引導和訓練下，學生能正確理解和朗讀cartoon time中的故事，能讀懂其中趣味之處，并養成良好的閱讀習慣。3、通過小短文的學習，讓學生能在真實的情景中正確運用Whos this? This is my.4、通過培養學生學英語的興趣，運用英語的意識。重點、難點1、通過制作討論家譜，學生能夠熟練運用句型Who is she/ he? Shes / Hes my.2、通過小短文的學習，讓學生能正確理解、掌握對話內容,并能朗讀對話。課前準備多媒體，PPT教學過程Step1: Warm up1. Greeting 讓

15、學生帶一些自己小時候的照片，老師上課用投影呈現T: Whos this girl？Ss: Shes T: Whos that boy?Ss: Hes (老師呈現一些明星) T: Whos this man?Ss: HesT: Whos that woman？Ss: Shes 2. Free talkStep2 Cartoon timea.整體呈現對話內容，出示圖片，教師用語言引導學生通過上下文理解對話，體會幽默之處T: Look, Bobby and Sam are watch Sams family photoes. Whos John? Lets read the story.b.學生通過

16、閱讀初步理解故事內容Ss: Sams grandpa, Sams father, Sams cousin are John.T: Oh, they all named John. Thats funny.c.學生在小組內開展趣味朗讀活動，加入動作表情，讀出趣味板書設計Unit 8 Were twins!A: Whos he / she?B: Hes / Shes . A: Whos this / that boy/girl/man/woman?B: Hes / Shes.Unit 8 Were twins!第四教時教學目的1、通過單詞復習和相應的練習，能正確地聽、說、讀單詞 cow, pig,

17、 chicken, duck, pear, apple, orange.2、通過師生、生生的對話，使學生能熟練掌握日常交際用語What are these / those? Theyre. Are these / those?3、通過跟唱、分組唱、表演唱等方式，能會唱歌曲 On the farm4、通過老師的示范發音，學生的跟讀與體會，讓學生了解輔音字母m在單詞中的讀音。重點、難點1、通過師生、生生的對話，使學生能熟練掌握日常交際用語What are these / those? Theyre. Are these / those?2、通過老師的示范發音，學生的跟讀與體會，讓學生了解輔音字母m

18、在單詞中的讀音。課前準備多媒體、PPT教學過程Step1: Warm up1.GreetingT: Good morning / afternoon, class.Ss: Good morning / afternoon, Miss .Step 2. Rhyme time1.教師制作歌謠中三個角色的手指紙偶，讓學生來猜猜紙偶上的人物是誰？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: N

19、o. Robbie Roy is not very tall. (教師重點指導該句子的朗讀)T: 教師指著另兩個紙偶問 Whos this?Ss: A cat. / A mouse.T: Yes. His cat and mouse are also small. (教師重點指導該句子的朗讀)2.教師出示歌謠，學生嘗試認讀3.Read after the teacher4.Read in groupsStep3 Read and write1. 出示三上Mike的全家福T: Robbie Roy is our new friend. Look, whos this boy?Ss: Hes Mi

20、ke.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 一家的圖片反過來對著學生T：Who can ask?S1: Whos he / she?Ss: Hes T: You can use

21、 whoto ask questions.完成Ticking time 第二項打星部分2. 出示55頁圖片a. T: Wow, you know Mikes family well.Look at the picture carefully. Can you talk about it?（小組討論）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?（小組討論）S1:

22、 Is he your? S2: Yes/ No. Hesc. Finish the dialogue on P55d. Checkout the answer uncle, aunt, girl, sister完成Ticking time 第一項打星部分Step3: Sound time1.Listen and repeat T: Next, let's look at these words: man, new, nine, twin, woman. Whats the same letter?Ss: N.Read these words after the teacher.T:

23、Ok. Let's read these words together.Ss: man, new, nine, twin, womanT: Great! Read after me"/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, /n/ , /n/, /n/ twin, womanSs: n, n, n, /n/ , /n/, /n/ twin, womanT: 同學們，想想看，還有那些也是發這個音

24、呢？ Ss: . T: Good！You are so clever. Look at the picture ,"Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen." What's the meaning? Ss: 尼克九歲。南茜十歲。尼克有本書，南茜有只鋼筆。T: Follow me" Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen." Ss: Nick is nine. Nancy is ten.

25、 Nick has a book. Nancy has a pen.教師強調讀句子是字母n的發音/n/T: Can you say the sound of the letter n?完成Ticking time 第三項打星部分Step3 Homework1.Finish the exercises2.know the sound of the letter m板書設計 Unit 8 Were twins! N man new nine twin woman Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.Unit 8

26、Were twins!第五教時教學目的能綜合運用本單元學習的詞匯、語句，談論物體。重點、難點能綜合運用本單元學習的詞匯、語句，談論物體。課前準備錄音機、磁帶，四會單詞卡片, 句子卡片,多媒體。教學過程一、Greetings 二、Say a rhyme：Whos that little boy? 三、Review 1.出示句子卡片，學生認讀。 2. 快速出示四會單詞卡片，學生搶讀，再組織學生拼讀。 四、Checkout time 1.多媒體出示本部分圖片，指導學生認真觀察圖片中的物體。2.嘗試討論。五、Do exercise 指導學生完成本單元每課練、聽讀訓練的練習。 六、Ticking tim

27、e 結合練習情況，指導學生對本單元的學習進行自我評價。 板書設計Unit 8 Were twins!A: Whos he / she?B: Hes / Shes . A: Whos this / that boy/girl/man/woman?B: Hes / Shes.Unit 8 Were twins!第六教時教學目的通過練習，熟練掌握本單元內容。重點、難點指導每種題型該怎么做，幫助學生看懂題目。課前準備pictures, cards, tape record，配套軟件教學過程： 補充習題A Listen and circle活動目的：這項練習的目的是要求學生通過聽力練習將本單元詢問人物的

28、句型與相關的圖片形成聯系，要求學生聽懂并圈出相對應的圖片。活動準備：在做題前，教師應指導學生仔細觀察圖片，并試著根據圖意進行提問，分清圖中的男女老少，然后進入活動程序。活動程序：聽錄音，圈出相對應的圖片。參考答案：1 a 2 b 3 b 4 a 5 b B Listen and number活動目的：這項聽力訓練旨在考察學生對教材中人物的掌握并鞏固和運用本單元的主要交際用語。活動準備：在做題前，教師要指導學生仔細看圖，說說他們分別是誰，然后播放錄音，進入活動程序。活動程序：聽錄音，根據所聽對話內容，給圖片上的人物編號。參考答案：a 4 b 3 c 1 d 2 e 5C Look and say

29、 活動目的：在情境中談論人物，從而進一步鞏固本單元的主要句型A: Whos he / she?B: Hes / Shes .活動準備：在練習之前，教師要指導學生說說圖片上是哪些人物，然后以其中一張圖片為例作示范問答，最后再讓學生模仿說說其他圖片，進入活動程序。活動程序：看圖，說說圖片上的人物。參考答案：1. Whos he? Hes Mr Green.2. Whos she? Shes Miss Li.3.Whos that girl/ she? Shes Yang Ling. Shes my friend.4. Whos that boy/ he? Hes Liu Tao. Hes my friend.D Read and choose活動目的：這項練習主要是加強學生對家庭成員類的單詞的認讀，并與相對應的人物圖像形成聯系。活動準備：在做題前，教師應先指導學生看懂Jim的家譜圖，理清家庭成員之間的關系，朗讀提供的單詞，再進入活動程序。活動程序：看家譜圖，選擇單詞填寫在相對應家庭成員圖片下的橫線上。參考答案：1.grandpa 3 father 4 mother 5 uncle 6 aunt 7 sister 8 brother 9 cousin