译林版英语三年级上册Unit4教案备课.docx

1、译林版英语三年级上册Unit4教案备课译林版英语三年级上册第三单元教学要求教学内容及课时安排：在承接U3用Hes/Shes my friend.介绍朋友后,本单元进一步学习如何介绍家庭成员,相互问候，引导学生热爱亲人，启发他们的家庭自豪感。1.认识人物并会说人物的名字：father, mother,brother,sister, grandpa,grandma.2.能听懂、会说、会认读：This is my等日常交际用语，并能运用所学介绍家人。能听懂、会说、会认读和区分：hes shes等日常交际用语，并能区分运用介绍家人。3.字母Ll, Mm,Nn的五会要求。八课时单元教学目标：1.认识人物

2、并会说人物的名字：father, mother,brother,sister, grandpa,grandma.2.能听懂、会说、会认读：This is my等日常交际用语，并能运用所学介绍家人。能听懂、会说、会认读和区分：hes shes等日常交际用语，并能区分运用介绍家人。3.能根据图片的情景进行描述和对话，正确理解图片含义，并对文字进行指读。4.字母Ll, Mm,Nn的五会要求。5.初步理解运用Good evening.6.会唱歌曲：My family. 7.在教师的指导下，开展自我评价和相互评价。单元教学重点、难点：1.This is 发音容易含混不清，引导学生观察口型模仿。2.家庭成

3、员名称不够熟练，father,mother等th发音，口型容易不到位，引导学生相互倾听观察和纠正。3.字母Ll, Mm,Nn 的认读、书写。Mm,Nn发音易混淆，听不清楚，要引导学生相互倾听观察和纠正。译林版英语三年级上册3A第四单元教学设计方案 NO：1教学内容Unit4 My family课型新授课时间教学目的1. 认识人物Tim, Helen，并会说：father, mother, brother, sister2. 能听懂、会说、会认读：This is my和This is 等日常交际用语，并能运用所学介绍家人。3. 会唱歌曲：My family.重点、难点1. 复习上一单元句型Hes

4、 my/ Shes my2. 认识新人物Tim, Helen, 并能分清人物关系代词father, mother, brother, sister.3. 能用This is my和This is 来介绍自己的家人和朋友。课前准备人物头像图片，多媒体课件，单词卡片课 时第一课时Step 1 Warming up 1. Sing a song: Finger family2. Greeting with each other3. Free talkA,Whats your name? Whats his/ her name?Who is the boy/ girl? Is he/she your

5、friend?(引导Ss 用Hes / Shes 回答)B. T: I have many photos here, who are they?Ss 用Hes / Shes 介绍Mike/wang bing/ su hai 等。Step 2 Presentation1. T: Look at the boy. Hes my friend. Who is he? (出示Mike图片)S: Hes Mike.T: Good. And I have many photos. (出示多张Mike的图片) This is Mike. This is Mike. This is Mike, too.Tea

6、ch: This is (直接加名字)请学生先听老师读，然后跟读，尤其注意th的发音，is要发成浊辅音。Practice: T: Now here are our friends. Can you introduce them to your classmates? (出示P.24图片，请学生用This is 来介绍人物)2. T: Good job. Look, they are watching some photos. Whose photos are they?S: Mike. (T补充说明Theyre Mikes.)T: Mike is introducing his familie

7、s to his friends. Today I bring them to our classroom. Please look they are here.(教师把人物卡片贴在黑板上)T: Look at them. He is Tim. She is HelenTeach: Tim Helen(用直拼法教学，注意尾音m/ n)T: If you are Mike, can you introduce them?请Ss用This is介绍一下Tim和Helen.出示：This is Tim. This is Helen.1) father, mother, brother, sister

8、T: 先指向father 图片Can you guess who is he?Teach: fathermy father用直拼法教学，注意th的发音，并将单词分为两部分fa ther，强化ther的发音。先听T读3遍，然后请个别S读，请读得好的S领读，最后分小组、大组读。T: Now you are all Mike. Who is he?S: Hes my father. (引出my father)Teach：mothermy mother 先给出ther，请Ss说一说应该读什么，然后给出mo，用直拼法读出每个字母的发音，然后请Ss自己拼一拼，请Ss自己读出单词，T个别纠正。T: Can

9、you guess who is mother?请学生把单词卡片贴在对应人物旁。T: Now you are all Mike. Who is she?S: Shes my mother. (引出my mother)Teach: brothermy brotherT:I can play magic 先给出ther，请Ss说一说应该读什么，然后给出o，问问Ss读什么，other连起来怎么读，再给出br，用直拼法读出每个字母的发音，请Ss自己拼一拼读出单词，请读得准确的S领读，T个别纠正。Teach：sistermy sister T: the last picture, do you thin

10、k Who is she?用直拼法将单词拼一拼，并把单词分成sis ter，将ter区别与ther. Teach: family T: 把单词卡片贴在黑板上Can you read these words?学生朗读 T :Can you put the cards beside the picture? 请Ss将人物关系贴在人物图片的旁边， T: They are all my family.T:Now I have father, moter ,brother, sister. They are a family.直拼法教学family，并板书课题my family。Teach: This

11、is meT: How does Mike Introduce his family, lets watch?学生看完整个flashT: lets watch and repeat学生看视屏逐句跟读。在读到brother和sister时教师教Tim, Helen 并写在人物卡片上。 学生跟读完整段flash后T: Look at this photo. Is he Tim?Ss: No.T: Who is he?Ss: Hes Mike.T: If you are Mike, how can you say? (引导Ss用This is me.)Teach: me (注意e发成长音/i:/ )

12、Step 3 Story timeT: Youve done a good job. Youve finished my family tree. Now lets open our books to P. 24-25. Read after the tape.1. Read after the tape. (Finger point.)2. Read after the tape again. (请读得好的S示范)3. Read after the teacher. (将不熟练的句子多读几遍)4. Read it by yourselves. (2分钟自己读一读课文)5. Read it t

13、ogether.6. Practice:1) 每一句都找一个S领读。2) 同桌两人指着书上图片向同桌介绍，自由操练。3) 每大组请一个S上来介绍，大组比赛。Step 4 Consolidation1. Compare给出句型，请Ss归纳。This is my + 人物关系.This is my father.This is my mother.This is +人物姓名.This is Tim.This is Helen.2. Practice给出图片，请Ss用This is Hes(Shes) my/ This is my 练习并介绍.Yang Ling: This is Yang Ling

14、. Shes my friend.Bobby: This is Bobby. Hes my friend.Ss做Bobby，介绍妈妈：This is my mother. 介绍妹妹：This is my sister.3. Sing a song: Family songStep 5 Homework1. 听录音,指读课文至少3遍，尝试背诵。2带一张跟家人的合照，向别人介绍自己的家人。3. 试着做一做finger family.二度修改板书设计译林版英语三年级上册3A第四单元教学设计方案 NO：2教学内容Unit4 My family课型新授课时间教学目的1. 复习人物Tim, Helen，并

15、复习人物关系代词father, mother, brother, sister2. 复习句型：This is my和This is 等日常交际用语，能区分两者的不同用法。3. 能用Hes 和Shes 来介绍人物。4. 能听懂、会说、会读、会写单词grandpa和grandma.5.补充son, daughter，会绘制family tree重点、难点1. 能认识人物grandpa和grandma，并能分清人物关系代词father, mother, brother, sister.2. 能用This is my和This is 来介绍自己的家人和朋友。课前准备人物头像图片，多媒体课件，单词卡片，

16、家庭合照或者finger family课 时第二课时教学过程：Step 1 Warming up 1. Sing a song: Family song2. Greeting with each other3. Free talk4. 用Tim和Helen的头像复习句型This is / This is my 5. 向Tim和Helen打招呼。Step 2 Review1. Look at the picture, what are they talking about? (先看图复习课文内容，然后读一遍课文)2. Can you act as them? (根据动画，给人物配音)3. You

17、ve done a good job. Now lets recite and act. (请Ss表演课文)Step 3 Presentation and practice1. Family tree1) T: Look at here, this is a family tree. Mike is here, can you help Mike to finish it? (T先把Mike贴上，然后请Ss分别把其他家庭成员贴上，并介绍)This is my father/ mother.This is Tim. /This is Helen.2) T: Besides “This is ”,

18、 what else can we say? (引导Ss使用Hes/ Shes) Hes my / Shes my (请Ss用Hes/ Shes来介绍家庭成员) Hes my father/ brother. Shes my mother/ sister.3）补充son,daughter2. grandpa, grandmaT: Now here are two people. (指着图上空出的两个地方问) Who are they? I have some riddles. Can you guess?1) Hes my fathers father. Whos he?Teach: gran

19、dpa (把单词分为两部分grand pa，请Ss用直拼法拼读单词)2) Shes my fathers mother. Whos she?Teach: grandma (先出示grand，请Ss自己读一读，然后用直拼法拼读ma，再让Ss合起来读)3) T: Now you are Mike. Can you introduce your grandparents to us?S: This is my grandpa/ grandma.T: What else can we say?S: Hes my grandpa./ Shes my grandma.3. Practice: finger

20、 family1) 拿出finger family指套，T先向Ss介绍。T：Look, my families are here. Let me introduce them to you. This is my (出示This is my / This is / Hes / Shes 句型). Do you have your family photo? Can you introduce your family to us?2) 先请2-3个Ss示范，向大家介绍自己的家人。 This is my This is Hes my Hes Shes my Shes (有my就要加人物关系，没有m

21、y就直接说名字)3) Work in pairs; say to your desk mate.4) Group competition. (说得最好的得两个奖牌)Step 5 Homework 1. 听录音,指读课文至少3遍，背诵并表演。2. 向别人介绍自己的家人。二度修改板书设计 译林版英语三年级上册3A第四单元教学设计方案 NO：3教学内容Unit4 My family课型新授课时间教学目的1. 复习复习人物关系代词father, mother, brother, sister, grandpa, grandma2. 复习句型：This is my和This is 等日常交际用语，能区分

22、两者的不同用法。3. 能用Hes 和Shes 来介绍人物。4. 补充uncle, aunt5.自己会绘制family tree6.会写字母Ll重点、难点1.能认识人物aunt和uncle，并能分清人物关系代词father, mother, brother, sister, grandpa和grandma2.能用This is my和This is 来介绍自己的家人和朋友。3.能正确书写字母Ll课前准备人物头像图片，多媒体课件，单词卡片,家庭合照或者finger family课 时第三课时Step 1 Warming up Sing a song: Family songGreeting wit

23、h each otherFree talk用Tim和Helen的头像复习句型This is / This is my 向Tim和Helen打招呼。 Step 2 Review and presentation1. 绘制Family Tree1) 先欣赏公益广告片family2) 以某位同学的全家福为例，绘制family tree，在黑板上演示3) 要求学生用This is Hes 和Shes 句型介绍4) 要求某生以This is my介绍全家福5) 要求学生四人一小组，This is myHes 和Shes 介绍自己的全家福6) 适时补充uncle, aunt2. Letter time1.

24、 T: Look at the word “family”, can you read “f” and “m”?T: Look at “f” and “m”, who do you think of?S: Father, mother. (划出字母空格，请Ss填空)Father and mother, I love you.family.2. Now lets look at “l” and “m”. How to write?1) T: Look at the picture, can you find “l” and “m”? What does it look like? (引导学生在书

25、上的图形中找出l，吗，并Ss说说像什么: L像靴子)2) 老师说字母，学生在书上指认相应字母：big L, small l,，然后打乱次序听指并说出字母。3) Do you want to know how to write them? Lets learn. 现在我们来学Big L (板书笔顺笔画并解说注意点：横平竖直写端正，注意字母宽度适中，第二笔写在第二线上-再次板演并说Big L，1 L -引导学生书空并跟说-在书上示范 )、(注意点：l 一笔完成，要竖直；、)4) 在书本上先描红，然后写在本子上，教师巡视并进一步纠正。Step3 Homework1. 向别人介绍自己的家人。2. 抄写

26、字母Ll二度修改板书设计Unit 4 My family 译林版英语三年级上册3A第四单元教学设计方案 NO：4教学内容Unit4 My family课型新授课时间教学目的1. 复习句型：This is my和This is 等日常交际用语，能区分两者的不同用法。2. 复习人物关系词father, mother, brother, sister, grandpa, grandma.3. 会说日常交际用语Good evening.并用到适当的情境中。重点、难点1 能用This is my和This is 来介绍自己的家人和朋友。2. 说日常交际用语Good evening.并用到适当的情境中。课

27、前准备pictures, cards, tape record，配套软件课 时第四课时Step 1 Warming up 4. Sing a song: Family songFree talk:T出示自己的family photo: This is my family . This is Jack, hes my brotherwho can introduce your family to us today. (请学生带好照片或者手偶，每节课请五名学生上台介绍)Step 3 Presentation and practice4. Bobby and Sam1) T: Look, who i

28、s coming? (给出Bobby的图片，太阳刚刚升起)Ss: Bobby.T: Yes. Can you greet with Bobby? (请Ss跟Bobby打招呼，复习使用Good morning.)2) T: And look at this picture, who is coming? (给出Sam的图片，太阳快要下山了)Ss: Sam.T: Who want to greet with Sam? (引导Ss用Good afternoon跟Sam打招呼)3) T: Then, look, the sun is gone, the moon is coming. Sam meet

29、s Bobby. What should we say?Teach: evening (注意浊辅音v的发音，前后两个n发音不同，可以先给出morning，然后用直拼法拼出eve，最后请Ss自己拼一拼，读一读)Teach: Good evening. (先听然后跟读，个别读，T正音)Practice: 请Ss扮演Bobby和Sam，相互打招呼。5. Cartoon timeT: One day, Bobby meets Sam. Is it in the morning? Who is with Bobby? Who is with Sam? Lets watch the cartoon and

30、 then tell me the answer.1) T: Is it in the morning? Lets watch the cartoon again.Q: Is it in the morning? Why? (引导Ss从对话中找出Good evening.)2) Watch the cartoon. Q: Who is with Bobby? Who is with Sam? (引导Ss充当Bobby和Sam，用This is my来介绍)S: This is my mother. (Bobby)S: This is my father. (Sam)Practice: a) 先请Ss先介绍，然后用Good evening.打招呼。b) Work in pairs; ask and answer.3) T: They see the polliwog and his mother, but theyre very surprised. Why? (给出图4，圈出蝌蚪和青蛙)Ss可以用