译林版3B 《Unit8 Were twins》 优秀教学设计.docx

1、译林版3B Unit8 Were twins 优秀教学设计Content三下Unit 8 Were twins (Period 1)DateTopicWere twinsStudentsSchoolTeacher一、教学目标1围绕话题Introduction，学生在开放的语境中能够主动输出与人物有关的单词man, woman, boy, girl, baby, uncle, aunt，并能主动建构、理解和运用Story time部分教学的句式结构Whos ?Hes/Shes2提高听说读的能力，学生能够具备良好的语音、语调，感受到英语的语言美。3学生在学习过程中，具备大胆、自信地进行对话的良好学

2、习品质，以培养学生口语交际的能力。二、目标制定依据1教材分析：本单元为译林版三下Unit 8 Were twins，主要是围绕“Introduction”来展开话题。本单元Story time部分的学习内容多数在牛津小学英语2A Unit 1中有所涉及，Cartoon time部分的内容在译林版三上 Unit 4有所涉及。因此，本单元的知识对学生们来说，学习难度不是很大。教师要引导学生通过本课的学习，能够运用文中的重点句型来介绍自己或询问他人的有关信息。本单元可分为六个课时进行教学。第一课时的主要教学内容为Story time部分，主要是结合语篇进行词汇和句式的教学。第二课时主要教学内容为Fu

3、n time和Checkout time部分，教学重点为巩固Story time中的词汇和句式。第三课时主要教学内容Cartoon time，教学重点为继续巩固本单元的句式。第四课时为Sound time 和Rhyme time教学。第五课时是利用听、说、读、写多种方式综合复习本单元的学习内容，完成Ticking time部分。第六课时是练习课。本节课为第一课时，阅读课。文中涉及的重点句式是Whos ?Hes/Shes。学生在二年级已经初步接触句式Whos ?Hes/Shes，因此学生在学本课时内容时会轻松应对。我将本节课的重点放在了对twins的理解和Whos ?Hes/Shes的灵活运用上

4、。让学生在开放的语境中主动建构、理解和运用Story time部分教学的句式结构。三年级阅读教学着重培养学生的听、说、演的能力，使学生养成大胆、大声地读和说的良好英语学习习惯。教材中的图片为学生的阅读提供了视觉线索，为学生进行猜测、理解文意提供了基础。2学情分析：本班共有45位学生，经过近两学期的英语学习，学生们和老师之间的默契度初步建立。但是课堂上仍然会有一部分学生随意讲话、做小动作的现象，这需要教师在课堂教学中采用多种教学手段，激发不同层次的学生参与课堂的热情，使他们有事可干。课堂上教师还要继续加强对学生的良好学习习惯的培养，特别是听课习惯和书写习惯的培养。Teaching Procedu

5、reProcedureTeachers activityLearners activityPurposePre-readingPre-reading1. （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

6、: 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S1: 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

7、 this man / woman / boy / girl?S1: Shes / Hes mySs: Whos this man / woman / boy / girl?S1: Shes / Hes myRead the topic.通过播放歌谣Open the window，创设学习英语的氛围，激起学生的旧知，揭示本单元主题。While-ReadingWhile-reading1. 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? L

8、ook at the picture 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

9、: Yes, theyre twins. (Teachtwins)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 says Hes 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 h

10、ere. 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）Watch and say.Listen and do.Read after the computer.Retell the text in groups.Act and envaluate.通过看卡通快速地帮助学生记忆动画中的活动，并通过听听、做做、说说等活动及时巩固祈使句句式。通过让学生自读，引导学生找出本课的重点句型，并根据所提取的句型进行文本叙述，促进学生语言运用能力的形成。学生通过再次看动画，模仿语音和语调，让学生感受到英语的语言美。丰富话语系统

11、，促进学生进行课文复述时，有新的资源生成，从而激发学生更好地进行语段输出。Post-reading1. Read the dialogue after the tapeRead in roleRead in groupsAct 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Talk about their families and write the passages.创设情境，让学生选择一个场景综合使用本课重点句型进行说的练习。Assignment1. Recite the dialogue and the words.2. Using the se

12、ntence Whos she / he? Whos that girl / boy? Hes / Shes.to talk about your family.3. Introduce your familyThis girl is my . This man is. 巩固所学内容，延伸课堂教学。DesignUnit 8 Were twins!Whos this / that ?Mike Uncle Yang Ling Su Hai Su Yang Aunt boy man girl woman Content三下Unit 8 Were twins! (Period 2)DateTopicW

13、ere twins!StudentsSchoolTeacher Teaching ProcedureProcedureTeachers activityLearners activityPurposePre-reading1. 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

14、示图片及空气泡，让学生填写(注意语音语调)(2) Act in role.Spell the words.Listen, say and do.借助文中的主情景图直观呈现学习内容，引起学生强烈的视觉感受，激发学生说的兴趣，自然进入课文的学习。While-reading1. 出示老师的全家幅T: Whos this baby?Ss: Its your(son).T: Yes, this baby is my son. 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