译林英语三年级下册unit-8-were-twins集体备课详案

第八单元单元分析序号内容个人设计备课组集体讨论意见一单元教材分析本单元以家长开放日为场景，家长、亲属和孩子们一起活动，在这一过程中同学们认识新朋友并用Whoishe/she…?来询问人物，以此引导学生学习怎样用句型询问某人是谁。同左二单元目标要求能听懂、会说、会读、会写we,girl,man,woman,boy,name.能听懂、会说、会读we’re=weare,twin,aunt,baby,cousin.3、能听懂、会说、会读并在真实的情景中运用Who’sshe/he?Who’sthatgirl/boy?He’s/She’s...进行交流。4、通过学习Storytime和Cartoontime，能比较流畅地朗读对话，并能运用所学对话描述。5、能熟练地诵读歌谣《Who’sthatlittleboy?》。6、了解字母n在单词中的读音。同左三单元设计意图引导学生学习如何用Whoishe/she/thatgirl…?来来询问某人是谁。把语言训练融于各种情景中，学生通过体验及参与，使用正确的句型来与人交流，从而体验成功，培养对语法和句型的掌控能力，善于表达的良好习惯。同左四单元目标达成分析交往互动式教学设计方案课题Unit8Wearetwins!教时第1课时日期一、教学目标：1、通过全家福照片的展示学习句型Who’sshe/he?Who’sthatgirl/boy?He’s/She’s….。2、通过学习Storytime，能初步听懂、会说、会读单词aunt,uncle，twins,we’re。3、.通过学习Storytime，能初步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,复述课文。4、能在真实的情景中初步运用Who’sshe/he?Who’sthatgirl/boy?He’s/She’s….进行交流。二、重点与难点1、能正确理解掌握对话，并能朗读表演。

2、通过学习Storytime，能比较流畅地朗读对话，并能运用所学对话描述。

3、能在真实的情景中运用Who’sshe/he?Who’sthatgirl/boy?He’s/She’s….进行交流。教学过程TimeProcedureTeacher’sactivitiesLearners’activitiesFeedback&aims5minStep1Warming-upDailyEnglishListentoasong<Fingerfamily>Freetalkwithteacher(Classwork)Listentoamusic口语对话方式复习句型，听歌曲活跃课堂气氛，并导入到课文内容。25核心过程Step2Pre-taskLearnnewwords1、LeadinLook!Thisismyfamily.2.GuesstimeThisisme.Welcometomyfamily.Canyouguess?Who’she/she?2.TeachwhoReadandspellwho-who3.Teachaunt,uncleLook!Thisismyuncle.Guessthemeaningofuncle.Look!Who’sshe?She’saunt.Guessthemeaningofaunt.4.Introducefamilymembers.老师示范Now,It’stimetointroduceyourfamilies.5.Teachwe,boy,girl,Youaregoodboysandgirls.Whoareboys/girls?AskstudentsayIamboy/girl.AskSssayWe’reboys/girls.6.Teachman,womanIsyourmotheragirltoo?She’sawoman.Isyourfatheramantoo?He’saman.7.Introducefamilywithsentences:“Who’sthat/thisgirl/boy?AnswerthequestionsHe’s/she’s…(Classwork)Readafterteacher(Classwork)Guessthemeaningofuncleandaunt.Fatherormother’ssisterandbrother.Introducefamilymembers.(Pairwork)Boys/girlsstand.SayIamgirl/boyonebyone.Sayweare…No,Sheisn’t.No,heisn’t.Introducefamilypictures.(Pairwork)用已学内容复习的同时再引入新知。通过介绍家庭图片的方式学习家族人物关系。通过介绍家庭和人物关系，新授单词aunt，uncle，boy，girl，we.达成目标2通过全家福照片的展示学习句型Who’sshe/he?Who’sthatgirl/boy?He’s/She’s….。达成目标1Step3Task1Understandstorytime出示学校场景图，引导学生整体理解对话内容Whoarethey?2.指着已知人物用句型：Who’sthatgirl/boy?询问。3.Watchthecartoonandanswer:Who’stheman/woman.4.Teachtwin.5.连线Listenandanswerthequestion.She’s/He’s…Watchthecartoonandanswer.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，看动画，连线等方式理解课文人物关系。Step4Task2Readingtime1.Readaftercomputer2.Readinrole3.Actoutthestoryout4.T:Whoareintheplayground?Ihavesomewordshere.Canyouhelpthemtofindfriends?（事先将单词也做好，让学生将单词及人物配对，Mike——boy）ReadReadinroleandactout.(Groupwork)Introducepeopleofstorytime(Pairwork)通过各种教学活动，能初步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,复述课文。达成目标3Step5Task3强化句型结构PracticesentencesWho’sthatgirl/boy?She’s/He’s…Thankyou.…Practicesentences(Pairwork)让学生在真实情境中初步理解生词，运用句型。达成目标4Homework1.ReadStorytimeafterthetapefor5times.2.Copythenewwords3times.3.Trytointroduceyourfamily:Thisgirlismy….Thismanis….…板书设计Unit8We’retwinsWho’sthis/that…?MikeUncleYangLingSuHaiSuYangAuntboymangirlwoman交往互动式教学设计方案课题Unit8Wearetwins!教时第2课时日期一、教学目标：1、能听懂、会说、会拼读单词aunt,uncle，twins,we’re。2、复习Storytime，在教师的引导和帮助下复述课文。3、学生在老师或家长的帮助下，用简笔画画好家里所有人的头像或剪贴画，能用Who’sshe/he/thatgirl/boy…询问人物。4、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。组内创编歌谣吟诵。二、重点与难点复习Storytime，在教师的引导和帮助下复述课文。教学过程TimeProcedureTeacher’sactivitiesLearners’activitiesFeedback&aims5minStep1Freetalk1.Greetings2.FreetalkWho’sshe/he/thisgirl/boy…?Practicethesentences.指导学生运用所学的语句说说身边的同学，教师巡视。FreetalkShe’s/He’s…（Classwork）(Pairwork)回顾句型，进行口语表达练习。25核心过程Step2Pre-taskReviewstorytime1.PPT出示图片，复习单词和拼写。2.Actstorytime(1)PPT出示图片及空气泡，看图片表演课文(注意语音语调)(2)Actinrole.3.Retellthestory出示图片和结构。Thegirl/boy/man/womanis…They’retwins….Readandspell(Classwork)Actinroles(Groupwork)Retellthestory(Classwork)看图复习单词和拼写达成目标1复习Storytime，在教师的引导和帮助下复述课文。达成目标2Step3Task1Funtime-出示全家幅Who’sthisbaby?TeachbabyReadandspellWhocanasksomequestions?Canyouguess?Yes,she’smy…2.Drawafamilytree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。Who’she/she/thatgirl/man…?3.Drawafamilytreebystudents.Drawandtalkaboutfamilytree.Who’sshe/he?He’s/She’smy…Answerthequestions.It’syour…Who’sthiswoman/man?She’s/He’syour…It’s…They’re…Answer(Classwork)Practicesentenceswithstructures.(Groupwork)看全家福，问图片人物的过程，教师不断强化单词和句子结构。达成目标3Step4Task2Soundtime1.ShowapictureWhoarethey?2.WatchtheSoundtime3.Listenandrepeatthewords:man,new,nine,twin,womanWhatisthesameletter?ReadtogetherReadMakeanewrhymeAis…Bis…Ahasa…Bhasa…LookandanswerWatchthesoundtimeListenandrepeat.Read/n/ReadafterteacherMakeanewrhymeandsayinclass(Groupwork)用歌谣的方式让学生活用所学单词和结构，让学生在活跃的气氛中学习英语。在歌谣基础上，根据结构创编。达成目标410minStep6Post–task提供反馈评价，巩固结构Homework1.Recitestorytime2.Reciteandwritenewwords3+1.3.SaySoundtime3times.Unit8We’retwinsNmannewninetwinwomanNickisnine.NancyistenNickhasabook.Nancyhasapen交往互动式教学设计方案课题Unit8Wearetwins!教时第3课时日期一、教学目标：1．能熟练运用本单元学习的语句谈论物体。2.能听懂、会说、会读、会写单词name,cousin.3．在教师的引导和训练下，学生能正确理解和朗读cartoontime中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。4.学生在小组内开展趣味朗读活动，加入动作表情，读出趣味。二、重点与难点能听懂、会说、会读、会写单词name,cousin.教学过程TimeProcedureTeacher’sactivitiesLearners’activitiesFeedback&aims5minStep1Freetalk1.Greetings2.FreetalkHello,I’mMissLi.Mynameis…What’syourname?AskandanswerFreetalkwithteacher(Classwork)Hello,MissLi.I’m…交流中回顾已学句型。导入Mynameis…2510核心过程Step2Pre-taskLearnnewwords1.TeachnamePPT出示name,What’syourname?CakemakewakeReadname,What’syourname?2.Teachsentences-What’syourname?-Mynameis…Asksomestudents’names.3.TeachcousinShowmyfamilymembers.引导学生自由提问，自然导出He’smycousinReadafterteacher.Readname(Classwork)Answer(Classwork)Practicesentences(Pairwork)AsksomequestionsaboutMissLi’spicture.Who’sthis/that?Isthatyour…?Howoldishe?....在对话交流中引出生词name，新授特殊疑问句What’syourname.看老师的家庭照片,用所学疑问句主动提问并学习cousin，引导学生主动思考和敢于提问。达成目标2Step3Task1Reviewwordsandsentences1.Magiceyes:Lookandsayquicklywhenyouseethewordsandsentence.2.MakedialogueShowsomepictures-Who’sthat...?Isthatyour…?-No,he/sheisn’t.He/She’smy…-Howoldishe/she?-He’s/She’s…Lookandsay(Classwork)Makedialogueaccordingtoastrcture.(Pairwork)通过活动，能熟练运用本单元学习的单词和语句谈论物体。达成目标1Step4Task2Cartoontime1.Showpicturesaboutcartoontime:Whoarethey?2.Watchthecartoonandanswer:WhoisJohn?3.ReadbystudentsandtrytounderstandhowmanyJohnsinthecartoon?4.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。通过学习有趣的cartoontime，让学生整体感知故事情节，理解课文的幽默之处。训练学生提取信息和感悟文本的能力。达成目标3Step5Task3Readandact1.Readaftercomputer.2.Readinroles3.Readinagroup(小组跟读或齐读或分角色读等自由选择)4.ActinrolesReadandact.(Groupwork）(Pairwork)指导学生读出语气，指导学生在真实的情景下朗读)学生在小组内开展趣味朗读活动，加入动作表情，读出趣味。达成目标4HomeworkReadCartoontime5times。板书设计Unit8Wearetwins-Who’sthat...?Isthatyour…?What’syourname?-No,he/sheisn’t.He/She’smy…Mynameis…-Howoldishe/she?cousin-He’s/She’s…交往互动式教学设计方案课题Unit8Wearetwins!教时第4课时日期一、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aunt,uncle，twins,we’re。2、通过师生、生生的对话，初步理解、听、说、读单词very,tall,small。3、通过跟唱、分组唱、表演唱等方式，能会唱歌谣Who’sthatlittleboy?4、通过活动和练习检测学习情况。二、重点与难点通过跟唱、分组唱、表演唱等方式，能会唱歌谣Who’sthatlittleboy?教学过程TimeProcedureTeacher’sactivitiesLearners’activitiesFeedback&aims5minStep1Freetalk1.FreetalkWho’sthatgirl/boy?/What’sher/hisname?He’s/She’s…/His/hername’s…2.PracticeFreetalkwithteacher(Classwork)Practice(Workinpairs)交流中回顾已学单词和句型。达成目标125核心过程Step2Pre-taskReviewwordsandsoundtime1.Magiceyes闪烁所学的单词和句子,学生大声说出，如果看到笑脸拍两次手。2.SoundtimeSaytherhymeinagroupandPK.活动中老师给予评价Verygood！verycool！Lookandsayloudly.SaytherhymeandPK.(Groupwork)通过各种活动方式，复习歌谣，熟悉韵律，同时套用单词练习歌谣。Step3Task1Readandlearnnewwords1.TeachveryReadverytenegg2.Teachtall,small.a.ShowBobbyandSam’spicture.Whoarethey?Whoistall?ballReadtall.Samistall.b.