南京市将军山小学

教学目标Teaching Aims

1、能正确理解、整体掌握会话内容，并能朗读、初步表演对话。

2、能正确地运用对话中出现的日常交际用语。

3、初步掌握会话中出现的四会单词和句型。

教材分析Textbook Analysis

本课是3B Unit 8 We’re twins ,第一课时story time。本单元的核心教学内容是 “介绍他人”，主要学习句型Who is he /she?  Who’s that girl/boy ?及其回答He’s/She’s… , He’s/She’s my… 内容贴近学生的生活。 其中，Who’s that girl/boy ?学生在表达是比较有困难。

我设置了一系列竞猜游戏，有效导入，突破本课重难点。同时，设计了多重任务：引导学生带着问题听录音、看动画，阅读文本，由整体过渡到细节，帮助学生分层次逐步理解，充分感知文本。

最后，通过情境创编并表演的方式，调动学生自主性和创造性，分工合作，排练表演。在活动参与中体验语言学习的乐趣，学会展现自我，乐学好学。

    教学重难点Teaching  Key and difficult Points

重点：能正确理解、整体掌握会话内容，并能朗读、初步表演对话。

难点：１、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。

     ２、能在真实的情景中运用本课语言进行交流，如Who’s he/she ? Who’s that girl / boy? He’s / She’s…

教具准备Teaching Aids

光盘、PPT、头饰、大树道具

课前自主预习Independent Preview Before Class

1. 通过自主阅读，勾画出生词，查字典理解含义。

2. 听磁带，试着跟读课文。

教  学  过  程

Teaching Procedures

修改或反思

Adjustment or Reflection

Step1: Warm up

1. Look and guess :

1）     Who’s she ？

Show the teacher’s photo and guess who's she , creating a close T/S relation and leading in the main sentence pattern of this unit .

2) Who’s my father/mother ?

 Show three pictures of animals and guess , to make the Ss happy and

  practice the sentence pattern “Who’s …？”

3) “Who’s he / she？”

  Continue the guessing game ,so as to practise the main sentences . Show 5 pictures: the first 2 will be presented as examples by T/S and S/S ,then ask and answer in pairs :choose one of the other three and talk about it .

Step2 : Present and practice

1. I can say .

       Talk about some students far from you in the classroom , using

” Who’s this / that  boy / girl? She’s / He’s …” ,then work in pairs .

  (T/S —— S/S )

2. Say a chant .

1) First , (show a picture of Mike and Helen ) T/S : Who’s that boy ? He’s… ; then, T say the chant with music ,and Ss try to learn the first half of the chant .

2) T/S：Now try to ask about the girl.  

  Ss learn the rest of the chant , clap and say with music by B/G , then say the whole chant together.

3. Talk about the main picture .

T: Today is Open Day. The students and their families are at school.

T/Ss talk about the main picture , using “Who’s he /she ?” “Who’s that boy / girl ?”

4. Listen and number .

T：（Show pictures about the text.)

What happened? Listen and reorder.

5. Watch and choose.

Su Hai and Su Yang are sisters .They are C ( twins ).

Why do they look the same ?

6. Look, read and tell .

        Show knowledge about the characteristics of twins , then ask Ss          

find the differences between Su Yang and Su Hai and try to    

understand the feeling of the characters , when they recognized

or beind called wrongly.

7. Read and choose .

        Learn details about the text , and the words ”uncle” and “aunt” .

8. Read after the tape .

        Explore the emotions of the characters by different means of

        reading , until they themselves can read it with proper emotions .

       Read after the tape /teacher ; Boys/Girls ; G1/G2

9. Happy reading

Choose one way to read :

Read by oneself ; Read after one ; Read in roles; Read together .  

10. Show time : Act out the story vividly .  

Step3 : Extent

1. We are meeting on the Open Day .

Ask Ss try to use what we learn to make up a new story .

2. Homework .

利用教师图片，拉近师生距离。

竞猜符合孩子天性，迅速吸引孩子注意。

通过猜测熟悉的课本人物，调动学生主动同桌合作，运用新句问答，注意每个活动环节T/S,S/S首先示范。

通过之前环节的铺垫，逐步放权于学生，通过小组合作、讨论，运用所学语言简单问答。

说chant有效巩固重点，再进行适当的创编拓展。

设置多重任务感知文本，带着问题听录音、看动画，阅读文本，分层次逐步理解，由整体过渡到细节。

跟读课文，并进行阅读指导。

自选方式，快乐阅读。

小组合作并表演。

适当拓展，运用所学进行言语交际。

根据学情，分层作业，适应学生差异。

（分层）作业设计  Homework

A. Homework.

1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.   3. Copy the new words.

4. Make new sentences (about family /friends ):

Who’s she / he? Who’s this girl / boy? Who’s that girl / boy?

B. Homework.

1. Recite the dialogue and the words.

2. Make a new story :

Introduce your family /friends

This is my family/ friend . He/She is…

板书设计Blackboard Writing

Unit 8 We’re twins

                   Who’s he / she ?       uncle aunt                

Who’s this / that …?    boy / girl / man / woman