2014年新译林版小学英语三年级下册教案全册

译林版牛津三年级英语下册教学计划
教材分析：
译林出版社三年级下册《英语 三年级起点》教材分为10个单元，八个新授单元和两个Project，即复习单元。教材强调语言的运用，注重能力的培养，突出了兴趣的激发。
本册教材主要分以下几个板块：
Story time是单元核心板块。通过生动的课文，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，促进思维能力的发展，同时提高学生的综合人文素养。
Fun time是句型操练板块。通过趣味性、互动性较强的语言实践活动，帮助学生熟练掌握Story time中呈现的主要词语和句型，以提高他们用英语进行简单交流的能力。
Cartoon time是拓展性趣味阅读板块。通过以小老鼠Bobby和小猫Sam 等卡通人物为中心的趣味小故事，帮助学生复习本单元的语言知识，训练语言技能，提高阅读理解能力;同时有计划地呈现下一单元即将出现主要句型。
Sound time 是总结辅音在单词中的发音。
Song time/Rhyme time是歌曲、歌谣学习板块。通过唱歌曲、诵歌谣等活动，激发学生的兴趣，活跃学生的身心，帮助学生潜移默化地巩固所学内容，形成良好的语感，提高听说能力和思维能力。xK b1.C om
Checkout time是检测板块。按照单元词语和句型等方面的教学目标，通过形式多样的综合性语言应用活动，帮助学生复习巩固所学的主要内容。
Ticking time是自我评价板块。通过自我评价，引导学生了解自己对本单元所学主要内容的掌握情况，体验进步与成功，反思和调控自己的学习过程。
按照《英语课程标准 》的目标要求，在每个单元特地设置了Learning tip (学习提示)，在每四个单元之后还安排了一个Project (综合语言实践项目)。Learning tip通过简要的提示和说明，引导学生逐步掌握有效的学习方法，养成良好的学习习惯，提高学习效率；同时帮助学生了解一些英语基础知识和在英语学习中需要注意的问题。Project由几个环环紧扣、联系紧密的语言实践活动组成。在活动过程中，让学生经过思考、调查、讨论、交流和合作等环节，综合运用前几个单元所学的语言知识和语言技能，完成一定的学习任务，展现自己的学习成果。

技能目标
听、做
1.能根据教师的语言、动作、实物、图片等提示听懂所学内容。
2.能听懂课堂指令并作出正确的反应。
3.能根据指令做事情，如：指图片、涂颜色、画图、做动作、编排图片顺序、做手工等。
说、唱：
1.能根据录音内容模仿说唱。
2.能就所学的内容进行简单的日常会话（内容以每个模块的话题为主。 ）
3.能唱4首儿童歌曲、韵律诗4首。
4.能根据图画说出单词或短句。
玩、演
1.能用英语做游戏。
2.能表演英文歌曲或歌谣。
3.能就所学内容参与角色表演或完成相应语言交际任务。
认、读：
1.能看图识词（单词、词组）
2.能在图片的帮助下读懂小故事

情感目标：爱的教育
培养学生学习英语的持久兴趣，培养良好的英语学习习惯，提高学生运用语言的能力，把所学句型与生活实际紧密结合，学以致用。培养学生的跨文化意识，树立他们的自信心，为他们的终身学习打下坚实的基础。

各单元词汇、句型及日常交际用语
Unit1：
词汇：
door,window,blackboard,stand,sit down,open,close,rubbe,parrot
日常交际用语与句型：
Open your books/the door.
Stand up.
Sit down.
Come in， please.
I’m sorry.

Unit2：
词汇：
shout.eat.run.talk.sleep.drink..library.English.milk.
日常交际用语与句型：
Don’t shout/run/eat/sleep/talk.
I’m sorry.

Unit3：
词汇：
school bag, pen ,pencil,crayon.,ruler,rubber,pencil case,lunch box
日常交际用语与句型：
This isn’t my pencil.
Is this /that your pencil
Yes,it is.No,it isn’t.

Unit4：
词汇：
bird,desk,chair,in, on,under,behind,one,weo,three,beautiful.
日常交际用语与句型：
How beautiful!
Where’s the bird
It’s under/behind/in/on your desk.
Here you are

Unit5：
词汇：
one,two,three,four,five,six,seven,eight,nine,ten,.right,want
日常交际用语与句型：
How old are you
I’m XX.
What a nice cake!
Make a wish!
It’s time for …

Unit6：
词汇：
breakfast,lunch,dinner,eleven,twelve,wake up,eleven,twelve,bag,these
日常交际用语与句型：
What time is it
It’s XX.
It’s time for breakfast.
Here’s your bag.

Unit7：
词汇：
cow, pig, chicken, duck, pear, apple, orange, farm, picture, they, those
日常交际用语与句型：
Welcome to my farm.
What are these/those
They’re…
Are those/these apples
No,they’re pears.

Unit8：
词汇：
uncle,aunt,man, woman ,boy, girl, baby, we, twin, cousin, name
日常交际用语与句型：
Who’s he/she
He’s/She’s XX.
We’re twins.
My name’s…
Unit 1 In cla第一教时教学目标：1. 能听懂、会说、会读、会写词汇open, the, door, close, window。2. 能听懂、会说、会读词汇in class,stand up,Mr, sit down, please, sorry,come in. 3. 能听懂、会说、会读日常用语与句型Open the door/the window. Close the door/ the window . Stand up. Sit down. Come in, please. I’m sorry.教学重点 1. 句型：Open the door/ the window. Close the door/ the window . Stand up. Sit down. Come in, please. I’m sorry. 2. 词汇： in class,stand up,Mr, sit down, please, sorry,come in. open, the, door, close, window.教学难点：1. 句型：Open the door/ the window. Close the door/ the window .Stand up. Sit down. Come in, please.的正确读法和在情境下的正确运用。2. 词汇：open, close的用法教学准备：1. 第一单元Story time部分的挂图、多媒体、磁带、录音机。2. 人物Mr Green, Liu Tao, Mike, Wang Bing的头像卡片。3. 句型：书写Open the door/the window. Close the door/ the window . Stand up. Sit down. Come in, please. I’m sorry.的条形卡。4. 在黑板上画好四线三格。教学过程：一、GreetingsT: Good morning/afteroon, class.Ss: Good morning/afteroon, . . .出示人物头像，T: Who’s he S: He’s Liu Tao/ Mike/ Wang Bing.T: Who’s he S: He’s Mr Green.（引导学生说）领读并教学Mr, 区别Mr与Miss的用法。二、Listen and act 1.事先安排一名学生站在门外，教会迟到了说I’m sorry. 教师关门上课。 门外学生敲门， T: S1, please open the door.（做手势）. S1：Yes, Mr/ Miss . . . S2（门外学生）：I’m sorry，Mr/ Miss . . . T: Come in , . . .出示句型条形卡，边做动作边领读： Please open the door.I’m sorry.Come in .2.T:(教师指门)What’s this S: It’s a door. 引导学生学习、拼读单词door.教师做关门、开门动作，并领学生说;Open the door.Close the door.同法教学window. Open the window. Close the window.出示句型条形卡，边做动作边领读。3. 做手势，让学生边做边说： Stand up. Sit down.出示句型条形卡，边做动作边领读。三、Look, read and act. 教师打乱句型条形卡顺序，指名学生认读并做相应的动作。四、Story time1.出示本部分图片，引导学生看图说话。T: Look, Mr Green and his students are in class.( 教学in class.) What are they saying Let’s watch and listen.播放多媒体动画，引导学生理解在课堂上的各情境中老师和学生分别说了些什么。1）刚上课班长说什么？2）师生是怎样问候的。3）Mike迟到了，他怎么说，老师怎么说。4）老师请开门、关窗上怎么说的。2. 学生看图、听录音跟读，注意语音、语调。五、Do a role-play.1. 请一名学生上来，做“小老师”用学过的语句来上课，并请其他同学做动作。2. 小组活动。一名学生做老师，用学习的句子命令其他同学做动作。六、Read and write1. 教师在黑板上示范板书open, the, door, close, window。2. 领读并让学生模仿抄写。七、Homework1. 抄写单词open, the, door, close, window。2. 听录音跟读Story time。Unit 1 In class第二教时教学目标1. 能听懂、会说、会读、会写单词open, the, book.2. 能听懂、会说、会读句子Mr Robot,please open / close the book..3. 复习巩固语句Stand up. Sit dowm. I’m sorry. Come in, please. Open/ close the door / window. 并能在具体的情境中正确运用这些句子。教学准备：1. 学生在家长的帮助下根据教材P8的内容制作“声控机器人”及遥控器。2.学生把第一节课学过的语句分别写在不同 的卡片上并编号。3.教师准备多媒体、写有Stand up. Sit dowm. I’m sorry. Come in, please. Open/ close the door / window.的条形卡。教学过程：一、Greetings教师做手势，引导学生说：Stand up.T: Good morning/ afternoon, class.Ss: Good morning/ afternoon, Mr/ Miss . . .T: Sit down, please.Ss: Thank you.二、Review1. T（指门、窗）:What’ s this S: It’s a door / window.T: Yes. Open / close the door, ...S: Yes, Mr/Miss . . .. . . . . .2. 出示语句条形卡，指名学生认读并做动作。3. 播放Story time动画，静音，让学生给画面配音。三、Play games1.T(出示书本)What’s this 引导学生回答。S: It’s a book.教学a book.T: Open your books.根据学生反映，引导学生理解并领读。同法教学Close your books.2. 教师与一位学生示范游戏。（给学生戴上“声控机器人”头套，教师对着遥控器发出指令）T: This is Mr Robot.S: Yes.(模仿机器人声音和动作)T: Mr Robot, close the window.S: Yes.3. 学生分组玩这个游戏。4. 学生把准备的写有语句的卡片拿出来，分组游戏。一人拿牌，其他人抽取卡片，认读并做动作，比一比谁读得对，做得对。四、Homework1. 同学间继续玩机器人游戏。2. 抄写四会单词。Unit 1 第三教时教学目标1.复习巩固第一课时学习的语句，并能在具体的情景中正确运用。2. 能听懂、会说、会读词汇 blackboard, rubber, robot, ruler, parrot.3. 能听懂、会说、会读句子Look at the blackboard. Don’t listen to the parrot.教学准备： 句型条形卡、Cartoon time 的多媒体动画。教学过程：一、Greetings Ss: Stand up. T: Good morning/ afternoon, class. Ss: Good morning/ afternoon, Mr/Miss . . . T: Sit down. Ss: Thank you.二、Play games1.1）教师请一名学生上台，抽取一张句型条形卡，看完后做动作，其他同学说相应的句子。 2）学生分组玩这个游戏。2. Simon says游戏。三、Cartoon time1.出示Cartoon time部分图片，引导学生看图。T: Look, our friend Bobby becomes a teacher today. What’s on the blackboard (提示学生作答)Ss: A robot, a ruler, a rubber.T: What’s this （引导学生看Bobby所指）Ss: A robot.T: Does Sam know the answer (引导学生理解所问的意思)引导学生理解Don’t listen to the parrot.2. 播放多媒体动画或学生自主阅读。3. 问答检查学生理解情况 T: What’s in the tree Ss: A parrot.(教师提示)让学生说说对parrot.的了解。4. 学生看动画跟读，引导学生注意观察人物动作、表情，朗读时模仿语音、语调。5. 小组内开展趣味朗读，比一比谁读得有趣。三、Consolidation1.请一名基础好一点的学生上台示范扮演“小老师”，要求他能合理运用学过的语句Stand up. Sit down. Open /Close your … Look at the blackboard. What’s this It’s a . . .2.学生分组活动。四、Homework1.听录音跟读Cartoon time2.抄写四会单词。 Unit 1 第四教时教学目的1.复习巩固本单元学习的词汇、语句，并能在具体的情境中熟练运用。2.能听懂、会说、发准字母b在单词中的读音。3.会诵读歌谣Open the window教学准备： 多媒体、球、书等实物教学过程：一、Greetings二、Review1.拼读四会单词T: What’s this S: It’s a book.T: Spell “book”, please.Ss: b-o-o-k, book..（教师板书）T: Open your books, please.T: Let’s spell “ open” （教师板书）Ss: o-p-e-n, open.T: Good. Now, close your books.T: Spell “ close”, please.Ss: c-l-o-s-e, close.同法拼读door,window. （教师板书）2.认读本单元语句（把句子条形卡贴在黑板上）T: Look at the blackboard. Let’s read the sentences.3.多媒体出示Cartoon time的画面，请学生给人物配音。三、Rhyme time1.出示韵律诗，学生尝试认读，根据图片了解小诗意思。2. 教师范读，学生跟读。3.教师带读重点句，用动作帮助学生理解。4.同桌练习朗读，并配以动作。5.加上节奏，学生跟节奏说韵律诗。四、Sound time1.教师通过实物、图片或单词卡让学生认读单词ball, book, birthday, robot, 让学生体会字母b在单词中的读音。2. 结合图片教学生说句子Big books, big books, Bob has two big, big books. 教师让学生注意观察老师的口型，认真模仿跟读。3.把Big books, big books, Bob has two big, big books.作为绕口令让学生练习，慢慢练习，看谁说得又快又好。五、Homework1.有节奏诵读歌谣Open the window.2.练习绕口令Big books, big books, Bob has two big, big books.默写四会单词Unit 1 第五教时教学目标： 能综合运用本单元所学的语句。教学过程：一、Greetings二、Checkout time1.出示句子条形卡，指明学生认读。2.出示Checkout time图片，学生看图说话。三、完成《补充习题》1.做听力练习A．Listen and number.B．Listen and match2.参照教师用书《补充习题》教学建议，指导学生完成C、D、E。四、Ticking time引导学生结合练习情况，按Ticking time所列项目，对自己的学习作评价。Unit2 In the library第一教时教学目标：1.能听懂、会说、会读、会写单词in, run, eat, talk.2.能听懂、会说、会读单词library, shh, shout, here, sleep3. 能听懂、会说、会读日常用语Don’t shout/eat/ . . .4. 学会用英语制止或劝阻别人的不当行为。教学重点：1.句型：Don’t shout/eat/ . . .2.词汇:library, shout, sleep, in, run, eat, talk教学难点：1.句型：Don’t shout/eat/ . . .在情景下的正确运用2.词汇：library，shout 的发音及talk的正确拼写。教学准备：1多媒体、录音机、磁带2.事先安排几名学生在上课做open…, close, run, shout, talk, eat, sleep等动作（安排他们坐在前排）教学过程：一、Greetings Ss:（学生边说边做）Stand up. T: Good morning/ afternoon, class. Ss: Good morning/ afternoon, Mr. / Miss . . .T: Sit down, please.二、Free talkT: . . . , close the door, please.S: Yes, Mr./Miss . . .T: Close your books, please.有学生没有合上书，教师劝说：T: Don’t open your book.（做动作引导全体学生理解，板书、领读）一学生开窗，教师劝阻T: Don’t open the window. （做动作引导全体学生理解，板书、领读）几名学生分别做吃东西、说话、睡觉动作，教师劝阻，引导学生学习：Don’t eat.Don’t talk.Don’t sleep.板书、领读.小结：当我们发现别人有不当行为时，可以用Don’t. . .来劝阻。三、Story time1.出示Story time 图片1，引导学生看图T: Who is the boy S: He‘s Liu Tao.T: Who’s the girl S: She’s Yang Ling.T: Where are they 引导学生说In the library. 领读、让学生看图理解。引导学生讨论在图书馆应该怎么做。3.播放动画，学生讨论Liu Tao.有哪些不当行为。模仿Liu Tao大声喊 “Hello, Yang Ling”, 引导学生学习shout.学习Yang Ling.是怎样劝阻的：Shh! Don’t shout, Liu Tao.同法学习run, Don run.4.听录音，跟读。四、Consolidation1.请一名学生上台表演一些不当行为（提醒学生要是学过的、会说的动作），其他同学用所学语句劝阻。2.学生分组活动。五、Homework1. 听录音跟读Story time5. 2. 抄写四会单词in, run, eat, talk.Unit 2 In the library 第二教时教学目标：1.能会用简笔画画标识牌，并能用本单元主要语言进行表达。2.会对四会单词书写教学准备：1.多媒体、写有Don’t shout/run/. . .的条形卡。2.拍摄一些不文明的画面。教学过程：一、Greetings二、Review1.出示句型条形卡，指明学生认读句子。2. Listen and actT: Stand up.Ss: Yes, Mr./Miss . . .T: Don’t stand up.Ss: Yes, Mr./Miss . . .T: Open your books.Ss: Yes, Mr./Miss . . .T: Don’t open your books.Ss: Yes, Mr./Miss . . .. . . . . .3.播放Cartoon time 的动画，学生给画面配音。三、Fun time1. Draw and say1）教师在黑板上画人物shout, eat, run, talk, sleep, drink的简笔画，学生说出相应单词。教学 “drink ”2）请学生上台在每个简笔画下写出单词。2.就“shout”示范标识的制作。T: We all know what we shouldn’t do in the library. The boy is shouting. What should we say to him Ss: Don’t shout.教师示范画标识。3.学生分组讨论、合作完成其他标识（引导学生模仿老师的简笔画）4.小组活动，谈论制作好的标识卡片四、Consolidation出示一些公共场合中的不文明现象的照片或录像，引导学生出示标识卡并说话：1.戏院里T: At the theatre. People are watching movies, and someone is talking. What should we say to him Ss: Don’t talk here.2.公交车内T: On the bus. A child is running. What should we say to him Ss: Don’t run here.3.公园里T: In the park. A girl is sleeping on the bench. What should we say to her Ss: Don’t sleep here.. . . . . .五、Homework.1.用制作的标识卡玩游戏，读读做做2. 抄写四会单词。Unit 2 In the library 第三教时教学目标：1.能听懂、会说、会读句子Don’t eat my cake. Don’t drink my milk. What’s this It’s my English book. Is this your book 2.能听懂、会说、会读词汇drink, English, your.3.能听懂、会说、会读\会写词汇milk教学准备：1.多媒体、句型条形卡、标识卡片。2.食物、饮料的图片。教学过程：一、Greetings二、Review1.出示食物、饮料图片，引导学生组短语：A, cake, Eat my cake. A pie , Eat my pie.. . . 出示milk图片，教学milk. Milk ，Drink my milk.2.学生上台抽取标识卡片，向全班同学展示，做动作并领读。三、Cartoon time1. 呈现Cartoon time故事图片，引导学生自己看图、阅读，要求：1) 看图猜测Bobby的语言，了解整个故事。2）通过上下文猜一猜最后一幅图中Is this your book 的意思，并猜猜Bobby可能怎么回答。2.学生分组讨论。教师请几个学生分别猜Bobby的语言，猜中后出示该句，无人猜中的教师最后呈现。T: Boys and girls, look, is this Bobby Ss: No.T: This is Bobby’s cousin.(教师简要介绍意思) He is very happy to see Bobby. Look! He is shouting, “Hello”. And look at Bobby. What does Bobby say Guess!S1: Don’t shout.T: Yes. Look, now he is eating Bobby’s cake and drinking Bobby’s milk.S2: Don’t eat my cake.S3: Don’t drink my milk. . . . . .3让学生读整个故事，猜测Is this your book 的意思。4．观看动画，跟录音后朗读，注意模仿语音、语调。5.学生分角色朗读、表演。四、Enjoy a song Don’t talk, Tom!五、Homework1.听录音跟读Cartoon time，同学间互相表演。2. 抄写四会单词Unit 2 In the library 第四教时教学目标：1.会唱歌曲Don’t talk, Tom!2.能听懂、会说、准确发字母p在单词中的读音。3.在具体情景中能正确运用本单元学习的语句。教学准备：1.多媒体2. Sound time部分图片、一些情景图片、标识卡片教学过程：一、Greetings二、Review 1.出示标识卡片，学生认读。2.播放Cartoon time画面，学生给画面配音。3.出示情景图片，请几组学生（两人一组）上台表演对话如：S1：Don’t talk here. S2: I’m sorry. . . . . . .三、Sing a song Don’t talk, Tom!1.播放歌曲动画，引导学生理解歌词。2.学生分句示范演唱，学生跟唱。3.学生再听歌曲，尝试跟着歌曲一起唱。4.引导学生配上动作唱。5.小组以汇报方式进行演唱。四、Sound time1.出示单词cap, pie, sleep, up 领读，让学生体会字母p在单词中的读音。提醒学生注意观察老师的口型并进行模仿，让学生边读边体会读音。2.发动学生找更多含字母p的的单词，进一步引导学生体会读音。3.出示Sound time图片，教学生说句子：Up and down, up and down, Paul is walking up and down.4. 引导学生读 “cap”和 “book”, 用手摸着声带部位，感觉发 “p”和 “b”的不同。五、Homework1.跟录音学唱歌曲Don’t talk, Tom!2.默写四会单词Unit 2 In the library 第五教时教学目标:1.进一步巩固本单元祈使句的否定句2. 能综合运用祈使句的肯定句和否定句。教学准备： 录音机、《补充习题》听力磁带，Fun time部分制作的标识牌教学过程：一、Greetings二、Say a chantUp and down, up and down,Paul is walking up and down.三、Sing a songDon’t talk, Tom四、Checkout time1.请学生上台抽取标识卡，认读并领读2. 同桌讨论Checkout time图片，并填写3.请学生上黑板板书所填单词，核对答案五、Do exercises参照教师用书《补充习题》教学建议指导学生完成《补充习题》本单元练习六、Ticking time引导学生结合练习情况对本单元的学习进行小结Unit 3 Is this your pencil 第一教时教学目标：1.能听懂、会说、会读、会写词汇pencil, pen, ruler.2.能听懂、会说、会读词汇isn’t＝is not, that’s＝that is, schoolbag, crayon, pencil case.3. 能听懂、会说、会读日常用语和句型Is this/that your pencil Yes, it is. /No, it isn’t.教学重点：1.句型Is this/that your pencil Yes, it is. /No, it isn’t.2.词汇：pencil, schoolbag, crayon, ruler, pencil case.教学难点：1.句型Is this/that your pencil Yes, it is. /No, it isn’t.的正确读音和语调。2.词汇：pencil，schoolbag, crayon, ruler的读音和用法。教学准备：1.多媒体、录音磁带、挂图、各类文具、文具图片。2.学生收集各种形状的书包、钢笔、铅笔、蜡笔、尺、橡皮、文具盒等文具。3.在黑板上画好四线三格。教学过程：一、GreetingsS: Stand up.T: Good morning/afternoon, boys and girls,Ss: Good morning/afternoon, Mr./ Miss . . .T: Sit down, please.二、presentation and practice1. 教师出示文具，师生对话T: Look, what’s this S: It’s a pen.(引导学生回答)。T: Yes, this is a pen.T: Is this your pen S1: No, it isn’t.T:（拿学生的钢笔问该生）Is this your pen S2: Yes, it is.板书：pen（贴上图片或多媒体呈现） Is this your pen Yes, it is./ No, it isn’t.同法教授schoolbag, pencil, crayon, ruler, rubber, pencil case.2.学生把各种文具放在桌上，教师拿学生学生的文具与学生对话：T: Is this your pencil S1: Yes, it is.T: (to S2) Is this your pencil S2: No, it isn’t.T: （指着桌上的铅笔）Is that your pencil S2: Yes, it is.反复操练，使学生理解拿在手上的可以问：Is this . . . 在远处的可以问Is that . . . 3.让学生出示外形奇特的文具，师生对话：T: Is this a rubber S: Yes, it is.T: It’s a nice rubber.S: Thank you.T: Is that a pen S: No, this is a pencil.T: Oh, I see. The pencil is nice, too.4.学生小组就文具运用学习的语句对话。三、Story time1.出示Story time的第一幅图片，指导学生看图T: Look, who are they Do you know S: They are Mike, Yang Ling, Su Yang and Liu Tao.T: Yes. They are in the Art room. They are drawing. What happened Let’s watch the cartoon and then answer my some questions.1) What’s Mike looking for Mike在找什么？2) Who helps him 谁帮他找东西呢？3) Can he find it 他能找到吗？指导学生抓住关键词，简单做一些笔记。2.学生观看动画，回答问题。3. Listen and repeat.学生听录音跟读，提醒学生注意模仿语音、语调。4.学生分小组分角色朗读。5.学生小组上台表演对话。四、Homework1.听录音跟读Story time对话2.抄写四会单词Unit 3 Is this your pencil 教学目标：1.复习巩固上一节学习的词汇、语句。2.在具体的情景中能正确运用学习的词汇、语句。教学准备：1.教师准备外形特别的文具、文具类单词卡片，一个箱子写好Lost and found（失物招领）,多媒体或挂图2.学生准备好文具放在课桌里。教学过程：A．GreetingsB． Review1.出示单词卡片，学生认读并拿出相应的文具。2. Free talkT: （拿学生的文具） Is this your pencil S: Yes, it is.T: Is that your pencil S: No, it isn’t.. . . . . .3. Look and say出示Story time部分图片，学生看图说话。C. Fun time1.引导学生看Fun time，讲解游戏规则：几个学生坐成一圈，其中以被蒙上眼睛，另外一个学生把一个文具放在蒙着眼睛的学生前面。被蒙眼睛学生把布条拿掉，拿起这样文具，开始在一圈学生内寻找物主并用Is this your. . . 来提问，直到猜到文具的主人。教师示范：T: Is this your ruler, S1 S1: No, it isn’t.T: Is this your ruler, S2 S2: No, it isn’tT: Is this your ruler, S3 S3: Yes, it is.3.学生分组开展游戏，教师巡视、参与游戏并提供帮助。D. Consolidation1.收集一些学生文具放在招领箱子中，引导学生对话T: Look, a pencil, a nice pencil. S1, is this your pencil S1: No, it isn’t. S2, is this your pencil S2: No, it isn’t. S3, is this your pencil S3: Yes, it is.2.教师用手绢把桌上文具蒙上，让学生猜：T: What’s this Guess.S: Is this a rubber T: Yes, it is.T: What’ that S: Is that a ruler T: Yes, it is.. . . . . .4.教师出示一些外形特别的文具与学生对话：T: Can you guess what it is S: Is that a toy T: No, it isn’t.S: Is that a pencil T: No, it isn’t.S: Is that a pen T: Yes, it is. It’s z pen. . . . . .E. Homework1. 继续玩Fun time中游戏， 运用Is this your. . . 句型。2，抄写四会单词。Unit 3 Is this your pencil 第三教时教学目标：1.能听懂、会说、会读、会写单词where.2.能听懂、会说、会读词汇lunch box, where’s＝ where is, over there.3.能听懂、会说、会读句子Is this my lunch box Where’s your lunch box It’s over there.This is for you, Bobby. No! thank you.教学准备：1.多媒体、录音磁带、挂图，食物图片。2.教师自备午餐盒。教学过程：A. GreetingsB. Free talk1.T; Is this your ruler S1: Yes, it is.T: How nice!S: Thank you.T: （拿出自己的钢笔）Is this your pen S2: No, it isn’tT: Yes, it’s my pen. （把钢笔放在讲台上，离开讲台）T: Where’s my pen （做寻找状）S: It’s over there.(引导学生回答)板书：Where’s pen It’s over there.领读并教学where3. T: (出示食物图片)What’s this S: It’s a cake.T: This is for you,S: Thank you.. . . . . .4. T: （出示午餐盒）What’s this S: It’s a box.（引导学生说）T: （打开盒子）This is for my lunch.教学lunchT: So it’s my lunch box.C. Cartoon time1.出示Cartoon time图片，引导学生看图，了解故事内容。2.播放动画，引导学生体会故事的趣味3.学生听录音跟读，注意模仿语音、语调。4.学生分组分角色朗读。5. 布置场景，学生上台表演对话。D, Homework1. 听录音跟读Cartoon time2.抄写四会单词Unit3 Is this your pen 第四教时教学目标：1. 能诵读歌谣A ruler2. 能听懂、会说、准确发字母r在单词中的读音。3.能熟练运用本单元学习的词汇、语句。教学准备：多媒体、录音磁带、文具类单词卡教学过程：A. GreetingsB. Review1. Free talkT: Is this your pencil S: Yes, it is.T: How niceS: Thank you.. . . . . .2.出示文具类单词，学生拼读3.播放Cartoon time画面，引导学生给画面配音。C. Rhyme time1.光盘播放歌谣动画，学生欣赏并理解歌谣大意。2.领读歌谣句子。3.听录音跟读。4.师生齐读，边读边做动作；击掌诵读，感受歌谣的旋律。D. Sound time1. 教师示范朗读单词，学生边听边体会，找出共同读音。2. 听录音跟读。3.指导学生朗读句子，进一步体会字母的读音。4.绕口令比赛，看谁读得又准确又流利。E. Homework1.听录音跟读Rhyme time、Sound time2.默写四会单词 Unit 3 Is this your pen 第五教时教学目标：1.进一步熟练运用本单元学习的词汇、语句谈论自己或他人的学习用品。2.进一步熟练运用 “my”和 “your”3.能正确运用 “this”和 “that”4.学会综合运用本单元的语言知识。教学准备.本单元的录音磁带、文具、单词卡片教学过程：A. GreetingsB. Say a rhyme A rulerC. Look, say and write1.教师示范, 拿着钢笔: This is my pen. 指着桌上的书：That’s my book 拿起学生的文具问：Is this your . . . 指着学生桌上的文具问：Is that your . . . 2.学生同桌操练3.快速出示文具类单词卡片，学生认读、拼写.4.学生同桌谈论Checkout time,填写所缺单词。5全班核对答案。D. Do exercise参照教师用书《补充习题》教学建议指导学生完成本单元练习。E. Ticking time引导学生结合练习情况，自己对本单元的学习进行评价 Unit 4 Where’s the bird 第一教时教学目标：1.能听懂、会说、会读、会写词汇bird, under, desk, behind, on, chair.2.能听懂、会说、会读词汇beautiful, tree.3.能听懂、会说、会读日常用语与句型Where’s . . . It’s in/ on/ behind/ under the . . ., 初步会用所学的语句介绍物体所在的位置。教学重点：1.句型Where’s . . . It’s in/ on/ behind/ under the . . .2.词汇bird, under, desk, behind, on, chair，beautiful。教学难点：1.句型Where’s . . . 的正确使用。2.词汇：beautiful，behind, chair的读音和用法。教学准备：1.多媒体、录音磁带、玩具鸟或纸折鸟（用水彩装饰）、一个小盒子、盆景树2.把Story time部分的句子写在条形卡上，或用PPT准备3.教室前放一把椅子.4.黑板上画好四线三格。教学过程：A. Free talk1. Greetings2. t:3. T: What’s this S: It’s a door.T: Yes. Close the door, please. S1S1: Yes, Mr./ Miss . . .T: What’s that S: It’s a window.T: Yes. Open the window, S2.S2: OK.T: What’s this S: It’s a chair.（引导学生回答）板书：a chair.并领读同法教a deskB. Enjoy a song多媒体播放歌曲Where’s the bird 动画。T: Do you like birds （引导学生理解）Ss: Yes. We do.板书： a bird并领读。C. Cartoon time1. T: Look, I have a bird.（出示玩具鸟或纸鸟）S: How nice.T: Yes. It’s very nice. How beautiful!（教师用表情、动作引导学生理解beautiful）板书并领读beautiful2. T: The bird can fly. Look, where is the bird now 教师把玩具鸟或纸鸟飞到课桌、椅子的不同位置，引导学生对话T: Where’s the bird S: It’s on the chair.（引导学生回答，明确鸟的位置）T: Where is it now S: It’s behind the door.T: What’s this （出示盆景树）S: It’s a tree.（引导学生回答，并教a tree）T: Where’s the bird now S: It’s in the tree.. . . . . .板书： Where’s the bird It’s on the chair. / in . . ./ under . . . / behind . . .3.出示Cartoon time部分的第一幅图片，引导学生看图T: Look, a bird flies into Yang Ling’s classroom. Where’s the bird Let’s listen.4. Listen and number播放Cartoon time部分录音，边听边做记录（用学习的介词或介词首字母）小鸟飞过的地方和顺序。引导学生对小鸟飞过的地方排序：In the desk ( )In the tree ( )On the chair ( )Under the desk ( )Behind the door ( )5.播放Cartoon time部分动画，核对排序答案。6.学生听录音跟读对话，边读边指出小鸟的位置。7. 学生分角色朗读。D．Homework1.听录音跟读Cartoon time2.抄写四会单词Unit 4 Where’s the bird 第二教时教学目标：1.会唱歌曲Where’s the bird 2.进一步熟练运用句型Where’s . . . It’s in/ on/ behind/ under the . . .教学准备：1.多媒体、Story time部分句子的条形卡。2.鸟的头饰、树的背景画。教学过程：A. Free talk1. Greetings2. T: Look, this is my pen. Where is it now S: It’s on the desk.T: Where is it now S: It’s under the book.. . . . . .B. Sing a songWhere’s the bird 1.引导学生按歌曲节奏诵读歌词。2.听音乐哼唱。3. 播放动画，学生演唱。C. Review1.出示句子条形卡，学生认读句子2.播放Cartoon time画面，引导学生给画面配音。3. 摆放好树的背景画，设置场景，请一名学生上台，戴上小鸟头饰表演，师生对话。T: Look, a bird. How beautiful! Where’s the bird S: It’s . . .. . . . . .D. Fun time1.师生游戏T: Look, I have a pen, a book, a jacket. Now close your eyes. (教师把物品藏于不同地点) Where’s my pen Guess. （引导学生用Is it in / on . . . 来猜）S: Is it on your desk T: No, it isn’t.S: Is it in your bag T: Yes, it is. Where’s my book S: Is it . . . . . . . . .2.引导学生读Fun time了解游戏规则。3.学生同桌游戏，教师巡视。E. Homework1.同学间继续Fun time的游戏。2.抄写四会单词Unit 4 Where’s the bird 第三教时教学目标：1.能听懂、会说、会读词汇one, two, three, ah, oh, wow.2. 能听懂、会说、会读句子Ha! Ha! Here you are, Bobby.3.能正确运用学习的语句谈论物体的位置教学准备：多媒体、录音磁带、单词卡片教学过程：A. GreetingsB. Sing a songWhere’s the bird 1.学生分组、男女生比赛2.学生个人表演唱C. Play a game1.快速出示单词卡片，学生抢读、拼写，并组短语，如：T: underS: U-N-D-E-R, under, under the desk.. . . . . .2.耳语游戏教师分别发给每一组最后一排学生一张纸，上面写某物在某地。如：The bird is behind the door.在教师说开始后，最后一排的学生即用耳语的方式把纸上内容告诉前面的学生，这位学生再把听到的内容告诉前面的学生，依次进行下去。最后，第一排学生把听到的内容写到黑板上。(为使游戏有效、刺激，各组人员顺序可以自由组合)一轮游戏结束，教师把纸条重新发放再进行，比一比哪组写得对，写得多。D. Cartoon time1.引导学生独立阅读本部分对话，并回答：Bobby is behind the door. Yes or no 2.划出 “One, two, three”, “ Ha! Ha! Here you are”, 让学生根据上下文猜这几个单词及短语的含义。3.引导学生体会人物心理，尝试朗读对话。4.播放动画，学生进一步体会人物的语气，跟读对话，模仿语音、语调。5.学生同桌分角色朗读对话。6.请学生上台表演。E. Homework1.听录音跟读Cartoon time对话2.默写四会单词。案Unit 4 Where’s the bird 第四教时教学目标：1.能熟练运用in, on, under, behind.2.能听懂、会说、正确地发字母d在单词中的读音。教学准备：1.多媒体、录音磁带2.把Cartoon time 的句子写在条形卡上。教学过程：A. GreetingsB. Sing a songWhere’s the bird C. Review1.出示Cartoon time句子条形卡，学生认读。2.多媒体出示Cartoon time画面，学生给画面配音。D. Checkout timeA) Listen and draw1.引导学生研读题目，了解本题的做法：听录音内容，画出物品所在位置（用简笔画画出即可）1） The ruler is on the chair.2） The sweet is in the desk.3） The rubber is under the chair.4） The bird is on the desk。2.指明学生说一说各图片句子。B) Ask and answer1.师生示范（引导学生看图）：T: What’s this S: It’s a pencil.T: Where’s the pencil S: It’s in the pencil case. . . . . . .2.学生同桌谈论Checkout time B. Ask and answer3.学生分组抢答：T: What’s this S: It’s . . .T: Where’s . . . S: It’s . . .E.Sound time1.教师示范朗读bird, desk, door, stand, under,学生边听边体会字母d在这些单词中读音。2.学生听录音跟读。3.指导学生朗读Bird, bird, don’t fly away. Stand on my desk, And be my friend, OK 指导学生进一步体会字母d在单词中的读音。学生反复朗读，开展绕口令比赛，看谁读得又准确又流利。F. Homework1.听录音跟读Sound time.2.抄写四会单词Unit 4 Where’s the bird 第五教时教学目标：1.能综合运用本单元学习的词汇、语句。2.能用运用英语简单询问、介绍物体在什么地方。教学准备：1. 多媒体、录音磁带、单词卡片2.拍摄一些文具在不同位置的照片。教学过程：A. GreetingsB. Sing a song Where’s the song C. Review1.快速出示单词卡片，学生认读、拼写。2.绕口令读Sound time部分句子D. Do exercise参照教师用书本单元《补充习题》教师建议，指导学生完成练习。E. Ticking time指导学生结合练习情况，对自己本单元的学习进行评价。Project 1 My puppy 第一教时活动目标：1.通过思考、讨论、交流和合作，制作一只可爱的小狗玩偶，能综合运用第一至第四单元所学的语言知识和语言技能。2.利用所制作的小狗玩偶进行游戏，能综合运用前四个单元所学的词汇、日常用语与句型等语言知识。活动准备：1.利用课本上的图片，制作一张Ann家室内的背景画，把前四单元学过的室内摆设、文具类物品制成可粘贴的小卡片。小布偶Anna2.指导学生在家长的帮助下把教科书P67的小狗的身体涂色并剪下，用线装好，制成小狗玩偶。给狗玩偶取名。准备一些门、窗、食物图片。活动过程：A. GreetingsB. Visit Ann1.T: (出示小布偶)Boys and girls, we have a friend today. Her name is Ann. Let’s say hello to her.Ss: Hello, Anna.Anna: Would you like to come to my home T: Let’s go to Anna’s home, OK Ss: Great!T: Look, Anna’s house is so big. There are many things in the house. Let’s see what they are.引导学生看图对话T: What’s this S: It’s a window. It’s nice.Anna: Thank you.T: What’s that S: It’s a book.T: Where’s the book S: It’s on the desk.. . . . . .2. 请两名学生上台，一个扮演Anna,对话3.指导学生在教科书P30A的图片上用简笔画画一些文具，同桌对话。4.师生对话，单词归类 T: What’s this S: It’s a . . . T: Where’s the . . . S: It’s . . .教师把图片贴在黑板上。让学生看图说话S: The . . . is . . .5. Anna: Oh, where’s my puppy T: What’s a puppy A puppy is a small dog. Where’s Anna’s puppy Ss: It’s behind the door.C. Play a game1.T: Do you have puppies Show me your puppies.收集学生的小狗玩偶贴在黑板上，请一名学生上台示范表演对话。T: Is this your puppy S: Yes, it is.T: What‘s its name S: It’s Joe.T: Run, Joe.学生拿小狗玩偶做相应的动作。T: Sit under the desk.. . . . . .2,学生同桌拿小狗玩偶游戏，教师巡视。Project 1 My puppy 第二教时教学目标：1.综合复习前几单元所学的词汇与句型。2. 复习、巩固出现的主要交际用语。3.巩固询问方位的日常交际用语，提高学生综合运用语言的能力。4.帮助学生进行语言的积累。5.能在具体的情景中运用前四单元出现的重点句型。教学过程：A. Greetings.B. Let’s singDon’t talk, Tom. Where’s the bird C. Say rhymesOpen the windowA rulerD. Do exercise参照教师用书P40《补充习题》教学建议，指导学生完成本单元练习Unit 5 How old are you 第一教时教学目标：1.能听懂、会说、会读、会写词汇nine, eight, four, five, six, seven, ten.2. 能听懂、会说、会读词汇one, two, three, lovely, toy.3. 能听懂、会说、会读日常用语与句型How old are you How lovely. I’m ten. Here you are.4.能互相询问各自的年龄。教学重点:句型：How old are you I’m ten.词汇：nine, eight, four, five, six, seven, ten.教学难点：句型：Here you are. How lovely在情境中的正确使用。词汇：eight, six, seven, lovely的读音与用法。教学准备：1.收集十个不同年龄段孩子的玩具，黑板上板书Toy Museum Ages(年龄)6—10 Ages(年龄)2—52.数字1—10单词卡，把Story time部分的句子制成条形卡。3. 挂图、多媒体。男孩、女孩布偶, 玩具卡片.4.学生各自带玩具。教学过程：A. Greetings.B. Free talk.1. T: Look, I have many toys. （出示玩具）How lovely. Do you have any toys Show me your toys.教师走到学生中间，欣赏学生的玩具T: . . . , you have a . . . How lovely.教师用表情、动作引导学生理解。把How lovely条形卡贴在黑板上，领读。学生用How lovely互相欣赏玩具。2. T: How many toys do I have Let’s count.（引导学生数数）Ss: One, two, three, four, five, six ,. . .出示数字单词卡片，教学生认读：1） 学生按顺序认读2） 打乱顺序认读。3） 抽取一张，学生猜What’s missing 4） 学生各小组接龙游戏说one, two, three, four, . . .5） How many pencils / books do you have 让学生有英语数一数各自的书或文具。3.出示布偶A：Hello. I’m John. 布偶 B: Hello. I’m Mary. 布偶 C: Hello., I’m Ann. A: Hi. Mary, I’m ten. How old are you B: I’m five. How old are you, Ann C: I’m three.出示：How old are you 引导学生理解并领读，把布偶贴在相应的年龄段下面并在后面写上各自的年龄。学生接龙游戏进行问答练习：S1: I’m ten. How old are you, S2 S2: I’m nine. How old are you, S3 . . . . . .4引导学生把教师的玩具按适合哪个年龄段玩给分类：T: Is this for John S: No. This is for Mary. . . . . . .把玩具分别贴在相应的年龄段下面。5.教师拿一些玩具卡片，学生判断玩具是否适合自己，对话：T: Is this for you S: No.T: Is this for you S: Yes.T: Here you are.（用动作引导学生理解）S: Thank you. . . . . . .出示Here you are条形卡 贴在黑板上领读C. Story time1.出示图1，引导学生看图T: Look, the boy is Mike. And this is his sister, Helen. This is his brother, Tim. This is his Dad. This is a museum. So Mike and his family are in a museum. What can they see in the museum Ss: Toys.T: What are saying Let’s listen.播放Story time的动画2.看图提问：T: How old is MikeS: He’s nine.T: How old is Helen S: She’s eight.T: How old is Tim S: He’s two.3.再看动画，引导学生在具体的情境中理解Here you are. How lovely. Thank you.4.学生听录音跟读对话，提醒学生模仿语音、语调。5.学生小组分角色朗读。D. Homework1.听录音跟读对话。2. 抄写四会单词。3. 记住家里的电话号码、门牌号、车牌号Unit 5 How old are you 第二教时教学目标：1.能流利地说出one—ten, 复习巩固第一课时学习的词汇、语句。2.能听懂、会说、会读词汇right, out.3.能听懂、会说、会读句型You’re right.. You’re out.教学准备:1.多媒体、Story time部分句子条形卡。2.根据学生人数准备几组写有1—10的卡片。3.准备几张写有电话号码的纸条。作为奖品的小红花或玩具卡片。教学过程：A. Greetings.B. Free talk1.（收集学生的一些文具）T: Hello. What’s your name S: My name is . . .T: Good morning/ afternoon. Is this your pencil S: Yes.T: Here you are.. . . . . .2. T: Who can count from one to ten S: One, two, three, . . .T: Good.（拿出奖品）This is for you. Here you are.多让几名学生说一说，根据熟练情况给以奖励。3.请几名学生上黑板前，教师在黑板上写一组电话号码并把号码用纸条发给这几个学生，让他们转过身，不看黑板，教师用英语念出其中一个号码，手中号码被念到的学生迅速转过身，读出手中的号码。比一比，谁的反应快，谁读得对。C. Review1.快速出示数字单词卡片，学生抢读。2.出示Story time部分句子条形卡，学生认读句子。3.播放Story time动画画面， 请学生分角色给画面配音。D. Fun time1.教师带领学生阅读教材P34 Fun time,了解游戏规则。引导学生理解You’re right. You’re out.并领读。2.把写有1—10的数字牌交给学生，与学生示范游戏。1）引导学生自报数字S1: I’m number one.S2: I’m number two.S3: I’m number three.. . . . . .2) T: Number one, please stand up. T: Number eight, please stand up.. . . . . .3) T: ThreeS2: TwoS4: Four.. . . . . .2. 学生分组游戏，教师巡视，指导学生会用You’re right. You’re out. 纠正学生的发音。E. Homework1.试着用英语说说家里的电话，如遇0就读字母o的读音。2.抄写四会单词。Unit 5 How old are you 第三教时教学目标：1.能听懂、会说、会读单词want.2.了解过生日时说的语句，能听懂、会说、会读句子：Happy birthday. What a . . .! Make a wish. I want a . . . It’s time for the cake!3.能综合运用前两课时学习的词汇、语句。教学准备：1.多媒体、挂图，生日歌曲的磁带。2.数字单词卡片、做奖品的小红花或玩具卡片。3.把：Happy birthday. What a nice cake! Make a wish. I want a robot. It’s time for the cake! 等句子写在条形卡上。教学过程：A. Greetings.B. Play games1. 快速出示数字单词卡片，学生抢读。2.请学生上台，把自己家里的电话号码写在纸上交给老师。学生转身不看黑板，教师把该电话号码写在黑板上，学生试用英语背出。师生对话：T: You’re right. （给奖品）This is for you. Here you are.S: Thank you.3. 请十名学生上台，打乱顺序发给写有1—10的卡片，学生按1—10顺序用英语报手中的数字，反应慢的出局。引导学生一起评判： Sorry, . . . , you are out.C. Cartoon time1. T: Today is Sam’s birthday.（出示Cartoon time 部分图片）Let’s sing Happy birthday to you to Sam. (播放音乐，师生共唱歌曲Happy birthday to you)T: Look. What a nice cake.（引导学生看图理解）领读T: How old is Sam （引导学生看图）There are two candles on the cake. So Sam is two.2.引导学生学习：过生日许愿说：Make a wish.表达自己的愿望说：I want a . . .3.引导学生看图4和图6，比较窗外的颜色，明白Sam许愿从白天一直到天黑没有完，朋友们都饿坏了，体会故事的幽默之处。4.引导学生看图理解Bobby忍不住打断Sam的许愿，说：It’s time for the cake.领读。5.播放Cartoon time动画，学生跟读，注意模仿语音、语调。6.师生共同表演对话。D. Homework1.听录音跟读Cartoon time2.抄写四会单词Unit 5 How old are you 第四教时教学目标：1.能听懂、会说、准确发字母s在单词中的读音。2.能诵读歌谣Don’t be late again..3. 能熟练运用本单元学习的语句谈论年龄、说出物体的数量。教学重点、难点：字母s在单词中的读音教学准备：1.多媒体、录音磁带2.把前几单元学过的数字、物体、介词等单词卡片打乱顺序贴在黑板上。教学过程：A. GreetingsB. Free talkT: Hello, . . . How old are you S: I’m . . .T: Is this your . . . S: Yes, it is.T: What a nice . . .S: Thank you.. . . . . .C. Play a game Run and touch教师向学生说明游戏规则：When you hear a word/ letter, run up and touch it.请两名学生到黑板前，站在离黑板大约五六步，听老师说卡片上的单词，迅速到黑板上触摸相应的卡片，最快且正确的获一分，总分最多者胜。尽可能多请几组学生上台游戏。D. ReviewT: How old is Sam S: He is two.T: Let’s watch the cartoon again.播放Cartoon time动画画面，请学生给动画配音。E. Sound time1. 出示单词seven, sister, six, sorry, this,请学生读，教师再示范读，引导学生体会字母s在这些单词中读音。2. 指导学生有节奏地朗读句子Six, seven, six, seven, Turn round and round. Six, seven, six, seven, Don’t fall to the ground.3.绕口令读上面的句子，看谁读得又快又准。4.请学生试读：class, stand, sit, sleep.F. Rhyme time1. 出示Rhyme time图片，引导学生看图。2. 师生根据图片编对话（请一名学生站到门外敲门）T: Open the door, please. S2.S2: OK.T: Come in, please. Close the door, S1.S1: Yes.T: Time for class, but you’re late.S1: I’m sorry, Mr. / Miss. . .T: Don’t be late again.S1: Yes, Mr. / Miss. . .3.引导学生理解句子Time for class. Don’t be late again. 并领读。4.指导学生有节奏朗读歌谣。G. Homework1. 听录音跟读Rhyme time、Sound time2. 默写四会单词。Unit 5 How old are you 第五教时教学目标：1.复习巩固本单元学习的词汇、语句。2. 能综合运用本单元学习的词汇、语句。教学准备：1. Checkout time部分的挂图。录音机、磁带。2.几个不同颜色的生日帽教学过程：A. Greetings.B. Say a rhyme Don’t be late againC. Checkout time1.出示Checkout time部分挂图，引导学生看图，了解各蛋糕上的蜡烛个数。2.请学生扮演图上人物，师生对话：T: How old are you S1: I’m five.T: How old are you S2: I’m six.T: What about you S3: I’m nine.. . . . .引导学生理解接下来问同样的问题可以用What about . . . 3.学生同桌操练。D. Do exercise参照教师用书《补充习题》教学建议，指导学生完成本单元练习。E.Ticking time指导学生结合练习情况，对本单元的学习进行自我评价。 Unit 6 What time is it 教学目标：1. 能听懂,会说，会读,会写单词：class, bed, Ok, lunch, eleven, bag,听懂会说单词: wake up, o’clock, breakfast, dinner, these, here’s.能听懂,会说，会读句型what time is it It’s…o’clock. It’s time for…2. 能听懂，会运用日常用语 Hurry up! Wake up. 初步接触What are these 并能理解它的含义。3. 能让学生了解合理安排时间的重要性。教学重、难点：1、能正确地听、说、读、写本课单词。2、能熟练地在情景中运用日常交际用语What time is it 及回答It’s ... o’clock. It’s time for…教具准备：PPT、单词卡片、光盘第1课时教学内容Story time 教学目标1. 能听懂，会说，会读句型what time is it It’s…o’clock. It’s time for…2. 能听懂，会运用日常用语 Hurry up! Wake up.3. 能让学生了解合理安排时间的重要性。教学重点和难点1.能听懂，会说，会读句型 ---What time is it ---It’s …o’clock. It’s time for…2.能听懂，会说，会读词汇breakfast, dinner.教学准备PPT、实物钟、卡纸教学过程Step 1: Warming upGreetings.Review the numbers from one to ten.Free talk. (T-S.S-S)---How old are you ---I’m…T: How many sweets would you like S: …Let’s count in rows(教师指导每排学生按顺序数数)T: Whose number is three Please stand up. Whose number is five Please clap your hands (拍手).…Step 2: Presentation and practice教授对话---What time is it ---It’s…o’clock.教师在黑板上画一个时钟T: What’s this Ss: It’s a clock.T: What time is it (教师板书并领读) Ss: Three.T: It’s three o’clock.(教师板书It’s…o’clock.并领读o’clock.)Work in pairs.(教师指导学生在纸上画一个时钟,并标好整点的时间.同桌互相操练对话)A: What time is it B: It’s…o’clock.2.教授句型 It’s time for…(1)新授单词breakfast, dinner,复习lunchT: What’s for breakfast/dinner (教师呈现食品图片让学生选择.)(2)教师呈现不同时间点的时钟及食品图片.It’s time for breakfast. (早上7:00)It’s time for dinner. (晚上6:00)学生看图操练.Watch a cartoonFill in the time table.(帮助学生梳理课文.)教授Wake up, Hurry up.(教师在课文情境中教授.)Step 3: ConsolidationFollow the tape.Act the dialogue out in pairs.(指导学生注意语言语调.)HomeworkFollow the tape and recite the dialogue;Design your time table. 板书设计：Unit 6 What time is it A: What time is it B: It’s … o’clock. It’s time for … 第2课时教学内容：Fun time教学目标：句型：What time is it It’s…o’clock It’s time for…词汇：eleven twelve lunch教具准备：PPT 教学过程:Step1: Free talk Hello/How are you /…Step2: Warming up a.接龙说数字。引导学生复习数词T: First let’s review the numbers. Let’s count the numbers. From one to ten.S1: one S2: TwoT: Good. Now I have some number cards. Try to say the numbers as quickly as you can.S:（抢答说数字）b. Listen and say the next (下一个) numberListen and say the number before(前一个) c. 做数字游戏继续复习数词 T: Now let’s play a guessing game. Guess which card is inMy hand.（加入11 12两个数字）S: Five T: Yes/No, look. It’s…Step3: Presentation在数字复习的基础上呈现时间T: Look，what’s this number (Teach: eleven twelve)2. I have a clock. What time is it (新授) It’s twelve.(T ask S answer)3.分组操练 Practice in pairs4. Play a game a.看动作猜时间T: I’ll do something. Please guess what time I do it(教师做一个吃饭的动作)What time is it S1: It’s seven o’clockT: NoS2: It’s twelve o’clockT: Yes. It’s time for lunch. (Teach: lunch)Now you can play this game in groups. Step4: Activity自己设计制作钟面。用What time is it, please 和It’s…o’clock进行对话操练最后对学生的设计制作进行全班评比。评选：最佳设计奖 最佳美观奖等Homework1. Copy the new words: eleven twelve lunch.2.用What time is it 进行交流板书设计：Unit 6 What time is it What time is it, please It’s … o’clock.第3课时教学内容Cartoon time教学目标1.复习巩固重点句型What time is it It’s …It’s time for…并能在具体的情境中灵活运用相关句型。2.学生能够流利地朗读Cartoon time，并以此来训练他们的语言技能，提高阅读理解能力。3.初步接触What are these 并能理解它的含义。教学重、难点1.复习巩固重点句型What time is it It’s …It’s time for…并能在具体的情境中灵活运用相关句型。2.学生能够流利地朗读Cartoon time，并以此来训练他们的语言技能，提高阅读理解能力。教具准备数字卡片 PPT 正反分别写有单词和短语的小卡片教学过程Step1 Free talk1. Is this your… 2. Is that a … 3. How old are you …Step2 Revision1. Watch and read看着数字卡片，复习1—12（注意兼顾阿拉伯数字和英文）2.Play a game（PPT）(复习) Wake up Hurry up breakfast lunch dinner It’s time for breakfast/lunch/dinner/class/bed.3. Watch and guessT：（教师出示卡片It’s time for bed.）What time is it 生猜测，然后出示卡片另一面，向学生展示答案Step3 Cartoon time1．出示该部分图片让学生排序 2．Watch the cartoonA．Check the answer. (所排列的顺序)B．Choose the answers. ①. What is in the bag ②. Whose bag is this 3.Read and circle(听圈出Bobby看到包里东西的话语)（出示句子：What’s this？和What are these？）4. Listen and learn①让学生听录音自学What are these？的读音②让学生通过比较图片中物体的个数，感悟两者的异同。5. Listen and imitate.6.Read in groups(读出故事中Bobby的心情哦!)6. Dub for the pictures.Homework1. Read Cartoon time five times. 2. According to Cartoon time, try to make a new dialogue.板书设计：Unit 6 What time is it What time is it It’s … o’clock.What’s this What are these 第4课时教学内容Sound time Rhyme time Checkout time& Ticking time教学目标：1、听懂会说会写单词：class, bed, OK, lunch, eleven, bag2、听懂会说单词: wake up, o’clock, breakfast, dinner, these, here’s3、听懂会说句型：What time is it It’s …o’clock. It’s time for…教学重难点：1、听懂会说会写单词：class, bed, OK, lunch, eleven, bag2、听懂会说句型：What time is it It’s …o’clock. It’s time for…教具准备：多媒体、磁带、钟面教学过程：Step 1、 Warming up and free talkEnjoy a rhyme.Say the numbers.Step 2、 RevisionCan you remember the numbers (由数字变成钟面)Step 3、 PresentationIt’s a clock.A. Practice: What time is it (由生答：It’s three o’clock.)（各种钟面，由学生说时间）B. Listening.Listen and draw: What time is it It’s…C. Practice.It’s…o’clock. It’s time for… (评价)D. Action What time is it It’s…o’clock.It’s time for…(评价)E. Enjoy a rhyme Repeat the rhyme. 由don’t, breakfast 发现相同的读音[t]F. Watch the cartoon and repeat the words.G. Say the chant.(评价)Homework1. Sing the song (You may make up new song words) to your friends or your family.2. Read a story 3. Say something about your day.板书设计：Unit 6 What time is it
Tt / t / eight time eat tick-tock eat ten meet第5课时一、找出不同类的单词。( ) 1. A. ten B. under C. twelve D. nine( ) 2. A. blackboard B. breakfast C. dinner D. lunch( ) 3. A. bed B. bag C. desk D. chair( ) 4. A. ruler B. pencil C. toy car D. crayon( ) 5. A. am B. is C. are D. it二、词组翻译1.几点了____________________ 2.早上好____________________ 3.快点______________________ 4.起床______________________ 5.晚饭时间__________________ 6. my twelve pencils_________________7. don't be late______________________8. eleven o'clock____________________9. What are these __________________10. time for class____________________三、单项选择。（ ）1. __________ is it A. What a time B. What’s time C. What time（ ）2. ——Is this your ruler？——_________.A. Yes, it's. B. No, it is. C. Yes, it is.（ ） 3. __________ David. __________It’s time for breakfast.A. Wake B. Wake up C. Goodbye（ ）4.It’s twelve o’clock. It’s time_____.A. for lunch B. for breakfast C. to dinner（ ） 5. —— That's my new jacket. —— ___________A. How beautiful! B. No, thank you. C. Yes, please. （ ） 6.—— ___________ is it now —— It's nine o'clock.A. What B. What colour C. What time 四、补全对话。1. A: What ________ is it, Liu Tao B: _______ eight o'clock. Oh, it's time ________ class. A: Don't be _______.2. A: May I _______ in B: _______ in, please. A: What’s this ______ English B: It’s a watch. A: How _________! _______ _______ is it B: It’s six ________. A: It’s time for ______________. B: Hurry ______. Let’s go. Unit 7 On the farm第一教时教学目标：1.能听懂、会说、会读、会写词汇farm, they, those, apple, pear, orange.2.能听懂、会说、会读词汇they’re=they are, pig, cow, chicken, duck.3.能听懂、会说、会读日常用语与句型Welcome to… What are these/those They’re… Are these/those… Yes, they are. / No, they aren’t.教学重点：句型：What are these/those They’re… Are these/those… Yes, they are. / No, they aren’t.词汇：farm, they, those, pig, cow, apple, pear, chicken, duck, orange, picture.教学难点：句型：What are these/those Are these/those… 的语调和用法。词汇：farm, they, those, chicken, apple, pear, orange的读音；a和an用法的区别；名词复数形式。教学准备：1.多媒体、录音磁带、挂图、生词卡、农场的图片、小动物图片、水果图片或实物、草帽.2.Story time部分句子的条形卡片。教学过程：A. Greetings.B. Free talk1. T: (手持卡片)What’s this Ss: It’s a duck.（帮助学生回答）领读、教授：duck.T:（指远处黑板上贴的图片）What’s that Ss: It’s a pig（帮助学生回答）领读、教授：pig反复领读并做手势，引导学生注意图片的远近: What’s this It’s a duck. What’s that It’s a pig. 引导学生理解两个问句的不同，从而理解this和that。2.同法教授a cow, a chicken, a pear, an apple, an orange.3.引导学生比较a cow, a pig, a chicken, a duck, a pear与an apple, an orange. 简单讲解a和an的用法。4. T: What are these （手持卡片）Ss: They’re ducks.（帮助学生回答）教授：What are these They’re…出示一只鸭与一群鸭的图片，让学生比较：What’s this It’s a duck.What are these They’re ducks.A duck, ducks5.T: (指远处黑板上图片) What are those Ss: They’re pigs.（引导学生回答）引导学生比较：What’s that It’s a pig.What are those They’re pigs.A pig, pigs.比较体会these和those的用法。6.出示一些牛的图片，问：T: Are these pigs Ss: No, they aren’t.（引导学生回答）T:（指黑板上）Are those pigs Ss: Yes, they are.. . . . . .C. Story time1.出示农场图片T: Look, this is a farm. What’s on the farm （出示课题）领读On the farmT:（头戴草帽，扮农场主）This is my farm. Welcome to my farm.做手势引导学生理解Welcome to . . . 引导学生想象还有什么场景可以使用Welcome to . . .2.教师站在远近不同的位置引导学生看图：T: What are these Ss: They are . . .T: What are those Ss: They are . . .T: Are these . . . Ss: Yes, they are. / No, they aren’t.3. T: Mike is visiting a farm with Liu Tao, too. Let’s go with them.播放动画4.学生听录音跟读，模仿语音、语调。5.出示句子卡片，学生认读。6.学生小组内分角色朗读。D. Homework1.听录音跟读Story time.2.抄写四会单词。Unit 7 On the farm 第二教时教学目标：复习巩固第一教时学习的词汇、语句教学准备：1.多媒体、单词卡片，句子条形卡片2.学生准备游戏的骰子教学过程：A. GreetingsB. Free talk1.T: What are these S1: They are rulers.T: What are those S2: They are pencils.T: Are these rubbers S3: Yes, they are.. . . . . .3.指导学生运用所学的语句说说身边的东西，教师巡视，纠正学生错误。C. Review1.出示句子卡片，学生认读。2.多媒体出示Cartoon time画面，引导学生看图说话。D. Play a game Look and guess(出示物体的局部图，让学生猜)T: What’s this S1: It’s an apple.（提醒学生发清楚an的读音，强化an的用法）T: What are these Guess!S2: They’re oranges.T: What are those S3: They’re cows.（提醒学生注意名词复数形式的读音）E. Fun time1.多媒体出示Fun time图片，引导学生看看数数。T: Look at the picture. What are these S1: They’re pears.T: How many pears Let’s count.Ss: One pear, two pears, three pears.. . . . . .2.讲解游戏规则：按照骰子的点数往前走，每走到相应的图上，同组的两个学生运用What are these / What’s this 进行提问并回答，如果出错退回原处，先到达终点胜。3.师生示范游戏。4.学生分组游戏。教师巡视。F. Homework1.同学间继续玩游戏。2.抄写四会单词Unit 7 On the farm 第三教时教学目标：1．能听懂、会说、会读、会写单词who.2．能听懂、会说、会读词汇picture, who’s=who is.3.能熟练运用本单元学习的语句谈论物体。教学准备:1.多媒体、单词卡片（有单数、复数）、句子卡片。2.请学生画一些动物、水果、文具图片。教学过程:A. GreetingsB. Review1.教师把单复数的卡片顺序打乱出示，学生迅速认读S: a pig, ducks, chickens . . .2.出示句子卡片，学生认读。C. Cartoon time1. T: Can you draw pictures Who can show us your pictures Come to the blackboard, please.（学生上台展示自己的作品）T: What’s this S: It’s a /an . . .T: What are these S: They’re . . .T: Are these . . . S: Yes, they are. / No, they aren’t. They’re . . . . . . . . .（多请几名学生上台展示作品）2.出示Cartoon time的图片T: Look, our friend Bobby can draw pictures, too. What are they 引导学生看Bobby的画。T: What’s this Ss: It’s a duck.T: No, it’s a chicken. And what are these Ss: They are pencils.T: Yes. Who’s this Is this Bobby （引导学生观看人物的衣着）Ss: No.T: This is Bobby’s sister, Tina.3. T: Sam is looking at Bobby’s pictures. What are they saying Let’s watch the cartoon.播放动画。4.听录音跟读。5.学生小组内开展趣味阅读，加入动作表情，读出趣味。6.学生同桌运用所学语句谈论绘画作品。D. Homework1. 听录音跟读Cartoon time.2.抄写四会单词Unit 7 On the farm第四教时教学目标：1.会唱歌曲On the farm2.能听懂、会说、准确地发字母m在单词中的读音。3. 能熟练运用本单元学习的词汇、语句。教学准备：1.多媒体、录音机、磁带、挂图，小猪头饰2. Cartoon time部分句子条形卡片教学过程：A. GreetingsB. Song time1.播放歌曲中小动物的叫声，让学生猜猜T: What is it （播放小猪叫声）S: It’s a pig.T: Yes, you’re right. Pigs on the farm go “ oink, oink”出示并教授Pigs on the farm go “ oink, oink”2.多媒体播放歌曲动画，学生整体感知歌曲。3.教师带读歌词，逐句教唱。4. 学生演唱熟练后，播放动画画面，请几名学生上台戴头饰表演唱。C. Sound time1.出示单词farm, ice cream, make, mum, welcome, 请学生朗读，教师示范朗读，指导学生边听边体会，找出共同读音。2. 学生听录音跟读，教师观察学生的口型是否到位，及时纠正。3. 带领学生按节奏朗读Clever Tom from the farm, Makes ice cream for his mum.4. 学生试读: my, grandma, family, milk, time. Mum, Mum, clever Mum. She can make ice cream for Tom. Clever mum can make ice cream. Welcome to my farm.D. Read and act1.打乱顺序出示Cartoon time部分句子，学生认读。2.引导学生回忆故事情节，给句子排序。3.出示Cartoon time动画画面，学生两人一组上台表演。E. Homework1.听录音跟读Sound time.2.听录音学唱歌曲On the farm.3.默写四会单词。Unit 7 On the farm 第五教时教学目标：能综合运用本单元学习的词汇、语句，谈论物体。教学准备：录音机、磁带，四会单词卡片, 句子卡片,挂图教学过程：A. GreetingsB. Sing a songOn the farmC. Review 1.出示句子卡片，学生认读。2. 快速出示四会单词卡片，学生抢读，再组织学生拼读。D. Checkout time1.出示本部分挂图，指导学生认真观察图片中的物体。2.学生独立完成填空练习。3.请几名学生上台在黑板上写出答案，教师带领学生评价。E. Do exercise参照教师用书本单元的《补充习题》教学建议，指导学生完成本单元练习。F. Ticking time结合练习情况，指导学生对本单元的学习进行自我评价。译林版英语三年级下册第八单元教学要求教学内容及课时安排：1.话题和功能：Family members/ Getting to know other people2.日常用语与句型：Who is she/ he She’s my aunt./ He’s my uncle. Who’s that girl She’s Su Hai./ She’s my sister. We’re twins. 3.词汇：we’re = we are, twin, aunt, baby, cousin, we, girl, man, woman, boy, name4.歌谣：Who’s that little girl 5.语音：字母n在单词中的发音。八课时单元教学目标：1.能听懂、会说、会读、会运用句型：Who is she/ he She’s my aunt./ He’s my uncle. Who’s that girl She’s Su Hai./ She’s my sister. We’re twins.2.能听懂、会说、会读词汇we’re = we are, twin, aunt, baby, cousin, 3.能听懂、会说、会读、会写单词we, girl, man, woman, boy, name 4.会诵读歌谣：Who’s that little girl 5.能听懂、会说、发音准确：字母n在单词中的读音。单元教学重点、难点：重点句型：Who is she/ he She’s my aunt./ He’s my uncle.词汇：twin, aunt, baby, cousin, we, girl, man, woman, boy, name语音：字母n在单词中的读音难点句型：Who is she/ he/ that girl/… 的语调和用法。词汇：twin, aunt, man, woman, girl, cousin的读音； 语音：字母n在单词中的读音译林版英语三年级下册第八单元教学设计方案 NO：1教学内容Unit 8 We’re twins!课型新授课时间教学目的1、通过全家福照片及纸偶的展示学习句型Who’s she / he Who’s that girl / boy He’s / She’s….。2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, we’re。3、.通过学习Story time，能正确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。4、能在真实的情景中运用Who’s she / he Who’s that girl / boy He’s / She’s….进行交流。重点、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Who’s she / he Who’s that girl / boy He’s / She’s….进行交流。课前准备光盘、PPT、头饰、大树道具课 时第一课时教学过程：Step1: Warm up1. （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 Let’s listen to a song.2. Listen to a song T: This is me. Welcome to my family. Look! Who’s he 指着爸爸的纸偶S1: He’s …T: Yes, he’s my father. Hello, boys and girls. Nice to meet you.Ss: Nice to meet you too. Who’s this girl 指着画有妹妹图像的纸偶S1:She’s…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) Who’s this man / woman / boy / girl S1: She’s / He’s my…Ss：Who’s this man / woman / boy / girl S1: She’s / He’s my…Step2 : Presentation1、 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 Look at the picturee 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）Who’s this boy S1: He’s Mike.T: （指着Yang Ling）Who’s that girl S2: She’s Yang Ling.T: (指着Su Hai) And who’s this girl S3: She’s Su Hai.T: (指着Su Yang) Is this Su Hai S4: No, she’s Su Yang.T: Yes, they’re twins. (Teach‘twins’)T: 继续出示课文中另外两个成年人物图 Who’s she Who’s he Let’s listen and matchSs: 听录音，连线T：Who is he Ss: （引导学生回答）He’s Mike’s uncle. So Mike says’He’s 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 here. 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）Step3 Consolidation1.Read the dialogue after the tapeRead in role Read in groups Act 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 the family tree(参照Fun time)B. Homework.1. Recite the dialogue and the words.2.Using the sentence’ Who’s she / he Who’s that girl / boy He’s / She’s….’to talk about your family.3. Introduce your familyThis girl is my …. This man is…. …二度修改板书设计Unit 8 We’re twins!Who’s this / that … Mike Uncle Yang Ling Su Hai Su Yang Aunt boy man girl woman 译林版英语三年级下册第八单元教学设计方案 NO：2教学内容Unit 8 We’re twins!课型新授课时间教学目的1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。3、通过小短文的学习，让学生能在真实的情景中正确运用Who’s this This is my….4、通过培养学生学英语的兴趣，运用英语的意识。重点、难点1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。课前准备多媒体，PPT课 时第二课时教学过程：Step1: Warm up1. 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: Who’s this girl？Ss: She’s …T: Who’s that boy Ss: He’s … (老师呈现一些明星) T: Who’s this man Ss: He’s…T: Who’s that woman？Ss: She’s …2. Free talka. Act Story time (1)PPT出示图片及空气泡，让学生填写(注意语音语调)(2)Act in role.Step 2 PresentationFun time1、 出示老师的全家幅T: Who’s this baby Ss: It’s your…(daughter).T: Yes, this baby is my daughter. Teach ‘baby’T: Who can ask me some questions S1: Who’s this woman T: Can you guess Ss: She’s your…T: Yes, she’s 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, who’s he Ss: He’s your father.T: Who’s this woman Ss: She’s my mother.…T: Look, what’s this It’s a tree. It’s a family tree. Who’s this Ss: He’s / She’s …3、 家谱设计大赛T: This is my family tree. Do you want to show me your family tree. Firstly, please talk about your family tree in groups. Every group chooses the best one.投影呈现小组优秀家谱树，小组内同学问，该同学回答S1： Who is he S2: He’s my father.S3: Who is she S4: She’s my aunt.二度修改板书设计Unit 8 We’re twins!A: Who’s he / she B: He’s / She’s …. A: Who’s this / that boy/girl/man/woman B: He’s / She’s….译林版英语三年级下册第八单元教学设计方案 NO：3教学内容Unit 8 We’re twins!课型新授课时间教学目的1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。3、通过小短文的学习，让学生能在真实的情景中正确运用Who’s this This is my….4、通过培养学生学英语的兴趣，运用英语的意识。重点、难点1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。课前准备多媒体，PPT课 时第三课时教学过程
Step1: Warm up1. 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: Who’s this girl？Ss: She’s …T: Who’s that boy Ss: He’s … (老师呈现一些明星) T: Who’s this man Ss: He’s…T: Who’s that woman？Ss: She’s …2. Free talkStep2 Cartoon timea.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T: Look, Bobby and Sam are watch Sam’s family photoes. Who’s John Let’s read the story.b.学生通过阅读初步理解故事内容Ss: Sam’s grandpa, Sam’s father, Sam’s cousin are John.T: Oh, they all named John. That’s funny.c.学生在小组内开展趣味朗读活动，加入动作表情，读出趣味二度修改板书设计Unit 8 We’re twins!A: Who’s he / she B: He’s / She’s …. A: Who’s this / that boy/girl/man/woman B: He’s / She’s….译林版英语三年级下册第八单元教学设计方案 NO：4教学内容Unit 8 We’re twins!课型新授课时间教学目的1、通过单词复习和相应的练习，能正确地听、说、读单词 cow, pig, chicken, duck, pear, apple, orange.2、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 3、通过跟唱、分组唱、表演唱等方式，能会唱歌曲 On the farm4、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。重点、难点1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 2、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。课前准备多媒体、PPT课 时第四课时教学过程：Step1: Warm up1.GreetingT: Good morning / afternoon, class.Ss: Good morning / afternoon, Miss ...Step 2. Rhyme time1. 教师制作歌谣中三个角色的手指纸偶，让学生来猜猜纸偶上的人物是谁？T: Look at my finger puppet. Who’s that little boy Listen to the tape.Play the rhymeSs: His name is Robbie Roy.T: Is he tall Ss: No. Robbie Roy is not very tall. (教师重点指导该句子的朗读)T: 教师指着另两个纸偶问 Who’s this Ss: A cat. / A mouse.T: Yes. His cat and mouse are also small. (教师重点指导该句子的朗读)2. 教师出示歌谣，学生尝试认读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, who’s this boy Ss: He’s Mike.T: Yes. Do you know Mike’s family Who can be Mike, and introduce your family.Ss: This is … / This … is …T: Ok, you did a good job. Let’s play a game. Look at the pictures on my hands. They are back to you. Let’s guess who they are. 把Mike 一家的图片反过来对着学生T：Who can ask S1: Who’s he / she Ss: He’s …T: You can use ‘who’to ask questions.完成Ticking time 第二项打星部分2. 出示55页图片a. T: Wow, you know Mike’s family well.Look at the picture carefully. Can you talk about it （小组讨论）S1: Who’s this boy S2: He’s Mike. S3: Who’s that man S4: He’s Mike’s uncle. …b. T: If you are Mike and his friend, how to talk about the picture （小组讨论）S1: Is he your… S2: Yes/ No. He’s…c. Finish the dialogue on P55d. Checkout the answer uncle, aunt, girl, sister完成Ticking time 第一项打星部分Step3: Sound time1.Listen and repeat T: Next, let's look at these words: man, new, nine, twin, woman. What’s the same letter Ss: N.Read these words after the teacher.T: 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: 同学们，想想看，还有那些也是发这个音呢？ 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: 尼克九岁。南茜十岁。尼克有本书，南茜有只钢笔。T: Follow me" Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen." Ss: Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.教师强调读句子是字母n的发音/n/T: Can you say the sound of the letter ‘n’ 完成Ticking time 第三项打星部分Step3 Ho