三年级上册 第四单元
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说father, mother, brother, sister, me, family。
2. 能听懂、会读、会说日常用语This is …。
3. 能正确地理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。
4. 能初步运用本课所学的词汇和日常用语介绍家庭成员。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能正确地理解并朗读课文，在教师的引导和帮助下复述课文内容。
教学难点：能初步运用本课所学的词汇和日常用语介绍家庭成员。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, Teacher.
T: Nice to meet you.
S: Nice to meet you, too.
2. Sing a song
T: Do you like songs? First let’s sing a song Do you know this man?
(播放歌曲一遍)
3. Show the picture in P24.
T: Look at the picture. Do you know these boys and girls?
S: Yes.
T: Who are they?
S: She’s Yang Ling/Su Hai. He’s Liu Tao/Mike.
【设计意图：通过歌曲活跃课堂气氛，为引出课文部分的故事背景及人物角色作铺垫。】
Step 2 Story time
1. Look and guess
T: What are they looking at?
S: 看相册。
T: They’re looking at the album. What is the album about?
S: …
T: What is the album about? Let’s listen to Mike. (播放录音)
S: Family.
T: Yes. It’s about family. (板书family，并教读)
And Mike is saying: This is …
S: This is my family.
T: Good. Today we’re going to learn Unit 2, My family.
(板书My family，示意齐读课题My family)
S: My family.
T: Is your family big or small? (适当渗透big和small)
S: My family is big/small.
【设计意图：通过图片使学生了解故事主题，揭示课题。】
2. Look and learn
T: Look, these are Mike’s family members.
(PPT出示Mike一家人的照片)
T: Who’s this girl/boy?
S: He’s Tim/Mike. She’s Helen.
T: Tim is Mike’s brother. Helen is Mike’s sister.
(PPT 呈现单词brother、sister，并教读)
S: Brother/Sister. (开火车跟读)
T: So Mike is Tim’s _______. Helen is Tim’s ________. Tim is Helen’s _______.
S: …
T: Who’s this man/woman? Are they Mike’s brother and sister?
S: Father/Mother. (部分学生可能会读)
T: (PPT呈现单词father/mother，突出单词与brother相同的部分ther).
Can you read them?
S: Father/Mother. (集体朗读)
T: So he’s Mike’s ________. She’s Mike’s ________.
S: …
T: Now, do you know Mike’s family?
S: This is his brother/sister/mother/father. (板书This is …)
【设计意图：通过观察Mike家人的照片，认识他的家庭成员，学习相应的词汇。】
3. Look and say
T: Now you’re Mike. This is your family. Can you introduce your family?
(PPT呈现P25图片)
S: (用This is my … She’s my … He’s my …介绍)
【设计意图：学生结合自己已有的语言积累，尝试运用新词汇表达。】
4. Watch and learn
T: How does Mike introduce his family? (播放课文动画)
T: How does Mike introduce himself?
S: This is me.
T: Me. (板书me，并教读)
【设计意图：观看整个故事，发现并学习新的表达。】
5. Read the story
T: Now let’s read the whole story.
S: (全班齐读)
T: Can you be Mike?
S: (个人朗读或脱离书本介绍)
【设计意图：通过齐读和个人朗读复习巩固课文内容。】
Step 3 Enjoy the song
1. Watch the video
T: Here is a video about family. Let’s watch it.
(播放公益广告“Father and Mother I Love You”)
T: Father and Mother I Love You. The beginning letters make the word “family”.
2. Enjoy the song
T: Do you love your father and mother?
S: Yes, I love my …
T: Yes, we love each other. At last, let’s enjoy Family song. You can just listen or sing along.
(播放歌曲)
【设计意图：通过公益广告和歌曲，进行情感提升。】
Homework 家庭作业
1. 听磁带，读故事3遍。
2. 准备若干张家人的照片，并能尝试模仿Mike介绍自己的家人。
3. 搜集并自学一些其他家庭成员的英文说法。
Teaching aids 教学准备（含板书设计）
教学准备：人物卡片
板书设计： Unit 4 My family
This is my family.
sister
brother
father
mother
me
I love my family.
说课
在本节课导入部分，以歌曲导入问题Do you know this …?。结合课文部分的第一幅图片，了解故事的主要人物角色。要注意的是，这首歌是一首课外歌曲，需要教师提前渗透。
接下来通过观察图片，揭示课文主旨，也是单元主题My family。然后呈现Mike家人的照片，分别学习四个主要家庭成员的词汇father, mother, brother, sister。可以先从人物的名字入手，再过渡到人物之间的关系。最好先教brother和sister，father、mother的构词与brother相近，因此可以引导学生根据brother的发音尝试认读father和mother。当然，新词教授的过程中，也要灵活运用学生资源，势必有学生已经学习过这些单词，可以让他们充当小老师，给其他学生作示范，指导新词的发音。在熟悉新词的基础上，结合新句型This is …巩固词汇。
在课文学习部分，先让学生尝试运用已学的词汇和句型进行家庭成员介绍，然后再通过看动画，学习其他新的表达，让学生感受一种学习的过程。课文朗读部分，先齐读，再自己读，有能力的学生也可以脱离书本介绍。给予不同层次的学生以表现的机会。
课文学习后，围绕本单元主题family，进行了适当的情感提升。先是播放了一个关于family的公益广告，再是播放了歌曲family song，情感升华的同时，也为学生下一节课的学习做铺垫。
作业的布置考虑到了课内知识的复习巩固和课外知识的拓展延伸，旨在培养学生听读能力的同时发展学生综合运用语言的能力和自学能力。
特别分享：
培养学生看图表达的能力
培养学生利用已有知识学习新知识的意识和能力
关注学生的情感体验
三年级下册 第四单元
第2课时 教案
Teaching contents 教学内容
Fun time & Song time
Teaching aims and learning objectives 教学目标
能听懂、认读、会说单词grandpa, grandma；理解拓展词汇cousin, uncle, aunt；
能用一段话介绍自己的家庭照片；
会唱歌曲Family song，能听懂歌曲I love my family。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能正确地运用This is …句型介绍自己的主要家庭成员。
教学难点：1. 歌词They all live together.和They all love one another。
2. 对英语单词一词多义的理解，例如：cousin可以表达“堂（表）兄弟姐妹”等丰富的含义。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, Teacher.
T: Glad to see you.
S: Glad to see you, too.
T: How are you?
S: I’m fine/So so/Not bad.
T: Who is he/she?
S: He’s/She’s …
(先询问课本中已经出现过的Yang Ling等人物，进而呈现歌曲中的图片人物)
2. Sing a song
T: Do you remember the Family song?
S: Yes.
T: Let’s listen to and learn to sing this song. OK?
S: OK.
T: First, listen and watch carefully. You may follow it if you want. (播放歌曲录音)
T: Do you like the song? Now follow me. (老师带着学生用手势表示歌词内容，学生边唱边学做动作，着重学习They all live together.和They all love one another.两句)
T: This time, let’s try to sing and do some actions together.
(再次播放歌曲，学生加上动作一起唱)
【设计意图：通过歌曲预热课堂，复习上节课词汇，为下一步学习铺垫。】
Step 2 Presentation
1. Play a game and learn the new words
T: (呈现一张教师家庭照片) Now boys and girls, look, this is my family photo. (教读photo)
T: Look at my family photo. Who is he? Can you guess?
S: He’s your …, I think.
T: (根据学生回答情况反馈)Yes, you’re right. He’s my uncle./Sorry, no, he’s my uncle!
(用照片引出uncle和grandma) (板书单词)
S: (学习新词汇。通过开火车、变化声调的方式练习读单词)
T: What other family members do you know?
S: I know … (板书拓展单词)
T: Let’s learn these words: grandma, aunt, cousin … Uncle means “father’s brother” or “mother’s brother”, so what about “grandpa” “grandma” “cousin” and “aunt”? (根据学生反馈讲解)
2. T: Now let’s play a game. “Quick Response”. I say the meaning of the word and you please tell me the correct word quickly. For example, I say “father’s father” and you say “grandpa”. Are you ready? (先带领学生做游戏，然后让学生两人一组自己做此游戏)
3. T: Well done! Now I’ll read a chant. Listen to it first.
T: Now please follow me. Let’s chant together!
S: Chant together:
Father is cool, mother is clean.
Brother is cute, sister is lovely.
Grandpa is kind, grandma is nice.
Uncle is handsome, aunt is pretty.
【设计意图：以照片实物和生活经验教学新单词，多种形式练读单词发音，理解单词意义，通过相关游戏和儿歌加以巩固。】
Step 3 Fun time
1. T: Today I have many photos here. Now let’s look and guess who they are. When you see your family, please stand up and tell us. (教师课前收取部分同学的照片，用投影仪逐幅展示。当看到自己的照片时，学生说“It’s my photo!”并将照片领回)
T: Now look! This is my family photo. (教师展示自己的照片)
This is my father. This is my mother. This is my cousin. This is my uncle. This is my aunt. This is my cousin, too. This is my son. I love my family.
Can you show your photos to us like this?
Please get ready by yourself first. (板书句型)
S: (先准备，然后把照片放到投影仪上，然后讨论)
T: Now I want to check if you’re listening. Who is he/she?
(选择一张照片进行提问)
【设计意图：多次利用家庭照片资源，示范引导学生运用主要句型介绍家庭照片，用听后问答来检查学习效果。】
2. T: Next let’s read a picture book about family. (PPT展示绘本故事)
My family
This is my mom.
My mom likes to dig.
This is my dad.
My dad likes to bake.
This is my sister.
My sister likes to sing.
T: (带领学生看图并理解故事)
T: What does your father like?
S: My father likes to … (可以用中文表达动词)
【设计意图：引导学生拓展，在阅读中内化单词，培养单词认读能力，更多地输入介绍家人的信息。】
3. T: Now let’s listen to a beautiful song about family. (播放歌曲“I love my family”并讲解歌词意思)
T: Can you something about your family? (鼓励学生用I love my …进行表达)
【设计意图：通过温馨的歌曲，激发学生“我爱我家”的归属感，激发后续活动的动力。】
Step 4 Make and say
1. T: Now let’s make and tell. (展示如何制作相册)
S: (制作相册并谈论)
【设计意图：动动手，练习说，复习和巩固课文学习。】
Homework 家庭作业
1. 完成《家庭相册》的制作，试着介绍自己的家人。
2. 听录音，唱熟歌曲“Family song”。
Teaching aids 教学准备（含板书设计）
教学准备：师生共同携带家庭照片、课件、歌曲动画、绘本。
板书设计：
说课：
在本课导入部分，通过自由谈话温故而知新，用第一课时听过的歌曲，引出本课主题，进而继续学习本课新内容，即表达更多的家庭成员。
在新知学习部分，通过实物照片和学生生活经验学习新单词，通过开火车、造句、变换音调等多种方式跟读、朗读单词。运用Paraphrase快速反应小游戏，促进学生对一词多义的新词的理解。然后再通过儿歌的朗读，巩固新词，拓展丰富的形容词，为最后学生丰富的表达提供可能性。
在本课的主体环节——Fun time环节，设计了认领照片活动，真实而有趣，学生兴趣浓厚，专注投入。单句的表达也为紧接着的语段介绍做铺垫。拓展相关绘本故事、歌曲，其目的也在于丰富学生的表达，巩固促进学生对新单词的理解，为最后学生丰富的表达提供可能性。
最后的“做做说说”环节，将课堂活动延续到课外，让学生在又一项活动中提升能力，运用语言。
特别分享：
有效的任务活动，组织学生在做中学，在用中练
富有思维挑战的游戏设计，令课堂更有生命活力
丰富的输入和拓展，使不同层次的学生都有所收获
三年级上册 第四单元
第3课时 教案
Teaching contents 教学内容
Cartoon time
Teaching aims and learning objectives 教学目标
1. 能听懂、会说、会读grandpa, grandma和日常用语Good evening。
2. 通过学唱“Look at my family photo”以及其他游戏活动，了解更多家庭成员的称呼。
3. 通过角色扮演等游戏进一步熟练句型This is …和He’s/She’s …的运用，能结合family tree较完整地介绍自己的家庭。
4. 理解Cartoon time故事内容，体会各人物的心理并能以正确的感情朗读和表演故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：会用句型This is …完整介绍自己的家庭。
教学难点：理解人物心理并能有感情地朗读和表演故事。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Greeting
T: (戴Mike头像) Hello, boys and girls. I’m Mike.
S: Hello, Mike.
T: Nice to see you.
S: Nice to see you, too.
T: Do you remember my family?
S: Yes.
2. Revision:
a. T: (出示Mike’s family photo) This is my family. (板书：my family并示意学生跟读)
b. T: Look! This is my … (呈现Mike家人图片并复习单词father, mother, brother, sister, me)
c. T: Who can be Mike and introduce his family?
(给愿意尝试的学生戴上Mike头像)
T: Hello, Mike.
S1: Hello, Teacher.
T: Who is this? (指着Mike的各家庭成员的照片提问)
S1: This is my father.
T: Hi, Mike.
S2: Hi, Teacher.
T: Who’s he?
S2: He’s my brother.
T: Good morning, Mike.
S3: Good morning, Teacher.
T: Who’s she?
S3: She’s my mother.
(变换打招呼用语Hi, Good morning等，让学生用句型：This is my … He’s/She’s my …逐一介绍各人物。)
3. Play a game. (单词认读)
T: Look at these words. Let’s match them with the pictures.
(图片与单词匹配，并请学生领读)
4. Read and act
T: Who wants to be Mike and try to introduce your family? (学生扮演Mike，手拿或指着PPT上Mike家人的图片，完整介绍自己家庭，复习Story time内容)
【设计意图：承接前两个课时学习的内容，在一开始以扮演Mike为抓手，复习家庭成员的名称和介绍他人的句式This is my …，为下一步学习进行铺垫。】
Step 2 Presentation
1. Enjoy a song
T: (播放歌曲“Look at my family photo”)
S: (欣赏歌曲，学习新词)
【设计意图：歌曲再次调动孩子的兴奋点，并在欣赏的过程中进一步渗透家庭成员单词aunt, uncle及句型，激发热爱家人的情感。】
2. Play a guessing game
T: He’s my father’s father. Who is he?
S: Grandpa.
(也可以鼓励学生试着用刚才歌曲里学到的句子Is he your grandpa?来问)
T: She’s old. She is my father’s mother. Who is she?
S: Grandma. (可引导学生用Is she your grandma?来问)
T: He’s tall. He is my mother’s brother.
S: Uncle. (Is he your uncle?)
Ss: (两人一组做这个游戏)
【设计意图：通过描述和猜的游戏，既复习了家庭成员的单词，也培养孩子倾听的能力，鼓励孩子“现学现卖”，用刚才歌曲里的词和句型，通过一次次的反复巩固增加语言输出能力】
3. Family tree
(1) Point and say.
T: Look, Mike has a big family. This is his family tree. Do you have your family tree? Please make your family tree. Then point and introduce your family.
e.g.: This is my family.
This is … He/She is …
I love my family.
(2) S: (两人一组，利用做好的family tree互相介绍，可以补充介绍人物的一些特征，如tall, strong, thin等)
【设计意图：有了前面的铺垫，这个环节让学生尝试用小语段输出来完整地介绍自己的家人，并鼓励学生用上一些形容词来丰富自己的介绍，如人物的高矮胖瘦、年龄等。在日常教学中，适时渗透，多些语言输入，慢慢地学生的语言输出也会逐步丰富。】
4. Cartoon time
1. Lead-in
T: All of you have a warm family. Our friends, Bobby and Sam also have their families. Let’s go and have a look. (课件展示Cartoon time：Bobby and Sam)
T: Who is in Bobby’s family?
S: Tina. (学生根据第三单元学习的积累，已经了解了Tina是Bobby的sister)
T: Last time, Bobby introduced his sister Tina to his friend Sam. But Tina was afraid of Sam. So she ran away. What will happen this time? Let’s watch the cartoon. (播放卡通)
【设计意图：通过呈现Unit 3的一个场景，让孩子们对故事有前后串接的概念，顺势激发孩子联想：这一期会发生什么呢？让学生带着期待进入Cartoon time】
Watch and answer.
T: How many families are there in this story?
S: Three.
T: Yes. They are Sam’s family, Bobby’s family, and Tadpole’s family.
T: When do they meet?
S: (Learn to say “In the evening”. 因为课文里有“Good evening”.)
【设计意图：让孩子带着问题观看卡通，先整体感受故事中涉及到了3个家庭，同时根据对话中的Good evening推断出见面时间是在晚上。】
T: Who is this? (出示两幅图)
S: Bobby’s mother and Sam’s father.
T: How do they introduce their family? Please read and answer.
S1: This is my mother.
S2: This is my father.
T: Let’s have a PK. Who can read nicely?
S1: (戴Bobby或Sam的头套) This is my mother./This is my father.
S2: (戴Bobby或Sam的头套) This is my mother. She is nice./This is my father. He is strong. (学生可以通过语调表情或者补充介绍爸妈的语句为自己的表现加分。)
T: (出示Bobby and his mother的图片) How do they feel?
S: (Look at the pictures and try to choose.)
A: They feel happy.
B: They feel hungry.
C: They feel scared.
T: (出示图3右半图) What is Sam’s father thinking about? (How to eat/cook them)
How to read this sentence? Try to read with your feeling.
S: (扮演Sam’s father) Good evening. (Emotion: frightening)
T: What about Bobby and his mum?
S: (扮演Bobby and his mum) Good evening. (Emotion: scared)
T: At last, they met a little tadpole and a frog. What did the tadpole say?
S: This is my mother. (Emotion: lovely)
T: (出示图4) Think and answer: Why they are so surprised?
(The tadpole and its mother look different)
【设计意图：这一部分通过谈论各幅图，引导孩子关注细节，培养孩子从图片获取信息的能力；考虑到三年级孩子的模仿能力和好胜心，展开PK游戏竞赛读各个人物说的单句，引导孩子进一步体会并读出感情，为后面的整篇角色扮演做铺垫。】
Step 3 Consolidation
1. Read this story
a. Watch the cartoon and read after it.
b. Point and read after the tape.
c. Point and read by yourselves.
d. Read in roles. (角色配音)
2. Read and act
T: How many animals can you see in this story?
S: Six.
T: So you can work in six. What would the frog say? Can you guess?
S: Good evening.
Act this story in groups.
【设计意图：通过各种形式的读进一步熟悉文本并体会语气，最后一幅图引导孩子适当想象青蛙会说什么，在表演过程中培养合作能力。】
Homework 家庭作业
1. 听磁带，跟读Cartoon time 3遍，注意模仿语音语调。
2. 听并学唱“Look at my family photo”。
Teaching aids 教学准备（含板书设计）
教学准备：
Mike头套、Mike家人的图片、Bobby和Sam的自制头套、自制的family tree或fun time做的family album。
板书设计： Unit 4 My family
说课
本节课一开始是复习导入，学生通过扮演Mike来介绍家人，既复习了Story time的内容，又为本节课的学习做了铺垫。在此过程中采用对话的形式，使得介绍更为自然，同时还滚动练习了打招呼的不同句式。然后通过玩单词与图片匹配的游戏，复习巩固单词的音、形、意。这时再让孩子扮演Mike，较完整地介绍家人，进一步巩固Story time的内容。
接下来欣赏歌曲，拓展学习更多家庭成员及介绍句式。随后通过Guessing game的游戏，在描述和猜的过程中进一步巩固单词、操练句式，也为后面整体介绍家庭成员做好了扎实的铺垫工作。有了前面的铺垫，再利用自己做的family tree进行小语段输出，就显得水到渠成了。
在Cartoon time课文学习部分，出示Unit 3 Cartoon time的图，有一个前后承接。让学生带着期待和两个问题看课文动画，整体理解故事中出现的3个家庭，并注意见面时间是在晚上。随后通过一个个问题，细致解读各幅图中的细节信息，由认识Bobby的妈妈和Sam的爸爸，到体会介绍他们时Bobby和Sam的情感，两位家长见面时的情感，以及青蛙会说什么等，培养孩子从图片中获取细节信息并根据情节发展进行合理想象的能力。
课文学习后，通过各种形式的读进一步熟悉文本并体会感情，在小组合作表演中发挥各自的创意，通过语音、表情和语言来生动地呈现这个故事，在此过程中可根据小组发挥做适当的点评，引导孩子们互相学习，取长补短。
特别分享：
关注培养学生对课文的整体感知能力和从图片中获取信息的能力
关注学生对对话的理解和表演，通过引导性的评价，使其互相学习借鉴
三年级上册 第四单元
第4课时 教案
Teaching contents 教学内容
Checkout time & Letter time & Ticking time
Teaching aims and learning objectives 教学目标
1. 能熟练掌握词汇family, father, mother, brother, me, grandpa, grandma的发音及意思。
2. 能熟练介绍自己的家庭。
3. 能正确认读并书写字母Ll, Mm, Nn。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 能熟练运用本课所学的词汇和日常用语介绍家庭成员。
2. 能正确认读并书写字母。
教学难点：能正确认读并书写字母Ll, Mm, Nn, 特别是Ll, Mm, Nn的发音。
Teaching procedures 教学过程
Step 1 Greeting and revision
1. Greeting
T: Hello, boys and girls.
S: Hello, Teacher.
T: Nice to meet you.
S: Nice to meet you, too.
2. Sing a song
T: Now let’s sing the songs about family. Family song and I love my family.
(播放歌曲)
S: Sing the song.
【设计意图：通过歌曲活跃气氛，复习重点词汇。】
Step 2 Checkout time
1. Listen and number
T: Open your book and turn to Page 29. Look at Checkout time. Do you know these family members now? Who are they?
S: This is … (按书上图片顺序，集体说一说六幅图中的人物)
T: Good. I’m going to introduce them one by one. Please listen and number. Write 1, 2, 3 …
(播放录音)
S: (Listen and number.)
T: Let’s check answers together.
S: This is my … (按正确的排序，集体说一说六幅图中的人物)
2. Look and say
T: You know Mike’s family. Can you talk about your family? Please take out your family photo and talk about your family.
T: If you think you can talk about your family accurately, you can get one star. If you can do it accurately and fluently, you can get two stars. If you can do it accurately, fluently and beautifully, you can get three stars. (视频投影呈现Ticking time, 明确第一项的每个星级的评判标准)
T: Talk about it yourself and then tick.
S: (学生自己说并自己打钩)
T: Are you finished? Now please share the photo with your deskmate. And then do the ticking for your deskmate.
S: (与同桌对话，并互评)
【设计意图：通过看图说话、听音排序、介绍照片，检测单元重点句型的掌握和灵活运用情况，并通过Ticking time第一项各等级的要求，进行自评和互评。】
Step 3 Letter time
1. Lead-in
T: You can talk about your family very well. Do you remember the words about family? Now let’s play a game. Read out the words you see. (播放PPT)
S: Family/Brother/Me/Father/Mother/Sister.
T: Look at these words. Some letters are missing.
(PPT呈现所有单词，其中fa_i_y, _other, _e)
S: L and M.
T: Yes. These are the letters we’re going to learn today.
【设计意图：通过游戏复习重点词汇的认读，并引出字母的学习。】
2. Read the letters
T: First, let’s review the letters we’ve learnt. Can you read them? (出示字母卡片)
S: …
T: Let’s say from A to K.
S: A, b, c … k.
T: What letter is after k?
S: Ll.
T: Look at my mouth and read after me. (示范朗读，特别提醒学生注意尾音)
S: Ll. (开火车读)
T: What is “Ll” pronounced in the words? Let’s listen to Bon Bon ABC—Ll.
(播放字母动画)
S: (看视频并跟读)
T: What is “Ll” pronounced in the word?
S: /l/.
T: Here are the words: lion, lamp, and lollipop. Can you read them?
S: Lion, lamp, lollipop.
T: What letter is after Ll?
S: Mm.
T: Follow me. (示范朗读，提醒注意尾音，闭上嘴巴)
S: Mm.
T: Look at the words, family, mother, and me. What is “m” pronounced?
S: /m/.
T: Let’s watch and check.
(播放字母动画)
T: Yes, you’re right.
T: Can you read these letters?
S: Ff, Ll, Mm.
T: They all have the same sound in the letter. What is it?
S: /e/.
T: So does the next letter. Ll, Mm …
S: Nn.
T: Bingo. Look at my mouth carefully. (示范)
S: Nn.
T: What’s the difference between Mm and Nn?
S: Mm尾音嘴巴要闭合，Nn尾音嘴巴不闭合。
T: Let’s watch Bon Bon ABC—Nn.
(播放字母动画)
T: Nn is pronounced /n/. And look at these two words: nanny and necktie.
S: Nanny, necktie.
T: Can you read these three letters?
(出示字母卡片)
S: (看卡片，读单词)
T: I read the letter. You tell me which card.
S: (根据读音找卡片)
T: Can you find the letter “m” and “n” in Cartoon time? Find them out and count how many “m” or “n” can you find?
S: (在卡通板块找这两个字母)
T: Good job!
【设计意图：利用字母卡片和字母动画，学习字母的发音，感受字母在单词中的发音，并通过对比，发现三个字母发音的异同，通过不同的活动帮助学生辨析。】
3. Write the letters
T: You can read the letters now. Let’s learn how to write the letters. What do they look like? What’s the difference? Open your book and turn to Page 28. Look at their writing carefully and tell me your discovery.
S: Ll像棍子。Nn像一扇门。Mm像山峰。Mm和Nn就差了一扇门/一个山峰。
T: Look at your book and tell me how to write them.
S: 大写L占一、二两格，一笔完成……
(学生边说如何写，老师边在黑板上四线三格示范书写)
T: It’s your turn to write.
S: (在练习册中书写字母)
【设计意图：通过观察比较字母的形状，字母书写的笔顺及在四线三格中的位置，明确字母的书写，并能书写正确。】
4. Ticking time
T: Can you read and write the letters now? Test your deskmate and do the ticking for him/her.
【设计意图：通过互听对方读字母，互相报听写字母，结合Ticking time第二项等级要求，进行互评。】
Homework 家庭作业
1. 抄写字母Ll, Mm, Nn各一行，找一找学过的含有这些字母的单词。
2. 完成《补充习题》。
Teaching aids 教学准备（含板书设计）
教学准备：字母卡片
板书设计：略
说课
本节课是以Ticking time总结评价为主要目的，通过Checkout time和Letter time来展开课堂教学。
第一板块是Checkout time。首先利用歌曲复习家庭成员的词汇，然后利用Checkout部分的图片复习如何介绍家庭成员，并通过练习检测学生是否已经掌握重点词汇及日常用语，最后通过学生介绍自己的家庭照片，全面考核学生灵活运用的能力，实现从词到句到篇的逐层推进。板块最后，结合Ticking time设定星级标准，让学生先进行自评，再互评。
第二板块是Letter time。首先复习认读家庭词汇，然后自然过渡到字母的学习。通过教师口型示范和播放字母动画，学生学习字母Ll, Mm, Nn的发音，并感受它们在单词中的发音。由于字母Mm和Nn发音和书写相似，所以要通过看字母卡片读字母，听发音指认字母卡片，以及在课文中找字母的方式，加强音和形的辨析。掌握字母发音后，让学生看书自主学习字母的书写，辨析书写相似的Mm和Nn，并通过学生说老师写的方式，让学生明晰每个字母在四线三格中的位置及其书写的笔顺。板块最后，依然结合Ticking time进行互评。
特别分享：
培养学生观察、对比、发现的能力
培养学生自主学习的能力
培养学生进行合理自评和互评的能力
