Unit8  We’re twins!

教学目标:

1. 能听懂、会说、会读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. 能初步会听、说、读并拼写单词：we  girl  man  woman  boy

3. 能熟练使用日常用语与句型交流

教学重点：

1. 能听懂、会说、会读Who is she/he？ She’s my aunt./He’s my uncle.

2. 能初步会听、说、读并拼写单词：we  girl  man  woman  boy

教学难点：

1. 句型Who is he/she/that girl/…?的语调和用法。

2. 词汇twin  aunt  man  woman  girl  cousin的读音。

教学过程：

Step1. Warming up

1. Sing a song

2. Free talk

Step2. Presentation

1. Present a picture of Uncle John

T: Who’s he? Do you remember?

S:…

T:Yes,he’s Uncle John. He’s a man.

Read: man, man, man

The same way to teach “woman, boy, girl”.

2. Present a photo of my family

T: This is a photo of my family. Look at this man. Who is he?

S: …

T: He’s my uncle.

Read: Who is he? He’s my uncle.

T: Look at this woman. Who is she?

S: …

T: She’s my aunt.

Read: Who is she? She’s my aunt.

3. Let a student wear a headwear of Su Hai.

T: Look, who’s that girl?

S: She’s Su Hai.

T wears a headwear of Su Yang

T: I’m  Su Yang. I’m Su Hai’s sister. We’re twins.

Read: We’re twins.

Step3. Practice

1. Look at the picture of the text, and listen to the tape.

2. Read after the tape.

3. Answer some questions.

4. Act the text.

Step4. Consolidation

1. Let students show their photos. Ask and answer.

A: Who’s he/she?

B: He’s/She’s …

2. Show students some pictures of famous persons.

T: Look, who’s he?

S: He’s Yao Ming.

T: Take out your pictures and talk about them in groups.

S: …

3. Create a new scene according to the text.Let students make dialogues.

Step5: Homework

1. Read  the dialogue four times, and try to repeat.

2. Use the sentences we have learned to introduce your families.

Unit 8 We’re twins!
第二课时
教学目标
　　　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。  
教学重 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。
教学准备
　　　图片
教学过程
　　　Step1: Warm up
　　　(a)Greeting  
　　　T: Who’s this girl？
　　　Ss: She’s …
　　　T: Who’s that boy?
　　　Ss: He’s …   (老师呈现一些动画片人物)
　　　T: Who’s this man?  
　　　Ss: He’s…  
　　　T: Who’s that woman？   
　　　Ss: She’s …
　　　2. Free talk
　　　a. Act Story time   
　　　Step 2 Presentation  
　　　A、Fun time  
　　　1.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, uncle  
　　　2.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.
　　　B、Cartoon time  
　　　a.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 watching Sam’s family photos. 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  
　　　Step3 Homework
　　　1. Read Cartoon time five times.
　　　2. Recite the dialogue.

Unit8 We’re twins(period3)
教学目标：
1. 能诵读歌谣Who’s that little boy?
2. 能听懂、会说、准确发字母n在单词中的读音。
3. 能熟练运用本单元学习词汇、语句。
教学重点：
能听懂、会说、准确发字母n在单词中的读音
教学准备：
 多媒体、挂图、录音机、磁带，Cartoon time部分句子卡片
教学过程：
A.   Greetings
B.    Review
1. 引导学生运用所学语句介绍自己及左邻右桌的同学、朋友。请一名学生示范：
S: Hello, my name is . . .  This is my friend.She is . . .  He is . . .
学生小组活动，介绍巡视。
2.出示句子卡片，学生认读。
C.sound time
T:There are also two friends. Who are they? Who’s the boy/girl?
由此来引出Nick和Nancy
Guess: How old are they?让学生进行猜测。
Ss:Nick is _nine_____
Nancy is _ten____
What do they have ?引出book和pen
这个时候引进知识点have/has的用法，has用于第三人称单数
结合图片指导学生朗读句子：Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen
出示单词new, nine, man, twin, woman,学生认读，体会字母n在单词中的读音。
教师范读，引导学生观察老师口型并跟读，进一步体会读音。
学生把句子绕口令读，比赛谁读得又快又好。
D.Rhyme time
1. 出示Rhyme time图片，指导学生看图
T: Look at this picture. Who’s that little boy? Listen to the tape.
Ss: His name is Robbie Roy.
T: Is he tall?(引导学生观察比较)
Ss: No.
T: Robbie Roy is not very tall.（指导学生朗读）
T: What is this?
Ss: A cat.
T: Yes. It’s Robbie Roy’s cat. And what’s this?
Ss: It’s Robbie Roy’s mouse.
T: His cat and mouse are also small.（指导朗读）
2. 出示歌谣，学生尝试认读。
3. 教师范读，学生跟读。
E.Checkout time
1. 出示Checkout time挂图，引导学生观察图中人物。
2. 指导学生读P55对话，结合上下文，说出所缺内容。
3. 学生独立完成练习。
4. 请学生以Mike的口吻介绍图中人物。
F. 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。
G. 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。
H.Homework
1. 听录音跟读Sound time, Rhyme time.
2. 默写本单元四会单词。