Story time说课稿【一等奖】

译林版小学英语3下 Unit8 《We’re twins！》教学设计

如东县马塘小学

申晓晖 一、教材简解

本课是译林版小学英语3下 Unit8 《We’re twins！》第一课时的教学内容，具体为A部分。本课主要呈现的内容是生活中常见的介绍他人句型。主要通过各种教学方式让学生感悟语篇、理解语篇、运用语篇。

二、目标预设

1、知识目标：

1)让学生通过学习，进一步理解和运用Who…?引导的问句。并能用He’s…She’s…进行回答。

2)让学生能够听懂，会说，会读，会拼写以下单词： girl aunt uncle。

3)通过学习能够理解并表演Story time对话。

4)通过学习，使学生能够在情境中运用所学语言介绍自己的家人和朋友。

5)学会分辨Su Hai和Su Yang。

2、能力目标：

1)通过学习,让学生能运用本课所学语言介绍自己的家人和朋友。

2)培养学生理解文本的能力,使学生能用正确的语音语调表演对话。

3、情感目标：

1)激发学生的学习兴趣，提高学习的积极性。

2)激发学生的参与意识，综合运用语言知识的意识，团结合作的意识。

三、重点、难点

1)学会用Who进行提问,并能用he, she 进行回答。

2)学会分辨Su Hai和Su Yang。

四、设计理念

任务型教学法。

五、设计思路

以分享为主线展开教学。先从我分享动画人物给学生，接着Mike和Yang Ling分享歌曲和故事，然后我们互相分享家人和朋友，以及今天所学知识，最后情感升华教育学生学会分享。

六、教学过程

Step 1.Warm up. 课前三分钟

Enjoy a song.

This is my uncle. He’s very tall.

This is my aunt. She’s also tall.

This is my cousin. She’s very small.

I like them all, like them all. 设计意图：一首来自2A Unit1《She’s my aunt》的欢快的歌曲让课堂气氛更加活跃，并且歌曲中的uncle，aunt也是本课学习内容。

1. Share yourselves I am your new English teacher. I’m Miss Shen. Hello, boys and girls.Can you introduce yourselves to me? And you can use these sentences. 2. Share pictures. T: Good job.I will share some pictures with you. Look. Who’s he? / Who’s she? S: He’s/She’s…

(出示各种动画人物图片) 设计意图：贴近孩子们的动画人物能充分调动他们的学习积极性，缓解紧张情绪，为接下来的学习铺垫。

3. Share friends. T: Ok, now I will share some friends with you. 出现Mike和Yang Ling。

T: Can you ask some questions? S: Who is he? How old is he? ... (学生自主提问) T: Guess who is he? S: He’s …

板书句型Who is he? He is…

T: Who can ask? S: Who is she? T: Guess. S: She’s …

板书句型Who is she? She is…

T: They are our good friends. They will share a story with us. Step 2.Presentation. (Share a story) 1.

Watch and circle. T: It’s about their school’s open day. Some people come to their school. Who are they? Let’s watch the cartoon.

S: Mike, Yang Ling, Mike’s uncle, Yang Ling’s aunt, Su Hai and Su Yang. 2. Read and find. T: The get together but Mike has some questions. How does Mike ask? Please read by yourselves and find the sentences. S: Who’s that girl, Su Hai?

板书教授girl S: Su Hai, who is she? 跟读录音模仿读

3. Read and underline. T: Read again and find the sentences. How does Su Yang answer?

How does Su Hai answer? T: How does Su Yang answer? S：She’s Su Hai. I’m Su Yang.

跟读录音加上动作

T: How does he ask Su Hai? S: Su Hai, who is she? 跟读录音加上动作

设计意图：对话的教学通过读的方式理解对话内容,发展学生主动思维和自主学习的能力。

4. Try to find. T：What are their differences? Can you find it? You can say it in Chinese. 学生通过头饰，衣服辨认不同。

T: Look, Su Hai’s headwear is pink,Su Yang’s is yellow. Are you clear? S: Yes. T: Here’s a tip for you.Who can read it for us?

S: …

T: Why are they look the same? S: …

T: They’re twins.

板书课题

T: They are twins too.

设计意图：导入课题，解决本课重难点。

3. Listen and answer. T: Mike and Yang Ling are talking about their family. How does Mike introduce his uncle? And how does Yang Ling introduce her aunt? Let’s

listen. S: He’s my uncle.

板书教授uncle S: She’s my aunt.

板书教授aunt 设计意图：对话的教学让学生带着问题去听，在听的过程中抓住语言关键词。

4. Listen and repeat. T: Now it’s our turn to read after the tape.

设计意图：必要的听力和模仿地道的英语可以提升学生的英语技能，此环节有助于培养学生良好的语音、语调。

5. Read or act. T: Let’s read in groups.You can read in roles, read together, read after one, act the story. 设计意图：各组根据组内情况选取不同的方式读课文展现灵活可操作性，增强趣味性，对话的表演能让学生对于知识活学活用。

Step 3. Consolidation. 1.

Share my family photo. T：This is my family photo. Do you want to know who are they? S: Who is she/he? T: She’s/He’s…

2.

Share photos. T: It’s your turn to share your photos in groups.

设计意图：由我的全家福让学生提问句型“Who is he/she?”,再通过小组合作的方式让学生在介绍家人和朋友的情景中操练句型，提升了文本的学习。

3.

Share knowledge. T: Boys and girls, you all do a good job today. Can you answer these questions? 设计意图：以问题的形式巩固本课所学的知识。

4.

Share the feeling. T: In this class, we share the song,the story,the pictures and the photos,we should know sharing is a good thing.

The more we share, the more we have. 我们分享的越多, 我们拥有的也越多。

设计意图：本课以分享为主线，一句谚语结束本课所学内容也是情感升华到生活中。

Step 4.Homework. 1. Read Part A, follow the tape 3 times, try to read it fluently. 2. Introduce your friends and family in groups. 设计意图：学生跟读录音学会正确的语音语调，避免乱读，错读。将书面的口令实践，不仅是将教学内容灵活运用，同时也锻炼了学生的反应能力。作业包含听，说，读面面俱到才能让学生完全掌握并能灵活运用本课知识。

板书设计

Unit 8 We’re twins

Who’s he/she? girl He’s /She’s… uncle aunt