Story time教学内容分析

译林版三年级上册Unit 8 We’re twins！

The first period 苏州新区枫桥实验小学

何英

教学内容：Story time 教学目标：

1.学生能听懂、会说、会读、会写单词: uncle, aunt, man, woman, girl, boy, we’re, twins. 2.学生能用”who”来询问人物：

Who’s he/she?

Who’s this/that ...?

并能正确回答He’s/She’s ...

3.学生能理解twins的含义，并认识课文中的一对双胞胎，能正确辨认这对双胞胎。

4.学生能在理解课文的基础上，有感情地表演出这个故事。

教学重点：

1.学生能听懂、会说、会读、会写单词:uncle, aunt, man, woman, girl, boy, we’re, twins. 2.学生能用”who”来询问人物：

Who’s he/she?

Who’s this/that ...?

并能正确回答He’s/She’s ...

教学难点：

1.能用Who’s this/that ...?来具体询问人物。

2.理解twin和twins 教具学具准备：

PPT、word cards 教学过程：

Step 1 Warm-up 1.

Greeting 2.

Sing a song: My family

T:First ,let’s enjoy a song.

T:Do you like this song?

Ss: Yes, we do.

T: Now let’s sing it together. （第一遍先听，第二遍一起唱）

设计意图：歌曲是孩子非常喜欢的，通过这首家庭歌曲渲染课堂气氛，为下文做一个铺垫，引入新学的单词。

Step 2 presentation 1.

T：Do you love your family?

S:Yes, we do. 2.

T:Can you introduce your family?

Ss take out a picture of his family and introduce his family.

This is my father. This is my mother. This is me.

T:You did a good job.

3.

Now let’s play a game. I can guess. Q1: Who is father or mother’s father?

-grandpa Q2: Who is father or mother’s mother?

-grandma Q3:Who is father’s brother or mother’s brother ？

- uncle

teach :uncle

出示单词卡片uncle 开小火车读

Q4:Who is father’s sister or mother’s sister？

-aunt

teach: aunt

出示单词卡片

aunt 4.

Say a chant Who, who, who is he? Uncle, uncle, he’s my uncle.

Who, who, who is she? Aunt , aunt , she’s my aunt.

5.T:Well done. So we know grandpa,grandma,father,mother, brother,sister （呈现已学全家的词汇,请学生回顾）

They’re family. 6.This is Peppa Pig’s family. Do you like this cartoon.

Who’s she ? She’s Peppa Pig. She’s a girl. Teach:girl

出示ir字母组合发音一样的单词bird,skirt,shirt…

Who’s he ?

He’s George. He’s a boy.

Teach:boy

toy

The same way teach: woman, man 7.I can say

PPT 分别呈现学生生活中的4个人物

T: Who is this boy ?

S: He’s S1. He’s my friend.

T: Who is this girl?

S: She’s S2. She’s my friend.

T: Who is this man ?

S: He’s Mr Qiu. He’s my teacher.

T: Who is this woman?

S: She’s Miss Fan. She’s my teacher.

设计意图：通过引入小猪佩奇一家，教授新单词，可以更好得激发孩子的学习兴趣。引入孩子们的照片，贴近孩子的生活，这样教学更自然。

Step 3 Story time 1.

T: Who is he?

S: He’s Mike.

T: Who is she?

S: She’s Yang Ling.

2.

T: Where are they now?

Ss choose at school or at home.

S: At school.

3.

Watch and choose the answer?

1). Who’s this man?

2).Who’s this woman?

3).Who’s this girl? Who’s that girl?

They’re twins.

teach twin

4 . Can you recognize the twins?（学生可用中文描述）

根据头饰

5.

Learn to read 6.

Read and act 设计意图：通过看卡通篇让孩子们回答Uncle和aunt，培养孩子们的观察能力，通过自读课文，找出Su Hai和Su Yang，培养孩子读和说的能力。

Step 4 Production 1.T: Now Mike,Yang Ling invite their family,but Liu Tao .Who does he invite? Can you guess?

S:

T: He invites his grandpa.

Can you introduce them to Liu Tao’s grandpa. Make a dialogue with your partner. 3.

Make a dialogue: Welcome to my school. Thank you. Who is he/she? He’s/She’s…

…

设计意图：通过引入Liu Tao’s grandpa,让孩子四人一组编写对话，培养了孩子们小组合作的能力，孩子们非常感兴趣。

Step 5 Homework 1.

Read and review the story. 2.

Make a big family tree according to P53 Fun time.

板书设计：

课后反思：

这一节课首先我引入一首family歌曲，一是渲染一下课堂气氛，二是为了下文铺垫，让孩子来介绍自己的家庭，然后引入本课的新授单词。这首歌孩子们非常喜欢，唱起来也是非常得轻松愉快。在学习生词boy,girl,man,woman时，我引入孩子们喜欢的动画片小猪佩奇一家,通过这样的方式让孩子们在轻松愉悦的氛围中习得新知识。在处理文本的时候，通过让孩子们看动画和自读课文回答问题，进一步了解文本。最后输出文本是通过有趣的角色扮演，孩子们生动形象地扮演角色进行表演非常给力。拓展板块引入了Liu Tao的爷爷，让孩子们展开想象的翅膀编写对话并表演，让文本得到了进一步的巩固。