Unit 1 In class教学设计方案

译林版牛津英语3B Unit8 备课内容：Sound time, Rhyme time ，Checkout time and Ticking time 备课人:李埝中心小学

宋国境

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.能熟练运用本单元所学词汇、句型谈论家人和亲戚。

教学重难点：

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。

课前准备：多媒体，PPT 教学时间：一课时

教学过程：

Step1: Warm up 1.Enjoy a song《Who is she？》

2.Free talk:

(1)Who’s he/she? 引导学生运用所学语句介绍自己及左右的同学。

Hello, my name is . . . She is . . . He is . . . (2).出示学生幼时照片，让学生猜是谁

T: Who is this baby? Guess! S1: She / He is . ..

(3).Review. 出示Cartoon time中的人物与学生问答。

Who’s this/ he?

由Sam 和Bobby引出单词cat和mouse并教授。

Say a chant: Cat, cat, cat, Sam is a cat

Mouse, mouse, mouse, Bobby is a mouse （设计意图：通过歌谣进一步巩固本单元所学知识，激发学生的求知欲。通过free talk，结合学生幼时照片，激发学生的想象空间，更加生动有趣的巩固本单元所学知识。通过chant学习两个生词cat和mouse,为下面所学内容作铺垫）

Step 2. Rhyme time 出示Robbie Roy的图片：Who’s that little boy? Watch the cartoon and tell me

his name. Play the rhyme Ss: His name is Robbie Roy. T: Is he tall? Ss: No. Robbie Roy isn’t very tall. (教师重点指导该句子的朗读) T: Look at his cat and mouse. Are they big? Ss: No. T: Yes. His cat and mouse are also small. (教师重点指导该句子的朗读) 1. 教师出示歌谣，学生尝试认读

2. Read after the tape.（加上动作）

3. Read together. （设计意图：通过学歌谣进一步巩固本单元所学知识，提高学生对英语学习的兴趣，让学生在唱中学，提高学习效率。）

Step3 Sound time 1.

T: Robbie Roy has two good friends. Today they come here. Do you want to know who are they? 先闯过两关才能告诉你们哦。Come on, boys and girls! T: First, 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, woman T: Great! Read after me"/n/". Ss: /n/ T: 同学们，想想看，还有哪些也是发这个音呢？

学生分男生组和女生组进行比赛，说单词，最后T总结。

2.判断字母m与n的发音。

3.T: Good！You are so clever. Look at Robbie Roy’s friends ,

出示句子"Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen."听录音并找出他们的名字。

请学生解释句子的意思：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

（设计意图：通过呈现字母发音相同的单词，让学生自己归纳总结，并能自己列举一些所学的单词中有发n的单词。）

Step4: Read and write 1.

出示教师的全家福

T: This is my family photo. Do you want to know who are they? You can ask me. Ss: Who’s the man/ woman/ boy/ girl? Is he/she your…?

2.

Ss试着像这样去了解同座位同学的家人。

完成Ticking time 第二项打星部分

3.学习“Learning tip”

4.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 P55 d. Checkout the answer

uncle, aunt, girl, sister 5. Who can be Mike, and introduce your family. Ss: Hello, I’m Mike.

This is … / This … is …

完成Ticking time 第一项打星部分

（设计意图：大胆开口讲英语是学好英语的有效方法之一，结合学生生活实际，创设有效情境，引导学生在真实的语境中进行表达。）

Step5 Consolidation

Try to write. 玲玲想用英语介绍自己的家人，但有些词不会写，你能帮她完成吗？试一试吧！

My Family

Hello, my _______is Ling Ling. I’m

a ____.This is my family photo.

The man is my______. The ______ is my mother. Look at the ____. He’s my brother.

I love my family. （设计意图：根据所给作文提示，完成单词，培养学生的语言运用综合能力，同时巩固本堂课所学的重点内容。）

Step6 Homework 1.Read the rhyme after the tape and imitate the pronunciation. 2. Review and recite Unit 8 . 板书设计：

Unit 8 We’re twins

N man new nine twin woman

Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.