第 八 单元 单元分析
序号 | 内容 | 个 人 设 计 | 备课组集体讨论意见 |
一 | 单元 教材 分析 | 本单元以家长开放日为场景，家长、亲属和孩子们一起活动，在这一过程中同学们认识新朋友并用Who is he/she…?来询问人物，以此引导学生学习怎样用句型询问某人是谁。 | 本单元以家长开放日为场景，家长、亲属和孩子们一起活动，在这一过程中同学们认识新朋友并用Who is he/she…?来询问人物 |
二 | 单元 目标 要求 | 1、能听懂、会说、会读、会写we, girl, man, woman, boy, name. 2、能听懂、会说、会读we’re = we are, twin, aunt, baby, cousin. 3、能听懂、会说、会读并在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s...进行交流。 4、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能运用所学对话描述。 5、能熟练地诵读歌谣《Who’s that little boy?》。 6、了解字母n在单词中的读音。 | 1、能听懂、会说、会读、会写we, girl, man, woman, boy, name. 2、能听懂、会说、会读we’re = we are, twin, aunt, baby, cousin. 3、能听懂、会说、会读并在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s...进行交流。
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三 | 单元 设计 意图 | 引导学生学习如何用Who is he/she/that girl…?来来询问某人是谁。把语言训练融于各种情景中，学生通过体验及参与，使用正确的句型来与人交流，从而体验成功，培养对语法和句型的掌控能力，善于表达的良好习惯。 | 使用正确的句型来与人交流，从而体验成功，培养对语法和句型的掌控能力，善于表达的良好习惯。 |
四 | 单元 目标 达成 分析 | ||
交往互动式教学设计方案
课题 | Unit 8 We are twins! | 教时 | 第1课时 |
日期 | |||
一、教学目标： 1、通过全家福照片的展示学习句型Who’s she / he? Who’s that girl / boy? He’s / She’s….。 2、通过学习Story time，能初步听懂、会说、会读单词aunt, uncle，twins, we’re。 3、.通过学习Story time，能初步理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话, 复述课文。 4、能在真实的情景中初步运用Who’s she / he? Who’s that girl / boy? He’s / She’s….进行交流。 二、重点与难点 1、能正确理解掌握对话，并能朗读表演。 | |||
教 学 过 程 | |||
Time | Procedure | Teacher’s activities | Learners’ activities | Feedback &aims | |
5 min | Step 1 Warming-up | 1、Daily English
2、Listen to a song < Finger family> | Free talk with teacher ( Class work)
Listen to a music | 口语对话方式复习句型，听歌曲活跃课堂气氛，并导入到课文内容。 | |
25 | 核心过程 | Step2 Pre-task Learn new words | 1、Lead in Look! This is my family. 2. Guess time This is me. Welcome to my family. Can you guess? Who’s he/she? 2. Teach who Read and spell who- w h o 3. Teach aunt, uncle Look! This is my uncle. Guess the meaning of uncle. Look! Who’s she? She’s aunt. Guess the meaning of aunt. 4. Introduce family members. 老师示范 Now, It’s time to introduce your families. 5. Teach we, boy, girl, You are good boys and girls. Who are boys/ girls? Ask student say I am boy/girl. Ask Ss say We’re boys/ girls. 6. Teach man, woman Is your mother a girl too? She’s a woman. Is your father a man too? He’s a man. 7. Introduce family with sentences: “Who’s that/this girl/boy? | Answer the questions He’s /she’s … (Class work)
Read after teacher ( Class work)
Guess the meaning of uncle and aunt. Father or mother’s sister and brother.
Introduce family members. ( Pair work)
Boys/ girls stand. Say I am girl/ boy one by one. Say we are…
No, She isn’t.
No, he isn’t.
Introduce family pictures. ( Pair work)
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用已学内容复习的同时再引入新知。
通过介绍家庭图片的方式学习家族人物关系。
通过介绍家庭和人物关系，新授单词aunt， uncle，boy， girl，we.
达成目标2
通过全家福照片的展示学习句型Who’s she / he? Who’s that girl / boy? He’s / She’s….。
达成目标1
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Step3 Task 1 Understand story time | 1、出示学校场景图，引导学生整体理解对话内容 Who are they? 2. 指着已知人物用句型：Who’s that girl/ boy?询问。 3. Watch the cartoon and answer: Who’s the man/ woman. 4. Teach twin. 5. 连线 | Listen and answer the question.
She’s/ He’s …
Watch the cartoon and answer.
| 从学生已知人物入手，引导学生带着了解未知人物的目的，听课文，看动画，连线等方式理解课文人物关系。 | ||
Step4 Task 2 Reading time | 1. Read after computer 2. Read in role 3. Act out the story out 4. T: Who are in the playground? I have some words here. Can you help them to find friends? （事先将单词也做好，让学生将单词及人物配对，Mike —— boy） | Read Read in role and act out. (Group work)
Introduce people of story time ( Pair work)
| 通过各种教学活动，能初步理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话, 复述课文。 达成目标3 | ||
Step5 Task 3 强化句型结构 | Practice sentences Who’s that girl/ boy? She’s/ He’s … Thank you. … |
Practice sentences ( Pair work) | 让学生在真实情境中初步理解生词，运用句型。 达成目标4 | ||
板书设计 | Unit 8 We’re twins Who’s this / that …? Mike Uncle Yang Ling Su Hai Su Yang Aunt boy man girl woman | 作业设计
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教学反思 | |||||
交往互动式教学设计方案
课题 | Unit 8 We are twins! | 教时 | 第2课时 |
日期 | |||
一、教学目标： 1、能听懂、会说、会拼读单词aunt, uncle，twins, we’re。 2、复习Story time，在教师的引导和帮助下复述课文。 3、学生在老师或家长的帮助下，用简笔画画好家里所有人的头像或剪贴画， 能用Who’s she/he/that girl/boy…询问人物。 4、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。组内创编歌谣吟诵。 二、重点与难点 复习Story time，在教师的引导和帮助下复述课文。 | |||
教 学 过 程 | |||
Time | Procedure | Teacher’s activities | Learners’ activities | Feedback &aims | |
5 min | Step 1 Free talk | 1. Greetings 2. Free talk Who’s she/he/ this girl/boy…? Practice the sentences. 指导学生运用所学的语句说说身边的同学，教师巡视。 |
Free talk
She’s/ He’s… （Class work） ( Pair work) |
回顾句型，进行口语表达练习。 | |
25 | 核心过程 | Step2 Pre-task Review story time | 1. PPT 出示图片，复习单词和拼写。 2. Act story time (1)PPT出示图片及空气泡，看图片表演课文 (注意语音语调) (2)Act in role. 3. Retell the story 出示图片和结构。 The girl/ boy/ man/ woman is … They’re twins…. | Read and spell (Class work)
Act in roles (Group work)
Retell the story (Class work)
| 看图复习单词和拼写 达成目标1
复习Story time，在教师的引导和帮助下复述课文。 达成目标2
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Step3 Task 1 Fun time- | 1、出示全家幅 Who’s this baby? Teach baby Read and spell Who can ask some questions? Can you guess? Yes, she’s my…
2. Draw a family tree 教师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。 Who’s he/she/that girl/man…? 3. Draw a family tree by students. Draw and talk about family tree. - Who’s she/he? - He’s/She’s my … |
Answer the questions. It’s your…
Who’s this woman/ man? She’s/ He’s your … It’s … They’re …
Answer (Class work)
Practice sentences with structures. (Group work) |
看全家福，问图片人物的过程，教师不断强化单词和句子结构。 达成目标3
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Step4 Task 2 Sound time | 1. Show a picture Who are they? 2. Watch the Sound time 3. Listen and repeat the words: man, new, nine, twin, woman What is the same letter? Read together a. Read b. Make a new rhyme A is … B is … A has a … B has a … |
Look and answer Watch the sound time Listen and repeat.
Read /n/
Read after teacher Make a new rhyme and say in class (Group work) | 用歌谣的方式让学生活用所学单词和结构，让学生在活跃的气氛中学习英语。在歌谣基础上，根据结构创编。 达成目标4 | ||
10 min | Step6 Post–task 提供反馈评价，巩固结构 | Homework 1. Recite story time 2. Recite and write new words 3+1. 3. Say Sound time 3 times. | |||
板书设计： |
Unit 8 We’re twin N man new nine twin woman Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.
| 作业设计
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教学反思 | |||||
交往互动式教学设计方案
课题 | Unit 8 We are twins! | 教时 | 第3课时 |
日期 | |||
一、教学目标： 1．能熟练运用本单元学习的语句谈论物体。 2. 能听懂、会说、会读、会写单词name, cousin. 3．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。 4. 学生在小组内开展趣味朗读活动，加入动作表情，读出趣味。 二、重点与难点 能听懂、会说、会读、会写单词name, cousin. | |||
教 学 过 程 | |||
Time | Procedure | Teacher’s activities | Learners’ activities | Feedback &aims | |
5 min | Step 1 Free talk
| 1. Greetings 2. Free talk Hello, I’m Miss Li. My name is … What’s your name? | Ask and answer
Free talk with teacher ( Class work) Hello, Miss Li. I’m … |
交流中回顾已学句型。 导入My name is …
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25
10 | 核心过程 | Step2 Pre-task Learn new words | 1. Teach name PPT 出示name, What’s your name? Cake make wake Read name, What’s your name? 2. Teach sentences -What’s your name? -My name is … Ask some students’ names. 3. Teach cousin Show my family members. 引导学生自由提问，自然导出He’s my cousin Read after teacher. |
Read name ( Class work)
Answer (Class work) Practice sentences ( Pair work)
Ask some questions about Miss Li’s picture. Who’s this/that? Is that your …? How old is he? .... |
在对话交流中引出生词name，新授特殊疑问句What’s your name.
看老师的家庭照片, 用所学疑问句主动提问并学习cousin，引导学生主动思考和敢于提问。 达成目标2 |
Step3 Task 1 Review words and sentences | 1. Magic eyes: Look and say quickly when you see the words and sentence. 2. Make dialogue Show some pictures -Who’s that ...? Is that your…? - No, he/she isn’t. He/She’s my … -How old is he/she? -He’s/ She’s … | Look and say (Class work)
Make dialogue according to a strcture. (Pair work) |
通过活动，能熟练运用本单元学习的单词和语句谈论物体。 达成目标1 | ||
Step4 Task 2 Cartoon time | 1. Show pictures about cartoon time: Who are they? 2. Watch the cartoon and answer: Who is John? 3. Read by students and try to understand how many Johns in the cartoon? 4. 整体呈现对话内容 |
通过学习有趣的cartoon time，让学生整体感知故事情节，理解课文的幽默之处。训练学生提取信息和感悟文本的能力。 达成目标3 | |||
Step5 Task 3 Read and act | 1. Read after computer. 2. Read in roles 3. Read in a group (小组跟读或齐读或分角色读等自由选择) | Read and act. (Group work） ( Pair work) | 指达成目标4 | ||
板书设计 | Unit 8 We are twins -Who’s that ...? Is that your…? What’s your name? - No, he/she isn’t. He/She’s my … My name is … -How old is he/she? cousin-He’s/ She’s …
| 作业设计
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教学反思 | |||||
交往互动式教学设计方案
课题 | Unit 8 We are twins! | 教时 | 第4课时 |
日期 | |||
一、教学目标： 1、通过单词复习和相应的练习，能正确地听、说、读单词aunt, uncle，twins, we’re。 2、通过师生、生生的对话，初步理解、听、说、读单词very, tall, small。 3、通过跟唱、分组唱、表演唱等方式，能会唱歌谣 Who’s that little boy? 4、通过活动和练习检测学习情况。 二、重点与难点 通过跟唱、分组唱、表演唱等方式，能会唱歌谣 Who’s that little boy? | |||
教 学 过 程 | |||
Time | Procedure | Teacher’s activities | Learners’ activities | Feedback &aims | |
5 min | Step 1 Free talk | 1. Free talk Who’s that girl/boy?/ What’s her/his name? He’s/She’s …/His/her name’s … 2. Practice | Free talk with teacher ( Class work)
Practice ( Work in pairs) |
交流中回顾已学单词和句型。 达成目标1 | |
25 | 核心过程 | Step2 Pre-task Review words and sound time | 1. Magic eyes 闪烁所学的单词和句子, 学生大声说出，如果看到笑脸拍两次手。 2. Sound time Say the rhyme in a group and PK. 活动中老师给予评价 Very good！ very cool！ | Look and say loudly.
Say the rhyme and PK. ( Group work) |
通过各种活动方式，复习歌谣，熟悉韵律，同时套用单词练习歌谣。
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Step3 Task 1 Read and learn new words | 1.Teach very Read very ten egg 2. Teach tall, small. a. Show Bobby and Sam’s picture. Who are they? Who is tall? ball Read tall. Sam is tall. b. Show some stationery. Choose big one. TRead small tall ball |
Read the new words. Read after teacher. ( Class work)
Read in group. (Group work) |
学生朗读，教师示范朗读，指导学生边听边体会，找出共同读音。 达成目标2
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Step4 Task 2 Rhyme time | 1. Look at the picture and ask questions about the boy. 收集学生的问题，带着问题看动画。 Play the rhyme. His name’s Robbie Roy. He isn’t very tall. But he’s very clever. He has two friends. They’re animals-cat and mouse. They are also small. 2. Read after computer. 3. Read after teacher. | Ask questions: Who’ he? What’s his name? How old is he? …
Read rhyme. ( Class work) ( Group work) | 通过图片和开放性的问题引出生词，练习朗读，让学生听节奏来感知语感，归纳发音规律，同时让学生在节奏明快的音乐中享受英语的美感 达成目标3
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Step5 Task 3 Read and write | Checkout time 1. 出示三上Mike的全家福。 Ask and answer about his family members 2. Write P55 3. Ticking time |
Talk about family pictures: Who’s … ( Pair work) | Ticking time提炼了本单元的重点教授内容。 达成目标4
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板书设计 | Unit 8 We are twins? | 作业设计
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教学反思 | |||||
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