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【默读】请划出重要信息，生词和生句。
Ss: Mike, Su Yang, Su Hai, Su Yang…（图片）T: Who is that woman?S: She’s Yang Ling’s aunt.3. Show the pictures of Su Hai and Su Yang.T: Who are they?Ss: Su Hai and Su Yang.T: Who isSu Hai? Who is Su Yang?Ss…Read by yourselves,分出谁是Su Hai 谁是Su Yang。
Learning tips:【小声读】猜一猜生词，生句的意思。
Su Hai and Su Yang look the same, why?Su Hai and Su Yang: We’re twins!T: Twins ？Follow me, look at two pictures. (出示两张双胞胎图片,让学生根据图片来理解单词。
)Teach: twins 双胞胎领读4. Read after the cartoon.Learning tips：【大声读】注意模仿语音和语调.5. Read the story time in roles, four in a group.Learning tips：【分角色读】读出语音语调，表演生动。
Step41. Think and choose.( 三小题)2. Play a game.S1站上讲台，戴上眼罩，S2 跟S1 打招呼，(可变声，让S1 猜起来有点难度，更有趣。
)Ss: Who is he/she?S1: He’s/She’s...Ss: Yes , you’re right. /No, you’re out !3. 设置情景刘星和同学达达在楼下公园看书，小雨从窗户探出头来喊刘星，达达问刘星, 他是谁？多大了？请四人一组帮我把乱掉的对话排序。
笔者有幸参加了一次教学展评活动，在执教过程中经历了整个试教和磨课过程，深有感悟，深受启发。
本节课是译林版《英语》三（下）Unit8We are twins!Storytime，主要内容是在学校开放日这天，家长、亲属和孩子们一起活动，在这一过程中同学们认识了一些新朋友；重难点是通过观察和对话的形式来谈论怎样分辨Su Hai和Su Yang这对双胞胎。
一、导入环节【试教片断1】上课伊始，授课教师和学生相互问候。
由于是借班上课，授课教师通过自我介绍（Name，Age...）来拉近与学生的心理距离；接着请学生们介绍自己以及朋友，从而让新老师熟悉他们。
学生介绍如下：My name is...I’m...This is my friend.She is...（Name）She is...（Age）Free talk作为热身活动，帮助学生初步感知目标语文|王蓉蓉言。
【公开课教学片断1】授课教师将导入环节做如下调整和修改：1.师生问候，直奔主题师生简单问候以后，授课教师陈述当天是我们学校的一个节日———Open Day（教师呈现Open Day标识并贴于黑板），一方面引出“Open Day”的话题，另一方面以呈现图片的方式让学生感受开放日的氛围。
2.欣赏歌曲视频，引出重点句型授课教师建议：在这样开心的节日里，让我们来唱唱歌吧。
歌词如下：Who is he?Who is he?Who is he?He’s my friend.He’s my friend.He’s wonderful.Who is she?Who is she?Who is she?She’s my teacher.She’s my teacher.She’s great. Yeah!学生观看歌曲视频并跟唱歌曲，让学生在不知不觉中对本课重点句型有一定的了解和感知，在一定程度上为本节课新知教授做好铺垫。
【对比与分析】试教课导入环节设计的内容比较常规，且与主题联系不是特别紧密。
苏教版新译林三年级下册英语Unit8 We’re twins.教案导读：本文苏教版新译林三年级下册英语Unit8 We’re twins.教案，仅供参考，如果觉得很不错，欢迎点评和分享。
一、教学内容：Sound time、Song time、Checkout time and Ticking time二、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cow, pig, chicken, duck, pear, apple, orange.2、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?3、通过跟唱、分组唱、表演唱等方式，能会唱歌曲On the farm4、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。
三、教学重点：1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?2、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在单词中的读音四、教学难点：1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?2、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。
五、教学过程：（一）Step1: Warm up1.GreetingT: Good morning / afternoon, class.Ss: Good morning / afternoon, Miss ...（二）Step 2. Rhyme time1. 教师制作歌谣中三个角色的手指纸偶，让学生来猜猜纸偶上的人物是谁？T: Look at my finger puppet. Who’s that little boy? Listen to the tape.Play the rhymeSs: His name is Robbie Roy.T: Is he tall?Ss: No. Robbie Roy is not very tall. (教师重点指导该句子的朗读)T: 教师指着另两个纸偶问Who’s this?Ss: A cat. / A mouse.T: Yes. His cat and mouse are also small. (教师重点指导该句子的朗读)2. 教师出示歌谣，学生尝试认读3. Read after the teacher4. Read in groups（三）Step3 Read and write1. 出示三上Mike的全家福T: Robbie Roy is our new friend. Look, who’s this boy?Ss: He’s Mike.T: Yes. Do you know Mike’s family? Who can be Mike, and introduce your family.Ss: This is …/ This …is …T: Ok, you did a good job. Let’s play a game. Look at the pictures on my hands. They are back to you. Let’s guess who they are.把Mike 一家的图片反过来对着学生T：Who can ask?S1: Who’s he / she?Ss: He’s …T: You can use ‘who’to ask questions.完成Ticking time 第二项打星部分2. 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 P55d. Checkout the answeruncle, aunt, girl, sister完成Ticking time 第一项打星部分（四）Step4: Sound time1.Listen and repeatT: Next, 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, womanT: Great! Read after me"/n/". Ss: /n/T: n, n, n, /n/ , /n/, /n/ man, new, nineSs: n, n, n, /n/ , /n/, /n/ man, new, nineT: n, n, n, /n/ , /n/, /n/ twin, womanSs: n, n, n, /n/ , /n/, /n/ twin, womanT: 同学们，想想看，还有那些也是发这个音呢？Ss: ...T: Good！You are so clever. Look at the picture ,"Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen."What's the meaning?Ss: 尼克九岁。
2013-2014年度第二学期英语学科备课咼淳县漆桥中心小学T: Today is Open Day. The children and their families are at school. Who are they? Let ' s watch the cartoon.学生观看动画。
2. 根据动画画面，师生问答 T: Who ' s this boy? S: He ' s Mike. T: Who ' s that girl? S: She ' s Yang Li ng.3.引导学生填写表格。
用 man, woman, boy, girl 填写以下表格4. Read after the tape. （ Tips:注意模仿语音语调）5. Po int and read.6. Read in groups.7. Let ' s dub. Step3 Con solidati on1. Act out the story2. 布置学生准备一些自己感兴趣的名人或卡通人物，小组之间讨论 Step4 Homework1. Recite the dialogue and the words.2. Using the sentenee ' Wlo ' s she / he? Wh6 s that girl / boy? He' s / She ' s ….'to talk about your family.3. In troduce your familyThis girl is my ….This man is …. …;Unit 8 We ' retwins 's this / that …?Yang Li ng Su Hai Su Yang Aunt girl woma n 教学 反思板书 设计Who Mike Un cle boy manT: Look, what ' s this? It ' s a tree. It ' s a family tree. Who ' s this? Ss: He ' s / Sh e' s …豕谱设计大赛T: This is my family tree. Do you want to show meyour 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.Step3 Checkout time1.出示三上Mike的全家福T: Robbie Roy is our new friend. Look, who ' s this boy?Ss: He ' s Mike.T: Yes. Do you know Mike' s family? Whocan be Mike, and introduce your family.Ss: This is …/ This …is …T: Ok, you did a good job. Let' s play a game. Look at the pictures on my han ds. They are back to you. Let ' s guess who they are.把Mike 一家的图片反过来对着学生T: Who can ask?S1: Who' s he / she?Ss: He ' s …T: You can use ‘ who' to ask questions.完成Ticking time 第二项打星部分Step4 Rhyme time教师制作歌谣中三个角色的手指纸偶，让学生来猜猜纸偶上的人物是谁？T: Look at my fin ger puppet. Who s that little boy? Liste n to the tape. Play the rhymeSs: His n ame is Robbie Roy.T: Is he tall?Ss: No. Robbie Roy is not very tall.（教师重点指导该句子的朗读）T:教师指着另两个纸偶问Who' s this?Ss: A cat. / A mouse.T: Yes. His cat and mouse are also small.（教师重点指导该句子的朗读）教师出示歌谣，学生尝试认读Read after the teacherRead in groupsStep5 Homework1. Listen and read Rhyme time 5times.2. C opy the words.。
译林三年级下册unit8教案第一篇：译林三年级下册unit8教案教学内容：Unit 8 We’re twins!教学目标：1、通过全家福照片及纸偶的展示学习句型Who’s she / he? Who’s that girl / boy? He’s / She’s….。
2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, we’re。
3、.通过学习Story time，能正确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。
4、能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。
教学重难点：１、通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。
能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。
教学过程： Step1: Warm up 1.（课前准备五个纸偶，画上不同的人物（分别代表自己和家庭中其他成员）。
课堂上戴着纸偶现场操作，模拟出不同人物，与学生进行交流。
）T: Look, this is a girl.This is a boy.This is a man.This is a woman.通过介绍纸偶学习girl, boy, man, woman T: Who are they? Let’s listen to a song.2.Listen to a song T: This is me.Welcome to my family.Look!Who’s he? 指着爸爸的纸偶S1: He’s …T: Yes, he’s my father.Hello, boys and girls.Nice to meet you.Ss: Nice to meet you too.Who’s this girl? 指着画有妹妹图像的纸偶S1:She’s…同法引出其他家庭成员，渗透文中主要句型3.学生出示自己的全家福T：This is the finger family.Who wants to show us your family photo？(投影)Who’s this man / woman / boy / girl? S1: She’s /He’s my…Ss：Who’s this man / woman / boy / girl? S1: She’s / He’s my… Step2 : Presentation1、出示学校场景图，引导学生整体理解对话内容T: Today is Open Day.The children and their families are at school.Who are they? Look at the picturee and listen to the tape.Ss: 学生整体听录音初步理解课文内容2.从学生已知人物入手，引导学生带着了解未知人物的目的，听课文录音，进一步理解课文内容，理清人物关系T:（指着Mike）Who’s this boy? S1: He’s Mike.T:（指着Yang Ling）Who’s that girl? S2: She’s Yang Ling.T:(指着Su Hai)And who’s this girl? S3: She’s Su Hai.T:(指着Su Yang)Is this Su Hai? S4: No, she’s Su Yang.T: Yes, they’re twins.(Teach‘twins’)T: 继续出示课文中另外两个成年人物图Who’s she? Who’s he? Let’s listen and match Ss: 听录音，连线 T：Who is he? Ss:（引导学生回答）He’s Mike’s uncle.So Mike says’He’s my uncle.’ 此环节时，将人物图片贴在黑板上3.引导学生认识理解man, woman, boy, girl等词 T: Who are in the playground? Ss: Mike, Yang Ling, …(看着黑板一一复述)T: 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）Step3 Consolidation 1.Read the dialogue after the tape Read in role Read in groups Act out the story 2.布置学生准备一些自己感兴趣的名人或卡通人物，小组之间讨论A.Homework.1.Read the dialogues after the tape and imitate the pronunciation.2.Try to recite the dialogue.3.Copy the new words.4.Make the family tree(参照Fun time)B.Homework.1.Recite the dialogue and the ing the sentence’ Who’s she / he? Who’s that girl / boy? He’s / She’s….’to talk about your family.3.Introduce your family Thisgirl is my ….This man is….… 板书设计：Unit 8 We’re twins!Who’s this / that …?MikeUncleYang LingSu Hai Su YangAuntboymangirlwoman第二篇：译林版3A Unit8教案三年级英语上册教案Unit 8 Happy New Year 第一教时教学内容Story time 教学目标：1.能听懂、会说、会读、日常用语和句型Happy New Year!What’s this/ that? It’s…This is for you.2.能听懂、会说、会读词汇uncle,doll,ball,robot,CD.3.能听懂、会说、会读、会写词汇happy,new,year,for,you,that,car.4.欣赏歌曲Happy New Year!教学重点：1.句型：What’s this/that? It’s … This is for you.2.词汇：happy,new,year,for, doll,ball,robot.教学难点1.日常用语：What’s this/that?的语序2.词汇：happy,new,year,doll,ball,robot等词的读音教学准备1.多媒体、挂图、生词卡片，服装类、食品类图片，本单元学习的玩具类的图片（多带几套做奖品）、玩具（用礼品盒包装），Uncle John像的头饰, 小红花等奖品。
