1、Unit 8 Were twins!Cartoon timeTeaching contents 教学内容Cartoon timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说日常用语 Who is she/he? Shes/ Hes Is this ? Yes, hes/shes No, hes/ shes 2. 能正确地理解、朗读卡通并表演。3. 能初步运用本课所学的表达询问或介绍家庭成员。4. 能跟唱歌曲。Focus of the lesson and predicted area of difficulty 教学重点和难点教学
2、重点：能正确地理解并朗读卡通，在教师的引导和帮助下表演。教学难点：能初步运用本课所学的表达，询问或介绍家庭成员。Teaching procedures 教学过程Step 1 Greeting & Reading1. GreetingT: Hello, boys and girls.S: Hello, Miss Chen.T: Nice to meet you.S: Nice to meet you, too.2. Say the rhymeT: Do you remember this little boy?S: Hes Robbie Roy.T: Yes, his name is Robbi
3、e Roy. Lets say this rhyme together(播放儿歌，学生一起诵读)【设计意图：让学生通过儿歌热身,为下一步学习进行铺垫】Step 2 Revision1. Lets talkT: Lets try to introduce your family tree. You can say like this:I have a happy family. Look, this is my family tree. This is my father. Hes a cool man. This is my mother. Shes nice. I love her very
4、 much. Whos this man? Hes my grandpa. He is not tall. Is this woman my grandma? Yes, she is. She is also not tall. Look at this baby. Its me! (教师示范介绍，PPT 呈现核心表达，给学生提供语言支撑)T: Excellent. I think you all have happy families.【设计意图：提供语言支撑，帮助学生学会整段表达，以此帮助学生巩固运用基础词汇和核心句型。 】Step 3 Cartoon time1. Watch and a
5、nswer.T: Sam has a happy family, too. Look, this is his family. Please watch the cartoon and tell me how many cats you can see in it. (播放卡通动画)S: I can see four.2. Read, talk and complete.T: Please read Cartoon time and find out how many Johns there are in the story.S: Three.T: What are their relatio
6、nships? Please complete Sams family tree and introduce it.S: This is Sams grandpa, John. This is his father, John. This is his cousin, John. And this is Sam.T: Why are they all Johns? Do you know? (教师呈现文化拓展，学生阅读了解)3. Read Cartoon time.T: At last, this is Sam. Look at Sams face. Is he proud, cool, or
7、 angry, surprised?S: Hes proud and cool.T: Yes, but Bobby thinks hes another John, so Sam is angry and surprised. Please read with these emotions. (指导学生带感情地朗读)T: Next, lets listen to Cartoon time and repeat. Pay attention to your pronunciation and intonation. (播放音频，学生逐句跟读对话 )T: OK. Now lets read the
8、 story together. (学生齐读，教师根据语音语调再给予细致指导)T: Then you can choose a way to read or act in pairs.(学生分小组选择朗读或表演卡通)4. Imagine and actT: Its time for Bobby to introduce his family. Lets look at this story and imagine what they will talk. 学生根据图片创编另一个卡通。【设计意图：通过观看动画初步了解 Sam 的一家；接着精读卡通，让学生通过阅读卡通、画家谱树然后介绍，培养学生整
9、段表述的能力；通过为什么都叫John 的问题，适当进行文化渗透；通过想象 Bobby 的家庭介绍，将本课所学进行实际运用。 】Step 4 SummaryT: What do we learn today?S: Sam and Bobbys family.T: Great. Can you talk about their family?S: This is Is this ? Yes./ No.T: Excellent.【设计意图：常规总结，帮助学生回顾本课所学，强调重难点。 】Homework 家庭作业1. 听磁带，读卡通。2. 向家人或朋友介绍 Sam 或者 Bobby 的一家。Teac
10、hing aids 教学准备（含板书设计）教学准备：Fun time 制作的 family tree，Sam 一家的人物头像板书设计： Unit 8 Were twinsWhos he/she ?Is he/she your father/mother?Yes, he/she isNo, he/she is not说课本课的主要教学内容是复习核心词汇和句型，以及学习卡通部分。教学目标是巩固和运用核心表达介绍和询问人物；阅读理解卡通，体会它的幽默之处和背后的文化。根据教学内容，我设计了三个教学环节。第一部分，复习巩固核心句型。首先，学生通过诵读儿歌，初步复习核心句型。接下来，教师通过示范并给予丰富的语言支撑，帮助学生逐渐能够独立介绍自己的家庭照片，注意培养学生小语篇输出的能力。第二部分，阅读学习卡通。这部分的阅读，我设计了三个问题来进行引导。你看到了几只猫？有多少只叫 John？他们是什么关系？这三个问题，引导学生从整体到部分了解卡通的意义以及它的幽默并进行文化拓展。在朗读指导上，注意让学生体会 Sam 的语气变化，帮助他们更好地朗读和表演卡通。第三部分，表演新的卡通。在卡通的基础上，教师呈现 Bobby 介绍他的家庭照片。这个环节旨在激发学生想象力，创设新的情景为学生运用刚刚学到的语言提供机会，培养学生的语用能力。Sams family tree
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