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1、Unit 8 Were twins第五课时教学目标：1、能听懂、会说、会读、会写boy, girl, man, woman.2、能听懂、会读、会说Who is he / she? Hes / Shes .Who is that boy /girl ? Hes / Shes . Is he / she your ?Yes, hes / shes / No, Hes / Shes my 教学重点：能够灵活运用日常用语Who is he / she? Hes / Shes Who is that boy / ? Hes / Shes Is he / she your ?Yes, hes / shes
2、 / No, Hes / Shes my 教学难点：能正确运用所学知识完成练习教学准备：多媒体、家谱图片、单词卡教学设计：Step 1. Warming up. Sing a song.Whos that little boy?【设计意图：活泼欢快的歌谣，创设了轻松愉快的课堂气氛，并以简洁有效的形式激发了学生学习兴趣。】Step2. Greeting（师生示范，同位之间练习，自由锁链反应）Good morningNice to meet you.How are you?【设计意图：简单的问候，拉近了师生、生生之间的距离。】Step 3. Play a game. Magic eyes. Gue
3、ss and spell the words.【设计意图: 游戏竞赛是学习、练习的一种好形式，这里利用游戏激发学生快速回忆单词，为后面的学习作铺垫。】Step4. Presentation.1. T: Look, it a nice day, Mikes friend are in Mikes house. Mike is showing some photos to Liu Tao. What are they talking about?Listen! Ss: （Practice in groups.） （教师展示一些学过感兴趣的图片） 2. T: I have some photos h
4、ere. Look! Who is he / she?Ss: Hes / Shes . 3. T: Take out your pictures and talk about them in groups. Ss: 学生用自带的照片进行交流。4. Look and complete. T: Who are they? Ss：Theyre . T: Look at the picture and complete. 1. Ss complete by themselves. 2. Checkout the answers. 3. Act the dialogues.【设计意图:通过具体情境使学生
5、有如身临其境，有利于调动他们的非智力因素，加深对学习内容的理解，完成对知识的掌握。】Step 5. Cosolidation.Play a game.Take out your family photos and guess your partners family members.S1: Who is he / she? Is he / she your ?S2: Yes, hes / shes / No, Hes / Shes my 【设计意图:要训练学生使用某种语言结构并牢固掌握，就需要反复地复习巩固，而往往复习巩固容易成为单调重复乏味的“炒旧饭”，学生容易产生厌烦情绪。根据学生这一学习心理，把复习内容巧妙地与游戏相结合，同样能使学生产生新鲜感，效果很好。】Step6. Homework.1. Recite the words.2. Make some dialogues.
