牛津译林版三年级英语下册第八单元第4课时优质教案
译林英语三下教案Unit 8 We're twins 第四课时
译林英语三下教案Unit 8 We're twins 第四课时Unit 8 We're twinsLesson 4: A day in our lifeTeaching Aims:1. To understand the use of present simple tense to describe daily routines.2. To develop the students' listening and speaking ability through pair work and group work.3. To foster the students' ability to ask and answer questions related to daily routines.Teaching Procedures:Step 1: Warm-up1. Greetings and checking the attendance.2. Review of the vocabulary related to daily routines by giving examples.Step 2: Revision of the present simple tense1. Write the present simple forms of various verbs on the board.2. Ask the students to identify the tense and use it to form sentences to describe daily routines.3. Model a few sentences to guide the students and check their understanding.Step 3: Listening Activity1. Play the audio track of the conversation between the twins.2. Ask the students to listen carefully and identify the daily routines of the twins.3. Play the audio track again, and this time, ask the students to take notes of the daily routines mentioned.4. Check their understanding by asking individual students to share the notes they have taken.Step 4: Pair Work1. Divide the students into pairs and ask them to discuss and compare their daily routines.2. Provide prompts and questions to guide their conversation, such as- What time do you usually wake up/go to bed?- What do you do in the morning/before/after school?- What do you usually eat for breakfast/lunch/dinner?- What activities do you enjoy doing in your free time?3. Monitor the students' conversation, provide feedback and correct any mistakes.Step 5: Group Work1. Divide the class into groups of four or five.2. Ask the students to work together to create a daily routine for a famous person or character, such as Harry Potter, Justin Bieber, or Dora the Explorer.3. Provide materials and resources for the students to use, such as pictures, posters, and magazines.4. Encourage the students to be creative and present their work to the class.5. Monitor their group work, provide feedback, and evaluate their presentations.Step 6: Homework1. Ask the students to write a paragraph describing their daily routine.2. Remind them to use the present simple tense and the appropriate vocabulary.3. Provide some sentence starters to guide their writing, such as- I usually wake up at...- After school, I like to...- Before I go to bed, I always...Teaching Materials:1. Textbook: Unit 8, Lesson 42. Audio track of the conversation between the twins3. Pictures, posters, and magazines for group workAssessment:1. The students' performance in the pair work and group work activities.2. The students' ability to ask and answer questions related to daily routines.3. The quality of the students' homework-paragraph describing their daily routine.。
新译林版小学英语三年级下册Unit8We’retwins!教案1
Unit 8 We’re twins！教案一．教学目标：1、通过全家福照片及纸偶的展示学习句型Who’s s he / he? Who’s t hat 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’re3、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。
进行交流。
4、能在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s…．二．教学重点：能正确理解掌握对话，并能朗读表演。
三．教学难点：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。
进行交流。
2、能在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s…．四．教学具准备：光盘、PPT、头饰、大树道具五．教学过程：Step1: Warm up1.（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, womanT: Who are they? Let’s listen to a song.2.Listen to a song <Finger family>指着爸爸的纸偶T: This is me. Welcome to my family. Look! Who’s he?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) W ho’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 picture 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 matchSs: 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?看着黑板一一复述)Ss: Mike, Yang Ling, … (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 Consolidation1.Read the dialogue after the tapeRead in roleRead in groupsAct 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。
译林版(三起)三年级下册英语教案：Unit 8 We’re twins (Story time)
译林版（三起）三年级下册英语教案：Unit 8 We’re twins(Story time)一、教学目标1.掌握本单元重点单词：twins, same, different, hair, eyes。
2.能够听懂、会说本单元对话。
3.能够表述人物相同和不同之处。
4.提高学生的听、说、读、写综合能力。
二、教学重难点1.教学重点：掌握重点单词，能够听懂、会说本单元对话，表述人物相同和不同之处。
2.教学难点：通过本课的教学，提高学生的语言表达能力以及阅读理解能力。
三、教学内容时间内容活动1 min上课铃响，课堂开始让学生课前准备好书包和教材5 min复习上节课内容让学生与同桌分享上一节课所学内容10min介绍单元新课先让学生听一遍故事，然后介绍本单元的新词汇20 min 带领学生学习本单元对话教师为学生演示对话，然后让学生将对话跟读两遍10 min 帮助学生巩固对话记忆教师与学生一起复述对话，并指出对话中不同人物的相同和不同之处15 min 实践应用在小组内编写简短的对话，描述小组内同学的相同之处和不同之处5 min总结本节课教师与学生一起回顾本课所学内容，强调要掌握本课重点单词和对话四、教学方法1.听说结合2.任务型教学3.小组合作学习五、教学器材1.教材：译林版（三起）三年级下册英语教材2.录音机六、教学评价1.学生跟读对话的表达是否流利、正确。
2.小组合作时学生之间的互动情况。
3.学生对本单元重点单词和对话的掌握程度。
七、教学反思本课通过听说结合、任务型学习、小组合作学习等教学方法，帮助学生提高了语言表达能力和阅读理解能力。
下一步，需要加强课堂互动，鼓励学生多积极参与，提高教学效果。
苏教译林三年级英语下册第8单元全部教案(共4课时)
3B Unit 8 We’re twins !（第一课时）教学设计一、教学内容Story time二、教学目标1.知识目标。
(1)能听懂、会说、会读日常交际用语We‘re twins. Who’s he/she? Who’s that...?并能对别人的提问作出正确判断和回答:He's/ She's ...(2)能听懂、会说、会读、会写单词man, woman ,boy, girl。
(3)能听懂、会说，会读单词who.，uncle, aunt. twin .2.技能目标:能正确使用Who引导的特殊疑问句，并选择人称代词he，she作出判断和回答。
3.情感态度目标。
(1)培养学生大胆运用所学英语进行交际的意识和勇气。
(2)教育学生要热爱自己的家庭、家人、亲人和朋友。
三、教学重、难点1.能听懂、会说日常交际用语,并能对别人的提问作出正确判断和回答。
2.能听懂、会说、会读、会写单词man, woman, boy, girl。
3.能正确选择人称代词进行回答。
四、教学准备1.教具准备:课件、课文人物图片、一位男孩和一位女孩的照片，还有本班级三位老师的照片。
2.板书准备:课题,四线格。
五、教学过程Step1:Warm Up1.GreetingT: Hello./Good morning./I’m Miss LI./Nice to meet you .Oh, a beautiful girl, ahandsome boy...S:Hello...[设计意图]老师走到学生中和学生们打招呼，和一竖排学生握手说Hello.第二竖排学生说Nice to meet you .第三排，第四排。
先和学生们熟悉熟悉，活跃一下课堂气氛，减缓学生课前的紧张情绪，并未接下来的学习做好铺垫。
2.Free talkT: I have some pictures of you .Look , who’s this ? Is this you?S: No, ×××T：She’s ... A beautiful girl.同理，拿出一张男孩照片,使用句型Who is he?并引导学生回答He’s ...[设计意图]老师在教室一圈打招呼后，拿出一张本班级同学的照片，使用句型Who’s this? Is this you?此句型在第七单元卡通已出现，学生们已初步学习。
新牛津英译林版三年级英语下册Unit8单元教案
课题3B Unit8 We’re twins! 课型New 课时Period1 主备人教学日期教学要求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。
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。
２、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。
教具学具光盘、PPT、头饰、大树道具教学活动内容教学活动内容与主要问题的设置学生活动方式教师活动要点教学意图Step1: Warm up1.（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 aboy. This is a man. This is awoman.通过介绍纸偶学习girl, boy,man, womanT: Who are they? Let’s listen toa song.2.Listen to a song <Fingerfamily>T: This is me. Welcome to myfamily. 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.GreetingHave a freetalkGreetingShh! Don’ttalk. Guess!What am Isaying?复习旧知Warming-upPresent thenewsentences.教学活动内容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. Whowants to show us your familyphoto？(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. Thechildren and their families are atschool. Who are they? Look atthe picturee and listen to thetape.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 thisboy?S1: He’s Mike.T: （指着Yang Ling）Who’sthat girl?S2: She’s Yang Ling.T: (指着Su Hai) And who’sthis girl?S3: She’s Su Hai.T: (指着Su Yang) Is this SuHai?Learn to read听课文录音，进一步理解课文内容，理清人物关系Listen andtry to answerquestions.教学活动内容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 matchSs: 听录音，连线T：Who is he?Ss: （引导学生回答）He’sMike’s uncle. So Mikesays’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. Canyou 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 Consolidation1.Read the dialogue after thetapeRead in roleRead in groupsAct 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. Homework.1. Read the dialogues after thetape and imitate thepronunciation.2. Try to recite the dialogue.3. Copy the new words.4. Make the family treeDo theexercise bythemselvesRead thedialogue.听课文录音，进一步理解课文内容，理清人物关系板书设计：Unit 8 We’re twins!Who’s this / that …?Mike Uncle Yang Ling Su Hai Su Yang Aunt boy man girl woman课题3B Unit8 We’re twins! 课型New 课时Period2 主备人教学日期教学要求1通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….2、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教学重、难点1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’smy….2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。
译林版三年级英语下册第八单元教案
译林版三年级下册英语第八单元教案Unit8 We’re twins!Period 1教学目标:1、能听懂、会说、会读Who is she/he？She’s my aunt./He’s my uncle. Who’s that girl? She’s Su Hai./She’s my sister. We’re twins.2、能初步会听、说、读并拼写单词：we girl man woman boy3、能熟练使用日常用语与句型交流教学重点：1、能听懂、会说、会读Who is she/he？She’s my aunt./He’s my uncle.2、能初步会听、说、读并拼写单词：we girl man woman boy教学难点：1、句型Who is he/she/that girl/…?的语调和用法。
2、词汇twin aunt man woman girl cousin的读音。
教学过程：Step1. Warming up1、Sing a song2、Free talkStep2. PresentationPresent a picture of Uncle JohnT: Who’s he? Do you remember?S:…T:Yes,he’s Uncle John. He’s a man.Read: man, man, manThe same way to teach “woman, boy, girl”.Present a photo of my familyT: This is a photo of my family. Look at this man. Who is he?S: …T: He’s my uncle.Read: Who is he? He’s my uncle.T: Look at this woman. Who is she?S: …T: She’s my aunt.Read: Who is she? She’s my aunt.Let a student wear a headwear of Su Hai.T: Look, who’s that girl?S: She’s Su Hai.T wears a headwear of Su YangT: I’m Su Yang. I’m Su Hai’s sister. We’re twins.Read: We’re twins.Step3. Practice1、Look at the picture of the text, and listen to the tape.2、Read after the tape.3、Answer some questions.4、Act the text.Step4. Consolidation1、Let students show their photos. Ask and answer.A: Who’s he/she?B: He’s/She’s …2、Show students some pictures of famous persons.T: Look, who’s he?S: He’s Yao Ming.T: Take out your pictures and talk about them in groups.S: …Create a new scene according to the text.Let students make dialogues. Step5: Homework1、Read the dialogue four times, and try to repeat.2、Use the sentences we have learned to introduce your families.板书设计：Unit8 We’re twins!Who is she/he？She’s my aunt./He’s my uncle.Who’s that girl? She’s Su Hai./She’s my sister. We’re twins.Period 2教学目标:1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….2、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。
牛津译林版三下英语Unit8__第4课时参考课件公开课教案课件公开课教案课件
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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 farm 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。
3
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Sing together
4
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5
Sound time
n
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man
new
nine
twin
woman
6
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Sound time
Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.
陈尧咨（善射）
神态 忿然 笑而遣之
卖油翁（善酌）
睨之
汝亦知射乎 语言 吾射不亦精乎
尔安敢轻吾射
动作 笑而遣之
无他，但手熟尔 以我酌油知之 我亦无他，惟手熟尔
释担而立 但微颔之
性格: 自矜（骄傲）
取置覆酌沥
对比
谦虚
道理: 熟能生巧,即使有什么长处也不必骄傲自满。
课外延伸
1、联系生活、学习，说说熟能生巧 的事例。
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Act time
试着回忆Cartoon time课文内容，并上台表演。
译林版英语三年级下册《Unit8We'retwins》教案
译林版英语三年级下册《Unit8 We’re twins》教案教材背景《译林版英语三年级下册》是由江苏译林教育出版社出版的一套英语教材，共12个单元，每个单元包含课文、活动、语法、词汇练习等部分。
本文将着重介绍第八个单元的课文教学。
教学目标•掌握并运用新词汇：twins, same, different, looks, personalities, hobbies。
•能够用英语描述自己和别人的外貌、性格和爱好。
•能够阅读并理解与主题相关的语言材料，如简单的短文段落、对话等。
教学重点•课文的阅读理解。
•新词汇的学习及掌握。
教学内容单词听写老师向学生朗读需要掌握的单词并让学生听写。
•twins•same•different•looks•personalities•hobbies课文学习老师和学生同时阅读课文《We’re twins》，并通过提问和讨论加深对课文的理解。
问题可以包括：•What is the title of the text?•Who is talking?•What do they look like?•What are their personalities like?•What are their hobbies?通过提问和讨论，激发学生对课文的兴趣和好奇心，并逐渐掌握新词汇，加深对内容的理解。
课文理解根据课文内容，老师可以设计一些问题帮助学生加深对课文的理解。
问题可以包括：•Are the twins the same or different?•How do they look different?•What are the personalities of the twins like?•Are their hobbies the same or different?学生表演老师可以邀请一些学生到前台进行角色扮演，模拟课文中的人物对话。
通过学生表演，可以激发学生的学习热情和自信心，同时，让学生更好地理解课文内容。
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英语（三年级下册）Unit 8 We’re twins!Sound time, Checkout time & Ticking timeTeaching contents 教学内容Sound time, Checkout time & Ticking timeTeaching aims and learning objectives 教学目标1. 学生能听懂、会说字母n在单词中的读音，发音准确。
2. 学生能在真实的情景中灵活运用本课所学的句型Who’s he/she? He’s/She’s … Is he/she …? Yes./No.并体验学习英语的乐趣。
3. 学生能熟练地介绍自己的家庭。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能听懂、会说字母n在单词中的读音，发音准确。
教学难点：学生能熟练使用本课所学，并在真实的情景中灵活运用。
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. Look, ask and answerT: Here are some animal friends. Can you guess what they will ask? Please have a try.S: Who’s my father?T: Which is his father? Do you know?S: The dog.T: Yes, the big dog is his father. So what will he say?S: He’s my baby.(教师继续出示猫、鸭子和蝌蚪的照片，用相同的方法让学生猜测它们会说些什么？)【设计意图：通过游戏热身，让学生猜测小动物的关系以及它们的对话，复习本单元的核心句型。
】Step 2 Revision1. Look, answer and actT: Look at Sam. What will he say?S: Who’s my father?T: Is he Sam’s father?S: No, he’s Sam’s grandpa. This is Sam’s father.T: Who is he?S: He’s Sam’s cousin.T: What is their name?S: They’re John.T: Sam has a big family. Let’s act out cartoon time.2. Make a presentationT: Now you are all Sam. Can you introduce your big family? Here are some useful expressions for you.(教师引导学生独立介绍Sam的家庭，给予一定的语言支撑让他们的表达更丰富。
)【设计意图：学生复习表演卡通动画，并学会运用基础词汇和核心句型介绍Sam 的家庭。
对话表演，培养他们的合作交际能力；整段表述，培养他们独立陈述的能力。
】Step 3 Checkout time1. Look and talk.T: Mike and Liu Tao are talking about Mike’s family photo. Look! Who can you see in this photo?S: I can see Mike, Helen, Tim, his father and mother.T: Who is he?S: He’s Mike’s uncle.T: Is she Mike’s mother?S: No, she’s Mike’s aunt.T: Why they are not Mike’s father and mother?S: Because they are young. (如果学生不会英语表述，教师引导。
)T: Yes, you are right.2. Read and writeT: Let’s read their dialogue and complete it.(学生独立完成书上的练习。
)T: Finished? L et’s c heck the answers. Then read their dialogue together.(教师出示答案，学生校对后朗读。
)【设计意图：做练习前，帮助学生通过图片观察谈论他们的关系，并复习核心表达。
完成练习后，通过齐读方式校对并巩固。
】Step 4 Sound timeT: Mike has a good f riend, Nick. Nick has a sister, Nancy. Let’s watch a cartoon about them. (播放发音部分的卡通)T: This is Nick and this is Nancy. How old are they?S: Nick is nine. Nancy is ten.(教师领读单词Nick, Nancy, nine, ten，让学生通过朗读体会发音。
)T: What do they have?S: Nick has a book, and Nancy has a pen.T: Great. Let’s read the chant together.(教师领读句子，学生体会发音和儿歌的节奏。
)T: Nick and Nancy have a good friend, [n]. Please look at my mouth and say ittogether. (引导学生认真观察教师的口型并跟读模仿)T: N has many friends. Can you read them?(教师出示单词：man, new, nine, twin, woman，学生朗读。
)T: Do you kno w more friends who have the same pronunciation? Let’s read them together.(教师引导学生找到更多n发音的单词，并将它们写在黑板上大家一起朗读。
) T: Great. Let’s read about Nick and Nancy’s rhyme together. Can you make a new chant with our words?(学生朗读发音部分的儿歌，教师指导发音和节奏。
教师示范含有[n]发音的儿歌，并鼓励学生两人合作运用自己找到的词汇创编儿歌。
)【设计意图：通过动画和图片让学生朗读n发音的单词读音，在朗读过程中引导学生认真观察教师口型并跟读模仿，体会读音。
通过学生自主寻找相同发音的单词并创编成有一定节奏感的小诗，进一步巩固发音。
】Step 5 Ticking time & SummaryT: What do we learn today?S: Talk about family.T: We talk about Mike’s family and your family. If you can talk about your family with 1-2 sentences, you can get one star; with 3-4 sentences, two stars; 5-6 sentences, three stars.Can you ask abo ut other’s family with “Who”? If you can ask 1 question, you can get 1 star; 2 questions, 2 stars; 3 questions, 3 stars.We learn the sound of the letter “n”. If you can read and pronounce the words well, you can get 1 star; if you can read the chant well, you can get 2 stars; if you can make a new chant, you can get 3 stars. (教师引导学生通过三个问题，学会自评。
) T: Now please say to your deskmate and check whether you can get all three stars. (教师引导学生同桌互评。
)【设计意图：通过自我练习，自评；同桌反馈，互评；帮助学生回顾本单元所学，强调重难点。
】Homework 家庭作业1. 跟读发音，说说更多发[n]的词和儿歌。
2. 完成补充习题Unit 8。
3 预习Project 2。
Teaching aids 教学准备（含板书设计）教学准备：PPT板书设计：Unit 8 We’re twins !Who’s he/she?Is he/she your father/mother …?Yes, he/she is …No, h e/she is not …说课本节课是Unit 8的最后一课时，教学内容是Checkout time, Sound time and Ticking time 。
主要教学目标是复习本单元核心词汇和表达，帮助学生检验自己的学习成果，学会自我评价和互相评价。
为了达到这些教学目标，我设计了四个板块：在复习板块，通过猜测动物的父母想象他们的对话，复习单元核心句型。
表演创编卡通，介绍Sam 的一家，培养学生小语篇输出能力。
Checkout time 板块，首先引导学生观察图片，讨论Mike 的家庭照片；接着通过书面练习，检测学生掌握情况。
Sound time 板块，引导学生阅读理解，朗读体会发音。
然后，让学生从自己已知的词汇中找到含有n 发音的词，并创编儿歌，激发学生朗读学习发音的兴趣。
Ticking time 将单元复习和评价相结合，教师将每部分的评价标准细化，让学生通过自评和互评的方式进一步巩固这个单元的核心内容。
特别分享： n [n] new nine man 学生找到含有n 发音的单词·发挥学生的创意，用相同发音的单词创编简单的韵律儿歌。