教学内容：
Sound time、Song time、Checkout time and Ticking time
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。
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
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。
教学过程：
Step1: Warm up
Greeting
T: Good morning / afternoon, class.
Ss: Good morning / afternoon, Miss ...
Step 2. 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 finger puppet. Who’s that little boy? Listen to the tape.
Play the rhyme
Ss: 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）
教师出示歌谣，学生尝试认读
Read after the teacher
Read in groups
Step3 Read and write
1. 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 P55
d. Checkout the answer
uncle, aunt, girl, sister
完成Ticking time 第一项打星部分
Step4: Sound time
1.Listen and repeat
T: 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, woman
T: Great！ Read after me"/n/". Ss: /n/
T: n, n, n, /n/ , /n/, /n/ man, new, nine
Ss: n, n, n, /n/ , /n/, /n/ man, new, nine
T: n, n, n, /n/ , /n/, /n/ twin, woman
Ss: n, n, n, /n/ , /n/, /n/ twin, woman
T: 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。南茜十岁。尼克有本书，南茜有只钢笔。
T: Follow me" Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen."
Ss: Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.
教师强调读句子是字母n的发音/n/
T: Can you say the sound of the letter ‘n’？
完成Ticking time 第三项打星部分
Step5 consolidation
1、做相关的补充习题或练习册上的内容。
2、Listen to me （Summary）。
作业设计 Homework
1.Finish the exercises
2.know the sound of the letter ‘m’
板书设计：
Unit 8 We’re twins
N man new nine twin woman
Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.