内容

unit 3 Look at me！（Part A Let's learn）

课时课型

第二课时，词汇句型新授

时间

2014.10.28星期二

班级

三（7）班

主备

何思

辅备

执教

何思

教学

理念

联系生活实际，做到“在学中用，在用中学”，提高学生的语言运用能力，充分体现英语教学中的人文性和交际性的统一。

学情

分析

1、从学生年龄特点和认知特点，以及对英语学习的情感表现来看，三年级小学生活泼好动，对什么事情都感兴趣，好奇心强烈，乐于参与各种英语实践、情景活动，特别对游戏更加热衷。

2、从学生知识能力水平来看，知道五官，但没有系统地学过五官单词。学生已经学过This is …，close、open、touch一词在unit1与unit2的Let’s do部分接触过，但仍不熟悉。

教材

分析

重点

词汇：eye，face，ear，nose，mouth.

句型：运用This is my/the … 介绍五官，对句型“close your eyes/open your mouth/touch your nose/ear/face的理解。

难点

eye，ear两个单词的形类似，学生容易混淆，要进行对比操练。mouth一词的尾音发音较难，教师可适当提醒学生，注意口型。

知识

目标

1. 能听说、认读eye，face，ear，nose，mouth。

2. 能认读、听懂This is my/the…

3. 能听懂open your … , close your … , touch your …句型。

能力

目标

能用This is my/the…介绍eye，face，ear，nose，mouth。

当听到open your … , close your … , touch your …时能按指令做出相应的动作。

情感

目标

1.      通过本课学习，学生能增强对英语的学习兴趣，懂得英语与生活息息相关。

2.      通过同桌合作与小组合作，培养学生相互帮助，团结合作的精神。

3.      通过五官单词的学习，使学生懂得要养成良好的生活习惯，保护好五官。

学习策略

自主学习，小组合作学习等

教学策略

多媒体教学、TPR教学、情景教学、活动教学等

教学用具

多媒体课件、五官单词卡片、五官图片、My face歌曲视频、课本人物头饰等。

教　学　过程

教师活动

学生活动

设计意图

Ⅰ.预学阶段Preparation

( 5m)

  知识链接，

情景导入

1.      Greeting:

T: Nice to see you.

T: I’m very well. How are you?

2.      Warming up：

T: Let’s chant to warm up.

chant：open your pencil box.

3.      Leading in:

T: Today, we are going to learn some words about the body. First, I’d like to show you a special body. Look, what is this?

T: Yeah, this is a dinosaur. How special is it?

T: Yes, it’s made of stationery. What do you see?

T: What does Miss He see? Look, I see a ruler face. This is his face.

Ss: Nice to see you, too.

Ss: Fine, thanks.

Ss chant with actions.

S1: KongLong.

Ss: Wenju hua cheng de.

Ss: I see a pencil. I see a…

简单的问候与动作结合的歌谣能够活跃课堂气氛，拉回学生的思绪。

抽取学生的优秀图词作业作为新课的引入，能一下子吸引住学生的注意力，并能激起学生认真完成作业的热情。

Ⅱ.导学阶段

Presentation

(15m)

精讲点拨

1. Learning the new words.

A: face.

a.       Read after T: face, face (whole class). Face (group).

b.      Match the word to the picture.

c.       Teach the word sound in phonics way.

d.      Choose some Ss to pronounce.

e.       Teach the word with sentence: This is my face. Touch your face. Touch, touch. Do you know touch? Where did we learn touch? Unit 2 white white, touch the ground.

B: mouth.

T: What else do I see? I see a big yellow mouth. This is the mouth.

a. Read after T: mouth, mouth (whole class). mouth (group). T pronounces mouth turgidly.

b. Match the word to the picture.

C. Teach the word sound in phonics way. Draw Ss’ attention to the sound ou and th. Have Ss find out the same sound they’ve learned before.

d. Choose some Ss to pronounce.

e. Teach the word with sentence: This is the mouth. Touch your mouth. Open your mouth. Open, open. Do you know open? Open your pencil box.

C: eye.

T: What else do I see? I see a red pencil eye. This is the eye.

a. Read after T: eye, eye (whole class). Eye (group). T pronounce eye turgidly.

b. Match the word to the picture.

C. Teach the word sound in phonics way.

d. Choose some Ss to pronounce.

e. Teach the word with sentence: This is the eye. These are the eyes. How many eyes do we have? One eye? Two eyes. T add an “s” to the word eye. (point and say)eye, eyes. Touch your eyes. Open your eyes. Close your eyes. close, close. Do you know close? Close your book.

D: ear.

T: What else do I see? I see this. What is this?

T ( ask the painter): Is this the ear?

(1. T: He has a small ear. 2. Poor dinosaur. He doesn’t have ears. Do you have ears?)

a. Read after T: ear, ear (whole class). ear (group). T pronounce ear turgidly.

b. Match the word to the picture.

C. Teach the word sound in phonics way.

d. Compare the shape of word ear with word eye.

d. Choose some Ss to pronounce.

e. Teach the word with sentence: This is the ear. These are the ears. How many ears do we have? One ear? Two ears. T add an “s” to the word ear. (point and say)ears, ears, touch your ears.

E: nose

T: What is missing?

T: Yes, the nose. This is the nose.

 a. Read after T: nose, nose (whole class). Nose  (group). T pronounces mouth turgidly.

b. Match the word to the picture.

C. Teach the word sound in phonics way.

d. Choose some Ss to pronounce.

e. Teach the word with sentence: This is the nose. Touch your nose.

2. Introduce the class assessments.

T: This is the dinosaur made of stationery. And I’d like you to make two faces with these words. If you get 5 points, you can place one word to the right place of the face. I have a big knife, cut, cut, cut. 2 big groups. This is group 1. This is group 2. Now, both groups get 10 points, one of you from your group can place one word.

T: Did they place the right word? Yes, if you place the wrong word, you will waste 5 points. Which group can make a better face? Let’s see.

Ss (whole): Face face.

Ss (group): face.

S1 match the word to the picture.

Ss spell face in phonics way.

S1/2/3/4: face.

Ss: This is your face. Touch my face. Yes, chumo.

Ss (whole): mouth mouth.

Ss (group): mouth.

S1 match the word to the picture.

Ss spell mouth in phonics way. Pronounce ou and th. Ss find out “
brown” has the same sound ou.

S1/2/3/4: face.

Ss: This is the mouth. Touch my mouth. Open my mouth. Yes, dakai.

Ss (whole): eye eye.

Ss (group): eye.

S1 match the word to the picture.

Ss spell eye in phonics way. S1/2/3/4: eye.

Ss: This is the eye.

Ss look and say: eye, eyes.

Ss: This is the eye. Touch my eyes. Open my eyes. Close your eyes.

Ss: Yes, guanbi.

Ss guess.

S1: Yes/ No.

Ss (whole): ear ear.

Ss (group): ear.

S1 match the word to the picture.

Ss spell ear in phonics way.

Ss: ear eye.

S1/2/3/4: ear.

Ss: This is the ear

.

Ss look and say: ears, eyes.

Ss: Touch my ears.

Ss guess.

S1: This is the nose.

Ss (whole): nose nose.

Ss (group): nose.

S1 match the word to the picture.

Ss spell nose in phonics way.

S1/2/3/4: nose.

Ss: This is the ear.

Ss: Touch my nose.

S1 place a word to the face.

由词义到词音，再由学生根据音来找词形进行形义配对，符合学生的认知规律，且能帮助学生加深对词形的印象。

词句结合并加上动作进行教学，符合英语教学词不离句的概念，且易于学生理解句意。

接下来的新词教授同上。

评价机制设计为把单词贴到合适的脸上部位。与教学内容密切相关的评价机制不仅能体现各教学环节紧密围绕教学目标的目的，还能将评价机制变为一种练习方式，双向为达到教学目标而服务。

Ⅲ.悟学阶段 (20m)

Practice

（5m）

  巩固操练，

   Production

（10m）

检查反馈

1. Practice.

A. Read the words after the flash.

B. Read the sentence together.

C. Games.

a. Little spy:

(a) T shows the body parts through a hole. Ss shout out the word. Then Ss work in a group of four.

(b) The words show fast. Ss shout out the words. Or have some S to answer.

Ss listen and do, then work in groups.

模仿录音原音有助于学生形成较标准的英语发音。

小洞看脸上部位使得机械上口操练有了信息差，变得更加有趣，学生注意力更集中。

2.Production输出

A. Blind drawing.

a. Have Ss close their eyes and draw the parts by listening to T.

b. Have Ss introduce the picture to their desk-mates.

c. Have some Ss introduce it to the whole class.

Ss listen, draw and introduce.

Ss listen and number the pictures.

盲人画像是同桌练习，能让练习面更广，且锻炼到学生的听说及动手能力。

Ⅳ. 活学阶段

Progress

  （10m）

课外延伸，

完善提高

A. Listen and number.

T: Oh. I forget to tell you a bad news. Some friends from our book got hurt. (Zoom, Sarah, Miss White, Wu Yifan)

T: Since they got hurt, Some of their friends went to visit them. They’re Chen Jie, Mike, John and Zip. Who visited them first? Now, listen and number.

Record: 1. I have a brown nose.

       2. I have orange ears.

       3. I have blue eyes.

       4. I have a big nose.

       5. I have a pink face and black eyes.

Check the answer by asking some Ss.

B. Affection education..

T: They’re so careless. Who is the most painful one?

T: How can we protect our eyes?

Ss listen and number the picture.

Ss: Miss White. Because her eyes hurt.

Ss give advice about protecting eyes.

设计一个书本人物受伤的情景，并融入听与写的练习，使得操练变得新颖且有意义，同时自然而然引出情感教育，让学生注意保护自己的五官。

Ⅴ. Summary

（2m）

Have Groups to introduce the face that their group has drawn to sum up.

Ss introduce the face that their group has drawn

评价机制到最后还能化身为课堂总结的方式，一举两得。

Ⅵ.Homework

作业(2分钟)

1.如果你的脸是由文具组成的，你希望你的五官是什么？请画出来, 并标上五官的英文，如果用句子标出会得分更高: This is the …

2.向你的家人用英语介绍自己的五官。

让学生设计文具五官，培养学生的创新思维，同时能循环复习旧知，将新旧知识结合起来，使得学生的遗忘变慢。

板

书

设

计

Unit 3 Look at me

This is my face.

                     Picture of mouth   mouth

                     Picture of eye      eye

    This is the        Picture of ear      ear

                     Picture of nose     nose

课后反思

最大

亮点

评价机制设计为把单词贴到合适的脸上部位。与教学内容密切相关的评价机制不仅能体现各教学环节紧密围绕教学目标的目的，还能将评价机制变为一种练习方式，双向为达到教学目标而服务，到最后还能化身为课堂总结的方式，一举两得。

改进

方向

实际课堂上，老师的话语不够简洁，以至于拖堂。