三年级英语下册Module6Unit1Herearehishands教案2外研版（一起）.docx

Module 6 Unit 1 Here are his hands 1教学目标 1. 知识目标:(1)能听说认读单词:arm, computer, shall(2)能听懂、会说: Here is his head/body/nose/. Here are his hands/arms/. Here are his leg and his foot.2.语言技能目标:(1) 能够用英语简单描述动物、人、怪物等的身体外观。(2)能听懂 Point to部分的句子,并能按指令做动作。3. 情感态度目标: 培养学生友好协作的精神和乐观自信的学习态度。4. 学习策略目标:积极运用所学的语言进行表达和交流;鼓励自主、合作、探究的学习行为。2学情分析 本课为新标准英语一年级起始第六册 Module 6 Unit 1 Here are his hands.的第一课时,设计内容涉及身体五官部位、动物、名词单复数等已有知识,重点突破here be句型。三年级的学生已具备一定的英语听说读写能力和对英语的学习兴趣。我的活动设计注重从学生的实际出发,活动的形式和内容要符合他们的心理、生理特点和认知水平。同时注重学生小组合作学习能力,培养学生用英语思维,学会用英语做简单事。3重点难点 重点 Teaching Key Points: 认读 computer, arm, shall等词汇,能正确区分名词的单复数,并正确运用 Here is his .和 Here are his .句型。难点 Teaching Difficulties: 理解并正确使用here be句型,here is his+名词单数,here are his + 名词复数, here are his. and his.中有and并列名词,be动词用are。4教学过程 活动1【导入】Step 1 Warmup Greeting T: Hello, everybody. Whats the weather like today? Nice to meet you. Can you sing a song with me? 运用视频呈现歌曲 Head, Shoulders, Knees and Toes快速复习身体部位名词。呈现“我”的朋友Woody,快速说出所圈出的身体部位。师生TPR活动。 I Say You Point T:Point to your head Ss 指向对应的身体部位,有意识地复习学生对名词单复数的理解。 You Say I Point Ss 根据T手中的卡片说出某身体部位,两名TA指出相对应的身体部位。【设计意图】师生问好谈论天气,复习英语歌曲,TPR活动,在复习旧知的同时,活跃课堂气氛,为下一步新授知识做铺垫。活动2【讲授】Step 2 Presentation 简笔画加键盘鼠标贴纸,呈现词汇 computer,板书,TA教授。利用computer设问,T: What can we do on the computer? 请学生头脑风暴,引出文本。文本学习。T: The teacher and those students are going to draw a picture on the computer, please watch the video and answer my questions.Question 1: What are they going to draw? (Answer: Draw a monster)Question 2: What body parts has the monster got? How many?预设问题,让学生观看课本动画,整体感知并回答问题。在学生回答预设问题2时,一边回答一边用贴画还原怪物的形象,并呈现句型 Here is his head/body. Here are his hands/arms.(在呈现复数句时,通过让学生找错强调和巩固be动词的单复数需要与名词单复数一致,在低年级的语法教学中,弱化和避免语法术语,更多的利用大量句子的感知让学生学会正确的表达方法。)呈现出单复数句后,利用Step1 中出现的词汇卡片,引导学生对单复数进行分类,带入句型中操练。T: Here _ his leg and his foot. Guess what is missing? Is or are? 并提示学生 One leg and one foot, one and one is two,最后揭下事先遮盖的纸片,呈现完整句型 Here are his leg and his foot.【设计意图】简笔画加贴画使单词的呈现容易引起学生的好奇,通过预设问题使学生听音更有方向性和预测性,文本的呈现更有效。通过找错、填空等方式加深了记忆,增强了知识的趣味性,同时也激发了学生的学习兴趣。活动3【活动】Step 3 Group Work Task 1 T: Describe your model with Here is/are his.Rules: 1. Choose one model. Group Leader leads the group members.2. Speak loudly and correctly.3. One sentence, one sticker.4. Dont say the same sentence twice. No time limits.T和两名TA先示范, 一名TA做模特,T和另一名TA以接龙方式轮流描述模特,没有句子数量限制。活动4【活动】Step 4 Challenge Time 用幸运转盘的方式,抽取小组展示Group Work的成果。Tips: 1. The chosen group will show your group work to us.2. If you can speak 1 to 4 sentences, your group will get one star. 5-8 sentences, two stars. More than 9 sentences, you can get three stars.【设计意图】在大量输入之后,进行语言输出,检测学生学习的效率。在学习、巩固词汇之后进行的句子学习,降低了输出的难度。通过小组合作学习的方式,让GL和TA参与评价,师生评价,生生评价,使得评价机制多元化,培养了他们合作交流和竞争意识。活动5【活动】Step 5 Textreading：Listen, repeat and read. 利用跟读,齐读等方式,回归文本,巩固所学。活动6【活动】Step 6 Extension Group Work Task 2 T: Class, in our daily life, we have no chance to see monsters. But we can often see animals. So lets go to the zoo! First, lets have a look! What shall we see? We can see a rabbit, a bear, an elephant, a panda, a mouse and a dog. Now each group has an envelope with puzzles in it. Please put the puzzles together and describe it to your group members.四人小组为单位,将各个小组信封中的拼图拼贴完整。展示模板:All: Hello, everyone, we are Group OneS1: Lets have a look! Here is a rabbit.S2: Here is his head.S3: Here are his arms.S4: Here are his nose and his mouth.All: Thank you!Rules: 1. Speak correctly.2. Speak fluently and affectionately.3. Speak one by one with gestures.给出评价标准让学生互评。【设计意图】从怪物到人再到动物的描述,通过拼图设置信息差,从而达到了信息整合的目的,调动学生交流的兴趣和用