This is his head教学设计.doc

Book1 Module 10Unit 1 This is his head教学设计本课是小学三年级第一册新标准英语Module 10 Body Unit 1 This is his head. 它是整个模块的第一课时，也是本模块的重要环节，课型为操练课。它通过让学生在听听，做做，说说，玩玩，演演中学习用英语表达自己身体的各个部位，发展学生的语言表达能力，同时进一步培养他们的语言综合运用能力。本单元的学习同时也为Unit 2 This is his head. 的教学内容打下基础。本节课主要学习head, arm，hand，leg，foot五个人体部位的单词，并能运用简单的句子进行描述。二、学情分析三年级的学生在以前的学习中已经比较熟悉This is和Point to句型，对于用英语说自己身体部位和学唱歌曲有更强的参与欲望，这就降低了学生的学习难度。三、教学目标 1.知识目标：1）掌握并巩固身体部位的词汇：head, arm,hand,leg,foot等，以及运用此句型：This is +人称物主代词+名词。 2）能口头运用Point to your head，这类语句发出指令，并能根据指令指出相应的身体部位。3）能口头运用This is his head.这类语句谈论基本身体部位。2.技能目标：培养学生听，做，说，读的能力，以及言语表达能力。 3.情感目标：激发和培养学生学英语的兴趣，使其主动参与课堂实践活动，从而培养学生合作意识和集体主义精神。 五、教具准备：多媒体课件，stickers、录音机等。六、教学过程及设计意图：Step1:Warm up 1. Divide the class into three group. T: Hello,boys and girls.Now lets divide our class into three group.This is group 1/2/3.If you are the winner, you can get some candies.Ok,come on. Lets begin our class now.Ready?Ss:Ready,go.2.Greetings.Whats your name? Good morning.How old are you?How are you?Nice to meet you.(and so on)3.Sing a song.T：I like song very much. Do you like song?Ss:Yes! T:Lets sing “Please Stand Up” song,OK？Listen and do. Ss: OK! (唱歌，做动作)T: Youre very good! One star for every group.设计意图：通过唱歌、交流、与学生互动，不但让学生做好上课的心理准备，而且给学生营造英语学习氛围，激活学生的英语思维，而师生间交流能有效地提高学生对旧知识的再现率，为学习新知识埋下伏笔。Step 2: PresentationActivity 1: Learning new words. T:This is my book. This is my pen. (教师同时拿起自己的书、钢笔)T：Who can introduce your anything just like this?S1：This is my pencil.（举起自己的铅笔）T: This is his pencil.（教师重复句子，可以加深学生对his的印象）S2: This is my pen.（举起自己的钢笔）T: This is his pen. T: Youre very good!(用同样的方式学习:her)T: Today I invite an old friend , guess who he is?(出示熊猫的身体部位，教师引导学生说)T:Yes,hes a panda. His name is Panpan. Now lets introduce his body.T:Read after me: body. Ss: body. T:Now lets introduce the pandas body. Look, Whats this?(出示熊猫的图片) Ss: head. T：Yes, This is his head. Follow me, please. Head.Ss: head.(用多种方式读，小组读、男女分开读、开火车读等)T:This is his head.Ss: This is his head. 同样的方法教arm, hand, leg, foot.Activity2：Guess the right words. Read all the words after the teacher, and then find the missing word.T:Close your eyes.T:Open your eyes. Whats missing?Ss: Activity 3：Chant. T:I have a wonderful chant, lets read, ok？Two little hands go, clap, clap, clap; one little foot goes, tap, tap, tap; Two little arms go, up and down; one little head goes, from side to side.T: Lets chant together, ok？（教师加上动作领读）Ss:(say chant)T: Now read by yourself, ok?T: Which group can show? Hand up!T: What do you think about? Good or very good？Ss:：Good, good, very good!T: Lets read together, ok?T:Youre wonderful!设计意图：利用听听、说说、猜猜的任务形式进行生词的导入，不但能牢牢地吸引学生的注意力，满足他们的好动的心理特点，吸引学生积极主动参与学习。在学习生词时，教师让会说的学生先读，当小老师带读，为他们提供展示的空间。单词的学习并不是简单的教师带学生的机械跟读，而是设计真实的语境，使学生指认、复述的活动中，体验、感知、运用并习得语言；而chant又能让学生在有韵律的说唱中，进一步理解和掌握单词。Step 3: Practice Listen and act. (在小组间进行听音做动作比赛。)T:Now children. Lets play a game.Do you like to play a game?Ss:Yes.1.教师发指令 ,学生做动作。T: Ok, Now I say and you point. T:Point to your .(head/leg/foot/arm/hand)2. 指名学生发指令其余同学做动作。T: Now, Who want to be the teacher? S1: S2: 3.指名学生发指令，其余同学做动作并说句子，T:Next, Lets do it like this. One student say .and the others say and do. S1：Point to your head/etc. Ss: This is my head/etc 设计意图：运用listen and act 的游戏来巩固单词，能避免反复跟读让学生产生厌烦的心理，增强学生对单词的记忆；针对小学生注意力不得持续久的特点，设计listen，say and point来操练句型能有力地调动学生的积极性，集中他们的注意力。Step 4: Consolidation Task 1: Listen to the dialogue T: Now lets welcome our friend Daming, hell introduce our old friend,Lets listen.Task 2:Listen and answer the question.：Open your books, turn to page 38.1)：Listen and point.2)：Listen and answer the questions:A:What does Daming see?B:Which parts of Panpan can Daming see?Task3: Read the dialogue in text book. T: Read the dialogue by yourself and then show it.T: Who want to show?/Who want to try?设计意图：听录音、跟读给学生学习、模仿正确的发音，进一步感受句型。Step 5: Production1.Introduce Mr grey wolf and pretty sheep with “This is his _. This is her_.”T：Mr grey wolf want to intruduce petty sheep with “This is her,and pretty sheep want to introduce the Mr grey wolf with “This is his. But they cant say anything. Can you help them?T:Who can be Mr wolf?T:Who can be Pretty Sheep? 2. Introduce Liu Xiang. 设计意图：介绍学生熟悉的人物，给学生学以致用的机会，让学生感受到学习的知识就在生活中，体验到语言的实用性。而让学生介绍自己的玩具，不但给学生提供了使用英语、展示所学知识的平台，给学生提供了自由发展的时间和空间而且提高他们综合运用语言的能力，让学生体验到用所学知识解决问题成功后的愉悦，知道学英语就能用，并且培养学生的综合实践能力。Step 6: Homework1.Draw a picture of yourself, then show it to your parents/friends and say,“This is my head/arm”2.Read the text.Step 7: Summary and assessment 1.Sum up the new words and sentence of this class.(板书生词及句子) 2Assessment.T:What do you think about in this class? Lets count the stars. Red group is the winner. You all get one candy after class.设计意图：由学生自己小结本课所学习知识，能反馈出学生对知识的理解和掌握程度。而评价设计能让学生在形成性评价的过程中客观、正确地认识自己，树立学习信心。 七、教学反思本课教学紧扣新课程标准。教学从学生的认知规律入手，由浅入深，由易到难。课堂教学设计把句子教学融入到词汇教学当中，把学习内容融入到游戏当中，以竞猜、歌曲、竞赛、游戏等灵活多变、活泼有趣的形式，使学生在学习过程中感到既紧张又有趣，增加了课堂的教学感染力，同时也为学生创设了宽松、民主、和谐的英语学习环境。整个教学设计突出让孩子们在玩中学、做中学，在活动中不知不觉地掌握本课主要的单词与句型的教学思路，教学方式和方法符合小学生的年龄特点和认知规律。在语言的习得与运用中，从学生的生活经验出发，设计介绍熟悉的人或动物的活动，将教学内容与学生的生活实际相联系，活化了教学内容，它不但给学生提供了使用语言、展示所学