三年级上册英语教案-Unit-6Me-沪教牛津版

1、教学内容6、Me.教学目标知识与技能： 1.掌握本单元的核心词汇。2.能用Im My is /are 介绍自己的五官等外貌特征。3.能正确书写英文字母Kk和Ll。4.能理解故事小猫咪找妈妈的内容|，并能做角色扮演。6.学会欣赏自己。过程与方法：通过情景表演|，让学生在模仿、学习、表演的过程中学会介绍自己的五官等外貌特征。情感、态度与价值观：通过模仿、游戏、听读等各种形式让学会介绍自己的五官等外貌特征。教学重点1.字母Kk和Ll的正确书写和发音。 2.词汇hair|，eye|，ear|，nose|，mouth|，face|，big|，long|，look|，small.3.句型Im My is

2、/are 教学难点在Im My is /are的句型中正确运用名词单复数和形容词。教学方法听读法、情境表演法教学准备教学光盘、单词卡片。教学过程设计教学过程第一课时一、Pre-task preparations1.在黑板上画出或用多媒体呈现几组图片（一只老鼠和一头大象|；Mr Li和Kitty|，Ben等等）。然后教师针对每组图片提问引导学生回答问题|，通过问答复习一些形容词和已学句型。T:（show the picture of a mouse and an elephant）Big|，big|，big.What is big?S1: Big|，big|，big.The elephant i

3、s big?T:（show the picture of Mr Li and Kitty）Short|，short|，short.What is short?S2:Short|，short|，short.Kitty is short?2.播放Sing a song的歌曲|，让学生先听后跟唱|，初步感知本单元将要学习的有关五官和头发的词汇。二、While-task procedures1.用挂图或多媒体呈现Look and learn女孩的头像|，教师指着各个部位引出本单元新授单词|，学生集体跟说单词。 T:(point to the girls face) Look|，This is a gi

4、rl.She is beautiful.Look here.This is her face.Face|，face.Ss:Face|，face.T:(point to an eye of the girl) This is her eye.Eye|，eye. Ss: Eye|，eye. T:(point to an ear of the girl) This is her ear.Ear|，ear. Ss: Ear|，ear. 2.借助玩偶帮助学生熟悉新授词汇。教师先示范|，边描述边指出玩偶脸上相应的部位|，随后教师可以让学生拿着玩偶描述其脸上的部位。可以根据学生实际适当拓展描述用语。T:(p

5、oint to different parts of a puppet girl) Face|，face.this is her round face.Eye|，eye|，this is her big eye. Ear|，ear|，this is her ear.Nose|，nose|，this is her nose.Mouth|，mouth|，this is her mouth. Hair|，hair|，this is her long hair.S1: 3.教师出示一面镜子|，边照镜子边自编儿歌操练有关五官的词汇。然后让学生也照着镜子模仿操练。T:(hold the mirror) L

6、ook in the mirror.What can I see? Two eyes|，two ears|， a nose|，a mouth and a face. I can see me. Now take out your mirrors. Look in the mirror. What can you see?S1:(hold the mirror) Two eyes|，two ears|， a nose|，a mouth and a face. I can see me.I can see me.引出新句型Im My is /are |，让学生听然后仿说。T:(point to t

7、he face)My hair is long/short.My eyes are big/small.Ss: My hair is long/short.My eyes are big/small.4.播放Listen and say的录音|，学生看着课文图片逐句跟读|，学习本单元的新授句型。然后让学生分为男生和女生两个大组|，男生朗读Peter的描述|，女生朗读Kitty的描述。三、Post-task activities1将一些形容词的单词卡片贴在黑板上供学生参考|，让他们练习把五官词汇结合起来使用。教师先示范|，边说儿歌边指着相应的部位。然后请个别学生到台上说说自编的儿歌。T:My e

8、yes are big|，big|，big. My ears are big|，big|，big. My nose is small|，small|，small. My hair is short|，short|，short.Ss:My eyes are big|，big|，big. My ears are big|，big|，big. My nose is small|，small|，small. My hair is short|，short|，short.2.学生两人一组开展Quick response游戏。一个学生发指令|，其同伴在自己身上指出相应的部位并说出相应的单词|，第一个学生要

9、判断同伴是否指对了部位。两人互换角色继续开展活动。教师可以先和个别学生示范游戏方法。T:Point to your face.S1:(point to the face)Face.T:Right.Point to your nose.S1:(point to the nose)Nose.S1:Point to your mouth.S2:(point to the mouth)Mouth.S1:Right.Point to your ear.S2:(point to the ear)Ear.S1:Right.四、Assignment1、听录音|，仿读会话|，并在实际情景中运用所学内容。2、与同

10、学练习对话|，掌握本课句型|，识记单词hair|，eye|，ear|，nose|，mouth|，face|，big|，long|，look|，small.第二课时一、Pre-task preparations1.通过儿歌复习有关五官的单词。教师先示范编儿歌|，学生再仿说。特别提醒学生注意eye|，ear的复数形式以及和在句中的不同用法。T:(touch the face) Face|，face|，face.This is my face.(point to one eye) Eye|，eye|，eye.This is my eye.(point to one eye first|，then t

11、wo eyes) One eye|，two eyes.These are my eyes.S1:(touch the mouth) Mouth|，mouth|，mouth.This is my mouth.(point to the ear) Ear|，ear|，ear.This is my ear.(point to one ear first|，then two ears) One ear|，two ears.These are my ears.然后播放Sing a Song的录音|，让学生跟唱|，提示他们边唱边指脸上相应的部位。2.各学生玩Simon says游戏。老师发指令|，如果指令

12、前面不加Simon says|，则学生不能做任何反应|，任何反应都算犯规。如果指令前面加上Simon says|，则学生听指令后作动作并说相应的句子|，看哪位学生又快又准地做到所有要求。T: Simon says|，“Touch your face.”S1:(touch the face)Face|，face|，face.My face is big.T:Open your mouth.S1:(do mot open the mouth)T:Simon says:“Point to your nose.”S1:(point to the nose)Nose|，nose nose|，My nos

13、e is small.T:Touch your ears.S1:(do mot touch the ears)T:Simon says|，“Close your eyes.”S1:(close the eyes)Eyes|，eyes|，eyes.My eyes are big.T:Very good!来源:二、While-task procedures1.用多媒体逐一呈现班级中一个长发、圆脸女孩和一个短发、长脸男孩的照片|，教师就两人脸型和头发长短的不同提问|，引导学生说话。让学生通过真实的人物问答活动既复习Unit 5学习的句型|，又操练本单元新授句型和词汇。T:(show the pict

14、ure of a girl with a round face) Who is she?Ss:Shes T: She is so lovely. Look at her face. It is round. (draw a circle in the air) Round|，round.Ss:(draw a circle in the air) Round|，round.T: Round|，round|，round|，what is round? (point to the face on the screen) Her face is round.Ss:Round|，round|，round

15、T:(show the picture of a boy with a long face) Who is he?Ss:Hes T: He is so cute. Look at his face. Is his face round?Ss: No.T: Right.His face isnt round. It is long. (draw a oval in the air) Long|，long.Ss:(draw a voal in the air) Long|，long.T: Long|，long|，long|，what is long? (point to the face of t

16、he boy on the screen) His face is long.Ss: Long|，long|，long|，his face is long.T:(point to the girls hair on the screen) Long|，long|，long|，her hair is long.Ss: Long|，long|，long|，her hair is long.T:(point to the boys hair on the screen) Short|，short|，short|，his hair is short.Ss: Short|，short|，short|，h

17、is hair is short.T:Well done|，everyone!2.Point and say JoeS1: Hello|，Im (name) Im and My hair is My face is My ears are My eyes are My mouth is 3.把挂图贴在黑板上|，播放Enjoy a story栏目的录音|，让学生边听录音|，边打钩完成下面的表格（教师事先准备好表格发给学生）。完成后集体核对答案。4.播放Enjoy a story的录音并依次呈现四个画面|，学生逐句跟读。注意呈现第一个画面并播放录音时|，可让学生根据画面理解tail的意思。然后同桌

18、之间分角色朗读这个故事|，一个学生扮演找妈妈的小猫|，另一个学生则要用不同的说话声音分别扮演母兔、母狗、老鼠和猫妈妈。鼓励学生补充图3、图4中老鼠和猫妈妈的语言。Mouse:No! My eyes are small.My tail is thin.Cat: Yes! My ears are small. My tail is long. Im your Mum!三、Post-task activities1事先让学生准备好动物面具（如在Project1做的兔子面具）|，要求学生戴上面具作自我介绍。教师可先示范。T：Hello|，Im Mr Rabbit. Im fat. My ears ar

19、e long. My eyes are red. My tail is short. 2.让学生扮演一个小动物找爸爸或妈妈。教师可以先示范扮演多个角色|，然后让学生四人一组排练后上台表演。可根据学生的实际情况适当拓展一些语言。S1:(hold a toy puppy)Dad|，where are you?(to S2)Are you my dad?S2:(hold a toy cat)No|，My ears are small. My mouth is small.S1:(to S3)Good morning. Are you my dad?S3:(hold a toy mouse)No. M

20、y eyes are small. My tail is long.S1:(to S4)Good afternoon. Are you my dad?S4:(hold a toy dog) Yes|， I am.四、Assignment1、听录音|，仿读会话|，并在实际情景中运用所学内容。2、与同学练习对话|，掌握本课句型|，识记单词hair|，eye|，ear|，nose|，mouth|，face|，big|，long|，look|，small.第三课时一、Pre-task preparations1.用歌唱比赛引导学生入课。让学生分组演唱Sing a song的歌曲|，然后评选出表演得最好

21、的一组。鼓励他们边唱边配上夸张的手势或其他肢体语言。2.让学生开展“猜猜我是谁”活动。请一位学生上台并戴上眼罩|，然后根据一位学生的自我描述|，猜出这个学生是谁。S1:Hello|，Im a girl.My hair is long.My eyes are big. My ears are big too. My nose is small and my face is round. Who am I?S2:Are you ?S1:Yes./No|，Im 二、While-task procedures1.老师先带领学生按照字母表的顺序将已经尝过的字母Aa至Jj背诵一遍。然后|，教师出示其中某个

22、字母卡片|，要求学生以最快的念出相应的字母。T: (show the flashcard of letter Ff) Ss: Ff.T:Good!(show another flashcard)然后帮助学生和书写新授字母Kk和Ll.T: (show the flashcard of letter Kk) Kk|，Kk|，Kk. Ss: Kk|，Kk|，Kk.T: Kk|，Kk|，Kite.Ss|；Kk|，Kk|，Kite. T: (show the flashcard of letter Ll) Ll|，Ll|，Ll.Ss: Ll|，Ll|，Ll.T: Ll|，Ll|，lion.Ss: Ll|

23、，Ll|，lion.最后|，呈现Learn the letters栏目的儿歌内容|，让学生跟着录音诵读儿歌。2.找字母比赛。让学生分别在Listen and say和Enjoy a story中找出含有新授字母Kk和Ll的词|，乍谁找得又快又多。3.呈现不同的卡通人物（如Garfield|，Snoopy|， Mickey Mouse）|，让每位学生选择并扮演一个自己喜欢的卡通形象作自我介绍。老师先示范|，可用多媒体呈现Enjoy a story第一幅图的画面作为引子。T:(point to the rabbits tail in “Enjoy a story” )How is the rabb

24、its tail|，long or short?Ss: Short.T:Yes.(point to the cats tail in “Enjoy a story”) How is the cats tail|，long or short?死记硬背是一种传统的教学方式|，在我国有悠久的历史。但随着素质教育的开展|，死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式|，渐渐为人们所摒弃|；而另一方面|，老师们又为提高学生的语文素养煞费苦心。其实|，只要应用得当|，“死记硬背”与提高学生素质并不矛盾。相反|，它恰是提高学生语文水平的重要前提和基础。Ss:Long.死记硬背是一种传统的教学方式|，在我国有悠久的历史。但随着素质教育的开展|，死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式|，渐渐为人们所摒弃|；而另一方面|，老师们又为提高学生的语文素养煞费苦心。其实|，只要应用得当|，“死记硬背”与提高学生素质并不矛盾。相反|，它恰是提高学生语文水平的重要前提和基础。T:Right.(show the picture of Garfield) Im Garfield. My tail is long.其实|，任何一门学科都离不开死记硬背|，关键是记忆有技巧|，“死记”之后会“活用”。不记住那些基础知识|，怎么会向高层次进军?尤其是语文学科