1、第五课时l 课时内容B. Lets learn; Lets do l 课时分析 本课时在学生学习了face, eye, ear, nose, mouth等五官名称之后，继续学习其他几种身体部位名称。Sarah在上课时来到了Mike家，邀请Mike和她一起拼做木偶。在这一课时里，他们正在动手拼接木偶。在找木偶的各个部分时，自然地引出本课学习的身体部位类单词：arm, hand, head, body, leg, foot。这些单词都是我们每个人身体的组成部分，学生学习起来应该不会陌生，hand, foot两个单词已经在学习字母和语音时接触过，可以以这两个单词为突破口，学习其他单词。Lets do
2、是针对这些重点词汇进行的韵句活动，而且是一个调动学生全身感官参与的TPR活动。学生可以在活动中学习到以下短语：clap your hands, touch your head, wave your arms, shake your legs, stamp your foot。这些指令可以与单词的操练结合起来，玩Simon says的游戏，以提高操练的趣味性，以提高操练的效率。l 课时目标1. 能够听懂、会说、认读单词: arm, hand, head, body, leg, foot2. 能够听懂并使用句式：This is the .来介绍身体部位3. 能够听懂以下指令，并做出正确反应：Cla
3、p your hands. Touch your head. Wave your arms. Shake your legs. Stamp your footl 课时重难点1.重点：能够听懂、会说、认读单词: arm, hand, head, body, leg, foot能够在真实或虚拟的语境中正确使用以上单词2. 难点：能够听懂以下指令，并做出正确反应：Clap your hands. Touch your head. Wave your arms. Shake your legs. Stamp your foot.l 教学准备1. 多媒体课件、录音机、磁带2. 身体部位图卡l 教学过程
4、Step 1 Warm up1. 开始课程前，将学生分成四组，分别为红、黄、绿、蓝队，表现良好则得一分。课程结束时，分数最多的组为获胜组。Teacher: Ill divide you into four Teams. You are the red team. You are the blue team. You are the green team. You are the yellow team. If you did well, you will get one point for your team. At the end of the lesson, the team which
5、gets more points will be the winner. 2. 使用指令，让学生熟悉自己的组别。Teacher：Do you remember your team. Listen. Red team, stand up. Clap your hands. （以肢体语言让学生明白clap hands的意思）Red team, sit down. Green team, stand up. Wave your arms, please. （以肢体语言让学生理解指令的意思）Green team, sit down. 设计意图：用之前学习过的颜色类单词为小组名称，借以复习已学习过的知识
6、。并渗透之后将要学习的指令性活动的句子，为接下来的学习做好心理和知识的准备。 Step 2 Lead in1. 展示木偶图片，复习单词Puppet，并复习五官类单词。Teacher: Look, whats this? Yes, its a puppet. This is the eye. This is the nose. This is the mouth. This is theear. This is theface. Good. 设计意图：以木偶这一串连上节课及本节课内容的物品来导入课程，唤醒学生对于已知知识的记忆，便于自然接受将要学习的新知识。在学习新的身体部位单词之前，先复习之前
7、学习过的相关知识，为自然引出新知识做好铺垫，同时，也帮助学生建立起新旧知识之间的联系。 Step 3 Presentation1. 导读，引出课文内容，播放课文录音，学生倾听。Teacher: Do you want to make a puppet? Sarah and Mike are making a puppet. Lets listen. 2. 根据课文内容进行讨论，讲授新单词。Teacher: What do we need to make a puppet? We need a head. （出示木偶头部的图卡）Read after me, head. （板书单词）Touch y
8、our head, please. （结合指令，加深学生对于新授单词的理解）And we need a body. Read after me, body. （板书单词）We all have a body. Shake your body, please. （通过肢体语言使学生明白shake的含义）On our body, we can see arms. （以自己的身体部位使学生理解其含义）Say it together, please, arm.（板书单词）Wave your arms, please. （以肢体语言示范动作，让学生理解）On our arms, we have hand
9、s. Boys read it, please. Girls, its your turn. （板书单词）Clap your hands, boys and girls. And we need legs. This line, say it one by one, please, leg. （板书单词）On our legs, we have feet. One foot, two feet. （板书单词）Stamp your foot, please. （以动作示范让学生理解短语的意思）This is our puppet. 3. 再次播放录音，学生跟读。Teacher: Lets loo
10、k at Sarah and Mikes puppet. Listen to the tape again. Follow it, please. 设计意图：先激发学生的求知欲，再让学生通过认真倾听获得新授内容的正确读音信息。再以与教材内容相关的木偶为媒介，讲授每一个单词，并结合指令进行初步感受与操练。在此基础上，让学生再跟读学习内容，使学生能够正确地朗读教材内容。 Step 4 Practice1. 以游戏操练单词。（1）我指你说。教师指向黑板上的单词，让学生快速读出。Teacher: Lets play a game. I point you say. When I point to th
11、e word, please read it as quickly as you can .（2）教师指向自己的身体部位，请学生快速说出。Teacher：Now, Ill touch my body. Say the word, please. （3）我说你做。教师说出身体部位名称，学生指向相应的身体部位。Teacher: This time, I say you do. I say the word. You touch it. 设计意图：三个游戏活动目的不同。第一个是使学生将单词的字形与字音统一起来的活动。第二个是旨在检验学生能否正确理解新学习的单词的含义，并将其意思与字音统一起来。第三个
12、游戏则可以检验学生能否正确把握新授单词的读音，能否听懂单词。三个活动以游戏形式呈现，可以激发学生的学习兴趣与参与的积极性，同时达到可以听说、认读新学习的单词的目的与效果。在参与游戏的过程中，对学生进行小组评价，以小组得分激励学生积极参与，并奖励其优秀表现。2. 以指令活动操练单词。教师说出指令，请学生做出相应的动作。Teacher：Listen and do the actions. Touch your face. Clap your hands. Wave your arms. Stamp your foot.设计意图：这个指令性活动可以检验学生能否听懂单词，并将单词的音与义结合起来。同时
13、还可以训练学生的反应能力和英语的思维能力。3. 游戏：Simon says. Teacher: Its game time. Lets play Simon says. When I say, Simon says, stand up. Please stand up. When I say, stand up. Please dont do that. Lets play it in groups. I will find the best group. 设计意图：这个游戏能够很好地训练学生的反应能力。在不断地听、做动作中，学生能够不断地获取新授单词的信息，以帮助他们更好地掌握单词的意思及读
14、音。4. 画出自己的小木偶，并介绍。Teacher: Lets have a rest. Please draw a puppet. Then introduce your puppet to us. Look, this is my puppet. This is the head. This is the face. This is the arm. This is the foot. This is the leg. 设计意图：通过这个活动，让学生能够正确使用句式来介绍身体部位，将所学知识运用到活动中。在运用中操练知识，在运用中熟悉知识，在运用中掌握知识。 Step 5 Summary1
15、. 集体TPR活动，根据老师的指令边重复指令边做动作。Teacher: Boys and girls, lets do some actions together. Say with me, and do with me. Clap, clap, clap, clap your hands. Stamp, stamp, stamp, stamp your foot. Wave, wave, wave, wave your arm. Shake, shake, shake, shake your leg. Touch, touch, touch, touch your head. Shake,
16、shake, shake, shake your body. 设计意图：将指令略加改编，使具有韵律感，让学生边说唱边做动作，既复习了单词及短语的语音，又进一步理解了其意思，并且还使学生保持快乐的心情，对所学内容充满兴趣。2. 总结小组表现，奖励最优小组。 Teacher: Now lets count the points of each team. Which team is the winner? Congratulations. Everybody, please be better next time. 设计意图：对学生的评价最主要的意义就是激励学生，使学生保持持久的学习兴趣。l 课堂
17、作业一、正确排列所给字母，把得到的单词写在四线三格上。1. r m a 2. e h a d 3. bdoy 4. toof5. g e l 6. adnh二、根据图片选择正确的单词，将其序号填在题前括号内。( ) 1. A. eye B. ear C. nose( ) 2. A. hand B. foot C. arm( ) 3. A. mouth B. leg C. foot( ) 4. A. head B. arm C. leg( ) 5. A. arm B. leg C. body 三、根据图片中人物的动作选择正确的单词填空。1. Touch your _.handsfootheada
18、rm2. Clap your _.3. Stamp your _.4. Wave your _.答案：一、1. arm 2. head 3. body 4. foot 5. leg 6. hand二、1. C 2. A 3. A 4. B 5. C 三、1. head 2. hands 3. foot 4. Arml 板书设计Unit 3 Look at me!B. Lets learnhead arm hand body leg footClap your hands. Stamp your foot.Touch your head.Wave your arm.Shake your leg.
