1、沪教版（五四制）（2024）小学一年级上册英语Unit5Lovely faces教案（共2课时）一、教材内容本单元围绕“可爱的脸”这一主题展开，主要学习与面部器官和表情相关的词汇以及一些简单的描述和表达情感的句型。教材内容包括：1. 词汇：face（脸），eye（眼睛），ear（耳朵），nose（鼻子），mouth（嘴巴），happy（高兴的），sad（难过的），angry（生气的）等。2. 句型：“This is my face.”（这是我的脸。）“I have two eyes.”（我有两只眼睛。）“Im happy/sad/angry.”（我很高兴/难过/生气。）3. 可能还会有一些与面
2、部表情相关的图片、儿歌或简单的对话，如描述自己或他人的面部特征和表情等。二、教学目标（一）知识目标1. 学生能听懂、会说、认读单词face，eye，ear，nose，mouth，happy，sad，angry。2. 学生能理解并运用句型“This is my face.”“I have.”和“Im.”进行简单的面部描述和情感表达。（二）能力目标1. 学生能够准确指出自己和他人的面部器官，提高身体部位的认知能力和语言表达能力。2. 通过观察、模仿和表演等活动，培养学生的观察力、模仿力和表现力，以及用英语表达情感的能力。3. 引导学生积极参与课堂互动，培养学生的合作学习能力和人际交往能力。（三）情
3、感目标1. 激发学生学习英语的兴趣，让学生在轻松愉快的氛围中学习英语，培养学生的自信心和积极参与课堂的态度。2. 帮助学生认识和理解不同的情感表达，培养学生的情感认知能力和同理心，引导学生学会正确表达自己的情感和感受他人的情感。三、教学重难点（一）教学重点1. 掌握单词face，eye，ear，nose，mouth，happy，sad，angry的发音和拼写。2. 熟练运用句型“This is my face.”“I have.”和“Im.”进行面部描述和情感表达。（二）教学难点1. 让学生区分并准确发音“eye”和“ear”这两个单词，以及理解和运用不同的情感词汇来表达自己的感受。2. 引导
4、学生在实际情境中自然、流畅地运用所学句型和词汇进行交流，培养学生的语言运用能力和情感表达能力。四、教学准备1. 多媒体课件，包含与面部器官和表情相关的图片、动画、音频和视频等资料，如可爱的卡通人物面部特写、不同表情的图片和视频、相关的儿歌动画等。2. 实物教具：一个较大的玩具娃娃（用于面部器官的展示和教学）、一面小镜子（每个学生一面，方便学生观察自己的面部）。3. 单词卡片和图片：制作与教材内容相对应的单词卡片，一面是单词，另一面是该单词所代表的面部器官或表情的图片，用于单词教学和游戏活动。4. 奖励小贴纸、小奖品（如卡通笑脸徽章、小糖果等），用于表扬和鼓励在课堂上表现积极的学生。五、教学过程
5、第一课时1. Warming-up1. GreetingsT: Hello, boys and girls. How are you today?Ss: Hello, teacher. Im fine, thank you. And you?T: Im very well too. Its nice to see you all. Are you ready for our English class?Ss: Yes!设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂氛围，为课堂教学做好准备。2. Sing a songT: Lets start our class with a fun
6、 song. Do you know the “Head, Shoulders, Knees and Toes” song? Lets sing it together and do the actions.（播放歌曲视频，师生一起跟着唱并做相应的动作）Head, shoulders, knees and toes,Knees and toes.Head, shoulders, knees and toes,Eyes, ears, mouth, nose.设计意图：以一首与身体部位相关的歌曲导入新课，激发学生的学习兴趣，让学生在欢快的旋律和动作中初步感知身体部位的词汇，同时也为后续学习面部器官
7、的内容做好铺垫，活跃课堂气氛。2. Presentation1. Learn the words(1) FaceT: Now, look at me. This is my face.（教师指着自己的脸）（展示脸的图片并板书“face”）Read after me, “face”.（教师示范发音，学生跟读）Ss: Face.T: Lets touch our faces and say “face”.（引导学生触摸自己的脸，边摸边说单词）设计意图：通过教师的亲身示范和引导学生触摸自己的脸，让学生直观地感受“face”这个单词的含义，加深学生对单词的记忆和理解。(2) EyeT: What ca
8、n you see on my face? Look, these are my eyes.（教师指着自己的眼睛）（展示眼睛的图片并板书“eye”）One eye, two eyes. Read it, “eye”.（教师示范发音，注意强调“i”的发音，学生跟读）Ss: Eye.T: Now, lets blink our eyes and say “eye”.（教师示范眨眼动作，学生跟着做并说单词）T: Can you find your eyes? Point to them and say “eye”.（让学生指着自己的眼睛并说单词）S1: (points to his eyes) Ey
9、e.设计意图：利用教师的面部器官进行教学，展示“eye”的实际位置，通过眨眼动作和让学生自己指认眼睛的方式，增加学生的参与度和对单词的实际感知，同时帮助学生准确发音。(3) EarT: And what are these? These are my ears.（教师指着自己的耳朵）（展示耳朵的图片并板书“ear”）Read “ear”.（教师示范发音，注意区分“ear”和“eye”的发音，学生跟读）Ss: Ear.T: Lets touch our ears and say “ear”.（引导学生触摸耳朵，边摸边说单词）T: Can you hear me with your ears?（教
10、师轻声说话，让学生用耳朵听）Ss: Yes.设计意图：同样通过教师示范和学生的实际动作来教授“ear”这个单词，让学生在触摸和听觉体验中更好地理解和记忆单词，同时强调耳朵的功能，加深学生对单词的印象。(4) NoseT: Whats this in the middle of my face? Its my nose.（教师指着自己的鼻子）（展示鼻子的图片并板书“nose”）Say “nose”.（教师示范发音，学生跟读）Ss: Nose.T: Lets smell with our noses and say “nose”.（教师做出闻的动作，让学生模仿并说单词）T: Can you fin
11、d something that smells good in the classroom?（引导学生用鼻子寻找教室里有香味的东西，如花香等）S2: I can smell the flowers.（学生指向教室里的花并说）设计意图：结合鼻子的功能闻气味，进行“nose”单词的教学，通过实际的闻的动作和寻找有香味的东西，让学生在情境中学习单词，增加学习的趣味性和实用性。(5) MouthT: And this is my mouth.（教师指着自己的嘴巴）（展示嘴巴的图片并板书“mouth”）Read “mouth”.（教师示范发音，学生跟读）Ss: Mouth.T: Lets open an
12、d close our mouths and say “mouth”.（教师示范张嘴和闭嘴的动作，学生跟着做并说单词）T: What can we do with our mouths?S3: We can eat with our mouths.S4: We can talk with our mouths.设计意图：通过让学生模仿张嘴闭嘴的动作和思考嘴巴的功能来教授“mouth”这个单词，激发学生的思维和表达能力，同时让学生更加深入地理解单词的含义和用法。2. Practice the words(1) Game: Touch and SayThe teacher says a word,
13、 such as “face”, “eye”, “ear”, “nose” or “mouth”, and the students need to touch the corresponding part of their faces quickly and say the word aloud. For example, when the teacher says “nose”, the students touch their noses and say “nose”.T: Now, lets play a game. Listen carefully. Touch your ears.
14、Ss: (touch their ears and say) Ear!.This game can be repeated several times to reinforce the students memory and recognition of the words.设计意图：通过触摸和说的游戏，让学生在快速反应和身体动作中巩固所学的面部器官单词，提高学生的学习积极性和参与度，同时加强学生对单词的认读能力和记忆效果。(2) Word ChantThe teacher leads the students to chant a simple rhyme to practice the w
15、ords:Face, face, this is my face.Eye, eye, I have two eyes.Ear, ear, two ears I hear.Nose, nose, my nose I smell.Mouth, mouth, my mouth I talk.The teacher chants first, and the students follow, clapping their hands or stomping their feet to the rhythm.设计意图：利用单词 chant 的形式，让学生在有节奏的朗读中加深对单词的记忆，同时培养学生的语
16、感和节奏感。这种朗朗上口的 chant 也有助于学生更好地掌握单词的发音和用法。3. Text learning1. Listen and watchOpen the multimedia courseware and play the video of a short dialogue between a teacher and a student about the face.T: Hello, little friend. This is my face.S: Wow, teacher. Your face is so nice.T: Look, I have two eyes, a n
17、ose, a mouth and two ears on my face.S: I have them too.The students listen and watch carefully, and try to understand the context.设计意图：通过播放视频，让学生初步感知教材中的对话内容，了解如何用英语介绍自己的脸和面部器官，培养学生的听力和理解能力。2. Listen and repeatPlay the dialogue again sentence by sentence. The students listen and repeat, paying atte
18、ntion to the pronunciation and intonation.T: Now, listen and repeat after the video. Pay attention to how they say it.T: Hello, little friend. This is my face.Ss: Hello, little friend. This is my face.After repeating several times, ask individual students to repeat a sentence to check their pronunci
19、ation.设计意图：逐句跟读对话，让学生模仿正确的发音和语调，提高学生的口语表达能力。同时，检查个别学生的发音，及时纠正错误，确保学生的发音准确。3. Explain the textT: Look at the dialogue. The teacher says “This is my face.” to introduce her face. And then she says “I have two eyes, a nose, a mouth and two ears on my face.” to describe the parts of her face. Do you und
20、erstand?Ss: Yes.T: Now, lets practice this dialogue with our partners. You can point to your own face and say the sentences.设计意图：对对话进行详细讲解，帮助学生理解对话的含义和重点句型的用法。让学生与同伴进行对话练习，通过实际指着自己的脸说句子，使学生能够将所学知识与实际情境相结合，提高语言运用能力。4. Practice1. Role-playDivide the students into pairs. One student acts as a teacher a
21、nd shows his/her face to the other student, saying “This is my face. I have.” and describing the parts of the face. The other student listens and then repeats the same thing. Then they switch roles.For example:A: (points to his face) This is my face. I have two eyes, a nose, a mouth and two ears.B:
22、This is my face. I have two eyes, a nose, a mouth and two ears.Then they change roles and continue the conversation.设计意图：通过角色扮演活动，让学生在实际情境中运用所学的句型进行交流，增强学生的口语表达能力和表演能力，同时培养学生的合作学习意识和人际交往能力。2. Group Activity: Make a Face MaskDivide the students into groups of four. Each group is given a blank paper p
23、late and some art materials such as crayons, colored paper, and glue. They need to work together to create a face mask on the paper plate, drawing and pasting the eyes, nose, mouth and ears. While they are making the mask, they can use the English words to talk about what they are doing. For example
24、:S1: Lets draw two big eyes on the mask.S2: OK, and then we can draw a nose in the middle.S3: We need a big mouth to make it look funny.S4: Dont forget the ears.After they finish making the masks, each group can present their work and introduce the parts of the face on the mask using the English wor
25、ds they have learned.设计意图：以小组活动的形式，让学生通过制作面具来巩固所学的面部器官单词和句型。在制作过程中，学生需要用英语交流和协作，不仅提高了学生的语言运用能力和团队合作能力，还培养了学生的创造力和动手能力。展示和介绍面具的环节可以锻炼学生的口语表达能力和自信心。5. Summary1. Review the words and sentencesT: What have we learned today? Lets review together. We learned some new words about our face, like “face”, “ey
26、e”, “ear”, “nose”, “mouth”. And we also learned some sentences to describe our face, such as “This is my face.” “I have.”Ss: Yes.T: Lets say the words and sentences again.Ss: Face, eye, ear. This is my face. I have two eyes.设计意图：与学生一起回顾本节课所学的重点内容，包括单词和句型，帮助学生梳理知识框架，加深对所学知识的记忆，确保学生对本节课的学习内容有一个清晰的认识。2
27、. Encourage studentsT: You have all done a great job today. You learned the names of the parts of our face in English. Our face is very important and it can show our feelings. Lets take good care of our face and use English to talk about it more often. Im proud of you all. Keep up the good work and
28、you will learn more English words and sentences in the future.设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心和积极性。同时，引导学生关注面部的重要性以及它可以表达情感的功能，将英语学习与实际生活相结合，培养学生良好的学习习惯和生活态度。6. Homework1. Listen to the dialogue in the textbook and repeat it three times to your parents or family members. Then show them your face and
29、introduce the parts of your face in English.设计意图：通过听读作业，巩固学生的听力和口语表达能力，让学生在家庭环境中也能进行英语学习，同时增进学生与家人之间的互动和交流。让学生向家人介绍自己的脸，进一步强化学生对所学知识的运用能力。2. Draw a picture of a face with all the parts labeled in English. You can use your imagination to make the face look happy, sad or angry. Then tell your parents
30、or friends about the feelings of the face you drew.设计意图：布置绘画作业，让学生将所学的英语单词与绘画相结合，通过绘制带有标注的脸的图片，加深对单词的记忆和理解。同时，让学生根据自己画的表情讲述情感，培养学生的观察力和语言表达能力，提高学生的学习兴趣和积极性。第二课时1. Revision1. Word Review Game: Simon Says with Facial ActionsThe teacher plays a modified version of “Simon Says” game. The teacher gives c
31、ommands related to the facial organs and actions, such as “Simon says touch your eyes.” “Simon says blink your eyes twice.” “Simon says wiggle your nose.” “Simon says open your mouth wide.” If the teacher says a command without “Simon says”, the students should not do the action. The students who do
32、 the wrong action are out of the game. The last student left in the game is the winner.For example:T: Simon says touch your ears.The students touch their ears.T: Smile with your mouth. (without saying “Simon says”)The students should not do the action. If some students do it by mistake, they are out
33、 of the game.设计意图：通过“Simon Says”游戏结合面部动作的方式，复习上节课所学的面部器官单词，增加游戏的趣味性和挑战性，激发学生的学习兴趣和竞争意识。同时，让学生通过实际的面部动作来巩固对单词的记忆和理解，锻炼学生的听力和反应能力，活跃课堂气氛。2. Dialogue ReviewAsk some pairs of students to come to the front and role-play the dialogue they learned in the last class about introducing the face and its parts.
34、 They can use some expressions and gestures to make the dialogue more vivid.A: Hello, this is my face.B: Oh, its very cute. You have two big eyes.A: Yes, and I have a nose and a mouth. I can see with my eyes, smell with my nose and talk with my mouth.B: Thats great. I also have these parts on my fac
35、e.After the role-plays, ask the other students to comment on their performances and correct any mistakes if necessary.设计意图：让学生进行对话复习，检查学生对对话内容的掌握情况，同时培养学生的口语表达能力和表演能力。鼓励学生运用表情和手势使对话更加生动，能够提高学生的学习积极性和创造力。其他学生的评价和纠错环节可以培养学生的倾听能力和批判性思维能力。2. Presentation1. Learn the expressions of emotionsT: Now, lets l
36、ook at some different faces.（展示一些不同表情的图片，如高兴的、难过的、生气的等）How does this face look?（指着一张高兴的脸）This is a happy face.（展示“happy”的单词卡片并板书“happy”）The person is happy. They might smile and their eyes might be bright. Read after me, “happy”.（教师示范发音，学生跟读）Ss: Happy.T: What about this one?（指着一张难过的脸）This face looks
37、 sad.（展示“sad”的单词卡片并板书“sad”）The person is sad. Maybe they are crying or their eyebrows are down. Say “sad”.（教师示范发音，注意口型，学生跟读）Ss: Sad.T: And this face?（指着一张生气的脸）Its angry.（展示“angry”的单词卡片并板书“angry”）The person is angry. Their face might be red and they might frown. Read “angry”.（教师示范发音，学生跟读）Ss: Angry.T:
38、 Can you make these expressions? Lets try.（教师引导学生做出高兴、难过、生气的表情，同时说相应的单词）设计意图：通过展示不同表情的图片，直观地引出表示情感的单词“happy”“sad”“angry”，让学生从视觉上感受不同情感的面部特征，帮助学生理解单词的含义。让学生自己做出表情并说单词，增加学生的参与度和体验感，加深对单词的记忆。2. Practice expressing emotions(1) Pair workThe students work in pairs. One student makes an expression (happy,
39、sad or angry), and the other student guesses what emotion it is and says the corresponding word in English. Then they switch roles.For example:S1: (makes a happy expression)S2: You are happy.S1: Yes, you are right. Now its your turn.This activity can be repeated several times to reinforce the studen
40、ts understanding and recognition of the emotional expressions and words.设计意图：通过两两合作的猜表情游戏，让学生在互动中巩固所学的情感词汇，提高学生的观察力和语言运用能力。同时，让学生通过观察同伴的表情来猜测情感，培养学生的情感认知能力和同理心。(2) Group discussionDivide the students into groups. The teacher gives each group a topic, such as “When are you happy?” “What makes you sad
41、?” or “Why do you get angry?”. The students need to discuss in groups and share their experiences and feelings related to the topic. They can use the English words they have learned to express their emotions.For example:Group 1 (topic: When are you happy?):S1: Im happy when I play with my toys.S2: I
42、m happy when I eat ice cream.S3: Im happy when I get a good grade.After the discussion, each group can choose a representative to report their groups discussion results to the class.设计意图：以小组讨论的形式，让学生结合自己的生活实际，运用所学的情感词汇来表达自己的情感体验和原因，培养学生的语言表达能力和思维能力。同时，小组讨论可以促进学生之间的交流和合作，让学生学会倾听他人的想法和感受，增强学生的人际交往能力。3
43、. Text extension1. Listen and watch a new dialogueShow a new dialogue on the multimedia courseware. The dialogue is between two friends talking about their feelings at school.A: Hi, how are you today?B: Im a little sad. I lost my pencil in the classroom.A: Oh, dont be sad. Lets look for it together.
44、 Maybe we can find it.B: Thank you. But Im also happy because I made a new friend in the morning.A: Thats great! You should be happy. When I get a good score in the test, Im very happy too.Play the video and let the students listen and watch carefully.设计意图：通过展示新的对话，拓展学生的学习内容，让学生在不同的情境中进一步感受如何用英语谈论情感
45、和表达关心，培养学生的听力和理解能力。同时，引入在学校生活中常见的情感体验，如丢失东西的难过和交到新朋友的高兴，丰富学生的语言表达和情感交流素材。2. Discuss and act outAfter watching the dialogue, ask the students to discuss in pairs what they have learned from the dialogue and then act it out. Encourage them to add some of their own words and expressions to make the dia
46、logue more vivid.S1: We learned how to talk about our feelings and how to comfort our friends when they are sad.S2: Yes, we can also share our happy things with our friends.Then they act out the dialogue:S1: Hi, are you okay?S2: Im a bit angry. My book was torn by someone.S1: Oh, dont be angry. Mayb
47、e it was an accident. We can fix it together.S2: Thank you. Actually, Im also excited because Im going to the park with my family this weekend.S1: That sounds great! Have a good time.设计意图：让学生通过讨论和表演新对话，进一步理解和掌握所学的语言知识在实际情境中的运用，培养学生的口语表达能力、合作学习能力和创新思维能力。同时，引导学生在对话中加入自己的想法和感受，提高学生的语言运用灵活性和个性化表达能力，以及应对
48、不同情感情境的交流能力。3. Create your own dialogueAsk the students to work in groups of four to create a new dialogue about their feelings and experiences in a certain situation, such as at a birthday party, on a holiday or during a sports game. They need to use the words and sentences about facial expressions and emotions they have learned. They should write down their dialogues first
