Unit 1 This is his head.板书设计及设计说明

第一课时

Unit1 This is his head.

一、教学目标：

1、知识目标：

掌握单词

：body his head arm hand leg foot 掌握句型

：

This is his ______ . 学会介绍身体部位：这是他的______ 。

2、能力目标：能够理解和表达完整的句子意思，能够朗读课文。

3、情感目标

：培养学生要团结友爱，锻炼学生的口头表达能力，增进彼此之间的感情。

二、教学重点

：his head arm hand leg foot 三、教学难点

：This is his ______ . 四、教具

：录音机、单词卡、实物、图片等。

五、教学方法

：听说法、游戏法、直观教学法、情景法等。

六、Teaching steps: Step1: Warmer 1. Greetings T ：Class begins ! Ss : Stand up , please . T ：Good morning , boys and girls S s: Good morning, Miss Duan. T ：Sit down , please . 2. Free talk T ：Hello , boys and girls . Ss : Hello . T ：How are you ? S s: I’m fine , thank you .And you ?

T ：I’m fine , too . Thank you .

3. Revison T ：I say , you do the action . (1) Stand up! / Sit down! T ：Please show me your finger and do the action . (2) Point to the blackboard / window / door / chair / desk / a boy / a girl. Step2: Presentation 1. Lead in T ：This is a boy . Stand up, please! Hello! S: Hello! T ：

What’s your name ?

S: My name is ______ . T ：His name is ______ . T ：What’s this ? (pen / pencil / book)

S: It’s a ______. / This is a ______.

T ：This is his ______ . S: This is his ______. 板书

：his T ：Follow me : his S: his

T ：his ____ S: his ____ This is his ______ . T ：I have a friend . What’s this ?

S : It’s a panda .

T ：His name is Pan Pan . Hello, boys and girls. S : Hello , Pan Pan . T ：What’s this ? 展示图片

：身体的哪个部位？

S :头

T ：Follow me : head S : head T ：his head S : his head T ：This is his head . S : This is his head T ：Today , we’ll learn a new lesson .

Follow me : Module 10 Body Unit 1 This is my head . S : Module 10 Body Unit 1 This is my head . T ：强调单词的发音

head ea [ e ] S : head ( 左点头，右点头

/ 个别

/ 小火车

) T ：Point to your head . I say “ Point to your head .” You say “ This is my head .”

T ：找一个男生来比较

：

my head / his head This is my head. This is his head. Point to his head. T ：What’s this ? ( 把胳膊贴在黑板上

) S: This is his arm. T ：arm 注意强调口型

：

ar [ a: ] S : arm T ：Train , train , go ! S : my arm , his arm , This is his arm . T ：Point to his arm . S : This is his arm . T ：Show me your arm . S : This is my arm . T ：How many arms ? S : One arm , two arms . T ：You do a good job . I like you. Please close your eyes and listen. What’s this ?

S :手

T ：Read after me : hand

S : hand T ：Clap hands ! S : Clap hands ! T ：I say “Clap hands !” ( 动作

：

拍手

) You say “ hand hand hand ! ”

同桌相互练习！

T ：Look at the picture ! What’s this ?

S: hand / arm / head T ：指一个男生，发出指令练习。

（

全班练习

）

Point to your head . S: This is his head . T ：Point to your arm . S : This is his arm . T ：Point to your hand . S : This is his hand . T ：教师与一个学生进行示范动作，两人小组练习。

head , head , head , This is my head . head , head , head , This is your head . T ：拿出脚的图片, What’s this ?

Is this a head / hand / arm ? S : No . T ：Who can ? 谁能够把图片贴到黑板上? 请一个学生把图片贴到黑板上。

T ：Follow me : leg e [ e ] S : leg T ：Point to your leg . S : leg , leg , leg , This is my leg . T ：Train , train , go ! A line ! This line , please ! S : 读单词

：

大小声

/ 高低声

T ：His leg , his leg , This is his leg . S : His leg , his leg , This is his leg . T ：How many legs ? S : One leg , two legs , ……

T ：One , two , three . S : Three , two , one . T ：Please close your eyes and listen . 跺跺脚，听声音。

What’s this ?

脚

T ：Read after me : foot S : foot （小组／男生／女生）

T ：foot的复数

：feet Touch your foot . S : foot foot foot T ：my foot S : my foot T ：his foot S : his foot This is his foot . Step3: Pratice

T ：What’s this ?

S : leg / foot / head / arm / hand This is his _____ . T ：I point , you say . S : This is his _____ . T ：Let’s play a game ! ( 听指令，比比谁的反应快

) Touch his ______ . S : This is his ______ . Step4:Read the text T ：Open your book , page 38 . Listen , read after the tape . T ：Introduce your friend like this : This is Li Ming . This is his ______ .

教学反思

根据三年级小学生的心理特点和现有英语认知水平，在本课的教学中，我将运用一些传统的直观手段如图片、头饰等丰富教学内容，并合理地使用多媒体课件使部分内容更加生动形象。

通过让学生在听、做、动、的过程中，学会用英语说出自己身体各部位的名称，发展学生的语言思维和运用能力，同时多表扬，勤鼓励，使不同层次的学生都能获得成功的体验。

当然在本课中我也存在着几个不足之处：

1、上课时没有很好地关注到那几个基础薄弱的学生，在口语语速上偏快。这是我在今后教学中需好好改进的。

2、在组织教学过程中，小组活动的组织与调控不够熟练，意外事件的发生很可能打乱课堂教学。在今后的教学中要从如何分组，组内如何分配任务等方面引导学生进行小组合作学习。