lesson14 My Body第一课时导学案

河北师范大学附属实验小学英语学科教学设计

冀教 版 三 年级 设计人： 李薇 日期：

11.19 课

题

学习内容分析

Lesson 14 My Body

课时数

1

本单元学习内容为Feelings and Body，本节课学习身体中的主要部位，与学生自身密切相关，能够激发学生学习积极性。

本课教授的对象是小学三年级的学生，这个年龄段的学生活泼好动，善于模仿，乐于表现自己。本课教授对象的大部分学生对英语有浓厚的兴趣，但学生层次不同。因此，本课涉及多层次，使不同水平的学生都能参与进来，有所收获。

1、学生能听说读写body、head、arm、leg 、foot、hand。

学习者分析

教

学

目

标

（根据具体年级情况填写）

语言技2、能唱歌曲If you’ re happy and you know it 能、语3、通过游戏、chant、歌曲等方式，培养学生听、说、读、做言知识

的能力，锻炼身体各部位的协调能力和语言表达能力。

帮助学生逐渐感受字母的在单词中的发音。

学习策略

情感态通过游戏、歌曲的教学，让学生通过运用语言来完成学习任度价值务，感受成功，从而引发和培养学生学习英语的内在动机，观、文使学生形成学习英语的积极态度。

化意识

教学

重点

教学

难点

预习

作业

板

书

设

计

身体部位的词汇body, head, hand, arm, leg, foot

head和hand的正确发音

预习Lesson 14 My Body

Lesson 14 My Body

body head

hand arm

leg foot 课前

图片、PPT

准备

教学

板块

Step 1.

Class Opening and Review 2min

Step 2. New Concepts 18min 达到语言技能目标1及学习策略目标

教师活动

T: Good morning, class! T: How are you? T: I’m very well. Thank you. How do you feel today?

T: I feel happy. Would you like to sing “How do you feel?” with me? OK. Let’s sing a song.

T: Boys and girls, I bring you a friend. Look! Who is coming?

T: Now, please say “Hello” to Xi Yangyang.

T: Listen! What’ s he saying?

T: Look! This is my body. Body. Read after me, please.

T: This roll read it, one by one, please.

T: Now, touch your body.

T：How to spell this word? Now, please write this word on your paper.

T: Now let’s come to the next word.

Look! This is my head.

Head. Read after me, please.

T: This roll please read it one by one.

T: Now, touch your head.

T：How to spell this word? Now, please write this word on your paper.

T: Now let’s come to the next word.

Look! This is my hand.

Hand. Read after me, please.

学生活动

Ss: Good morning, Miss Li. Ss: Fine, thank you. And you? S: I

feel sad/ happy/tired/hot/cold.

How do you feel? Students sing the song with the teacher.

Ss: Xi Yangyang. Ss: Hello! Xi yangyang.

全体跟读。

一组学生一一朗读。

边读边做动作：摸身体。

Ss: b-o-d-y. 在练习纸上书写该单词。

全体跟读。

一组学生一一朗读。

边读边做动作：摸摸头。

Ss: h-e-a-d. 在练习纸上书写body。

全体跟读。

T: This roll please read it one by one.

T：How to spell this word? Now, please write this word on your paper.

T: One question for you: How many hands do you have?

T: Now, touch your hand.

Clap your hands.

T: Now let’s come to the next word.

Look! This is my arm.

Arm. Read after me, please.

T: This roll please read it one by one.

T：How to spell this word? Now, please write this word on your paper.

T: One question for you: How many arms do you have?

T: Now, touch your arm.

Wave your arm.

T: Now let’s come to the next word.

Look! This is my leg.

Leg. Read after me, please.

T: This roll please read it one by one.

T：How to spell this word? Now, please write this word on your paper.

T: One question for you: How many legs do you have?

T: Now, touch your leg.

Shake your leg.

T: Now let’s come to the next word.

Look! This is my foot.

Foot. Read after me, please. 一组学生一一朗读。

Ss: h-a-n-d. 在练习纸上书写hand。

S：I have two hands.

边读边做动作：摸摸手。

边读边做动作：拍拍手。

全体跟读。

一组学生一一朗读。

Ss: a-r-m. 在练习纸上书写arm。

S：I have two arms.

边读边做动作：摸胳膊。

边读边做动作：挥挥手。

全体跟读。

一组学生一一朗读。

Ss: l-e-g. 在练习纸上书写leg。

S：I have two legs.

边读边做动作：摸摸腿。

边读边做动作：抖抖腿。

全体跟读。

Step 3. Practice 18min 达到语言技能目标2,3及情感态度价值观目标

T: This roll please read it one by one.

T：How to spell this word? Now, please write this word on your paper.

T: One question for you: How many feet do you have? T: Very good! Please read after me: one foot, two feet.

T: Now, touch your foot.

Stamp your foot.

T: Have you finished this paper?

Good! Now let’s check the answers. Are you right? Very well！Let’s come to the next part!

T: Now let’s play a guessing game.

Look! What’s this?

Now, guess what’s this?

T: Now let’s play the whisper game.

First, I will give you an example. A, B, and C please come to the front. I whispers “leg” to A, and A whispers to B, one by one. Now, what do you hear, A?

Very good! This time I will whisper to the student in the first roll. Let’s see which group is fast?

T: Now, let’s play another game-Listen and Do. I give orders and you do.

Touch your hands/ head/ foot/ arm/ leg/ body.

Clap your hands.

Stamp your foot.

Shake your leg.

Wave your leg.

T: Now, let’s sing a song-If you’re happy and you know

一组学生一一朗读。

Ss: f-o-o-t. 在练习纸上书写foot。

S：I have two feet. Ss: One foot, two feet.

边读边做动作：摸摸脚。

边读边做动作：跺跺脚。

Ss: Yes! 对答案。

Ss: Yes!

S: Is this the “leg”? / It’s a leg. / Leg.

Ss: Leg.

学生根据听到的指令做动作。

Step 4. Class Closing 2min

it. Are you ready?

The first time!

Now please stand up and do the action.

T: Well done! Now let’s come to the last game-Listen and Draw. You can use your crayons. Are you ready? Let’s do it!

Draw one head. Draw four arms. Draw four hands. Draw two legs. Draw two feet.

T: Who want to share with us your monster?

This one is really good!

T: How time flies! This class we’ve learned several new words. Now please read after me once again!

I believe you guys have mastered! The homework for you is to draw a body of your friend and write down the body words.

Time to say goodbye. See you guys!

日期：11.22

Ss: Yes! 第一遍跟唱歌曲。

第二遍起立跟唱并做动作。

学生根据听到的指令，画出一个拥有一颗头，四只胳膊，四只手，两只腿，两只脚的小怪物。

学生上台展示自己画的小怪物。

再次跟读新学的单词。

Ss: Goodbye, Miss Li! 作业

画一位朋友的肖像，标注出身体部位的英文单词。

教学

反思

本节课各个教学目标基本达到，节奏紧凑，师生间互动效果较好，但是仍存在一些问题待改进。

1.

耳语游戏规则的描述要再精简简单些，也可找几位同学上台示范规则。因为三年级的学生掌握的词汇量不够，且复杂句子的理解能力较差。

2.

画画游戏可让学生自由发挥而后展示作品，这样既能达到生生互动也可以扩展学生的想象力。

3.

板书设计中可增加图片，辅助学生掌握单词。.