6 Me教学内容分析

Teaching plan LI QIAN From Shuangqiao Primary School Teaching content：

Oxford English 3AM2U6 Me

Period 1 Teaching objectives: Knowledge aims: 1.

At the end of the lesson, students will be able to recognize and read the facial words like eye, ear, nose, mouth, face and hair. 2.

At the end of the lesson, students will be able to describe their faces by using the patterns: My eyes are small. My mouth is big. Ability aims: 1.

At the end of the lesson, students will be able to use the learned patterns to talk about their faces correctly. 2.

At the end of the lesson, students will be able to judge themselves by using I’m cool. I’m beautiful.

Emotional aims: 1.

By learning this lesson, students will know more about themselves and build up confidence. 2.

Students’ interest in learning and expressing in English will be aroused. Teaching key points: 1.

New words about face: eye, ear, nose, mouth, face and hair New expressions: My eyes are small. My mouth is big. Teaching difficulties: 1.

Draw students’ attention to eye, eyes , ear, ears and make sure they can use them correctly while describing. 2.

Make sure that students will use plural form when talking about eyes and ears, they use singular form when talking about nose, mouth, face and hair etc. 3.

.Make sure students can describe their facial features by using proper adjectives like big, small, long and short. Teaching tools: PPT, Blackboard, chalks, blackboard stickers, headwears for role play,etc. Teaching approaches: TPR, communicative teaching method, students-centered approach, task-based method, etc. Teaching procedures: Step 1 Pre-task preparations: 1.

Greetings: T:Good morning, boys and girls.

Ss: Good morning, Miss Li. T: Today, I’m very happy. Because it’s a festival today. Do you know what day is it?

(some students may say “感恩节”)

Yeah, you are clever, it’s Thanksgiving Day. It’s a festival for celebrating harvest. I hope all of you will have a good time today. 2.

Guessing game Students are supposed to guess what it is according to a small part of the following things: cat, dog, apple, duck and panda. (Purpose: Help students review nouns about objects and animals they’ve learned and raise their interest in learning new knowledge.

Check students’ ability in telling things by showing a particular part of an object or animal.) Step 2 While-task procedures 1.

Draw a circle on a drawing board on the PPT. T: What is it? (Students may say it’s an egg.)

Now look what do I draw? Ss: Eye. T: Yes, it’s an eye. Eye, eye, eye. E-y-e, eye. (Ask students to follow.) Touch your eye. We have two…..

Ss: Eyes. (Purpose: elicit the first new word ”eye” through a drawing board to arouse ss’ curiosity and interest. Now they know the circle is not an egg, it’s a face.)

T: Look at the eyes. How are they? Big or small? Ss:Small. Show the patterns on the PPT: Look! This is my eye. My eyes are small. Show pictures of a panda with eyes missed. T: What’s missing on the panda?

Ss: Eyes. Show the panda’s eyes and present the sentence: My eyes are big.

Show the picture of Winnie. Ask students to fill in the blanks: My _______ are _________. Show pictures of various things in different sizes. Ask students to tell whether they are big or small as quickly as possible. T:Touch your eyes. How are they? (Purpose: elicit the new patterns and get students aware of that we use eye plus “s” when we talk about our eyes by asking them to touch and we can use big or small to describe our eyes. Encourage students to try to talk about their own eyes by using the new patterns.) 2.

Show another picture of Winnie with ears missed. T: What’s missing?

Ss: Ear. T: You are cool. Ear, ear, ear. E-a-r, ear.

(Ask students to follow.) Touch your ears. We have two …

Ss: Ears. Show the face with eyes and ears on the drawing board again. Present the patterns: Look! This is my ear. My ears are big. Show pictures of a dog and cat and ask students to fill in the blanks: My _____ are _______. Show a picture of a mirror. T: What can we see in a mirror?

(Present the following chant.) Mirror, mirror, look at me. Eyes, eyes. My eyes are small. Ears, ears. My ears are big. (Purpose: help students consolidate how to describe one’s eyes and ears through the chant. It’s much easier to master new patterns by chanting.)

3.

Present the drawing board once again. Draw a small nose on the face and teach the word. Elicit the patterns: Look! This is my nose. My nose is small. Help students pronounce “nose” like this.

T: /әu/, no, n-o, no. /әu /, nose, n-o-s-e, nose. Present pictures of an elephant and a pig to elicit the patterns: My nose is long.

My nose is short.

Help students understand the meanings of long and short through body actions. Show more pictures of different things in various lengths, such as train, noodles, skirt, shorts etc. Ask students to tell long or short as quickly as possible. (Purpose: teach the word nose and broaden students’ vocabulary to describe things.

Pictures of different animals grasp students’ attention and interest, they are eager to express in English.) 4.

Teach the word”mouth” by using the drawing board again. Help

students pronounce it like this: T：/au / How, how are you? /au / mouth, m-o-u-t-h, ,mouth. Show pictures of Paul Frank and a mouse. Ask students to fill in the blanks. My ______ is _________. 5.Present the previous mirror again and encourage students to try to finish the following chant according to the face in the mirror. Mirror, mirror, look at me. Nose, nose. My nose is ________. Mouth, mouth. My mouth is _______. T: Touch your nose and mouth and try to describe them by chanting. (Purpose: help students consolidate words and expressions to describe nose and

mouth by using the chant. They are familiar with the chant now, so it’ll be easy for them to finish it on their own.) 5.

Show the whole face on the drawing board and teach the word “face”. Present the patterns :Look! This is my face.

My face is round. Show more pictures of things, some are round, some are not. Students are supposed to tell quickly. (Purpose: broaden ss’ vocabulary by eliciting the word round. Now students can use various words to describe their facial features except big and small.) T: look at the face. It’s a boy. He is lovely. But he’s cold now.(miming cold) Look, let me help him. What do I draw? (draw some hair on his head) T:Hair, hair, hair, h-a-i-r, hair.

My hair is short. Present the chant again, ask students to finish the chant according to the face in the mirror and try to talk about their own hair and face. (Purpose: students are familiar with the chant, now they are eager to fill in the blanks and willing to describe their own hair and face with the chant.) 6.

Match and say Ask one student to come to the front and match the given stickers with the corresponding words on the blackboard. Then all the students read the new words together. (Purpose: check students’ mastering of new words through matching. Make sure they can tell the facial words quickly and correctly and pronounce them correctly.) 7.

Show pictures of Kitty and Peter in the mirror. Play the recording of their descriptions and ask students to follow the reading.

Draw students’ attention to the sentences:

I’m short.

My hair is short.

Help students understand the different meanings of “short” through body actions. Step 3 Post-task activities 1.

Show another mirror. T: Who will be in this mirror? Guess. Show a picture of one of the students in the classroom. Ss:Wan Yiming. T: Yes. It’s Wan Yiming. Wan Yiming, please come here. Can you talk about yourself?

(Present the following outline) Look! This is me. I’m ______. My ______ is _______. My _______ are _______. I’m cool.

Present other students’ photos and ask them to talk about themselves one by one.

(Purpose: use photos of classmates to arouse students’ interest. Improve students’ ability to talk in English.) 2.

Introduce some new friends: a bunny, a beautiful girl with long black girl, Donald Duck and Lan Yangyang. Ask students to work in groups of 4 and try to describe them in role play. Invite 4 students to perform in front of the class by wearing the

headwears. (Purpose: develop students’ communicative abilities in group work. Correct students’ wrong expressions like My ears is small. My mouth are big, etc.) Step 4 Extentions 1.T: I have a friend. His name’s Jack. He is a clown and he’s so cool. But look, here are 4 Jacks, I can’t find him. Can you help me? Present Jack’s self-introduction and ask students to find who is Jack. T: You found him. So clever. Jack likes singing. Now let’s enjoy a video.

(Ss will be happy to enjoy the singing of Jack and may follow the singing unconsciously.) T: Jack is not beautiful but he is very cool, right? Do you like him? Ss: Yes. T: Do you want to be cool? Ss: Yes. T: So try to love yourself and be cool. (Purpose: check ss’ to identify a person through his or her self-introduction, broaden ss’ vocabulary by adding more words like hand. Tell students the truth that everyone is unique. Every one can be cool. We should love ourselves.) 3.

Let’s say goodbye to our face one by one.

T&Ss: goodbye eyes,

Goodbye ears. Goodbye nose/mouth/hair/face…

T: So much for today and happy Thanksgiving. (Purpose:help students review the learned words by saying goodbye to them one by one. Students feel happy and active in this way.) Step 5 Homework 1.Read the text on page 26 loudly. 2. Look at the mirror, try to talk about yourself with your partner.

Blackboard design Unit 6 face eye

ear

nose

mouth

face

hair Eyes

ears My ears are small. My mouth is big.