Lesson 8教学实录及点评

小学英语学科“一师一优课、一课一名师”评审活动

教学设计

课题：

学科：英语

年级：五年级

执教人：孙静

天津市河西区纯真小学

Unit2 She looks cute. Lesson8

教材分析：本课为词汇句型课，主要通过创设情境让学生会询问他人姓名并回答、描述人物外貌及性格特征，并会灵活运用表达。对于句型What’s her name? Her name is ...She’s pretty.在第7课中已经了解掌握，本课延伸学习What’s his /her name? His/ Her name is ...并会区分his/ her，使学生能在生活情境中结合相关知识综合描述家人或朋友。

学情分析：五年级的学生已经基本了解英语学习的基本方法，对单词的理解、听力的培养以及会话的练习都有了初步的了解，他们学习兴趣浓厚、积极性很高，并且在一至四年级已经学过有关外貌特征的词汇表达，有一定的学习基础。因此，本课需在学生对本课重点的掌握以及学习目标的完成下，扩大学生对相关词汇、句型的掌握，学会在情境中综合运用所学语言，在真实的语言环境中表达。

学习目标：

1.知识与技能：学生能听、说、认读词汇clever, quiet, pretty及本课的句子：He’s clever. She’s pretty.学生能听、说、读、写词汇

her, his, eye, nose, hair及本课问答What’s his/her name? His/Her name is….并能在真实的情境中灵活运用句型，会区分his/ her；能够辨别和识记字母t在英语单词中的发音，掌握拼读规律。

2.过程与方法：充分利用现代信息技术白板及同屏功能，采用直观教学法、情境教学法、小组合作法等，指导学生主动参与合作与交流，培养学生对人的外貌特征的观察力，调动其积极性，让学生在学习和课堂活动中集中注意力，养成小组合作意识，会充分表达自己的见解并会展示想法。

3.情感态度与价值观：培养学生学习英语的兴趣和用英语交流的意识；养成小组合作意识，能够在小组中有效合作，勇于表达自己观点；了解关于对人的外貌特征和性格描述的英语表达方式的西方文化，形成正确的价值观。

重点难点：

教学重点：能够认读、拼写、理解本课词汇；能够在情境中完成对别人姓名的问答What's his/her name? His /Her name is ... .；能够描述人物外貌及特征，培养学生的语言交流能力。

教学难点：能够在情境中综合描述别人的外貌特征和性格特征，培养学生的综合语言应用能力。

教学媒体：Computer, 希沃电子白板，手机同屏

教学过程：

教学

环节

Step 1:

Greeting 活动组织与实施

教师活动

Teacher greets the students.

学生活动

Students say "Good

设计意图

T: Good morning, boys and morning" to the teachers. girls!

Play a game: Susan says.

S: Yes! 课堂开始的师生间问好，令学生迅速进入英语的学习氛围。

配合身体部位图片，教师发出指令，通过快速反应游戏在活跃课堂气氛的

Step 2: Warm up

Step 3:

New Class

T: Class, class. Do you want students correspond by to move your body? T: Let’s play “Susan says!”

Teacher gives orders with music. 1.

Introduce some 激发学生所掌握的touching, clapping

or 同时，pointing to their various body parts.

外貌相关词汇，扩大学生词汇范围，为描述外貌做准备。

引入学校建立五周年庆祝活动情境，让学生在情new

friends to students. 在自然交际中习得T: Today is the fifth Students look at the screen 境中、anniversary of our school. and see the four new 语言。

We will have a big party. If friends. you can answer actively

the Say hello to them and ask 告知学生课堂奖励的用and their names.

途，激发学生课堂参与的热情。

介绍四位新朋友并打招呼（培养良好的交际习惯）、问对方姓名(What’s your name?)，在复习的同时为本课问他人姓名(What’s his/ her name?)做铺垫。

questions correctly, you can get a

candle. At last we’ll use the S: OK! candles to celebrate the

anniversary. OK?

I want to invite some new

friends to our school. Wow! S: Welcome to our school! Look at them. Let’s say S: Yes! “Welcome!”

T: Do you want to know

their names?

Let’s say hello to them and S: Hello! What’s your

ask their names! name? 在情境中复习What’s your name?/ My name is...

为本课学习His/ Her name is ... 做铺垫。

Teacher shows the new

friends one by one: Ted,

Tom, Tony, Tim, and play

the sound: My name is Ted. My name is Tom. My name is Tony. My name is Tim.

2. Say the chant about Tt [t].

Find common names. something among

由四位新朋友名字的首in 字母同是T，自然引出本识记字the 课应掌握的歌谣，母t在英语单词中的发T: Boys and girls, look at their names, can you find something in common?

T: You are so clever! So let’s say a chant about Tt [t]!

3.

Try to describe them. T: Look at Ted. What do you think of him? Is he short? What about Tom? And Tony? Tim?

4. Introduce Carl. The four new friends have a friend, try to ask his name. S: The first letters of their 音，掌握拼读规律。

names are T.

Say the chant about Tt [t].

S: No, he’s tall. S: He’s short. S: He’s 教师评价语：clever为新词，让学生在情境中、在真实的语言交际环境中自然感知用意与用法。

初步感知描述他人特征的语言。

strong/

由上述4位男孩想要邀请他们的朋友们一起来参加活动，引出人物handsome/ ...

T: Listen! They have S: What’s his name? Carl，让学生在猜测名字在情境中学习新something to say: “We want His name is Peter/ John/ ...

的同时，to invite a friend, too. He’s a S: Carl./ His name is Carl. 句What’s his name?/ His boy. Can you guess his

name?”

Show the boy’s name.

Show each part of Carl.

name is ...

Try to describe Carl by 用放大镜功能帮助学生using “He has...”

在情境中操练

“He T: What does Carl look like? S:He has short hair, small has...”描述外貌，初步感

What do you think of Carl?

5. Introduce Zhou Pei. eyes, a small nose and a 知句型。

small mouth.

He’s handsome/ clever...

为Carl进行特征描述：clever，并完善他的身份卡。

T: Listen! They still have S: What’s her name? something to say: Thank you Her name is Mary/ 4位男孩再邀请一位女孩朋友Zhou Pei，让学生在猜测名字的同时，在情境中学习新句What’s her name?/ Her name is ...，

for inviting us. Another Lucy/ ...

friend is a girl. Can you ask

her name?

Show the girl’s name.

S: Zhou Pei./ Her name is 同时学会区分his/ her. Zhou Pei.

Show each part of Zhou Pei. Try to describe Zhou Pei 用放大镜功能帮助学生T：

What does Zhou Pei look by using “She has...”

like?

在情境中操练

“She S: She has long yellow has...”描述外貌，同时以hair, big bright eyes, a 拓展形容词等形式加深small nose and a big 对外貌描述的难度。

mouth.

What do you think of Zhou She’s smart/ beautiful/ 为Zhou Pei进行特征描

Step 4: Practice

Pei?

pretty...（板书）

述：pretty，并完善她的身份卡。

展示任务，带入情境：只有带着携带身份卡才能进入学校，为新来的朋友们做身份卡，培养学生听说读写能力。在情境与任务中落实新知并拓展。

听录音，将Cathy 的外貌补充完整，锻炼听写能力，并检验课堂落实效果。

使用同屏功能展示学生答案。

介绍Cathy的特征，引出quite，并引导学生练习书写。.

通过计时器功能让学生与同桌在限定时间内进行语言操练。借助Cathy的身份卡练习介绍外貌。

1. Make Name Cards for

the newcomers.

T: The newcomers should S: OK!

show their Name Card so

that they can come into our

school. So let’s help them

make Name Cards. OK?

New Card 1:

Complete the Name Card of

Carla.

Listen and fill in the

blanks.（听录音，将Cathy

的外貌补充完整）

T: Who can ask the girl’s S: What’s her name?

name? Listen and fill in the Great! Let’s listen and write. blanks.

Show the answer of a

student on the screen.

T: Cathy is a shy girl. She

doesn’t like speaking and S: She’s quiet. making noise. So What do

you think of her?

S: What’s her name? Let students talk about Her name is...

Cathy’s appearance in pairs She has black hair, small in 1 minute. eyes, a small nose and a

Step 5: Presentation

Read the book. small mouth... She’s quiet/...

Read the book.

和刚刚认识的新朋友一起读书，回归课本，认读本课新词、句，牢固掌握知识。

根据上述身份卡样例，通过猜测写出心目中Carla并在小组the 的外貌及特征，T: Let’s follow them(Carl,

Zhou Pei and Cathy) to read

the book.

New Card 2:

Complete the Name Card of S: What’s her name? Carla.(3 minutes) Her name is Carla. down T: Can you ask the girl’s Write name? 书写、操练语言。

appearance of Carla by 内交流、Now it’s your turn. Try to using talk about the appearance eyes/ ... long hair/ big

and character of Carla in Then talk about the ideas

groups and then write them in groups. down .

Show the real Carla.

1. Talk about Peter. T: Someone still want to

come to our school? Let’s ask his/ her name. Show the name.

T: Now please discuss

what Peter looks like in

pairs, then I would like

to call some of you to

come to the front to draw

and describe.

Show the answers of

用同屏功能展示学生的each groups.

小组合作成果并展示。

Talk about the appearance 展示真正的Carla，学生of the real Carla. S: She has...

S: What’s his name?

进行描述，同时将外貌描述拓展到全身，加深难度，锻炼表达能力。

Peter也想进入学校，让His name is Peter. 学生根据自己的想象同Discuss what Peter looks 桌间合作描述他的长相，并在白板上边操作边描like in pairs. 述。学生乐于参与到活动Then come to the front to 中，并积极表达。为下一环节对人物外貌的充分make up Peter. 描述做准备。此环节不止

局限于本课语言，引导学生将所学语言综合运用。

Step 6: Summary and homework

T: So what do you think of Peter?

2.

Let’s find! Show a video about the

game, let student know

how to work in groups.

(3min)

T: Let’s celebrate our

school’s 5th

anniversary

with the new friends!

S: He’s...

Watch the video and try to discuss their drawings in groups. S: He is a boy. He

has..../He’s..../ He can

sing/... He likes.../... She is a girl. She has..../ She’s..../ She can dance/... She likes.../...

Use the candles they get to celebrate school’s 5th

anniversary with the new friends.

S: Happy birthday to you. Happy birthday to you. Happy birthday to you. Happy birthday to our school ...

教师首先展示小组合作示范视频，将可参考语言及句型列举，以此为样例让学生拿出提前画好的同学/家人/老师的画像，在小组内交流，操练语言。最后教师随机拍几幅学生上前进行展示。

用获得的奖励蜡烛和新朋友一起为学校成立五周年庆祝，齐唱生日歌。

作业

设计

板书设计

1. Write down the appearance on your drawings. 2. Talk about your drawings with your family.

Unit 2 She looks cute. Lesson 8

What’s his name? What’s her name? hair nose eye He’s clever. She’s pretty. His name is ... Her name is ...