Lesson 16第一课时导学案

Lesson 16教学设计

执教人：李浑灵

学科：英语 教学年级：三年级（上册）

教材版本：人教英语（精通）

1

一、

教学目标：

1、能听、说、认读单词hand, arm, neck 并在受伤的情境中灵活运用；

2、能在现实生活中正确使用本课表示问候的功能语句：How are you? Not very well. 3、能运用本课的功能语句关爱他人：Oh, I’m sorry! 对他人经历的不幸表示同情。

4、能通过小组合作，形成合作意识。

二、学情分析

本班学生是北辰区实验小学三年五班的学生，授课场所为本校的录播教室。这些学生从一年级开设外语课，学校及家长对学生的外语学习较为关注，学生学习热情较高，大部分学生英语学习基础比较扎实，口语交际能力较强。结合学生的实际学习情况，教师采用了视频、音乐、游戏等多种教学方法来吸引学生的注意，并在教学内容上进行了适当的拓展。

三、教学内容分析

本单元以身体部位为话题展开教学。本课时以Peter胳膊受伤为情境，Gao Wei询问Peter身体状况并深感难过为核心内容展开本课所学的目标语言，并在真实语境中运用How are you? Not very well. Look at my…. Oh, I’m sorry!

进行互动交流。单词及课文内容较简单，学生比较容易接受。且本班的学生好奇心强，在教学时教师为学生提供了多种形式的活动，激发并维持学生的学习兴趣。

四、教学重、难点分析

重点：能听说认读本课有关身体部位的单词hand, arm, neck并在受伤的情境中灵活运用。

难点：对他人经历的不幸感到难过和同情；在仿真语境中表演本课对话，并根据课文内容创编新对话。

五、教学工具

PPT, Computer, Cards, Pictures, Stickers 六、教学过程

2

Step 1. Warm up 1.

Introduce Well. T: I’m Miss Li. Look, this is my English name. My name is Well.

T: Hello, I’m Well. What’s your name? S: Hi! My name’s….

T: Nice to meet you. S: Nice to meet you, too. T: Ok, I’m Well. Look! This is a well, too. But I’m not this well. My mother hopes the name Well, can make me happy. She hopes me to study well, work well, live well and be well.So Well is (good). Well is (fine). 设计意图：通过介绍教师的英文名字Well，使学生初步感知well的含义，并从情感上渗透Study well. Work well. Live well. Be well; 对比Well的另一含义（井），拓展学生视野。

2.

Sing a song. T: Well done! I have a gift for you. Look! It’s a song. Let’s sing a song together. 设计意图：全班齐唱歌曲How are you? 通过欢快的歌曲，激发学生学习英语的兴趣，并巩固之前所学功能语句：How are you? I am fine.唤起旧知、激活新知。

Step 2. Presentation 1. A game: Change faces. T: Wow, you sing very well! I think you like singing. Me, too. I like singing and I like changing faces. Do you want to see it? You can say: One, two, go! Sad Face：

T: Boys and girls, together ask! Ss: How are you? T: Not very well. (Ask and answer in pairs.)

3

T: You can also say: Not so well. (Ask and answer in groups.) Second Face：

T: How about this one? Now, let’s watch a video to find the answer.

T: How are you? Ss: Just so so. T: Can you greet me? Ss: How are you, Miss Li? T: Not too bad. Smiling Face：

T: Wow! A smiling face! How are you? Ss: I’m fine./ I’m happy!/ I’m good!/ I’m great!

T: Can you greet me? Ss: How are you? T: I’m very well.

T: Now, work in pairs. Ask and answer in different ways. 设计意图：通过教师演示变脸——不同表情来引入How are you?的不同回答: Not very well. Not so well. Just so so. Not too bad. Fine/ Great! I’m very well.打破学生固有回答思维，即How are you? Fine, thank you.拓宽学生视野，了解在真实生活中要根据具体语境进行具体回答。

2. Let’s do.

T: Ok, boys and girls, are you happy? Ss: Yes. T: I’m happy, too. Why?

T: Because I like sports. I like playing tennis. Look! Who is she? Ss: Miss Li. T: Yes. It’s me, Well. I like sports. Do you like sports？

Ss: Yes, I do. T: Wonderful. Let’s look. Look at the pictures.

4

(Look at the pictures and enjoy them.) T: Well, if you like sports, please stand up and let’s do some actions! (Students do the actions with the teacher.) T: This time, let’s have a match! (Students have a match between groups.) 设计意图：教师引导学生观看图片，并在动感节奏中进行“运动”：Nod your head. Open your mouth. Close your eyes. Clap your hands. Wave your arm.深化学生对身体部位的认识；展开小组合作，让学生在竞赛意识中掌握、运用所学句型。

3.

Enjoy a video: Sports Song. T: I like sports and you like sports, too. Now, let’s enjoy a video.

(Students watch the video and follow the actions.) 设计意图：观看运动视频，并模仿视频中有关运动的动作，激发学生学习英语的兴趣，调动学生的课堂参与积极性。另外，营造欢快的课堂气氛，与之后教师手受伤、学生了解后很深表同情与难过形成反差。

4.

Learn the new word: hand. a.

T: Look! I can do it, too. Ouch! I’m not very well. Look at my hand. Who can comfort me? Ss: How are you, Well? T: I’m not very well. Look at my hand.

Ss: Oh, I’m sorry!

T: Ok, look at my hand. I hurt my hand. (Spell “hand”)

设计意图：通过教师现场包扎伤口，引导学生了解hand并初步感知课文对话，培养学生的优秀品质——看到他人受伤时感到同情与难过。

b.

T: How about …? Is he/ she well or not very well? Who can comfort him/ her? S1: How are you? S2: Not very well. Look at my hand.

5

S1: Oh, I’m sorry. Here’s a flower for you.

S2: Thank you. S2: You are welcome. T: How are you now？

S2: Not very well. T: If I get so many beautiful flowers, I will be well. Ok? S2: Ok. T: How are you now? S2: I’m very well.

设计意图：在仿真情境（手受伤）中，分组练习并运用本课对话。此外，通过为受伤的同学送花来培养孩子们关爱他人的良好品质。

5.

Learn the new word: neck. (Show a picture.) T: There’s another boy. His neck hurts. Guess, who is he? (Students guess.) T: Look! He’s …. He hurt his neck. T：Do you know neck? Touch your neck, please. (Spell “neck”)

T: My dear, you like PE class. But be careful when you are in PE class. I hope you be well. Ok? 设计意图：通过观察图片，猜测受伤同学的名字，激发学生的参与热情。在话轮中感知、学习本课单词neck，问候并关心受伤同学。同时，联想到学生喜欢体育运动，在体育课中容易受伤，对学生提出希望：Be careful and be well. 6.

Learn the new word: arm. a.

Show a picture of Peter. T: How is Peter? Is he well or not very well? Let’s watch the video. b.

Watch the Video. 设计意图：通过观看图片及视频，使学生认识并了解单词arm，感知课文主要内容并且在Peter受伤情境中深入学习本课对话。

6

c.

Phonics T: Peter’s arm hurts. Let’s spell

“arm”. f+arm, farm. h+arm, harm. ch+arm, charm. (barm, carm, darm, garm, larm, parm, sarm, tarm, yarm) 设计意图：引入简单的自然拼读法，使学生再次感知arm，培养学生的拼读能力。

d.

Let’s read.

Step 3. Practice 1.

Act out the dialogue in pairs and have a show. 设计意图：两人合作，表演本课对话并进行展示。学生通过合作，既可以培养合作意识，又可以在受伤情境中运用本课所学功能语句问候他人，并对他人受伤表示同情与难过。

Step 4. Production 1.

Show some pictures of the sports stars. T: I like sports and I also like sports stars. T: Look, this is Liu Xiang. He likes running. T: What about this one? This is Yao Ming. He is very tall. He likes playing basketball. Do you like playing basketball? Can you play very well? T: This is Li Na. She likes playing tennis. I like playing tennis, too. So I like Li Na. T: This star is Zhang Jike. He likes playing table tennis. T: The last one is Messi. He is a football player. He likes playing football. T: They’re super stars. They got many honors. Yes? But they practice very hard every day and they often get hurt. Look at Liu Xiang. He hurt his foot.

7

Look at Li Na. She hurt her head. Look at Yao Ming. He hurt his foot. And he hurt his eye. Look at Zhang Jike. He hurt his leg. Look at Messi. He hurt his knee. 设计意图：引导学生认识体育明星并了解其荣誉背后的艰辛，为他们选择喜爱的体育明星并创编对话做铺垫。

2.

Choose your favorite sports star and make up a new dialogue. T: They are not very well, but I hope they can be well. Now work in groups. Choose one sports star and make up a dialogue. If you don’t like sports stars, never mind. Just make up your own dialogue. 设计意图：让学生置身体育明星受伤情境，通过巩固、拓展本课对话来深入感知本课主题：Study well. Work well. Live well. Be well. 3.

Summary T: You did a good job. How many smiling faces do you get? Let’s count together. T: You’re all good. Miss Li hopes you to study well, work well, live well and be well! T: Let’s say it together: Be well!

Step 5. Homework 1.

Make up a new dialogue of greeting with your friends. 2.

Try to study well, work well, live well and be well.

板书设计

Lesson 16

How are you?

Study

Not very well.

hand

Work

Well

Look at my….

neck

Live

Oh, I’m sorry!

arm

Be

8

教学反思

本节课顺利完成了既定目标，教师充分利用多媒体，运用多种方式学习了Lesson 16的重点词汇neck, arm, hand.并引导学生在受伤语境中问候他人：How are you? 并做出正确回答：

Not very well. Look at my…. 对于他人的不幸表示同情与难过：Oh, I’m sorry!

首先，教师以介绍自己的英文名字——Well为契机，引导学生对重点单词well进行初步感知，并观察“井”，拓展学生对well的理解，引导学生充满正能量Study well. Work well. Live well. Be well. 接着，教师一首英文歌曲《Hello! How are you?》作为热身复现了本课的重点句型，有效地吸引了学生的注意力，调动了学生的学习情绪。然后，课件中利用三种表情（哭脸、笑脸、“中”脸）出现How are you?的回答：Not very well. Not so well. Good! I’m fine. I’m very well. Just so so. Not too bad. 介绍教师喜欢“变脸”和做运动时，顺势开展了TPR活动，让学生Nod your head. Open your mouth. Close your eyes. Touch your neck. Clap your hands. Wave your arm.寓教于乐。在教学重点单词时，教师利用做运动时，自己的手受伤，引导学生问候教师：

How are you? Not very well. Look at my hand. Oh, I’m sorry! 接着，利用慰问受伤同学，并给受伤同学送花这一活动，使学生从内心深处对他人的不幸表示同情与难过: Oh, I’m sorry! Here’s a flower for you. 评价分组、多媒体复现、学生受伤、Peter受伤，引出学生对单词neck, arm的学习，巩固了教学重难点；教师介绍体育明星并展示明星受伤图片，引导学生充满Study well. Work well. Live well. Be well. 的正能量，并为之后选择体育明星创编对话提供素材（学生若不喜欢体育明星，也可根据现实情境创编自己的对话）。

教学过程中的多次两人合作、小组活动，提高了学生的参与率，活动中学生要调动自己多种器官参与活动，运用所学语言，在轻松愉悦的氛围中，通过合作学习，完成学习任务，习得语言。同时老师对小组合作及学生的个人表现给予适当的评价，在今后的教学中，还要继续丰富对孩子们各类学习表现的评价方式，让学生更喜欢上英语课。

9