lesson18 Look at MePPT及课堂实录内容

小学英语教学设计

冀教版 版 三 年级 课

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Lesson 18 Look at Me! 课时数

1 知识目标：通过本课的学习，使学生能运用恰当词汇和语句表述人物语言技头发、眼睛的颜色、以及四肢等相关身体部位的特点。

能、语能力目标: 1.听懂，理解故事。

言知识

2.朗读这个故事。

3.通过本课的学习，使学生掌握有关人物外貌的简单描述。

学习策略

泛读、精读、寻读、读中检索关键信息等阅读的基本技能

情感态度价值通过过游戏、歌曲、阅读等多种活动，激发和培养学生学习英语的兴观、文趣。

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1.听懂，理解故事。

2.朗读这个故事。

3掌握 My hair is _____. My eyes are_____. I have____ _____.等用于描述外貌的语句。

1. I walk to school. 的运用及其它出行方式表述，相关交通工具词汇的拓展。

2.感叹句 Wow，that’s cool. That’s great! 的理解及运用。

课前

图片、多媒体课件、单词卡准备

片，录音机等

自制Danny和Mary的拼图

教学预设

1.Sing “Left and Right”

2.Greetings: Hello! Nice to see you again! 3.Game: Listen and Touch”

（以此复习之前学过的身体部位，左、右等词汇，以及拍手、晃腿等动作短语，为故事学习做准备）

Step 2：New Concepts 1、导入

(1)导入故事，教师由上一环节的游戏引出：“Touch your hair.”“Class, 复案

3.此游戏老师用于训练学生的听力，发出的指令可包含之前所学的各个身体部位，并穿插提问其数量或颜色，为本课的教学预

what colour is your hair ? What colour is Danny’s hair?

(2)教师出示Danny的头像：

Look！This is Danny. Does he have hair? ( 有学生答：Yes！)What colour is his hair？

Today, we’ ll read a story: Lesson 18 Look at Me! In this story , Danny has a new friend. （出示Mary的头像）Look, she is a girl. What’s her name? What does she look like? Now, let’s watch the movie.(将两个人物的头像贴于黑板上) 2. Watch the whole movie about the story. 让学生对故事内容获得一个初步的了解。

3. Ask the students if they know the girl’s name. Show some other questions about the girl. Then ask them to read the story after the tape. T：What’s the girl’s name?

Ss: Mary. ( 板书Mary于头像上方)

T：What does Mary look like ? Here are some questions for you.

Now let’s read after the tape, then I want you to answer the questions. 4. Ask volunteers to answer the questions, And fill in the blanks in the chart. (利用表格的形式来呈现问题的答案，一目了然。此环节只完成表格中有关Mary 的部分) 5. Ask the students to read the story by themselves. Then finish the rest parts of the chart.

T: Is Danny the same as Mary ? Now read the story by yourself, and circle the key words about Danny. …… OK, Have you finished ? Now let’s fill in the blanks for Danny.

6. 利用表格的最后一空引出生词

tail, 并出示尾巴图片来教授这个单词。

T：Look，this is a tail. Whose tail is it ?

Ss: It’s Danny’s tail.

T: Does Mary have a tail? Do you have a tail? Ss: No.

T: Danny is different. He has a big tail. And he has three hairs. (出示

Danny的头发图片) Look, what’s this?

S1：Danny’s hair.

T: Yes. What colour is it ?

S1: Black.

T: Very good! Would you like to put the hair for Danny?

S1: OK ! 7. 让回答对问题的学生把头发图片贴到黑板上的Danny的头像上。同样的方式请其他一些学生把Danny和Mary的身体各个部分分别贴于黑板上，拼成完整的两个人物。此环节可增加课堂的趣味性，并帮助学生进一步深入了解人物的形象特征。

8. T:All done! Boys and girls, do you like Danny?

Ss: Yes!

T: Does Mary like Danny？

热。

5.让学生自读故事，并圈出相关的key words, 对学生进行阅读方面的学法指导, 培养学生在阅读过程中搜寻关键信息的能力。

6请学生贴图之前需要先回答老师的一个相关问题，这个问题可以不局限于之前表格中的问题，适当拓展，例如：What

colour are Danny’s legs ? How many arms does Mary have? What colour is Mary’s skirt?

Ss：Yes！

T：Yes，because Mary says: “ Wow, that’s cool! Here, cool and great have the same meaning. Cool 和

great 都是非常棒的意思。Mary 对Danny 的头发和大尾巴印象非常深刻，觉得very good，所以她说：Wow，that’s great! Wow, that’s cool! ( 幻灯显示相关的课外插图和这两个句子)

T：Now，let’ s look at some other pictures!( 幻灯依次显示其它一些比较cool 的人物和东西，让学生练习用cool 和

great 进行评价)

T：Look，this is a car. Is it very cool?

Ss: Yes.

T: OK, let’s say together: Wow, that’s cool! Wow, that’s great!

……. 9. T: Danny and Mary are different, but they also have some similarities.Danny 和

Mary 虽然不同，但是他们也有一些相似之处。What are they? They both have two eyes, two hands and two legs, and … what else? Now, let’s read the story again. This time, read after me! ( 教师带读，注意两个人物使用不同的语气，给学生以示范。读到

I walk to school. 这句时停下，问学生是否明白walk 的意思，并用动作加以启示，帮助理解。让学生跟老师一起边做出走路的动作，边大声说：Walk , walk , walk , walk to school.) 9.讨论Danny 和

Mary 的相似之处。除了外表之外，学生会说出他们都

walk to school, 并且都feel happy. 询问学生是否也walk to school 并且在学校里feel happy ?

T: Do you feel happy now ? Ss: Yes, I feel happy.

T: Do you walk to school？

S1：Yes，I walk to school. S2: No.

T: No? Maybe you go to school by car ? By bus? Or by bike? ( 知识扩展：

幻灯显示其它几种交通工具和相关语句，领读：I go to school by car / bus / bike.) 10. Ask the students to read the story in pairs. One for Danny, one for Mary. ( 两人一组分角色读故事，提醒学生读出不同的语气来。之后请四组学生进行展示，每组读两幅图画中的内容) 11. Summary:

1）Ask the students to underline the sentences for Danny with green crayons, underline the sentences for Mary with red crayons.( 让学生找出故事中描述Danny 和

Mary 的相关语句，用绿色和红色彩笔分别划出来。之后在屏幕上分别显示出来，一目了然，请男生读一遍有关Danny 的语句，

女生读有关Mary 的语句。) 2）Ask some volunteers to put vocabulary cards beside the pictures. 出示本课关键词词卡，请学生将关于Danny 的特征词卡贴在Danny的右侧，关于Mary的特征词卡贴在Mary的左侧，两人的共同特征词卡贴在他们中间位置。

8.学生看到这几幅图会很赞叹，在老师的鼓励下会大声说出Wow，that’s cool! That’s great!这时老师不妨用类似的句子：Wow，I think you are very great! 来对学生的表现加以评价。

11.1）此环节在教室走动观察学生是否明白老师的要求，有的学生可能不清楚要划出怎样的内容，这时可以在屏幕上显示出1~2句话给学生以提示。

2）请学生贴之前，教师给予示范，让学生清楚词条所应粘贴的位置。

12. Ask the students to introduce themselves.用下列语句介绍自己。

My name is ________. My hair is ______. My eyes are______. I have ____ hands. I have ____ fingers. I have ____ legs. I have… I walk to school./ I go to school by____. I

feel_____. 12. 此环节如果课堂时间不够用，就留为作业，下节课再请学生来说。

作业

P.45---Read and match. Draw yourself .

Colour and say something about you.

教学

反思