Lesson 2 What Do They Look Like?精品学案

Lesson 3 What Do They Look Like?教学设计

1、所在班级情况，学生特点分析：五年级的学生虽然已经是学过了两年的英语，但却连最基本的一些交际用语都不会用，一句: “Good morning \afternoon!”说的也挠舌，有些学生连回答: “What’s your name, please?”这样一个问题都要考虑许久，甚至大部分的学生把英文字母当拼音来念……班上大部分的学生对于英语都处于十分迷茫的状态。

2、教学内容分析：本课教授的内容是与学生们日常接触有紧密关系的有关家庭及其成员的内容。学生们会对这方面的内容较感兴趣且较容易理解。 3、教学目标：根据《英语课程标准》的教学目的要求，鉴于对本课的理解以及学生的实际情况，制定如下：

知识目标：（1）、掌握词汇gray glasses;

（2）、通过真实的情景，让学生理解本课第一部分内容，并能进行简单的描述。

（3）、学完本课内容，学生能够用英语描述家庭成员的特征：比如年龄，头发，是否戴眼镜等。

能力目标：通过对话练习，让学生理解句意，并在情景中学习单词，培养自主学习的能力，获得与同学交流的方法，在日常生活中正确使用以上词汇和句型。

情感目标：通过本课学习让学生在感受美的同时学会尊敬他人，更重要的是在学习的过程中培养学生用英语交流的兴趣。

4、教学难点分析：（1）、I have … （我有…）

I don’t have …（我没有…）

eg. I have brothers ,but I don't have sisters .

让孩子们自由练习这两个句子，可以用任何单词做替换练习，但要以家庭成员的单词为主。

（2）、比较级

用班上的学生来做例子 Jack is taller than Bill .

CuiCan is younger than Sue .

先引导孩子们把例子变为相反的句子，之后拓展延伸为其他比较级的句子随意举例。（必要时候给予赞许）

5、教学课时：一课时

6、教学过程：

1、Greetings：

Hello, boys and girls! How are you, today?… I am fine, thank you. And you? …

2、Review: I feel happy today, so I want to sing a song “curly, straight, long and short”

Now, let’s together!

（设计意图：由歌曲导入，既能活跃课堂气氛，又能复习curly, straight, long and short）

3、Demonstrate: (1)

Introduce: Part One: Teacher: I am very happy that we can have this English class together. First, can you talk about me? How about my hair and my eyes? What colour is my hair? What colour are my eyes? Students: …

（设计意图：创设平等的学习气氛，不仅使自己很快融入到课堂氛围中，同时可以在这种情景中体现语法教学。引出第一人称的用法，同时学生也可以感知第一人称的用法）

Teacher: Good! My eyes are black. I have long, straight and black hair. (板书) Ok, today, I invite my friends to our classroom. Where are they? Look here, who is she/he? What colour are her eyes? Students: Her eyes are black.

T: Yes, she has black eyes. Look! Is her hair long and straight? What about her hair? Ss: Her hair is short and straight. …

T: She has short, straight and gray hair.(板书) Say it, please!(注意“ay”的发音，

spell “gray”, 盖住“ay”由学生去填空) Who can spell it? Look, what are these? Yes, these are glasses. She wears glasses.(板书，领读glasses并强调wear除了有“穿”的意思，还有“戴”的意思，可以用口头造句举例给学生感受。) Oh, look at this grandfather! Is his hair green? How about his hair and glasses? S: His hair is short, straight and gray. He wears glasses, too. T: Yes! He has short, straight and gray hair. He wears glasses.（板书）

（设计意图：通过神秘的语气给学生创设一种情景，吸引学生，用陶瓷玩具引出第三人称单数的用法和本课的重点单词：

gray 和 glasses）

Practice One: (1)

Game: line game(one by one in a group)

(设计意图：用学生感兴趣的游戏形式复习第一人称和第三人称单数的用法) (2) Oral practice: Teacher: Now, can you talk about your friends with your partner? Volunteers, please! Students: ……（practice）

（设计意图：基础练习让学生扎实的掌握了介绍家人外貌的能力，这个环节可以是一个输出的环节）

(3) Listen and answer: Teacher: oh, great! I also have many friends! But, my favourite friend is Danny! What does he look like? Let’s listen and find this question:( Listen twice ) How many hairs does Danny have? A.

1 hair

B. 2 hairs

C. 3 hair

D. 3 hairs Show Danny’s picture, answer the question. Danny has 3 hairs.(强调：当我们说2根以上的头发能数出个数的头发时要加s,而平时说有“很多头发“时就不加s)

（设计意图：课文的的一部分处理为一个听力练习，同时是一个承上启下的环节，并且让学生感知hairs的用法，提起学生的注意力）

Part Two: T: Now, look at Danny. He is 13 years old. I am 25 years old. So, he is younger than me. I am older than Danny. Danny is young. I am old. Danny

is

younger than

me. I

am

older than

Danny. (板书) Look “er”, how to read it? (强调“er”的发音) （设计意图：通过我和Danny的对比，创设语境，呈现语法知识；由旧知识引出新知识，找出发音规律和比较级的构成规律，学生自己找出规律，更容易印象深刻）

OK! Look! Danny is 1.3 meters tall. I am 1.65 meters tall. Danny is short. I am tall. (板书) Danny

is

shorter than

me. I

am

taller than

Danny.（fill in the blanks by students）

(领读,同时强调er发音规律) Who can make sentences with “I am shorter/taller than ____.”

or “She/He is shorter/taller than ____.”

（设计意图：造句识小学高年级英语的基本能力，这个环节只是一个最基础的学生练习，在练习中感悟语言）

Practice Two: Now, let us play a game.(Game: two circles) This group stand up, please. let’s do it first. Let’s walk in a circle with the music. When the music is stop, we should stop. Then, the students in out circle first say: I am tall/short. You are short/tall. I am taller/shorter than you. Last, the students inside the circle say it again! Now, each group stand up, please! Let’s play, together!

（设计意图：同心圆的游戏可以很形象的进行比较级的用法，给学生创设一种又有趣又能全体参与的语言实践活动，在活动运用语言）

4.

Look and listen: Now, look at this picture of Li Ming’s family.

Let’s listen and find the questions: ( with the tape )

(1). What colour is Li Ming’s grandmother’s hair?

(2). Is Li Ming taller or shorter than his cousin? (3). How many people in his family wear glasses? （设计意图：这个环节注重小学高年级的阅读和听力的培养，并且三个问题也综合了本课的重点词汇和句型，也是一个总结复习的过程）

Ok, that is Li Ming’s family. Here is the picture of my family!

This is my ____. He is ____ years old. This is my ____. She is ____ years old. ____ is older/shorter than ____. My ____ is ____ metres tall. My ____ is ____ metres tall. ____ is taller/shorter than ____ . My ____ has ____, ____ and ____ hair. Her eyes are ____. My ____ has ____, ____ and ____ hair. His eyes are ____. He wears glasses. (设计意图：教师为例介绍自己的家庭成员的基本情况，可以给学生一个范文的作用)

Ok, this is my family! How about your family? (ask one student, she/he answer the questions) Please, write it down in the forms. Well done! Now, two students do this pair work like us, one ask questions with the form, the other answer them and then write it down in the form. Ok ? let’ s begin!

（设计意图：这是布置任务的过程，通过和一个学生的对话，不仅能使水平较高的学生规范语言，而且可以为全体学生提供可以模范的范例，这也是一个综合能力的练习）

Talk about your family members：

( Fill in the form, then talk about your family members with it and pictures in pairs.) Does How old Who is this?

is she/he ? is she/he ? her/his hair? How tall

What about

What colour are her/his eyes? she/he wear glasses?

（设计意图：最后的小组活动，给学生与学生之间交流的机会，既是巩固所学知识点的有效途径，又是学生能力输出的一种体现）