Unit 3 My hair is short优质课一等奖

课堂教学预设单

课题名称 2AM2U3 P2 Let’s be friends! 学科

设计者

朱依佳

课时

特定教学内容的整体知识

（教学内容分析）

牛津英语2A Module2Unit3的教学主题是My hair is short，根据学生已经具备的语言知识和语言技能，结合学生的生活常识，期望通过本课时的学习后，学生正确使用第一人称和第二人称，介绍自己的脸部器官以及它们的相应特征，在介绍的同时，能够准确使用单数和复数。

英语

2nd 特定教学内容横向、纵向的知识联系

（教学目标及重点分析）

项目-能力链

Project Competence Chain OE BOOK 2A Module 2Me,my family and friends Grade Projects ‘My friend’s dream house’

To introduce the about information house. Competences 1. Students can identify and use the words about activities, differences and directions in context. e.g., write an e-mail, go shopping, play chess, the same, different, both, all, east, south, west, north 2. Students can find out the frequency of certain actions and the reasons with wh-questions. e.g., How often do you visit them? Why do you like it? 3. Students can express the frequency of certain actions.

e.g., I visit them once a week. 4. Students can describe the similarities between friends. e.g., Alice and I both go to Rainbow Primary School. 5. Students can express the reasons with ‘because’

e.g., Because it’s quiet.

6. Students can write a passage logically with at least eight sentences. 7. Students can identify and compare the pronunciation of the sounds /a:/ /ʌ/ /u:/ /u//f/ /v/ /ϑ/ /ð/ 1. Students can identify and use the words about relatives, jobs and clothes in context. one’s friend’s dream 5 “My family member”

To 4 about member

make one an information card e.g., uncle, aunt, cousin, doctor, nurse, teacher, student, family firefighter, cook, bus driver, police officer and

coat, shirt, blouse, T-shirt, skirt, sweater, jeans, shorts 2. Students can elicit a positive or negative response with yes/no questions. 1 introduce him/her.

e.g. Do you have any uncles and aunts?

3. Students can find out a person’s identity with wh-questions. e.g., Who’s that man? He’s my uncle.

4. Students can find out a person’s job with wh-questions.

e.g., What does your father do? 5. Students can write a passage logically with at least five sentences. 6. Students can identify and compare the pronunciation of the letters ‘-sh’, ‘dr-‘, ‘pr-‘, ‘br-‘, ‘cr-’.

“My family tree”

To Use the extending words to write a short passage about the person like family member ‘ This is 3 my…, He/ She is…, He/ She is a … He/ She can …, but he/she can’t …’

1. Students can identify and use the words about family members, appearance and facial features in context. e.g., grandfather, grandmother, father, mother, brother, sister, fat, thin, tall, short, eye, nose, hair, ear,mouth 2. Students can describe one’s appearance with adjectives.

e.g., He’s tall. She’s short.

3. Students can find out specific information with yes/no questions. e.g., Is he Danny? Yes, he’s Danny.

4. Students can express abilities with verb can or its negative form can’t.

e.g., She can sing, but she can’t swim.

5. Students can write a passage with three sentences. 6. Students can identify and compare the pronunciation of the letters ‘i’, ‘e’.

7. Students can read and act out the stories vividly. 1. Students can identify the words about appearance, abilities in context. e.g., run, write, swim, fly, young, old, hair, head, face 2. Students can find out one’s abilities with yes/no questions and elicit the answers. e.g., Can you run? Yes, I can. 3. Students can describe one’s appearance with adjectives.

e.g., He’s young. He’s old.

4. Students can get the information about one’s abilities and identity with wh-questions. e.g., What can you do? Who’s he?

5. Students can make an oral description with at least four sentences. 6. Students can recognize and remember the letters: Gg , Hh, Ii, Jj, Kk, Ll 7. Students can read and act out the stories vividly. 1. Students can identify the words about actions, family members and appearance in context. e.g., dance, read, sing, draw, grandfather, grandmother, father, mother, me, fat, thin, tall, short 2. Students can express abilities with the modal verb can. e.g., I can dance. 3. Students can find out one’s ability with wh-questions. e.g. What can you do? 4. Students can describe a person with to be pattern 2

“My family”

To draw a picture and talk about one’s family with ‘I’m …, I’m a …, My …is/are …, I can … with…’

2

“My abilities”

To draw pictures and introduce 1 information can…’

simple about one’s ability with ‘I

e.g. He/She/This is…

5. Students can find out one’s identity with wh-questions

e.g. Who is he/she? 6. Students can make an oral description with at least two sentences. 7. Students can read and act out the stories vividly.

Objective - Task Chain（目标-任务链）

Unit 1 I can swim Topic：About abilities Unit 2 That’s my family Topic：My family Unit 3 My hair is short Topic: My appearance Task:To do a survey and find Task:To draw a picture of my Task:To draw a picture of my out my friend’s abilities by favourite family memberand friend and I and introduce us using key patterns.

Learning objectives: words.

express one’s abilities. introduce his or her by using by using key patterns. key patterns..

Learning objectives: words. describe

Learning objectives: words.

someone’s 2.To describe one’s 1.To read,spell and recite the 1.To read,spell and recite the 1. To read,spell and recite the 2.To select correct verbs to 2.To descriptions of name, age and appearance and identify the possessive. 3.To read and write the letters features. from Gg to Hh and identify the 3. To read and write the 3. To read and write the pronunciation of the letters of letters from Ii to Jj and letters from Kk to Ll and “g h”.

Core contents: Words: run,write,swim,fly; Patterns: --- Can you…? ---Yes,I can./No,I can’t.

Letters: Gg,Hh

SB: P14--17 WB: P14--17

identify the pronunciation of identify the pronunciation of the letters of “i,j”.

the letters of “k,l”.

Core contents: Core contents: Words: Words: hair,head,face young,old Patterns: Patterns: My…is/are…

Your…is/are…

---Is he/she…? ---Yes,he/she is. / No,he/she Letters: Kk,Ll isn’t.

Letters:

Ii,Jj

SB: P18--21 SB: P22-25 WB: P18--21 WB: P22-25

3

Content - Discourse Chain（内容-话语链）

OE BOOK 2A Module 2 Unit 3 My hair is short Periods 1st Period

Sub-topics To make a mask of To draw a picture To make a friend in To fulfill Gaint and describe of my face wand class and describe project of his face by using describe it by using his or her face by module. key words. key patterns. using key patterns. Speaking：

Hello, I am Gaint.

This is my hair.

This is my head.

This is my face.

Discourse Analyses

Writing: face hair head Speaking：

I am big and tall. My nose is long. My ears are big. Let’s be friends!

Speaking：

are Elephant.

Speaking：

Mr I am Gaint.

I am big and tall. are Mr I am Mr Elephant.

You the this I am Gaint 2nd Period Let’s be friends!

3rd Period We are friends! 4th Period You are special Sub-tasks My head is big.

You are big and tall.

Your Your head is big.

Elephant.

Your eyes are big.

My

head is big.

Your ears are big.

Your head is big too.

We are friends!

My eyes are big.

Your eyes are big too. I can run. You can run too. You are special! My eyes are big.

Your nose is long.

You are big and tall.

Vocabulary: hair, face, head

Core Contents

Vocabulary: long Grammar: My… is/are…

Pattern: Let’s be friends!

Grammar: Your… is/are…

Pattern: We are friends! Grammar: I can…

You can…

Pattern: You are special! 4

特定教学内容相关的学生知识

（学情分析及难点分析）

本班共有学生42人，大部分在学前并未接触过英语，渴望通过课堂获得更多的英语知识，以丰富自己的交际内容，提高交际能力。本班学生活泼好动、善于模仿、乐于活动，但自律性较差、依赖性较强，所以在课堂实施中，经常使用游戏、儿歌等形式带动学生学习新单词的积极性。

本课时是本单元的第2课时，学生在本课时中将要学习的是My…

is/are…句型，同时复习巩固head, hair, face三个单词。

落实教学重点、难点的学科策略

针对本课时的教学重点及教学难点，本单元创设了Gaint在森林里找朋友一个大语境，设计了一本名为Gaint and his friend的书。本课时的语境是Gaint遇到了几只小动物，小动物们要分别向Gaint介绍自己。利用这一语境，教学My… is/are…句型。

由于介绍自己时，涉及到了单数和复数，因此在教学时，为了更好的区分be动词的单复数形式，利用大量操练和ppt的辅助，帮助学生记忆理解。

课堂教学过程设计

（简案）

本课时教学设计说明

Topic: 2A M2U3 My nose is long Period: The 2nd period Sub-task:To draw a picture of my face and describeit by using key patterns. Background analyses: This is the second period of this unit. Students have learnt the key words’hair, head, face’. They are going to learn the key pattern ‘My… is/are…’ For the students, they are eager to know more about how to describe people in English. For the teacher, she wants to make it interesting to learn English.

Objectives: 1. To use key patterns to describe people in oral. e.g., My… is/are…

2. To use the possessive adjectives to describe people in oral. e.g., My nose is long. 3. To use singular and pluralto describe people in oral. e.g., My nose is long. My eyes are big. Difficulties: To use singular and plural to describe people in oral. e.g., My nose is long. My eyes are big. Aids: PPT, language material paper 5

Lesson plan: PROCEDURES

I. Pre-task preparations

CONTENTS

METHODS

PURPOSES

1. A story book Acitivity1 Previous To warm up the class Chapter One and check the language check

assignment. (P—L3)

2. An introduction Hello, I am Gaint.

Sa—Ss: Introduce Gaint.

This is my hair.

This is my head.

This is my face.

II. While-task 1. A story book Activity 2 Elicitation To create a real procedures

Chapter Two Ss: Gaint comes to the language environment.

forest, he sees a lot of

animals

2. I am Mr Elephant Activity 3 Imitation

I am Mr Elephant. Ss:

Listen to Mr

I am big and tall. Elephant.

My head is big.

My nose is long.

My eyes are big.

My ears are big.

Let’s be friends!

T—Sn—Ss: Practice To remember the Pattern:

My… is…

the pattern. structure of the

patterns.（P—L1）

T—Sn—Ss: Practice To know the Word:

long the word. pronunciation of

words. (VE-L1)

T—Sn—Ss: Practice To remember the Pattern: My… are…

the pattern. structure of the

patterns.（P—L1）

3. I am Miss Activity 4 Practice T—Sp—Ss: Introduce To use the words and Monkey I am Miss Monkey.

Miss Monkey by filling patterns.(P-L2) I am _____. the blanks.

My ____ is ____.

6

III. Post-task activities

My ____ is ____.

My ____ are ___.

My ____ are ___.

Let’s be friends!

T—Sg—Sb—Ss: To use the words and 4. I am Mr Lion I am …

Introduce

Mr Lion by patterns.(P-L2) My … is …

filling the blanks.

My … are…

To use the words and 5.Workbook p23B Activity5 Exercise T—Ss: Finish the patterns.(P-L2)

exercise

1. My face

Activity6 Conclusion

To encourage the I am …

To

draw a picture of students to use the My … is …

my face and describeit words and My … are…

by using key patterns. patterns.(P—L3)

Ss: Draw

Sp: Say

Sp--Ss: Show

2.After class:

1. Read the story. 2. Finish worksheet and evaluate.

On the blackboard:

2AM2U3 Period2 Let’s be friends My …is…

My … are…

4--5:

6--8:

Notes:

7

8