Unit 5 Look at me!教案板书设计

三年级上册

第五单元

第1课时

教案

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

教学目标

1. 能准确认读新词cap, T-shirt, skirt, coat, jacket, sweater, nice, great。.

2. 能了解和初步运用句型Look at my…和服装类新词来展示自己的衣服，并会用It’s nice./How nice!/It’s great./Great.在适当的情境下评价他人的衣服。

3. 能听懂展示新衣情境下的对话。

4. 能认读和朗读Story time部分的句子。

5. 能初步运用所学内容展示自己的新衣。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：能正确地理解并朗读对话，在教师的引导和帮助下尝试表演对话。

教学难点：能在真实的情境中运用所学句型和词汇谈论新衣。

Teaching procedures

教学过程

Step 1 Pre-reading T: Hello, boys and girls. Look at me. (PPT呈现一张照片) I’m Amy. How am I?

S: Happy/Nice …

T: Look at me. I’m Amy. I’m happy. I’m nice. How about you? Look, some of you are here. If you see yourself, please stand up and say “Look at me. I’m …”

S: Look at me. I’m …

【设计意图：屏幕上快闪班级里孩子的照片，闪到谁谁就站起来用“Look at me. I’m …”来介绍自己，带动学生在课堂开始时的学习热情，也为下一步学习“Look at …”进行铺垫。】

Step 2 While-reading

1. Learn the new words T: We are all very happy, and our new friend is happy, too. Who’s she? (呈现杨玲)

S: Yang Ling. T: Guess why she is so happy. S: … (学生可以用中文来猜测) T: Oh, listen. (播放录音Look at me. I’m Yang Ling. I’m happy. I have a party.) T: So Yang Ling will go to a party and what will she do before the party? S: 打扮自己，选衣服……

T: Let’s follow her and see her closet. (呈现杨玲的衣柜) T: What’s this? (呈现衣柜里的一件件衣服) T: (教授单词T-shirt, skirt, cap, jacket) 2. Consolidate the new words Game: shooting the new words. T: Look, some of Yang Ling’s clothes are in our class. Let’s shoot them and put them into her closet. (请若干个同学拿着不同的衣服站在教室不同角落，当老师喊某件衣服时，全班同学手握枪的姿势射向拿着该衣服的同学，嘴里发出Bomb的声音) 【设计意图：以游戏的形式复习新学的四个衣服类单词，同时将课堂气氛推向高潮。】

3. Present the dialogue T: Yang Ling has so many nice clothes. What clothes does she choose? Please watch and tick. (播放动画) S: T-shirt, skirt, cap. T: When Yang Ling puts on the clothes, what does she say? S: Look at my T-shirt/skirt/cap. T: If you’re Yang Ling, how to say this sentence?

S: (揣测人物内心，有感情地进行表达) T: Yang Ling likes her clothes very much. How about her mother? Does she like Yang Ling’s clothes? (出示杨玲妈妈的图片) How do you know? Try to underline the sentences and read. S: It’s nice! How nice! It’s great! Great!

T: Mum says “It’s great”. What does “great” mean? Can you guess? S: (Guess the meaning.) T: If you’re Mum, try to read the sentences.

S: (揣测人物内心，有感情地进行表达。) 【设计意图：通过揣测和体会人物内心的世界，并进行有感情的朗读，真正达到对于文本的理解和记忆。】

Step 3 Post-reading 1. Read after the tape. (标注升降调) 2. Read together. 3. Read in roles. T: Who’d like to be Mum? Sit down. Who’d like to be Yang Ling? Stand up.

4. Act the story in pairs.

Homework

家庭作业

1. 听录音，有感情地跟读课文3遍，并表演对话。

2. 假如你的朋友邀请你去参加她的/他的生日派对，你想请你的爸爸或者妈妈为你参考如何穿衣，你能根据这个场景编一个对话吗?

板书设计

Unit 5

Look at me!

Look at my cap.

It’s nice.

T-shirt

How nice! skirt

It’s great.

coat

Great! sweater

…

Look at me!

说课

本节课一开始以学生的生活照片引入，迅速激发学生学习的兴趣，同时也为本课时的重点句型“Look at”进行铺垫。

在阅读中直接引入本课时的主人公杨玲，并预测“她将要干什么”，激发学生阅读的兴趣。教师自己加入旁白，使得故事更加完整。在课文对话的呈现中，始终以杨玲为主线，带领学生通过看动画，找出她所挑选的衣服；通过画出关键句，找出母亲对于衣服的评价。这两项活动帮助学生理解了文本内容，梳理了语

言点。教师让学生在情境中及时去感受人物的内心，并有感情地朗读两个人物各自所说的句子，也是进一步加深对文本内容的理解。相信学生会根据不同的理解读出不同的语气。