Unit 1 Here are his hands.精品学案

Module 6 Unit 1

Here are his hands 一、教材分析

本课是外研版一年级起点三年级下册Module6 Unit1 Here are his hands.本课的功能是说明存在和数量，运用的语言结构是Here is…/ Here are…。数量词在一年级上册学习过，本册书的第四模块继续学习了数字。本节课是用Here is…/Here are …表达物体的存在，是存在和表达的综合运用，同时这节课还运用到了将来时态和has got，都是以前学过的。因此，这节课应着眼于重点训练Here is…/Here are…表达存在的同时，指导学生达到简单的语言综合运用。

二、学生分析

小学三年级学生有一定的英语基础，并通过学习对数量以及身体器官很熟悉，有利于理解本节课句式的含义。但本课Here is…/ Here are…表示事物存在比较抽象，学生很难正确的运用到生活中，解决实际问题。因此在学习与操练过程中，要设计真实、生活化语境，帮助学生理解重点语句，帮助他们理解掌握这一部分的知识，使学生学会建立信心，体验成功，获得帮助他人的乐趣，最大限度地满足各个层次学生的需要。

三、教学目标

1．语言知识目标：

语音：stamp中st的发音是/sd/。

词汇：全体学生能理解：stamp, arm, computer, shall, 全体学生能运用computer, arm。

语法：全体学生能运用 Here is …/ Here are …。

功能：说明事物的存在。

2．语言技能目标：

听：能听懂和课文相关的听力材料。

说：用Here is…/ Here are…

说不同，即表达存在。

读：会读课文，即理解运用重点语句编写的阅读材料。

写：形成口头作文，通过造句完成写事物的存在。

3．学习策略：

（1）通过听课文画出答案，理解课文，提高学生阅读能力。

（2）通过同桌互查，查出不会的词句，辅助学生提高自主学习能力。

（3）通过小组合作比一比等形式，让学生在交流当中提高交际能力。

（4）通过找不同等环节，提高学生的观察能力，发散学生思维。

4. 文化意识与情感态度：

学生通过欣赏电脑绘画，了解电脑绘画。学生可以用知识的力量，感受帮助他人的快乐。

四、教学重点

（Main Points ）

学生能运用computer, arm，能在真实的语境中运用Here is…/ Here are …表达事物的存在，以及单词stamp的发音。

五、教学难点

(Difficult Points )

区分Here is …/ Here are…

的用法。

六、教学过程（Teaching procedure ）

Step ⅠWarmer and leading in

1. Greeting.

T: Class begins! Hello, boys and girls. 2. Sing a song of “The hokey pokey”. T: Do you remember this song? Let’s sing together!

3. Say a chant. T: Everybody please sit down. And follow me. Raise your hand. Raise your two hands. And clap, clap, clap. Raise your foot. Raise your two feet. And stamp, stamp, stamp. Once again. One hand, two hands, clap, clap, clap. One foot, two feet, stamp, stamp, stamp. Teach the word: stamp.

T: Ok! You do the wonderful job! 设计意图：通过引导学生演唱歌曲The hokey pokey，为学生创设轻松愉快的英语学习氛围，同时复习以前的人体器官的词汇，为本课做好词语铺垫，激发学生英语表达的欲望。

Step ⅡTask Presentation

T: Show the pictures drawn by the computer. Are they beautiful? Ss: Yes! T: Do you know these pictures are not drawn on the paper. But on the computer. Teach the word: computer. T：我们学校也有小朋友可以用电脑画图片，但是他们需要我们的帮助，下面让我们的电脑老师介绍一下，怎么样帮助他们。

T：Play the video. T：Do you want to help them? First, let’s learn.

Step Ⅲ Text learning

(I) Text leading-in

T: Now Daming’s teacher is also going to draw something. (Ⅱ) Text learning

1.

T: Listen, read and choose “Where does the teacher draw?

What shall we draw?”

教师播放一次CD-ROM，请学生选出答案。

T：Where does the teacher draw A. On the paper

B. On the computer Ss: Choose B T: Pay attention to: on the computer T: What shall we draw?

Teach the word: shall 该，要表示将来

A. A monster

B.

A rabbit Ss: Choose A 2.

T: Listen, repeat, circle and answer “How many heads? How many arms?”

Teach the word: arm 教师再播放一次CD-ROM，请学生跟读,画出答案进行回答。

T: How many heads? S1：One head. T: Yes, Here is one head. (Show a picture about a head.) Ss: Repeat the sentence with the picture. T: How many arms?

S2：Six arms. T: Yes, Here are six arms. (Show a picture about six arms.) Ss: Repeat the sentence with the picture. 3.

T: Listen, repeat and ask then answer one by one. 教师再播放一次CD-ROM，请学生跟读, 然后请一个学生用

how many 提问，其他学生回答，换一个人再提问，再回答。

T: Can you ask questions like me? S1: How many hands? Ss: Ten hands.

T: Here is one hand. Here are two hands. (Raise one hand, raise two hands) Here are his hands. (Show the pictures with ten hands)

Ss: Repeat. S2: How many legs? Ss: One leg.

T: Here is one leg. Here are two legs. (Raise one leg, raise two legs) Here is his leg. (Show the pictures with one leg) Ss: Repeat. S3: How many feet? Ss: One foot. T: Here is one foot. Here are two feet. (Raise one foot, raise two feet) Here is his foot. (Show the pictures with one foot) Ss: Repeat. S4: How many bodies? Ss: One body. T: Here is a body. (Choose one body) Here is his body. (Show the pictures with one body.)

Ss: Repeat. 设计意图：在对话的教学中，通过三次听音，两次模仿跟读，学习功能句加深对对话内容的理解，并注重培养学生的倾听能力、模仿能力和朗读能力。

Step IV Practice

1.

Have a match.

T: Let’s have a match! Let’s find the differences. 找不同。Please say “Here is…/ Here are…”

T: Show the sentence “Here is…/ Here are …”

Ss: Find the differences and say in group. Then say in class. 设计意图：这项比赛简单激烈，易于操作，通过自己上前面圈不同处，学生兴致高昂，在说句子的不同处达到熟能生巧，脱口而出。

2.

Listen and draw. T: There is another picture. But it’s not a good picture. Let’s draw and make it beautiful. T: Play the audio twice. (Here is a picture. Let’s draw. Here is one bridge. Here are two trees. Here are three apples.) Ss: Listen carefully at the first time. Then draw the picture with listening the sentences one by one. Check out at the last time by themselves. T: Show the picture one sentence by one sentence to help Ss check the picture. 设计意图：低年级学生都对画画兴趣，教师运用学生的兴趣，通过听音描述动物进而画动物来运用所学语言，不知不觉地将本课的功能句深入脑海中。

Step V Production

T: Now can you help them? Ok! Let’s try! T: Show the form with tips. Let’s fill the form in groups then say. The team leader chooses the best one in group to say.

T: Thanks all for helping others. You’re helpful. 设计意图：在自由的开放的语境中运用语言，提高语言综合运用能力。

Step Ⅵ Cooler

1.

T: We use some words and sentences we learned to help the three children. So what have we learned? Ss: arm, computer, shall, stamp. Here is …/ Here are …

设计意图：总结本课所学习的功能句，加深学生的印象，为学生课后运用和自主复习指明方向。设计意图：

Homework：A. Listen and read the text then recite.

B. Draw a picture then make up two sentences with “Here is…/ Here are …”

Application Form(申请表)

My name is ___________.

I’m from _______ school. I’m from Class _____ Grade______.

I like drawing on the ____________. Here is my picture. Here is ________________________. Here is ________________________. Here are _______________________. Here are _______________________. …

Signature:

Date:

Photo sentence 1 2 3

Yes or No

V or X

Let’s draw.