Unit 1 Here are his hands.优秀公开课教案

Module 6 Unit 1

Here are his hands. 教学设计

铧尖子小学

李剑桥

一、教学目标

1.知识目标

1)掌握下列词汇: stamp, computer ,shall, arm.

2)掌握以下句型:Here are his hands. Here is his body.

2.能力目标

1)能了解中外文化异同，如:名词有单数和复数的区别，并学会区分。

2)能正确运用“Here is / are…”来描述怪物的特征，并能根据后面名词的提示来选择be动词。

3)运用本课所学来进行表达和交流，鼓励自主、合作、探究的学习方式。

3.情感目标

通过绘画怪物的过程，能运用单数和复数来描述怪物的特征。培养学生热爱生活，热爱动物的情怀。

二、教学重难点

教学重点:正确理解名词中的单数和复数。

教学难点:正确和灵活运用“Here is /are…”句型，能运用已学语言说明存在和数量。

三、教学工具

多媒体PPT课件，单词卡片。

四、教学过程

1.Warm-up 1.问候Greeting.

T:Hello, boys and girls. Today we’re going to learn Module 6 Unit1 Here are his hands. 2.歌曲热身Sing a song: Head shoulders knees and toes. T：Before the class, let’s sing a song. Sing and act out. Ready? Please stand up. （一边唱，一边做动作，从头-肩-膝盖-脚趾）

【设计意图】调动学生多种感官，通过歌曲来调动课堂气氛，预热课堂。

3. Point to your body. I say, you do. T: Show me your hands. Point to your….(eyes, ear, hand, arm, leg, foot…) 4. Review the parts of body. 1)T: Do you know him? Ss: He is Yao Ming.

T:Here is his…

(展示姚明的身体部位，并让学生说单数形式，复习身体名词的单数。) 2)T: This is a monster.

T:Here are his…(s).

(展示怪物的身体部位，并让学生说复数形式，复习身体名词的复数。) 【设计意图】利用单复数对比的形式，复习身体部位的名词，为本课的重点内容做铺垫。

5. 完成Activity1 1) 感知单词的复数形式“hand-hands”

“foot-feet”(利用图片来区分单复数) T: What’s this?

Ss: It’s a hand.

What are these?

Ss: They are two hands. One hand, two hands. (用单双手进行对比。) T: What’s this?

Ss: One foot. What are these? Ss: Two feet.

One foot, two feet. (用单双脚进行对比。) （强调foot-feet 发音:foot--oo /u: /, feet-- ee/ i:/.）

2) Say the chant.(Activity1)(带肢体语言) 3)教读stamp发音（分组读，跺脚读）

4)Let’s chant. T: Let’s chant. One hand, two hands, clap, clap, clap. One foot, two feet, stamp, stamp, stamp. （利用拍手和跺脚的声音和动作，强调clap和stamp）

【设计意图】利用韵律曲营造轻松的学习氛围，让学生感知身体部位的名词以及其复数的变化。

2. Presentation 1)Lead in T:I’ll introduce some monsters. They are Chinese monsters. Are they terrible?

Are they scary? Ss: Yes. T:But in foreign countries, they think monsters are lovely and cute. Do you like the monsters? This is a movie called “The Monster University”.

Let’s learn how to design the monsters.

Today we’re going to learn Module 6 Unit1 Here are his hands. 【设计意图】通过对比中外怪物的区别，让学生了解文化差异，并预设如何设计怪物的情境来展开教学。

2)Listen and repeat. Then answer the question.

①What are they going to do? S1: They are going to draw a picture on the computer. T:What’s this? It’s a computer. (教读新单词computer，拼读法) Show me your finger. c-o-m-p-u-t-e-r让学生在课堂上掌握单词的拼写。

②What will they draw? S2: They will draw a monster. T: The teacher says: What shall we draw? (此时教读shall单词)

③教arm单词，采用按排读、小组读、肢体语言等方式。

运用类比学习的方法，先读are, car, far, farm, park , hard，让学生找出ar读成/a:/的规律，总结ar读成/a:/，自学arm。

T：Where is your arm？

学生指出arm（胳膊）的位置，并跟读。

T：arm, arm, arms. (指向左胳膊，右胳膊，两个胳膊，运用肢体语言深化单词学习。) 3)Magic eyes. (速读)复习新学的单词及出现的词组。

【设计意图】学生初步感知课文，自学完成布置问题的答案，并学习本课的单词和句型

。

4)Understand the meaning of “is” and “are”. ①Read and circle: Here is …/Here are …

【设计意图】观看课文视频并回答问题。跟读课文句子, 划出本课重点句: Here is /are... 边读边划，加深印象。

②总结区别Here is/ are…

运用两组例子，让学生观察并总结规律。

Here is his head. Here is his body.

Here are his arms. Here are his hands. Here is +单数名词. Here are + 复数名词. 【设计意图】让学生自己总结归纳所学句型，达到自学的效果。

③Check the answer. （Here is / are…）

Here are his leg and his foot.并让学生说出同义句: Here is his leg. And here is his foot. 【设计意图】学习本课重点句型，让学生积极参与，并对所学句型进行巩固。

3. Practice 1)课堂检测：Here is /are … 填写

is/are（当堂检测）

2)Say a chant. Head, head, here is his head. Body, body, here is his body. Arms, arms, here are his arms. Hands, hands, here are his hands. 3)Fill in the blanks.

What has the monster got? (根据图片来复习课文重点内容，运用重点句型进行综合表达练习，说出怪物各部位数量。)

Ss: The monster has got…

【设计意图】通过韵律曲，填空等形式来巩固本课重点知识点，培养学生总结归纳并运用知识的能力。

4.Consolidation.

1)Introduce the monster.(介绍怪物)

Look! This is a...Here is his... Here are his... 【设计意图】操练本节课的重点句型，让学生能够运用本课所学来介绍怪物，达到语言输出的效果。

2)

Role-play and read the text.（分角色朗读课文）

【设计意图】学生分角色朗读课文，并小组展示。教师指导学生，纠正发音。

3)Group work. Let’s draw a monster.

Draw a picture of a monster in your group.(四人一组，完成怪物像，并介绍。)

Let students introduce the parts of the monster by using“ Here is/are…”

【设计意图】让学生以小组的形式，一边设计怪物，一边说句子，从而复习课文重点句型Here is/are…并鼓励学生大胆设计怪物，培养创新意识。小组汇报，达到学以致用的效果，也符合本课的语言情境。

5.Summary 总结Here is/are…的用法

6.Homework 1.Read and recite the text.

2.Draw a picture of a monster and introduce it by using “Here is…/ Here are…”.

【设计意图】将课堂活动延伸到课后，提高学生语言输出的能力。

7. Blackboard design. Module 6 Unit 1

Here are his hands. Here is….

Here are ….

8.教学反思之不足

1)可以多增加学生复述课文的机会，争取让学生能复述课文。

2)缩短绘画怪物的时间，节约课堂时间。在展示怪物介绍环节，学生有点欠缺自信。

3)因为是新教的这届学生，部分农村小学生对hand-head这组词发音不准确，用了一点时间去纠正。

4)因本人不会制作教学实录视频，有些学生互动的场面没有穿插进去，有些遗憾。孩子们初次录课，展示环节有些许不敢发言，怕答错。我应该给予更多的鼓励！