lesson15 Left and Right教学设计(第一课时)

冀教版小学英语三年级上册15课《Left and Right》

一、整体设计思路、指导依据说明

《英语课程标准》指出：教学设计要符合学生生理和心理的特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求，使每个学生的身心都得到健康的发展，教师应引导学生运用观察、发现、归纳和实践等多种方法，学习语言知识，感悟语言功能。 本课以学生为中心，以身体部位描述为主线，围绕最常用、最基本的英语词汇、句型、等，逐步展开教学内容，强调语言的学习以多输入、多接触为主，强调以学生为主体的有意义的语言时践活动，力求使学习活动化，活动交际化。

二、教学背景分析

(1)学情分析：

本次授课面向的是小学三年级的学生，他们刚刚接触英语，知识量很少但对英语有着浓厚的兴趣，有着强烈的表现欲望。学生在上节课已经学习了部分身体部位的单词，本课所涉及的单词和句型在之前的教学中也有所渗透。这为他们本课的表达交流做好了知识储备。

（2）教材分析：

本课教学内容选自冀教版《小学英语》教材三年级上册Unit 3, Lesson15 Left and Right.

在这一单元中，学生将集中学习有关身体感觉和身体部位的常用单词和句型。本课是本单元的第三课，身体部位学习的第二课时。如何实现学生能用正确流利的完整语句描述身体是本课老师想要达到的目标。

三、教学目标分析

知识与技能目标：

（1）学生可以听懂、会说和认读下列身体部位词汇：

hair, eye, mouth, ear, nose, face. （2）学生可以听懂、会说和认读下列方位词汇：left, right. 过程与方法目标：

通过听读、交流、活动、说唱等多种多样的教学活动，描述自己的身体部位，通过实践提高学生实际运用语言的能力。

情感与态度目标：

（1）通过层次教学，让每一位学生都能积极参与，敢于开口。

（2）通过本课学习，激发学生使用英语语言进行表达体验的兴趣，发展自主学习的能力，

在鼓励性评价中树立信心,在游戏活动中积极参与合作，从而促进学生的全面发展。

四、教学重点、难点分析

1、教学重点：身体部位词汇和方位词的认读

2、教学难点: 自己身体部位的表述。

五、教学过程设计

I、Warming up (3分钟)

1.Greeting:

T: Good morning, boys and girls.

Nice to see you again.

（设计意图：师生间亲切的问候，建立起和谐、民主的课堂氛围。）

2.Sing a song“If you are happy”

（设计意图：节奏感强，内容紧扣主题的歌曲导入，把学生的注意力一下子吸引到课堂上来。）

3. Review

Let two volunteers introduce their body by using the words and sentences they’ve learned.

S: This is my head. They are my arms. I have two arms. These are my hands. I have two hands. These are my legs. I have two legs. These are my feet. I have two feet. This is my body. （设计意图：让学生将上节课的知识用简单的句子串联起来，边指边讲，不仅提供了更多展示的机会，而且训练了学生的语用能力。）

II、New Concepts

1. What is it?

Step1: Introduce the new words. Play the video to show the new words of Part1. First, the students just listen carefully for three times, pay attention to the pronunciation of each word.

Then, read after the video. (设计意图：注重英语基本功的训练。让学生从纯正的英语中感知新单词，先听再读使学生更加集中注意力去听音，去模仿。）

Step2: Learn the new words. (1) The teacher point to one of the eyes and ask: T: What’s this? Ss：It’s an eye. T: Can you spell it? Ss: Yes, I can. E-Y-E, eye. T: How many eyes do you have? S: I have two eyes. T: Excellent! These are my eyes. I have two eyes.

Who can show me your eyes?

S: These are my eyes. I have two eyes. Draw two eyes and stick the word card on the blackboard. T: Look! What color are her eyes? S: They are blue.

What color are your eyes? S: My eyes are brown.

(2)Draw a nose on the blackboard.

T: What’s this? Ss: It’s a nose. T: Can you spell it? Ss: N-O-S-E, nose. (3)Draw a mouth on the blackboard.

T: What’s this? Ss: It’s a mouth. T: Can you spell it? Ss: M-O-U-T-H, mouth. T: Open your mouth! Close your mouth! Touch your mouth and say “This is my mouth, I have one mouth.”

T: Touch your nose and say “This is my nose, I have one nose.”

T: Who can show me your nose and mouth? S: This is my nose, I have one nose. This is my mouth, I have one mouth. (4)Draw a face on the blackboard.

T: This is a face.

(Stick the word card on the blackboard.) T: Can you spell it? Ss: F-A-C-E, face. (5) The teacher point to one of the ears and ask: T: What’s this? Ss：It’s an ear.

T: Can you spell it? Ss: Yes, I can. E-A-R, ear. T: How many ears do you have? S: I have two ears. T: Excellent! These are my ears. I have two ears.

Who can show me your ears?

S: These are my ears. I have two ears. Let a student draw two ears and stick the word card on the blackboard. (6) The teacher touch the hair and ask: T: What’s this? Ss：It’s hair. T: Can you spell it? Ss: Yes, I can. H-A-I-R, hair. T: What color is your hair? S: It’s black. T: Good Work!

Who can show me your hair?

S: I have black hair. Draw hair for the girl on the blackboard and ask: T: What color is her hair? S: It’s yellow. T: Great! She has yellow hair. Her hair is yellow.

(设计意图：通过五官的指认与单词卡片的出示、拼读,系统地学习新单词，每个单词的初步教学后还结合着学生学过的知识，如颜色、数量等进行简单描述。新单词的学得始终结合在句子中，练习的很扎实。)

Step3: Activity Divide the students into fours a group, then let them introduce their body. Let several volunteers introduce their bodies. S: These are my eyes, I have two eyes. These are my ears, I have two ears. This is my nose, I have one nose. This is my mouth, I have one mouth. This is my hair, I have black hair. These are my arms. I have two arms. These are my hands. I have two hands. These are my legs. I have two legs. These are my feet. I have two feet. This is my body.

(设计意图：通过小组展示，全班展示的形式，让会读的学生带动不会的或胆小的学生，让学生进入角色。用本课所学知识，自编对话。老师巡视指导。适当放手，发挥学生的学习主观能动性。表扬好的，鼓励稍差的学生，为他们的终身学习和终身发展做铺垫。激发学生的创新欲望，给他们提供展示的平台，让学生享受成功，体验成就感，增强合作意识。) Step4: Game Play the game “Simon Says”. First the teacher issues some instructions to students. Then try to let some students issue some instructions. （设计意图：以游戏的方式，再次复习本课新单词和上节课的身体部位单词，学生在轻松愉快的气氛中学习积极性更高。而且在游戏中教师没有发出很

多命令，而是让学生每人出一个指令，其他人边指边说，这样让学生来主导游戏，最大限度的提高了学生的参与度。）

2. Left or right?

Step1: Introduce the new words. Teach the new words by showing the left hand or the right hand.

Write the words on the blackboard. Let students try to say more phrases with “left” or “right”.

T: Can you say something more about “left/right”?

S: This is my left/right eye. This is my left/right ear.

This is my left/right arm…...

（设计意图：教师先背对学生演示“左”和“右”，再板书书写拼读单词，再到学生列举，一步步放手让学生去思考，拓展了学生的知识面。力求做到知识的听说读写用全面训练。）

Step2: Game

First choose six students to come to the in front of the classroom. Play the game “I Say You Do”.

T: Show me your left arm! Show me your right arm! Right arm! Left arm! Wave, wave, wave!......

Then let all of the students do the actions together. （设计意图：学生通过动作反应的游戏，根据老师发出的指令迅速做出动作，反复巩固新学词汇。所用的形式也是下一部分课本Chant的内容，这就给接下来的学习做好了铺垫。）

Step3: Chant Play the video and sing after it. Show me your left hand. Left, left, left. Show me your right hand. Right, right, right. Left hand, right hand. Clap, clap, clap! Show me your left foot. Left, left, left. Show me your right foot. Right, right, right. Left foot, right foot. Go, go, go! （设计意图：节奏感强，结构工整的歌谣说唱形式，学生读起来朗朗上口，而且唱两遍后印象深刻，很好的巩固了第二部分的重点知识。课程上到了25分钟左右的时候，学生的专注力也快进入到了疲劳期，说唱的形式很活泼、轻松，可以有效地调整学生的学习状态。）

III、

Activity （5分钟）

1.

Look and guess. Let the students look at the CAI and guess the pictures. T: What can you see? S: I see two ears. T: What animal is it? S: It’s a rabbit. Let the students try to read “A rabbit has two long ears.”

T: What can you see? S: I see two eyes. T: What animal is it?

S: It’s a cat. Let the students try to read “A cat has two big eyes.”

T: What can you see? S: I see a mouth. T: Whose mouth is it? S: This is a girl. Let the students try to read “A girl has beautiful mouth. She is smiling. She is happy.”

2.

Look and Choose The students look at the pictures of monsters and describe them by choosing A or B.

A. This monster has two ears, two eyes and a mouth. B. This monster has two eyes, a nose and a mouth.

A. This monster has two ears, three eyes and a mouth.

A. This yellow Minion has one eye, two ears and a mouth. B. This yellow Minion has one eye and one mouth.

(设计意图：逐层设计的拓展型活动，要求孩子们运用本单元已学知识解决实际问题。活动一：以看图猜谜的形式，通过某一个身体部位辨认猜动物或人物，属于基础性活动；活动二：选择合适的句子描述小怪物，学生运用所学知

B. This monster has two ears, five eyes and a mouth.

识通过阅读、判断、组织语言流利表达，属于提高性活动。分层的拓展活动既开拓了学生的视野，又满足了不同水平学生的需求。）

IV、Exercises

Write the new words “hair, eye, mouth, ear, nose, face, left, right” on their notebooks.

（设计意图：将学生本课所学重点词汇抄写在作业本上，课的最后将重点知识落实到笔头上加以巩固。）

V、Homework.

Do the exercises on the activity book. （设计意图：学生通过多样化的笔头练习，发现自己学习中的不足，有的放矢，加以及时巩固。）

板书设计：

Lesson15: Left and Right

hair

eye

mouth

教学反思：

德国教育家第斯多惠指出：“教学的艺术不在于传授本领，而在于激励、唤醒和鼓舞。”《英语课程标准》强调英语课程应从培养学生的兴趣入手，最大限度地发挥学生的潜在能力，使学生积极主动地参与学习的全过程，将学习变成学生自觉、自愿、高兴的事，让学生做学习的主人。这就要求小学的英语教学要有趣味性。因此，针对小学生好动、好奇、喜欢亲身经历的心理特征，根据教学内容的需要，我适当安排了游戏、说唱、看图会话、师生对话、小组活动、拓展实践等活动，充分调动了学生的各种感官，培养他们的参与合作意识，使他们自主参加到学习活动中来，让英语课成了学生的一种享受。

本节课属于单词教学课，我充分利用简笔画、实物、多媒体幻灯片等资源让学生通过感官来感悟新知，真实有效地呈现了新知，为学生创设了贴近生活的语境。教学中注重知识的逐层递进，学生以听读原声接触新知，以指认简笔画呈现新知，通过描述身体运用新知，通过参与活动巩固新知。单词的教学避免了单一机械的反复操练，而是始终结合在句子中，强调了知识的语用功能，ear

nose face

力求让学生学一个就能用一个。在活动的设计中也注重了梯度标准。从单词拼读跟读到单句的表达，再到整体语篇的呈现，最后到实践拓展运用，大大增强了语言应用的性能，拓宽学生的知识面，增大课堂容量。

本节课总的来说教学目标基本达成，但也存在着不足之处。其一，虽然教学中设计了很多学生参与的环节，但由于学生人数多，学生的课堂参与面还是比较有限，应在今后的教学中进一步思考改进；其二，教学中教师的课堂评价用语过少，对于胆小缺乏自信的学生鼓励的较少。其三，小组展示交流时有的孩子用汉语，教师应及时监督指导，提高活动的效率。

教学没有最好，只有更好。在今后的教学过程中，我要努力使自己成为魅力十足的教师，“路漫漫其修远兮，吾将上下而求索。”

冀教版小学英语

三年级起始版

Lesson 15 Left and Right

秦皇岛市海港区迎宾路小学

杜

越