修订版PEP 三（上）Unit 3 Look at me！A Let’s learn

张玉翠

教学过程

Step 1.Sing an English song: “Head and shoulders,knees and toes.”

设计意图：以歌曲将学生带入学习情境，唤醒旧知，为新课学习做好铺垫。

Step 2.Presentation

1.Look and say.

课件呈现Zoom头部的轮廓。

T:Children,look!What’s this? Yes,it’s Zoom’s head.But what are missing?Can you say?

S1:eye.

S2:ear.

...

课件呈现Zoom完整的头部，依次呈现新授词汇。

T:OK，let’s listen and repeat the words.

设计意图：先通过呈现只有轮廓的Zoom头部，让学生说一说头部少了哪些面部器官，激发学生的兴趣和思维，为下一步学习做好铺垫。呈现之后通过听音跟读，让学生感知语音、规范发音。

2.Predict and say.

课件呈现文本插图，让学生预测Zoom要说的话。

T:What will Zoom say?How will he introduce his body?

S1:It’s my...

S2:This is my...

播放动画，呈现文本情境及核心句型 “Look at me! This is my face.”。

T:Let’slisten,whatdoes Zoom say？（播放动画课件）

板书并新授句子“Look at me!This is my face.”学生跟读模仿。

T:Now,you are the bear.Let’s point and say.

学生扮演Zoom，指、说自己的身体部位。

设计意图：呈现文本图片，先让学生看图预测一下Zoom要怎样介绍自己的身体部位，再通过课文动画帮助学生检测一下预测得是否正确。紧接着请学生们扮演Zoom来介绍自己的身体部位，让学生在语境中操练巩固重点单词和句型。学生在看图预测—听音检测—角色操练的过程中锻炼了读图能力、思维能力及语言能力。

3.Think and say.

T:Children,this is the bear’s eye/ear/face/nose/head.Do you know the other parts?What are they?Say in groups.

Ss say in groups.(学生在小组内交流身体其他部位的名称)

T:Who wants to say?

S1:leg.

S2:foot.

...

播放课件动画，跟读单词body,leg,arm,foot,hand,head。

设计意图：借助动画和问题激发学生思维，让学生们说一说还有哪些身体部位，培养和提高学生的思维主动性。

Step 3.Pracitce

1.Let’s play.(Mirror game)

课件呈现游戏图片，教师和学生做示范玩游戏。

T:Look,it’s a mirror.It’s magic.You smile,he smiles.You cry,he cries.Do you like it?

Now,you are my mirror.

T:Look at me.This is my nose/mouth/ear/face/eye/leg/arm...(指、说身体部位的名称)

Ss:Look at me.This is my nose/mouth/ear/face/eye/leg/arm...

Ss play the game in pairs,then have a show.

S1:Look at me.This is my nose/mouth/ear/face/eye/leg/arm.

S2:Look at me.This is my nose/mouth/ear/face/eye/leg/arm.

...

设计意图：将句型操练放在充满趣味性的游戏中，避免了操练的枯燥，提高了学生的参与性。

2.Choose and say.

（课件呈现上图）

T:Look,it’s a funny man.What do you see in the picture?I see the letter A.What about you?

S1:I see“C”.

S2:I see“D”.

...

T:Look， what’s C in the picture?

Ss:C is an ear.

T:What about the other letters?Please say them in groups.

S1:V is a nose.

S2:D is an ear.

...

T:Can you introduce the funny man?

S:Hello,I’m funny man.Look at me.This is my...This is my...

设计意图：利用有趣的人物图片将字母与身体部分融合，学生在有趣的识别和介绍中再次巩固运用了重点词汇和句型，同时培养了学生的观察力和思维能力。

3.Read and guess.

T:Children,the funny man loves animals very much.He brings three riddles about animals.Can you read and guess:What animal is it?

设计意图：通过读一读、猜一猜的活动，培养和提高学生获取关键信息的能力，同时进一步加深学生对本课重点词汇和句型的认读和理解，学生在阅读的过程中思维能力也得到锻炼和提高。

Step 4.Consolidation and extension.

1.Enjoy a picture book.

T:Children,do you like to read picture books?Here is an interesting picture book about an animal.Let’s read and guess“What’s it?”.

Ss:A monster.

T:What does it have?

S1:It has a blue nose.

S2:It has a red mouth.

S3:It has a purple hair.

...

T:We can only see the monster’s head.What about his body/arms/legs/feet/hands...?Can you imagine and say?

S1:It has blue long legs.

S2:It has red big feet.

S3:It has yellow big body.

...

T:Good imagination.

设计意图：在绘本阅读中激发学生的思维和想象力，丰富学习资源，拓宽学习空间。

2.Imagine and say.

T:Children,do you want to have your own monster?Imagine and say in groups.

It has...It has...

引导学生发挥想象力，运用所学句型在小组内描述一下自己脑海中monster的样子。

设计意图：学生通过描述自己想象中怪兽的样子，实现了将所学知识内化并实践运用的目的，提高了用英语做事情的能力。

Step 5.Homework (可选一项或两项完成)

1.Listen to the words and dialogue and repeat.

2.Talk about your monster with your classmates.