1、Unit 3 Look at Me单元教学材料分析本单元学习的主题是Look at me，主要句型是How are you? Im fine, thank you. / Very well, thanks. 教师可创设一些情境让学生明白How are you?是用于熟人之间有一段时间未见面，或是对方身体欠佳等的情况下的问候。另外，本单元还出现建议一起做某事的表述 “Lets go to school” “Lets make a puppet”，教师可根据教材中的情景也可设计学生生活中经历过的熟悉的情景进行教学。本单元的词汇部分主要学习一些身体部位的单词：ear, eye, nose, mout
2、h, face, hand, head, body, leg, foot, arm. 要求学生能听、说、认读这些单词。学生学完了之后可以向别人介绍自己的五官和身体部位。字母教学要求学生能听、说、读、写大小写字母EeIi以及能听、说、认读以字母EeIi开头的单词。 希望学生能逐步建立单词音、形、义之间的联系，整体学习单词。单元教学设计说明本单元主要包括对话、词汇、字母三大块，所以在课时安排时，我们也根据内容来分成了6课时，第一课时是A Lets talk & Lets play.。 课本通过Mike 和 Chen Jie 早晨上学时相遇问好，并相约一起上学这个情境让学生感知该句型的语意及语用情境
3、。本节课的重点是要求学生能理解对话大意，能用正确的语音语调朗读对话，并能在语境中运用How are you? Im fine, thank you.来询问别人的近况并回答，运用Lets go to school. 向别人建议一起去上学。第二课时是A Lets learn & Lets do. 本部分以Wu Yifan戴着 Zoom的头饰，向 Chen Jie介绍自己大大的脸与五官的语境，呈现要学习的五官单词。教师不应局限于课文里的单一情境，可以借用小丑来将颜色和五官相结合，也可引导学生介绍自己的五官，学以致用。第三课时是Letters and sounds. 要求学生能听、说、读、写所学字母，
4、并在学习字母音、形的基础上，初步掌握两个元音字母在单词中的发音和三个辅音字母作为单词首字母时的发音。教师在字母滚动操练的基础上引导学生发现这五个字母在单词中的发音。第四课时是B Lets talk & Lets play. 本课时呈现了How are you?的另一答语Very well, thanks. 通过Sarah 到 Mike 家邀请 Mike 一起玩木偶引出Lets make a puppet。这节课的难点是Very well和thanks 的读音，教师要特别做正音练习。第五课时是B Lets learn & Lets do，通过Sarah 和 Mike 共同做木偶的场景，呈现要学习
5、的身体部位的单词。教师可利用教材提供的语境进行教学，也可创设“文具人”的语境，通过将文具和身体部位结合学习新知。第六课时是Start to read, Lets check, Lets sing & Story time. 故事部分通过Zoom 和Zip 一起制作一个木偶小兔的故事，目的是通过一个较为有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。教师可根据学生的具体情况制定不同层次的教学目标。学生背景分析在学习本单元的内容之前，句型方面学生已经掌握了Hello/ Hi! Good morning!/ Good afternoon!/ Nice to meet you!等问候的
6、句型，在此基础上，本单元再学习句型How are you? Im fine, thank you./ Very well, thanks.以及 Lets .来向别人建议一起做某事；词汇方面学生已经掌握了几种常用文具和常见颜色的表达，本单元在此基础上再学习五官和身体部位的表达。字母方面学生已经掌握了AaDd的字母及其对应的发音，在此基础上，本单元再学习EeIi 5个字母，这样，学完本单元后，学生就掌握了9个字母。教学目标定位知识目标：1. 能听懂、会说句型Look at me. This is my/the/a/an How are you? Im fine, thank you. / Very
7、 well, thanks. Lets ；2. 能听、说、认读单词：ear, eye, nose, mouth, face, head, hand, arm, body, leg, foot.；3. 能正确听、说、读、写字母Ee, Ff, Gg, Hh, Ii并知道其在单词中的发音。能力目标：1. 能在图片、实物或情境的帮助下运用句型Look at me. This is my/ the/ a/ an 向别人介绍自己或别人的五官和身体部位；2. 能在情境中运用句型How are you? Im fine, thank you./ Very well, thanks. 有礼貌地询问别人的近况并进
8、行回答；3. 能在情境中运用句型Lets 向别人提议一起做某事并进行回答；4. 听到字母能说出其对应的发音。情感目标：1. 通过学习问候语，使学生能够明礼守序；学生能够建立单词音、形、义之间的联系，整体学习单词。教学重点难点重点：1、掌握句型：How are you? Im fine, thank you./ Very well, thanks. ；2、掌握表示身体部位类的的词汇：ear, eye, nose, mouth, face, head, hand, arm, body, leg, foot；及句子：Look at me! This is my face/ 3、掌握字母AaEe的听、
9、说、读、写。难点：1、正确使用这些问候语，并能在实际生活中的应用；2、能正确发音mouth，能正确区分head和hand；3、大写字母EF写法的区别，Hh和Gg的发音。第一课时教学设计教学步骤教师活动学生活动设计说明Step 1 Warm-up1. Sing a song: Hello! 2. Free talk-Hello! /Good morning. Im Miss Wang/ Whats your name?-Nice to meet you. 3. Enjoy a song: How are you?Ss sing the song.S1: Im S: Nice to meet yo
10、u, too.Ss watch the video and enjoy it.吟唱并欣赏英语歌曲,师生英语自由交流，激起学生用英语思考的意识，更快融入课堂新知学习。歌曲的引入，为新知学习做铺垫,同时适时引入Mary Willy 两个主人公。Step 2 Presentation &Practice1. PPT shows the photo “Mary Willy ”T: This is Mary. Mary: Nice to meet you, too.T: This is Willy.Willy: Nice to meet you, too.2. How are you? Im fine，
11、thank you.(1) Show pictures of them. A: How are you?B: Im fine, thank you. (2) Teach: How are you? Im fine, thank you.T: Mary, how are you?T: Willy, how are you?Mary: Im fine, thank you.Willy: Im fine, thank you.3.Game1: train( 开火车)4. Lets play: Clap the hands and say.5. Teach: Lets go to school.1)S
12、how PPTA: Lets go to school.B: OK.2) Teacher says and does: go to school.S1: Nice to meet you.Ss: Nice to meet you.Ss listen and answer.Ss: 打招呼Ss read, follow the teacher.Ss read one by one.S1: How are you?S2: Im fine. Thank you. How are you?S3: Im fine. Thank you. S1: Hi / Hello / Good morning, how
13、 are you?S2: Im fine. Thank you.Ss read and do.教学fine的发音，I /ai/,帮助学生区分打招呼时Hello与How are you的区别。从第一个学生开始How are you 第二个学生回答Im fine, thank you. 并提问。做Lets play部分的活动，让学生按教材的方法两人一小组的活动，相互击掌问候,使课堂热起来。Step 3Consolidation &Extension1. Sing a song: How are you?(1)Listen (2) Listen and say.4 .Lets talkShow th
14、e video and act it out.Ss read and practice.Then act out.学习对话并练习进行角色扮演。Step4 Homework1. Read P24 5 times.2. Practice the dialogue with your partner.板书设计Unit 3 Look at me! How are you? Lets go to school! Im fine, thank you. Ok! Fine, thank you.教学反思第二课时教学设计教学步骤教师活动学生活动设计说明Step 1 Warm-up and Revision1.
15、 Greetings2. Song. Head and shoulders.3说指令Open your pencil box Show me your pen. Close your book. Carry your bag.1. Greetings.2.Head and shoulders3. 做动作通过节奏感强、曲调欢快的歌曲，创设学习语言的氛围，激发学生学习英语的兴趣，使学生跟着节奏入语言之中，为本课的学习打下基础。通过听指令做动作，自然进入新课的学习，为学习本课的Lets do.打下基础。Step 2 Presentation &Practice1. face1) 利用简笔画在黑板上画
16、一个熊头部的图，指着说：Look this is a bear. This is bears face.(教师指着熊脸部)f-a-c-e (直拼法教读)2） Look at me. This is my face.】3）唱反调练习（教师大声）2nose1）由上一活动自然过渡到nose带读单词（通过拼读）2）让学生从黑板上找出熊的鼻子，贴在熊的脸部。3）Look at me. This is my face. This is my nose.3eye1）教师出示课件，一张脸上有一个鼻子，两只眼睛，眼睛和鼻子闪动变成nose eye.强调eye的发音（跟I 的发音相同）2）one eye ,two
17、 eyes3）touch your eye/face/nose.4mouth 1) 强调/th/ 发音（看口形，模仿）对单词进行分解。2) Open your mouth.Close your mouth.5Ear(对比eye与 ear发音的区别)Chant: T: Face, face, face. T: Nose, nose, nose.T: Mouth, mouth, mouth.T: Eye, eye, eye.T: Ear, ear, ear.6听录音，注意纠音（请单个学生模仿，检查发音）7出示单词卡片，让学生认读。8Game. Simon says1.跟读单词。2Look at m
18、e. This is my face. (学生开小火车)3（学生小声）1） 跟读单词。2） 贴鼻子（其它学生读单词）3） Look at me. This is my face. This is my nose.1） 跟读单词。2) 根据形象记忆单词3）把眼睛的图片贴在熊脸上4)根据老师指令做动作1）（看口形，模仿）Ss: This is my face.Ss: This is my nose.Ss: This is my mouth.Ss: This is my eye.Ss: This is my ear.把单词与图片配对。利用简单方便的简笔画引出本节课的新授单词，采用直拼法帮助学生记忆单
19、词。为以后单词的拼写打下坚实的基础。通过贴鼻子让学生对鼻子这个单词有更深刻的印象。让学生用已学的This is句型来操练。通过指令做动作或手势。巩固头部部位的词汇。以上5个单词的学习都是采取先引入介绍-详解-拓展延伸的形式，对所教学的单词进行全方面学习。通过游戏，继续训练学生对指令的反应，增加了难度，也增加了趣味性。Step3Extension and Consolidation1. Walls have ears.（隔墙有耳）2. Face to face （面对面）3. A big mouth（夸夸其谈的人）了解与一些本节课有关词汇的固定用法在拓展中强化认读能力，扩大知识面，通过文化渗透激
20、发学生学习英语的兴趣。Step 5Homework1、 听录音5分钟。2、 画一张头部的自画像，下节课带回来介绍头部的部位。板书设计 Unit 3 Look at me face.Look at me. This is my nose.eye. ear. mouth.教学反思：第三课时教学设计教学步骤教师活动学生活动设计说明Step 1 Warm-up and Revision1. Greetings and free talk:2. Sing a song: ABC song. 3. Chant: A A A, / / /.Ant, apple.3. Review the letters o
21、f Aa, Bb,Cc,Dd with the letter cards.4. Play a game: Order the big letters and small letters from Aa to Dd.Ss: Good morning! / How are you? / .Ss sing and chant together.Ss review the letters by reading the letter cards and playing the game.让学生在唱歌和问候中，消除紧张心理，为投入本课的学习创造积极的心理状态。Step 2 Pre-reading(Pres
22、ent the letter E and F)1. Learn the letters Ee and the words egg, elephant.a. Teacher shows the big letter E and F ask Ss “Which letter is next to Dd?” b. Let Ss to know the pronunciation of Ee in the words egg and elephant.T: Show the card of elepnant and say：Hello, boys and girls. Im Mr elephant.
23、Nice to meet you ! T: Look, I have an egg! T : Ee Ee Ee, e e e, egg, elephant.,c. T: Now, lets watch the flash and learn how to write the letter E. T: Show me your fingers. Lets write it in the sky.Big letter E, one two three. Small letter e, one. Ss write it with the fingers together.2. Learn the l
24、etter Ff and the words face, foot.a. Teacher shows the letter card Ff . T : Is it E ?b . Teacher shows the big letters E and F, let Ss to say the difference between E and F.c. T teach how to write the letter Ff. d. T: Look at my foot ! Ff Ff Ff , f f f , foot foot foot .Then T asks Ss try to say ano
25、ther word which begins with F .Then read Ff Ff Ff , f f f , face ,face ,face .Lets do ：Face，face，touch your face.Foot ,foot , stamp your foot.(Present the letter G)1. T: (Presents the green frog) Ff Ff Ff , f f f , frog frog frog.T: Look, this is a frog. What colour is it?T : (Present a green gift)
26、What colour is it?T: Its a green gift.2. T: Look at the word green and gift. What are their first letter?T teaches how to write the letter Gg.T: Gg Gg Gg, g g g. Green, gift.Chant: A-B-c. Clap your knee.C-D-E. Point to me.E-F-G. Show me three.(Present the letter H and I)1. Learn the letter Hh and th
27、e word hand, hi.a. T : Show me your hand and say hi . (板书 hand and hi) T: What are their first letter?Then T teaches how to write the letter Hh.T: Hh Hh Hh h h h hand hi.2. Learn the letter Ii and the words ice, ice cream.a. T : What letter is after H?T: Lets write it together. (T writes it on the B
28、b)b. T: (Presents the picture of ice and icecream)T: Ice ice. I- c-e, ice.T: Ice-cream, ice-cream.T: Ii Ii Ii, ai ai ai, ice, ice-cream.c. Chant: G-H-I. Close your eyes.A-B-C-D-E. Repeat this chant after me.E-F-G-H-I. Its time to say goodbye. Goodbye!Ss: E.Ss: Hello, elephant! Nice to meet you, too!
29、Ss read the word egg together.Ss: E E E e e e egg, elephant.Ss write it with their fingers together.Ss: No. Its F.Ss: E 多了一横。Ss learn how to write the letter Ff.Ss: Face./ Ss: Ff Ff Ff , f f f , face, face, face.Ss do together.Ss: Ff Ff Ff , f f f , frog frog frog.Ss: Its green.Ss: Its green.Ss: Gif
30、t, gift.Ss: Letter G.Ss learn how to write Gg.Ss try to learn the chant and do the actions together.Ss show the hands and say “Hi!”Ss: Hh.Ss: Hh.Ss learn it.T: Hh Hh Hh h h h hand hi.Ss: I.First, Ss write it with their fingers in the sky. Then, Ss write it on the exercise book.Ss try to read and spe
31、ll it.T: Ice-cream, ice-cream.Ss follow the T and chant together.通过将大象拟人化，在学习字母的同时滚动复习所学的一些问好的句型。在学习字母的同时学习其在单词中的发音，对于以后的英语学习打下良好的语音基础。因为学生刚开始学习字母，所以要求教师一定要示范清楚、到位。可以播放字母书写的flash，也可以在黑板上一笔一笔指导，并让学生在作业本上练习。用frog单词来承上启下的引出字母Gg,也可以在学习字母Ff时，就用frog 的face和foot，使得过渡自然流畅些。这个chant对于学生来说有些难度，所以在学习了三个字母后，用chan
32、t的前三句话既是对于chant的一个降低难度的分解，也是对于这三个字母的小结。老教材中大写字母I和小写字母l都是以一竖来表示，学生的出错率一直比较高，新教材中的Comic Sans MS这种字体就避免了这种情况，所以作为老师来说，也算是松了一口气。因为ice这个单词的三个字母都已经学过，所以可以尝试让孩子来进行拼写，为以后的单词拼写做一些铺垫。Step 3: Consolidation and extension.1. T: Weve learned 9 letters already. Look! Aa and Ee has a house. Who is their friend?T: W
33、ho is As friend? Cc? Dd?T: Who is Es friend? T: What about Ff and Ii? They has their own house.2. Listen, repeat and chant.3. Listen and circle.4. Write and say.5. Do the exercises in workbook.Ss: Hh Ss: Bb, Cc, Dd, Gg.在学习了9个字母之后，给9个字母按音素进行归类小结，便于学生加深字母发音的记忆。Step 4: Homework 1. Listen and repeat the
34、 letters and the words until fluently.2. Write the letters Ee to Ii for one line板书设计Unit3 Look at meLetters and sounds Ee egg elephant Ff face footGg green gift Hh Hi handIi ice ice-cream教学反思：第四课时教学设计教学步骤教师活动学生活动设计说明Step 1 Warm-up1. Greetings.2. Sing a song” How are you”3. Free talkT: Hello, boys an
35、d girls. Im Miss _. What your name?T: How are you ?Then T shows PPT:Thank you =Thanks Ss try to sing the song.S1: Im Ss try to introduce: Im S2/3/_:Im fine, thank you .Ss read one by one and practise in pairs.复习How are you,教师以How are you?提问，学生复习已学的答句，并适时的直接引入Thank you =Thanks然后进行操练Thanks.Step 2 Pres
36、entation and practice1. T asks Ss to ask “ How are you ?”S1/2/3/_: How are you ?T: “Very well, thanks.” PPT shows the sentences:Im fine, thanks.= Very well, thanks.2. PPT shows Zoom and Zip T helps Ss to ask: Hello, zoom! How are you? Hi, Zip! How are you?3. Enjoy the story. (P31) T: What are they d
37、oing? Lets enjoy a story. make a puppet PPT shows the sentence: make a puppetS1/2/3/_: How are you ?Ss follow and practice: Very well, thanks.Ss say it one by one. (Choose one group)(S act as Zoom/Zip)Zoom/Zip: Very well,thanks.Ss watch the video.Ss read :make a puppet (SsGroupS)生问师答直接引出How are you
38、?的另一个回答“Im very well, thanks.”有效示范，有意识的培养学生仔细聆听的好习惯。以故事激趣，引入zoom/zip，在真实的情境中进行对话练习，并过渡到书本的故事内容引出新句make a puppet。Step 3Consolidation and extension1. Listen and find out how the Zip answers.Good idea ! / Great!Lets play /go to school/.Practice: Lets make a puppet. Great!2. Game: Lets make a puppet. Gr
39、eat!3. Listen and follow the tape.4. Act the dialogue out.Ss Practice in pairs:-Lets make a puppet.-Great!Ss play the game.Ss listen, read the dialogue. (2 pairs)Ss act it out.用“Lets”向别人建议一起做某事。适时回归课文，正确聆听、朗读和表演课文内容，帮助学生建立一定的意识。Step5 Homework1. Listen and follow the tape P27 5 times.2. Try to make t
40、he new dialogue. 听并模仿是学习初始阶段最重要的步骤。板书设计Unit Three Look at me!How are you? Lets make a puppet!Very well, thanks. Great!教学反思：第五课时教学设计教学步骤教师活动学生活动设计说明Step 1 Warm-up and Revision1. T: Hello, boys and girls. Lets enjoy a song “Teddy Bear”.2. T: Lets play a game.Whats missing?Ss enjoy the song together. S
41、s find out the missing words.通过“Whats missing?”游戏，贴木偶的头部的五官，帮助学生巩固单词。Step 2 Presentation1. head（将五官组成一个头）T: Look, this is a head.(呈现文具人) Hello! My name is KK. This is my head. Its a pencil box. 2. hand T: Good. Boys and girls. Whats this?KK: Its an eraser. This is my hand.T: one hand, two hands. Sho
42、w me your hand, show me your hands.c. T: Very good. Now clap your hands.3. armT: Youre so excellent. Now，look，whats this? T: Is it KKs hand? This is KKs arm.T: /m/, /m/, arm, arm.T: Look, This is my arm.Who can show me your arm? T: One arm, two arms.Wave your arms. 4. bodyT: (指自己的身体) Look at me. Thi
43、s is my body. T: Shake your body.5. legT: This is my leg. T: I have 2 legs. One leg, two legs.T: Shake your legs.6. foot T: Look, What about KKs body and leg? Here we have a bag, a pencil, a ruler and a book. What is KKs body? What is KKs leg?（呈现完整的文具人）T: Look at the book. This is KKs foot.T: Stamp
44、your foot.Ss: Head, head.Ss act as KK to say: Hello! My name is KK. This is my head. Its a pencil box.Ss Its an eraser.Ss: Hand, hand.S2show his/her hands and say: This is my hands.Ss clap their hands.S3: Its a ruler. Ss: No. Ss read the word together.Ss: This is my arm.Ss say together and wave their arms.Ss: Body, body.Ss say and do the actions.S
