冀教三年级上册UNITLesson Look at Your Hair篇 5页

Lesson 21: Look at Your Hair 教材分析：本课通过看头发，继续学习几种表示颜色的词汇，同时让学生认识几组反义词，并会简单应用这些形容词。‎ 知识和能力目标：‎ ‎1.认读表示颜色的单词： blond ‎2.能够会说句子：What colour is your hair ? My hair is .‎ ‎3.认读互为反义的词汇：long short big little curly straight ‎4.会应用这些互为反义的词汇说一些简单的词组和句子。‎ 重点和难点：认读并初步应用互为反义的形容词 情感态度和价值观：培养学生学习的积极性，增强自信心，为以后的学习打下基础。‎ 教学准备：单词卡、图片、录音机 教学过程：‎ 一、热身/复习 (Warm up/Revision)：‎ ‎1. Greeting Hello!How are you today ?‎ How do you feel? Do you feel hot?‎ ‎2. Sing a song : Head , shoulders , knees and toes (播放录音，大家一起表演唱。)‎ ‎3. Play a game : I See Something Red (用来复习学过的表示颜色的单词)‎ 二、新授（New Concepts ）‎ ‎1. 利用事先准备好的画有各种颜色和长短不同头发的图片介绍新单词，可以打乱课文次序，先来学习第二部分。根据刚才的游戏，让学生说出句子：What colour is ? It’s .分几组练习。然后指着图片介绍新的表示颜色的词汇：blond (亚麻色、金黄色的)然后借助图片和班里学生的头发来介绍 long / short straight /curly ‎2. 小组练习。小组间利用实际头发或者图片练说：long hair/short hair Straight hair/ curly hair 以及句子：What colour is your hair ? My hair is .‎ ‎3. 利用《活动手册》练习，按要求画出头发。‎ ‎4. 介绍 long /short big / little 在黑板上快速画出一些奇形怪状的动物，有的长着长长的耳朵，有的长着大大的鼻子，等等。尽可能使这些小动物看上去可爱。然后说出：‎ Big ears , little feet , big feet , little ears , long legs , short arms , long arms , short legs 等短语。还可鼓励学生自己边画边多说出一些短语。‎ 然后练习说出以下句子，做为进一步的学习。This is big/little.‎ This desk is long . This pencil is short .‎ ‎5. 进一步操练。引导学生进行如下操练：‎ T: What’s this ?‎ S:It’s a .‎ T: Is it a big or little ?‎ S: It’s a big/ little .‎ ‎6. 播放录音，读课文。‎ 三、结束课堂教学（Class closing）‎ Homework : ‎ ‎1. Litten to the tape of Lesson 21‎ ‎2. Draw some pictures . Draw something has long ,straight hair ; Draw something has short legs but has long arms.‎ Lesson 21 : Look at Your Hair !‎ ‎（图片略）‎ long short straight curly big little long short 冀教版（一起）三年级英语上册教案 Unit 3 Favourite foods of Jenny’s family Lesson 21 Milk and juice 教学目标 ‎（一）知识 ‎1．掌握听、说、读、写单词milk, juice, water, tea ‎ ‎2．熟悉句子：I’m thirsty. / … is my favourite. / What do you like to drink?‎ ‎（二）能力 通过课堂学习操练，使学生能用英语表达自己对某种饮料的喜好。‎ ‎（三）情感 ‎1．通过多种活动形式，激发学生英语学习情感，使之积极参与课堂活动。同时教育学生互相谦让。‎ ‎2．培养合理利用和保护水资源的情感。‎ GREETING Give the standard greeting to welcome students to English class.‎ Begin today’s class with a review of the numbers. Together as a class, count aloud from one to ten. Then count backward from ten to one.‎ LET’S LOOK AT OUR BOOKS Give the standard command for students to take out their student books.‎ ‎1. I’m thirsty.‎ Give the “listen” command. The audiotape will repeat each line. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:‎ ‎[boy] ‎ I’m thirsty. I drink milk. Milk is good!‎ I’m thirsty. I drink milk. Milk is good!‎ ‎[girl] ‎ I’m thirsty! I like juice. Orange juice is my favourite.‎ I’m thirsty! I like juice. Orange juice is my favourite.‎ ‎[boy] ‎ I have a bottle of pop. Pop is my favourite.‎ I have a bottle of pop. Pop is my favourite.‎ Ask a few questions to check the students’ comprehension. When someone is thirsty, what do they want to do? (Drink.) What does the girl like to drink? What does the boy like to drink? What is his favourite drink?‎ ‎2. Let’s talk.‎ Use the pictures in the student book to review the new vocabulary. For example, point to the pictures of the different beverages as you name each one. Ask a few students to tell you which of these beverages is their favourite.‎ Give the “listen” command. The audiotape will repeat each line. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:‎ ‎[Danny] ‎ Milk. Milk. Pop. Pop. Juice. Juice. Tea. Tea. Water. Water.‎ What do you like to drink?‎ What do you like to drink?‎ Quickly divide the class into pairs of students. Have the students take turns asking their partner What do you like to drink? and then answering the question.‎ ‎3. Let’s sing a song.‎ Song: “Nine Bottles of Pop”‎ Today’s song reinforces math skills and reviews vocabulary.‎ Go over the words to the song before you play it on the audiotape. Give the class a rough translation of the lyrics. For each verse, the first three lines will be sung, and the last line will be spoken. Rehearse this line with the students: There are still ____bottles of pop on the wall.‎ Divide the class into nine groups. Assign a number to each group, from one to eight, with the ninth group assigned the words “no more” (the equivalent of zero, per the last verse). Note that the first eight groups say the word still ahead of their number. The whole class sings the first three lines of each verse together, and then each group speaks its assigned line at the appropriate point.‎ The class will listen to the audiotape to learn the song. First, the students should just listen to the audiotape. The second time the Song plays, they should sing along. The audiotape says:‎ Nine bottles of pop on the wall,‎ Nine bottles of pop,‎ If one bottle should happen to fall,‎ There are still eight bottles of pop on the wall.‎ Eight bottles of pop on the wall,‎ Eight bottles of pop,‎ If one bottle should happen to fall,‎ There are still seven bottles of pop on the wall.‎ Seven bottles of pop on the wall,‎ Seven bottles of pop,‎ If one bottle should happen to fall,‎ There are still six bottles of pop on the wall.‎ ‎[Continue counting down through the next verses, until you reach the final verse.]‎ One bottle of pop on the wall,‎ One bottle of pop,‎ If one bottle should happen to fall,‎ There are no more bottles of pop on the wall.‎ That was a long song! Congratulate the class for singing so well, and ask them to give themselves a hand of applause.‎ The audiotape repeats the song. If you have time, play the song again.‎ LET’S DO SOME EXERCISES Give the standard command for students to take out their activity books.‎ PAGE 42. Write the words. The students complete the puzzle using the five words listed at the bottom of the page.‎ PAGE 43. What is your favourite? The students write the correct words in the spaces beside the pictures. Then they circle the picture of their own favourite.‎ CLASS CLOSING Today have students number off using some of the vocabulary from today’s lesson: tea, water, milk and juice. Have the class say the words together, then have individual students number off by saying the words in order, from tea to juice, until all students have a word. Remind the students to remember their words.‎ When today’s class is over, have the students stand by word. You might say “Now all students with the word milk may stand,’ and then move on to another word until all students are standing. Wave and say “Good-bye” to signal that class is over.‎