新版PEP小學英語三年級上冊教學設計unit

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1、Unit 3 Look at Me 單元 教學 材料 分析 本單元學習的主題是Look at me，主要句型是How are you? I’m fine, thank you. / Very well, thanks. 教師可創(chuàng)設一些情境讓學生明白How are you?是用于熟人之間有一段時間未見面，或是對方身體欠佳等的情況下的問候。另外，本單元還出現(xiàn)建議一起做某事的表述 “Let’s go to school” “Let’s make a puppet”，教師可根據(jù)教材中的情景也可設計學生生活中經(jīng)歷過的熟悉的情景進行教學。本單元的詞匯部分主要學習一些身體部位的單詞：ear,

2、eye, nose, mouth, face, hand, head, body, leg, foot, arm. 要求學生能聽、說、認讀這些單詞。學生學完了之后可以向別人介紹自己的五官和身體部位。字母教學要求學生能聽、說、讀、寫大小寫字母Ee—Ii以及能聽、說、認讀以字母Ee—Ii開頭的單詞。 希望學生能逐步建立單詞音、形、義之間的聯(lián)系，整體學習單詞。 單元 教學 設計 說明 本單元主要包括對話、詞匯、字母三大塊，所以在課時安排時，我們也根據(jù)內(nèi)容來分成了6課時，第一課時是A Let’s talk & Let’s play.。 課本通過Mike 和 Chen Jie 早晨上學時相

3、遇問好，并相約一起上學這個情境讓學生感知該句型的語意及語用情境。本節(jié)課的重點是要求學生能理解對話大意，能用正確的語音語調朗讀對話，并能在語境中運用How are you? I’m fine, thank you.來詢問別人的近況并回答，運用Let’s go to school. 向別人建議一起去上學。第二課時是A Let’s learn & Let’s do. 本部分以Wu Yifan戴著 Zoom的頭飾，向 Chen Jie介紹自己大大的臉與五官的語境，呈現(xiàn)要學習的五官單詞。教師不應局限于課文里的單一情境，可以借用小丑來將顏色和五官相結合，也可引導學生介紹自己的五官，學以致用。第三課時是Le

4、tters and sounds. 要求學生能聽、說、讀、寫所學字母，并在學習字母音、形的基礎上，初步掌握兩個元音字母在單詞中的發(fā)音和三個輔音字母作為單詞首字母時的發(fā)音。教師在字母滾動操練的基礎上引導學生發(fā)現(xiàn)這五個字母在單詞中的發(fā)音。第四課時是B Let’s talk & Let’s play. 本課時呈現(xiàn)了How are you?的另一答語Very well, thanks. 通過Sarah 到 Mike 家邀請 Mike 一起玩木偶引出Let’s make a puppet。這節(jié)課的難點是Very well和thanks 的讀音，教師要特別做正音練習。第五課時是B Let’s learn

5、& Let’s do，通過Sarah 和 Mike 共同做木偶的場景，呈現(xiàn)要學習的身體部位的單詞。教師可利用教材提供的語境進行教學，也可創(chuàng)設“文具人”的語境，通過將文具和身體部位結合學習新知。第六課時是Start to read, Let’s check, Let’s sing & Story time. 故事部分通過Zoom 和Zip 一起制作一個木偶小兔的故事，目的是通過一個較為有意義的語篇，擴大學生語言的輸入以及訓練學生逐步適應文本的閱讀。教師可根據(jù)學生的具體情況制定不同層次的教學目標。 學生 背景 分析 在學習本單元的內(nèi)容之前，句型方面學生已經(jīng)掌握了Hello/ Hi! G

6、ood morning!/ Good afternoon!/ Nice to meet you!等問候的句型，在此基礎上，本單元再學習句型How are you? I’m fine, thank you./ Very well, thanks.以及 Let’s … .來向別人建議一起做某事；詞匯方面學生已經(jīng)掌握了幾種常用文具和常見顏色的表達，本單元在此基礎上再學習五官和身體部位的表達。字母方面學生已經(jīng)掌握了Aa—Dd的字母及其對應的發(fā)音，在此基礎上，本單元再學習Ee—Ii 5個字母，這樣，學完本單元后，學生就掌握了9個字母。 教學 目標 定位 知識目標： 1. 能聽懂、會說句型Loo

7、k at me. This is my/the/a/an … How are you? I’m fine, thank you. / Very well, thanks. Let’s …； 2. 能聽、說、認讀單詞：ear, eye, nose, mouth, face, head, hand, arm, body, leg, foot.； 3. 能正確聽、說、讀、寫字母Ee, Ff, Gg, Hh, Ii并知道其在單詞中的發(fā)音。 能力目標： 1. 能在圖片、實物或情境的幫助下運用句型Look at me. This is my/ the/ a/ an … 向別人介紹自己或別人的五官和

8、身體部位； 2. 能在情境中運用句型How are you? I’m fine, thank you./ Very well, thanks. 有禮貌地詢問別人的近況并進行回答； 3. 能在情境中運用句型Let’s … 向別人提議一起做某事并進行回答； 4. 聽到字母能說出其對應的發(fā)音。 情感目標： 1. 通過學習問候語，使學生能夠明禮守序； 學生能夠建立單詞音、形、義之間的聯(lián)系，整體學習單詞。 教學 重點 難點 重點： 1、掌握句型：How are you? I’m fine, thank you./ Very well, thanks. ； 2、掌握表示身體部位類的

9、的詞匯：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Aa—Ee的聽、說、讀、寫。 難點： 1、正確使用這些問候語，并能在實際生活中的應用； 2、能正確發(fā)音mouth，能正確區(qū)分head和hand； 3、大寫字母EF寫法的區(qū)別，Hh和Gg的發(fā)音。 第一課時教學設計 教學 步驟 教師活動 學生活動 設計說明 Step 1 Warm-up 1. Sing a song: Hello! 2. Fr

10、ee talk --Hello! /Good morning. I’m Miss Wang/… What’s your name? --Nice to meet you. 3. Enjoy a song: How are you? Ss sing the song. S1: I’m … S: Nice to meet you, too. Ss watch the video and enjoy it. 吟唱并欣賞英語歌曲,師生英語自由交流，激起學生用英語思考的意識，更快融入課堂新知學習。 歌曲的引入，為新知學習做鋪墊,同時適時引入Mary Willy 兩個主人

11、公。 Step 2 Presentation &Practice 1. 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? I’m fine，thank you. (1) Show pictures of them. A: How are you? B: I’m fine, t

12、hank you. (2) Teach: How are you? I’m fine, thank you. T: Mary, how are you? T: Willy, how are you? Mary: I’m fine, thank you. Willy: I’m fine, thank you. 3.Game1: train( 開火車) 4. Let’s play: Clap the hands and say. 5. Teach: Let’s go to school. 1)Show PPT A: Let’s go to school. B: OK.

13、 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: I’m fine. Thank you. How are you? S3: I’m fine. Thank you. … S1: Hi / Hello / Good morning,

14、 how are you? S2: I’m fine. Thank you. Ss read and do. 教學fine的發(fā)音，I /ai/,幫助學生區(qū)分打招呼時Hello與How are you的區(qū)別。 從第一個學生開始How are you 第二個學生回答I’m fine, thank you. 并提問。 做Let’s play部分的活動，讓學生按教材的方法兩人一小組的活動，相互擊掌問候,使課堂熱起來。 Step 3 Consolidation & Extension 1. Sing a song: How are you? (1)List

15、en (2) Listen and say. 4 .Let’s talk Show the video and act it out. Ss read and practice. Then act out. 學習對話并練習進行角色扮演。 Step4 Homework 1. Read P24 5 times. 2. Practice the dialogue with your partner. 板書 設計 Unit 3 Look at me! How are you? Let’s go to

16、school! I’m fine, thank you. Ok! Fine, thank you. 教學反思 第二課時教學設計 教學 步驟 教師活動 學生活動 設計說明 Step 1 Warm-up and Revision 1. Greetings 2. Song. Head and shoulders. 3．說指令 Open your pencil box… Show me your pen. Close your book. Carry your bag.

17、1. Greetings. 2.Head and shoulders 3. 做動作 通過節(jié)奏感強、曲調歡快的歌曲，創(chuàng)設學習語言的氛圍，激發(fā)學生學習英語的興趣，使學生跟著節(jié)奏入語言之中，為本課的學習打下基礎。 通過聽指令做動作，自然進入新課的學習，為學習本課的Let’s do.打下基礎。 Step 2 Presentation &Practice 1. face 1) 利用簡筆畫在黑板上畫一個熊頭部的圖，指著說：Look this is a bear. This is bear’s face.(教師指著熊臉部) f-a-c-e (直拼法教讀) 2） Look at

18、 me. This is my face. 】 3）唱反調練習（教師大聲） 2．nose 1）由上一活動自然過渡到nose 帶讀單詞（通過拼讀） 2）讓學生從黑板上找出熊的鼻子，貼在熊的臉部。 3）Look at me. This is my face. This is my nose. 3．eye 1）教師出示課件，一張臉上有一個鼻子，兩只眼睛，眼睛和鼻子閃動變成nose eye. 強調eye的發(fā)音（跟I 的發(fā)音相同） 2）one eye ,two eyes 3）touch your eye/face/nose. 4．mouth 1) 強調/th/ 發(fā)音（看口形

19、，模仿）對單詞進行分解。 2) Open your mouth. Close your mouth. 5．Ear(對比eye與 ear發(fā)音的區(qū)別) Chant: T: Face, face, face. T: Nose, nose, nose. T: Mouth, mouth, mouth. T: Eye, eye, eye. T: Ear, ear, ear. 6．聽錄音，注意糾音（請單個學生模仿，檢查發(fā)音） 7．出示單詞卡片，讓學生認讀。8．Game. Simon says 1.跟讀單詞。 2．Look at me. This i

20、s my face. (學生開小火車) 3．（學生小聲） 1） 跟讀單詞。 2） 貼鼻子（其它學生讀單詞） 3） Look at me. This is my face. This is my nose. 1） 跟讀單詞。 2) 根據(jù)形象記憶單詞 3）把眼睛的圖片貼在熊臉上 4)根據(jù)老師指令做動作 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. 把單詞與

21、圖片配對。 利用簡單方便的簡筆畫引出本節(jié)課的新授單詞，采用直拼法幫助學生記憶單詞。為以后單詞的拼寫打下堅實的基礎。 通過貼鼻子讓學生對鼻子這個單詞有更深刻的印象。 讓學生用已學的This is…句型來操練。 通過指令做動作或手勢。鞏固頭部部位的詞匯。 以上5個單詞的學習都是采取先引入介紹----詳解----拓展延伸的形式，對所教學的單詞進行全方面學習。 通過游戲，繼續(xù)訓練學生對指令的反應，增加了難度，也增加了趣味性。 Step3 Extension and Consolidation 1. Walls have ears.（隔墻有耳） 2. Fa

22、ce to face （面對面） 3. A big mouth（夸夸其談的人） 了解與一些本節(jié)課有關詞匯的固定用法 在拓展中強化認讀能力，擴大知識面，通過文化滲透激發(fā)學生學習英語的興趣。 Step 5 Homework 1、 聽錄音5分鐘。 2、 畫一張頭部的自畫像，下節(jié)課帶回來介紹頭部的部位。 板 書 設 計 Unit 3 Look at me face. Look at me. This is my nose. eye. ear. mouth. 教學反思： 第三

23、課時教學設計 教學 步驟 教師活動 學生活動 設計說明 Step 1 Warm-up and Revision 1. Greetings and free talk: 2. Sing a song: ABC song. 3. Chant: A A A, // // //. Ant, apple. 3. Review the letters of Aa, Bb,Cc,Dd with the letter cards. 4. Play a game: Order the big letters and small letters from Aa to Dd

24、. Ss: Good morning! / How are you? / … . Ss sing and chant together. Ss review the letters by reading the letter cards and playing the game. 讓學生在唱歌和問候中，消除緊張心理，為投入本課的學習創(chuàng)造積極的心理狀態(tài)。 Step 2 Pre-reading (Present the letter E and F) 1. Learn the letters Ee and the words egg, elephant. a

25、. 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. I’m Mr elephant. Nice to meet you ! T: Look, I have an egg! T : Ee Ee Ee, [e] [e

26、] [e], egg, elephant., c. T: Now, let’s watch the flash and learn how to write the letter E. T: Show me your fingers. Let’s 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 letter Ff and the words face, foot. a. Teache

27、r 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 another word which

28、begins with F . Then read Ff Ff Ff , [f] [f] [f] , face ,face ,face . Let’s 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 : (P

29、resent a green gift) What colour is it? T: It’s 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

30、letter H and I) 1. Learn the letter Hh and the word hand, hi. a. T : Show me your hand and say hi . (板書 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

31、 letter is after H? T: Let’s write it together. (T writes it on the Bb) 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

32、-F-G-H-I. It’s time to say ‘goodbye’. Goodbye! Ss: E. Ss: Hello, elephant! Nice to meet you, too! Ss read the word egg together. Ss: E E E [e] [e] [e] egg, elephant. Ss write it with their fingers together. Ss: No. It’s F. Ss: E 多了一橫。 Ss learn how to write the letter Ff

33、. 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: It’s green. Ss: It’s green. Ss: Gift, gift. Ss: Letter G. Ss learn how to write Gg. Ss try to learn the chant and do the actions together

34、. 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 spell it. T: Ice-cream, ice-cream. Ss follow the T and chant together.

35、 通過將大象擬人化，在學習字母的同時滾動復習所學的一些問好的句型。 在學習字母的同時學習其在單詞中的發(fā)音，對于以后的英語學習打下良好的語音基礎。 因為學生剛開始學習字母，所以要求教師一定要示范清楚、到位。可以播放字母書寫的flash，也可以在黑板上一筆一筆指導，并讓學生在作業(yè)本上練習。 用frog單詞來承上啟下的引出字母Gg,也可以在學習字母Ff時，就用frog 的face和foot，使得過渡自然流暢些。 這個chant對于學生來說有些難度，所以在學習了三個字母后，用chant的前三句話既是對于chant的一個降低難度的分解，也是對于這

36、三個字母的小結。 老教材中大寫字母I和小寫字母l都是以一豎來表示，學生的出錯率一直比較高，新教材中的Comic Sans MS這種字體就避免了這種情況，所以作為老師來說，也算是松了一口氣。 因為ice這個單詞的三個字母都已經(jīng)學過，所以可以嘗試讓孩子來進行拼寫，為以后的單詞拼寫做一些鋪墊。 Step 3: Consolidation and extension. 1. T: We’ve learned 9 letters already. Look! Aa and Ee has a house. Who is their friend? T: Who is A’s frie

37、nd? Cc? Dd? T: Who is E’s 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. 在學習了9個字母之后，給9個字母按音素進行歸類小結，便于學生加深字母發(fā)音的記憶。 Step 4: Homework 1. Liste

38、n and repeat the letters and the words until fluently. 2. Write the letters Ee to Ii for one line 板書 設計 Unit3 Look at me Letters and sounds Ee egg elephant Ff face foot Gg green gift Hh Hi hand Ii ice ice-cream 教學反思： 第四課時教學設計 教學 步

39、驟 教師活動 學生活動 設計說明 Step 1 Warm-up 1. Greetings. 2. Sing a song” How are you” 3. Free talk T: Hello, boys and girls. I’m Miss __. What’ your name? T: How are you ? Then T shows PPT: Thank you =Thanks Ss try to sing the song. S1: I’m … Ss try to introduce: I’m… S2/3/_:I’m fi

40、ne, thank you . Ss read one by one and practise in pairs. 復習How are you,教師以How are you?提問，學生復習已學的答句，并適時的直接引入Thank you =Thanks然后進行操練Thanks. Step 2 Presentation and practice 1. T asks Ss to ask “ How are you ?” S1/2/3/_: How are you ? T: “Very well, thanks.” PP

41、T shows the sentences: I’m 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 doing? Let’s enjoy a story. → make a puppet PPT shows the sentence: make a puppet S1/

42、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 (Ss—Group—S) 生問師答直接引出How are you ?的另一個回答“I’m very well, thanks.” 有效示范，有意識的培養(yǎng)學生仔細聆聽的好

43、習慣。 以故事激趣，引入zoom/zip，在真實的情境中進行對話練習，并過渡到書本的故事內(nèi)容引出新句make a puppet。 Step 3 Consolidation and extension 1. Listen and find out how the Zip answers. →Good idea ! / Great! Let’s play /go to school/…. Practice: Let’s make a puppet. Great! 2. Game: Let’s make a puppet. Great! 3. Li

44、sten and follow the tape. 4. Act the dialogue out. Ss Practice in pairs: --Let’s make a puppet. --Great! Ss play the game. Ss listen, read the dialogue. (2 pairs) Ss act it out. 用“Let’s…”向別人建議一起做某事。 適時回歸課文，正確聆聽、朗讀和表演課文內(nèi)容，幫助學生建立一定的意識。 Step5 Homework 1. Listen and follow the

45、 tape P27 5 times. 2. Try to make the new dialogue. 聽并模仿是學習初始階段最重要的步驟。 板書 設計 Unit Three Look at me! How are you? Let’s make a puppet! Very well, thanks. Great! 教學反思： 第五課時教學設計 教學 步驟 教師活動 學生活動 設計說明 Step 1 Warm-up and Revision 1. T: Hello, b

46、oys and girls. Let’s enjoy a song “Teddy Bear”. 2. T: Let’s play a game. What’s missing? Ss enjoy the song together. Ss find out the missing words. 通過“What’s missing?”游戲，貼木偶的頭部的五官，幫助學生鞏固單詞。 Step 2 Presentation 1. head （將五官組成一個頭）T: Look, this is a head. (呈現(xiàn)文具人) Hello! My name is KK. T

47、his is my head. It’s a pencil box. 2. hand T: Good. Boys and girls. Whats this? KK: It’s an eraser. This is my hand. T: one hand, two hands. Show me your hand, show me your hands. c. T: Very good. Now clap your hands. 3. arm T: Youre so excellent. Now，look，whats this? T: Is it KK’s hand?

48、 This is KK’s 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. body T: (指自己的身體) Look at me. This is my body. T: Shake your body. 5. leg T: This is my leg. T: I have 2 legs. One leg, two legs. T: Shake your leg

49、s. 6. foot T: Look, What about KK’s body and leg? Here we have a bag, a pencil, a ruler and a book. What is KK’s body? What is KK’s leg? （呈現(xiàn)完整的文具人）T: Look at the book. This is KK’s foot. T: Stamp your foot. Ss: Head, head. Ss act as KK to say: Hello! My name is KK. This is my head. It’s a

50、 pencil box. Ss It’s an eraser. Ss: Hand, hand. S2show his/her hands and say: This is my hands. Ss clap their hands. S3: It’s 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. Ss point

51、to their legs and say the sentence. Ss: I have 2 legs. One leg, two legs. Ss say and do the actions. Ss try to guess. Ss: This is KK’s body. It’s a bag. This is KK’s leg. It’s a pencil. Ss: Foot, foot. Ss say and do the actions. 利用文具人將文具和身體部位相結合，學生通過扮演文具人來介紹自己的身體部位由什么文具組成，在學習新知的時候復習舊知，實現(xiàn)

52、滾動學習。 根據(jù)教師指令的語速快慢，學生不斷調節(jié)拍手的速度，激發(fā)學生學習的興趣。 本節(jié)課所學習的6個單詞都是有關身體部位的單詞，輔以各種動作來鞏固這6個單詞，讓學生在玩中學，學中樂，從而使學生更能集中注意力。 讓學生來猜猜KK的不同身體部位可以由哪些文具組成，目的是讓學生也思考一下，若有條件，甚至可以讓學生自己組成一個新的文具人，然后用英語介紹。 Step 3 Practice. T: （把文具人的文具打亂）Can you remember? Ss: It’s a pencil box. This is KK’s head. / … 通

53、過記憶游戲，讓孩子們在玩中鞏固新授單詞。 Step4 Consolidation T: Now, open your books. Turn to P28. Let’s follow the flash. (Let’s learn & Let’s do. Ss follow the flash. Ss do the actions and try to say the sentences in Let’s do. 通過跟著flash一起讀讀做做，學生能夠模仿相對純正的語音語調。 Step 5 Homework 1. Read the new words

54、and sentence three times. 2. Make a new puppet and introduce to your partners. 板書 設計 Unit 3 Look at me B Let’s learn & Let’s do head body leg foot hand arm eye mouth 教學反思 第六課時教學設計 教學 步驟 教師活動 學生活動 設計說明 Step 1 Warm-up 1. Greetings a.

55、 T: Good morning. T: How are you? …b. Pair work. 2. Sing a song: Head and shoulders, knees and toes 3. Let’s do. 4. Listen and number. a. Listen and number. b. Listen and repeat. S: Good morning. S: I’m fine, thank you. /Very well, thanks. Work in pairs. Ss sing the song. P25, P

56、28 Do the work. 復習已學的對話句型，檢查本單元知識掌握情況，查漏補缺。 通過歌曲和熟悉的指令鞏固舊知，活躍課堂氣氛，增強學生學習英語的自信心。 Step 2 Presentation and practice 1. Read and count a. I say you point. b. Read and count. 2. Look and match. 3. Teach: Good idea! a. T: You do a good job. Now, let’

57、s play. OK? T: OK, also you can say: Good idea! b. Pair work : A: Let’s play. OK? B: Good idea! 4. Game: I say, you do. a. T says Ss do. T: First, touch your nose. Then, Close your eyes. … b. S1 says the others do. 5. Present the story. a. PPT show a puppet, T: Do you like the pup

58、pet? T: Let’s make a puppet. b. Work in A/B c. Make the puppet and teach: First, make the head. Then, make the body. Arms and legs. d. T: Zoom and Zip want to make a puppet too. Now let’s see and listen. e. Listen and repeat. f. Look and learn: Let’s play with the puppet. Ss explai

59、n the body words by pointing to his body. Count and say Match the pictures with the words. Ss OK! Ss: Good idea！ Work in pairs. Listen and do. Ss: Yes. Ss: Good idea! Ss look and learn. Listen and see. Listen and repeat. Learn: Let’s play with the puppet. 分

60、解知識難度，在前期的活動中，滲透本課的難點句型教學。 我說你做的游戲，一方面為了進一步鞏固單詞，另一方面滲透了難點：first, then 二詞。 利用玩偶導入，為學生學習新故事做鋪墊，激發(fā)學生的好奇心。 活動的目的是先讓學生聽音感知語言，再通過圖片和朗讀認知語言，最后通過演練故事運用語言，這也符合了兒童學習語言的規(guī)律。 Step3 Consolidation and Extension 1. Read and number. 2. Read and act. 3. Do the works in workbook.

61、 Do the homework. Step4 Homework 1. Listen and repeat P31 2 times. 2. Try to retell the story to your partner. Do the homework. 適當?shù)募彝プ鳂I(yè)鞏固學生所學的知識。 板書 設計 Unit 3 Look at me B Let’s check &Story time A: Let’s make a puppet. First, … B: Good idea! / OK! Then, … Let’s play with the puppet.