This is his body教学设计
（在上课前先连续播放英语儿歌：Follow me.轻松课前气氛，潜移默化给学生接触有关身体部位的单词）
T: Now, let’s enjoy our English class today. First, let’s sing a song. Please stand up. Sing the song and do the action after me. Follow me, please.
S: sing the song and do the action.
（ Follow me, follow me, hands up, hands up. Follow me, follow me, hands down, hands down. Follow me, follow me, wave your arms, follow me, follow me, bend your knees.）
（评：课前老师把学生发组，明确评价方式，激发学生学习积极性，在歌曲中自然呈现单词目标，并给学生以热身的好机会，为以更高的热情投入下面的学习做铺垫。）
T: Now, one of my best friends comes to my class. Let’s welcome him.
（ppt自动出现声音：Hello, I am Mr. Puppet. Nice to meet you.）
T: Let’s say hello to Mr. Puppet.
S: Nice to meet you, too.
T: Today we are going to talk about his body. That’s what we are going to learn in unit 10. this is his body. Read the title after me.
S: This is his body.
（评：利用有趣的卡通木偶形象引出课题，吸引孩子的注意力。）
T: Now let’s look at his body. What’s this?
S: This is his head.
T: Good jobs. Read after me.
S: Head.
T: Touch your head please.
S: （touch the head） Head, head.
T: Nod your head.
S: （Nod the head） head, head.
T: Shake your head.
S: （shake the head） head,head.
T: Good. Now, What are these?
S: This is his eyes.
T: How many eyes?
S: Two eyes.
T: So we say these are his eyes.
S: These are his eyes.
T: Yes, that’s right. Open your eyes.
S: （open the eyes） eyes, eyes.
T: Close your eyes.
S: （Close the eyes.） eyes, eyes.
T: Good, let’s move on. How to say this?
S: This is his nose.
T: Shall I put here or here? Who can help me to put the picture on the right column?
S: （Put the picture）
T: Is he right?
S: Yes, he’s right.
T: Are these his eyes?
S: No, these are his ears.
T: Yes. Read after me.
S: ears.
T: boys and girls, as we know. We can hear with our…
S: ears.
T: We can see with our…
S: eyes.
T: We can smell with our…
S: nose.
T: We can talk with our…
S: mouth.
T: Great. They are our senses. Understand?
S: yes.
T: Ok. Now let’s go on.（use the same way to teach the other words.）
（评： 这一部分把五官和四肢的单词分层教学，学生容易掌握，不会被突如其来的大单词量吓退，并且和生活实际中感官的认知结合得很好，对身体部分的单数复数通过How many的问题来做突破口，深入浅出让学生明白单数和复数在表达上有不同，并请同学实际操作摆放图片来加深印象。）
T: now let’s look at the picture and do some practice.
S: look at the pictures and practice this is his… or these are his…
T: boys and girls, our body is very useful. Now let’s look at the people. How do they use the body? and make a sentence about the picture.
S: These are his eyes.
T: Look at the picture, she’s a lady.
S: These are her eyes.
（using the same way to talk about all the pictures.）
（对身体能在社会中做出多大的贡献，通过图片触动学生，在此环节中是对this is … 和 these are…的提升练习，层次提高了，练习巩固了，并触动学生心里深处对身体的认识，在此环节中还通过图片突破his/her的用法区别。最后的图片又自然过度到木偶身上，以呈现接下来的对话教学。）
T: Did you still remember who he is?
S: Mr. Puppet.
T: yes. But where is Mr. Puppet? Do you want to see him?
S: yes.
T: Look at the box. Who can open the box for me?
S: Let me try.
T: oh. Thank you. Oh. It’s Mr. Puppet. Do you want to play?
S: （raise hands.）
T: Touch his nose.
S: （touch his nose.）
T: Hold it. Can you say something about his body?
S: These are his hands.
Etc.
T: Look, what’s he doing?
S: He’s dancing.
T: （put the puppet back to the box.）What’s he doing?
S: He’s sleeping.
T: Yes, he’s sleeping. Ssh…（put down the puppet） ok, Mr. puppet is sleeping. Let’s go on our class. Gogo has a puppet like this, do you want to see it?
S: Yes.
T: ok. Let’s listen to the conversation. Watch carefully. See what happened?
（评：学生对提线木偶产生浓厚的兴趣，在训练听力指认身体部位和描述身体部位都起到很关键的作用，通过提线让木偶做跳舞的动作和放下让它睡在盒子里，都提前呈现对话内容，让学生对接下来的.学习更容易上手，这里的过度非常自然。）
T: now this is the first time. Just watch and listen carefully.
S: （watch and listen.）
T: now this time, let’s follow and read the conversation.
S: （read the conversation.）
（评：教师注意对学生朗读技巧的指导，特别是对话的最后一句，要读出感情，使整段对话更生动活泼）
T: now, please open yours books and read again. Pay attention to the last sentence. He’s sleeping. Ssh…
S: （read the conversation.）
T: boys and girls, now who can fill in these blanks?
S: （raise hands and fill in the blanks according to the pictures of the conversation.）
T: You did a good job.
（评：分层次朗读和练习对话使学生掌握透彻，对课文对话的挖空填空能及时把学习情况反馈给教师。）
T: now it’s our fun time. Look at these fruits. What are they?
S: apple, watermelon, pear, pineapple, banana…
T: I can use these fruits to make a body. let’s welcome Mr. Fruity.
S: （smile and watch）
T: Look, the watermelon is his head. （introduce the body.）
S: （listen and watch.）
T: Look at this Mr. Fruity. Now it’s your turn to introduce.
S: The pear is his body.
S: The oranges are his feet.
Etc.
（评：学生对身体部分的理解只停留在自己身体的局限认识，在练习环节中以提升到对身体在社会中举足轻重的作用，在这拓展环节中，创意的活动能开阔学生思维，让学生学得有趣，思想放飞，享受学习和知识整合和迁移的乐趣。）
T: Is it interesting?
S: yes.
T: now, I know you all have lots of stationeries. It will be fun to make a creative body using those. Now I give you three minutes. Let’s make a Mr. Stationary in groups.
S: （discuss and make.）
T: （take the picture and give them help）Finish? Let’s look at this work. Which group?
S: （introduce the body.） the rulers are the legs. The eraser is the nose. Etc.
（评：创意的动手练习更加深对身体各部位的练习，小组反馈加强对重点句型的练习和拓展。教师用相机在小组活动时实际拍下学生的作品并及时反馈，具有实效性。）
T: Excellent. Now, I need to tell you the homework today.
Actually, we can use anything we like to make a body. so your homework is : make a creative body and write something about it. This is the sample.
S: （ look at the sample and listen.）
T: you can also send your homework to my email box. Do you have any questions?
S: No.
T: Well. Let’s see which group is the winner. That’s all today. Good bye, boys and girls. Class is over.
S: Good bye, Jessie.
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