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教学课题 Unit 1 Making friends - Part A (Let’s learn & Listen and do
教学课时 课时 备课教师
教学目标 （1）学生能够准确认读、拼写并理解单词 ear、hand、eye、mouth、arm 的词形和意义，并能正确发音。 （2）学生能熟练掌握和巩固结交朋友的重点句型，如 “Hello! My name is…”, “Hi! I’m…” 等，并能在实际情境中灵活运用。 （3）学生能够听懂并准确执行与身体部位相关的指令动作，如 “Wave your hand.”, “Look into my eyes.” 等。 （4）学生能够在教师的指导下，分组朗读教材句子，培养语言节奏感和合作学习能力。
教学重点、难点 教学重点 （1）掌握单词 ear、hand、eye、mouth、arm 的词形、意义和发音，以及结交朋友的重点句型的运用。 （2）正确表达及理解身体部位及对应的指令动作，培养学生在实际生活中熟练运用所学知识的能力。 教学难点 （1）学习并拓展指令语言的语用环境，在实际情境中听清对方发出的动作指令，并能按照指令做出正确的动作。 （2）引导学生根据给定的主题或情境创编对话，培养学生的创新思维和语言表达能力。
教学方法 情境教学法：通过创设生动有趣的情境，让学生在情境中学习和运用语言知识。 游戏教学法：设计各种游戏活动，激发学生的学习兴趣，提高学生的参与度。 合作学习法：组织学生进行小组合作学习，培养学生的合作意识和语言表达能力。
教 学 流 程 动态修改部分
导入环节 （1）Warm-up 播放一首欢快的英文儿歌《The Finger Family》，让学生跟着音乐一起唱，同时用手指做出相应的动作。教师在教室前面带领学生一起做动作，确保每个学生都能积极参与。歌曲的旋律轻快，歌词简单易记，学生们很快就沉浸在欢乐的氛围中。 歌曲结束后，教师与学生进行简单的日常问候，如 “How are you today ”“What’s the weather like today ” 等。教师面带微笑，用亲切的语气与学生交流，让学生感受到教师的关爱和关注。例如，当学生回答 “I'm fine, thank you.” 时，教师可以回应 “Great! I'm glad to hear that.” 当学生回答 “The weather is sunny.” 时，教师可以说 “Oh, it's a nice day. Let's have a wonderful class.” 通过日常问候，拉近师生距离，为接下来的教学活动营造轻松愉快的氛围。 （2）Lead-in 教师利用多媒体展示一些不同国家小朋友交朋友的图片，图片内容丰富多彩，包括美国小朋友在公园里一起玩耍、日本小朋友在学校里互相交换礼物、法国小朋友在咖啡馆里聊天等。教师引导学生观察图片并讨论：“What are they doing How do they make friends ” 教师可以提出一些具体的问题，引导学生思考，如 “What are the American kids doing Do you think they are having fun How do the Japanese kids make friends What gifts are they exchanging ” 在学生讨论的过程中，教师走到学生中间，倾听他们的想法，适时给予引导和启发。例如，当学生不确定某个国家小朋友的交友方式时，教师可以提示：“Look at their expressions and actions. What do you think they might be saying to each other ” 讨论结束后，教师引出本课主题 “Making friends”，并提问：“Do you know how to make friends What can we say and do when we make friends ” 教师可以用期待的眼神看着学生，鼓励他们积极思考和回答问题。例如，教师可以说：“I'm sure you all have your own ideas. Who wants to share ” 教师可以邀请几位学生发言，分享他们的交友经验和方法。例如，学生可能会说 “We can say hello and introduce ourselves.”“We can play games together.” 等。教师对学生的回答给予肯定和表扬，如 “That's a great idea! Making friends is all about being friendly and open.” 新授环节 （1）词汇学习 教师展示本课人物场景图片，图片上是 Mike 和 Chen Jie 在见面打招呼。教师引导学生观察图片中的人物，并提问：“What can you see in the picture Can you see any body parts ” 教师可以用手指着图片中的人物，引导学生注意观察人物的身体部位。例如，教师可以说：“Look at Mike. What can you see on his face Can you see his eyes What about his mouth ” 教师可以让学生举手回答问题，鼓励他们用英语表达自己的观察结果。例如，学生可能会说 “I can see Mike's eyes. They are big.”“I can see Chen Jie's mouth. She is smiling.” 等。 学生观察图片后，教师引出新词汇 “ear、hand、eye、mouth、arm”。教师拿出单词卡片，依次展示每个单词，并教读单词，强调发音。教师可以用多种方式教读单词，如领读、跟读、齐读等，确保学生准确掌握单词的发音。例如，教师可以先领读单词，让学生跟着读，然后让学生齐读单词，检查他们的发音是否准确。教师还可以让个别学生读单词，纠正他们的发音错误。例如，教师可以说：“Now, let's read these words together. Ear, hand, eye, mouth, arm. Very good! Now, I want some of you to read these words one by one. Who wants to try ” 为了帮助学生更好地理解单词的含义，教师可以用实物或图片进行演示。例如，教师可以指着自己的耳朵说：“This is my ear.” 然后指着学生的耳朵说：“This is your ear.” 教师可以用同样的方式演示其他身体部位的单词。教师还可以用图片展示不同的身体部位，让学生说出对应的单词。例如，教师可以展示一张耳朵的图片，问学生 “What's this ” 学生回答 “It's an ear.” 教师可以用同样的方式展示手、眼睛、嘴巴和手臂的图片，让学生说出对应的单词。 教师组织学生进行游戏活动，巩固新学的单词。游戏名称为 “闪卡游戏”，教师快速展示单词卡片，让学生说出对应的单词。教师可以逐渐加快展示卡片的速度，增加游戏的难度。游戏结束后，教师对学生的表现进行评价，表扬积极参与的学生。例如，教师可以说：“Now, let's play a game. I will show you some flashcards. You need to say the corresponding word as quickly as possible. Are you ready Let's begin!” 教师快速展示单词卡片，学生们积极回答。教师可以根据学生的回答情况，给予表扬和奖励。例如，教师可以说：“Very good! You are so quick! You get a star.”“Well done! You are very clever!” 等。 （2）句型学习 教师播放 Let’s learn 部分的录音，让学生听一遍，了解对话的大致内容。录音内容是 Mike 和 Chen Jie 在见面打招呼，然后介绍自己的身体部位。教师可以在播放录音前，提出一些问题，让学生带着问题听录音。例如，教师可以说：“Now, let's listen to a dialogue between Mike and Chen Jie. Listen carefully and try to answer these questions: What do they say when they meet What body parts do they introduce ” 教师播放录音，学生们认真听。 教师再次播放录音，逐句播放，让学生跟读，注意模仿语音、语调。教师可以在播放录音的过程中，适时暂停，让学生重复刚刚听到的句子，确保学生准确掌握发音和语调。例如，教师播放 “Hello! I'm Mike.” 然后暂停录音，让学生重复 “Hello! I'm Mike.” 教师播放 “Nice to meet you.” 然后暂停录音，让学生重复 “Nice to meet you.” 教师播放 “This is my eye.” 然后暂停录音，让学生重复 “This is my eye.” 等。 教师与学生一起分析对话内容，讲解重点词汇和句型的用法。教师可以用问题引导学生思考，如 “What does Mike say What does Chen Jie say What body parts do they introduce ” 教师鼓励学生积极回答问题，加深对对话内容的理解。例如，教师可以说：“Now, let's analyze the dialogue. What did Mike say when he met Chen Jie What did Chen Jie answer What body parts did they introduce ” 学生们积极回答问题，教师给予肯定和表扬。例如，学生可能会说 “Mike said ‘Hello! I'm Mike.’ Chen Jie said ‘Hello! I'm Chen Jie. Nice to meet you.’ They introduced their eyes, mouths, ears, hands and arms.” 教师可以说 “That's right! You are very observant.” 教师组织学生进行角色扮演活动，让学生两人一组，仿照对话内容进行表演。教师可以提供一些道具，如头饰、姓名牌等，增加表演的趣味性。表演结束后，教师对学生的表现进行评价，表扬表现优秀的学生。例如，教师可以说：“Now, let's do a role-play. You can work in pairs and act out the dialogue. I will give you some props. You can use them to make your performance more interesting. Are you ready Let's begin!” 学生们积极参与角色扮演活动，教师巡视指导，给予帮助和鼓励。表演结束后，教师可以邀请几位学生进行评价，然后自己进行总结评价。例如，教师可以说：“Now, let's ask some students to give their comments. Who wants to start What do you think of their performance ” 学生们发表自己的看法，教师给予肯定和表扬。例如，学生可能会说 “They did a great job. Their pronunciation is very accurate.”“They were very creative. They added some actions.” 等。教师可以说 “Well done! You all did a great job. I'm very proud of you.” （3）指令学习 教师展示一些与身体部位相关的指令动作图片，如 “Wave your hand.”, “Look into my eyes.” 等。教师依次展示每个图片，并教读指令，强调发音和动作的准确性。教师可以先示范动作，让学生跟着做，然后让学生一起读指令，同时做动作。例如，教师展示 “Wave your hand.” 的图片，然后挥挥手，说 “Wave your hand.” 学生们跟着做动作，同时说 “Wave your hand.” 教师可以检查学生的动作是否正确，纠正他们的发音错误。 教师组织学生进行游戏活动，巩固指令的学习。游戏名称为 “指令游戏”，教师发出指令，学生做出相应的动作。教师可以逐渐加快指令的速度，增加游戏的难度。游戏结束后，教师对学生的表现进行评价，表扬积极参与的学生。例如，教师可以说：“Now, let's play a game. I will give you some instructions. You need to do the corresponding actions as quickly as possible. Are you ready Let's begin!” 教师发出指令，如 “Wave your hand.”“Look into my eyes.”“Point to your mouth.” 等，学生们做出相应的动作。教师可以逐渐加快指令的速度，增加游戏的难度。游戏结束后，教师可以邀请几位学生进行评价，然后自己进行总结评价。例如，教师可以说：“Now, let's ask some students to give their comments. Who wants to start What do you think of their performance ” 学生们发表自己的看法，教师给予肯定和表扬。例如，学生可能会说 “They were very quick. They did a great job.”“They were very focused. They followed the instructions well.” 等。教师可以说 “Well done! You all did a great job. I'm very proud of you.” 巩固环节 （1）朗读练习 教师播放 Listen and do 部分的录音，让学生感受韵律和节奏。录音内容是一些与身体部位相关的指令句子，如 “Wave your hand. Look into my eyes. Wave your arm. Point to your ear. Point to your mouth.” 教师可以让学生闭上眼睛，认真听录音，感受韵律和节奏。例如，教师可以说：“Now, let's close our eyes and listen to the recording. Try to feel the rhythm and melody.” 教师播放录音，学生们认真听。 教师再次播放录音，让学生跟着录音读。在读的过程中，要求学生边读边做动作，达到熟练的目的。教师可以在学生朗读的过程中，巡视指导，纠正发音和动作的错误。例如，教师可以说：“Now, let's read after the recording. Read and do the actions at the same time. Let's see who can do it best.” 教师播放录音，学生们跟着录音读，同时做动作。教师巡视指导，纠正学生的发音和动作错误。 教师组织学生进行分组朗读比赛。教师将学生分成几个小组，每个小组代表一种颜色，如红色组、蓝色组、黄色组等。教师出示图片，每个小组的学生要根据图片上的指令，快速做出相应的动作，并大声朗读指令句子。教师可以根据小组的表现，给予相应的分数，最后得分最高的小组获胜。比赛结束后，教师对学生的表现进行评价，表扬表现优秀的小组。例如，教师可以说：“Now, let's have a group reading competition. I will divide you into several groups. Each group represents a color. When I show a picture, you need to do the corresponding action quickly and read the instruction sentence loudly. The group with the highest score will win. Are you ready Let's begin!” 教师出示图片，学生们积极参与比赛。教师根据小组的表现，给予相应的分数。比赛结束后，教师可以邀请几位学生进行评价，然后自己进行总结评价。例如，教师可以说：“Now, let's ask some students to give their comments. Who wants to start What do you think of their performance ” 学生们发表自己的看法，教师给予肯定和表扬。例如，学生可能会说 “The red group was very loud. They did a great job.”“The blue group was very quick. They were very good.” 等。教师可以说 “Well done! You all did a great job. The winner is [group name]. Congratulations!” （2）游戏活动 “身体部位拼图游戏”：教师将学生分成几个小组，每个小组发放一套身体部位拼图卡片。卡片上印有身体部位的图片和单词，如 “ear”“hand”“eye”“mouth”“arm” 等。学生要在规定的时间内，将拼图卡片拼成一个完整的人体图片，并说出每个身体部位的单词。教师可以在学生拼图的过程中，巡视指导，帮助学生解决遇到的问题。游戏结束后，教师对学生的表现进行评价，表扬表现优秀的小组。例如，教师可以说：“Now, let's play a puzzle game. I will divide you into several groups. Each group will get a set of puzzle cards. There are pictures and words of body parts on the cards. You need to put the puzzle cards together to form a complete human body picture and say the words of each body part. You have a limited time. Are you ready Let's begin!” 教师发放拼图卡片，学生们积极参与游戏。教师巡视指导，帮助学生解决遇到的问题。游戏结束后，教师可以邀请几位学生进行评价，然后自己进行总结评价。例如，教师可以说：“Now, let's ask some students to give their comments. Who wants to start What do you think of their performance ” 学生们发表自己的看法，教师给予肯定和表扬。例如，学生可能会说 “The green group was very fast. They finished the puzzle first.”“The yellow group was very careful. They put the puzzle together very well.” 等。教师可以说 “Well done! You all did a great job. The best group is [group name]. Congratulations!” “交朋友游戏”：教师将学生分成几个小组，每个小组代表一个国家或地区。学生要在小组内用所学的句型互相介绍自己，并了解其他同学的信息。然后，每个小组要派出一名代表，向其他小组介绍自己小组的成员。在介绍的过程中，学生要用到身体部位的单词，如 “I have two eyes. I can see with my eyes.” 等。教师可以在学生游戏的过程中，巡视指导，帮助学生正确运用所学的语言知识。游戏结束后，教师对学生的表现进行评价，表扬表现优秀的小组。例如，教师可以说：“Now, let's play a friendship game. I will divide you into several groups. Each group represents a country or region. You need to introduce yourself to each other in the group using the sentences we learned. Then, each group needs to send a representative to introduce the members of the group to other groups. During the introduction, you need to use the words of body parts. Are you ready Let's begin!” 教师发放小组代表标志，学生们积极参与游戏。教师巡视指导，帮助学生正确运用所学的语言知识。游戏结束后，教师可以邀请几位学生进行评价，然后自己进行总结评价。例如，教师可以说：“Now, let's ask some students to give their comments. Who wants to start What do you think of their performance ” 学生们发表自己的看法，教师给予肯定和表扬。例如，学生可能会说 “The American group was very friendly. They introduced themselves very well.”“The Japanese group was very creative. They used some interesting sentences.” 等。教师可以说 “Well done! You all did a great job. The most creative group is [group name]. Congratulations!” 拓展环节 （1）对话创编 教师给出一些不同的情境，如在学校、在公园、在超市等，让学生根据情境创编一段关于交朋友的对话。教师可以提供一些关键词和句型，如 “Hello! My name is…”, “Nice to meet you.”, “What’s your name ” 等，帮助学生更好地完成对话创编。例如，教师可以说：“Now, let's create some dialogues. I will give you some situations, such as at school, in the park, in the supermarket. You need to create a dialogue about making friends according to the situation. I will also give you some key words and sentences to help you. For example, ‘Hello! My name is…’, ‘Nice to meet you.’, ‘What’s your name ’” 教师可以在黑板上写下关键词和句型，让学生参考。 学生在小组内进行讨论和创编，教师可以在学生讨论的过程中，走到学生中间，倾听他们的想法，适时给予引导和启发。例如，教师可以说：“Now, let's work in groups. Discuss and create your dialogues. I will walk around and listen to your ideas. If you need help, just ask me.” 教师巡视指导，帮助学生解决遇到的问题。 创编结束后，每个小组要派出一名代表，向全班同学展示他们创编的对话。教师对学生的表现进行评价，表扬表现优秀的小组，并提出改进建议。例如，教师可以说：“Now, let's ask each group to send a representative to show their dialogues to the whole class. After each performance, we will give some comments. Let's start!” 学生们积极展示自己创编的对话，教师和其他学生进行评价。教师可以给予表扬和奖励，同时提出改进建议。例如，教师可以说 “That was a great dialogue! Your pronunciation is very accurate. However, you can add some more expressions to make it more vivid.”“Your dialogue is very creative. But you can pay more attention to your intonation.” 等。 （2）文化拓展 教师介绍一些不同国家的交友文化和礼仪，如美国人喜欢用拥抱来表示友好，日本人见面时会鞠躬等。教师可以用图片、视频等多媒体资源进行展示，让学生更加直观地了解不同国家的交友文化和礼仪。例如，教师可以说：“Now, let's learn about some friendship cultures and etiquettes in different countries. For example, Americans like to hug to show friendship. Japanese people bow when they meet. Let's watch some pictures and videos to learn more.” 教师播放图片和视频，学生们认真观看。 教师组织学生进行讨论，让学生分享自己对不同国家交友文化和礼仪的看法和感受。教师可以引导学生思考如何在不同的文化背景下，更好地与他人交朋友。讨论结束后，教师对学生的表现进行评价，表扬积极参与的学生，并总结不同国家交友文化和礼仪的特点。例如，教师可以说：“Now, let's have a discussion
教学反思： 通过本节课的教学，学生们在轻松愉快的氛围中学习了与朋友打招呼和身体部位的词汇，掌握了结交朋友的重点句型和与身体部位相关的指令动作。在教学过程中，我采用了多种教学方法，如情境教学法、游戏教学法、合作学习法等，激发了学生的学习兴趣，提高了学生的参与度。同时，我也注重培养学生的语言运用能力和跨文化交际意识，通过创设真实的情境和文化拓展活动，让学生在实践中学习和运用语言知识。

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