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Lesson 21: Look at Your Hair 教材分析：本課通過看頭發(fā)，繼續(xù)學習幾種表示顏色的詞匯，同時讓學生認識幾組反義詞，并會簡單應(yīng)用這些形容詞。 知識和能力目標： 1.認讀表示顏色的單詞： blond 2.能夠會說句子：What colour is your hair ? My hair is . 3.認讀互為反義的詞匯：long short big little curly straight 4.會應(yīng)用這些互為反義的詞匯說一些簡單的詞組和句子。 重點和難點：認讀并初步應(yīng)用互為反義的形容詞 情感態(tài)度和價值觀：培養(yǎng)學生學習的積極性，增強自信心，為以后的學習打下基礎(chǔ)。 教學準備：單詞卡、圖片、錄音機 教學過程： 一、熱身/復習 (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 (播放錄音，大家一起表演唱。) 3. Play a game : I See Something Red (用來復習學過的表示顏色的單詞) 二、新授（New Concepts ） 1. 利用事先準備好的畫有各種顏色和長短不同頭發(fā)的圖片介紹新單詞，可以打亂課文次序，先來學習第二部分。根據(jù)剛才的游戲，讓學生說出句子：What colour is ? It’s .分幾組練習。然后指著圖片介紹新的表示顏色的詞匯：blond (亞麻色、金黃色的)然后借助圖片和班里學生的頭發(fā)來介紹 long / short straight /curly 2. 小組練習。小組間利用實際頭發(fā)或者圖片練說：long hair/short hair Straight hair/ curly hair 以及句子：What colour is your hair ? My hair is . 3. 利用《活動手冊》練習，按要求畫出頭發(fā)。 4. 介紹 long /short big / little 在黑板上快速畫出一些奇形怪狀的動物，有的長著長長的耳朵，有的長著大大的鼻子，等等。盡可能使這些小動物看上去可愛。然后說出： Big ears , little feet , big feet , little ears , long legs , short arms , long arms , short legs 等短語。還可鼓勵學生自己邊畫邊多說出一些短語。 然后練習說出以下句子，做為進一步的學習。This is big/little. This desk is long . This pencil is short . 5. 進一步操練。引導學生進行如下操練： T: What’s this ? S:It’s a . T: Is it a big or little ? S: It’s a big/ little . 6. 播放錄音，讀課文。 三、結(jié)束課堂教學（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 ! （圖片略） long short straight curly big little long short 冀教版（一起）三年級英語上冊教案 Unit 3 Favourite foods of Jenny’s family Lesson 21 Milk and juice 教學目標 （一）知識 1．掌握聽、說、讀、寫單詞milk, juice, water, tea 2．熟悉句子：I’m thirsty. / … is my favourite. / What do you like to drink? （二）能力 通過課堂學習操練，使學生能用英語表達自己對某種飲料的喜好。 （三）情感 1．通過多種活動形式，激發(fā)學生英語學習情感，使之積極參與課堂活動。同時教育學生互相謙讓。 2．培養(yǎng)合理利用和保護水資源的情感。 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 “l(fā)isten” 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 “l(fā)isten” 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.