From head to toe 公开课
小班英语head,shoulders,knees,toe教案
小班英语head,shoulders,knees,toe教案Head, Shoulders, Knees, Toes Lesson Plan for a Small Class Objectives:1. To introduce and reinforce parts of the body vocabulary2. To develop gross motor skills in young learners3. To enhance phonemic awareness and listening comprehension Materials:- Flashcards with pictures of head, shoulders, knees, and toes- Music player and speakers- Open space for movement and danceProcedure:1. Greeting and Warm-up:- Praise students for coming to class- Ask students a few warm-up questions like "How are you feeling today?" and "What is your favorite part of the body?"- Play a fun music track and invite the students to move to the rhythm, hula-hoop, or dance to start the physical activity portion of the class2. Vocabulary Introduction:- Show the flashcards of head, shoulders, knees, and toes and ask the students to identify each body part- Practice saying the words aloud several times, pause between each one and have the students repeat the word after you- Use exaggerated movements to demonstrate each body part, touch your head, shoulders, knees, and toes as you say the wordassociated with it- Encourage the students to touch each body part as they repeat its name3. Singing Game:- Begin singing the classic nursery rhyme, "Head, Shoulders, Knees, and Toes"- Stop singing when the words "head," "shoulders," "knees," or "toes" are mentioned and invite the students to touch or point at that body part- Gradually increase the speed of the song as the students become more familiar with the vocabulary4. Active Play:- Play music and engage the students in a musical game such as "Musical Statues" or "Follow the Leader"- Incorporate the new vocabulary; guide the students to touch various body parts when the music stops or to move in a specific way (i.e., "Touch your shoulders and hop on one foot. ")5. Cool Down and Wrap-Up:- After 10-15 minutes of physical play, slow down the music and lead the students in a brief stretching routine- Review the vocabulary by asking each student to identify and touch individual body parts- Invite students to share their favorite part of the class or to demonstrate their gross motor skills by doing a quick dance or movement routineAssessment:- Observe the students as they participate in the activities; this will help the teacher identify those students who need additional support with gross motor skills, body parts vocabulary, or phonemic awareness- Invite students to draw or color pictures of the head, shoulders, knees, and toes, labeling each one after you say the name aloud- Ask students to demonstrate their understanding by teaching the song to a parent, friend, or family memberEnrichment:- In addition to the above activities, introduce related concepts such as organs, bones or muscles by showing pictures or using models.- Play a "Simon says" game where you give commands and ask students to perform the movement only if you begin the phrase with "Simon says."- Explore other songs or books that introduce parts of the body vocabulary.Reflection:After completing this lesson, it is essential to reflect on its effectiveness and areas for improvement. One of the strengths of this lesson was its focus on active play and physical activity. Young learners learn best when they are engaged in active play and movement, and this lesson provided plenty of opportunities for that. The singing game, active play, and dance section helped reinforce the new vocabulary while allowing the students to practice their gross motor skills.Another strength was the use of visual aids, such as flashcards, which helped students understand and remember the newvocabulary. Involving the students in actively touching each body part as they repeated its name was also an effective strategy for reinforcing learning.However, one of the areas for improvement was the need to create more opportunities for differentiation. Although the lesson was tailored to a small class, some students may have different learning needs, and it would be helpful to provide different levels of support or challenge.In conclusion, the "Head, Shoulders, Knees, Toes" lesson plan for a small class provided opportunities for young learners to develop their gross motor skills, phonemic awareness, and vocabulary knowledge. Using active play, visual aids, and music ensured that the lesson was engaging and effective in reinforcing the new vocabulary. Reflecting on the lesson's strengths and areas for improvement will help the teacher adjust the plan to meet the students' diverse learning needs.Another area for improvement could be the need for more interaction and participation from the students. Although the lesson plan incorporated active play and song, there could be more opportunities for students to engage and participate by asking questions or sharing their experiences. Adding discussions and reflection activities after the play portion of the lesson could be an effective way to do this.Moreover, the lesson plan could benefit from more cultural sensitivity and diversity. Depending on the class and the location, it may be helpful to introduce songs and games from different cultures or with more diverse characters or images on the flashcards. This can help foster a more inclusive and tolerantlearning environment and expose students to different cultures and experiences.Another strength of the lesson was the use of repetition to help students improve their vocabulary retention. However, it could be helpful to also incorporate different modes of repetition, such as writing and reading the words. For example, after the active play and singing game, the teacher could have the students practice writing the vocabulary words or matching them with the corresponding body part flashcards.Finally, it is important to ensure that the lesson plan aligns with the curriculum goals and standards. The lesson plan can be modified to fit different language levels or specific learning objectives. At the beginning of the lesson, the teacher could articulate the specific goals and expectations for the lesson and then reinforce them throughout the activities.In conclusion, the "Head, Shoulders, Knees, Toes" lesson plan for a small class is an effective way to engage young learners in active play and reinforce their vocabulary learning. By reflecting on the lesson's strengths and areas for improvement, the teacher can adjust the lesson plan to better suit the diverse learning needs of the students and create a more inclusive and effective learning environment.The "Head, Shoulders, Knees, Toes" lesson plan for a small class is a fun and effective way to engage young learners in active play and reinforce their vocabulary learning. The lesson plan incorporates a range of activities, including singing and dancing, flashcards, and active play, to help students learn the vocabulary related to the different body parts.However, there are also areas for improvement in the lesson plan. For instance, there could be more opportunities for students to engage and participate by asking questions or sharing their experiences. Adding discussions and reflection activities after the play portion of the lesson could be an effective way to do this. The lesson plan could also benefit from more cultural sensitivity and diversity, for instance, introducing songs and games from different cultures or with more diverse characters or images on the flashcards.Moreover, it is important to ensure that the lesson plan aligns with the curriculum goals and standards. The lesson plan can be modified to fit different language levels or specific learning objectives. At the beginning of the lesson, the teacher could articulate the specific goals and expectations for the lesson and then reinforce them throughout the activities.In conclusion, the "Head, Shoulders, Knees, Toes" lesson plan can be further improved by incorporating more opportunities for student engagement and participation, cultural sensitivity and diversity, and ensuring alignment with curriculum goals and standards. By addressing these areas of improvement, the teacher can create a more inclusive and effective learning environment that caters to the diverse learning needs of the students.。
From Head to Toe绘本教案
绘本课教学设计——From Head to Toe一、内容分析绘本《From Head to Toe》通俗易懂，富有趣味，很适合中低年级小朋友阅读。
书中的内容简短而且重复性高，小朋友通过欣赏色彩鲜明的跨页彩图、朗读以及TPR等一系列的活动，不但可以学会动物和身体部位的英文名称，同时还可以学会身体各部位运动的动词。
二、学情分析三年级的学生已经学习英语两年了，他们掌握了一定的英语词汇和简单的句型,包括一些简单的动物和身体部位的英文名称，及表达自己技能的句子: I can... .他们对英语的学习兴趣浓厚，热爱表演，但是他们的注意力容易分散，有意注意持续的时间不长。
因此，课堂上，我们打算通过模仿、表演、小组竞赛，小组互动等形式，让孩子们“动”起来，让他们主动参与并投入到学习中去。
三、教学目标：1、知识目标：⑴能够听、说、认读本课时的主要单词：penguin, giraffe, buffalo, seal, gorilla；⑵能够听、说、认读以下动词短语：wave my arms, thump my chest, bend my neck, arch my back, raise my shoulders, wriggle my hips, wiggle my toe；⑶能够听懂、会说以下句型：I am a ... and I ... . Can you do it? I can do it.2、能力目标：⑴借助图片，能听懂本节课所学习的动物单词和动词短语；⑵能听懂教师的指令并能做出相应的动作；⑶能把本课所学习的绘本表演出来。
3、情感目标：⑴增强学生的自信心；⑵培养学生友善有礼的品质；四、教学重难点：1、重点：⑴本课时的主要单词：penguin, giraffe, buffalo, seal, gorilla；短语：wave my arms, thump my chest, bend my neck, arch my back, raise my shoulders, wriggle my hips, wiggle my toe；⑵本课时的主要句型：I am a... and I ... . Can you do it? I can do it.2、难点：动词短语的读音以及句子I am a ... and I ... .的正确表达与运用。
英文口语 -回复
英文口语-回复1. from head to toe字面意思是从头到脚，在口语中可以理解为everything，例句：I love you from head to toe. 可以理解为我爱你的一切。
I want this dress from head to toe. 我非常想要这件裙子。
2. I have no clue.意思相当于I don't know. 或者I have no idea.例句：Where are you want to go? *I have no clue.whose book is this ? *I have no clue.3. you / I promise.意思是你答应我，你保证。
在很多爱情电影中我们经常听到女主人公对男主人公提出一些要求，最后说，you promise. 男主则回答，yes，I promise. 或者某人对别人承诺了一堆，最后说到，I promise.4. you bet.意思很简单，相当于sure/ no problem.Can you do me a favor ? *You bet. 能帮我个忙吗？当然。
Shall we go to the zoo ? *You bet. 一起去动物园好吗？没问题。
5. make it two.意思是You got the same with the others. 不论是事物，看法啊都可以，肯定的，否定的也都可以。
总的来说就是与前者保持一致。
例如：*I like coffee. * Make it two.*I don't want to eat this bread. * Make it two.*I think this story is so boring. * Make it two.6. Leave me alone.意思表示你想单独呆一会，不想说话。
Go away, leave me alone.Stop talking to me, leave me alone, please.7. No way.意思可以表示拒绝，否定。
3、健康：Head to toe
Unit: Head to ToeTitle: My Little Hands and FingersFocus: Health and ArtTeacher: Anita 翁璇妹Class: Middle Class活动目标：1. 锻炼身体肌肉的能力和手眼协调能力。
2. 培养学生使用小手做日常力所能及的事情，听懂相关的英语指令。
3. 培养幼儿愿意使用手脚进行探索的态度。
活动准备：PPT，歌曲《head shoulders knees and toes》，钉上纽扣的衣服，袜子，筷子等生活小物品活动过程：1. Warm up(1)GreetingT: Good morning, kids. How are you today? K: …(2)ChantT: Let’s chant “finger, finger, turn, turn, turn”. OK? One, two, go. K: …2. Presentation(1) 引出手指的话题T: What does the chant talk about? K: Fingers.T: Does everyone have fingers? K: Yes.T: Show me them. How many fingers do you have? Now, let’s count. Follow me. (请幼儿跟着教师用一个手指指着另外的手指一个个地数。
可锻炼幼儿的手眼协调能力)(2) 观察谈论手指，了解其特征T: Everyone has ten fingers. But are they the same? (幼儿自由观察自己和别人的小手指)T: Can you tell me if they are the same now? K: No.T: What is the difference? （幼儿自由回答）T: Our fingers are different. Some of them are short, some of them are longer. They have different names. They are thumb, forefinger, middle finger, ring finger and little finger. (请幼儿一起点着手指，教师作总结。
关于蔬菜的英语儿歌
关于蔬菜的英语儿歌The Vegetable Song.(Verse 1)。
Oh, vegetables, vegetables, so bright and green,。
You're packed with vitamins, healthy and keen.From the farm to the market, you're a tasty treat,。
Let's sing a song about you, head to feet.(Chorus)。
Vegetables, vegetables, we love you so,。
You make our bodies strong, from head to toe.Crunchy carrots, juicy tomatoes,。
Leafy greens, and sweet potatoes.(Verse 2)。
Broccoli's trees, with florets so tight,。
Provide us with fiber, day and night.Spinach's leaves, a leafy delight,。
Rich in iron, making us strong and bright.(Chorus)。
Vegetables, vegetables, we love you so,。
You make our bodies strong, from head to toe. Crunchy carrots, juicy tomatoes,。
Leafy greens, and sweet potatoes.(Verse 3)。
Cucumbers cool, with skin so green,。
Quench our thirst, a healthy scene.Mushrooms earthy, adding umami,。
From-head-to-toePPT课件
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14
• Honesty: Is It Going out of style?
• According to a recent poll, 61 percent of American high school students have admitted-to cheating on exams at least once. It cannot be argued that such a response may not mean much.
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9
Drill 2
• The famous actor John once said: Tomorrow is important and precious. How important is it to think about future rather than focusing on the present? (IELTS 2008.2.16)
From head to toe
Vera Song
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1
The beginning
1
Introduce the topic
引入命题Βιβλιοθήκη Include both sides of the topic （2）
谈命题的正反面
3
Lead to your position 引出自己的立场/观点
Summarize and link to next passage 文章的承上启下
4
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2
Drill 1
• Some people think that it is better to educate boys and girls in separate schools. Others, however, believe that boys and girls benefit more from attending mixed schools. What’s your opinion?
从头动到脚 From Head to Toe 经典绘本
我是企鹅， 我会转头。
你会吗？
这个我会！
我是长颈鹿， 我会弯脖子。
你会吗？
这个我会！
我是野牛， 我会耸肩膀。
你会吗？
这个我会！
我是猴子， 我会摆动胳膊。
你会吗？
这个我会！
我是海豹， 我会拍手。
你会吗？
这个我会！
我是大猩猩， 我会捶胸。
你会吗？
这个我会！
我是猫， 我会把背弓起来。
你会吗？
这个我会！
我是鳄鱼， 我会扭屁股。
你会吗？
这个我会！
我是骆驼， 我会跪下来。
你会吗？
这个我会！
我是驴子， 我会踢后腿。
你会吗？
这个我会！
我是大象， 我会跺脚。
你会吗？
这个我会！
我是我， 我会动动脚指头。
你会吗？
这个我会！这个 我会！
感谢阅读！
一起努力，让绘本走进孩子的生活！
适合0-2岁儿童阅读
《从头动到脚》
From Head to Toe
——提高自助投入式学习的 技能
作者：艾瑞·卡尔
翻译：林
良
适合0-2岁儿童阅读
《从头动到脚》 内容简介
这本图画书的互动性极强。孩子们模仿 自己所喜爱动物的动作时，会跟着站起 身、动起 来，然后回应书里的“你能做 这个动作吗？”，说“我可以做到！” 他们会用自己的方式跺脚、弯腰、扭动、 咯咯笑，有益健康，也会提升自信。
from的固定短语搭配40个
from的固定短语搭配40个1. **from time to time**- 这个短语的意思是“不时，偶尔”。
就像天上的星星，from time to time地闪烁着。
比如说，I go to the park from time to time.（我偶尔去公园。
）你看，生活中总有一些事情是我们from time to time去做的，不是很频繁，但也足够给生活增添些乐趣了。
2. **from now on**- “从现在起”，这是个充满希望和决心的短语呢。
就好像你站在一个新的起点上，大声说：“From now on，我要好好锻炼身体！”例如，From now on, I will study harder.（从现在起，我要更努力学习。
）感觉是不是一下子充满了力量？3. **from then on**- 它表示“从那时起”。
就像回忆中的一道光，一旦开启，就照亮了之后的路。
比如，We became good friends from then on.（从那时起我们就成了好朋友。
）那是一种记忆中的转折点，从那个时候开始，一切都不一样了。
4. **from day to day**- 这个短语是“一天天地，逐日”的意思。
生活不就是这样from day to day地过着吗？有时平静，有时惊喜。
He is getting better fromday to day.（他一天天地好起来了。
）就像小树苗，一天天地成长。
5. **from place to place**- “从一个地方到另一个地方”，多有漂泊感啊。
就像那些旅行家，总是from place to place地探索世界。
She travels from place to place.（她从一个地方旅行到另一个地方。
）这是一种对未知的追求，你难道不想也这样去看看世界吗？6. **from beginning to end**- 从开始到结尾，就像看一场完整的电影。
from的短语搭配
from的短语搭配English Answer:1. from scratch.Meaning: to start something new from the very beginning, without using any existing materials or resources.Example: I'm going to build a shed from scratch this weekend.2. from the ground up.Meaning: to build or create something from the very beginning, step by step.Example: The company has been rebuilt from the ground up since its bankruptcy.3. from time to time.Meaning: occasionally; not very often.Example: I see my friends from time to time.4. from head to toe.Meaning: from the top of one's head to the bottom of one's feet.Example: She was covered in mud from head to toe.5. from now on.Meaning: starting from this moment.Example: From now on, I'm going to be more careful.6. from the start.Meaning: from the very beginning.Example: I knew from the start that it would be difficult.7. from afar.Meaning: from a distance.Example: I could see the mountains from afar.8. from behind.Meaning: from the back.Example: She came up to me from behind.9. from within.Meaning: from the inside.Example: I could hear voices coming from within the house.10. from without.Meaning: from the outside.Example: I could see the rain coming from without. Chinese Answer:1. 从头开始。
适合少儿英语学习绘本推荐
适合少儿英语学习的绘本推荐在当今经济文化全球化与世界一体化的背景下，英语作为普及最广的语言之一就显得尤为重要了。
现在关于少儿如何学习英语是我国家长尤其关注的，这里我推荐一个还不错的少儿英语培训机构叫阿卡索外教网。
他是在线外教一对一的模式，外教上课互动特别多，上课体验很好，还有他平均一节课才13.8元，如果买课的话，还会赠送一些课时，非常划算，性价比非常高，而且他还有北美小学课程，纯正美国外教带孩子体验真实的美式课堂。
好了我在这也不多说了，如果需要了解的，可以去他的官网看看，里面有少儿英语免费试听课可以听听看的。
现在人们进行少儿英语教育，让孩子读绘本是非常普遍的一种方法了。
而绘本已有一百多年的发展史，诞生了浩如烟海的绘本作品。
但只有少数经典绘本，因文学与艺术的卓越表现，得以超越时间之淘洗，跨越国界与文化的隔阂，时刻被人们想起，不被人遗忘。
而对于中国孩子来说，英文经典本，既具有美学价值，又兼备中英双语学习的实用价值。
特别是其中的少儿英文绘本，目的性就会更强一些，因为孩子学习能力强，所以也适合做一些精读，向着学习的方向去靠拢，这里推荐几本适合孩子阅读的少儿英文绘本。
1．绘本剧名家经典廖彩杏书单推荐作品《We're going on a bear hunt》上榜理由：风趣幽默，引人入胜，情节紧张，适合朗诵。
主要句型：We are going on a bear hunt，we are going to catch a big one! What a beautiful day! We are not scared!说明：适合有英语基础的孩子学习，因为里面有一些词汇比较难，篇幅也比较长。
主要内容：这本绘本的作者是Michael Rosen，巧妙的运用拟声词，让孩子在阅读故事的同时仿佛也听到勇敢的一家人在经过草原，河流等地时发出的各种声音，时而紧张时而舒缓的节奏也令此绘本盎意横生，单一重复的句型也非常适合做集体和个体表演。