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1、四年级上册 第三单元第1课时 教案Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目的1. 能听懂、会读、会说：thirteen, fourteen, fifteen。2. 能听懂、会读、会说日常用语：What do you have、I have 、How many do you have。 3. 能正确地理解并朗读故事内容，在图片与语言提示下表演故事。4. 能初步运用本课所学的词汇与日常用语议论拥有的物品及其数量。Focus of the lesson and predicted area of
2、 difficulty 教学重点与难点教学重点：1. 句型的教学。2. 从整体上阅读故事并理解。3. 用正确的语音语调朗读对话，表演故事。；教学难点：1. 对于句型的驾驭。2. 用正确的语音语调朗读故事。Teaching procedures 教学过程Step 1 Greeting & Warm up 1. GreetingT: Hello, boys and girls.S: Hello, Vivian.T: Hi! How are you todayS1: Im fine./Im good 2. Sing a songT: Do you like singingS: Yes, we do.
3、 T: Lets sing a song. OKS: OK! T: Good. Here we go. Ready Go. How many fingers do you have Lets count! (老师带着学生边做动作边跟唱歌曲)【设计意图：通过歌曲营造轻松愉悦的课堂气氛，并通过“数数手指头”复习数词并浸透本节课将要教授的重点句型How many do you have为后面的教学铺垫。】Step 2 Presentation1. Lets countT: Well, boys and girls. How many fingers do you haveS: Ten!T: Grea
4、t! Lets count from 1 to 12. OKS: OK! (学生从1数到12)2. New numbers T: You counted very well. Now, look! Here are some pandas. How many pandasS1: Thirteen.T: Right. Please read after me. Thirteen. S: Thirteen.(新授数词thirteen，同法教授数词fourteen)T: And today Ive got some stickers for you.(新授单词sticker/stickers)T:
5、How many stickers Can you countS2: Fifteen.T: (新授数词fifteen)【设计意图：通过数数复习旧知，自然教授三个新的数词与课文所涉及的生词sticker，为后面的故事教学降低难度。】3. Read the numbersT: Lets read the three numbers together.S: (跟读)Step 3 Story time1. Look and sayT: Ive got some stickers today. One of our friends has some, too. Look at this picture.
6、 Who are they S: They are Mike, Liu Tao, Helen and Yang Ling.(PPT出示课文图片，老师带着学生视察图片并绽开探讨)2. Watch and answerT: Who has the stickers Lets watch the cartoon. And try to answer the question.Who has 15 stickers (PPT播放课文动画)T: Who has 15 stickersS: Helen has 15 stickers.3. Listen and fill T: Lets listen to
7、 the story again. Please try to fill in the blanks. What does Mike have How many(PPT出现表格，播放故事音频，学生试着完成表格)T: What does Mike haveS: Mike has some toy cars.T: How many toy cars does Mike haveS: Thirteen.【设计意图：扶植学生整体感知课文，整理课文要素。】4. Read and learnT: “How many” is used to ask the amount of things.T: Now,
8、please read the sentence after me. (PPT中出示重点句型，老师简洁讲解、领读；学生试着理解、跟读)【设计意图：引导学生进一步驾驭句型。】5. Read the storya. Listen and repeat. (听录音，重复句子后跟读课文，激励学生仿照录音中的语音语调)b. Read after the teacher. (读之前PPT展示语音语调需留意之事项)c. Read together. (PPT标注升降调)【设计意图：通过精读课文句子，仿照语音语调，理解文中人物的情感改变。】d. Read by yourselves and try to th
9、ink.(自读课文并思索)【设计意图：引导学生自读领悟课文中新句型，培育他们联络上下文理解的实力与自学实力。】Step 4 Consolidation1. Try to rememberT: Discuss in pairs and try to remember the text. (同桌探讨回忆课文并填空)2. Act the storyT: You really did a good job in this story time. Its Show time for you. Can you act the story Prepare it in groups of four. Then
10、 come to the blackboard to act it out. (老师组织学生四人一组，表演课文。)【设计意图：表演课文可以扶植学生复习、稳固课文，学生带着头饰，将故事内容进展脱稿表演是进步学生语言实力与学习爱好的最佳方式。】3. Make a short play and act it outT: I know you can act the story very well. Now Ill give you a big challenge. Look here. Can you make a short play This time, you need to work in
11、groups of four. Please take out your own stuff, and make a short play with your group members. (四人一组，将课文内容改编成自己的短剧，老师给出开头与结尾的提示，以供参考)Look at my _. Theyre _. How many _ do you have _Do you have any _ Yes, I do. How many _ Do you have any _ No, I dont. What do you have I have _.Can I have a look _ Can
12、 I have one _ T: Excellent, boys and girls. Wonderful jobs you did today. I can see you can play, you can read and you can act! S: Yeah!【设计意图：将课文依据自己的想法进展改编，对学生提出更高要求，期盼通过创新、合作，共同将这节课所学内容以自己的方式演绎出来，学生有话可说，有话想说，课堂气氛再次升至高点。】Summarize1. 数字1315Thirteen, fourteen, fifteen2. 当你想知道对方有什么，可以问：What do you hav
13、e3. 当你想询问对方拥有物品的数量时可以问：How many do you have4. 当你想看一看对方东西，征求意见时可以说： Can I have a lookHomework 家庭作业1. Listen and read the story and try to recite it. 2. Invite your friends to your house, show your personal collection and write down your dialogue.Teaching aids 教学打算（含板书设计）教学打算：人物卡片、贴纸、多媒体课件、学生自带表演道具板书设
14、计： Unit 3 How many How many cars do you have13 thirteenThirteen.Liu Tao14 fourteenMikeYang LingWhat do you have Helen15 fifteenI have some stickers.说课一、教学流程与设计意图让我们来简要回忆一下实际教学环节中的活动设计：Pre-reading 阅读前在阅读前阶段，我设计了两个层次递进的活动。首先，利用一首欢快的英文歌曲自然提醒出今日的课堂主题How many。其次，通过数数的问答，新授课文中所涉及的局部新单词，为后面的故事教学铺垫。While-re
15、ading 阅读中阅读前的热身后，我们的学习进入重要的主体局部阅读中阶段。本阶段中，我设计了以下7个前后相连的活动：1. Look and say 学生们看图理解故事背景，并激发其对文本的揣测；2. Watch and answer 学生带着问题与预料观看卡通，理解故事整体信息；3. Listen and fill 理解大意后，学生再听一遍故事，依据细微环节信息进展填空；可以看出以上三个活动的设计核心在于“阅读并理解故事”。理解后，为了更有效地加强语言的输入，我又设计了以下四个朗读活动；4. Read and learn 对主要句型进展强化训练，进一步理解与驾驭重点学问；5. Read the
16、 story 听录音跟读，强调仿照，归纳语调规则，旨在培育正确美丽的语音语调；6. Read together 学生齐读，增加朗读自信并培育语感；7. Read and find 学生自读并思索，熬炼他们联络上下文理解的实力与自学实力；自不待言，以上几个严密联络的活动的设计主旨都在于分层次有效地进展语言输入。Post-reading阅读后阅读后阶段，通常我们认为是语言输出阶段。考虑到四年级学生爱说、爱表演的特点，我设计了以下三个活动：1. Try to remember 同桌探讨，回忆课文，加深理解与记忆；2. Act the story 学生围绕课本表演；3. Make a short play and act it out 学生利用自己带来的物品，将课本对话改编成一个完好的小剧本并表演。这样的设计意图在于：1. 针对不同层面的学生，设计不同的输出方式，以稳固对文本的学习；2. 创设平台，学生运用目的语进展综合性语言输出。最终，跟大家共享一下本节课中的几个“特殊关注”：l 关注不同层面的学生在英语课堂上的开展l 关注学生对课文的整体感知与细微环节信息的获得l 关注学生的过程性体验l 关注对话的理解、朗读与表演指导