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1、Unit3-How-many教案+反思 1/4 Unit3 How many?(Fun time,Rhyme time&Sound time)Teaching aims:1.能听懂、会说、会读数字 13-19。2.能听懂、会说、会读、会写数字：thirteen,fifteen,eighteen.3.能熟练运用句型：What do you have?How many do you have?I have 进行小组调查。4.能有韵律地诵读歌谣：Cakes 5.能听懂、会说、会读字母 l在单词中的发音。6.能在情境中熟练运用本单元主要句型。Teaching focus：aim1,3,4,5 Teac
2、hing difficult points:1.The pronunciation and spelling of the words:thirteen,fifteen,eighteen.2.Students can do a survey using the key structures freely.3.Students can use the key structures freely in a certain context.Teaching aids:cakes,stickers,multi-media Teaching procedures:.Step1.Revision 1.Gr
3、eetings 1)Whats the weather like today?2)Welcome the teachers 2.Free talk 1)T:Good morning,xxx.Your pencil box is very nice.S1:Thank you.T:Do you have any pencils?How many pencils do you have?S3:Yes,I do.I have.pencils.2)T:Hi,S2!What do you have and how many?3.Revise the story 1)Ask and answer about
4、 the story T:Lets visit Mikes home.Do you still remember what Mike has?T:How many toy cars does he have?T:Does Helen have any toy cars?T:What does she have and how many?2)Dub for the story 3)Look at the pictures and recite it 4)A topic:On National Day,you re visiting your classmate.You are talking a
5、bout your nice things.a)A model b)Practise in pairs c)Act it out Step2.Fun time Unit3-How-many教案+反思 2/4 1.Interview,listen and write down the numbers T:（过渡）You have so many nice things.What about Mary?What does she have?How many?Lets interview her.1）听 p20(sticker 栏)对话，and answer some questions.T:Wha
6、t does she have?How many?(请生拼出 eighteen)2）生做采访的手势进行完人机对话后，写出听到的数字。（剩下的五栏）eg:S1:What do you have,Mary?Mary:I have some cars.S1:How many cars do you have?Mary:I have seventeen cars.Ss:(writing down the number)（既操练了本课的主要句型，又培养了学生听写数字的能力。）2Do a survey 1)a model 2)Do it in pairs 3)Check them a)Tell me yo
7、ur results S:I have xxx has b)T:xxx has 5 dolls/cars.Who has dolls/cars more than 5?Hands up.S1:I have dolls/cars.T:What can you find from the survey?(Boys like toy cars and girls like dolls.)Step3.Rhyme time 1.Learn:See how long it takes for you to eat them all.T:Mary has so many nice things.Now pl
8、ease come and see what I have.Look,Whats on the table?Ss:Cakes.T:How many?Ss:Four.T:Do you like cakes?I take two cakes here.Who would like to eat them all?S1:(Eating)Ss:(Counting)1,2,3.T:Oh,it takes you 20 seconds to eat them all.Teach:See how long it takes for you to eat them all.（让学生在真实的情景中明白该句的意思
9、，同时又巧妙地与数字相结合。）2.Enjoy the rhyme 3.Learn the rhyme 1)Say after the video 2)Say with actions 4.Make a new rhyme Unit3-How-many教案+反思 3/4 1)Learn“read”2)Fill in the blanks Look at all those .(books)5.Say the new rhyme together Step4.Sound time 1.过渡 T：Where can you read the books?Ss:In the library.T:Yes
10、,there are many books in it.Lets visit a library.2.Learn:so funny T:Whats in this library?Ss:A lion.T:Look at this lion?Ss:How lovely/cute!T:Yes,the lion is so funny too.Teach:so funny 3.Learn the sentences 1)Read after the video 2)Read together with different speeds.4.Read the words 5.总结“l”的发音/l/6.
11、Read the new words:lot,light,lock 7.Make a sentence using the words including/l/.Step5.Summary Step6.Homework 1.听录音跟读 Sound time，Rhyme time五遍。2.跟小组内的成员完成调查表。3.预习 Cartoon time。板书设计：Unit3 How many？What do you have?I have some stickers.How many stickers do you have?I have eighteen stickers.thirteen fif
12、teen 教后反思 Unit3-How-many教案+反思 4/4 本次我所执教的是译林小学英语四年级上册 Unit 3 How many？第二课时，是进行 Fun time、Sound time 和 Rhyme time 的教学。这三个板块看上去没什么关联，如何使它们成为一个整体，使之产生联系，是我设计这节课的出发点。根据 Story time中 Liu Tao 和 Yang Ling 去迈克家做客的情境，以及结合国庆节快来的背景，我设计了由“visit Mikevisit your homevisit Maryvisit my homevisit the library”这一线索，将这三大
13、板块进行串联。上课伊始，我对课文内容进行了提问，同时还检查了学生对四会单词的拼写情况，再分组给课文配音。完成了对课文的复习，同时也激活了学生已有的知识储备。在进行 Fun time 的教学时，为了使之既达到操练句型又具有趣味性的目的。我让学生在“采访 Mary”的过程中进行句型的人机操练，并记下所听到的数字，为接下来的调查做好语言的铺垫。在询问完学生的调查结果后，我对 ball,doll,toy car 的数量进行了全班调查，主要是引导学生能对所调查的结果进行分析。由于担心时间不够，我只进行了同桌的调查，剩下的小组成员的调查布置成作业的形式。如果在采访环节再紧凑些，把调查再做得扎实些就更好了。
14、Rhyme time 环节是由“到我家来看到桌子上的蛋糕”引出的。为了让学生比较深刻地理解儿歌中“See how long it takes for you to eat them all.”这句话，我请一位学生在吃完我带来的蛋糕的同时，其余的学生数数。这样在活跃气氛的同时，不仅让学生体会到这句话的含义，又巩固了1-19的数字。在操练儿歌的过程中，我让学生进行儿歌的创编。第一次，是想让学生进行食物的替换，由于课件中没有相关食物的图片，学生可能一下子反应的不是很快。所以在做课件时，应该再考虑得更细致些。第二次，是让学生由 read 这个词，对儿歌中的物品进行替换，从而由 books 引出 Sou
15、nd time 中的图书馆场景。Sound time 中的句子，我让学生跟读录音后，又进行了不同速度的诵读。让学生在反复地诵读中感受字母 l 的发音，语音的学习是为了培养学生见词能读的能力。因此，我由学过的单词引出发音相似的新词，引导学生找出它们之间的联系从而进行认读。在这一环节我们还可以充分发挥学生的主观能动性，布置这样的预习作业，让学生找出所学的含有这个发音的单词，自己组成句子。课堂上我让学生说出自己的句子和同学分享，如果在学生说完自己的句子后，我再问问学生“你听出了几个含有/l/音的单词？”，这样就更能加深学生对/l/的印象了。总之，教学是不完美的，留有遗憾才有进步的空间，只有在不断地反思中才会不断地前进。最后谢谢听课老师们给我的宝贵建议。