英语牛津译林版Unit 3 How many?教案及反思

4A Unit 3 How many？（period 1）

四年级上册  第三单元

第1课时 教案

Teaching contents  教学内容

Story time

Teaching aims and learning objectives  教学目标

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，在图片和语言提示下表演故事。

4. 能初步运用本课所学的词汇和日常用语谈论拥有的物品及其数量。

Focus of the lesson and predicted area of difficulty  教学重点和难点

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. 对于句型的掌握。

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. Greeting

T: Hello, boys and girls.

S: Hello, Miss Chen.

T: Which month is it?

S1: It’s September.

T: What’s the date?

S2: It’s 28th Sep.

T: What’s the weather like?

S3: It’s a cloudy day.

2. About me

T:Who is she?

S: Miss Chen.

T:Do you know about me?

S: Yes!

S4: Do you like…?

T: Yes, I do./ No, I don’t

T: What do I best? Show them stickers.

  教授板书 stickers 

Step 2 Presentation

1. Let’s show

T: You have a lot of nice things. What do you have?

S5: I have some toy cars!

T: Wow, can I have a look?

S5: Sure. Here you are.

T: Oh, how many toy cars do you have?

S5: I have ten stickers.

T: You really love to collect stickers.

T: What do you have?

S6: I have….

2. Let’s ask

T: You have a lot of nice things. Our friends also have a lot of nice things. Can you ask some questions?

S7: What do you have, Helen?

S8: What’s on the table?

S9: Where are they?

(当学生回答的比较准确时，教师适当给予奖励“一张贴纸”并配以语言“a sticker for you”提前渗透新单词a sticker 给学生，同时又调动了学生回答的热情)

3. Let’s watch

T: What does Mike have?

What does Helen have?

.Let’s watch the cartoon.  And try to answer the question.(PPT播放课文动画)

S1: Mike has some toy cars.

S2: Helen has some stickers.

4.look and choose

T: How many stickers?        S: 15 stickers.

T: How many toy cars does Mike have?       S: Thirteen.

T: How do they ask? 板书 How many…s do you have?

【设计意图：帮助学生整体感知课文，整理课文要素。】

4. Read and learn

a. Listen and repeat. (听录音，重复句子后跟读课文，鼓励学生模仿录音中的语音语调)

b. Let’s read. (读之前PPT展示语音语调需注意之事项, PPT标注升降调)

【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的情感变化。】

c. Read and think. (学生边读边选择这两句话正确的中文意思）

Can I have a look ?

Can I have one?

【设计意图：引导学生自读领会课文中新句型，培养他们联系上下文理解的能力和自学能力。】

Step 4 Consolidation

1. Act the story

T: You really did a good job in this story time. It’s Show time for you. Can you act the story? Prepare it in groups of four. Then come to the blackboard to act it out. (教师组织学生四人一组，表演课文。)

【设计意图：表演课文可以帮助学生复习、巩固课文，学生带着头饰，将故事内容进行脱稿表演是提高学生语言能力和学习兴趣的最佳方式。】

2. Let’s show

T: You have a lot of things. You can share your favorite things with your classmate.

添加开头和结尾

开头： Greeting

正文：A:Look at my _______.

B:They’re _______.

      How many _______s do you have?

A:_______

A:What do you have?

B:I have _______.

A:Can I have a look?

B;Sure.

结尾： You are nice.  Thank you.   I like it.

  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：孩子展示自己带的东西，情境性强，在真实的情境中有话可说。期待通过创新、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。】

Homework  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  教学准备（含板书设计）

教学准备：人物卡片、贴纸、多媒体课件、学生自带表演道具

板书设计：               Unit 3  How many?