4A unit3 How many教案详案.doc

教学设计科目： 英语 任教年级： 四年级 日期： 2014 年 5 月 日课 题Unit 3How many? ( Story time )课 型新授课教学目标1、 能初步听懂、会读、会拼写thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen等单词。2、 能初步听懂、会读、会运用本单元句型：How many do you have?/What do you have?I have/Can I ?3、 培养学生乐于分享的品德。教学方法视听法、直接法、听说法、全身反应法教 具1.单词卡片2.PPT课件重点难点1、 能辨析three和thirteen，five和fifteen，eight和eighteen这三个特例在变形过程中的不同。2、 能初步听懂、会读、会运用本单元句型：How manydo you have?/What do you have?I have/Can I ?教学过程：Step 1 Warm up1. Greetings and free talkT: Hello, boys and girls, Im your new teacher, you can call me Miss Qin, I like bananas, do you like bananas?S: Yes, I do.T: And do you like秦时明月？S: Yes, I do.T: Me too! Now class begins. Good morning/ Good afternoon, boys and girls.S: Good morning/ Good afternoon, Miss Qin.【设计意图】：通过动画片秦时明月进行自我介绍，既复习了第一单元Do you like 句型，又能吸引学生的注意力，更有利于形成本节课良好的开端。2、Song and answerT: Whats your name? S: My name is How old are you, ? S: Im eleven. Do you like music? S: Yes, I do.Lets listen to a song, ok? S: Ok.Ten little Indian boys音乐起，学生跟唱。T: Who can tell me how many Indians are there in the song?S：Ten.T: Oh, really? Lets count together.(跟着歌曲数一遍)T: Can you count numbers from twelve to one? 【设计意图】：通过简单的对话引出歌曲Ten little Indian boys,既缓和了课堂气氛，又激发了学生的学习兴趣，从大到小复习121的英文单词，不仅通过逆向思维巩固了知识，更为接下来12之后的新单词学习做铺垫。Step 2 Pre-reading1、Present new wordsT: Very good! And how about 13? How to speak 13 in English? Here we have three choices: Fifteen; Eighteen; Thirteen. Lets guess.(学生可根据词形猜出Thirteen)T: Yes! Thirteen is the right answer. Now read after me. (进行跟读、对照拼读练习，强调threethirteen的变形)And how about fifteen and eighteen? What do they mean? Who can guess?T: Youre so clever! (进行跟读、对照拼读练习，强调fivefifteen, eighteighteen的变形)So what can you find in these three words? (引导学生进行大胆猜想，并自主发现规律)Great! Lets play a guessing game. I have eight number cards and I will give them to eight students, then they should guess and match.Eight cards:14 Nineteen16 Seventeen17 Fourteen19 SixteenT: Ok, are they right? Lets read together.【设计意图】：通过引导学生大胆猜想，让他们自主发现单词变形规律，先新授三个特殊变形的thirteen, fifteen以及eighteen, 再通过自主猜想进行配对游戏的方式引导出其他几个变形简单的单词, 增添了课堂趣味性；最后进行系统的拼读、跟读练习，有利于学生自主学习能力的发展和课堂主体地位的体现。2、Present new sentence structures: How many s do you have?/What do you have? I have T: Look, whats this? (PPT上展示一张玩具车图片)S: Its a toy car.(给男同学一张印有十三辆玩具车的卡片)T: Do you have any toy cars?S: Yes, I do.T: How many toy cars do you have?S: Thirteen.T: When someone asks you how manys do you have? (你有多少)，you can answer I have (数词+名词) .Look at some pictures and practice with your partner. (学生根据图中的情境练习句型)T: Hey, look! Whats this in English? (PPT上展示一张贴画的图片)S: Its a sticker.(给女同学一张印有15张贴画的卡片)T: Do you have any toy cars?S: No, I dont.T: What do you have? S: I have stickers.T: How many stickers do you have?S: I have fifteen stickers.T: When someone asks you what do you have?(你有什么?)，you can answer I have Look at some pictures and practice with your partner. (学生根据图中的情境练习句型)3、Present the new sentence structure: Can I ? Yes./Sure./Ok.T: Do you have any books?S: Yes, I do.T: Can I have a look?（我可以看一看吗？适当讲解短语have a look）S: Yes.T: They are nice. Can I have one? (我可以要一本吗？)S: Sure.T: Here have a look means look, have one means ask for one thing, and here we can answer yes/sure/ok, because we should be glad to share things with friends.Lets share something with your partner.T: If your brother comes to our classroom and he sees many things on your desk, what will you talk about? Use these sentence structures to make a dialogue. Do you have any ? Yes，I do. No, I dont. How manys do you have? What do you have? I have (数词+名词) I have Can I have a look?Yes/Sure/Ok.Can I have one? Yes/Sure/Ok.【设计意图】：由于部分新句型在前一单元Cartoon time部分有涉及到，于是就简单地通过图片和对话引出新句型How many s do you have?/What do you have?I have和Can I ? Yes./Sure. /Ok.，在学生猜测意思的基础上进行适当点拨，主要是通过情景对话练习培养他们学习英语的兴趣，乐于分享的品德以及运用语言的能力，同时也为接下来的story time做好准备。Step 3 While-readingT: Today, Mike and Helens friends visit their home. Lets have a look. Open your books to page18(顺带复习eighteen的拼写).Read the story by yourself, and then answer the following questions.a. Who are they?b. Where are they?c. What are they talking about?T: Good job! Now who can help me fill in the form? ThingsNameToy carsStickersT：Great! Lets read the story after the tape, try to understand and remember.【设计意图】：通过回答问题和填表格来检阅学生的阅读理解能力，录音跟读有利于帮助学生强调语音语调，尤其是特殊疑问句和一般疑问句的语音语调要注意区分开来。Step 4 Post-reading1、 Read in rolesT: Lets read in roles. Boys read Mike and Helen, girls read their two friends, ok?2、 Look and sayT: Excellent! Close your books and fill in the blank of PPT.(根据记忆将课文内容的空白处填好) Are you ok? Lets fill together.【设计意图】：由于课堂前半部分准备充足，学生能较快地接受story time部分的内容，通过分角色朗读帮助学生强化记忆，填空对于学生来说得心应手，既增强了学生自信心，又能高效地巩固知识。3、 Role playT: Do you remember all of these? Let me check. Now I will ask four students to act, who want to try?4、 Summarize T: Good job! What do we learn in this class? Lets summary.【设计意图】：通过角色扮演强化巩固练习，学生在趣味化的情境中更能轻松地掌握所学知识，更能学会学以致用，最后让学生自己进行总结，自行回忆本节课所学内容，帮助学生们学会总结，在总结中巩固，在总结中提高，再次体现了学生的课堂主体性。Step 5 Homework1、 Read the story after the tape more than five times.2、 Spell and remember the numbers from 1 to19.【设计意图】：本节课教授内容偏多，学生课后消化很有必要，新授的英文数字中有三个特殊变形的拼写需要注意；跟录音朗读既能复习本节课的几个新句型，又能纠正学生的语音语调。板书设计：Unit 3 How many (Story time)Do you h