三年级下册英语教案Unit5 How old are you？ （第1课时）译林版（三起）

1、.三下Unit5 How old are you？ Story time一、教学目的：1、能听懂、会说、会读单词：nine, eight, four, five, six, seven, ten 能听懂、会说、会读句子：How old are you ?及其答复Im ···. 2、能在情景中正确的使用How lovely ! Here you are.3、根据年龄段表达自己喜欢的玩具，并向别人推荐适宜的礼物。4、理解中西方有关年龄的文化。二、教学重难点：1.能听懂、会说、会读单词：nine, eight, four, five, six, seven, ten2.

2、能听懂、会说、会读句子：How old are you ?及其答复Im ···.三、教学准备：卡片，PPT四、教学过程：Step 1 Warming up1. Greeting 1T: Class begins. Ss: Stand up. T:Welcome to my Miss Jiangs class. Good morning , class.Ss: Good morning, Miss jiang.2 T: Boys and girls, are you happy today? Ss: Yes. T:I m happy ,too. Because th

3、ere are many new teachers here. Lets say “Hello,teachers.Welcome to them , OK? Ss: OK.Teach: Welcome 2. Next , lets sing a lovely song “ Ten little Indian boys “, OK? Ss: OK.Step 2 。Pre-reading1. T: How many Indian boys are there in the song ? Ss : Ten. T: Yes. There are ten boys in the song. Teach:

4、 tenT: Now can you count from one to ten ? Ss count : “ one, two, three, four, five, six, seven, eight, nine, ten.Boys count/ girls count2.T:Now lets play a game.Say numbers.学生快速齐说 T:Where can we see the toys?Maybe we can see in the toy museum.3.Learn: Welcome to toy museum! 1T: Look, this is Mr Tom

5、. Please listen,.电脑声： Welcome to toy museum2 师示范读音，学生跟读:Welcome to toy museum!3 Ss enjoy the pictures.4.Learn: How lovely!T: There are many toys. Look at these toys. How to give praise?S: How nice!/ Its nice./ Its great./ great!/How lovely!Teach: How lovely!5.Learn: How old are you?1T:In the toy mus

6、eum,there are many toys.They are for different ages.“Different toys for different ages.T: I want to know your ages.How old are you?S: Im2揭题。6. Practice in pairs.Step3. While-reading1. Talk about the pictures.1 Who are they?T: Who are they? S: Mike, Helen, Tim, Uncle John, worker.板书人物图片，学习单词worker 2.

7、 Task1. Watch and answerT: I know your ages. How old are they?Can you ask? Lets watch and answer.Ss watch video T: How old is Mike/ Helen/ Jim?S: Nine. / Eight. / Two. 学生答复老师板书，然后齐声问，听声音校对3. Task2. Read and match1T: We know Mike is nine, Helen is eight, Jim is two. What different toysdo they get? Pl

8、ease read the story loudly, then match . 2T: Mike is nine. What toy does he get?.S: A robot. PPT 齐校对4. retell the story5.Task3: Read and imitate 一幅图一幅图让学生模拟读，并让个别句子个别学生读，比赛谁模拟的好.4. Task4: Read in roles. 5. Act out the story.模拟语气，体会心情，增加动作，利用好自带的玩具。 Step4. Postreading 1.T: Good job. Mike, Helen, Jim

9、all get a toy. Do you want to get? Welcome to Red Apple toy shop. What will you talk about in the toy shop? 学生自由说一说可以用到哪些句子2.师生示范表演 T: Good morning. Welcome to my toy shop. S: Good morning.要练说，先练胆。说话胆小是幼儿语言开展的障碍。不少幼儿当众说话时显得害怕：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一

10、是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学形式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的时机，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断进步，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，

11、我都抓住教育，提出表扬，并要其他幼儿模拟。长期坚持，不断训练，幼儿说话胆量也在不断进步。 T: How old are you? S: Im ten/ eleven. T: Would you like this toy robot? S: Yes, please./ No, thank you. T: What about? S: Yes, please. T: This is for you./ Here you are. S: How lovely! Thank you. T: Goodbye! S: Goodbye! 3.生分角色表演，一人为售货员，三人为顾客。 4.检查小组表演情况。

12、 5.Summary 1See some numbers in life. Can you find more? 2T: Do you want to know “How old is Miss Jiang?But I cant tell you.Its a secret.讲解How old are you?的使用注意点Bb design:Unit5 How old are you? Mike图 nine图 Robot图Helen图 eight图 Dog 图Tim图 two图 Panda图教学反思： 本节课思路明晰，教学目的明确。老师从儿童的兴趣出发，把教室布置成玩具店，创设了真实的场景，使每

13、位同学乐于开口说话，锻炼了同学的口语表达才能，模拟才能及听力才能。使学生以极大的热情与兴趣进入了一个新的知识情境-toy museum，.学生积极主动地进入学习状态。在How old are you?句型的处理上，老师为每位学生设计了年龄卡，使学生可以用到不同的年龄来进展交流。老师通过真实语言情境的引导，让学生体会语言运用的真实性，同时学生把自己所带的玩具与自己设定的年龄作为语境，进展真实有效的语言交际。在朗读的训练上做到层层递进，有跟读，模拟读，等不同的方式。最后通过老师创设的玩具店进展语言的模拟运用，使学生真正掌握和运用语言。老师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、

14、模拟。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。 但是本节课存在更多的是缺乏之处。整堂课下来，第一环节安排过于简单，与学生的对话交流较少，整节课学生的创新才能未能得到很好的开展。老师的语言表达也不够丰富，使得输出给学生的语言较少，老师自身还要加强口语训练，课堂语言组织还有待进步， “师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播