Unit3-How-many教案+反思

1、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： Cakes5. 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, 5Teaching d

2、ifficult 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.Revision1

3、.Greetings1) Whats the weather like today?2) Welcome the teachers2.Free talk1)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 story1) Ask a

4、nd answer about the storyT: 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 story3) Look at the pictures and recite it4) A topic: On National Day, youre visiting your c

5、lassmate. You are talking about your nice things.a) A modelb) Practise in pairsc) Act it outStep2. Fun time 1. Interview, listen and write down the numbersT:（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 questio

6、ns. T: What 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 survey1) a model2) Do it in pairs3)

7、Check thema) Tell me your resultsS: I have xxx hasb) 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 time1. Learn: See how long it takes for you to eat them all.T:

8、 Mary has so many nice things. Now please 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

9、 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，同时又巧妙地与数字相结合。）2. Enjoy the rhyme3. Learn the rhyme1) Say after the video2) Say with actions4. Make a new rhyme1) Learn “read”2) Fill in the blanks Look at all those . (books)5. Say the new rhyme togetherStep4. Sound time1. 过渡T：Where can you read t

10、he books?Ss: In the library.T: Yes, there are many books in it. Lets visit a library.2. Learn: so funnyT: 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 funny3. Learn the sentences1) Read after the video2) Read together with diff

11、erent speeds.4. Read the words5. 总结“l”的发音/ l /6. Read the new words: lot, light, lock7. Make a sentence using the words including / l /.Step5. SummaryStep6. Homework1. 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 man

12、y stickers do you have? I have eighteen stickers. thirteen fifteen 教后反思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 home

13、visit the library”这一线索，将这三大板块进行串联。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

14、在采访环节再紧凑些，把调查再做得扎实些就更好了。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Sound 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