四年級上冊英語教案Unit 3How many（Period 1）譯林版（三起）

1、.4AUnit 3 How many?Period 1一、教學內容：Story time 二、教學目的：1.知識目的：1 能聽懂、會讀、會說數(shù)字13-19，單詞sure，sticker.2 能聽懂、會讀、會說句型Do you have any .? What do you have? How many.do you have? (3) 能聽懂、會讀、會說日常交際用語Can I have one? Can I have a look?2.才能目的：1 能正確地理解并朗讀對話內容，在老師的引導和幫助下表演課文內容。2 能初步運用本課所學的數(shù)字和日常用語詢問和表達數(shù)量。3.情感目的：1 通過對話表演

2、，激發(fā)學生學習英語的興趣，培養(yǎng)學生的綜合語言運用才能。2 通過小組表演對話，培養(yǎng)學生的合作精神和創(chuàng)新才能。三、教學重點：能正確地理解并朗讀對話內容，在老師的引導和幫助下表演課文。四、教學難點：1.能初步運用本課所學的數(shù)字和日常用語詢問和表達數(shù)量。2.單詞sticker, thirteen,fifteen的正確發(fā)音。五、教具：多媒體課件、貼紙、頭飾、玩具小汽車六、教學過程：Step1 Greeting &Warm up Before class, enjoy a song: One, one, one1. GreetingT: Good morning, boys and girls.S

3、: Good morning, Miss Li.2. Free talk T: Im very happy to be your English teacher this term. So I want to know more about you. Before class, lets have a chat. Hi, XXX. Do you like dogs/ cats? What do you like? Do you have any toy pandas? I like toys and I have many toys at home. Do you want to have a

4、 look? I invite you to visit my home.Step 2 Pre-reading1.Learn the numbers 13-19. Way: 闖關游戲 1CAI呈現(xiàn)房子圖，師介紹說:Look, this is my home. The doorbell is here, lets ring it. Oh, oh, only make a breakthrough, the door will open. Lets have a try, OK? 2 Task 1：Try to rememberT: What are these? How many? 引出數(shù)字13

5、,15,18并教學 3 Task 2：Try to read 學生嘗試讀出詞組2. Learn the new sentence: Can I have a look? Can I have one? Sure.(1) T: Look, the door is open. Welcome to my home. Come in and sit down in the sitting room. There are some boxes on the table. Whats in it? Do you want to have a look?(2) 引導學生說出Can I have a loo

6、k? Can I have one?3. Learn the new sentence: How many . do you have? I have.1T: I also have some cars left. Do you want to know how many? S: How many cars do you have, Miss Li? T: I have three cars and I also have some other things in the bedroom. CAI呈現(xiàn)圖片 3S: How many do you have, Miss Li? T: I have

7、. 4. Learn the new sentences : What do you have? I have. 1 承上S: How many dolls do you have, Miss Li? T: Fourteen. By the way , do you have any dolls? S: No, I dont. T: What do you have? S: I have some toy cars. 2 師生簡單問答，操練句型5. Pair work Step 3 While-reading1. Lead-in. T: You visited my home today. O

8、ur old friends Yang Ling and Liu Tao, theyre also visiting their friendshome. Whose home are they visiting?2. Watch and answer. 1T: Whose home are they visiting? Lets watch the cartoon and catch the answer. 2Ss watch the cartoon and answer，then check it.3. Listen and tick. 1T: Different children hav

9、e different toys. So do Mike and Helen. What do Mike and Helen have? Lets listen and tick. 2Ss listen to the tape and tick . 3Check the answers.4. Read and answer. 1T: How many toy cars does Mike have? How many stickers does Helen have? Lets read silently and find the answer. 2Ss read by self and fi

10、nd the answer . 3Check the answers. 4T: Does Yang Ling have any stickers at last? How do you know?5. Learn to say. Read the dialogue after the tape sentence by sentence. 提醒學生注意語調Step4. Post-reading1. Read and dub1Ss read in roles 2Dub for the story 提醒學生注意語調2. Act the dialogue.1生分組表演對話。 2請幾組學生上臺表演對話。

11、 3. Try to say. 1T: If youre Mike or Helen, how to show your things to us? 2T give a model3Ss have a try4. Practice.課本、報刊雜志中的成語、名言警句等俯首皆是,但學生寫作文運用到文章中的甚少,即使運用也很難做到恰如其分。為什么?還是沒有徹底“記死的緣故。要解決這個問題,方法很簡單,每天花3-5分鐘左右的時間記一條成語、一那么名言警句即可?？梢詫懺诤蠛诎宓摹胺e累專欄上每日一換,可以在每天課前的3分鐘讓學生輪流講解,也可讓學生個人搜集,每天往筆記本上抄寫,老師定期檢查等等。這樣,一年

12、就可記300多條成語、300多那么名言警句,日積月累,終究會成為一筆不小的財富。這些成語典故“貯藏在學生腦中,自然會出口成章,寫作時便會隨心所欲地“提取出來,使文章增色添輝。1T: Yang Ling and Liu Tao are very happy at their friendshome. Do you want to visit your friends home? If Im Yang Ling, whod like to visit my home? (2) 師生師范(3) Practice in pairs 鼓勵學生結合句型發(fā)揮想象，編寫出去朋友家的完好對話。Step 5.Ho

13、mework 1. 用優(yōu)美的語音語調朗讀課文。2. 用How many. do you have? I have. 句型與朋友詢問并表達數(shù)量。3. 嘗試著學習20以上的數(shù)字發(fā)音。板書設計：Unit 3 How many?“師之概念，大體是從先秦時期的“師長、師傅、先生而來。其中“師傅更早那么意指春秋時國君的老師。?說文解字?中有注曰：“師教人以道者之稱也。“師之含義，如今泛指從事教育工作或是傳授知識技術也或是某方面有特長值得學習者?！袄蠋煹脑獠⒎怯伞袄隙稳荨皫??！袄显谂f語義中也是一種尊稱，隱喻年長且學識淵博者?！袄稀皫熯B用最初見于?史記?，有“荀卿最為老師之說法。漸漸“老師之說也不再有年齡

14、的限制，老少皆可適用。只是司馬遷筆下的“老師當然不是今日意義上的“老師，其只是“老和“師的復合構詞，所表達的含義多指對知識淵博者的一種尊稱，雖能從其身上學以“道，但其不一定是知識的傳播者。今天看來，“老師的必要條件不光是擁有知識，更重于傳播知識。一般說來，“老師概念之形成經歷了非常漫長的歷史。楊士勛唐初學者，四門博士?春秋谷梁傳疏?曰：“師者教人以不及，故謂師為師資也。這兒的“師資，其實就是先秦而后歷代對老師的別稱之一。?韓非子?也有云：“今有不才之子師長教之弗為變其“師長當然也指老師。這兒的“師資和“師長可稱為“老師概念的雛形，但仍說不上是名副其實的“老師，因為“老師必需要有明確的傳授知識的對象和本身明確的職責。宋以后，京師所設小學館和武學堂中的老師稱謂皆稱之為“教諭。至元明清之縣學一律循之不變。明朝入選翰林院的進士之師稱“教習。到清末，學堂興起，各科老師仍沿用“教習一稱。其實“教諭在明清時還有學官一意，即主管縣一級的教育生員。而相應府和州掌管教育生員者那么謂“教授和“學正?！敖淌凇皩W正和“教諭的副手一律稱“訓導。于民間，特別是漢代以后，對于在“?；颉皩W中傳授經學者也稱為“經師。在一些特定的講學場合，比方書院、皇室，也稱老師為“院長、西席、講席等。七、教學反思： 本節(jié)課教學四年級上冊Unit 3 的Story time.本課