北京版一下UNIT FOUR HOW MANY STARS CAN YOU SEE -Lesson 15-ppt课件-(含教案+素材)-公开课-(编号：d0a2d).zip

Unit 4 Lesson 15Unit 4 Lesson 15Unit 4 Lesson 15Unit 4 Lesson 15 How many cows do you have? I have eight cows. A. How many ducks do you have? B. How many ducks can you see? ? How many ducks can you see? Let me count. I can see ten ducks. oneone twotwo threethree fourfour fivefive sixsix sevenseven eighteightnineninetenten listen and repeatlisten and repeatlisten and repeatlisten and repeat Show TimeShow TimeShow TimeShow Time Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Can you find letter Tt ? T T T T t t t t story timestory timestory timestory time Tigers House T for tiger.T for tire. The tiger is playingThe tiger is playingThe tiger is playingThe tiger is playing with a tire.with a tire.with a tire.with a tire. Homework 1. Sing the chant to your parents or friends. 2. Write letter Tt on your exercise books.选择你喜欢的动物，和小伙伴一起创编对话吧O(_)O 你将用到以下句型： How many ________can you see? I can see ______________ .1 教学基本信息 课 题Unit 5 How many stars can you see? Lesson 15 年级一年级相关领域新课学习 教材义务教育教科书 英语 一年级下册 （北京出版社） 指导思想与理论依据 义务教育课程标准中明确提出，“现代外语教育注重语言学习的过程，强调语 言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和 运用语言。” 授课对象为小学一年级的学生，年龄为 6-7 岁，皮亚杰在认知发展理论中将此年龄 段的儿童划分为“具体运算阶段”，其表现为：儿童从表象性思维中解脱出来，认知结 构中已经具有了抽象概念，因而能够进行逻辑推理，但运算仍离不开具体事物的支持。 本课以丰富的活动设计为亮点，使学生在活动中体验从学习句型到运用句型创编对 话的过程，力求通过不同形式的活动，引导学生感知、体会、理解和运用新的语言材料。 教学背景分析 教学内容：教学内容： 本单元的教学内容为北京版小学英语一年级下册 Unit4 How many stars can you see?中的第三课时 Lesson 15，本单元的话题是谈论看到的物品数量及自己拥有的物品 数量。在前两个课时中已经学习了询问数量的交际用语“How many do you have? I have”，“How manycan you see? I can see”，以及用数词 one-seven 来谈论 物品的数量 学生情况分析：学生情况分析： 学生经过前两课的学习已经能够用本单元主要句型“How many do you have? I have”，“How manycan you see? I can see?”来询问看到的物品数量并能做出相应 的回答；学生已经有了半年多攀登学习的知识储备，大部分学生能够用数词 oneten 表达 物品的数量。 本课时的授课对象是一年级下学期的学生。通过一个半学期对常规英语和攀登英语的 学习，他们对英语依旧保持着浓厚的兴趣，大部分学生已经具备了大胆自信敢开口说英 语的好习惯，活泼好动，乐于模仿，想象力丰富。 2 教学目标（含教学重、难点） 1. 能够正确理解、初步朗读课。 2. 能够听懂、会用“How many . do you have?”,“I have . .”和“How many . can you see?”,“Let me count. I can see .”句型在情境中询问、描述物品数量，并能够运用词汇 eight, nine, ten 表达物品数量。 3. 能够认读字母 Tt，认读包含字母 Tt 的词汇 a tiger 和 a tire，感受字母在单词中的发音 /t/，并正确书写字母。 4. 能够在情境中大胆交流，真实表达数量，热爱自然，热爱小动物。 教学重点：教学重点： 1. 能够听懂并理解问答物品数量句型“How many . do you have?”,“I have . .”和 “How many . can you see?”,“Let me count. I can see .” 2. 能够听懂、认读词汇 eight, nine, ten，并运用词汇表达物品数量。 3. 能够认读字母 Tt，认读包含字母 Tt 的单词 tiger 和 tire，感受字母在单词中的发音/t/， 并正确书写字母。 教学难点：教学难点： 能够辨析、运用“How many . do you have?”,“I have . .”和“How many . can you see?”,“Let me count. I can see .”在情境中询问、描述物品数量。 教学过程设计（文字描述） 3 Step 1 Warm up & lead in 1. Talk about numbers. （1）Sing a song T: How many fingers on tow hands? T leads Ss to count from one to ten. （2）Enjoy a song T: Do you like animals? What animals do you like? Lets go to a farm. 2. Build the scene. T: Guoguo is going to uncles farm. What animals can Guoguo see? 【设计意图】通过歌曲复习数字、动物的单词，以此激活已知、唤起知识，为后续课文、 句型的学习做好铺垫；以农场的图片及歌曲建立情境，引 领学生进入课文，自然过渡。 Step 2 Presentation 1. Study dialogue 1. (1) Show key sentences. Q1: What animals can Guoguo see? Ss answer the question after watching the video. Q2: Guoguo sees many cows here. What does she ask? Q3: What does uncle say? T asks one student to count and stick the cows. (2) Practice key sentences. T and Ss do the role-play. 2. Study dialogue 2. 教师播放鸭子叫声，引导学生说出 ducks，进而学习对话 2。 (1) Lead key sentences. A. T: Are these Guoguos ducks? So what will uncle say? Which one do you choose? B. T: How many ducks can Guoguo see? T shows the picture, and asks one student to count the ducks. (2) Practice key sentences. T and Ss do the role-play. 3. Read the dialogue. 5 (1) Listen to the audio and repeat. (2) Work in pairs and choose favorite parts to read. 【设计意图】以问题引导学生感知对话细节，从而帮助学生正确理解对话；为学生提供 模仿、跟读、角色扮演等多种听读方式，以引导其正确朗读对话，同时培养正确的语音 语调， Step 3 Practice 1. Show animals in the forest. T: Do you want to see more animals? Lets go to the forest! What animals can you see in the forest? 2. Group work. Ss choose their favourite animals to make dialogues. 【设计意图】延续农场的情境，通过教师示范、学生制作的方式创设情境，引导学生根 据自己的喜好创设农场，练习重点句型，激发学生兴趣，提高学生参与课堂的自主性。 Step 3 Something about letter “Tt” 1. Chant of letters. T leads Ss to sing the chant of letters. 2. Study letter Tt. (1) Shape and sound of letter Tt. T leads Ss to make a capital T with two pencils. (2) Game time Game: Can you find letter Tt? T leads Ss to find out letter T or t in three pictures. (3) Write letter Tt. T shows the order to write capital T and small t. T leads Ss to show fingers and write in the air. Write letter Tt on books. (4) Story time（Show T words）. 教师讲 T 的小故事，后询问学生: What is letter t for? T is for tiger/tire. 3. Enjoy the chant of letter Tt. 6 【设计意图】按照认读-发音-书写的顺序引导学生学习字母，帮助学生扎实地学习、记 忆；由字母到单词，再过渡至歌谣，减轻学生学习歌谣的难度，为歌谣的生成奠定基础。 Step 4 Review T: Today we go to uncles farm with Guoguo. Q1: How many cows can you see? Q2: How many ducks can you see? Step 5 Homework 1. Perform the chant to your parents and friends. 2. Write letter Tt on your exercise books. 板书设计板书设计