1、Unit 9 NumbersUnit 9 Numbers Lesson 1 How many birds are there?Lesson 1 How many birds are there? 执教教师简介：执教教师简介： 内容包括：陈湖湖，2010.08 就职于吉巷中心小学，2016.09 至今就职于平 湖中心小学。现任小学英语二级教师。2011.09、2013.09 荣获优秀教师称号。 教学设计思考和提出的问题：教学设计思考和提出的问题： 1.如何合理安排故事的教学。 2.如何操练本课的重点句型。 磨课要点：磨课要点： 1. 教材分析： 本单元的话题是“数字” ，是在前两个单元名词单数和
2、复数的递进，对于学 生来讲，也是对于名词单、复数的复习和巩固。数字一到十分布在两个课时，学 习任务并不重，因此教师更多组织数字的运用活动，帮助学生理解、运用。本课 主要教学内容有三部分：配图故事、词汇学习以及听力训练。本课的故事发生在 河边，Mocky 戴着帽子，手里拿着网，而 Lulu 手里拿着笔正在记录着什么，说 明他们正在进行野外观察。 Lulu 负责记录， 因此她不停地提出问题。 调皮的 Mocky 从树上掉了下来，渗透安全教育。询问和说明数量多少的句型：How many are there? There is/ are.及数字是重点内容，贯穿本课以及本单元的始终。教 材在 Learn
3、 to Say 呈现数字 1 到 5，体现了在实际情景中对数字的运用。Listen and Match 列出的物品从图上并不能看出数量的多少，需要学生听懂才能找出正 确的答案。 2.学情分析： 三年级的学生，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对 游戏、竞赛等特别感兴趣。三年级是小学生学习英语的基础阶段，这一阶段的重 要任务在于激发并保持学生学习英语的兴趣。因此，在设计课堂教学活动时一定 要根据学生的情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中 学、学中玩的教学情境。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特 别是给差生创造机会，让他们尝试成功的喜悦。总之，现
4、在的三年级学生，对英 语的学习热情较高，可塑性较强，只要在教学中，教师加强对学生的学法引导和 学习习惯的培养，学生的英语学习一定会取得很大的进步。 3.教学策略：情境教学法，游戏教学法，竞赛法。 教学内容：教学内容： 配图故事：How many birds are there? 词汇:one, two, three, four, five。 句型：How manyare there? There is/ are. 功能：在适当的情景下说明数量。 策略：结合插图理解故事大意。 教学目标：教学目标： 在本课结束后，学生能够：在本课结束后，学生能够： 1. 能够说出数字 one, two, thre
5、e, four, five; 2. 能够询问和说明物品的数量：How many are there？ There are / There is ； 3. 能够在插图的帮助下理解并能朗读本单元小故事。 4. 通过故事的学习，知道不能做不安全的行为。 教学重点、难点：教学重点、难点： 教学重点 1. 理解并认读词汇：one, two, three, four, five, bird, egg, nest, flower。 2. 询问数量的句型：How manyare there? There are / There is 教学重点 1. There are 和 There is 的区分； 2. T
6、here are 和 They are 读音的区别。 教学准备：教学准备：课件、卡片。课件、卡片。 教学过程：教学过程： Step 1 Warming -Up 1.教学播放歌曲 Ten Little Numbers, 让学生欣赏。 T: Now, lets listen the song, and clap the hands. 2. T：OK, what are they? They are one, two, threeten,many.(教学数 字) Ss：学生认读单词。 T：They are Numbers.（板书并教学） Today we are going to learn Uni
7、t 9 Numbers Ss:学生跟读课题。 设计意图：把听唱英文歌曲作为课前的准备活动，提高学生的学生兴趣，营造一 个和谐，宽松的课堂氛围，并作为课程导入学习本单元的课题 Unit 9 Numbers， 并教授本课的重点词汇：one 到 five。 Step 2 Story 1.Listen and Watch T:Today, our friends Mocky and Lulu take us to the river. Now, Lets watch the story and then answer the question: What do they see? T: What do
8、 they see? Ss: They see birds.（呈现 birds 图，并跟读） They see eggs.（呈现 eggs 图，并跟读） They see flowers.（呈现 flowers 图，并跟读） They see a nest.（呈现 nest 图，并跟读） 设计意图：创设情景，在情境中学习词汇，通过问题，调动学生学习英语的好奇 心。 2.Teach the sentence and the words: How many birds are there? How many T: Lulu wants to know: How many birds are the
9、re? Now lets learn the story: Lesson 1 How many birds are there?（教授并板书） Ss: 学生跟读。 T：Now, look at here: How many（板书 How many 词语，并教授）Lulu also wants to know: How many eggs are there? Ss:学生跟读词汇：How many. T: Lets read the other sentence. Ss: How many nests are there? How many flowers are there? 设计意图：通过抛
10、出的问题，引出并学习第一课的课题以及句型 How many s are there? 3.Learn the sentence: There are/ There is T: Now, open the book, and turn to page 26, I give you one minute to read the story, and then finish the paper. T: OK, Lulu wants to know: How many birds are there? Mocky can tell the question, he can say : There ar
11、e/ is Now who can help Mocky? How many birds are there? S: Three. T: We can say:There are three.(板书 There are 并教授句型) Come here, take three and put here. S:学生放置单词卡片。 T: Now, lets check the answer. Look at the picture. There are three. Yes or No. S: Yes. T: How many nests are there? S:One. T: We can s
12、ay: There is one.(板书并教授句型) Come here, take one and put here. S:学生放置单词卡片。 T: Now, lets check the answer. Look at the picture.Theres a nest, too. So there is one. Yes or No. S: Yes. T: How many eggs are there? S:Five. T: We can say: There are five. Come here, take five and put here. S:学生放置单词卡片。 （并教授句型
13、） T:Now, lets check the answer. Look at thee picture.There are five. So there are five. Yes or No. S: Yes. T: How many flowers are there? S: Many. T: We can say: There are many.(板书并教授句型) Come here, take many and put here. S:学生放置单词卡片。 T: Now, let s check the answer. Look at the picture.There are many
14、 flowers. So there are many. Yes or No. S: Yes. 设计意图：通过自主阅读，大致理解故事内容，并通过观察图片细节回答问题， 体会语言，并学习句型 There are/ There is 让学生理解句型的单复数回答 是不同的。 4.Play a game T: Now, lets play a game, Yes or No. You must stand up quickly and say “Yes or No”,OK? S:学生参与游戏。 设计意图：通过游戏，调动学生学习的积极性，并巩固句型。 5.Learn the story T: Now l
15、ets read the story . Ss:Repeat the story. 设计意图：建立声音与图片、语音、文本之间的联系。学生理解故事，内化语言 和情节。 6. T: What have you learned from the story? Ss:生答。 设计意图：教育学生安全知识。 Step 3 Learn to Say 1.呈现情景 T: look at the picture, Mocky and Lulu go to the river again.what animals can they see ? S: They can see birds, deers 设计意图：通
16、过问答形式，调动学生的参与热情。 2. 学习和巩固句型和词汇 T: Now Im Mocky, you are Lulu, I ask the questions, you answer the questions. How many rabbits are there? S: There is one. T: How many deers are there? S: There are two. T: How many cows are there? S: There are three. T: Now, who wants to be Mocky and Lulu? One asks, t
17、he other answers. S1: How many birds are there? S2: There are four. S3: How many ducks are there? S4:There are five. 设计意图：通过师生互动，生生互动，调动课堂气氛，并通过插图确定语言使用 的场景和语境。 3. 练习运用 （1）Read the words. （2）Look at the Number pictures , and then say the Numbers. 设计意图：通过读，巩固认读数字。 4. Lets chant 设计意图：通过 chant，巩固新知。 St
18、ep 4 Listen and Match （1）T:Look at the picture, what are they? S: bag, car, one , two, three, four, five. （2）T: Now, lets listen and match. （3）T: OK, How many bags are there? S: There are four. T: How many cars are there? S: There is one. T:How many carrots are there? S: There are five. T:How many b
19、irds are there? S: There are three. T:How many eggs are there? S: There are two. 设计意图：通过听力，培养学生的听力能力，以及巩固知识。 Step 4 Summary T: Today we have learned the numbers to count things, and the sentences: How many are there? There is/ There are. We cannot do some dangerous things. 设计意图： 通过总结， 让学生明白今天的课程学习了什
20、么内容， 进一步巩固知识， 同时反馈自己的学习情况。 Step 5 Homework 1.Listen, read and recite the numbers: one, two, three, four, five. 2. Read the story fluently. 3. Above all. 设计意图：根据不同程度的学生，布置不同的作业，尊重学生的个体差异化。 板书设计： Unit 9 Numbers Lesson 1 How many birds are there? How many are there?How many are there? There is one.There is one. There are three.There are three. There are five.There are five. There are many.There are many.
