译林版小学英语教案之四上U3Storytime教案.docx

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1、英语（四年级上册）Unit 3 How many?Story timeTeaching aims and learning objectives 教学目标.能听懂、会读、thirteen, fourteen, fifteeno1 .能听懂、会读、会说日常用语：What do you have? I have . How many . do you have?2 .能正确地理解并朗读故事内容，在图片和语言提示下表演故事。3 .能初步运用本课所学的词汇和日常用语谈论拥有的物品及其数量。Focus of the lesson and predicted area of difficulty 教学重点

2、和难点教学重点：1.句型的教学。2 .从整体上阅读故事并理解；.用正确的语音语调朗读对话，表演故事。教学难点：对于句型的掌握；用正确的语音语调朗读故事。Teaching procedures 教学过程Step 1 Greeting & Wann up1. GreetingT: Hello, boys and girls.S: Hello, Vivian.T: Hi, how are you today?51: Tm fine. / Im good.2. Sing a songT: Do you like singing?S: Yes, we do.T: Lefs sing a song. OK

3、?S:OK!T: Good. Here we go. Ready? Go.How many fingers do you have? Lets count!（老师带着学生边做动作边跟唱歌曲）Step 2 Presentation1. Lets countT: Well, boys and girls. How many fingers do you have?S: Ten!T: Great! Lets count from 1 to 12. OK?5: OK!（学生从1数到12）New numbersT: You counted very well. Now, look! Here are s

4、ome pandas. How many pandas?51: Thirteen.T: Right. Please read after me. Thirteen.S: Thirteen.（新授数词thirteen,同法教授数词fourteen）T: And today Fve got some stickers fbr you.（新授单词 sticker, stickers）T: How many stickers? Can you count?52: Fifteen.T:（新授数词fifteen）Read the numbersT: Lets read the three numbers

5、together.S:（跟读）Step 3 Story time1. Look and sayT: fve got some stickers today. One of our friends has some, too. Look at this picture. Who are they?5: They are Mike, Liu Tao, Helen and Yang Ling.（PPT出示课文图片，教师带着学生观察图片并展开讨论）Watch and answerT: Who has the stickers? Lets watch the cartoon. And try to an

6、swer the question. Who has 15 stickers? （PPT 播放课文动画）T: Who has 15 stickers?S: Helen has 15 stickers.2. Listen and fillT: Lets listen to the story again. Please try to fill in the blanks.What does Mike have? How many?（PPT出现表格，播放故事音频，学生试着完成表格）T: What does Mike have?S: Mike has some toy cars.T: How man

7、y toy cars does Mike have?S: Thirteen.3. Read and learnT: “How many, is used to ask the amount of things.T: Now, please read the sentence after me.（PPT中出示重点句型，教师简单讲解、领读；学生试着理解、跟读）Read the storya. Listen and repeal.（听录音，重复句子后跟读课文，鼓励学生模仿录音中的语 音语调）b. Read after the teacher.（读之前PPT展示语音语调需注意之事项）c. Read t

8、ogether. （PPT 标注升降调）d. Read by yourselves and try to think.（自读课文并思考）Step 4 Consolidation1. Try to rememberT: Discuss in pairs and try to remember the text.（同桌讨论回忆课文并填空）2. Act the storyT: You really did a good job in this story time. Its Show time for you. Canyou act the story? Prepare it in groups o

9、f four. Then come to the blackboard to act it out.（教师组织学生四人一组，表演课文。）3. Make a short play and act it outT: I know you can act the story very well. Now Ill give you a big challenge. Look here. Can you make a short play? This time, you need to work in groups of four. Please take out your own stuff, and

10、 make a short play withyour group members.（四人一组，将课文内容改编成自己的短剧，教师给 出开头与结尾的提示，以供参考）Look at my. Theyre.一How many do you have?一Do you have any? Yes, I do. How many?Do you have any ? No, I dont. What do you have? I have Can I have a look?-Can I have one?T: Excellent, boys and girls. Wonderful jobs you di

11、d today. T can see you can play, you can read and you can act!S: Yeah!Summarize.数字 1315 Thirteen, fourteen, fifteen1 .当你想知道对方有什么，可以问：What do you have?2 .当你想询问对方拥有物品的数量时可以问：How many . do you have?3 .当你想看一看对方东西，征求意见时可以说：Can I have a look?Homework家庭作业Listen and read the story and try to recite it.1. In

12、vite your friends to your house, show your personal collection and write down your dialogue.Teaching aids教学准备（含板书设计）教学准备：人物卡片、贴纸、多媒体课件、学生自带表演道具。让我们来简要回顾一下实际教学环节中的活动设计：Pre-reading 阅读前教师首先利用一首欢快的英文歌曲自然揭示出今天的课堂主题一How many?其次，通过数数的问答，新授课文中所涉及的局部新单词，为后面的故事 教学铺垫。While-reading 阅读中阅读前的热身后，我们的学习进入重要的主体局部一阅读中

13、阶段。本阶段中, 我设计了以下7个前后相连的活动：1. Look and say学生们看图了解故事背景，并激发其对文本的猜想。2. Watch and answer学生带着问题和预测观看卡通，了解故事整体信息。3. Listen and fill 了解大意后，学生再听一遍故事，根据细节信息进行填空。 可以看出以上三个活动的设计核心在于“阅读并理解故事:理解后，为了更有 效地加强语言的输入，我又设计了以下四个朗读活动。4. Read and learn对主要句型进行强化训练，进一步理解和掌握重点知识。5. Read the story听录音跟读，强调模仿，归纳语调规那么，旨在培养正确优美的 语音

14、语调；Read together学生齐读，增强朗读自信并培养语感。6. Read and find学生自读并思考，锻炼他们联系上下文理解的能力和自学能力。以上儿个紧密联系的活动的设计主旨都在于分层次有效地进行语言输入。Post-reading 阅读后阅读后阶段，通常我们认为是语言输出阶段。考虑到四年级学生爱说、爱表 演的特点，设计了以下三个活动：1. Try io remember同桌讨论，回忆课文，加深理解和记忆；Act the story学生围绕课本表演；2. Make a short play and act it out学生利用自己带来的物品，将课本对话改编成 一个完整的小剧本并表演。这样的设计意图在于针对不同层面的学生，设计不同的输出方式，以巩固对 文本的学习，同时创设平台，帮助学生使用目标语进行综合性语言输出。最后，跟大家提供一下本节课中的几个“特别关注”： 关注不同层面的学生在英语课堂上的开展。 关注学生对课文的整体感知和细节信息的获取。 关注学生的过程性体验。 关注对话的理解、朗读和表演指导。