PEP Book 2 U6 How many? A Let's talk教学设计 (附逐字稿)

2023-08-24 16:37 作者:钦若旻天Minute 0人读过 | 我要投稿

一、教材分析

本课教学内容为人教版《英语》三年级下册Unit 6 How many?中Part A 的Let’s talk 和Find and count板块。Let’s Talk板块是Zhang Peng和Amy去公园玩，一起数风筝的情境。Find and count板块则是John 和Wu Binbin运用How many...do you see? I see...谈论小动物的数量。

二、学情分析

三年级的学生活泼好动，喜欢表现自己，对英语有浓厚的兴趣。经过近一年的英语学习，他们已经积累了一定的语言知识，有较好的语音、语调和语言基础，基本养成了良好的英语学习习惯。在学习本课内容之前学生已经学习了1-10的数字词汇，会运用句型How many ?询问物品的数量。

三、教学目标

1.语言知识和语言技能目标：

（1）能理解对话内容，用正确的语音、语调朗读对话。

（2）能在图片和教师的帮助下，在语境中运用---How many...do you see?---I see....来询问物品的数量。

（3）能正确朗读数字eleven, twelve，在语境中理解和运用句型The black one is a bird.

2. 学习能力目标：

（1）能运用对话技巧创编对话。

（2）能根据评价标准评价同伴的对话。

教学重点

1.学生能掌握和运用句型---How many...do you see?---I see....来询问物品的数量。

2. 学生能根据情境表演对话。

教学难点

1.学生能理解语句：The black one is a bird.

2.学生能运用目标句型和所学语言创编丰富的对话。

四、教学准备

希沃课件，词卡，头饰

五、板书设计

六、教学过程

Step1: Warm up

1.Greetings
2.Play a game

T: Hello, boys and girls. First, let’s play a game. I say one, you say two.

Ss: Ok.

T: One, one, one.(配合动作，大拇指向上)

Ss: Two, two, two.

T: six，six，six.(配合动作，大拇指向下)

Ss：five,five,five.

3.Enjoy a song

T: Now, let’s enjoy a song. Let’s guess what's the name of the song? A.How many？B.How are you？

Ss: How many？

T:Great! Today, we are going to learn Unit 6 how many?(领读标题，贴板书)

【设计意图】通过叠叠高的游戏和歌曲活跃课堂气氛，并复习巩固旧知数字1-10。师生问好后引导了解本课学习的主题，开门见山，快速让学生进入课堂。

Step 2: Presentation & Practice

1. Talk about the things in the park.

T: Let’s go to the park. Look at the park. Wow, so ...

S：So ...(big)

T：Go! Go! Go! Go to the park! See！See！See！see the cats. I see four red flowers. What about you?

S1: Go! Go! Go! Go to the park! See！See！See！I see_____ ____ ______.

S2:Go! Go! Go! Go to the park! See！See！See！I see seven blue flowers.

T:How many flowers do you see? So seven and four is eleven.(Teach eleven)

Seven

Leven Great！

Try eleven (让学生有对比着试读) Yeah you are so clear/great try again

(星星奖励过去)

Look, four and seven, eleven

six and five eleven

eight and three eleven(手指动动)

Good!two and nine eleven

So, Look at the flowers,so ______.

S4: Look at the flowers,so beautiful!

T: Nice, so beautiful!(Teach beautiful)

【设计意图】通过使用I see ... 的句型对公园的动物进行描述，唤醒学生的语言意识，同时也为后续语言运用做准备。在谈论flowers时, 利用希沃放大镜的功能与学生一起数一数花的数量，学习数字eleven。教师板贴出示seven, 先让学生试读leven, 然后跟读eleven。

2. Talk about the dogs

T: Listen! Who’s coming?（听声音猜动物）

S4: Dogs!

T: Good jib! How many dogs do you see?

Ss: I see two dogs.

T: Look at the dogs. I like the brown one. It is

cute. It has two big eyes. What about you?

S1: I like the ... one . It is ... It has ...

T:I see one dog.

It has one head.

two eyes.

four legs.

I have one head you have one head too.

it has one head two eyes.I have two eyes, too. you have two eyes, too. and it has four legs very good. I have four legs. No! two legs, yes! you have two legs,too.Okay now look how many dogs do I see? (蒙版擦除)

S1: Two dogs have ___ heads, ___ eyes and ____ legs.

S2: Three dogs have ____ heads, __ eyes and twelve legs. (Teach twelve)

【设计意图】改编经典游戏《数青蛙》，使其成为学生操练数字的语言材料，有效复习身体部位的词汇的同时，又教学单词twelve。从学生熟悉的内容出发，以旧带新，在活动中让学生运用所学语言，整个教学过程充满趣味，又激发学生的参与热情。

3.Practice twelve

Look three dogs has twelve legs,then how many cats have twelve ears? Can you guess? One cat twelve ears? twelve cats twelve ears?

one cat has two ears

two cats has four ears

how many cats have twelve years

4. 创设Zhang Peng 和Amy去公园的情境。

(1)Look and say

T: Look! Who’s that boy?

S1: He’s Zhang Peng.

T: Yes. Who’s she?

S2: She’s Amy.

T: Good！Our friends，Zhang Peng and Amy are in the park，too.Go！Go！Go! Go to the park, See! See! See! See？（动画效果，风筝飞入）

Ss: kites.
T: Look at Zhang Peng, Let’s guess, what does he say?

S: Look at the kites.

T: Wow, kites. They see many kites. Read after me, please.

Ss: ...

T：Who can be Amy. Wow, so...

S: Wow, so cute/ funny/beautiful!
4. Let’s talk
(1) Watch and answer

T: Let’s watch and answer.

Q1:How many kites does Amy see?

Q2: How many kites does Zhang Peng see?

反馈，教师追问：How many kites do you see? Let’s count! （试错）1,2...12.（circle the bird）

S1: No, the black is a bird.

T: Great!

【设计意图】带着问题看视频，培养学生获取信息的能力。通过追问检测学生对文本的理解，圈出图片中的bird,让学生更好的理解本课难点。

（2）Listen and imitate.

升降调强调
（3）Role play.(Let’s dub)

T: Let’s act. One is Zhang Peng, one is Amy. Look at the tips.

【设计意图】通过听音跟读，出示对话朗读的要求开展同桌对话操练，让学生融入对话情境，为表演对话作铺垫。

（4）Say more.

T：Hi, children. Let’s say more. Look at the tips,say more, you can get more stars. I’m Zhang Peng. Who can be Amy?

S1: I’m Amy.

T: Good morning, Amy.

S1: Good morning, Zhang Peng.

T: Let’s go to the park.

S1: Great.

T: Look at the kites.

S1: Wow, so beautiful.

T: Yes, I like kites. What about you?

S1: Me too.

T: How many kites do you see?

S1: 1,2...I see 12.

T: No! The black one is a bird.

S1: Oh! Silly me!

T: I like the big blue and white kite.

S1: I like the fish kite.

T: Ok, do we say more? What do we say?

S1：Good morning, Amy. Good morning, Zhang Peng.

S2: Let’s go to the park.Great.

T: Wonderful, you listen carefully, three stars for you.Do we do the action?

S1: Point

T: Yes,we point and count. You watch carefully,three stars for you.

【设计意图】教师增加对话评价标准，引领学生观察对话，同时增加对话框，激活学生已有知识储备让学生思考如何将对话编长，然后通过老师的示范引领，让学生感受丰富的对话内容，为同桌创编对话作铺垫。

（5）同桌创编对话。

T: OK. It's your turn. Two minutes for you.
（6）对话展示。

T: Who can share your performance. Look, here are some tips for you.

wow they listen carefully and watch carefully, six stars for this group.

放到他们桌子上

【设计意图】在学生展示对话时注重仪式感，并让学生参与评价，需具体说出增加的语言和动作，从而让学生习得创编对话的技巧，同时让除表演外的同学也积极参与对话展示的环节中来，养成良好的听课习惯。

Step 3: Consolidation and Extension
1. 创设新场景，创编新对话

Let’s go to the park.Go! Go! Go! Go to the park! See！See！See！See the birds. You try!

T: Look ! Zhang Peng and Amy are watching the birds. What will they say? Let’s go and see.

I’m Zhang Peng. Who want to be my friend Amy.Let’s have a try.

T：Good morning，Amy.

Ss: Good morning, Zhang Peng.

T: Look at the birds.

S1: Wow, so cute.

T: How many birds do you see?

S1: 1,2...I see 10.

T:but the white one is a duck and the yellow one is a duck,too. so how many birds do you see? Boys and girls. help me help me. OK let's count together

T: Haha!

wow we say it loudly and we do the actions and do we use the key sentences? Now choose one scene and make a new dialogue in pairs.

2. 表演对话，落实评价