四年级上册英语教案Unit 3How many（Period 1）译林版（三起）

1、.4AUnit 3 How many?Period 1一、教学内容：Story time 二、教学目的：1.知识目的：1 能听懂、会读、会说数字13-19，单词sure，sticker.2 能听懂、会读、会说句型Do you have any .? What do you have? How many.do you have? (3) 能听懂、会读、会说日常交际用语Can I have one? Can I have a look?2.才能目的：1 能正确地理解并朗读对话内容，在老师的引导和帮助下表演课文内容。2 能初步运用本课所学的数字和日常用语询问和表达数量。3.情感目的：1 通过对话表演

2、，激发学生学习英语的兴趣，培养学生的综合语言运用才能。2 通过小组表演对话，培养学生的合作精神和创新才能。三、教学重点：能正确地理解并朗读对话内容，在老师的引导和帮助下表演课文。四、教学难点：1.能初步运用本课所学的数字和日常用语询问和表达数量。2.单词sticker, thirteen,fifteen的正确发音。五、教具：多媒体课件、贴纸、头饰、玩具小汽车六、教学过程：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: 闯关游戏 1CAI呈现房子图，师介绍说: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? 引出数字13

5、,15,18并教学 3 Task 2：Try to read 学生尝试读出词组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) 引导学生说出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呈现图片 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 师生简单问答，操练句型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. 提醒学生注意语调Step4. Post-reading1. Read and dub1Ss read in roles 2Dub for the story 提醒学生注意语调2. Act the dialogue.1生分组表演对话。 2请几组学生上台表演对话。

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.课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一那么名言警句即可。可以写在后黑板的“积累专栏上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,老师定期检查等等。这样,一年

12、就可记300多条成语、300多那么名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏在学生脑中,自然会出口成章,写作时便会随心所欲地“提取出来,使文章增色添辉。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) 师生师范(3) Practice in pairs 鼓励学生结合句型发挥想象，编写出去朋友家的完好对话。Step 5.Ho

13、mework 1. 用优美的语音语调朗读课文。2. 用How many. do you have? I have. 句型与朋友询问并表达数量。3. 尝试着学习20以上的数字发音。板书设计：Unit 3 How many?“师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄

14、的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。一般说来，“老师概念之形成经历了非常漫长的历史。杨士勋唐初学者，四门博士?春秋谷梁传疏?曰：“师者教人以不及，故谓师为师资也。这儿的“师资，其实就是先秦而后历代对老师的别称之一。?韩非子?也有云：“今有不才之子师长教之弗为变其“师长当然也指老师。这儿的“师资和“师长可称为“老师概念的雏形，但仍说不上是名副其实的“老师，因为“老师必需要有明确的传授知识的对象和本身明确的职责。宋以后，京师所设小学馆和武学堂中的老师称谓皆称之为“教谕。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习。到清末，学堂兴起，各科老师仍沿用“教习一称。其实“教谕在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者那么谓“教授和“学正。“教授“学正和“教谕的副手一律称“训导。于民间，特别是汉代以后，对于在“校或“学中传授经学者也称为“经师。在一些特定的讲学场合，比方书院、皇室，也称老师为“院长、西席、讲席等。七、教学反思： 本节课教学四年级上册Unit 3 的Story time.本课