四年级上册 第三单元
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说：thirteen, fourteen, fifteen。
2. 能听懂、会读、会说日常用语：What do you have?、I have …、How many …do you have?。
3. 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。
4. 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。
3. 用正确的语音语调朗读对话，表演故事。；
教学难点：1. 对于句型的掌握。
2. 用正确的语音语调朗读故事。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, Vivian.
T: Hi! How are you today?
S1: I’m fine./I’m good …
2. Sing a song
T: Do you like singing?
S: Yes, we do.
T: Let’s sing a song. OK?
S: OK!
T: Good. Here we go. Ready? Go.
How many fingers do you have? Let’s count!
(老师带着学生边做动作边跟唱歌曲)
【设计意图：通过歌曲营造轻松愉悦的课堂气氛，并通过“数数手指头”复习数词并渗透本节课将要教授的重点句型How many …do you have?为后面的教学铺垫。】
Step 2 Presentation
1. Let’s count
T: Well, boys and girls. How many fingers do you have?
S: Ten!
T: Great! Let’s count from 1 to 12. OK?
S: OK! (学生从1数到12)
2. New numbers
T: You counted very well. Now, look! Here are some pandas. How many pandas?
S1: 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 I’ve got some stickers for you.
(新授单词sticker/stickers)
T: How many stickers? Can you count?
S2: Fifteen.
T: (新授数词fifteen)
【设计意图：通过数数复习旧知，自然教授三个新的数词和课文所涉及的生词sticker，为后面的故事教学降低难度。】
3. Read the numbers
T: Let’s read the three numbers together.
S: (跟读)
Step 3 Story time
1. Look and say
T: I’ve got some stickers today. One of our friends has some, too. Look at this picture. Who are they?
S: They are Mike, Liu Tao, Helen and Yang Ling.
(PPT出示课文图片，教师带领学生观察图片并展开讨论)
2. Watch and answer
T: Who has the stickers? Let’s watch the cartoon. And try to answer the question.
Who has 15 stickers? (PPT播放课文动画)
T: Who has 15 stickers?
S: Helen has 15 stickers.
3. Listen and fill
T: Let’s 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 many toy cars does Mike have?
S: Thirteen.
【设计意图：帮助学生整体感知课文，整理课文要素。】
4. Read and learn
T: “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)
【设计意图：引导学生进一步掌握句型。】
5. Read the story
a. Listen and repeat. (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 together. (PPT标注升降调)
【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的情感变化。】
d. Read by yourselves and try to think.
(自读课文并思考)
【设计意图：引导学生自读领会课文中新句型，培养他们联系上下文理解的能力和自学能力。】
Step 4 Consolidation
1. Try to remember
T: Discuss in pairs and try to remember the text. (同桌讨论回忆课文并填空)
2. Act the story
T: You really did a good job in this story time. It’s Show time for you. Can you act the story? Prepare it in groups of four. Then come to the blackboard to act it out. (教师组织学生四人一组，表演课文。)
【设计意图：表演课文可以帮助学生复习、巩固课文，学生带着头饰，将故事内容进行脱稿表演是提高学生语言能力和学习兴趣的最佳方式。】
3. Make a short play and act it out
T: I know you can act the story very well. Now I’ll 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 make a short play with your 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 _______. They’re _______.
—How many _______ do you have?
—_______
—Do you have any _______? Yes, I do. How many? _______
—Do you have any _______? No, I don’t. What do you have? I have _______.
—Can I have a look? _______
—Can I have one? _______
T: Excellent, boys and girls. Wonderful jobs you did today. I can see you can play, you can read and you can act!
S: Yeah!
【设计意图：将课文按照自己的想法进行改编，对学生提出更高要求，期待通过创新、合作，共同将这节课所学内容以自己的方式演绎出来，学生有话可说，有话想说，课堂气氛再次升至高点。】
Summarize
1. 数字13~15
Thirteen, fourteen, fifteen
2. 当你想知道对方有什么，可以问：
What do you have?
3. 当你想询问对方拥有物品的数量时可以问：
How many … do you have?
4. 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
1. Listen and read the story and try to recite it.
2. Invite 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
板书设计： Unit 3 How many?
说课
一、教学流程与设计意图
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
在阅读前阶段，我设计了两个层次递进的活动。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——How many?。其次，通过数数的问答，新授课文中所涉及的部分新单词，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部分—阅读中阶段。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测；
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，归纳语调规则，旨在培养正确优美的语音语调；
6. Read together 学生齐读，增强朗读自信并培养语感；
7. 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；
显而易见，以上几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，我设计了以下三个活动：
1. Try to remember 同桌讨论，回忆课文，加深理解和记忆；
2. Act the story 学生围绕课本表演；
3. 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：
1. 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；
2. 创设平台，学生使用目标语进行综合性语言输出。
最后，跟大家分享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发展
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
四年级上册 第三单元
第2课时 教案
Teaching contents 教学内容
Fun time & Cartoon Time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说：sixteen、seventeen、eighteen、nineteen、twenty。
2. 能听懂、会读、会说日常用语：What do you have?、I have …、How many …do you have?。
3. 能正确地理解并朗读卡通内容，在图片和语言提示下表演故事。
4. 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 leSon and predicted area of difficulty 教学重点和难点
教学重点：1. 句型的教学。
2. 绘声绘色地表演故事。
教学难点：灵活地运用所学句型谈论物品及其数量。
Teaching procedures 教学过程
Step 1 Free talk& Revision
1. Listen to the number song
T: Hello, boys and girls. Do you like the song?
S: Yes.
T: Good. Me too. Let’s try to sing the song together. OK?
S: OK.
T: Great! Show me your hands.
S: (Sing the song) (老师带着学生边做动作边跟唱歌曲)
【设计意图：通过歌曲营造轻松愉悦的课堂气氛，紧扣单元话题复习数词，为后面的教学铺垫。】
T: Wow. Boys and girls, you sing beautifully. I like it. And what’s the song about?
S1: Numbers.
T: Yes. It’s about numbers. Can you say the numbers?
S: Yes.
T&S: One, two, three … twenty. (简单教学16~20的英文数字)
T: Great! You know so many numbers. And are you ready for the class?
S: Yes.
T: Now let’s look at our goals for this lesson:
First, I can use “What do you have?” and “How many … do you have?” to ask questions. Second, I can understand and act Cartoon time. Third, I can talk about things we have. Do you understand? Let’s try to achieve the goals, OK?
S: OK.
2. Review Story Time
T: Look, there are some children here. Who are they? Yes. They are Yang Ling, Helen, Mike and Liu Tao. What are they doing? They are talking about their toys. What do Mike and Helen have? Do you remember? Now you are Mike or Helen, please tell me what you have and how many? OK. Who wants to be Mike? S1, please.
S1: I have thirteen toy cars.
T: Is he right? Yes. Mike has thirteen toy cars. What about Helen? Who wants to be Helen? S2, you please.
S2: I have fifteen stickers.
T: Is she right?
S: Yes.
Step 2 Do a survey (Fun Time)
1. Introduce the flea market
T: Good. Mike and Helen have thirteen toy cars and fifteen stickers. What are the things for? Why do they have these things? Because they want to go to an interesting place. Do you want to know the place? Let’s go and have a look.
(播放跳蚤市场视频)
T: Wow, there are so many people there. What are they doing? They are selling and buying things. Where are they? Are they in the supermarket?
S: No.
T: Look, they are in a Flea Market. Mike and Helen want to go there too. Would you like to go with them?
S: Yes.
2. Summary
T: Me too. And I have something for the market. They are in this bag. Do you want to know what I have? You may ask me like this. (PPT呈现问答句型)
S1: What do you have?
T: I have some dolls.
S2: How many dolls do you have?
T: Look, I have four dolls.
T: OK. Boys and girls, if you want to know the things I have? You can ask me: What do you have? And I can answer: I have … And if you want to know the amount, you can ask: How many … do you have? But please pay attention to the nouns here. Don’t forget to use the plural form. Understand? Let’s read together. And we can answer: I have …
T: Well done. And I have something else in the bag? Can you ask me together?
S: What do you have?
T: I have some toy cars.
S: How many toy cars do you have?
T: Let’s count. One … six. I have six toy cars. Are they cool?
S: Yes.
3. Do a survey
T: Thank you. Boys and girls, let’s finish a table before we go to the flea market. I need four of you to come here and give us an example. Don’t be afraid and I will help you. (学生课前准备一些物品，这时可以带上讲台)
T: Hello, S1. What do you have?
S1: I have …
T: How many … do you have?
S1: I have four
T: OK. So I write four here. And now, you can ask him/her. And I will write down the numbers. (教师带领这几个学生示范)
T: OK. Now, it’s your turn. First, four students a group, talk about things you have and how many. Then, one of you should write down the numbers. And don’t forget to use the sentences on the blackboard. Now please take out your things and paper. And remember you have only two minutes. If the music stops, you have to stop. Ready? Go!
T: OK. Boys and girls, if you have finished, show me your hands. Congratulations! Let’s try to do a report. Which group wants to try first? (请几组学生作报告)
T: Good job. Boys and girls, I know you have so many things. Now, let’s go to the flea market. OK? Let’s go.
【设计意图：创设跳蚤市场这一情境，自然完成Fun time部分的教学。】
Step 3 Cartoon time
1. Lead-in
T: Wow, who are they?
S: Bobby and Sam.
T: Yes. They are our friends. Look. They have two boxes today. What are the things in the boxes? Can you guess?
S: Pencils? Rulers? Rubbers?
T: Maybe. Perhaps.
T: Let’s open them and have a look. What are these?
S: They’re balls.
T: Yes. A big ball and some small balls. Sam has a big ball. And Bobby has some small balls. And what are the small balls?
S: They’re table tennis balls.
T: Now, please follow me. Table tennis ball. Table tennis ball. Look. I have a table tennis ball. And I can play table tennis very well. Right? What about you? Can you play table tennis?
2. Watch Cartoon time to get a general idea
T: Now I know many of you can play table tennis. What about Bobby? Can Bobby play table tennis? Let’s watch the cartoon. OK? (PPT播放动画)
T: OK. Boys and girls, can Bobby play table tennis?
S: No.
【设计意图：帮助学生整体感知课文, 整理课文要素。】
3. Read Cartoon time for details
T: Yes. You’re right. But how do you know that? What does Bobby say? Please open your books and turn to Page 21. Read the story by yourself and try to find the answer and underline the sentence. Understand? OK.
T: Have you found the answer?
S1: No, but I can do this.
【设计意图：引导学生自读领会课文中关键句，培养学生联系上下文理解的能力和自学能力。】
4. Note the intonation
T: Bobby can do this. Can you?
S: No.
T: I can’t do it either. But Bobby can. So he is proud. Can you read this sentence in a proud way?
S1: No, but I can do this.
T: Good. Let’s listen to Bobby. And try to follow him.
S: No, but I can do this.
【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的心理与情感变化。】
T: Very good. Bobby can play with so many balls. Do you know how many balls? Let’s count together.
T&S: 1—12.
T: OK. Let’s read the story. Pay attention to your pronunciation and intonation. Let’s read after the cartoon first. And then read after me. At last, please read by yourself. (提醒学生注意模仿语音语调，这是演绎好Cartoon time的关键)
S: Yes.
Step 4 Consolidation
1. Act Cartoon time
T: Let’s try to act the story. And I want to be Bobby. Who wants to be Sam? Come here. Act with me. (师生示范卡通部分对话)
T: Boys and girls, do we act well?
S: Yes.
T: Thank you. Now it’s your turn. You can act with your partners.
S: Act the story.
【设计意图：表演卡通部分可以帮助学生复习、巩固，学生带着头饰，将卡通板块内容进行脱稿表演是提升学生语言能力和学习兴趣的最佳方式。】
2. At the flea market
T: Wow, boys and girls. Bobby and Sam are in the flea market. Who is coming?
What does she say? Hello, I am the reporter from Kids-TV.
S: Hello.
T: Nice to see you, boys and girls. (老师扮演小记者示范)
S: Nice to see you, too.
T: Hello, boy. What’s your name?
S1: I’m …
T: Do you like the flea market?
S1: Yes.
T: What do you have for the flea market?
S1: I have some balls.
T: How many balls do you have?
S1: Three.
T: OK. Hello, girl. What is your name? Do you like the flea market?
S2: Yes.
T: Do you have any dolls?
S2: No, I don’t.
T: What do you have?
S2: …
T: Now, boys and girls, am I a good reporter?
S: Yes.
T: Now, do you want to be a reporter? It’s your turn. Four students a group, one is the reporter. And the others are the sellers. Practice now. Go.
T: Which group wants to try? (请几组学生表演)
T: Boys and girls, at this lesson, we do a survey. And then we act Cartoon time. In the end, we go to the flea market to be a reporter. You’ve done a very good job. Big hands for yourselves.
【设计意图：将跳蚤市场的场景贯穿始终，对学生提出更高要求，期待通过小组合作，共同将这节课所学内容以灵活的方式演绎出来，学生有话可说，有话想说，课堂气氛再次升至高点。】
Homework 家庭作业
1. Read and act Cartoon time for your parents.
2. Talk with your friends, classmates or family members about their things.
Teaching aids 教学准备（含板书设计）
教学准备：人物卡片和头饰、袋子、洋娃娃、乒乓球等物品、多媒体课件。
板书设计： Unit 3 How many?
说课
在本节课的导入环节，以数字相关歌曲活跃课堂气氛，唤起学生与本课学习内容相关的旧知。通过对歌词内容的复述，自然新授16~20的英文数字。再由复习课文，引出本节课创设的“跳蚤市场”这一情境。
学生通过观看视频，了解什么是“跳蚤市场”，教授Fun time中的物品，呈现调查所需要用的句型，同时带领学生再一次巩固句型的使用。小组合作，完成Fun time的调查任务，学生之间互助学习，共同进步。
在卡通板块的学习过程中，依然借助“跳蚤市场”这一情境，引出新词table tennis。教师以play table tennis，引起学生的兴趣，再请学生通过看动画了解Sam能否play table tennis，理解故事大意并回答该问题。
在朗读的训练中，教师要注意指导学生使用正确的语音和语调，并能够揣测说话人的语气与心情，为接下来的表演环节打好语言基础。
巩固环节，设计了记者调查访问“跳蚤市场”这一活动。这一设计综合运用了本课的语言知识，训练了学生听说的能力，并重点解决本课的教学难点。这一环节的教学过程中，教师要给予学生充分的时间和及时的指导。
四年级上册 第三单元
第3课时 教案
Teaching contents 教学内容
Sound time & Rhyme Time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会拼写本单元单词。
2. 能听懂、会说、会读、会运用本单元句型。
3. 能了解并会正确发出字母l在单词中间的发音/l/。
4. 能理解并流利诵读Rhyme?time的小诗。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 能了解并会读/l/，能总结归纳过去所学单词。
2. 能理解并流利诵读Rhyme?time的小诗。
教学难点：1. 灵活地改编小诗。
2. 总结归纳含有字母L的单词。
Teaching procedures 教学过程
Step 1 Free talk & Revision
Greetings
T: Hello, boys and girls. Do you like playing games?
S: Yes.
T: Let’s play a game about numbers. OK?
S: OK.
T: The name of the game is Number Rain. Look at the rules, first.
S: (Play the game.) (老师说明游戏规则后让学生进行游戏)
【设计意图：通过游戏营造轻松愉悦的课堂气氛，紧扣单元话题复习数词，同时抓住学生的课堂注意力，有利于后面教学的开展。】
T: Wow. Boys and girls, you played it very well. And can you count from 1 to 19?
S1: Yes.
T: Let’s count.
T: Can you spell the numbers in English?
S: Yes.
(请学生单个、同桌、小组或全班拼背13~19的英文数字)
T: Great! You know numbers very well. And I have some gifts for you. What are they? You may ask me like this “Do you have any …”
S: (猜老师带来的礼物)
Step 2 Rhyme Time
T: Look, they are some cakes. Let’s listen to the rhyme.
S: (Listen to the rhyme.) (PPT播放动画)
T: How many cakes do I have?
S: Four.
T: Do you like cakes?
S: Yes, we do.
T: Let’s listen and repeat.
(先试着让学生讨论最后一句的中文释义，教师再给出正确释义)
T: Let’s read the rhyme together.
T: Try to read and act it out in group.
(全班齐读小诗，再分组表演和诵读小诗)
【设计意图：强调学生模仿语音语调，读出小诗的韵律韵调。】
T: You did a very good job. Can you make a new rhyme like this?
S: (Discuss in groups and make their new rhymes.)
T: Who wants to show your new rhyme?
(小组讨论，编演自己的小诗)
【设计意图：通过学生编演小诗，增添课堂情趣，让学生们小组讨论自创小诗，锻炼孩子们的合作精神和创新意识。】
Step 3 Sound time
T: Boys and girls, your rhymes are perfect. And I wrote a rhyme too. Can you read it?
S: (Read the rhyme.)
T: Pay attention to these words.
T: Please read after me.
(请学生跟读四个画圈的单词，引入Sound time，再领读Sound time中的5个词)
T: How is letter “l” pronounced?
S1:/l/.
T: Right. Please read after me. /l/, /l/, /l/.
S: (Read after the teacher.)
T: Look, here is a little lion. Can you fill in the blanks according to the picture? You may discuss in pairs. (学生同桌讨论填词)
S: (Fill in the blanks in two.)
T: Great. Let’s enjoy the cartoon about /l/.
(PPT播放动画)
T: OK. Boys and girls, can you find more words like these?
S: Yes.
【设计意图：学生回忆归纳含有字母l的单词，老师总结写在黑板上，帮助学生知识迁移。】
T: You found so many words. That’s fantastic. Would you like to do something more difficult?
S: Yes.
T: Can you make a sentence with these words? For example …
S1: Yes …
【设计意图：教师给例子，让学生用归纳出来的单词造句，培养他们的英文创作意识和能力，提高他们对于语音学习的兴趣和主动性，自己造句也更利于记忆。】
T: Your sentences are amazing! You may make more after class. Okay?
S: OK.
Homework 家庭作业
1. Listen and read the rhyme, try to recite it. 听读小诗 ，试着背诵。
2. Try to find more words with letter “l” and then make some sentences.
找出更多字母l发/l/的单词，并尝试组成句子。
Teaching aids 教学准备（含板书设计）
教学准备：单词、音标卡片、多媒体课件
板书设计： Unit 3 How many?
说课
在本节课的导入环节，以数字相关游戏活跃课堂气氛，唤起学生与本课学习内容相关的旧知。通过数数1~19，自然拼背13~19的英文数字。再由猜猜老师带来了什么礼物，复习所学句型，引出本节课的韵律诗。
韵律诗部分，先观赏动画、跟读，再讲解中文意思、小组诵读表演；基础任务完成之后，再给例子让学生自创小诗，说一说，演一演，培养学生的协作能力和创新意识。
在Sound time的学习过程中，借助老师自己的韵律诗，引出语音板块的五个单词，教师先领读单词，再让学生试着归纳语音规律。学生说出正确发音后，请学生再找找类似的单词，并用这些单词造句。充分调动学生的旧知识，学生自己编出的句子也记得更牢固。
特别要注意的是，在朗读小诗的训练中，教师要注意指导学生模仿正确的语音和语调，读出韵律和韵调，培养他们良好的语感。
四年级上册 第三单元
第4课时 教案
Teaching contents 教学内容
Checkout time & Ticking Time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会拼写本单元单词，初步感知数词构成规律。
2. 能听懂、会说、会读、会运用本单元句型。
3. 能正确、独立完成Checkout time。
4. 能客观评价自己的学习情况。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 能听懂、会读、会拼写本单元单词，初步感知数词构成规律。
2. 能听懂、会说、会读、会运用本单元句型。
教学难点：初步感知数词构成规律。
Teaching procedures 教学过程
Step 1 Free talk & Revision
Greetings
T: Hello, boys and girls. Welcome back to our English class. First, let’s sing the number song again. OK?
S: OK.
T & S: (Sing the song.)
【设计意图：通过复习歌曲营造轻松愉悦的课堂气氛，紧扣单元话题复习数词，有利于后面的教学展开。】
T: Wow. Boys and girls, you sang very well. Would you like to play a game with me?
S: Yes.
T: (老师让学生先了解游戏规则，之后游戏) Please say the numbers or phrases you see quickly. Are you ready? Here we go!
S: (Play the game.)
【设计意图：通过游戏吸引学生注意力，同时复习单元重点词句，巩固单元知识。】
T: Great! You did a very good job. Let’s count from 1 to 19.
S: (Count from 1 to 19.)
T: That’s easy for you. Now, let’s count the odd numbers.
S: (Count the odd numbers.)
T: then, let’s count the even numbers.
S: (Count the even numbers.)
T: Well done! This time, please say the next number.
S: (Say the next number according to the PPT.)
T: Then, please say the last number.
S: (Say the last number according to the PPT.)
(通过多种形式复习英文数词，把握课堂节奏，让学生集中注意力)
T: Great! You know numbers very well. But can you find the spelling rules?
S: (尝试总结数词拼写规律)
T: (总结规则，带领学生拼读体会)
【设计意图：让学生通过观察，尝试发现拼写规则，培养孩子观察、发现、分析、总结的自学能力】
Step 2 Checkout Time
T: You learnt numbers very well. Let’s check. Open your books and turn to Page 23. And try to fill in the blanks.
S: (Do the exercise.) (学生完成Checkout time)
T: Have you finished?
S: Yes.
T: (带学生两两一组核对答案)
(让学生完成后，同桌对话，再前后对话)
【设计意图：让学生前后左右核对，合作交流，互相帮助。】
Step 3 Ticking time
T: Boys and girls, you are excellent! Please finish the Ticking time on Page 23.
Step 4 Work paper
(布置学生完成课堂学习单，并核对答案，以下为学习单设计)
Unit 3 How many? 课堂学习单
一、用英语说一说。
1. 看看我的玩具小汽车。
2. 你有多少本书？
3. 你有什么？
4. 我有一些贴纸。
5. 我能看一看吗？
6. 我能拥有一张吗？
7. 它们在那个盒子里。
8. 你会打乒乓球吗？
9. 不会，但是我会这样做！
二、按句意填空。
1. —你的文具盒里有多少支钢笔？
—四支。
—_______ _______ _______ do you have _______ your pencil box?
—_______.
2. —你有什么？
—我有许多盒子在课桌上。
—_______ do you _______?
—I have _______ _______ on the _______.
3. 我有十四个球。你呢？
I have _______ _______. _______ about you?
Homework 家庭作业
1. Spell and try to remember the numbers from 1 to 19.
拼读并尝试拼背数字1到19。
2. Preview Unit 4. 预习第四单元。
Teaching aids 教学准备（含板书设计）
教学准备：多媒体课件、课堂学习单
板书设计： Unit 3 How many?
说课
在本节课的导入环节，以数字相关歌曲活跃课堂气氛，唤起学生与本课学习内容相关的旧知。再通过多种形式的游戏复习数字1~19，随后引导学生尝试总结拼写规律，培养他们观察、发现、分析、总结的自学能力。
Checkout time部分，让学生先观察图片独立完成，再左右、前后谈论核对答案。让孩子们学会合作互助。
在Ticking time部分，教师应适当教会孩子如何客观地评价自己的学习情况，可以举几个具体的例子。
在本课的尾声，教师安排了课堂学习单的学习检测模式，先说后写，以便学生逐渐熟悉了解中年段的英语学习要求和变化。
特别要注意的是，在核对的过程中，也可以让学生先同桌讨论核对一下，提高发言的正确率，以提升学生的学习自信和兴趣。
