Unit 4 Lesson 22 How Old Are You 教案

义务教育教科书冀教版三年级上册
《Lesson
22
How
Old
Are
You?》教学设计
一、教学目标：
1.知识目标：
学生掌握下列词汇
old
,
young.
学生能够口头运用How
old
are
you?
I’m
___years
old.
2.能力目标：
学生能够理解并能用以下词句进行交际：old，young.
能口头运用How
old
are
you?
I’m
___years
old.
3.情感态度目标：营造英语学习氛围，培养学生学习英语的兴趣。学生能够准确地发音，喜欢英语并愉快的上课。
二、教学重难点：
词汇
old，young.
句型
How
old
are
you?
I’m
___years
old.
三、教学用具：多媒体、人物卡片
四、教学过程:
Step
1:
Greeting.
T:
Hello,
boys
and
girls.
Nice
to
meet
you.
S:
Nice
to
meet
you,
too.
T:
My
name
is
Li
Ying.
What’s
your
name?
S:
My
name
is…
T:
Nice
to
meet
you.
S:
Nice
to
meet
you,
too.
T:
Look,
I’m
tall.
He’s
short.
(设计意图：和学生打招呼并和孩子们说一说高和矮，拉近与学生之间的距离，让学生能够更贴近老师，对英语课堂产生兴趣。)
Step
2:
导入新课
T:
Hello,
What’s
your
name?
S:
My
name
is…
T:
Nice
to
meet
you.
S:
Nice
to
meet
you,
too.
T:
I’m
tall.
She’s
short.
Look!
This
is
Jenny’s
father.
He’s
tall.
This
is
Jenny’s
brother.
He’s
tall,
too.
But
he’s
old.
He’s
young.
She’s
old.
She’s
young.
Look!
He’s
old.
She’s
young.
Say
after
me,
/?u/
/?u/,
old,
old.
How
to
read?
S:
cold,
hold,
most.
T:
He’s
old.
She’s
young.
Say
after
me,
young,
young,
/j/
/j/,
young.
How
to
read?
S:
Yes,
you,
yo-yo.
(设计意图：教授新单词old和young，并教会学生语音，并进行读词扩展。)
T:
（拿出写有old和young的两张卡片）How
to
read?
S:
old,
young.
T:
Let’s
play
a
game.
“Touch
and
Say”,
Ok?
(通过全身的活动来记忆和巩固单词
old
和young.)
T:
We
say
he’s
old/
she’s
young.
Now,
let’s
guess.
Is
he/she
old
or
young?
Are
you
ready?
S:
Yes.
(此处播放五组图片和音频，通过音频和图片的结合，让学生猜Is
he/she
old
or
young?
通过变换形式让学生练习
He’s/
She’s
old/
young.
激发学生的学习兴趣，巩固学习的知识。)
T:
I
have
a
friend.
Is
he
old
or
young?
Let’s
see.
Oh！Where
is
my
friend?
Let’s
count
from
one
to
ten
and
he
will
come,
ok?
S:
one,
two,
three,
four,
five…ten.
(设计意图：通过用数数的方式把老师的朋友叫出来，达到复习数字1-10的目的。)
T:
Here
is
my
friend.
Is
he
old
or
young?
S:
He’s
young.
T:
He’s
Jenny’s
brother.
He’s
young.
This
is
Jenny’s
family.
This
is
her
mother，her
father
and
her
sister.
Now
I
‘m
Jenny,
I
will
talk
about
my
family.
My
brother
is
tall.
My
mother
is
short.
Who
wants
to
be
Jenny?
(这里已经到了课程中部，通过变换举手的方式来唤醒学生的头脑。学生说：“teacher,
teacher,
let
me
try.”)
S:
My
father
is
old.
My
sister
is
young.
（多让学生发言，培养学生说的能力。）
T:
Great.
In
my
family,
my
father
is
tall.
I
am
short.
My
mother
is
old.
I
am
young.
How
about
your
family?
Let’s
talk
about
it.
(设计意图：拿出学生之前准备好的家庭照片，和同桌谈谈自己家人。通过学习对Jenny家人情况的了解，深入到对自己家人描述，达到学以致用的目的。)
T:
He’s
young.
I
am
young,
too.
I’m
25
years
old.
(板书I’m
25
years
old.)
Say
after
me,
years
old,
years
old.
Please
say
it
one
by
one.
T:（出示很多有关年龄的图片并标注上年龄）How
to
read?
S:
Three
years
old.
T:
How
about
this
one?
S:
Five
years
old.
One
year
old.
T:
Pay
attention.
“One
year
old
”not
“one
years
old”.
How
about
this
one?
S:
Seven
years
old.
T:
She’s
seven
years
old.
I’m
25
years
old.
How
old
are
you?
(板书
How
old
are
you?)
Read
after
me.
“How
old
are
you?”
Say
it
one
by
one.
T：How
old
are
you?
S:
I’m
…years
old.(带着学生读一读，让学生能够明白How
old
are
you?
要用I’m
...
years
old
来回答。)
T:
Now,
let’s
play
a
game.
“Paper,
Scissors,
Stone
”
If
I
win,
I
ask
you.
If
you
win,
you
ask
me.
For
example…(通过游戏来练习重点句型“How
old
are
you?
I’m
…
years
old.)
T:
How
old
are
you?
S:
I’m
…years
old.(此处把板书的年龄改回来。I’m
nine
years
old.
让学生明确感知年龄的数字是可以改变的。)
带着学生读一读，让学生能够明白How
old
are
you?
要用I’m
...
years
old
来回答。)
T:
He’s…
years
old.
How
old
is
Li
Ming,
Danny,
Jenny
and
Lynn？Let’s
see.
(播放视频)
Now,
please
open
your
books.
And
take
out
your
paper.
Let’s
read
and
match.
（学生自己做完之后，老师进行订正，然后再放一遍视频。
T：Look
at
the
blackboard.
Let’s
read
after
it.
Please
open
your
books.
Boys,
you
are
Danny.
Girls,
you
are
Jenny.
I
am
Li
Ming.
Let’s
read
together,
ok?
(学生分角色朗读。)
Step4：练习与巩固
T：
You
did
very
good
job.
Now,
let’s
play
a
game.
Boys,
please
stand
up.
“How
old
are
you?”
Can
you
ask
him?
Ask
and
answer
one
by
one
as
quickly
as
you
can,
ok?
\We
have
30
seconds.
Are
you
ready?
(男生做过之后再让女生做一遍。对比男女生到底谁说的多，说的准确。)
T：Boys
and
girls,
you
all
did
very
good
job.
I
have
a
song
for
you.
Let’s
sing
the
song.
How
old
are
you?
How
old
are
you?
Micky,
Micky,
how
old
are
you?
How
old
are
you?
How
old
are
you?
Six,
six,
I’m
six.
T:
Ok,
so
much
for
today.
Goodbye,
boys
and
girls.
五、Homework.
Talk
about
your
family
with
your
friends.
六、板书设计
Lesson
22
How
Old
Are
You?
old
young
How
old
are
you?
I’m
nine
years
old.
七、教学反思
本节课达到了预期的课堂教学效果，学生在听课时能够专心、认真的跟着老师的思路走。英语学习较差的学生也能积极回答问题，学有所得，学习成绩较好的学生，也因为在后来书写小作文时，感觉受到了挑战，集中了注意力。学生的知识和语言运用能力有所提升。我认为该课的设计有以下突出特点：
1.教学目标和教学模式、方法的选择得当。
2.能够联系身边的实际生活来努力给学生创设一些真实的学习环境。
3.本课的设计针对了不同层次学生的学进行设计的，由浅入深。
4.在教学过程中，老师发挥了学生的主体地位，以学生的听、说、读、写为主线，老师以引导为主。
5.激发学生学习英语的兴趣，达到了预期的课堂教学效果。
但在教学的过程当中还有一些瑕疵是不能忽视的，例如，在最后一个游戏环节，因为没有交代清楚，导致操作错误，今后要注意口头语言的运用。