【课堂跟踪】Unit 6 How many Part B Let's talk Let's find outPart C Story time教案

课时教学设计
课题
Unit
6
How
many?
Part
B
Let's
talk
Let's
find
out
Part
C
Story
time
课型
新授课
授课时间
教学
目标
能够听懂、会说、认读句式：How
many
...
do
you
have?
I
have...
能够理解并能正确认读课文对话，发音准确，语调自然。
能够在真实的语境中运用本课的句型来询问他人拥有的物品的数量，并能够回答他人的提问。
4.
能够完成阅读、判断等活动，正确理解、认读本单元重点句式。
重点难点
重点：
1.能够听懂、会说、认读句式：How
many
...
do
you
have?
I
have...
2.能够理解并能正确认读课文对话，发音准确，语调自然。
3.
能够完成阅读、判断等活动，正确理解、认读本单元重点句式。
难点：
能够在真实的语境中运用本课的句型来询问他人拥有的物品的数量，并能够回答他人的提问。
关键
学生能够准确模仿对话，并能在语境中灵活运用。
课前
准备
1.
多媒体课件、录音机、磁带。
2.
数字卡片、调查表。
2.
故事中两个主要人物的头饰。
教
学
活
动
过
程
设
计
教
学
环
节
活
动
预
设
方法
意图
二
次
备
课
Step
1
Warm
up
播放歌曲Ten
little
fingers.
Teacher:
Let’s
listen
to
a
song.
Teacher:
Show
me
your
fingers.
Sing
with
me,
please.
Step
2
Lead
in
与学生讨论手指的数目，引出重点句式。
Teacher：Look
at
my
fingers.
How
many
fingers
do
I
have?
Yes.
I
have
ten
fingers.
How
many
fingers
do
you
have?
How
many
eyes
do
you
have?
How
many
books
do
you
have?
How
many
pencils
do
you
have?
How
many
pens
do
you
have?
Step
3
Presentation
1.衔接上一环中讨论的学生拥有的文具，引入课文内容，提出问题，播放课文录音，学生带问题倾听课文。
Teacher:
You
have
so
many
pencils
and
pens.
How
about
Wu
Yifan?
What
does
he
have?
And
how
many
does
he
have?
Listen
to
the
dialogue.
Try
to
find
the
answers.
Teacher:
What
does
Wu
Yifan
have?
Yes,
he
has
new
crayons.
How
many
crayons
does
Wu
Yifan
have?
Yes,
he
has
sixteen
crayons.
2.播放课文内容，学生跟读，注意发音、语调。
Teacher：Now
read
the
dialogue
with
the
tape.
Please
read
it
carefully
and
loudly.
Pay
attention
to
the
pronunciation.
3.自由读对话内容，分角色表演课文。
Teacher：Read
the
dialogue
freely.
Then
act
it
out.
Let’s
find
the
best
pair.
Step
4.
Practice
1.操练重点句式。
教师出示或指向不同的物品，请学生完成对话。
Teacher：Now
let’s
play.
What’s
this?
Oh,
it’s
your
pencil
box.
How
many
pencil
boxes
do
you
have?
What’s
this?
It’s
a
ball.
How
many
balls
do
you
have?
2.与个别学生进行这样的对话，让学生熟悉对话的结构。
Teacher：Can
you
ask
you
partner
like
this?
Practice,
please.
Teacher:
Who
wants
to
show
you
dialogue?
Let’s
find
the
best
pair.
3.Let’s
find
out
小组调查，询问同组间同学拥有的物品数量，填写调查表。
Teacher:
Boys
and
girls,
let’s
do
a
group
work.
Find
out
how
many
things
they
have.
Look
at
the
chart.（呈现教材中Let’s
find
out部分的图片）
You
should
ask
questions,
then
write
the
answers
in
the
chart.
Teacher:
Now,
which
group
wants
to
show
your
chart?
Step
5
Story
time
1.
播放故事视频，学生认真观察。
Teacher:
Zoom
and
Zip
have
a
race,
too.
What
do
they
do?
Let’s
watch
the
story.
They
have
a
race
about
apples.
Who
won?
Who
is
number
one?
Yes,
Zip
won.
2.
再次播放故事，认真跟读，感受发音。
Teacher:
Let’s
watch
the
story
again.
Follow
it,
please.
3.
再次播放故事，通过与学生交流，使其理解故事的内容。
Teacher:
What
does
Zoom
see?
Yes,
he
sees
many
apples.
What
does
he
want
to
do?
He
wants
to
have
a
race
with
Zip.
Does
Zip
want
to
have
a
race,
too?
Yes.
Zip
thinks
it’s
a
good
idea.
How
many
apples
does
Zoom
have?
He
has
only
three.
How
many
apples
does
Zip
have?
Zip
has
seventeen
apples.
Who
won?
Zip
won.
4.
分角色读课文，之后，再分角色表演课文。
Teacher:
Let’s
read
the
story.
Boys
will
be
Zoom.
Girls
can
be
Zip.
Let’s
read
it.
Teacher:
Now,
let’s
try
to
act
the
story
out.
Who
wants
to
be
Zoom?
Who
can
play
Zip?
Step
6
Summary
Have
a
summary
of
what
we
have
learned
today.
The
students
sing
with
the
tape.
The
students
answer
my
questions
using
the
numbers.
Ask
and
lead
the
students
answer.感知句型How
many
...do
you
have?句型及其回答。
Listen
to
the
tape
with
the
questions.
Listen
and
repeat.
Act
the
dialogue
out.
Practice
the
important
sentences.
Make
a
dialogue.
Fill
in
the
blanks.
Listen
to
the
tape
and
answer
the
questions.
Listen
and
repeat.
Act
out.
Be
clear
of
what
we
have
learned
today.
设计意图：这首歌与Ten
little
Indian
boys是同一首歌，不过改动了歌词。可以复习一至十，十个数字，为本课时的重点词汇学习服务。同时，以手上的手指这一内容热身。
设计意图：以询问自己手上手指的数目，自然引出本课的重点句式。同时又与热身中的歌曲内容相符，学生有了歌曲的铺垫，能够非常自然地进入这一环节的学习。再由手指转向身体部位及学生的文具等物品，内容全都与学生的日常生活相关，触手可及，学生理解接受非常自然，本课重点句式的学习也就水到渠成了。
设计意图：以上一环节的答案衔接课文内容，自然将学生的关注点放到课文内容上。提出问题，让学生带着问题倾听课文，培养他们专心倾听的习惯，以及在倾听中把握关键词句的能力。
设计意图：通过跟读，保证学生能够正确朗读对话内容。分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。
设计意图：先由教师与学生进行对话，由于出示或指向的物品具有不确定性，可以激发学生参与的兴趣。在学生基本熟悉了对话结构和内容之后，由学生进行两人小组活动，在老师提供的对话框架下进行自由练习。达到使用重点句式进行交流的目的。
设计意图：让学生在完成调查任务的过程中不断重复使用本课时的重点句式，达到在“用”中学，以提高他们的口语表达能力。
设计意图：由比赛这一话题串接起上一环节与故事。让学生自然接受的同时，产生阅读的欲望。这个故事语句简单，学生理解起来非常容易。通过简单提问，让学生明白won的意思。
设计意图：通过分角色朗读，使学生能够朗读故事，再通过表演，使学生能够真正理解故事内容，并能够正确表演故事。
作业
设计
Read
the
talk.
Act
out
the
story.
Make
a
new
dialogue
with
your
partner
using
the
sentences
“How
many
...do
you
have?
I
have
...”
板书
设计
Unit
Six
How
many?
B.
Let’s
talk
C.
Story
time
What’s
this
It’s
...
How
many
...
do
you
have?
I
have
...
Let’s
have
a
race.
Good
idea!
How
many
...
do
you
have?
I
have
...
教学反思
中小学教育资源及组卷应用平台