英语人教版三年级下册Unit6 How many A Let's ta

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1、Unit6Howmany?ALet’stalk教案：I:教学内容:ALet’stalkII:教学目标:1.知识目标:(1)能听懂、会说Howmany…doyousee?Isee….及Theblackoneisabird.(2)能听说、认读单词eleven,twelve.2.能力目标:(1)能在图片、实物和教师的帮助下，在语境中用Howmany…doyousee?Isee….来交流看到的物品数量。（2）能理解对话大意，用正确的语音语调朗读对话。3.情感目标:能在课堂中感知英语学习的快乐。III:教学重点1.单词:eleven,twelve2.句子:Howmany…doyousee?Isee….

2、The…oneisa….IV:教学过程Step1.Warm-up(热身).(1)Singasong.<>T:Todaywe’lllearnUnit6Howmany?Atfirst,we’llsingasongtogether,ok?Ss:Ok.T:Let’ssing.(2)T:Look!Thechildrenarehavingamathclassintheclassroom.ButZoomandZipdon'thavetogotoschoolonsuchaniceday.Theygoforawalk.Theypassbyahouse.Whosehomeisit?Ss:Zha

3、ngPeng.T:Yes.Zoomlookthroughthewindow.Zipisshort.Shecan’tseeanything.SheasksZoom:Whatdoyousee?设计意图：课前唱一首学生熟悉的英语歌,复习了旧知,营造了轻松愉快的学习氛围,为新课的学习打下基础.Step2.Presentation(新课呈现):(1)文本1a.WhatdoesZoomsee?Let’slisten!b.Howmanyapples/oranges/eggsdoesZoomsee?Listenandfindout.c.Listenandrepeat!Teach“Howmany…doyous

4、ee?”“Isee….”d.T:Ziphassome“howmany”questions.Ihavesome“howmany”questions,too.Howmanybooks/pencils/fingersdoyousee?Ss:Isee….e.Listenandrepeatthewholedialogue.f.Readinpairs.(2)Teach“eleven”T:Atthismoment,ZhangPengcomes.Hesays:Let’sgotothepark.Ontheirwaytothepark,whatdotheysee?Let’sfinishthedialogue.Z

5、ip:Lookatthe_________.Zoom:Wow,so_________!Zip:Howmany_______doyousee?Zoom:1,2…Isee_________.Teach“eleven”.(3)Let’stalka.NowZoom,ZipandZhangPengareinthepark.Whataretheylookingat?Teach“kites”.b.Watchtheflashandchoose.Q1:HowmanykitesdoesAmysee?A:elevenBtwelveTeach“twelve”Q2:HowmanykitesdoesZhangPengs

6、ee?A:elevenBtwelveQ3:Howmanykitesdoyousee?Why?Teach“Theblackoneisabird.”c.Listenandfollow.d.Let’sact.Step3.Extension(1)Let’ssay通过Zoom和Zip讨论在ZhangPeng家桌子上看到食物的情境教学核心句型Howmany…doyousee?Isee….分散教学难点。顺着去公园的情境，以Zoom,Zip和ZhangPeng在路上看到的花操练句型，并教学数字词汇eleven.把单词放在句型中教学和操练，避免了孤立教学单词。带着问题去看对话的动画，以此理解对话大意，并化解难

7、点Theblackoneisabird.T:WuYifanisdrawingpictureinthepark.Helikesdrawing.Hetakesmanystationerytothepark.Let’shavealookandsaysomethingaboutthem.The_________oneisa/an_________.(1)Ziplikedrawing,too.ThisisZip’spi