Unit 4 How old are you?优秀教案案例

小学英语三年级上册

Unit 4

How old are you ? 教学设计

————三圣乡完小

李华丽

一、设计理念：

英语课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合运用能力的提高。在本课教学中，我结合教学内容，创造性地设计贴近学生实际的教学活动，吸引并组织他们积极参与，学生通过实践、交流、讨论和合作等方式，学习使用英语，完成学习任务。实现任务的目标，感受成功。在学习过程中形成积极的学习态度，促进语言实际运用能力。

二、学习目标：

1.知识目标：

（1）能够认读数字一至十的单词。 （2）掌握询问和回答年龄的句型。

2.能力目标：

（1）口语交际：

Hi! Hello! Good morning.

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What’s your name? My name is ... How old are you ? I’m eight/nine...

（2）听力训练。

通过听力的训练，锻炼同学们对数字的反应能力和从对话中捕捉有用信息的能力。

（3）书写训练。

通过模仿，规范简单的英语书写，培养写的兴趣。

3.情感目标：

（1）激发孩子们学习英语的兴趣。

（2）教育孩子们友善对待身边的人和小动物。

三、教学重难点：

1．教学重点：

（1）对数字1至10的快速反应。

（2）用英语进行年龄的问答。

2.教学难点：

用英语问答名字和年龄。

（1）What’s your name? My name is... （2）How old are you? I’m ...

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四、教具和教学方法：

1.课前准备：多媒体课件、卡片、玩具

2.教法学法：情景创设法、愉快教学法、任务型教学法、小组合作、自主探究法、歌曲、游戏、表演

五、教学步骤：

Step 1: Warming up 1. Greetings. 2. Free talk. What’s your name? My name is ... Step 2: Presentation 1. Lead in by using a doll. Hello, my name is Dick. 2. Have a conversation with the doll. How old are you? I’m one. 3. PPT.Teach numbers1-10. 4. Write with fingers. Show cards, read numbers. Step 3: Games 1. Play a game named “Take trains”to practise reading. Ss read words from 1-10 one by one.

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2. Play a game named “Quick Response”.

Step 4: Presentation 1. Show PPT, present words: how, old, are, you. 2. Present sentences: How old are you? I’m eight/nine... Step 5: Practice 1. Practice asking and answering ages with students. 2. Students practice in pairs. 3. Ask some pairs to act out. Step 6. Game Play a game named “Beat a drum to spread a flower”. Step 7. Listening 1. Show a question: How old are you? 2. Covered with a curtain ,then play the recording. Ss listen and answer. 3. Listen again and check the answers. Step 8. Consolidation Match the numbers(1-10) with words.

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Step 9. Music Learn to sing a song “English Numbers”. Step 10. Homework 1. Read and remember these words : one, two,...ten. 2. Read and act Part A, Unit 4. 板书设计：

Unit 4 How old are you? -- How old are you ? -- I’m one , two, three, four, five, six, seven, eight, nine, ten .

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