Class 1 Textbook p.44公开课教案

EEC三年级上册Unit 6 What’s Your Number?

1、本单元设计意图：学生通过学习学会怎么样问答数字号码，知道简单的动作指令，教师培养学生熟悉数字概念。教师鼓励学生在生活中能运用这些内容,更好的体现语言的交际,并能从中体会交流的重要性和快乐性.

2、本单元学习目标

语言知识目标：学生看到queen，panda，rabbit这三个次准确的读出他们，看到相对应的图片，表述出他们的中文意思。规范的写出3个字母Pp、Qq、Rr。描述你所看到的物体的数量，可以准确的从一数到十，并且告诉其他同学自己的号码牌。

语言技能目标：教师创设情境，学生在情境中学语言，学生能运用所学语言进行交际的能力。 情感态度目标：激发他们学习的积极性，培养学生学习英语的兴趣。善于用英语表达数字。 学习策略目标：培养学生的注意力，观察力，激发学生积极思维，通过游戏活动，培养学生学习英语的兴趣，引导学生在课堂中积极运用所学英语进行表达与交流。

3、学情分析 由执教者本人填写

三年级的学生大多数是第一次正式接触英语，孩子们又是渴望学习英语的。所以这节课我依然要拿些动物的卡片，与学生一起读。该班的学生有着极强的求知欲和表现欲，课堂上要多表扬，多提问。除上述情况外，班级里还有个别几个调皮的孩子，针对这种情况，这堂课设计了情景教学，把这些孩子的注意力带到情景中，让他们专注于学习。

4、单元具体设计

根据课时安排，我把本单元分2课时来完成教学

The first period:p44 p46 P47A

The second period:P45 P49 P47B P48C

Unit6 What’s Your Number?

Period 1 一、Teaching Objectives:

1. Knowledge objectives:

①词汇教学，number, shirt 数字one, two, three, four, five, six, seven, eight, nine, ten的学习。

这部分内容学生可以做到会听会说会读就可以了。

②Sentence structures：What’s my/your number?

My/Your number is……学生会听说读的句型。

2. Ability objectives: By the end of the lesson, the students should be able to: 1. s can the text and find out numbers 2. get to know the meaning of “one,two,three,four,five,six,seven,eight,nine,ten” both in spoken and

forms, and pronounce them clearly; 3. guess the meaning of the word “number” from the context; 4. use structures like “What’s my/your number?

My/Your number is……” to ask numbers .

3. Focus of the lesson: 1. understanding the dialogue as a whole; 2. role playing the dialogue with the right pronunciation, intonation and sentence stress. “What’s my/your number?

My/Your number is……”

to ask numbers. 4. Predicted area of difficulty: 1. Students can distinguish the numbers

2. The meaning and usage of some expressions about how to ask and answer”

What’s my/your number?”

二、Teaching methods: Task-based teaching approach, TPR,

Situational language teaching , Audio-Lingual methods，Elicitation teaching

三、Teaching aids: tutu’card，PPT show the song,tape, tutu’shirt,tutu’s stickers

四、Teaching Procedures：

Step I :

Greeting:

Lead-in

sing a song ”

Who’s she?”

T & Ss: Who’s she? Who’s he? Who are you? She’s my mom. He’s my dad. I am Jack.

(设计意图：歌曲导入，创造亲切、自然的学习氛围，使学生快速进入到英语学习状态, 同时为新课的导入做铺垫.) StepII : Presentation 1.

Look at PPT “Tutu’s card”. T: Who’s he? Ss: He’s Tutu.

T: Right. Do you know“1、2、3、4、5、6、7、8、9、10。”（教师一边和学生数数，一边将十张兔子的卡片贴在黑板上。）

T: Can you count the rabbits in English?

Ss: Yes/No.

T:( It doesn’t matter. ) Today let’s learn the numbers. Now, open your books and turn to Page 44. Listen to the the story of Lesson 6, OK?

Ss: OK. (Look and listen)

（设计意图：增强了学生的好奇心，激发了学生进一步学习英语的兴趣，并在传授新知之前巧妙地为学生布置了本节课的学习任务。）

2.

T shows Ss some shirts with numbers, then let Ss read some numbers (one-ten) by themselves. T: Look at the picture, what’s this?

Ss: Shirt. T: Yes, it’s a shirt. This is my shirt.

Ss: Repeat the sentence “This is my shirt.” one by one.

T: (教师将衬衫的卡片贴在一名学生的胸前。)This is your shirt. You’re number eight. (教师用手指着衬衫上的数字8。) T :Eight, eight, number eight. (教师边读边做手势。) Ss: (Repeat, then read the number one by one.)

T: (拿出另一张带有数字10的衬衫卡片。)This is your shirt. You’re number ten. (将衬衫贴在另一名学生的胸前。) T: Ten, ten , number ten. (边读边做手势。) Ss: Repeat (设计意图：此部分通过师生间的对话和练习自然导出了本课课文的全部内容过渡自然、流畅。) 3. Listen to the Text.(P44)

T: Now let’s listen to the tape and repeat the dialogue . And let me see whose reading is the best. OK?

Ss: OK. (让几组学生模仿录音中的语调读课文中的句子，模仿得最好的、读的声音大的同学可以得到教师奖励的兔兔粘贴。)

T: You have one minute to practice the dialogue in pairs.

Ss: Practice in pairs.

(设计意图：通过让学生模仿录音的语调读课文并给予奖励来培养学生标准的语音和语调，使学生能逐渐地说一口地道的英语。) StepIII:

Practice.

1.

let Ss draw some shirts ,then write lucky number on it.

Practice in pairs Si:What’s your number ?

S2:My number is...

2.

T: Who wants to show your lucky number?

S1: Number five.

T: Which shirt is number five?

S2: This shirt is number five.

T: Good. This is your shirt. You’re number five. Anyone else?

S: Number seven.

S4: This shirt is number seven. This is your shirt. You’re number seven. Good luck.

（设计意图：通过学生写出自己的幸运数字，来练习本课的主要句型，既培养了学生自由运用所学语言的能力，又通过学生间相互表达美好的祝愿，培养学生的情感体验。）

T: Now, you all have your shirts and numbers. But what’s my number? (在黑板上画一件胸前带有问号的衬衫)

T: Do you want to know what my number is?

Ss: Yes.

T: Please guess.

Ss: You’re number 7.

T: Yes, you’re so smart. I’m number seven. Now, who wants to have a try?

S1: Me. What’s my number?

Ss: You’re number….

（可以多叫几名学生来做以上练习。）

T: You did a good job. Now let’s practice in pairs. (请一名学生来和老师合作。)

T: 小精灵儿童网站Turn back, please. What’s my number? (教师一边问一边用手指在学生的后背写数字。)

Ss: You’re number …（学生根据感觉说出老师所写的数字。）

T: Yes/no.

T: Are you clear?

Ss: Yes.

T: Now, You can practice in pairs

Ss: OK.

(设计意图：通过让学生猜老师的号码，引出下一部分课文的主要句型，既能够更加有效的练习本课的重点，又为下一节课的学习做铺垫。同时教师为学生创设多种活动方式进行对话练习，学生感兴趣并乐于参与。) StepIV: Consolidation. 1.

Listen and read (P44 P46)

2.

Exercise

Listening part: (P47A) Listen and write the numbers.

StepV: Homework.由执教者本人填写

ReciteP44

Copy letters Qq Pp Qr

五、Blackboard design 由执教者本人填写

Unit 6 What’s Your Number?

What’s my number? You are number one. 六、Teaching reflection

由执教者本人填写

本课经过魏老师上课实践，课后研讨反思，我再进行的二次备课终于形成的。我觉得这节课始终注重所学内容与日常生活相结合，让学生感知英语学习的必要性。讲解这些数字的词时每个或每几个词，运用不同的方式呈现出来，不显得枯燥。不足指出：个别活动教师的示范性不太明确，个别学生没有理解老师得意图，无所适从。这一点我以后一定注意，对每个活动的意图，达到的效果，要讲清楚明白，并要求学生认真仔细观察老师的示范。

Unit 6 What’s Your Number?

Period 2 一、Teaching Objectives:

1. Knowledge objectives:

Students need

listen and speak : first, ready, run, jump, walk, go, and come on

2. Ability objectives: By the end of the lesson, the students should be able to: 1. scan the text and find out numbers 2. get to know the meaning of “first,ready,run,jump,walk,go,”

in spoken forms, and pronounce them clearly; 3. guess the meaning of the phrase “come on” from the context; 3. Focus of the lesson: 1. understanding the dialogue as a whole; 2. role playing the dialogue with the right pronunciation, intonation and sentence stress.

4. Predicted area of difficulty: 1. Students can distinguish “walk, jump, run”

2. The meaning and usage of some expressions about “Ready? One, two, three, go!”

二、Teaching methods:

Task-based teaching approach, Situational language teaching

, Audio-Lingual methods，Elicitation teaching

三、Teaching aids: objects, CAI,tape

四．Teaching Procedures: Step I: Revision: 1.

Greeting 2.

Warming up a. PPT: The Olympic Game Television. T: The Olympic Games are coming .Do you want to join ?

(设计意图：利用多媒体创设对话情境，从而激发学生的学习兴趣，渲染英语氛围，使学生自然地进入英语学习状态。) b.Sing a “Ten Little Indian Boys”song : One little, two little, three little Indians…

（设计意图：用手指表演并演唱英文歌曲，不仅激发学生学习英语的欲望，而且为导出新课做铺垫。）

3. Play a guessing game. T: What’s my number? Guess, please. Ss: You ’re number….

Step II:Presentation:

1.To learn the words: “run, walk, jump”.(通过多种操练方式让学生会读这几个单词，学生在读新单词的时候不会感觉太枯燥。)

Listen and do.

point two students to run. T: Now, look carefully. You should run like this.(do action.)

Who wants to say“come on”for number…? Hands up, please.

Learn to say “come on”. Eg: Come on, come on, name.

T: Now, let’s run, Ready? S1 and S2: Ready. T: One, two, three, go. Ss: Come, come,….

T: Let’s run again, please. S3: Ready? S4～S7:Ready. S3: One, two, three, go. Ss: Come, come,….T: Who is first? Ss: Number…, …is first.

Show the word card“first”say it in three. Then say it together. Learn “jump, walk”

T: Today, in our sport meeting, …is first,…is first,…is first. They’re winners,(出示PPT奖杯)Let’s say “good, good, very good.”for them.

Look at the vidio, think: Who is the first? Ss: LiuXiang is first…

（设计意图：开展有趣味性及竞争性的比赛，学生表现的兴趣高昂，积极思考，极大限度地调动学生的积极性，）

StepIII: Practice Ss make up a dialogue in groups P45 StepIV: Consolidation. 1.Listen and number the pictures (P47 B) 2.Listen and check the correct picture. (P48 C) 3.Listen and read the text(P45 P49). StepV: Homework.由执教者本人填写

1.

reciteP45 2.

.copy Pp Qq Rr 五、Blackboard design由执教者本人填写

Unit6 What’s Your Number?

walk

jump

run

六．Teaching reflection 由执教者本人填写

这节课通过数字歌曲导入新课，看到了孩子们对英语知识的强烈的学习愿望，以后的课上要多给孩子们放些有趣的歌曲。在讲授新单词的时候，通过拿奖杯的目的，吸取了孩子们的注意力，注重语言的操作与运用，激发学生的求知欲望。本堂课结束后，我感觉这课的游戏虽然挺多挺好，但是节奏不是特别紧凑，而且也没有让全班同学都参与到其中，活动高效才是最重要的。另外,这课的板书设计不好，没有吸引到学生的关注，他们更关注的是PPT的奖杯，而不是看看学的新单词如何书写。