lesson05 How Many教学设计思路

冀教版三起三年级英语教案

Lesson 5

How many? 林四小

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Teaching Aims: 一、语言知识：

1.

学生能听懂会说和认读词汇：pencil, pen, ruler, crayon, pencil box 2.

学生能理解并口头运用句型：

What’s this?

It’s a ____. How many ______ do you have?

I have _____ . 二、情感态度：

1.培养学生有兴趣学习英语学习用具等词汇；

2.鼓励学生积极与老师和他人合作；

三、教学教法：

1.情趣教学法，利用实物简笔画直观教学，多媒体直观法。

2.探究式，交互式，小组对话等学习方式，积极运用这一课所学词汇和句型进行表达和交流。

3.自主质疑法，合作解疑法，交流互动法。

四、文化意识：培养学生对杰出的外国文化习俗感兴趣。

Main points and Difficult points: 1.重点：学认

pencil, pen ,ruler ,crayon ,pencil box并掌握

2.难点：运用句型进行交流，可有意识的培养学生把词汇的

描述扩展为句子的交流。

Teaching Aids:

Cards, Multimedia CD, A variety of pencils, pens, rulers, crayons and pencil boxes.

Greeting : T: Hello! Boys and girls. My name is Jenny. What’s your name? S: My name is Li Ming. T: How are you? S: Fine, thanks. And you? T: Fine, thank you. Nice to meet you. S: Nice to meet you,too T: Is this a boy/girl? S: Yes, this is a boy/girl. T: What’s his/her name? S: His/Her name is... Review: A chant: One book, two books,three books, four. One two three four, five books more. (Show the cards desk, chair, school, door and ask)

What’s this?

It’s a desk./chair./school./door. New concepts:

pencil 1.Demonstrate: A guessing game: （画好铅笔的简笔画，用卡片盖住一部分）

Guess the words,T: What’s this?

S:It’s a _____. T: Oh, yes. It’s a pencil./ No. Read after me. Spell the word. Boys and girls read the words. （检查同学单词掌握程度并给予表扬鼓励）

(使用此方法，依次出示pen,ruler, crayon, pencil box.)

pen

ruler

crayon

pencil box (设计意图：利用猜谜游戏，由部分到整体，由虚而实

，趣味联想，引出新词：pen,pencil, ruler, crayon, pencil box.词画

结合，音形结合吸引学生注意力，让学生留下深刻印象充分体现了探究式学习方法。）

2.Play a game:

See say

T:When I point the pen and say ‘What’s this?’You say ‘It’s

a pen.’

T:When I point the ruler and say ‘What’s this?’You say ‘It’s

a ruler.’

T:When I point the crayon and say ‘What’s this?’You say ‘It’s

a crayon.’

T:When I point the pencil box and say ‘What’s this?’You say ‘It’s

a pencil box.’

（设计意图:通过练习，进一步加深学生对词汇的认识并及时巩固。）

3.How many _____ do you have?

I have _____. Students show their books, and ask the students ‘How many books do you have?’

Students answer ‘I have one book.’/’I have two books.’/... Students show their pencils, and ask the students ‘How many pencils do you have?’

Students answer ‘I have one pencil.’/’I have two pencils.’/...

讲问句：T: How many book or books do you have? We should add ‘s’ or ‘es’. How many pencil or pencils do you have?

Yes, How many pencils do you have? So, circle the letter ‘s’. T: Show books and let the students ask ‘How many books do you have?’

T: How many rulers/crayons/pencil boxes do you have? T：read after me. 4.操练对话：

Use your books and pencils, two in pairs, One asks and one answers,’How many books do you have? I have ___. Then change another asks and another answers. (两人一组,以组为单位，看那组在最短的时间内做完对话。教师走到讲台下听学生对话给予指导和解答疑问。）

T：OK, stop here,who want to try? (设计意图：借助图画、问答等形式一步步启发学生对句型的理解和掌握，并能实际运用。通过小组合作对话练习，使学生运用知识对话，使学生运用语言的能力有所提高，培养学生的创造能力。互动式交流，体现了对学生自主学习精神及合作学习的培养。）

5.Homework:指读课文，生词抄写。

6.Blackboard Hand-writing: What’s this? It’s a

____.

pencil

pen

ruler

crayon

pencil box

How many books/ pencils do you have?I have ____. 7.课后反思：没有留出时间回顾所学内容，查漏补缺。