lesson 1 How many birds are there?教学设计一等奖

Unit 9 Numbers Lesson 1 How many birds are there? 执教教师：陈湖湖 平湖中心小学 指导教师：郑晓麟 平湖中心小学

周妹香 平湖中心小学

执教教师简介：

内容包括：陈湖湖，2010.08就职于吉巷中心小学，2016.09至今就职于平湖中心小学。现任小学英语二级教师。2011.09、2013.09荣获优秀教师称号。

教学设计思考和提出的问题：

1.如何合理安排故事的教学。

2.如何操练本课的重点句型。

磨课要点： 1.

教材分析：

本单元的话题是“数字”，是在前两个单元名词单数和复数的递进，对于学生来讲，也是对于名词单、复数的复习和巩固。数字一到十分布在两个课时，学习任务并不重，因此教师更多组织数字的运用活动，帮助学生理解、运用。本课主要教学内容有三部分：配图故事、词汇学习以及听力训练。本课的故事发生在河边，Mocky戴着帽子，手里拿着网，而Lulu手里拿着笔正在记录着什么，说明他们正在进行野外观察。Lulu负责记录，因此她不停地提出问题。调皮的Mocky从树上掉了下来，渗透安全教育。询问和说明数量多少的句型：How many …are there? There is/ are….及数字是重点内容，贯穿本课以及本单元的始终。教材在Learn to Say呈现数字1到5，体现了在实际情景中对数字的运用。Listen and Match列出的物品从图上并不能看出数量的多少，需要学生听懂才能找出正确的答案。

2.学情分析：

三年级的学生，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对游戏、竞赛等特别感兴趣。三年级是小学生学习英语的基础阶段，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。因此，在设计课堂教学活动时一定要根据学生的情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。总之，现在的三年级学生，对英

语的学习热情较高，可塑性较强，只要在教学中，教师加强对学生的学法引导和学习习惯的培养，学生的英语学习一定会取得很大的进步。

3.教学策略：情境教学法，游戏教学法，竞赛法。

教学内容：

配图故事：How many birds are there? 词汇:one, two, three, four, five。

句型：How many…are there? There is/ are…. 功能：在适当的情景下说明数量。

策略：结合插图理解故事大意。

教学目标：

在本课结束后，学生能够：

1. 能够说出数字one, two, three, four, five; 2. 能够询问和说明物品的数量：How many …are there？ There are / There is …；

3. 能够在插图的帮助下理解并能朗读本单元小故事。

4. 通过故事的学习，知道不能做不安全的行为。

教学重点、难点：

教学重点

1. 理解并认读词汇：one, two, three, four, five, bird, egg, nest, flower。

2. 询问数量的句型：How many…are there? There are / There is …

教学重点

1. There are和There is的区分；

2. There are 和They are读音的区别。

教学准备：课件、卡片。

教学过程：

Step 1 Warming -Up 1.教学播放歌曲Ten Little Numbers, 让学生欣赏。

T: Now, let’s listen the song, and clap the hands.

2.

T：OK, what are they? They are one, two, three……ten,many.(教学数字) Ss：学生认读单词。

T：They are Numbers.（板书并教学）

Today we are going to learn Unit 9 Numbers Ss:学生跟读课题。

设计意图：把听唱英文歌曲作为课前的准备活动，提高学生的学生兴趣，营造一个和谐，宽松的课堂氛围，并作为课程导入学习本单元的课题Unit 9 Numbers，并教授本课的重点词汇：one到five。

Step 2 Story 1.Listen and Watch T:Today, our friends Mocky and Lulu take us to the river. Now, Let’s watch the story and then answer the question: What do they see? T: What do they see? Ss: They see birds.（呈现birds图，并跟读）

They see eggs.（呈现eggs图，并跟读）

They see flowers.（呈现flowers图，并跟读）

They see a nest.（呈现nest图，并跟读）

设计意图：创设情景，在情境中学习词汇，通过问题，调动学生学习英语的好奇心。

2.Teach the sentence and the words: How many birds are there? How many…

T: Lulu wants to know: How many birds are there? Now let’s learn the story: Lesson 1 How many birds are there?（教授并板书）

Ss: 学生跟读。

T：Now, look at here: How many（板书How many 词语，并教授）Lulu also wants to know: How many eggs are there?…

Ss:学生跟读词汇：How many. T: Let’s read the other sentence. Ss: How many nests are there? How many flowers are there? 设计意图：通过抛出的问题，引出并学习第一课的课题以及句型How many …s

are there? 3.Learn the sentence: There are/ There is…

T: Now, open the book, and turn to page 26, I give you one minute to read the story, and then finish the paper. T: OK, Lulu wants to know: How many birds are there? Mocky can tell the question, he can say : There are/ is……

Now who can help Mocky? How many birds are there? S: Three. T: We can say:There are three.(板书There are并教授句型) Come here, take three and put here. S:学生放置单词卡片。

T: Now, let’s check the answer. Look at the picture. There are three. Yes or No. S: Yes. T: How many nests are there? S:One. T: We can say: There is one.(板书并教授句型) Come here, take one and put here. S:学生放置单词卡片。

T: Now, let’s check the answer. Look at the picture.There’s a nest, too. So there is one. Yes or No. S: Yes. T: How many eggs are there? S:Five. T: We can say: There are five. Come here, take five and put here. S:学生放置单词卡片。（并教授句型）

T:Now, let’s check the answer. Look at thee picture.There are five. So there are five. Yes or No. S: Yes. T: How many flowers are there? S: Many.

T: We can say: There are many.(板书并教授句型) Come here, take many and put here. S:学生放置单词卡片。

T: Now, let’s check the answer. Look at the picture.There are many flowers. So there are many. Yes or No. S: Yes. 设计意图：通过自主阅读，大致理解故事内容，并通过观察图片细节回答问题，体会语言，并学习句型There are/ There is …让学生理解句型的单复数回答是不同的。

4.Play a game T: Now, let’s play a game, Yes or No. You must stand up quickly and say “Yes or No”,OK? S:学生参与游戏。

设计意图：通过游戏，调动学生学习的积极性，并巩固句型。

5.Learn the story T: Now let’s read the story . Ss:Repeat the story. 设计意图：建立声音与图片、语音、文本之间的联系。学生理解故事，内化语言和情节。

6.

T: What have you learned from the story? Ss:生答。

设计意图：教育学生安全知识。

Step 3 Learn to Say 1.呈现情景

T: look at the picture, Mocky and Lulu go to the river again.what animals can they see ? S: They can see birds, deers…

设计意图：通过问答形式，调动学生的参与热情。

2. 学习和巩固句型和词汇

T: Now I’m Mocky, you are Lulu, I ask the questions, you answer the questions. How many rabbits are there?

S: There is one. T: How many deers are there? S: There are two. T: How many cows are there? S: There are three. T: Now, who wants to be Mocky and Lulu? One asks, the other answers. S1: How many birds are there? S2: There are four. S3: How many ducks are there? S4:There are five. 设计意图：通过师生互动，生生互动，调动课堂气氛，并通过插图确定语言使用的场景和语境。

3. 练习运用

（1）Read the words. （2）Look at the Number pictures , and then say the Numbers. 设计意图：通过读，巩固认读数字。

4.

Let’s chant 设计意图：通过chant，巩固新知。

Step 4 Listen and Match （1）T:Look at the picture, what are they? S: bag, car, … one , two, three, four, five. （2）T: Now, let’s listen and match. （3）T: OK, How many bags are there? S: There are four. T: How many cars are there? S: There is one. T:How many carrots are there? S: There are five. T:How many birds are there? S: There are three. T:How many eggs are there? S: There are two. 设计意图：通过听力，培养学生的听力能力，以及巩固知识。

Step 4 Summary T: Today we have learned the numbers to count things, and the sentences: How many …are there? There is/ There are…. We cannot do some dangerous

things. 设计意图：通过总结，让学生明白今天的课程学习了什么内容，进一步巩固知识，同时反馈自己的学习情况。

Step 5 Homework 1.Listen, read and recite the numbers: one, two, three, four, five. 2. Read the story fluently. 3. Above all. 设计意图：根据不同程度的学生，布置不同的作业，尊重学生的个体差异化。

板书设计：

Unit 9 Numbers Lesson 1 How many birds are there?

How many are there?

There is one. There are three. There are five. There are many.