英语人教版三年级上册Happy birthday教学设计.docx

1、英语人教版三年级上册Happy birthday教学设计三年级上册Unit 6 Happy birthday! 教学设计 , , s do s learn Let B. Let教学内容 ： 教学目标：six, seven, eight, nine, 能听、说、认读数字单词 1. 。tenIm years 2.能听懂、会说句子How old are you? old. 里的指示语，并能按照指令做出相能听懂Lets do 3. 应的动作。 教学重点：six, seven, eight, nine, 1. 能听、说、认读数字单词 ten。How old are you? 能听懂、并在实际情景中运用句

2、型 2. Im years old.询问年龄并做答。 教学难点：数字的准确发音。 教学准备：多媒体课件、单词卡片、图片 教学过程：Step 1.Warm-up/Revision 1. Greeting T: Hello. S: Hello. T: Im Miss Yang. Good morning, boys and girls. S: Good morning, Miss Yang. T: Nice to meet you. S: Nice to meet you, too. T: How are you? S: Im fine. Thank you. And you? T: Im fin

3、e, too. Thanks. 2. Lets chant Jump! Jump! Jump! One, two, three! Jump! Jump! Jump! Three, two, one! Four and five! Four and five! Jump up high! Jump up high! Five! Four! Three, two, one! Jump! Jump! Its too fun.3. Lets do One, one, show me one, shh Two, two, show me two, yeah Three, three, show me t

4、hree, meow Four, four, show me four, fly Five, five, show me five, hi (设计意图：轻松活泼的chant及Lets do使学生自然进入英语的学习氛围中，也预示着整节课都会以明快活泼的形式展开。在学习新内容之前让学生听有关本单元要学的天气的歌曲，有助于加深印象。) Step 2 Lead in T: Today is Sams birthday. What would we say to Sam? S: Happy birthday! T: How old is Sam? Lets count how many candles.

5、 T&S: One, two, three, four, five, six. T: How old is Sam? 引导S回答He is six years old. （设计意图：通过设置“Sam生日”这个情景导入本课的学习，激发学生的兴趣。） Step 3 Presentation 1. Learn the word “ six” T: s S: /s/ T: i S: / i / T: x S: /ks/ 出示单词卡片/ i / i /six, 分组读 G1: / i / G2: / i / G3: six G4: / i / G1: / i / G2: six G3: / i / G4

6、: / i / G1: six G2: / i / G3: / i / G4: six （设计意图：单词呈现后用phonics来教学，学生易于接受。） 大小声读单词six T: How to spell six? T板书six，S书空, s-i-x, six six pencils (How many pencils? Lets count. T&S: Onesix, six pencils. 引出回答后带读six pencils. I have six pencils.) six pens (How many pens?.) T: How many candles? T&S: Onesix

7、T: Six candles. Today is Sams birthday. (Sam的图像进入幻灯片)让我们问问Sam他多少岁怎么问？（引导学 生回答）T&S: How old are you? T带读句子两遍，各组读一遍全班读 T: Sam怎么回答？（引导学生回答） T&S: Im six years old. T带读句子两遍，各组读一遍全班读 带读句子一遍，进行师生、各组问答 T: How old are you? S: Im six years old. S: How old are you? T: Im six years old. G1: How old are you? G2:

8、 Im six years old. How old are you? G3: Im six years old. How old are you? T: How old are you? S: Im six years old. （设计意图：教学six后用了带读和引导，让学生初步了解如何询问年龄并做答。） Lets do: Show me six. T做出6的手势，T: This is S: six Show me six. 带各组全班：T2. T: Today is Sams birthday. He has a birthday party. Zoom 也带着一些小朋友来参加。他们是谁？

9、多少岁？Lets go and have a look. T: This is S: Li Li T: 让我们问问她多少岁。 S: How old are you? Im six years old. T: Li Li跟Sam都是 T&S: six years old 3. Learn the word“ seven” T: This is S: Tom T: Lets ask Tom “How old are you?” S: How old are you? 引导学生回答Im seven years old. 出示单词卡片，教学seven T: s S: /s/ T: e S: / e /

10、 / e / e / se / T: v S: /v/ T: e S: / ? / en/ ?n / / ?n / ?n / v?n / seven 分组读，男女生读 T: How to spell seven? T板书seven，S书空, s-e-v-e-n, seven seven crayons (How many crayons? Lets count. T&S: Oneseven, seven crayons. 引出回答后带读seven crayons. I have seven crayons.) seven bags (How many bags?.) T: How old ar

11、e you? (T: How many candles? T&S: Oneseven. T: seven candles) S: Im seven years old. 带读句子一遍，进行师生、各组问答 T: How old are you? S: Im seven years old. S: How old are you? T: Im seven years old. G4: How old are you? G3: Im six years old. How old are you? G2: Im six years old. How old are you? T: How old ar

12、e you? S: Im seven years old. Lets do: Show me seven. T做出7的手势，T: This is S: seven T带各组全班：Show me seven. ”eight“Learn the word 4.T: Look. This is S: Kate T: Lets ask Kate “How old are you?” S: How old are you? 引导学生回答Im eight years old. 出示单词卡片，教学eight T: ei S: /ei/ gh不发音 T: t S: / t / eight 分组读eight，开

13、火车读eight T: How to spell eight? T板书eight，S书空, e-i-g-h-t, eight eight ducks (How many ducks? Lets count. T&S: Oneeight, eight ducks. 引出回答后带读eight ducks. I have eight ducks.) eight pigs (How many pigs?.) T: How old are you? (T: How many candles? T&S: Oneeight. T: eight candles) S: Im eight years old.

14、带读句子一遍，进行男女生问答 Bs: How old are you? Gs: Im eight years old. Gs: How old are you? Bs: Im eight years old. T: How old are you? S: Im eight years old. Lets do: Show me eight. T做出8的手势，T: This is S: eight T带各组全班：Show me eight. （设计意图：教学seven和eight后用师生、各组、男女生问答，让学生边学边练，把刚学的单词运用到句型中，使学生进一步掌握如何询问年龄并做答。） 5. L

15、earn the word“ nine” T: Look. This is S: Lu Yao T: Lets ask Lu Yao “How old are you?” S: How old are you? 引导学生回答Im nine years old. 出示单词卡片，教学nine T: n S: /n/ T: i S: / ai / T: n S: /n/ nine / ai / / ai / nine 分组读 G4: / ai / G3: / ai / G2: nine G1: / ai / G4: / ai / G3: nine G4: nine G1: / ai / G2: /

16、ai /G3: / ai / G2: / ai / G1: nine 大小声读单词nine T: How to spell nine? T板书nine，S书空, n-i-n-e, nine nine dogs (How many dogs? Lets count. T&S: Onenine, nine dogs. 引出回答后带读nine dogs. I have nine dogs.) nine monkeys (How many monkeys?.) T: How old are you? (T: How many candles? T&S: Onenine. T: nine candles

17、) S: Im nine years old. 带读句子一遍，进行小组问答 T: How old are you? T1: Im nine years old. How old are you? T2: Im nine years old. How old are you? T: How old are you? S: Im nine years old. Lets do: Show me nine. T做出9的手势，T: This is S: nine Show me nine. 带各组全班：T6. Learn the word“ ten” T: Look. This is S: Lucy

18、T: Lets ask Lucy “How old are you?” S: How old are you? 引导学生回答Im ten years old. 出示单词卡片，教学ten T: t S: /t/ T: e S: / e/ T: en S: /en/ /en/ /en/ ten 看T手势读，开火车读 T: How to spell ten? T板书ten，S书空, t-e-n, ten ten pandas (How many pandas? Lets count. T&S: Oneten, ten pandas. 引出回答后带读ten pandas. I have ten pan

19、das.) ten eggs (How many eggs?.) T: How old are you? (T: How many candles? T&S: Oneten. T: ten candles) S: Im ten years old. 带读句子一遍，进行开火车问答 T: How old are you? S1: Im ten years old. How old are you? S2: Im ten years old. How old are you? T: How old are you? S: Im ten years old. Lets do: Show me ten.

20、 T做出10的手势，T: This is S: ten T带各组全班：Show me ten. (设计意图：通过各种形式的操练，既可以培养学生口头表达能力，又可以提高学生对单词的熟练掌握程度。) Step 4 Practice 1. Listen to the tape. 2. Read the words after the tape. （设计意图：通过Lets learn部分的多媒体直观教学，刺激学生感官，加深对单词的记忆，同时把单词放进情景对话当中，加深知识的理解与运用。） 3. Bomb游戏 4. Whats missing? 5. Lets do Show me six. Show

21、me seven. Show me eight. Show me nine. Show me ten. T说指令S做动作，T做动作S说出对应的指令 T: Show me eight. S1做动作 T: Hello. S1: Hello, Miss Yang. T: How old are you? S1: Im years old. T: Goodbye. S1: Bye. 6. Pair work(两人对话) A: Hello, Im B: Hi, Im A: How old are you? B: Im years old. How old are you? A: Im years old

22、. B: Goodbye! A: Bye! （设计意图：两人对话让学生在说方面得到锻炼，巩固教学重点，把课堂还给学生，发挥学生好动、好强、好表现等个性特长，给学生展示的机会与平台，体验学习英语的快乐，树立学习自信心。鼓励学生大胆开口说英语，并主动参与课堂学习活动。） Step 5 Extension 1.公安报警：110 火警： 119 医疗救护：120 查询台：114 2. Sing a song “Ten little candles” （设计意图：播放教学歌曲的学习后得到放松。） Step 6 Sum up What have we learned? 1. 学习数字单词six, seve

23、n, eight, nine, ten。 2. 询问年龄How old are you? 回答Im years old. Step 7 Homework 1. Copy the four words. 2. Listen, read and recite P62. 板书: Unit 6 Happy birthday! , s learn B. Let How old are you? six years old. Im eight nine ten seven 教学反思：口语教学有待提高。1、本节课存在不足与努力的方向： 、在以后教学过程要多采用多种教学模式，听说唱演一样2都不能少，让学生在真实的英语环境中进行交际，避免枯燥乏味的机械操练。最重要的是让学生多参与，多思考，进可 能多地让学生参与其中。在今后的教学中，我要尽量克服自己的不足，多花些心 思，设计出更好的课堂活动，提高课堂效率，让学生学得有兴趣，学得有成效，尽可能让自己的课堂沿着有效、有效、 更有效的方向发展。